CORPORATE AND ACADEMIC SERVICES

MODULE SPECIFICATION

Part 1: Basic Data

Module Title Strategic Management (Business, International and Management)

Module Code UMSD7T-15-3 Level 3 Version 1.2

UWE Credit Rating 15 ECTS Credit 7.5 WBL module? No

Rating
Owning Faculty FBL Field Strategy and International
Business
Department BBS, Business and Module Type Standard
Management
Contributes towards BA(Hons) Business and Management; BA(Hons) Business Management(LCO)/
BA(Hons) Business Management and Leadership; BA(Hons) Business and Law;
BA(Hons) Business and Human Resource Management; BA(Hons) International
Business; BSc(Hons) Data Science; BSc(Hons) Information Technology
Pre-requisites None Co- requisites None

Excluded UMSD7U-15-3 Module Entry None

Combinations UMSD7V-15-3 requirements
UMSDDJ-15-3
First CAP Approval QMAC Dec 2011 Valid from September 2012
Date
Revision CAP 20 November 2014 Revised with September 2014
Approval Date effect from

Review Date September 2018

Part 2: Learning and Teaching

Learning Outcomes
On successful completion of this module students will be able to:

1. Articulate and apply the theories, principles, concepts and analytical

techniques of strategic management processes to complex organisation
situations recognizing organizations as holistic and interconnected. (A,B)

2. Identify and critically review, and evaluate the impact of key strategic
issues affecting the performance of businesses operating in diverse
environments. (A,B)
3. Identify performance issues, and develop, propose and report concisely a
well-integrated set of recommendations for improving business
performance over time. (A,B)
3. Understand selected topics of contemporary strategic significance to the
performance of organizations (e.g. globalisation, innovation and the digital
economy). (A,B)
4. Recognize and analyse ethical and social responsibility issues and choose
appropriate actions for practical business situations. (A,B)
 5. Integrate knowledge and understanding from other modules, options, and
student experience. (A, B)

In addition the educational experience may explore, develop, and practise but not
formally discretely assess the following:

- Synthesize the knowledge and diverse perspectives of peers into a shared

professional understanding of the problems, opportunities, and
alternatives facing a business.
- Effectively communicate in oral forms in formal and informal business
contexts.
- Effectively apply quantitative and financial analysis techniques developed
in prior courses to critically assess company and industry performance
issues.
Syllabus Outline
- Introduction to module and strategy process
- The concept of strategy and strategic thinking – (including how to
approach a case analysis)
- Strategic direction: values and mission, social responsibility,
sustainability, and ethical leadership
- External and industry analysis, and the industrial organization perspective
- Capabilities, competencies and the resource-based view of the fir
- Business and generic strategies
- Strategy and innovation
- Networks and alliances
- Corporate strategy
- Global strategy
- Strategic control and governance
- Review and exam preparation

Contact
hours/scheduled Contact will be through a mixture of three hours a week of lectures and seminars.
hours

Teaching and
Learning Methods Teaching and learning methods are focused around lectures and seminars.
Lectures provide students with a body of knowledge, a sense of the intellectual
ideas contained within a topic area and importantly a set of signposts directing
them to further reading.

Seminars are based around a series of case studies and also provide students
with opportunities for co-operative learning and formative feedback from tutors.

The learning outcomes encourage learners to develop higher order cognitive

skills. It is recognised in the design and delivery of the module that sophisticated
cognitive skills are difficult to acquire, requiring practice supported by regular
formative feed-back. The seminar programme is designed to facilitate this
development and seminar activities are designed to ease students into the way of
thinking about strategy analysis but move quickly from clearly structured
preparation to tasks that are left unspecified while the scope of applicable theory
becomes increasingly diverse.

Seminars will be a forum in which students will be expected to provide an analysis

cases applying reading from journal articles or texts. Seminars will give an
opportunity for students to work in groups through which to synthesize the
knowledge and diverse perspectives of classmates into a shared professional
experience that will include non-assessed presentations.

Students are expected to engage in private study to obtain and analyse the core
readings and cases and to prepare cases for discussion. Students are expected to
develop independent learning skills through sourcing relevant material, especially
 through the library’s electronic databases, such as Business Source Premier.

There is a clear and articulated pedagogic strategy, supported through staff

development exercises, to facilitate the development of students as independent
learners with the capacity and confidence to form and to articulate a personal
critical perspective of strategic issues and of established theory.

The relative 'uncertainty' learners may encounter through exposure to competing

and alternative theoretical perspectives are deliberately counterbalanced by
relative certainty in the design, organisation and delivery of the module. There is
extensive and clear programme documentation and the module is supported by
well-developed web-based resources. The main electronic platform for delivering
this module will be Blackboard.

Independent learning The study time associated with the module is based on
10:1 ratio of notional student study hours to credit value and will consist of
essential reading, case study preparation, assignment preparation and
completion etc.
Key Information Sets Key Information Set - Module data
Information

Numb er of credits for this module 15

Hours to Scheduled Independent Placement Allocated

be learning and study hours study hours Hours
allocated teaching
study hours

150 36 114 0 150

The table below indicates as a percentage the total assessment of the module
which constitutes a -

Written Exam: Unseen written exam, open book written exam, In-class test
Coursework: Written assignment or essay, report, dissertation, portfolio, project
Practical Exam: Oral Assessment and/or presentation, practical skills
assessment, practical exam

Please note that this is the total of various types of assessment and will not
necessarily reflect the component and module weightings in the Assessment
section of this module description:

Total assessment of the module:

Written exam assessment percentage 60%

Coursework assessment percentage 40%
Practical exam assessment percentage 0%
100%

Reading Strategy Essential Reading

It is essential that students read the core articles available via Blackboard or the
Library as set out in the module handbook. While the course does not require a
set textbook, students are recommended to read from one of the many texts on
strategic management available through the Library or purchase a copy for their
own reference.

Sample Texts:
Dess, Lumpkin and Eisner (2010). Strategic Management: Creating competitive
advantages (Fifth Edition). New York: McGraw-Hill.
 Grant, M (2009), Contemporary Strategic Analysis (Seventh Edition). Oxford:
Blackwell.
Johnson, G., Scholes, K., and Whittington, R. (2011). Exploring corporate strategy
(Ninth Edition). Harlow, Essex: Prentice Hall.
The module handbook and Blackboard course site will also reflect the range
of reading to be carried out. The core readings will change over time to retain
currency in the field.

A second source of essential reading is the cases that will be available for
students to purchase. Cases for this course are selected to demonstrate key
aspects of theory.

Further Reading
In addition to the core readings, recommended additional readings will be
suggested for each seminar/lecture. Students will be expected to locate these
readings via the Library’s Business Source Premier database.
They will be encouraged to read widely using the library catalogue, a variety of
bibliographic and full text databases, and Internet resources. Many resources can
be accessed remotely.

Audio-visual Resources
An important resource for this module is the wealth of video-based material
available on the Internet or via the Library’s ‘Box of Broadcasts’ provision. Many of
the lectures and seminars are supported with videos for students to watch in their
private study time. Sources include video placed on sites such as YouTube by
organizations such as Harvard University, MIT and the Public Broadcast Service
of the USA, as well as video available through Box of Broadcasts from
programming such as Panorama.
Indicative Reading Current advice on reading will be provided in annual module handbook and via
List Blackboard

Sample Core Articles:

Campbell, A., Whitehead, J., & Finklestein, S. (2009). Why good leaders make
bad decisions. Harvard Business Review. 87(2): 60-66.
Collis, D. J., & Montgomery, C. A. (2008) Competing on resources. Harvard
Business Review, 86(7/8):140-150.
Donaldson, T. (1996). Values in tension: Ethics away from home. Harvard
Business Review, 74(5) Sep/Oct: 48-62.
Hamel, G., & Prahalad, C.K. (2005) Strategic intent. Harvard Business Review,
83(7/8), 148-161.
Hart, S. L., & Milstein, M.B. (2003). Creating sustainable value. Academy of
Management Executive, 17(2), 56-67.
Henderson, R.M., & Clark, K.B. (1990). Architectural innovation: The
reconfiguration of existing product technologies and the failure of
established firms. Administrative Science Quarterly, 35: 9-30.
Immelt, J. R., Govindarajan, V., & Trimble, C. (2009). How GE is disrupting itself.
Harvard Business Review, 87(10), 56-65.
Iyer, B., & Davenport, T.H. (2008). Reverse engineering Google’s innovation
machine. Harvard Business Review, 86(4), 58-68.
Johnson, M. W., Christensen, C. M., & Kagermann, H. (2008). Reinventing your
business model. Harvard Business Review, 86 (12), 50-59.
Kale, P., & Singh, H. (2009). Managing strategic alliances: What do we know now,
and where do we go from here? Academy of Management Perspectives,
23(3): 45-62.
Kaplan, R.S., & Norton, D.R. (2005). The balanced scorecard: measures that drive
performance. Harvard Business Review, 83(7/8), 172-180.
Khanna, T., & Palepu, K. G. (2006). Emerging giants: Building world class
companies in developing countries. Harvard Business Review, 85 (10):
60-69.
Langlois, R.N. (2003). The vanishing hand: the changing dynamics of industrial
capitalism. Industrial and Corporate Change, 12(2): 351-385.
 Lecocq, X., & Demil, B. (2006). Strategizing industry structure: the case of open
systems in a low-tech industry. Strategic Management Journal, 27: 891-
898.
O’Reilly, C.A., & Tushman, M.L. (2004). The ambidextrous organization. Harvard
Business Review, 82(4), 74-81.
Pisano, G. P., & Verganti, R. (2008). Which kind of collaboration is right for you?
Harvard Business Review, 86(12): 78-86.
Porter, M.E. (1996). What is strategy? Harvard Business Review, 74(6), 61-78.
Porter, M.E., & Kramer, M.R. (2006). Strategy and society: The link between
competitive advantage and corporate social responsibility. Harvard
Business Review, 84(12), 78-92.
Teece, D.J., Pisano, G., & Shuen, A. (1997). Dynamic capabilities and strategic
management. Strategic Management Journal, 18(7), pp. 509–533
Van de Ven, B., & Jeurissen, R. (2005). Competing responsibly. Business Ethics
Quarterly, 15(2), 299-317.

Part 3: Assessment

Assessment Strategy Controlled conditions:

An examination based on the seminar programme that explores the students’
ability to demonstrate their critical understanding of the material on the
module. The examination occurs in the official examination period.

Coursework:
Students will conduct an analysis of the strategic issues and problems facing
an organisation; applying theory to an organisation.

Component A
Identify final assessment component and element
A: B:
% weighting between components A and B (Standard modules only) 60% 40%

First Sit

Component A (controlled conditions) Element weighting

Description of each element (as % of component)

1. Examination (3 Hours) 100%

Component B Element weighting
Description of each element (as % of component)

1. Assignment (1500 words) 100%

Resit (further attendance at taught classes is not required)

Component A (controlled conditions) Element weighting

Description of each element (as % of component)

1. Examination (3 Hours) 100%

Component B Element weighting
Description of each element (as % of component)

1. Assignment (1500 words) 100%

If a student is permitted a RETAKE of the module the assessment will be that indicated by the Module
Description at the time that retake commences.