Strategic Management

Spring 2015
Autumn 2012
HOW TO USE THIS LEARNING GUIDE
ICON KEY
?? Activity
??
??
Checklist
Deadline
?? Handout
?? Hint
?? Important
information
?? Online
activity
?? Reading
?? Toolkit
?? Warning
This learning guide supplements the unit outline and is designed to help you
navigate through the unit. It will help you focus on what you need to do for
classes and the various assessment tasks. You should consult the relevant
section of the learning guide as you plan your study – it will highlight the main
things that you should be getting out of the resources available and provide
guidance on teaching activities and class preparation.
The learning guide also offers some study tips to assist you in developing the
skills and techniques of an effective learner at university level. In addition to
acquiring information and skills relevant to this unit, you should also focus on
developing the habits and tools of a successful university student. As an adult
learner you need to take control of your own learning and ensure your own
success. This learning guide is specifically designed to help you achieve this.
A standard set of icons is used throughout the learning guide to make
navigation easier. Use the icons to quickly identify important information, things
you need to do and hints for doing them.
STAFF
Unit
Coordinator
and point of
first contact
Marion Cornish
Building ED.G.34, Parramatta campus
Phone: 9685 9984 Email: [email protected]
Unit
administration
School of Business Student and Academic Services Team
Building ED.G.99, Parramatta Campus
Phone: 9685 9200 Email: [email protected]
Teaching team Bankstown: Dr Jim Mitchell
Telephone :(02) 9772 6795
Mobile : 0404492902
Email : [email protected]
Campus : Bankstown
Room :20.1.14
Staff Profile :http://uws.edu.au/staff_profiles/uws_profiles/doctor_jim_mitchell
Campbelltown: John Hibberd
Email : [email protected]
CONSULTATION ARRANGEMENTS
All campuses Marion Cornish available Tuesday and Thursday (by appointment) and Monday –
Friday via email. Jim Mitchell Wednesday (by appointment) and Monday-
Wednesday by email. John Hibberd Thursday only (by appointment).
Edition: Spring 2015
© Copyright: University of Western Sydney, 2015. No part of this publication may be reproduced or transmitted in any form
or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval
system, without the prior written permission from the Dean of the School of Business. Copyright for acknowledged materials
reproduced herein is retained by the copyright holder. All readings in this publication are copied under licence in
accordance with Part VB of the Copyright Act 1968.
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Contents
SECTION ONE
ABOUT MANAGING PEOPLE AT
WORK 3
An introduction to this unit 3
Textbook 3
Approach to teaching 3
Learning outcomes 3
SECTION TWO
ASSESSMENT DETAILS 5
Assessment summary 3
Assessment 1: Individual case study report
(30%) 5
Overview 5
Details 5
Marking criteria and standards 8
Assessment 2: Group strategic simulation,
report and presentation (40%) 10
Overview 10
Details 11
Marking criteria and standards:
Group report 15
Marking criteria and standards:
Presentation 17
Assessment 3: Final examination (40%) 20
Details 23
Marking criteria and standards 24
General assessment requirements 25
Assignment cover sheet 25
Turnitin 25
Late submission 25
After-hours submission 25
Extension of due date for submission 25
Feedback on assessment 26
SECTION THREE
TEACHING ACTIVITES 29
Schedule of activities 27
SECTION FOUR
LEARNING RESOURCES 34
Recommended reading 32
Referencing requirements 34
Other resources that might help with
university life 34
SECTION FIVE
THIS UNIT AND YOU 37
What is expected of you 35
Workload 35
Attendance 36
Student responsibilities and conduct 36
What you can expect from the teaching team 37
Changes to unit as a result of student
feedback 37
Policy and how it affects you 37
What is academic misconduct? 38
What is non-academic misconduct? 38
Raising concerns 38
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About Strategic Management
An introduction to this unit
This unit explores the nature and essence of strategy and how this is created in various
organisational, industry and economic contexts. The complexity of the strategy process,
content and context means that there is, and never will be, one clear position on strategy and
what this means to the majority of those interested in the development of strategic thinking
capability. The paradoxes and debates in the field of strategy are explored in an effort to
understand the concept of sustainable competitive advantage. Students will utilise the
theoretical knowledge presented in a dialectical enquiry framework to undertake strategic
analysis, and develop a selection of strategic options, for case study scenarios.
Strategic Management is a core unit in the in the broadly based, multi-discipline Bachelor of
Business and Commerce. The unit develops communication and information literacies and
provides integrates theoretical and applied knowledge to analyse and solve complex and novel
problems facing organisations. This is essential for all disciplines and is the basis for students
to develop and apply comprehensive and connected knowledge in management.
As a final year unit the aims are also to address and qualify the UWS Graduate attributes
during the course of the semester. The University’s graduate attributes related to this unit are:
?? Commands communication, numeracy, social interaction, information literacy,
technology literacy skills.
?? Demonstrates comprehensive, coherent and connected knowledge.
?? Applies knowledge in professional or applied contexts.
?? Brings knowledge to life through responsible engagement and appreciation of diversity.
Textbook
De Wit, B, Meyer, R 2014, Strategy synthesis: resolving strategy paradoxes to create
competitive advantage, 4th edn, South Western Cengage Learning, London. [Or latest edition
Ebook]
Approach to teaching
We study at the tertiary level essentially to be capable of critical evaluation which in this
instance is about the nature and essence of strategy and how this is constructed in various
social, organisational and industry contexts.
Debates about the nature of strategy are extensive in both the theoretical and real world.
Understanding strategy as a construct means that there is, and never will be, one clear
definition of strategy and what this means to the majority of those interested in the
development and implementation of strategy.
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Particularly in the study of organisations, one definition is never possible as the constraints
and demands on management differ from context to context. Organisations under crisis will
demand different strategies from those which are under little current threat, say in prosperous
economic times. Therefore as scholars interested in strategy and its societal impacts we must
constantly take an interest in and follow the debates in the field. This unit and the learning
which will take place, starts that journey.
We learn best when we study what we find relevant and interesting to us as individuals. This
unit is designed to allow you the opportunity to find the relevance of what you are studying in a
theoretical framework and apply that to what you seek to learn in terms of strategy, in the
practical sense.
The unit Strategic Management is one of the final units in the Management degree. This unit
therefore aims to integrate the knowledge and skills of students at the completion of their
program of study.
The introduction of a business strategy simulation into this unit aims to support both the
University’s and School of Business requirements for student blended learning opportunities.
Business strategy simulations have a long history in management development practice.
Business simulations are some of the earliest forms of gamification, now widely utilised as a
motivational learning tool. Learners undertake decision making in teams over a period of
approximately 8 weeks (competing in workshop cohorts) during the semester involving the
complex interplay of various functional requirements of the business. Decisions will be minuted
by the groups at the end of each workshop decision. Firm performance measurements based
on stakeholder perspectives such as decisions on corporate social responsibility and
shareholder returns determine current share price values of the organisations being managed
by teams of participants- in the university context by teams of students.
Overview of resources, assessments and learning outcomes in this unit
ASSESSMENT
vUWS
Library resources
Learning guide
Lecture and tutorial
material
Textbook
LEARNING RESOURCES
Case analysis
(30%)
Group
strategic simulation, report
and presentation
(40%)
2,4,5,6
Final examination
(30%) 1,2,5
1-3,5
LEARNING OUTCOMES WEEK DUE
Week 8
Week 13
As per the UWS exam
schedule
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Assessment details
Learning outcomes
Strategic Management is a core unit in the in the broadly based, multi -discipline Bachelor of
Business and Commerce. The unit develops communication and information literacies and
provides integrates theoretical and applied knowledge to analyse and solve complex and novel
problems facing organisations. This is essential for all disciplines and is the basis for students
to develop and apply comprehensive and connected knowledge in management. Learning
outcomes for the unit are outlined below.
1. Explain the impact of key elements of leadership, people and organisational
culture in the formulation and implementation of strategy.
2. Apply contrasting theoretical approaches to strategic management.
3. Reflect on the strengths and weaknesses of various approaches to strategic
development.
4. Utilise the theoretical knowledge presented to undertake strategic
analysis, and develop a selection of strategic planning options, for case
study scenarios and a strategy simulation.
5. Formulate strategic planning implementation strategies based on an
understanding of sustainable competitive advantage linked to key industry,
environmental and organisational constraints.
Lectures
?? Note: Lectures will be online on the vUWS site.
All students must listen weekly to the lecture before attendance at workshops. This contributes
to compulsory attendance requirements of 80%.
If you do not listen to the lecture in the week indicated then you will be considered as not
attending for that week.
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Assessment summary
ASSESSMENT
NUMBER
ASSESSMENT ITEM AND DUE DATE LEARNING
OUTCOMES
VALUE
(/100)
1. Individual case analysis (1,000 words plus
appendices)
Due: Week 8
1-3,5 30%
2. Group strategic simulation, report and presentation
Part 1: Group report on simulation outcomes
(2,000 words plus appendices) (25%)
Part 2: Group video presentation (15 minute
video) (15%)
Due: Week 13
Note: late penalties will apply
2,4,5,6 40%
3. Final examination (2 hours, closed-book)
Note: There is a threshold mark for this exam
Due: During formal examination period.
1,2,5 30%
?? Note: Before you receive your results for each piece of assessment they may be
moderated. Moderation is a process whereby the unit coordinator regulates the marking of
individual markers to achieve consistency in the application of unit objectives, performance
standards and marking criteria. Marks for an individual piece of assessment will not be
changed after you have your mark or grade. You should note that, consistent with the Criteria
and Standards Based Assessment policy, the final marks for the cohort may be also adjusted if
results are very high or low or there are inconsistencies between groups.
?? Note: To pass this unit you must:
?? Achieve a minimum of 50 marks.
?? Attend 80% of lectures and workshops
?? Complete and submit on time all assessment items (including making a satisfactory
contribution to group work as displayed on the Spark assessment).
?? Achieve a criteria mark of 45% (13.5/30) in the final examination.
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Assessment 1: Individual case study report (30%)
Overview
To comply with the requirements of this assessment each student must complete a case
analysis on a case to be advised in Week 2 of the semester and placed on vUWS. The case
analysis is comprised of a 1,000 word report, plus appendices. The case analysis is due in
Week 8. The case study report must be loaded onto the Turnitin link provided where it will be
marked online.
The rationale for the case analysis is:
?? To build your skills and knowledge required for analysis and implementation of strategic
interventions in various organisational contexts.
?? To allow for practice of the skill of strategic analysis using contemporary case study
material.
?? To scaffold learning for the Group Assessment i.e. a formative assessment for the Group
Report
Details
As part of the formative assessment, from Weeks 2 to 7 each student will engage in the
development of their skills in strategic analysis. The process will involve two key mandatory
steps:
1. Attendance and active participation in the mandatory case discussions and group
problem- solving (Weeks 2-7).
2. Submission of the case analysis in Week 8 in accordance with this guide.
(The purpose of step 1 above is to ensure students attend and engage in group and whole
class discussions as part of the learning process – Weeks 2-7).
Students prepare an individual business-level case analysis written up in correct report format
on an organisation chosen by the unit coordinator. The case study in 2015 is on Netflix.
The format of the case analysis should follow from what has been learned in completing case
studies in workshops between Weeks 2-7.
2015 Assessment One will be provided through your Harvard Coursepack:
You must register as a Harvard student user for the Harvard Coursepack using these links to
access these materials, and the simulation.
Please do this using your UWS student number and contact details as soon as you are
provided the link.
Netflix by Willy Shih; Stephen P. Kaufman; David Spinola
Supplemented by Case Flash Forward: Netflix (2009)
Netflix –
https://cb.hbsp.harvard.edu/cbmp/pl/37985926/37985928/8f78b2fa36305225da6b3db7a037938
3
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Case Flash Forward: Netflix (2009) –
https://cb.hbsp.harvard.edu/cbmp/pl/37985926/37985931/904531beebd82ebdb7fb4df4542f946
9
In your Report you must provide:
?? Executive Summary: Assessment of Netflix current 2015 business level and corporate
strategy and the capacity of Netflix to sustain competitive advantage.
?? Body: Findings from external and internal analysis utilising the Business Systems Model
and Drivers of Industry Development (referring to appendices).
?? Conclusion: Key strategic issues/findings (at least 2) related to the Netflix’s current 2015
performance, issues it faces and options and recommendations for the future.
1. Report
Appropriate headings in the individual report might include:
?? Executive Summary: Assessment of current business level and corporate
strategy and the capacity to sustain competitive advantage.
?? Body: Findings from external and internal analysis utilising the Business
Systems Model and Drivers of Industry Development (referring to
appendices). The link to theory is established.
?? Conclusion: Key strategic issues/findings (at least 2) related to the firm’s
current performance, issues it faces and options and recommendations for
the future.
?? Reference list ( at least 6 references including the text and case
materials)
?? Appendices: In-depth analysis conducted before the report is written.
( Note the appendices will not be read unless referred to in the body of
the report)
Note: Students need to be able to assess the organisation’s current businesslevel
strategic performance using the ‘Business System Model’ as set out in
Chapter 5 of the unit text and Drivers of Industry Development as set out in the
text p.257.
For the internal analysis students are required to demonstrate an
understanding of the distinctions between resources and capabilities together
with the capacity to identify strategic capabilities.
For the external analysis students are required to comment on the
organisation’s industry context and overall competitive landscape.
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2. Appendices
Only two (2) analytical tools must be used to be capable of completing this
report.
1. The Components of a Business System (p.82 of text) including analysis
of the Resource Base/ Stock of Assets (tangible and intangible,
relational and competencies see text p. 93), Activity System (complete
a generic value chain analysis p. 91 of text) and Product Offering /
Value Proposition (pp. 82-91) must be used.
2. Drivers of Industry Development analysis (text p.257) must also be
undertaken.
Any data and information completed during research should be placed into
appendices. The report should refer to these appendices but focus on the
findings in the body. The findings are discussed in the report body and linked
to a central argument about the firm’s current performance, issues it faces and
options and recommendations for the future. The report must be underpinned
with solid contemporary research showing an understanding of strategy
process, content and context.
Extensive description of data without critical evaluation and analysis will score very low marks.
When identifying key strategic issues students should consider the extent of alignment
between the organisations internal capabilities and its changing industry and market. “Gaps”
should be identified and options to address those “gaps” evaluated. This involves the use of
both analysis and critical thinking.
Both the above assessment of the company’s alignment with its environment and the
evaluation of future strategic options must be underpinned by the individual’s competent use of
appropriate business and industry level analytical tools. The report however should only
include the conclusions and summative discussion from this analysis (detailed results from the
analysis should only be presented in appendices not in the body).
Recommendations for the organisation need to be provided as a result of the individual
investigation. An explanation needs to be provided as to how and why this recommendation is
the one that will provide the company with sustained competitive advantage (supported with
theory and data analysis).
?? Hint: The key paradoxes in some chapters in the unit text should be considered when
discussing business level and corporate strategy.
The report must be in correct academic format as per University guidelines (i.e. properly
referenced, references in alphabetical order at end of exercise, using correct spelling,
punctuation, sentences and paragraphing).
?? Note: Students must use UWS Harvard style referencing. Examples of the Harvard system
are available on the library website http://library.uws.edu.au/citing.php
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Marking criteria and standards
?? Note: Attendance and active participation for 80% of the face to face sessions is
assessable for participation.
Individual Assessment Repor t
To submit assessment 1 and adequately address the marking criteria, students should have
completed the above two components. Missing any step will result in fewer marks as marks
are allocated to each component (analysis and appendix).
Students should use the form to critically self-assess their assessment before submission.
CRITERIA FAIL
PASS
CREDIT
DISTINCTION
HIGH
DISTINCTION
Analysis of
concepts:
Business
Systems Model
(resource base,
activity system,
product
offering)
Lack of
understanding of
concepts from
readings or just
mentioning the
terms without
showing
understanding or
links to specific
issues.
Use of terms
relevant to
analyse the
case showing
some
comprehension
but only a
generalist
understanding.
Using the
concepts, with
a good
understanding
of them,
relevant links
some to some
issues.
Using the
concepts, with
an excellent
understanding
of them, and
identifies a
significant
number of
issues
involved.
Excellent
integration of
concepts and
case through
identification of
the value and
limitation of
concepts for the
analysis.
Analysis of
concepts:
Drivers of
Industry
Development
Lack of
understanding of
concepts from
readings or just
mentioning the
terms without
showing
understanding or
links to specific
case.
Use of terms
relevant to
analyse the
case showing
some
comprehension
but only a
generalist
understanding.
Using the
concepts, with
a good
understanding
of them,
relevant links
some to some
issues.
Using the
concepts, with
an excellent
understanding
of them, and
identifies a
significant
number of
issues
involved.
Excellent
integration of
concepts and
case through
identification of
the value and
limitation of
concepts for the
analysis.
Overall
Analysis: Level
of analysis and
critical thinking
Absence of
critical analysis or
reflection.
Attempt to be
analytical and
critical but with
poor results.
Little, if any,
reflection.
Good analysis
of issues
under
evaluation.
Some
reflection.
Good analysis
and
interpretation
of issues under
evaluation,
reflection
leading to
alternative
options.
Excellent and
comprehensive
analysis and
interpretation of
issues under
evaluation,
comparing
alternative
options, original
interpretations
resulting from
reflection.
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CRITERIA FAIL
PASS
CREDIT
DISTINCTION
HIGH
DISTINCTION
Argumentation:
Substantiation
of arguments
and overall
quality of
discussion
Incomprehensible,
poorly structured,
fragmented ideas,
does not follow a
clear argument.
Relatively
coherent
argument,
manages to
communicate
the ideas but
difficult to
understand
links.
Confusion in
logic.
A clear
structure with
coherence in
the
presentation
of ideas, but
not a strong
and sustained
argument.
A clear
structure with
coherent and
logical
presentation of
ideas and
comprehensive,
well-sustained
argument.
A sustained,
coherent and
logical
argument. Able
to synthesise
and integrate
complex ideas.
Research: Links
to unit readings
and additional
research
No research and
links to any
readings.
Limited
research and
documented
links.
Good research
and
documented
links to
readings.
Excellent
research, clear
links to
readings.
Outstanding
research, clear
links to multiple
theoretical
ideas and
concepts.
Presentation:
Presentation,
clarity of
expression
(sound
sentence
structure,
grammar and
spelling)
Inferior
presentation and
referencing not
consistently
applied.
Sound
presentation
but
inconsistency
in referencing.
Good
presentation
and mostly
consistent
referencing.
Very good
presentation
and consistent
referencing.
Excellent
presentation
and
comprehensive
and consistent
referencing.
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Assessment 2: Group strategic simulation, report and
presentation (40%)
Overview
In groups of four (4), students prepare a group business-level and corporate strategic analysis.
This analysis will be based on their development of an understanding of strategy as a result of
undertaking a simulation through the Harvard Business School publishing group. The
simulation is funded by the School of Business.
You must register as a Harvard student on the Coursepack before you will have access to the
simulations and the case study.
Please do this using your UWS student number and contact details as soon as you are
provided the link.
The report must be loaded onto the Turnitin link provided where it will be marked online.
2015 Strategy Simulation: The Balanced Scorecard by V.G. Narayanan
In this multi-player simulation, students experience the benefits and challenges of using a
scorecard to implement strategic initiatives and monitor firm performance. Small teams of
students work together to choose a strategy for their company, create a strategy map, develop
a balanced scorecard, choose initiatives to implement their strategy, and use feedback from
the balanced scorecard to adjust their implementation approach over a series of 8 rounds. At
the conclusion of the simulation, each team’s company will be purchased by a private investor.
The goal of the simulation is to maximize firm value at the time of buyout-the buyout price
being based on the company’s financial position and future prospects.
Learning objectives:
1. Learn how firms can use the balanced scorecard to define strategy, implement strategy,
and measure strategy execution.
2. Understand that a strategy is more likely to be effective if the initiatives implemented are
synergistic with the strategy.
3. Explore how a good balanced scorecard can help companies take mid-course corrective
actions.
4. Recognize that financial metrics are often lagging, volatile, and non-controllable
measures of firm performance. Having the right non-financial metric that provides an
early indication of performance is important in highlighting the need for mid-course
corrections.
5. Examine the advantages and disadvantages of measuring a small or large number of
metrics.
6. Understand how using the balanced scorecard is like financial variance analysis
extended to non-financials. Managers set target objectives, invest in initiatives, take
measurements, evaluate effectiveness, and take corrective action (feedback loop).
7. Learn how a well-designed strategy map can help managers think about and
communicate strategy.
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The simulation will run for 8 decision periods. Students will meet as a board of directors to
make decisions during the workshops. The board meeting will have an agenda and minutes
will be taken of decisions. These decisions will be input into the simulati on via the internet by
Friday 12pm each week. Results will then be generated in sufficient time for analysis before
the next board meeting the following week.
There are two parts to the analysis as outlined in the table below.
PART ASSESSMENT LENGTH/DURATION DUE WEIGHT
1. Presentation 15 minutes video
(Directions for
completion of this
assessment will be
provided on vUWS)
Week 13 15%
2. Report ( Delta
Signal based on the
results of the
simulation)
2,000 words (+/- 10%
and excluding the
succinct 500 word
executive summary)
Week 13 25%
The rationale for the strategic analysis is:
?? To further build on your understanding, skills and knowledge in strategic analysis by
using these in a group problem-solving simulation.
?? To assess your ability to evaluate the formulation and implementation of strategy in an
applied organisational context.
?? To allow you to illustrate your understanding through a presentation of your group’s
results
?? To encourage your group to synthesise different “theoretical perspec tives” in the process
of justification of any recommended strategic options at the close of the simulation.
?? To allow you to develop an understanding of the limitations of frequently cited theoretical
explanations for company success and failure.
Details
In groups of four, students prepare a group business-level and corporate analysis written up in
correct report format on the simulation company.
Presentat ion
All groups, and all members of each group, must present for 15 minutes, recorded and
submitted as an MP4 or similar video format, providing a summation of their company results
and strategic recommendations for the next 3 years. Note that any other format will not be
downloaded but should be placed on YouTube.
Videos can be uploaded to YouTube with the link provided to the lecturer.
Students provided with UWS iPads are encouraged to utilise the Move Mount and iMovie apps
to produce their videos. Guidance on this can be sought on vUWS and the UWS website.
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It is also a good learning experience for each workshop group to watch others’ presentations.
Prior to the video submission, students should submit through vUWS a soft copy of any slides,
graphs or tables used in the presentation. This allows for marks for the presentation to be
provided through Grade Book.
The presentation will be marked by your lecturer according to the marking criteria. This mark
will be returned on a separate link with the Report results through My Grades on vUWS.
Repor t and appendi ces
The format of the Assessment Two Group Report should follow from what has been learned in
completing Assessment 1 covered in Weeks 2-7.
Report
Appropriate headings in the group report might include:
?? Executive Summary: Assessment of current business level and corporate
strategy and the capacity to sustain competitive advantage.
?? Body: Findings from external and internal analysis utilising the Business
Systems Model and Drivers of Industry Development (referring to
appendices). Other tools can be utilised, however only one additional will
be marked. The link to theory is established.
?? Conclusion: Key strategic issues/findings (at least 2) related to the firm’s
current performance, issues it faces and options and recommendations for
the future, the next 3 years.
?? Reference list ( at least 6 references including the text and case
materials)
?? Appendices: In-depth analysis conducted before the report is written.
( Note the appendices will not be read unless referred to in the body of
the report)
Appendices
Three (3) Analytical tools must be used to be capable of completing this report.
1. The Components of a Business System (p.82 of text) with analysis of the
Resource Base/ Stock of Assets (tangible and intangible, relational and
competencies see text p. 93), Activity System (complete a generic value
chain analysis p. 91 of text) and Product Offering / Value Proposition (pp.
82-91) must be used.
2. Drivers of Industry Development analysis (text p.257) must also be
undertaken.
3. There is no limit to the strategic tools that can be used, however only one
additional tool will be marked (as nominated clearly in the body of the
report).
Any data and information completed during research should be placed into
appendices. The report should refer to these appendices but focus on the
findings in the body. The findings are discussed in the report body and linked
to a central argument about the firm’s current performance, issues it faces and
options and recommendations for the future. The report must be underpinned
with solid contemporary research showing an understanding of strategy
process, content and context.
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?? Note: When undertaking an internal analysis students are required to demonstrate an
understanding of the distinctions between resources and capabilities and the capacity to
identify strategic capabilities.
When identifying key strategic issues students should consider the extent of alignment
between the organisations internal capabilities and its changing industry and market. “Gaps”
should be identified and options to address those “gaps” evaluated. This involves the use of
both analysis and critical thinking.
Both the above assessment of the company’s alignment with its environment and the
evaluation of future strategic options must be underpinned by the group’s competent use of
appropriate business level analytical tools. The report however should only include the
conclusions and summative discussion from this analysis (detailed results from the analysis
should only be presented in appendices not in the body).
Recommendations for the organisation in the next 3 year period need to be provided as a
result of the group simulation. An explanation needs to be provided as to how and why this
recommendation is the one that will provide the company with sustained competitive
advantage (supported with theory and data analysis).
?? Hint: The key paradoxes in some chapters in the unit text should be considered.
The report must be in correct academic format as per University guidelines (i.e. properly
referenced, references in alphabetical order at end of exercise, using correct spelling,
punctuation, sentences and paragraphing).
?? Note: Students must use UWS Harvard style referencing. Examples of the Harvard system
are available on the library website http://library.uws.edu.au/citing.php
?? Note: Assessment Two Reports are to be submitted through Turnitin and will be marked
online.
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SPARK: Sel f and Peer Assessment Resource Kit
?? Note: The group will assess each other on a regular basis using Spark as set out below.
An individual mark can be assigned to each group member for both the presentation and report
should their performance be considered rated as below the standard put in place by the other
group members through Spark. However do try to demonstrate through the use of Spark how
the team worked as a whole to achieve greater synergy, thoroughly debate the strategic issues
and solve problems and differences collaboratively.
Self and peer evaluations will be conducted and applied to the overall group contribution
(Assessment 2). For overall group contribution, each member will be evaluated according to
the SPARK criteria in the table below (detailed information on this process is available on
vUWS). As SPARK ratings are a submission requirement, students not completing the ratings
may be at risk of an Absent Fail (AF) grade.
??
?? Note: The individual mark allocated to group members will be a reflection of SPARK
ratings. This means that some students may get more or less than the value awarded to a
group report. The maximum mark achievable equates to five per cent more than the group
mark. There is no minimum, however, if students are unhappy with their result they may
appeal to the coordinator in writing (up to 500 words), documenting their contribution and the
quality of their contribution based on the criteria below.
SPARK
criteria
evaluate the
extent to
which each
group
member has:
?? Sourced and appraised quality research material.
?? Suggested reasonable ideas for the project.
?? Efficiently fulfilled assigned role.
?? Organisation and ensuring things get done by deadlines.
?? Submitted work to an agreed standard.
?? Level of enthusiasm and participation.
?? Cooperated and helped the group to function well as a team.
?? Attended all group meetings (including workshops where group work
occurs).
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200587 Strategic Management Group Assessment Worksheet and Team Plan Spring 2015
Please ensure you print your responses legibly. You must complete all the questions below and provide a
signed copy to your lecturer.
Campus: Workshop Day: Workshop Time:
Student ID Student Name Presentation Responsibilities Group Report
Responsibilities
Signature
Make sure you also exchange contact details including your UWS email accounts which must be used for all
correspondence by email.
Proposed Business to study: Delta Signal
Proposed 6 (minimum) references i.e. which theory readings do you intend to use to support your analysis, and
arguments about sustainable competitive advantage?
Strategic Tensions Journal Name Journal article title and date
1 Balanced Scorecard
2 Profitability v Responsibility
3 Markets v Resources
4 Responsiveness v Synergy
5 Exploitation v Exploration
6 Compliance v Choice
Proposed Tools for Strategic Analysis
Business
Systems Model
Drivers of Industry
Development
Other
?? ??
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Schedule of Team Meetings
Date Main agenda items
Read the criteria for SparkPlus which you will use to assess group members.
?? Sourced and appraised quality research material.
?? Suggested reasonable ideas for the project.
?? Efficiently fulfilled assigned role.
?? Organisation and ensuring things get done by deadlines.
?? Submitted work to an agreed standard.
?? Level of enthusiasm and participation.
?? Cooperated and helped the group to function well as a team.
?? Attended all group meetings (including workshops where group work occurs).
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What action have you all agreed to take if a group member fails to deliver on responsibilities or meet the
criteria?
Action 1
Action 2
Action 3
I have met with this group of students and agreed to the plan outlined above:
Signed:______________________________________________
Name: Marion Cornish / Jim Mitchell / John Hibberd
Note: This signed plan MUST be attached to the final group report.
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Assessment 3: Final examination (40%)
Details
The final examination will be held in the final examination period with questions drawn from
the theoretical and case study material covered in the unit. This will be a closed-book
examination of two hours duration.
A satisfactory exam result of at least 45 per cent (13.5 from 30) is required to pass the unit.
The emphasis will be answering questions which explore the strengths and weaknesses as
well as the application of the theoretical perspectives presented in the unit.
In Part A there will be the one (1) compulsory question worth 20% which students must
complete.
The question will seek to display the ability of the student to integrate and critique various
theories presented in the unit. Students will be expected to have a sound understanding of the
materials and short cases from:
?? Chapter 2 Strategizing,
?? Chapter 3 Missioning and Visioning
?? Chapter 4 Business Level Strategy
?? Chapter 5 Corporate Level Strategy
?? Chapter 7 Strategy Formation and
?? Chapter 10 Industry Context.
Students may choose to discuss as examples of the theory using any three (3) Short cases to
highlight application of theory in the examination from the following:
?? Samsung
?? Fonterra
?? Yakult
?? Hyundai
?? TomTom
?? Uniqlo
It will not be possible to achieve a satisfactory result in this question without following closely
the development of the conceptual frameworks presented during the unit. Examples of
questions of this type will be provided in the examination preparation lecture in Week 14.
Examples of cases from the case discussion series will be required to highlight the
examination answers.
Part A will be worth 20 per cent.
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In Part B (worth 10%) there will be a choice of three questions.
Students must answer one (1) question. There will be one (1) question provided each on topics
of Chapter 9 Strategic Innovation, Chapter 6 Network Strategy and Chapter 12 The
International Context. Students will need to choose one (1) question to answer from these
separate topics.
Students will be expected to display a clear understanding of the link between the theor y and
implementation of strategy. Specific examples of case material from case discussions will be
required.
Students may choose to discuss as examples of the theory three (3) Short cases to highlight
application of theory in the examination from:
?? 3M
?? London Heathrow
?? Nespresso
Part B will be worth 10 per cent.
?? Note: Ensure that you answer the question that is asked. Providing an answer that does
not relate to the question will not attract a good result.
Marking criteria and standards
Pass
50-64%
Competent descriptive discussion, some grasp of the topic, coherent style and
composition, essentially a superficial discussion.
Credit
65-74%
Analytical and explanatory discussion, some theoretical insights, good use of sources
and examples, focused argument that could be approved.
Distinction
75-84%
Comprehensively analyses the question, understands and compares approaches
systematically, critical comments on literature, excellent examples and illuminating
insights.
High Distinction
85-100%
An analytical answer that offers originality in synthesis or analysis and utilises a
multitude of relevant sources to justify arguments and produce a critical and intelligent
piece of work.
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General assessment requirements
Assignment cover sheet
All assessments are to be submitted with a signed Assignment Cover Sheet. Assignment cover
sheets can be found on vUWS.
Turnitin
The Turnitin plagiarism prevention system is being used with this unit.
Turnitin is a software product that reports on similarities between your paper and other
documents. There is a great deal of information regarding Turnitin including an instructional
guide at: http://library.uws.edu.au/turnitin.php
Turnitin is used by over 30 universities in Australia and is increasingly seen as an industry
standard. It is an important tool to assist students with their academic writing by promoting
awareness of plagiarism.
Late submission
A student who submits a late assessment without approval for an extension will be penalised
by 10 per cent per calendar day up to 10 days, i.e. marks equal to 10 per cent of the
assessment’s worth will be deducted as a “flat rate” from the mark awarded. For example, for
an assessment that has a possible highest mark of 50, the student’s awarded mark may have
five marks deducted for each late day. Saturday and Sunday count as one day each.
Assessments will not be accepted after the marked assessment task has been returned to
students who submitted the task by the due date.
After-hours submission
In the event that students are required to submit a hard copy of their assessment and wish to
hand in the assignment after hours, an after-hours submission box is located outside Building
11 at Campbelltown and outside Building ED at Parramatta.
Extension of due date for submission
Requests for extensions, with evidence of extenuating circumstances, may be submitted
before, on or up to two days after (by 5.00pm) the due date of an assessment. A student may
apply for an extension of the due date for an assessment task if extenuating c ircumstances
outside their control, and sufficiently grave in nature or duration, cause significant disruption to
their capacity to study effectively. Applications should be submitted with supporting
documentation, to the Unit Coordinator or other designated staff member (with a copy to the
lecturer). If a late application is not approved the late penalty will apply from the due date.
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The Request for Extension Form is available at:
http://www.uws.edu.au/currentstudents/current_students/managing_your_study/forms.
Guidelines for Students – Assignment Extensions is available at
http://policies.uws.edu.au/view.associated.php?id=00227
Feedback on assessment
The UWS Assessment Policy provides that assessment feedback is available to students in a
timely way. Your lecturer/tutor will normally provide you with your mark and written feedback
within two to three weeks of the submission date, given that your assessment is submitted on
the due date.
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Teaching activities
Schedule of activities
Spring semester teaching begins on Monday, 20 July 2015. The intra-session break runs from
Monday, 14 September to Friday, 18 September 2015 (Week 9).
There is one public holiday this semester which may affect classes. Labour Day falls on
Monday, 5 October 2015. Alternative teaching arrangements for any classes affected by this
public holiday will be posted on the vUWS website.
WEEK WEEKLY TOPIC READING STUDENT ACTIVITIES
1.
20-24 July
Introduction to the unit.
Introduction to key
concepts.
Introduction to case method
Read De Wit and Meyer
text: ‘Introduction’.
Case discussion on Text
Exhibit 1.1 Disney: Is magic
back in the mouse house?
p. 21
Listen to Lecture online.
Discussion of the first and
second assessment.
?? Note: Group planning for
Assessment 2. Students
can nominate groups of 4
students or wait until Week
2.
2.
27-31 July
Strategizing
Cases must be read prior to
attending.
Case analysis worksheet
loaded (as protected PDF)
onto workshop discussion
board for review by lecturer
by Monday 12pm following
the workshop
Read De Wit and Meyer text
Chapter 2
Case discussion on Text
Exhibit 2.1 Samsung:
Cosmopolitans on the Han
River , p. 36.
Listen to Lecture online.
?? Note: Groups for
Assessment 2 to be
finalised.
Group processes will be
agreed and signed on
Group Worksheet provided
to Lecturer.
You will set up roles and
responsibilities and a
process for regular
meetings and minutes for
each meeting in the future.
You need to review the
Spark Plus criteria and
agree to actions for non
performing group members.
3.
3-7 August
Missioning and Visioning
Case analysis worksheet
loaded (as protected PDF)
onto workshop discussion
board for review by lecturer
by Monday 12pm following
the workshop
Read De Wit and Meyer text
Chapter 3
Case discussion on Text
Exhibit 3.1 Fonterra:
Creaming in the profits in
dairy? p. 62.
Listen to Lecture online.
Company meeting 1
You will finalise processes
for regular agendas and
minutes for each meeting in
the future. Signed copy to
lecturer.
?? Note: Assessment 2
planning continued.
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WEEK WEEKLY TOPIC READING STUDENT ACTIVITIES
4.
10-14 August
Strategy Formation and
Strategic Decision Making
The ability to make
strategic decisions is
supported by strategic
cognition, an influential part
of which is the ability to
make meaning from
strategic frames (such as
BSM, Porter etc.).
The Balanced Score Card
and Systems thinking are
explored to extend our
understanding of strategic
tools used extensively in
industry.
Case analysis worksheet
loaded (as protected PDF)
onto workshop discussion
board for review by lecturer
by Monday 12pm following
the workshop
Read De Wit and Meyer text
Chapter 7
Suggested Readings:
1. Kaplan, RS & Norton, DP
2000, ‘Having Trouble with
Your Strategy? Then Map
It’, Harvard Business
Review, vol. 78, no. 5, pp.
167-76.
2. Kunc, M 2008, ‘Using
systems thinking to
enhance strategy maps’,
Management Decision, vol.
46, no. 5, pp. 761-78.
Case Discussion on Text
Exhibit 7.1, Tom Tom:
Navigating through
uncharted waters, p.179.
Listen to Lecture online.
Company meeting 2
?? Note: Assessment 2
planning continued.
Decision one due by Friday
12pm.
5.
17-21 August
Corporate strategy.
Case analysis worksheet
loaded (as protected PDF)
onto workshop discussion
board for review by lecturer
by Monday 12pm following
the workshop
Read De Wit and Meyer text
Chapter 5
Case Discussion on Text
Exhibit 5.1, Hyundai Motor
Group: Driving apart
together p. 120.
Listen to Lecture online.
Company meeting 3
Decision two due by Friday
12pm.
?? Note: Assessment 2
planning continued.
6.
24-28 August
Business strategy
Case analysis worksheet
loaded (as protected PDF)
onto workshop discussion
board for review by lecturer
by Monday 12pm following
the workshop
Read De Wit and Meyer text
Chapter 4.
Case Discussion on Text
Exhibit 4.1: Yakult:
Message in a tiny bottle , p.
128.
Listen to Lecture online.
Company meeting 4
Decision three due by
Friday 12pm.
?? Note: Assessment 2
planning continued.
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WEEK WEEKLY TOPIC READING STUDENT ACTIVITIES
7.
31 August- 4
September
The industry context.
Case analysis worksheet
loaded (as protected PDF)
onto workshop discussion
board for review by lecturer
by Monday 12pm following
the workshop
Read De Wit and Meyer text
Chapter 10.
Case Discussion on Text
Exhibit 10.1: Uniqlo: Fast
retailing in slow fashion, p.
260.
Listen to Lecture online.
Company meeting 5
Decision 4 due by Friday
12pm.
?? Note: Assessment 2
planning continued.
8.
7-11
September
The organisational context.
Case analysis worksheet
loaded (as protected PDF)
onto workshop discussion
board for review by lecturer
by Monday 12pm following
the workshop
Read De Wit and Meyer text
Chapter 11.
Case Discussion on Text
Exhibit 11.1: Gazprom: Built
to dream, p.282
Listen to Lecture online.
Company meeting 6
Decision 5 due by Friday
12pm.
?? Note: Assessment 2
planning continued.
?? Due: Upload
Assessment One report soft
copy to Turnitin
9.
14-18
September
INTRA SESSION BREAK
10.
21-25
September
Strategic change.
Case analysis worksheet
loaded (as protected PDF)
onto workshop discussion
board for review by lecturer
by Monday 12pm following
the workshop
Read De Wit and Meyer text
Chapter 8
Case Discussion on Text
Exhibit 8.1: China COSCO:
Changing ship? p.207
Listen to Lecture online.
Company meeting 7
Decision 6 due by Friday
12pm.
?? Note: Assessment 2
planning continued.
Draft Group Report may be
reviewed in class
?? Note: Individual report
results will be released
Friday 5pm.
11.
28 September-
2 October
Strategic Innovation
Case analysis worksheet
loaded (as protected PDF)
onto workshop discussion
board for review by lecturer
by Monday 12pm following
the workshop
Read De Wit and Meyer text
Chapter 9
Case Discussion on Text
Exhibit 9.1 3M: In search of
renewal ,p.232
Listen to Lecture online.
Company meeting 8
Decision 7 due by Friday
12pm.
?? Note: Assessment 2
planning continued.
Draft Group Report may be
reviewed in class
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WEEK WEEKLY TOPIC READING STUDENT ACTIVITIES
12.
5-9 October
Network strategy.
Case analysis worksheet
loaded (as protected PDF)
onto workshop discussion
board for review by lecturer
by Monday 12pm following
the workshop
Read De Wit and Meyer text
Chapter 6
Case Discussion on Text
Exhibit 6.1: London
Heathrow: the sky is not the
limit, p. 148
Listen to Lecture online.
Company meeting 9 (Wrap
up)
Decision 8 due by Friday
12pm.
?? Note: Assessment 2
planning continued
Draft Group Report may be
reviewed in class
13.
12-16 October
The international context.
Case analysis worksheet
loaded (as protected PDF)
onto workshop discussion
board for review by lecturer
by Monday 12pm following
the workshop
Read De Wit and Meyer text
Chapter 12
Case Discussion on Text
Exhibit 12.1: Nespresso in
China: Where else? p.309
Listen to Lecture online.
?? Due: Group reports
upload to Turnitin on vUWS
by Friday 12pm
?? Due: Video presentation
upload by Friday12pm
14.
19-23 October
Unit review and exam
briefing and revision.
Read and bring copy of all
lecture and examination
briefing PowerPoint slides.
Complete Student
Feedback on Unit (SFU)
questionnaire.
Listen to Lecture online.
Workshop exam preparation
session: Exam revision and
sample exam questions
downloaded from vUWS.
15.
26-30 October
STUVAC
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Workshop case analys i s quest ions
The lecturers will facilitate case analysis during the first half of the workshop. This may be
based on the following, or other analytical tools.
1. Identify and write down a problem statement in a sentence or two that emerge from the
reading of the case.
For example, ask what is happening in the broader macro-environment or industry
environment that is impacting on the organisation? What about internally? What issues
are affecting the organisation’s performance?
2. Practice the analytical tools of the Business Model and Drivers of Industry Development.
(Draw the tools and put points under those that are relevant from the case)
– List relevant qualitative (quality of character of something) and quantitative
(amount or number) data.
3. Identify the major strategic issue/s impacting the organisation? What other information
would you need? How has this clarified your definition of the problem?
4. Develop two possible options to address the problem. Evaluate your options.
5. Recommend a course of action (best option) that is supported by your analysis thus far
and link to
Either Outside in (market orientation) or Inside out (resources orientation) from text
p.106
Explain why it is best in terms of maintaining competitiveness? You can suggest act ions
that are conditional on further research being undertaken. If so, specify what that
research would be and why it is needed.
?? Note: Be ready to present your findings to the lecture.
Adapted from Dess, GG, Lumpkin, GT & Eisner AB, 2010, Strategic management: creating
competitive advantages , 5th edn, McGraw-Hill Irwin, New York and Harvard Case Analysis
Worksheet 2011
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Learning resources
Recommended reading
Textbook De Wit, B, Meyer, R 2014, Strategy synthesis: resolving strategy paradoxes to
create competitive advantage, 4th edn, South Western Cengage Learning,
London. [or latest edition Ebook]
Recommended
reading
Barney, JB & Hesterly, WS, 2012, Strategic management and competitive
advantage: concepts and cases , 4th edn, Prentice Hall, Upper Saddle River, NJ.
Carpenter, MA, Sanders, WMG, Rice, J & Martin, N, 2010, Strategic
management: A dynamic perspective , Pearson, Sydney.
Clegg, S, Carter, C, Kornberger, M & Schweitzer, J, 2011, Strategy: theory and
practice, Sage, London.
David FR, 2011, Strategic management: concepts and cases , Pearson
Education, Boston, Mass.
Dess, GG, Lumpkin, GT & Eisner AB, 2010, Strategic management: creating
competitive advantages , 5th edn, McGraw-Hill Irwin, New York.
Dundon T, Wilkinson A (Eds) 2012, Case studies in global management:
strategy, innovation and people management, Tilde University Press, Prahran,
Vic.
Gamble, JE, Thompson, AA Jr., Peteraf, MA, 2013, Essentials of strategic
management: the quest for competitive advantage , McGraw-Hill Higher Irwin,
New York.
Grant, R, Butler, B, Hung, H & Orr, S, 2011, Contemporary strategic
management: an Australasian perspective , 5th edn, Wiley, Milton.
Hanson, D, Hitt, MA, Ireland, RD & Hoskisson, 2011, Strategic Management:
Competitiveness and Globalisation, Cengage, Sydney.
Harrison, JS, St. John, CH, 2014, Foundations in strategic management, South-
Western Cengage Learning, Mason, Ohio.
Hill, CWL & Jones, GR, 2013, Strategic management cases: an integrated
approach, 10th edn, Cengage,
Hubbard, G & Beamish, P 2010, Strategic management: thinking, analysis,
action , 4th edn, Pearson, Frenchs Forest, NSW.
Lynch R, 2012, Strategic management , Prentice Hall, New York.
Mascarendhas, OSAJ, 2011, Business transformation strategies: the strategic
leader as innovation manager , Sage, New Delhi, India.
Mintzberg, H, Ahlstrand, B & Lampel, J, 2005, Strategy bites back , Pearson
Prentice Hall, New York.
Mintzberg, H, Ahlstrand, B & Lampel, J, 2009, Strategy safari: the complete
guide through the wilds of strategic management , Pearson Prentice Hall, New
York.
Parnell, JA, 2013, Strategic management: theory and practice , 4th edn, Sage,
UK.
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Rothaermel, FT 2013, Strategic management: concepts and cases , McGraw-Hill
Irwin, New York.
Online
resources
Barney, JB & Hesterly, WS, 2012, Strategic management and competitive
advantage: concepts and cases , 4th edn, Prentice Hall, Upper Saddle River, NJ.
Carpenter, MA, Sanders, WMG, Rice, J & Martin, N, 2010, Strategic
management: A dynamic perspective , Pearson, Sydney.
Clegg, S, Carter, C, Kornberger, M & Schweitzer, J, 2011, Strategy: theory and
practice, Sage, London.
David FR, 2011, Strategic management: concepts and cases , Pearson
Education, Boston, Mass.
Dess, GG, Lumpkin, GT & Eisner AB, 2010, Strategic management: creating
competitive advantages , 5th edn, McGraw-Hill Irwin, New York.
Dundon T, Wilkinson A (Eds) 2012, Case studies in global management:
strategy, innovation and people management, Tilde University Press, Prahran,
Vic.
Gamble, JE, Thompson, AA Jr., Peteraf, MA, 2013, Essentials of strategic
management: the quest for competitive advantage , McGraw-Hill Higher Irwin,
New York.
Grant, R, Butler, B, Hung, H & Orr, S, 2011, Contemporary strategic
management: an Australasian perspective , 5th edn, Wiley, Milton.
Hanson, D, Hitt, MA, Ireland, RD & Hoskisson, 2011, Strategic Management:
Competitiveness and Globalisation, Cengage, Sydney.
Harrison, JS, St. John, CH, 2014, Foundations in strategic management, South-
Western Cengage Learning, Mason, Ohio.
Hill, CWL & Jones, GR, 2013, Strategic management cases: an integrated
approach, 10th edn, Cengage,
Hubbard, G & Beamish, P 2010, Strategic management: thinking, analysis,
action , 4th edn, Pearson, Frenchs Forest, NSW.
Lynch R, 2012, Strategic management , Prentice Hall, New York.
Mascarendhas, OSAJ, 2011, Business transformation strategies: the strategic
leader as innovation manager , Sage, New Delhi, India.
Mintzberg, H, Ahlstrand, B & Lampel, J, 2005, Strategy bites back , Pearson
Prentice Hall, New York.
Mintzberg, H, Ahlstrand, B & Lampel, J, 2009, Strategy safari: the complete
guide through the wilds of strategic management , Pearson Prentice Hall, New
York.
Parnell, JA, 2013, Strategic management: theory and practice , 4th edn, Sage,
UK.
Rothaermel, FT 2013, Strategic management: concepts and cases , McGraw-Hill
Irwin, New York.
?? Note: Wikipedia articles should not be used in assessment tasks.
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Referencing requirements
This unit uses the Harvard UWS referencing system. Examples of the Harvard system are
available on the library website http://library.uws.edu.au/citing.php.
Other resources that might help with university life
University life Find out about life outside the lecture theatre – news and events, services and
facilities, career information and more!
http://www.uws.edu.au/uwsconnect
vUWS Check your vUWS sites regularly for unit announcements and to keep up with
online discussions.
https://vuws.uws.edu.au/
Disability
Service
Students with a disability should visit:
http://www.uws.edu.au/currentstudents/current_students/getting_help/disability_
services
Course and
unit rules
This site provides information on pre-requisites, co-requisites and other matters
concerning how your course is structured.
http://www.uws.edu.au/currentstudents/current_students/enrolment/course_and
_unit_rules
The Learning
and Teaching
Unit
The Learning and Teaching Unit provides valuable online resources for
academic writing. Visit the Learning and Teaching Unit:
http://www.uws.edu.au/learning_teaching/learning_and_teaching
Policies This site includes the full details of policies that apply to you as a UWS student.
http://www.uws.edu.au/policies/a-z
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You and this unit
What is expected of you
Workload
In order to optimise the value of your learning, it is strongly advised to prepare before each
session, enthusiastically participate in each session, and then reflect on each session. The
amount of time spent out of class will vary for each individual, depending on competencies and
proficiency in any area. An approximation is on 140 hours per unit, which is an average of 10
hours per week. Effective learning requires interaction between you, your instructor, and your
peers.
The better prepared you are before each session the greater the learning value from more
focused questions and discussions. In addition, reflecting on what you have learned is an
important process for you to confidently apply your newly learned skills. Therefore, in order to
gain the most learning value from the synergistic relationship between your support materials
and your specific unit material it is highly recommended you follow the steps outlined below for
each session:
Before each
session:
?? Read the support materials and notes.
?? Answer any given questions or problems.
?? Pre-read your instructor’s lecture notes for more detailed comprehension.
?? Follow any other learning leads from your instructor including information
provided on the vUWS site.
During each
session:
?? Enthusiastically participate in the “activities” guided by your instructor.
?? Contribute to each session with focused questions and discussions.
?? Attempt any questions and problems shown in your session.
?? Identify clearly what you know and what you do not know.
?? Ask your instructor about any questions or problems from this or any
session.
After each
session:
?? Attempt any questions and problems advised by your instructor.
?? Reflect in action (while doing these questions and problems).
?? Review the worked solutions to questions and problems.
?? Reflect on action (after you have done these questions and problems).
?? Identify clearly what you know and what you don’t know .
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Attendance
Your regular and punctual attendance at workshops is expected in this course.
Attendance will be recorded and may be considered in determining the final grade.
Students attending less than 11 workshops (80%) attendance may find themselves at risk of
not passing this unit.
Previous experience indicates that students who perfomed very well in this unit had a strong
understanding of concepts. Lectures and workshops provide a foundation for understanding
concepts. Naturally illness and misadventure cannot be anticipated. You should follow up such
occasions with appropriate documentation e.g. Application for Special Consideration or
medical certificate.
Student responsibilities and conduct
Student
responsibilities
Familiarise yourself with University policies on assessment and examinations.
Ensure that you understand the requirements, including timetables, for
examinations and other assessments tasks.
Ensure you read and understand the assessment requirements and note the
submission dates, and seek assistance from the lecturer and/or unit coordinator
when needed.
Notify relevant staff (e.g. lecturer, unit coordinator, disability adviser) as soon
as possible prior to, or at the beginning of, the semester to accommodate
special requirements.
Submit individual and unassisted assessment work, except as otherwise
permitted. Cheating, plagiarism, fabrication or falsification of data will be
severely dealt with.
Behave ethically and appropriately, avoiding any action or behaviour which
would unfairly disadvantage or advantage another student. Where group work is
assigned, ensure that every group member has the opportunity to contribute in
a meaningful way.
Student
conduct and
behaviour
Attend all lectures and workshops – failure to attend is often the main cause for
low final grades.
Respect the needs of other students who are participating in any class
activities.
Pay attention in workshops– these provide key information for all examinable
material.
Do not use mobile phones during the workshops and do not have ongoing
conversations with fellow students during the workshop or if another student is
presenting work in the workshops.
Please use notebooks for taking notes, not surfing the net or checking email.
Use vUWS discussion boards constructively – they are there for interaction
between the students and between teaching staff and the students. Unfounded
criticisms will be removed from the relevant discussion board.
If issues arise with other students, or teaching staff, please see the unit
coordinator in the first instance rather than broadcasting your concerns in a
public forum.
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What you can expect from the teaching team
Academic staff carry out their teaching responsibilities under the authority of the Executive
Dean and Director of Academic Program. The responsibilities of staff are outlined below.
Staff
responsibilities
Assess students’ work fairly, objectively and consistently and when in doubt
consult with the unit coordinator or Director of Academic Program.
Provide students with appropriate, helpful and explanatory feedback on all work
submitted for assessment.
Make reasonable accommodation (e.g. length of time to complete) in
assessment tasks and examinations for students with special requirements and
to seek assistance from the Disability Advisor and Counsellor where
appropriate and needed.
Ensure deadlines for the submission of examination papers to the Academic
Registrar are met.
Immediately report to the unit coordinator any instances of student cheating,
collusion and/or plagiarism.
Changes to unit as a result of student feedback
Student feedback pays a vital role in improving the quality and educational effectiveness of
UWS units and in ensuring academic staff keep in touch with student needs. At the end of the
semester you will be given the opportunity to complete a Student Feedback on Unit (SFU)
questionnaire to assess the unit. If requested by your unit coordinator, you may also have the
opportunity to complete a Student Feedback on Teaching (SFT) questionnaire to provide
feedback for individual teaching staff.
Policy and how it affects you
The University has a number of policies that relate to teaching and learning. Important policies
affecting students include:
?? Assessment Policy
?? Bullying Prevention Policy and Guidelines
?? Disability Policy
?? Enrolment Policy (includes a section on the UWS Student Email Account)
?? Examinations Policy
?? Misconduct – Student Academic Misconduct Policy (see extract below)
?? Misconduct – Student Non-academic Misconduct Policy (see extract below)
?? Review of Grade Policy
?? Sexual Harassment Prevention Policy
?? Special Consideration Policy
?? Teaching and Learning – Fundamental Code
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There are two policies that relate to misconduct – academic and non-academic misconduct.
Breaches of these policies can have very serious consequences. It is essential that you are
familiar with these policies and how to avoid misconduct of any type.
What is academic misconduct?
Academic misconduct may involve plagiarism, collusion or cheating. Plagiarism involves
submitting or presenting work in a unit as if it were the student’s own work when, in fact, it was
not. Collusion includes inciting, assisting, facilitating, concealing or being involved in
plagiarism, cheating or other academic misconduct with others. Cheating includes dishonest
conduct (or attempted dishonest conduct) in exams.
For the full definition of academic misconduct and the consequences of such behaviour, you
are advised to read the Misconduct – Student Academic Misconduct Policy in its entirety (refer
to http://policies.uws.edu.au/view.current.php?id=00051).
There are many resources to help you avoid academic misconduct. Library staff can help you
with referencing and the Student Learning Unit can assist with academic writing and
plagiarism. If you are unsure about any of your work you should also ask your tutor or lecturer
for advice and feedback. The University also has text matching software (called Turnitin) which
can help you check to see if your work might have problems. You can access Turnitin on the
vUWS site for this unit.
What is non-academic misconduct?
Non-academic misconduct includes unlawful activities and crimes, falsifying documents (like a
medical certificate or academic records), harassing other students (or staff), stealing or
damaging university property (like library books or computers) and disrupting other students or
staff. These are just some of the types of non-academic misconduct and while these things are
rare they do happen. If you believe you have been the victim of non-academic misconduct or
you are aware of any academic misconduct it is very important that you report it.
You should report all matters of non-academic misconduct directly to the Dean or the head of
the relevant section of the University. For example, you can report matters to the Manager of
Security on your campus or to the Campus Provost or the Dean of your school. You must do
this in writing. You may write to the Dean on [email protected].
Raising concerns
Your unit coordinator will be your primary contact for all matters relating to this unit. If you
have any concerns about the unit, please contact your unit coordinator in the first instance. If
you would prefer to speak to someone else you are advised to speak to your Director,
Academic Program. Contact details for the unit coordinator and the Director, Academic
Program can be found in Section 1 of the learning guide.
The University also has a Complaints Resolution Unit (see link below). Staff in that unit can
provide you with advice on addressing your concerns within the School and, in some
circumstances, they may undertake an investigation. Concerns must be raised with the
Complaints Resolution Unit within a six month timeframe.
http://www.uws.edu.au/about_uws/uws/governance/complaints_management_and_resolution

Appendices 1
There are three analytical tools for the business level and corporate strategy, which are the components of business system, the drivers of industry development analysis and unlimited strategic tools, to sustain competitive advantage.
The Components of Business System
The way a firm conduct business to the analysis of resource base/ stock of assets, activity system and product offering/value proposition, that are used in the business system intend to create value for the consumers.  Business begins with providing competitive resource to the consumers, product or service suitable for the company needs.  Value-adding activities include R&D, production, logistics, marketing and sales.  Resources include know-how, patents, facilities; money, brands and relationships are contributed into business capital for product offering. (De Wit et al. 2014, p. 82)
Firstly, resource base include all means of activities increase company value and it is an asset belong to the firm.  The distinctions of strategic management are
•    tangible vs intangible resources,
•    relational resources vs competences,
•    knowledge,
•    capability and
•    Attitude.  (De Wit et al. 2014, p. 93)
Secondly, value chain is the activities adding value to the business products and services to attract more consumption and successfully satisfy customers.  Primary activities are including
•    inbound logistics,
•    operations,
•    outbound logistics,
•    marketing and sales and
•    Services.  (De Wit et al. 2014, p. 92)
Support activities are
•    procurement,
•    technology development,
•    human resource management and
•    Firm infrastructure.  (De Wit et al. 2014, p. 92)
Lastly, at the intersection with transactions is product offering to the consumers in the marketplace.  If the value of products and services received highly recommendation from the consumers, profitable could be make.  Therefore, strategically decide on the products and services development is the manager’s duties.  A number of problems include
•    low economies of scale,
•    slow organizational learning,
•    unclear brand image,
•    unclear corporate image,
•    high organizational complexity and
•    Limits to flexibility.(De Wit et al. 2014, pp. 82-91)
Strategizing manager should found solutions for the limitation of the business on limited customers and products.
Appendices 2
Drivers of Industry Development analysis (De Wit et al. 2014, p. 257)
There is a list of factor of the environment that can change and influence the development. External and internal apply to the change of the industry.  Forces are including
•    Socio-cultural,
•    Economic,
•    Political/regulatory and
•    Technological force of change. (De Wit et al. 2014, p. 257)
Socio-Cultural Drivers
–    changing health needs
–    environmental awareness
–    consumption habits (De wit & Meyer 2014, p. 257)
Economic Drivers
–    changing exchange rates
–    economic growth
–    labour productivity (De wit & Meyer 2014, p. 257)
Political/Regulatory Drivers
–    new trade regulations
–    environmental protection laws
–    privatization moves (De wit & Meyer 2014, p. 257)
Technological Drivers
–    new scientific breakthroughs
–    innovative technologies
–    communication standards (De wit & Meyer 2014, p. 257)

Unlimited strategic tools

References
De Wit, B, Meyer, R 2014, Strategy synthesis: resolving strategy paradoxes to create competitive advantage, 4thedn, South Western Cengage Learning, London.