Corporate Strategy | My Assignment Tutor

Leeds Business SchoolSTRATEGYCorporate Strategy2020/2021Level H7 Semester 2MODULE HANDBOOKCommunication Protocol: module staff will reply to student questions within a reasonable time butthis will normally be within office hours only. Students are advised to check this Handbook andalso to see if there are any online announcements or FAQ answers that deal with their enquirybefore contacting staff. Student name:E-mail addressCourseGroupModule tutorE-mail addressTelephone number ContentsContents1 What this Module is About 31.1 Introduction 31.2. Aim and Learning Outcome 31.3 Module Content 31.5 Graduate Attributes Developed and Assessed 42 Module Timetable 63 Key Resources to Support Learning 84 Learning (and Teaching) 115 Assessment Summary 125.1 Assessment Details 125.2 Feedback 136 Understanding Your Assessment Responsibilities 14Remember X-stream has now been renamed MyBeckett!1 What this Module is about1.1. Introduction from the Module LeaderHello and Welcome to Corporate Strategy. This module is delivered across a wide range ofprogrammes both on campus and overseas. As students you will come to this module from a widerange of courses and backgrounds. The module is an introduction to Corporate Strategy and doesnot assume any prior knowledge of the subject but the like any other PG module the pace of themodule does move quickly so you will need to read on a weekly basis if you are to get the most fromthe module. I will put details of the module team on Blackboard along with their contact details. Themodule starts with the problem of trying to define Strategy before moving onto the look at a widevariety of issues such as power and politics, internationalisation and decision making.Dr. Pedro Pablo CardosoTel: 0113 812 4884[email protected]Module Leader Drop in Time: TBC1.2. Module Aim and Learning Outcomes Learning OutcomesOn successful completion of this module, students should be ableto:Learning outcome 1Critically evaluate and apply concepts, tools and techniques ofstrategic management.Learning outcome 2Critically analyse and evaluate the relationship between strategicobjectives/intent and operational/resource planning in terms ofsuccessful strategic implementationLearning outcome 3Evaluate the impact of organisation culture, Politics, stake-holderinfluence, social responsibility and ethical issues on strategyformulation and the strategic decision-making process. 1.3. Module Content The context and emergence of strategic thinking Rationality and Intuition Strategy and Competitive Performance – Industrial organisation and external analysis Resources and Knowledge – the role of Strategy as Process and Practice Strategists and TMT’s Strategic Decision Making Organisational Politics and Strategy3 International and Collaborative Strategies – Strategy and Globalisation 1.4.Graduate Attributes Developed and AssessedKnowledge and understanding On completion of this module, you will have knowledge and understanding of: How to undertake a strategic analysis Traditional and contemporary perspectives on strategy and strategic thinking The problems of implementing and executing strategic decisions successfully.Cognitive skillsOn completion of the module, you will be able to: read material questioningly, identifying and recording key ideas and concepts strategicmanagement synthesise material from a variety of sources, analysing and evaluating differentperspectives, identifying biases and hidden assumptions classify, recognise and organise material in distinct and relevant categories Construct, defend and evaluate an argument, using relevant evidence, giving reasons forconclusions.Practical and/or professional skillsOn completion of the module, you will be able to: transfer and use relevant key skills in the workplace context Use the more specific knowledge, analytic skills and methods, rooted in the differentdisciplines as a strong basis for work in many professions.Key skillsOn completion of the module, you will be able to demonstrate the following skills:Communication select appropriate methods of communication for audience and purpose prepare materials which represent arguments diagrammatically plan and present materials clearly and sequentially in order to advance an argument abilities to conduct research and present findings on strategic issuesInformation technology make effective use of information and communication technologies use the internet to search for information in a planned, systematic and critical way4Learning how to learn take responsibility for achieving a specified level of understanding and use various methodsto confirm understanding use library and information services, both physical and electronic, effectively effective self-management in terms of time, planning and behaviour and demonstration ofmotivation, self-starting, individual initiative and enterprise Students are asked to submit seminar work for formative feedback in seminars.52. Module Timetable WEEKLECTURESEMINARREADINGDIRECTED STUDY AND ADDITIONALRESOURCES1An introduction to theModule, ModuleTeam, Expectations,Assessment, Readingand TutorialsWhat do mean byStrategy – Anintroduction toStrategy: Where itcomes from, Where itis and Where it isgoingReview of tools for strategicanalysisAll students need to produce 500words answering the question“What is Strategy” – Students willbe expected to bring their work tothe tutorial and discuss theirdefinition and explanation.Clegg ch 1Henry ch 1Porter, M.E. (1980) What isStrategy? Harvard Business Review,74 (6), 61 – 78Mintzberg, H. (1994). The Fall andRise of Strategic Planning. HarvardBusiness Review, 72 (1), 107-14.Seidl, D. (2007) General StrategyConcepts and the Ecology of StrategyDiscourses: A Systemic DiscursivePerspective, Organization Studies,28(2):197-2182OrganisationalPerformance andCompetitiveAdvantagePIXAR case study – Understanding,and exploiting the environment andtimely decision making.Clegg ch 2Henry ch 2 & 3 watch the above Videoas well as the reading for thisweek.Thomas, L.G. (2009) The ChangingNature of Competition in the USManufacturing Sector, 1950 – 2002,7:387 – 431Agryres, N & McGahan, A.M (2002)Academy of Management Executive,16 (2), 43-52.3The Role of Resourcesand Knowledge –Analysis and CritiqueFRUCO case study – Understandingassess and strategic deployment inthe face of competition.Clegg ch 3Henry ch 4 & 5Barney, J (1991). Firm Resources andSustained Competitive Advantage.Journal of Management, 17 (1) , 99-120.Prahalad, C.K. & Hamel, G (1990) TheCore Competence of theCorporation. Harvard BusinessReview, 68 (3), 79-91.Helfat, C.E & Peteraf, M.A. (2009)Understanding Dynamic Capabilities:Progress along a DevelopmentalPath, Strategic Organization, 7: 91 –102. 6 4Strategy andinnovationStrategy as processand practiceCIRQUE DU SOLEIL Case Study: Acritical assessment of the RBV.SUBMISION OF THE FIRSTCOMPONENT NEXT WEEK!!!Clegg ch 6Clegg ch 4Henry chKamal Munir and Nelson Phillips(2005) The Birth of the ‘KodakMoment’: InstitutionalEntrepreneurship and the Adoptionof New Technologies, OrganizationStudies, 26(11): 1665-87Dougherty, D (2004) OrganizingPractices in Services: CapturingPractice Based Knowledge forInnovation, Strategic Organization,2(1):35-64Miles, R.E. et al (2007) The Ideologyof Innovation, StrategicOrganization, 5(4): 423 – 35.Ezzamel, M & Wilmott, H (2008)Strategy as Discourse in a GlobalRetailer : A Supplement toRationalist and InterpretativeAccounts, Organization Studies,29(2): 191-217Jarzabkowski, P. (2004). Strategy asPractice: Recursiveness, Adaptationand Practice in Use, OrganizationStudies, 25(4):529 – 60Chia, R. & MacKay, B.(2007) PostProcessual Challenges for theEmerging Strategy-as-PracticePerspective: Discovering Strategy inthe Logic of Practice, HymanRelations, 60 (1): 217 – 42.5Strategy, Governance,Financial Crisis and theRole of StrategyMarks and Spencer: BoardroomBattles. Case Study.SUBMISSION WEEK!!!Clegg ch 7Henry ch 12Carter, C. & Mueller, F (2002) TheLong March of the ManagementModernisers: Ritual Rhetoric andRationality, Human Relations,55(11): 1325 – 54.Paroutis, S & Pettigrew, A. (2007)Strategizing in the Multi BusinessFirm: Strategy Teams at MultipleLevels and Over Time, HumanRelations, 60(1): 91 – 135MacClean, M., Harvey, C. and Chia R(2010) Dominant Corporate Agentsand the Power Elite in France andBritain, Organization Studies, 31:327– 48.6Decision MakingUN Climate SummitClegg ch 8Henry ch 10Maielle, G. (2007) Counterfactuals,Superfactuals and the ProblematicRelationship between BusinessManagement and the Past,Management & OrganizationalHistory, 2, 275 – 94.Toms, S & Beck, M (2007) TheLimitations of EconomicCounterfactuals: The Case of theLancashire Textile Industry,Management & OrganizationalHistory, 2, 315 – 30.7Organizational Politicsand StrategyTwelve Angry Men McBride ch 9Henry ch 11Farzad, R. et al (2007) A Dark Side ofInstitutional Entrepreneurship:Soccer Balls, Child Labour andPostcolonial Improvishment,Organization Studies, 28: 1065 – 77.Balls, Child Labour and Postcolonial 7 v=VTPVnWJldnU Discussion – What areOrganisational Politics and why dothey matter in Strategy Making.Improvishment, OrganizationStudies, 28: 1065 – 77.8 9International andCollaborativeStrategiesGlobalization andStrategyRead the article by Chang &Rugman and discuss the case foragainst the following statement ¬-“There is no such thing as a GlobalCompany”CASE STUDY = TEASERSTOTTO case study – Patterns ofinternationalization/ motivations/strategic advantages.Clegg ch 10Henry ch 9Clegg ch 12Henry ch 9Peng M.W and Pleggenkuhle-Miles,E.G (2009) Current Debates in GlobalStrategy, International Journal ofManagement Reviews, 11 (1): 51 –68.Thomas, H et al, Global StrategicAnalysis – `Frameworks andApproaches, Academy ofManagement Executive, 1999, Vol13, No 1.Yip, George S., Global Strategy In aWorld of Nations? SloanManagement Review, 31:1(1989:Fall) p.29Chang Hoon Oh & Rugman, A( 2012 ), Regional integration andthe international strategies of largeEuropean firms, InternationalBusiness Review, Vol 21, 493 – 507.Galan, J.I & Sanchez-Bueno (2009)Strategy and Structure in Context:Universalism Versus InstitutionalismEffects, Organization Studies, 30(6):609-2710Final AssessmentBriefingA final chance to ask questionsabout your assessmentModule Handbook,Assessment 3 Key Resources to Support LearningThis module has two core texts on which the all the module is structured aroundBooks:Clegg, S et al (2011) Strategy: Theory and Practice, Sage, London (ISBN 978-1-84920-152-0)Henry, A.H. (2011) Understanding Strategic Management, Oxford University Press, Oxford (ISBN 978-0-19-958161-0)Additional readings:Porter, M.E. (1980) What is Strategy? Harvard Business Review, 74 (6), 61 – 78Mintzberg, H. (1994). The Fall and Rise of Strategic Planning. Harvard Business Review, 72 (1), 107-14.Seidl, D. (2007) General Strategy Concepts and the Ecology of Strategy Discourses: A SystemicDiscursive Perspective, Organization Studies, 28(2):197-2188Thomas, L.G. (2009) The Changing Nature of Competition in the US Manufacturing Sector, 1950 –2002, 7:387 – 431Agryres, N & McGahan, A.M (2002) Academy of Management Executive, 16 (2), 43-52.Barney, J (1991). Firm Resources and Sustained Competitive Advantage. Journal of Management, 17(1) , 99-120.Prahalad, C.K. & Hamel, G (1990) The Core Competence of the Corporation. Harvard BusinessReview, 68 (3), 79-91.Helfat, C.E & Peteraf, M.A. (2009) Understanding Dynamic Capabilities: Progress along aDevelopmental Path, Strategic Organization, 7: 91 – 102.Kamal Munir and Nelson Phillips (2005) The Birth of the ‘Kodak Moment’: InstitutionalEntrepreneurship and the Adoption of New Technologies, Organization Studies, 26(11): 1665-87Dougherty, D (2004) Organizing Practices in Services: Capturing Practice Based Knowledge forInnovation, Strategic Organization, 2(1):35-64Miles, R.E. et al (2007) The Ideology of Innovation, Strategic Organization, 5(4): 423 – 35.Ezzamel, M & Wilmott, H (2008) Strategy as Discourse in a Global Retailer : A Supplement toRationalist and Interpretative Accounts, Organization Studies, 29(2): 191-217Jarzabkowski, P. (2004). Strategy as Practice: Recursiveness, Adaptation and Practice in Use,Organization Studies, 25(4):529 – 60Chia, R. & MacKay, B.(2007) Post Processual Challenges for the Emerging Strategy-as-PracticePerspective: Discovering Strategy in the Logic of Practice, Hyman Relations, 60 (1): 217Carter, C. & Mueller, F (2002) The Long March of the Management Modernisers: Ritual Rhetoric andRationality, Human Relations, 55(11): 1325 – 54.Paroutis, S & Pettigrew, A. (2007) Strategizing in the Multi Business Firm: Strategy Teams at MultipleLevels and Over Time, Human Relations, 60(1): 91 – 135MacClean, M., Harvey, C. and Chia R (2010) Dominant Corporate Agents and the Power Elite inFrance and Britain, Organization Studies, 31:327 – 48.Maielle, G. (2007) Counterfactuals, Superfactuals and the Problematic Relationship betweenBusiness Management and the Past, Management & Organizational History, 2, 275 – 94.Toms, S & Beck, M (2007) The Limitations of Economic Counterfactuals: The Case of the LancashireTextile Industry, Management & Organizational History, 2, 315 – 30.Farzad, R. et al (2007) A Dark Side of Institutional Entrepreneurship: Soccer Balls, Child Labour andPostcolonial Improvishment, Organization Studies, 28: 1065 – 77.Balls, Child Labour and Postcolonial Improvishment, Organization Studies, 28: 1065 – 77.9Peng M.W and Pleggenkuhle-Miles, E.G (2009) Current Debates in Global Strategy, InternationalJournal of Management Reviews, 11 (1): 51 – 68.Thomas, H et al, Global Strategic Analysis – `Frameworks and Approaches, Academy of ManagementExecutive, 1999, Vol 13, No 1.Yip, George S., Global Strategy In a World of Nations? Sloan Management Review, 31:1 (1989:Fall)p.29Chang Hoon Oh & Rugman, A ( 2012 ), Regional integration and the international strategies of largeEuropean firms, International Business Review, Vol 21, 493 – 507.Galan, J.I & Sanchez-Bueno (2009) Strategy and Structure in Context: Universalism VersusInstitutionalism Effects, Organization Studies, 30(6): 609-27MyBeckett-Guide:The module is heavily integrated with the website and you will need to use it in order to participatein the teaching, learning and assessment. The first feature is the week by week learning resources.Each weekly unit contains the following;• A list of learning outcomes, i.e what you should be able to do by the end of the topic• Skeleton Lecture note PowerPoint slides for making notes or using in the assessment• A copy of the tutorial case study• The tutorial questions (so you can start the work before your session)• Useful internet links related to that week’s topic (updated weekly)• Tutorial Blog from the tutors following on from each weeks tutorials about the key learningpoints and feedback on students’ performance, and indicative answers to the case problems• Some relevant journal article on the topic.•On-line submission area- All students will be submitting their reports on-line via this MyBeckett site(no paper copies)There is also the area with the useful module resources• This Module Guide and module workbook• Teaching Scheme• Full List of Weekly Learning outcomes• Module Specification• Useful weblinks104 Learning (and teaching)Teaching delivery consists of one hour lecture and a 2-hour tutorial. The lectures are designed tointroduce and explain the relevant concepts. Hence the lecture notes provided are only a skeletonversion with no examples and none of the other activities of the lecture such as videos, exercises,practical demonstration and quiz’s. This is to help you engage as much as possible with the content.The module team’s philosophy of learning about this subject is concerned with action learning, i.elearning from doing, solving real –life problems using the theory we are trying to teach you! It isabout applying a range of concepts to corporate strategy to solve problems, evaluate situations andto make recommendations for improvements. Many of the tutorials are taken from or aresimulations of real-life scenarios corporate strategy, as a top manager would be doing this as part oftheir jobThe activity is structured around a corporate strategy topic each week. Learning outcomes outlinedin this book and in MyBeckett detailing what it is you should be able to do and understand for thattopic, i.e what is the point of the learning activity. All these eventually match the learning outcomesfor the whole module. The Lecture will introduce to some concepts for that topic and we will havesome go at applying these in the lecture, using small tasks for example. The tutorials consist of alarger exercises and class discussions, which are usually based around a small case and requires youto DO SOMETHING! – The cases and questions are within the workbook so you can start working onthem as soon as the lecture is finished in preparation for the class. You don’t have to do this, it ispossible to undertake all the activity in the class, but it depends on how well you understand thematerial, and how well you want to perform in the assessment. Attendance is crucial to assessmentperformance, but the module team want to make the learning activities as interesting and engagingas possible.After the tutorial students are encouraged to read the tutorial blog- which is a summary by themodule leader about the tutorial and the key learning points from each one, although you will haveto attend for them to make sense. The blog can serve as a useful reminder later on in the semester,and we will be publishing indicative answers on the blog too.Not all the lectures are delivered in the class-room, the last two are delivered as drop-in sessionsThis is because they are about the assessment. We have done this over the last years and it is alwayswell received by the students. We can also respond and add resources based on your feedback aswe get near the assessment- see MyBeckett for details…All disabled students requiring additional support or alternative arrangements must declareand provide evidence of their disability to the Disability and Advice Team as early aspossible: Assessment Summary Assessment Method:Weighting:Hand in date:Feedback Method:Feedback date:1. Coursework30%Week 5: 10/05/21Feedback will beindividual viaTurnitin4 working weeksafter the date ofsubmission2. Coursework70%Week12 :28/06/21Feedback will beindividual viaTurnitin4 working weeksafter the date ofsubmissionReassessmentMethod:Weighting:Hand in date:Feedback Method:Feedback date:1.30%TBCFeedback will beindividual viaTurnitin4 working weeksafter the date ofsubmission2.70%TBCFeedback will beindividual viaTurnitin4 working weeksafter the date ofsubmission 5.1 Assessment detailsCoursework Module TitleCorporate StrategyAssessment TitleCase Study EvaluationIndividual/GroupIndividualWeightingComponent 1 = 30% & Component 2 = 70%Latest Hand in DateComponent 1: Week 5: 10/05/21Component 2: Week 12: 28/06/21Learning Outcomes AssessedAll Student Instructions for Submission of Coursework This module requires you to submit your work on-line.You MUST submit your work through MyBecket using the link set up by the tutor. Receipt of your workwill be recorded.Where your tutor requires you to submit work using Turnitin (a worldwide text-matching service), youcan then use this to help check your referencing. You can then revise, re-check and resubmit your work 12 right up to the submission date and time. To make use of this checking service you must submit yourwork early.Please note: Tutors will follow up any suspected plagiarism and unfair practice found after thesubmission date as per University policy. Late penalties will apply as per University regulations. Assessment Details The assessment and marking criteria will be available on your CorporateStrategy Blackboard module. You will be notified when this is available via the lecture Programmeand announcements via Blackboard.Particular Instructions to Students:Please read carefully the assessment and marking criteria overleaf: Course TitleModule TitleCorporate StrategyLevelH7Assessment TitleWeighted:C1:30% / C2:70% Criteria &WeightingDistinctionMeritPassFailCritically evaluate andapply concepts, toolsand techniques ofstrategicmanagement.The student willdemonstrate anexcellent grasp ofthe theories andconcepts.There will be clearunderstanding of thevalue of theconcept/theory inthis situation.There will beabundant evidenceof wide reading,research and goodcritical evaluation ofconcepts/theoriesaround the issuesThe student willdemonstrate a goodgrasp of theconcepts/theories.Most of therelevant informationis accuratelypresented andcritically deployedwith evidence ofreading, researchand criticalevaluation ofconcepts/theories.The work will haveno major factualerrors.The student willhave demonstratedadequate/someunderstanding of thetheories andconcepts.Fair/some evidenceof reading, researchand criticalevaluation ofconcepts/theories isprovided.There will be majorerrors, inaccuraciesand/or omissions.Significant aspectsof thetheories/conceptswill be missing ormisunderstood.Poor or no evidenceor reading, researchand criticalevaluation ofconcepts/theories isprovided.Critically analyse andevaluate therelationship betweenstrategicobjectives/intent andoperational/resourceplanning in terms ofsuccessful strategicimplementationAll of the majorissues and some lessobvious ones willhave been identified.The analysis of thecase organisation willbe thorough andcomprehensive, andthere will be anoutstandingAll of the majorissues will beidentified.Analysis of the casewill be thorough andthere will be goodintegration of theoryand practice.Most/some of theMayor issues will beidentified.Fair/superficialanalysis of the caseorganisation onlyidentifying theobvious issues.There will be little/noevidence that thetheory/conceptshave been applied tothe case organisation/ situation beinganalysed.Analysis will besuperficial, mostlydescriptive, with 13 integration of theoryand practice.There will be (some)evidence of theability to relate thetheories andconcepts to the case.major issues beingmissed.Evaluate the impact oforganisation culture,Politics, stake-holderinfluence, socialresponsibility andethical issues onstrategy formulationand the strategicdecision-makingprocess.Conclusions(poster /Component 1) orRecommendations(final report –Component 2) willbe comprehensive,and clearlydemonstrate theintegration of theoryand practice.Conclusions(poster /Component 1) orRecommendations(final report –Component 2)relating to this willbe appropriate,accurate, specificand justifiable – wellsupported byevidence and criticalanalysisConclusions(poster /Component 1) orRecommendations(final report –Component 2) willclearly derive fromthe analysis and theapplication ofconcepts/theories;The Conclusions(poster /Component 1) orRecommendations(final report –Component 2) willbe adequate,supported by goodevidence and criticalanalysis.The Conclusions(poster /Component 1) orRecommendations(final report –Component 2) madewill be practical.Consideration willhave been given tothe problems ofimplementation.(Some) evidence andanalysis is providedto support theConclusions(poster /Component 1) orRecommendations(final report –Component 2)Conclusions(poster /Component 1) orRecommendations(final report –Component 2) willbe vague, general,based on ‘commonsense’.Poor or noevidence/analysissupports theConclusions(poster /Component 1) orRecommendations(final report –Component 2)Mark Range100-7069-6050-4039 > 5.2. Summative Feedback Date generic feedback will beavailable:Component 1: Semester 2: Week 9: 07/06/21Component 2: Semester 2: Week 16: 26/07/21How generic feedback will bereturned to you:There will be generic feedback from the module leader in MyBeckettDate provisional mark will beavailable4 working weeks from SubmissionHow provisional marks willbe returned to you:Via MyBeckettDate individual feedback willavailable4 working weeks from Submission 14 How individual feedback willbe returned to you:Feedback is available in a hierarchy depending on your needs.Secondly, as well as your mark each report will have a marking rubric filledin, indicating how YOU performed against the assessment criteria andmarking scheme for each question, and some general summary commentsfrom the marker on your report as a whole. You can access these byreturning to the point at which you submitted them in MyBeckettIf you wish you can also request ‘on demand’ individual feedback on yourreport from your tutor.The tutor will, based on their predetermined preferred channel; eitherarrange an appointment or issue a more detailed typed response aboutyour work. 6. Understanding Your Assessment ResponsibilitiesMitigation and Extenuating CircumstancesIf you are experiencing problems which are adversely affecting your ability to study (called‘extenuating circumstances’), then you can apply for mitigation. You can find full details of how toapply for mitigation at: SubmissionWithout any form of extenuating circumstances, standard penalties apply for late submission ofassessed work. These range from 5% to 100% of the possible total mark, depending on the numberof days late. Full details (section C1.5.7) of the penalties for late submission of course work areavailable at: MisconductAcademic misconduct occurs when you yourself have not done the work that you submit. It mayinclude cheating, plagiarism and other forms of unfair practice. What is and what is not permitted isclearly explained in The Little Book of Cheating, Plagiarism and Unfair Practice, available at: serious consequences of plagiarism and other types of unfair practice are detailed in section C9of the Academic Regulations at:


Leave a Reply

Your email address will not be published. Required fields are marked *