STRATEGY

SHE Level 5
SCQF Credit Points 15.00
ECTS Credit Points 7.50
Module Code MMN221701
Module Leader Thomas Peschken
School Glasgow School for Business and Society
Subject Management
Trimesters
  • A (September start)
  • B (January start)

Summary of Content

The module explores the process of formulating and implementing strategy for a range of organisational forms, building on and making sense of the student's practical experiences and synthesis of practice and theory. The context, constraints, and environmental issues are examined to provide an understanding of the nature and boundaries of the construction and development of strategies and strategic management. Prescriptive and emergent perspectives, from a foundation of resource or value school, and positioning or environment school are adopted, incorporating an understanding of value and value creation, culture, dynamic capabilities, innovation, ethics, the environment (general, specific and internal), and the configuration of organisations. The second half of the module examines the themes associated with implementing strategy and in particular the concept and practice of responsible management and managing change. Students on the module develop the research and analytical type abilities to reflect on how external and internal factors might influence strategic decisions, and how these might contribute to an organisation's effectiveness in an increasingly dynamic and hypercompetitive environment. Such abilities then are applied to the practical issues associated with sustainable and responsible management, implementation and navigating the implementation and action process. Students develop an understanding of the complexity and integrative nature of the strategy process and implementation.

Syllabus

-360 1.The individual as an "actor" in the strategy process. Perspectives, roles, experience and craft. 2.Evolution of strategic thinking, strategic management and paradigms of strategic thought. Approach to learning and the use of case pedagogy 3.Introduction to strategy and the strategic process. Theoretical perspectives on strategy process: Emergent vs. prescriptive views 4.The Resource Based View and Dynamic Capabilities Vs The Positioning view and the environment 5.Gaining advantage, options, perspectives, and contexts 6.Determining Strategic Direction (fit, harmony, and linkages) 7.Contemporary issues of strategy in action - ethics or CSR, sustainability and responsible management 8.Contemporary issues of strategy in action - survival, turnaround and agility 9.Guest speakers for strategy in context. Reflective and reflexive practice. 10.Implementing strategy: Change management 11.Implementing strategy: Organisational learning 12.Implementing strategy: Organisational structure and culture 13.Pulling it all together, reflection and future agendas

Learning Outcomes

On successfull completion of the module, students should be able to:1. critically evaluate different schools and perspectives of strategy and locate the field of strategy in its historical and academic roots;2. apply and/or formulate relevant conceptual frameworks and tools for the interrogation and development of strategy in a variety or organisational settings;3. formulate strategies for the exploitation, management and implementation of new business value to enhance business processes;4. synthesise, and evaluate, appropriate strategic options for organizations in different contexts;5. critically assess contemporary issues associated with stragegy process, responsible management, managing change and implementation.

Teaching / Learning Strategy

Learning and teaching will be carried out mainly in lecturers and seminars, complemented by guided independent research and reading. Central to the learning process shall be a tripartite approach adopting case study method, problem based learning and active learning. Central to the pedagogy will be the use of reflexivity and sensemaking of the student's practical experience. Learning diaries shall be developed by students, reflective and reflexive exercises shall be employed and critical perspectives of the "self" and career experience to date shall be used as the start and end points of the learning journey. However, as the module is delivered at level M and students are post experiences there shall be a requirement for significant independent and directed learning and also web supported activities. Lectures may include a small number of external speakers as supplementary to the core course materials and will provide the framework for the syllabus. At this time, attention shall be drawn to salient issues and pre and post reading highlighted. Seminars adopt a problem-based approach, built around action research and an integrative case study. The case study will in the initial stages encourage professional reflection on experience and in the later stages pose opportunities for creative thinking, innovation and strategic decision making. In addition to the allocated case work, students shall work together on a week by week basis to build a case study. This particular work can illustrate research and analytical talents and sensemaking and conceptualisation. The materials used to support the process shall include the critical type analysis of published papers, current news issues, company developments and document analysis. Student-centred applied learning is facilitated through directed research, building the case study, presentations and discussion of findings in seminars. In addition, the use of Internet based technologies shall support the students learning. Group work and the formation of learning sets shall be encouraged and supported by the form in which materials are issued and independent and directed work is structured. Personal reflection and awareness of the "self" will form the start and end points of the process.

Indicative Reading

-425 Angwin, D.N., Cummings, S, and Smith, C (2006) The Strategy Pathfinder, Blackwell, Oxford Argyris, C. (1999) On Organizational Learning, Wiley-Blackwell Campbell, D; Edgar, D; and Stonehouse, G (2011) Business Strategy: An introduction, Palgrave McMillan Capon C (2004). Understanding Organisational Context: inside and outside organisations. 2nd edition. FT Prentice-Hall. Chesbrough, H 'Open Innovation', Harvard Business School Press, Harvard Davila, T Epstein, M J and Shelton, R (2005) 'Making Innovation Work- How to manage it, measure it and profit from it', Wharton School Publishing DeWit, B; and Meyer, R (2010) Strategy Synthesis, Cengage EMEA, Andover Drucker, P (1985) 'Innovation and Entrepreneurship', Butterworth and Heinemann, Oxford. FitzRoy, P; Hulbert, J.M; Ghobadian, A (2012) Strategic Management: The challenge of creating value, Routledge, London Galavan, R., Murray, J., and Markides, C. (2008) Strategy Innovation and Change: Challenges for Management, Oxford University Press, Oxford. Grant, R.M. (2008) Contemporary Strategy Analysis (6th edn), Oxford: Blackwell Johnson G, Scholes K and Whittington (2008). Exploring Corporate Strategy. Text and Cases. 8th Edition. London: Prentice Hall Kay J A. (1995). Foundations of Corporate Success: How Business Strategies Add Value. Oxford University Press MacLennan, A. (2010) Strategy Execution: Translating Strategy into Action in Complex Organizations, Routledge, London. Malerba, F (2004) 'Sectoral Systems of Innovation', Cambridge University Press. Smith, D (2006) Exploring Innovation, McGraw-Hill. Teece, D (2009) Dynamic Capabilities and Strategic Management, Oxford University Press, Oxford Journals: Strategic Management Journal, Long Range Planning, Academic of Management Journal, Research Policy, Technovation, Innovation and Industry, Services Industry Journal, Harvard Business Review.

Transferrable Skills

-4320 Students studying this module shall further develop: -360 1.Self-management (through conduct of directed learning activities). 2. Research (through directed learning; individual and team investigative work; and practical document and policy analysis sessions). -360 3. Reflective, analytical, and problem-solving (through analysis and discussion of published papers, case studies and research-based coursework). 4. Evaluative, interpersonal communication, presentation and team working (through directed individual and team based research and presentation of findings in seminars). 5. Practical and academic writing (through the reflective research based coursework). 6. Reflexivity 7. Self Awareness

Module Structure

Activity Total Hours
Lectures (PT) 24.00
Seminars (PT) 12.00
Assessment (FT) 36.00
Seminars (FT) 12.00
Independent Learning (PT) 78.00
Independent Learning (FT) 78.00
Lectures (FT) 24.00
Assessment (PT) 36.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 1 n/a 60.00 45% Scenario planning exercise.
Coursework 2 n/a 40.00 45% Critical review, theoretical analysis, and pragmatic realism of implementation issues associated with the proposed scenarios determined in coursework 1.