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International Business Course Work

————————————————- ————————————————- ————————————————- ————————————————- ————————————————- UNIVERSITY COLLEGE DUBLIN ————————————————- NATIONAL UNIVERSITY OF IRELAND, DUBLIN ————————————————- ————————————————- ————————————————- MSc in International Management (CEMS) ————————————————- ———————————————— ————————————————- ————————————————- International Business & Strategy (BMGT 43510) ————————————————- ————————————————- ————————————————- ————————————————- STUDY GUIDE ————————————————- ————————————————- ————————————————- ———————————————— ————————————————- Copyright © July 2011 ————————————————- Author: Eric Clinton (2011) This manual was prepared for University College Dublin as a comprehensive support for students completing the above mentioned Master Degree programme. © This publication may not be reproduced, in whole or in part without permission in from University College Dublin. ————————————————- Module Co-ordinator: Paschal McNeill ———————————————— Contact details ————————————————- Office: N305, Michael Smurfit School of Business. Meeting by appointment ————————————————- Class Time: 2-5pm, Wednesday ————————————————- Email:eric. [email protected] ie TABLE OF CONTENTS PAGE Welcome message 1. INTRODUCTION 5 a. Background details b. Module aims 2. MODULE OUTLINE 5 c. Module learning outcomes d. Themes and topics e. Learning supports 3. MODULE DELIVERY SCHEDULE 7 . Session arrangements g. Student engagement h. Office hours arrangements 4. ASSESSMENT DETAILS 12 i. Assignments j. Module assessment components 5. GRADING 18 k. University grading policy l. Grade descriptors for assessment components 6. CONCLUDING COMMENTS 19 APPENDICES Welcome message As co-ordinator of the International Business & Strategy module, I wish to welcome you to the module. To operate effectively within the Global Business World, an understanding of the theory and practice of Business Strategy is essential.

This module is designed to deepen your interest and expertise in the area of International Business Strategy and the Study Guide is designed to support your learning. While much of the focus is on knowledge acquisition, attention is also given to enhancing and developing your professional and personal skills and competencies. To successfully complete this module, several learning activities (individual and group) are to be completed (prior to, and during the bloc sessions) which should provide enjoyment and fun, and also facilitate the attainment of the module learning outcomes.

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Should you require clarification on any matter pertaining to the module, please do not hesitate to contact me. Paschal McNeill Module coordinator, International Business & Strategy, UCD PART 1: INTRODUCTION This Study Guide is designed to provide you with details of the module International Business & Strategy , the learning outcomes, delivery and assessment arrangements. The Study Guide consists of 5 parts. In Part 1, background details to the subject area are provided and the broad aims of the module are set out. Part 2, consists of the module outline.

In this part the (a) module learning outcomes, (b) the themes and topics to be explored are explained along with the (c) learning supports to be used. Part 3 gives details of the module delivery arrangements. It sets out the session arrangements and the expectations in relation to your prior preparation and student engagement. Part 4, provides details of the assessment techniques used in this module explaining the assessment components, their rationale. In Part 5, the UCD grading policy is explained and grade descriptors drawing on the university document are given for each assessment component.

In Part 6, concluding comments are presented. a. Background to the Topic This is a learning-by-doing course. Through the combination of lectures, readings, presentations, case studies, and class participation, this course introduces you to the tools and vocabulary prerequisite to critical and effective strategic analysis, thinking, and communication. Strategy is the central, integrated, externally oriented concept of how a firm will achieve its objectives. A strategy encompasses the pattern of organizational actions taken in pursuit of an advantage over its competitors.

Or put another way, a strategy deals with the challenges managers face in seeking to achieve their organization’s mission in the face of changing, uncertain and ambiguous environmental and competitive conditions, while aligning and deploying the internal assets, capabilities and people to optimal effect. This complex task requires a sophisticated blend of analytical, synthetic and behavioral insights, which are developed in this module. This course will require you integrate the knowledge and skills you acquired in earlier courses and apply them using the same multi-disciplinary perspective demanded of a general manager.

PART 2: MODULE OUTLINE Module Title: International Business & Strategy Module Code: BMGT 43510 No. of ECTS: 10 Learning Outcomes In formulating and implementing strategies, you must determine whether a strategy that is successful in one set of circumstances will also be successful under different conditions. By the end of this semester, you should be able to identify firms that have employed successful strategies, explain why their strategies were successful, argue whether their success can be sustained, and describe the extent to which their experience applies to other organizations.

More specifically: 1. Understand how strategic management impacts the performance of organizations 2. An integrative, holistic understanding of firms and the decision-making process 3. Knowledge of structured analytical frameworks that help generate insights from ambiguous data for use in complex and uncertain situations. 4. A proactive orientation toward business decisions that accounts for likely actions by competitors and potential changes in the surrounding environment. 5. Be able to critically analyze strategies with logical arguments and relevant terminology 6.

Gain experience formulating convincing strategies for organizations 7. Appreciate the practical challenges inhibiting the implementation of strategies Module Text: Grant, R. M. 2009. Contemporary strategy analysis, Wiley. Supplementary Reading: W. Chan Kim & R. Mauborgne, Blue Ocean Strategy, Harvard Business School Press, 2005. Chapters 2 and 3 only Harvard Business Press Case Readings (all cases available through the UCD Blackboard Site) Case (1): Global Wine War 2009: New world versus old Case (2): Delta Airlines (A): The Low Cost Carrier Threat Case (3): Apple Inc 2010

Case (4): Samsung Electronics Case (5): GE’s Growth Strategy: The Immelt Initiative Case (6): Tyco International Case (7): Wal-Mart Stores: Everyday Low Prices in China Other useful sources Students completing the International Business and Strategy module are expected to participate in session discussions and learning activities and be familiar with recent developments in the business world. To facilitate this, the following may be useful Academic Journals * Academy of Management Journal * Strategic Management Journal * Academy of Management Review * Journal of Business Venturing

Newspapers/ Current Affairs Publications * The Economist * The Wall Street Journal * The Financial Times * Business Week * Fortune PART 3: MODULE DELIVERY SCHEDULE Module Conduct Teaching Policy: It is expected that participants attend all classes. While in attendance, active, high-quality participation in class discussions is expected. This requires that participants are familiar with the materials discussed and listen actively to the contributions of their peers. Absence from any session needs to be discussed/explained in person with the instructor. Learning Approach: I assume you are motivated learners.

The priority for every session is to read and prepare the case and assigned reading material. You should have a detailed knowledge of the case and an appreciation of the topic content. There is no need to read beyond the case material itself about the companies, or to update yourselves on what happened to the company. Class-Time: I will cold-call and warm-call participants. Cold-calling will be used to ensure preparation and to maintain an even-level of participation. Participation in the class requires that mobile-devices are turned off for the duration of the class.

Contemporaneous note taking on a computer is allowed, however all other applications are prohibited. Academic Integrity: While all students should familiarize themselves with the University’s policies in this regard-just to highlight a couple of points. In terms of “don’ts”, don’t pass off anyone else’s work as your own-provide adequate quotation and referencing. Don’t copy or cheat in an individual assignment. Don’t make personal comments about others. In terms of “do’s”, do contribute actively to the learning of others, be open to criticism, do participate actively in the class.

Instructor Communication and Feedback: Feel free to contact me at any time, to discuss any aspect of the course. Feel free to provide feedback through the class representatives or directly to me after class. I welcome feedback that is behaviourally-based (i. e. something I can do something about! ) Team Contribution: Top management teams are highly susceptible to group-think. As a result, they run the risk of taking actions by default instead of by design simply because no dissent or alternative perspective was voiced.

Therefore, a significant portion of your learning will accrue through the constructive (and respectful) challenge of each other’s ideas and the search for alternative solutions. You must be actively involved in class discussions to improve your thinking and communication skills. As a general manager, your active contributions to your management team’s decision-making activities are essential to its success. To gauge this component of participation, each team member will complete a peer evaluation at the end of the semester. Module Schedule and Sessions

Section A: The Analysis of Competitive Advantage Session 1 (September 14): The Concept of Strategy Session 2 (September 21): Sources of Competitive Advantage I: The Industry Session 3 (September 28): Sources of Competitive Advantage II: The Firm Section B: Competitive Strategies Session 4 (October 5): Competitive Strategy I: Building and Defending a Competitive Position Session 5 (October 12): Competitive strategy II: Becoming and Remaining Unique Session 6 (October 19): Competitive strategy III: The Quest for Dual Advantage Section C: Corporate Strategies

Session 7 (October 26): Corporate Strategy I: Diversification Session 8 (November 2): Corporate Strategy II: Merger and Acquisition Strategies Session 9 (November 9): Corporate Strategy III: Managing the Multibusiness Firm Session 10 (November 16): Cooperative Strategy: Managing Across Firms Session 11 (November 23): International Strategy: Managing Across Borders Section D: Strategy Process Session 12 (November 30): The Human Side of Strategy. Course Review Session SECTION A: THE ANALYSIS OF COMPETITIVE ADVANTAGE ***Note: Readings in bold represent required pre-reading.

Readings not listed in bold are recommended for further reading. Cases are also required pre-reading (and preparation) *** Session 1: The Concept of Strategy 1. Mintzberg, H. 1987. The strategy concept . 1. 5 ps for strategy. California Management Review 30(1) 11-24. 2. Eisenhardt, E. M. , D. N. Sull. 2001. Strategy as simple rules. Harvard Business Review 79(1) 106-+. 3. Collis, D. J. , M. G. Rukstad. 2008. Can you say what your strategy is? Harvard Business Review 86(4) 82-+. Background reading: Grant Ch 01 Session 2: Sources of Competitive Advantage I: The Industry 1. Gadiesh, O. , J. L. Gilbert. 1998.

Profit pools: A fresh look at strategy. Harvard Business Review 76(3) 139-+. 2. McGahan, A. M. 2004. How industries change. Harvard Business Review 82(10) 86-+. Background reading: Grant Ch 03, 04, ; 11 Session 3: Sources of Competitive Advantage II: The Firm Case (1): Global Wine War 2009: New world versus old (Ref # 910-405) 1. Barney, J. 1991. Firm resources and sustained competitive advantage. Journal of Management 17(1) 99-120. 2. Collis, D. J. , C. A. Montgomery. 2008. Competing on resources. Harvard Business Review 86(7-8) 140-+. Background reading: Grant Ch05 SECTION B: COMPETITIVE STRATEGIES

Session 4: Competitive Strategy I: Building a Strategic Position Case (2): Delta Airlines (A): The Low Cost Carrier Threat (Ref # 704-403) 1. Kumar, N. 2006. Strategies to fight low-cost rivals. Harvard Business Review 84(12) 104-+. 2. Porter, M. E. 1996. What is strategy? Harvard Business Review 74(6) 61-;. Background Reading: Grant Ch 08 ; 09 Session 5: Competitive Strategy II: Becoming and Remaining Unique Case (3): Apple Inc 2010 (Ref # 710-467) 1. MacMillan, I. C. , R. G. McGrath. 1997. Discovering new points of differentiation. Harvard Business Review 75(4) 133-;. 2.

Moon, Y. 2005. Break free from the product life cycle. Harvard Business Review 83(5) 86-+. Background Reading: Grant Ch 10 Session 6: Competitive Strategy III: The Quest for Dual Advantage Case (4): Samsung Electronics (Ref # 705-508) 1. Bower, J. L. , C. M. Christensen. 1995. Disruptive technologies – catching the wave. Harvard Business Review 73(1) 43-53. 2. Smith, W. K. , A. Binns, M. L. Tushman. 2010. Complex business models: Managing strategic paradoxes simultaneously. Long Range Planning 43(2-3) 448-461. SECTION C: CORPORATE STRATEGIES Session 7: Corporate Strategy I: Diversification

Case (5): GE’s Growth Strategy: The Immelt Initiative (Ref # 306-087) 1. Collis, D. J. , C. A. Montgomery. 1998. Creating corporate advantage. Harvard Business Review 76(3) 70-+. 2. Porter, M. E. 1987. From competitive advantage to corporate-strategy. Harvard Business Review 65(3) 43-59. Background Reading: Grant Ch 16 Session 8: Corporate Strategy II: Mergers and Acquisitions 1. Hitt, M. A. et al (2009). Mergers and acquisitions: overcoming pitfalls, building synergies, and creating value. Business Horizons, 52: 523-529 2. Ashkenas, R. N. , L. J. DeMonaco, S. C. Francis. 1998. Making the deal real: How GE capital integrates acquisitions.

Harvard Business Review 76(1) 165-+. 3. Carey, D. , A. Mandl, D. Bohnett, E. Liddy, D. Komansky, D. Kozlowski, J. Leschly, R. Gupta, M. McDonald, B. Avery, N. Moore, T. Krekel. 2000. A CEO roundtable on making mergers succeed. Harvard Business Review 78(3) 145-+. Session 9: Managing the Multibusiness Company Case (6): Tyco International (Ref # 798-061) 1. Campbell, A. , M. Goold, M. Alexander. 1995. Corporate-strategy – the quest for parenting advantage. Harvard Business Review 73(2) 120-132. 2. Goold, M. , A. Campbell. 2002. Do you have a well-designed organization? Harvard Business Review 80(3) 117-+.

Background Reading: Grant Ch 07 ; 17 Session 10: Cooperative Strategy: Managing Across Firms 1. Beamish, P. W. , N. C. Lupton. 2009. Managing joint ventures. Academy of Management Perspectives 23(2) 75-94. 2. Kanter, R. M. 1994. Collaborative advantage – the art of alliances. Harvard Business Review 72(4) 96-108. Background Reading: Grant Ch 14 Session 11: International Strategy: Managing Across Borders Case (7): Wal-Mart Stores: Everyday Low Prices in China (Ref # HKU-590) 1. Ghemawat, P. 2007. Managing differences – the central challenge of global strategy. Harvard Business Review 85(3) 58-+. 2. Kim, W.

C. , R. A. Mauborgne. 1993. Making global strategies work. Sloan Management Review 34(3) 11-27. Background Reading: Grant Ch 15 SECTION D: STRATEGY PROCESS Session 12: The Human Side of Strategy ; Course Review Session 1. Birkinshaw, J. , C. Bouquet, T. C. Ambos. 2007. Managing executive attention in the global company. MIT Sloan Management Review 48(4) 39-+. 2. Ireland, R. D. , M. A. Hitt. 2005. Achieving and maintaining strategic competitiveness in the 21(st) century: The role of strategic leadership. Academy of Management Executive 19(4) 63-77. Preparation Required in Advance of Sessions / Seminars

The readings detailed above have been assigned and students are expected to be fully familiar with them. These readings are an important learning source and supplement the session and text materials. Student Engagement (include messages / statements to encourage engagement) During the sessions, students are expected to be able to discuss issues arising from the assigned chapters and readings for the topics as scheduled above. Session participation is a vital element in the design of this module. Therefore, all students are expected to engage in class discussion and debate in order to facilitate the formation of their critical judgements.

To support your learning, Power-Point slides will be available which (on certain occasions) may need to be upgraded / modified during or following the sessions depending on the issues raised. Office Hours I can gladly meet with students to discuss the module, I’d simply request you send me a mail to make an appointment. PART 4: ASSESSMENT DETAILS Assessment is undertaken to establish the extent of student learning on completing a module and according to Biggs and Tang (2009) it is the senior partner of teaching and learning. This module has five assessment components with specific weightings and marks awarded totalling 100.

Students are expected to complete all assignments ensuring that they are submitted by the specified date. All submissions must be typed, be well laid out, written in an academic style with appropriate headings (introduction, main part and concluding comments) and sections. Please ensure that all submissions are entirely your own work – for UCD’s policy on plagiarism click on the link below (please see Appendix 2 for further information on Plagiarism and the policy on the Late Submission of Coursework): http://www. ucd. ie/registry/academicsecretariat/plag_pol_proc. df The weighting assigned for each component is shown in Table 2 below. (* I = Individual; G = Group) Table 2 – Assessment Components ————————————————- Assessment components Weighting Individual / Group* 1. ————————————————- Theory Paper 20% G 2. ————————————————- Strategic Case Analysis 20% G 3. ————————————————- Case Review Papers (x2) 20% I 4. ———————————————— Assignment ————————————————- Blue Ocean Strategy15% G ————————————————- Public Listed Organization 25% G Assessment Details In the following pages, further details of each assessment component are presented along with expectations in relation to prior preparation and completion. 1. THEORY PAPER (20%) Participants are required to write a review of a central theoretical framework in strategic management research.

Assignment Question: The Resource Based View (RBV) of the firm is one of cornerstones of strategic management research. Do you believe it warrants such status or do the criticisms of the RBV outweigh its strengths? Format Requirements: The report should be no longer than 10 single spaced pages, using 12-point font (Times New Roman), and at least one-inch margins. Harvard Referencing Style. Diagrams may be included in the body of the report or in appendices. Student names and student numbers on the front cover. Reports that do not satisfy these requirements will be downgraded by one letter grade (no exceptions).

Submission Date: 26th October, 2011. Start of class. Hardcopy submission. 2. STRATEGIC CASE ANALYSIS: GROUP PROJECT We have 7 Harvard Business case studies on the course. Each week we will have two groups assigned to a case study. Each group will be required to offer a 15 minute presentation, using MS PowerPoint. After that we will have a debate between the groups as to why their chosen strategy will be the optimal solution to the issues facing the business. In addition, each group will be required to submit a 5 page case analysis report, using the case review questions set out below.

This report is due the day of their presentation. The report should be no longer than 5 single spaced pages, using 12-point font (Times New Roman), and at least one-inch margins. Note: I will offer advice to students on the structure of their presentation and the central issues open for debate. 3. CASE REVIEW PAPERS (INDIVIDUAL) Case Analyses (Individual): You will be required to submit two individually-prepared case analyses throughout the duration of the semester. The choice of two cases is entirely yours, with two exceptions: (1) you may not write analyses on two cases in succession (e. . , Delta and Apple) (2) you may not write analyses on your groups presentation case. The guidelines for these assignments are outlined below. Very briefly, you will be required to submit a three page (hardcopy) report outlining your analysis and recommendations for the management team of the case company. This is strictly an individual assignment. The case analysis reports are due at the beginning of class on the day we cover the respective case, September 28: Global Wine War 2009: New world versus old October 5: Delta Airlines (A): The Low Cost Carrier Threat

October 12: Apple Inc 2010 October 23: Samsung Electronics October 26: GE’s Growth Strategy: The Immelt Initiative November 9: Tyco International November 23: Wal-Mart Stores: Everyday Low Prices in China The case analysis report should address the relevant questions for each case, as follows: Global Wine War 2009: New World Versus Old: 1. How did the French become the dominant competitors in the increasingly global wine industry for centuries? What sources of competitive advantage were they able to develop to support their exports? Where were they vulnerable? 2.

What changes in the global industry structure and competitive dynamics led France and other traditional producers to lose market share to challengers from Australia, United States, and other New World countries in the late twentieth century? 3. What advice would you offer to the French Minister of Agriculture? To the head of the French wine industry association? To the owner of a mid-size, well regarded Bordeaux vineyard producing wines in the premium and super premium categories? 4. What advice would you offer today to the Australian Minister of Agriculture? To the head of the Australian wine industry association?

To the owner of a mid-sized, well regarded vineyard in the Barossa Valley (a premier Australian wine region) producing wines in the premium and super premium categories? 5. What advice would you offer to the US Secretary of Agriculture? To the head of a major US wine industry Association? To the owner of a midsize, well regarded vineyard in Napa Valley producing wines in the premium and super premium categories? Delta Airlines: 1. During the 1990s, none of the five largest air carriers in the United States earned its cost of capital. Why do such low rates of return persist in the airline industry? . Despite the challenging industry environment, airlines like Southwest Airlines and JetBlue earn enviable returns. How? 3. Why have all of the low-cost subsidiaries of legacy airlines, including Delta Express failed? 4. What will happen to Delta Air Lines if it continues to respond to low-cost airlines in the way it has in the past? Apple: 1. Analyze the personal computer industry. Are the dynamics favorable or problematic for Apple? 2. How sustainable is Apple’s competitive position in (a) PCs, (b) MP3 players, and (c) smart phones? 3. What are the prospects for the iPad? Samsung Electronics: . How much of Samsung’s performance is based on its reputed low-cost advantage? 2. Can Samsung’s low-cost advantage withstand the Chinese threat on costs? 3. If Samsung is both low-cost and differentiated, how does it do both? Why can’t more firms in other industries do the same? GE’s Growth Strategy: 1. What do you think of the broad objectives Immelt has set for GE? Can a giant global conglomerate hope to outperform the overall market growth? Can size and diversity be made an asset rather than a liability? 2. What is your evaluation of the overall growth strategy Immelt has articulated?

Is he betting on the right things to drive growth? 3. After 4. 5 years, is Immelt succeeding in his objectives? How well is he implementing his strategy? What advice would you offer to Immelt as he faces the next stage of his leadership of GE? Tyco International: 1. Does Tyco have a corporate-level advantage? Does the firm do anything unusually well? 2. When over the life of a business does Tyco add value? 3. Should this be one company, or six? 4. Is Tyco’s strategy sustainable? Walmart: 1. Why is Wal-Mart successful in the US? What are Wal-Mart’s competitive advantages and its sources? . Should Wal-Mart replicate its domestic model in its original form, in China? Why? Can it build the same competitive advantage in China through its successful domestic model? 3. Please provide suggestions on potentially strategies that Wal-Mart China should consider in going forward? Case Reports: The case report should address all of the questions for each given case. Rather than using question headings, I would encourage you to be creative and synthetic in the organization and presentation of the report. You should always begin the report with a carefully crafted paragraph that ntroduces and frames the report, and a conclusion that synthesizes your main insights and offers one or two defensible recommendations. Format Requirements: The report should be no longer than three single spaced pages, using 12-point font (Times New Roman), and at least one-inch margins. Reports that do not satisfy these requirements will be downgraded by one letter grade (no exceptions). Please hand me in a hard copy of the assignment before class on the day of the relevant case. 4. ASSIGNMENT There are two parts to the main assignment. 1. Blue Ocean Strategy 2. Strategic 3. Analysis- Public Listed Organization

Purpose: The assignment is aimed at enhancing your ability to integrate the material learned on this course and to apply that material to a “live” situation via a case-study. In addition, the group work will enhance your teamwork skills. 1. Blue Ocean Strategy During the semester I will conduct a lecture on the Blue Ocean Strategy of Kim and . Mauborgne (2005). I will then ask each group to undertake a Blue Ocean Strategy for a selected small/medium sized firm. Further information on this assignment, regarding requirements and submission dates will be given upon completion of the lecture. Date to be confirmed. . Public Listed Firm Assignment Specification: Each team will prepare a strategic analysis for a company of your choice. The company selected does not need to be approved by the instructor, but the student must include a statement with the paper that they have not used the company that has been chosen in another class. In order to obtain sufficient information, it is suggested that you consider a publicly traded company. Format of the Strategic Analysis Paper Title Page (but no table of contents) 1. Executive Summary (Key findings; maximum 1 page) The content does not include any company history.

The purpose of the executive summary is the inform the reader of the key elements in the paper. 2. Issues and Outlook Profile: This section should broadly address only the most important issues confronting the firm? What is the significance of each? What has been the firm’s level of/interest in local and international activities up until the “end” of the case? Has the firm been successful? Why? Could the firm be successful? Very broadly, where is the firm headed? Consider a 3-5 year time frame both before the “end” of the case and into the future. (No histories, please.

Be mindful of who your “audience” is. The “executives” of the firm are in the audience and are already knowledgeable about the firm. ) 3. External Analysis: Which environmental forces are most likely to influence the firm’s actions and future performance: international competitive, economic, political, cultural, technological, or legal forces or actors? Who are the firm’s present/future customers? .Competitors? Use these questions to develop list of opportunities and threats and briefly discuss why each are important. 4. Internal Analysis: What are the firm’s sources of competitive advantage?

Has the firm approached strategic management in a way that leverages its competitive advantage and/or potential for success? Does the firm follow a strategy appropriate for the matrix of environmental forces? Use these questions, and others, to develop a list of strengths and weaknesses and discuss why each is important. 5. Action Recommendations: This section comprises the largest, most important single section of the paper and should be given the most weight and attention. It may be most helpful to put yourself in the shoes of an outside consultant who is been hired by the main characters or the top-management team (TMT) in the case.

To receive your full consulting “fee,” you must persuade them to adopt your specific recommendations instead of some competing consulting team’s recommendations. * First, specify a mission statement for the firm. (Written: Use italics to set off the mission statement from other text. A sentence or two before and/or after the mission statement may be included for clarification, intent, and/or elaboration. ) * Then, a set of specific goals — financial and/or strategic goal need to be identified. Also, provide some indication as to the timeframe by which each goal is to be achieved.

Use numbering or bullet point format to draw attention to each one. Have a set of goals, which is either too simplistic (only one or two); nor too complex (7-8 goals). * Next, develop a detailed strategic action plan which addresses all or most of the salient issues you identified in the sections above. For example, you might have identified a new, attractive industry segment to sell to (external analysis); yet, the firm lacks the experience and/or resources to move into the market with sufficient speed or force (internal analysis). You might then recommend that the firm form an alliance with another firm.

However, you must provide more specific details about the critical aspects of alliance formation: partner selection criteria, degree of formality (equity-based vs. loose commitment); contributions of each partner (cash vs. technology vs. distribution channel vs. marketing knowledge); relative control over alliance for each partner; roles and responsibilities of each partner; and, expected results for the alliance. NOTE: This section should be as complete as possible. That is, your strategic action plan should leave very few issues identified in the External and Internal analysis sections unresolved. The best plans are likely to be broken up into discrete, identifiable components and sub-sections (like those identified in the alliance example above). Each component of the overall action plan should contain the following: a label for each strategic action, a set of specific tasks to be carried out, justifications, a brief description of new resources required/to be developed, and a brief description as to how this action component will contribute to the attainment of one or more of the goals identified. (NOTE: It is not necessary to have one-for-one goal-action pairs.

In some instances, specific strategic actions can relate to more than one goal. ) Your overall plan of action and set of goals should, in many cases, be challenging, yet achievable — creative and innovative, yet feasible. It is important that you clearly demonstrate your understanding of core course concepts and analysis tools by explicitly explaining and applying these in your report. Product: Case reports are to be no longer than 15 typed A4 pages in length, excluding the cover page, exhibits and reference list. Use Times New Roman size 12 font with one inch margins all around and single spacing.

Students should structure the report exactly as indicated above. Cover page should clearly state the full names & student numbers of all members of the group. The submission date for the assignment is 23rd November. Hardcopy submission before the start of class. PART 5: GRADING This section of the Study Guide provides students with details of the UCD grading system and also explains criterion referenced grading (UCD Policy). Under criterion referenced grading, students are graded on the quality of their work without reference to other students (norm referenced).

For instance, the submission that meets the required guidelines in terms of writing style, analysis, description and / or summary will be awarded according to the standards set out. All students’ work is graded to indicate the standard attained using the criterion referenced approach. Table 3: UCD Grading System Grade| Description| Grade Point| A +A A-| Excellent | 4. 24. 03. 8| B+BB-| Very good | 3. 63. 43. 2| C+CC-| Good | 3. 02. 82. 6| D+DD-| Acceptable | 2. 42. 22. 0| E| Marginal | 1. 6| F| Fail (unacceptable, no compensation)| 1. 0| G| Fail (Wholly unacceptable; no compensation)| 0. 4|

NG| Fail (Wholly unacceptable; no relevant attempt)| 0. 0| More specific grade descriptors are set out for your assessment components in the following pages. Table 4 below provides descriptors for the Group Assignment – please read them prior to submitting your work. Table 4: Grade Descriptors – Pre- Course Assignment/ Group Assignment Grade | Criteria| A| Exceptional performance, engaging systematically and comprehensively with all the questions-demonstrating mastery of the subject matter; keen analytical insight and an outstanding ability to organise and express ideas and arguments; original and logically deduced conclusions. B| Excellent performance, intellectually competent answers to all the questions-strong grasp of the subject matter; ideas stated rather than fully developed; good organisation and expression. | C| Satisfactory performance-basic grasp of subject matter but somewhat lacking in focus and structure across many questions; limited development of argument because of inadequate analysis. | D| Mediocre/barely acceptable-superficial answers to questions, basic framework of analysis poorly developed and lacking logical structure. Poor communication of ideas. | Table 5: Grade Descriptors – Formal Closed Book Examination Grade | Criteria|

A[1]| Answer is exceptionally clear, well argued and developed, with a definitive statement. The answer is exceptionally well researched, extremely detailed and accurate with critical evidence from a wide variety of sources. The answer addresses all aspects of the question posed exceptionally well. Exceptionally critical, relevant and consistent connections are made between arguments, evidence, subtopics, & the questions posed showing excellent analysis. There is an exceptionally clear, logical, mature, and thorough development of subtopics that support the answers with excellent transition b/w paragraph. B| Proficient introduction that states background information, question, topic and all subtopics in proper order. Answer is clear and arguable statement of position. Answer is well researched in detail with accurate & critical evidence from a variety of sources. The answer addresses all aspects of the question posed. Consistent connections made between evidence, subtopics, arguments & showing good analysis. Clear and logical subtopic order that supports the answers with good transitions b/w paragraphs. Good summary of topic, and all subtopics with clear concluding ideas. C| Adequate introduction that states topic, and some of the subtopics. Answers are somewhat clear and arguable. Some aspects of the answer are researched with some accurate evidence from limited sources. Some connections made between evidence, subtopics, arguments & topic showing analysis. Somewhat clear and logical development of subtopics with adequate transitions b/w paragraphs. Adequate summary of topic and some subtopics with some final concluding ideas. | D| Weak introduction of topic & subtopics. Answers are weak and lack an arguable position.

Limited information on topic with lack of research, details or accurate evidence. Limited connections made between evidence, subtopics, counterarguments & topic – lack of analysis. Paper lacks clear and logical development of ideas with weak transition b/w ideas and paragraphs. Lack of summary of topic & subtopics with weak concluding ideas. | PART 6: CONCLUDING COMMENTS This Study Guide is designed to assist and guide your learning for this module. It is important that you read it regularly and do so in conjunction with the core text, the assigned readings and session materials.

Should you need clarification on issues covered, please let me know during the seminar sessions. I hope you enjoy the module and wish you good luck with the rest of your study and for the future. Paschal McNeill September, 2011 APPENDIX 1 UCD SCHOOL OF BUSINESS STUDENT CODE OF PRACTICE – GROUP WORK There are many reasons for using group work in higher education such as enhancing student learning, promoting social interaction among students, developing generic skills (including negotiation, delegation and leadership) and the individual students’ strengths and expertise.

There is an onus on the group to ensure that individual members provide maximum effort in completing the assigned task/project. There is evidence to suggest that individuals frequently exert less effort on collective tasks than on individual tasks (Williams and Karau, 1991). As the group size increases the Ringlemann Effect emerges: there can be an inverse relationship between the size of the group and effort expended. It is fair to assume that group effectiveness will increase when members work on tasks that are mutually important and when each member believes they are contributing to an end oal. UCD School of Business personnel are obliged to ensure that the operation and management of assigned group-work are consistent with the integrity of the university assessment process. It is also expected that, where the group-work contributes to a module grade, members are awarded grades that accurately reflect their contribution to the completion of the task. This Code of Practice is developed to guide the work of student groups within an academic setting and safeguard the integrity of group-based projects as part of our assessment of student learning outcomes. 1.

All Group members (whether assigned or self selected) are expected to contribute actively and equitably to the completion of the exercise/project 2. All groups will set out and agree basic ground rules for their group in terms of group communication procedures, performance targets, arranging and organizing meetings, records, progress reports, solving problems, finalizing the project and signing off. 3. Roles (such as leader, convener or facilitator) might be assigned to particular group members to facilitate the working of the group and specific milestones (weekly) agreed. . Group membership diversity (cultural, professional etc. ) needs to be acknowledged, valued and utilized as appropriate. 5. Group work undertaken by UCD School of Business students is subject to UCD policy on academic programmes. For further details on this policy go to http://www. ucd. ie/registry/academicsecretariat/student_code. pdf 6. UCD promotes an environment upholding the dignity and respect of all students as set out in its policy on Dignity and Respect –

University College Dublin is committed to the promotion of an environment for work and study which upholds the dignity and respect of the individual and which supports every individual’s right to study and/or work in an environment which is free of any form of harassment, intimidation or bullying. The university recognizes the right of every individual to such an environment and requires all members of the University community to recognize their responsibilities in this regard. Students are advised to read this policy document – click on: http://www. ucd. e/equality/policieslegislation/dignity_respect_policy. pdf 7. Any group member who is concerned about a member’s contribution to the group work (and associated activities) must firstly communicate this (at the earliest time possible) to the group members, and they must strive to resolve the problem. 8. If a group member believes that his/her concerns have not been addressed satisfactorily within the group, the matter should be brought to the attention of the module coordinator. The module coordinator/learning support officer (LSO) should strive to resolve the issue at group level.

Where this has not been achieved, the Academic Coordinator and/or the School Head of Teaching and Learning will be informed. 9. Should the issues not be resolved, the parties above, taking into consideration the stipulations of this code and the University policy documents to which it refers, will to seek to mediate to find a solution, which is acceptable to group members and which retains the integrity of the group work assessment process. Dr Ann Bourke, Vice Principal for Teaching & Learning, College of Business & Law February 2010

APPENDIX 2: TWO IMPORTANT DOCUMENTS You are advised to read the important documents before you commence your studies on this module: 1. Guidelines for the Late Submission of Coursework This document provides a detailed outline of the rules and regulations surrounding the presentation, submission and marking of assignments. The guidelines provided must be adhered at all times to avoid an unnecessary loss of marks. Further details on www. ucd. ie/registry/academicsecretariat/late_sub. pdf 2. A Briefing Document for Students on Academic Integrity and Plagiarism.

The University understands plagiarism to be the inclusion of another person’s writings or ideas or works, in any formally presented work (including essays, theses, examinations, projects, laboratory reports, oral, poster or slide presentations) which form part of the assessment requirements for a module or programme of study, without due acknowledgement either wholly or in part of the original source of the material through appropriate citation. Further details please go to www. ucd. ie/registry/academicsecretariat/plag_pol_proc. df Plagiarism is a form of academic dishonesty. In any assignment, plagiarism means that you have presented information or ideas belonging to someone else falsely as being your own original thoughts on a subject. ————————————————- All assessments/projects submitted must be the result of your own work. ————————————————- The following statement must be included on the cover page of all assignments submitted: ————————————————-

I declare that all materials included in this essay/report/project/dissertation is the end result of my own work and that due acknowledgement have been given in the bibliography and references to ALL sources be they printed, electronic or personal. ————————————————- ————————————————- Signed: Student name/s, student number ————————————————- Date: ——————————————– [ 1 ]. Biggs, J. and Tang, C. 009, Teaching for Quality Learning at University, Maidenhead: Open University/McGraw Hill. [ 2 ]. [1] While the criteria detailed above refer to A – D grades (inclusive) only, please note that all bands will be used (A+, A and A-; B+, B and B- etc) for grading assignments. [ 3 ]. Members of the School of Business Teaching and Learning Committee contributed to the development of this protocol. [ 4 ]. Williams, K. D. , & Karau, S. J. (1991). Social loafing and social compensation: The effects of expectations of co-worker performance. Journal of Personality and Social Psychology, 61(4), 570-581.

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