FT MBA PROGRAMME CLASS OF 2016 MBA STAGE COURSE … Business School fact...The Study Tour is part of...

FT MBA PROGRAMME

CLASS OF 2016

MBA STAGE COURSE INFORMATION

(version 3: 15th January 2015)

CONTENTS PAGE

MBA Stage Overview 1

MBA Stage Timetable 3

The Summer Term 2015 FT MBA Course Unit Descriptions

Assessed Internship 5

Dissertation 10

Personal Project 13

List of Summer Term 2015 Home Electives 16

Elective Registration Rules 17

Advanced Strategic Management 18

Consumer Market Trends and Business Strategies 32

Entrepreneurship Project 37

Financial Analysis 43

Innovation, Strategy and Leadership 46

International Business to Consumer and B2B Marketing Management 49

Management Accounting in Practice 54

The Autumn Term 2015 FT MBA Course Unit Descriptions

List of Autumn Term 2015 Home Electives 58

Elective Registration Rules 59

Business to Business Marketing 60

Corporate Recovery and Turnaround 63

Digital Economy: Foundations and Strategies 69

Entrepreneurship Project 76

Global Banking and Financial Innovation After the Crisis 82

Infrastructure Business Ecosystems 85

Internet Marketing Strategy 89

Leadership and Change in Organisations 94

Managing Disruptive Technologies 96

Practical Investing 101

Real Options in Practice 107

Strategic Integrity: Strategy, Corporate Finance and Information Systems

110

Strategic Retail Management 113

The Reflective Manager 116

Venture Capital and Private Equity 119

International Study Tour 123

Language Electives – Introductory Spanish and German 125

The Winter Term 2016 126

The International Business Project 127

List of Global Electives 131

Advanced Strategic Management 132

Commercial and Contract Management 135

Corporate Risk Management 138

Entrepreneurship and Innovation Management 141

Financial Analysis 144

International Business Strategy 146

International Marketing Management 149

Investment and Portfolio Management 152

Negotiation Skills and Selling Strategies 154

Risk Management 157

Strategic Management of Projects 160

Supply Chain Management 162

1 | P a g e

FT CLASS OF 2016

MBA STAGE OVERVIEW

As you start to consider the MBA Stage of your programme I want to provide you with information on all options available to you. Firstly, you must successfully complete the Diploma Stage of the Programme to proceed to the MBA stage, where you are required to accumulate a further 150 credits from the following: Summer Term Choices 30 credits, choose from: 1. Assessed Internship Report OR Dissertation - 30 credits each 2. Electives (UK) - 15 or 30 credits each 3. Entrepreneurship Project – 30 credits 4. Personal Project - 15 credits Autumn Term Choices 60 credits, choose from: 1. Electives (UK or Global) – 15 or 30 credits each 2. International Study Tour – 15 credits 3. Entrepreneurship Project – 30 credits 4. Personal Project – 15 credits 5. Dissertation – 30 credits 6. International Exchange Programme – 60 credits (reported as 4 x 15 credits)

Winter Term 60 credits 1. International Business Project (COMPULSORY) International Study Tour The Study Tour is part of the International Business Experience at Manchester Business School. The study tour will combine an academic course with visits to companies and institutions. This year we hope to offer “Doing Business in China” at our Shanghai Centre and “Comparative and International Business” at our Dubai Centre. It is anticipated that both Study Tours will take place in September and will involve a 3 day face to face workshop and 2 days of company visits. As with our Exchange programme, students will be expected to cover the cost of the flight and accommodation/subsistence. Global Electives The Global MBA offers a wide variety of elective modules and you may notice that they run slightly differently to those on the Full Time MBA. The Global electives are delivered through a combination of self-study and face to face workshops in the UK or at one of our global centres.

2 | P a g e

These electives commence 1st July 2015 and study starts from that day. Most electives have an individual assignment which you would be expected to submit usually about 6 weeks into the semester (mid-August) with a face-to-face, residential workshop taking place in the Summer or Autumn Terms. An assignment (usually group) is submitted either during or after the workshop and where an examination is part of the assessment, these are held in Manchester in December. In most cases these three methods of assessment are the norm but please refer to the course unit spec for further details. Global electives will contribute towards your Autumn Term credit allocation and are reported as 15 credits each on the FT Programme. Language Elective Courses The University Language Centres delivers a small number of language courses that MBA students can take as credit. Enrolment for these courses does not start until late May and attendance would be required for 3 hours per week. The language courses on offer in the Autumn Term are:

• Introductory Spanish • Introductory German

These courses are for students who have no knowledge of the languages above. The International Exchange Programme To be eligible for the international exchange programme students must successfully pass the diploma stage at the first time of sitting. Exchange places are highly competitive and decided via an application process. Full documentation on the International Exchange Programme will be available in January 2015. MBA Stage Rules

• The Assessed Internship or the International Exchange Programme cannot be combined with any other courses during the same term.

• Only 1 Assessed Internship, 1 Dissertation, or 1 Personal Project may be taken. • You may apply for no more than 2 Global Electives. • The International Business Project is Compulsory for ALL. • Students are advised to study a maximum of 30 credits in the Summer Term and 60 in the

Autumn Term. Any student wish to take more than the required number of credits in either term should submit a written case to Professor Elaine Ferneley for consideration.

3 | P a g e

THE MBA STAGE TIMETABLE

1 Global Elective contribute towards your Autumn Term credit allocation

TERM TERM DATES CHOICES ATTENDANCE NO. OF CREDITS Summer 15th June – 28th August 2015 OR 18th

September (depending on your elective choice)

Assessed Internship Full-time/10 weeks 30

Dissertation As agreed with supervisor 30 Personal Project As agreed with supervisor 15 29th June – 28th August 2015 Electives (Home only) Refer to course unit spec 15 or 30 credits each 1st – 20th September 2015 Electives (Global only) 1 Refer to course unit spec 15 credits each 29th June – 28th August 2015 Entrepreneurship Project Refer to course unit spec 30 credits Autumn Period 1: 21st September – 10th October 2015 Electives (Home or Global) Refer to course unit spec 15 or 30 credits each Period 2: 12th October – 21st November 2015 Electives (Home only) Refer to course unit spec 15 or 30 credits each Dates tba International Study Tour Full-time study 15 21st September – 20th November 2015 Dissertation As agreed with supervisor 30 21st September – 20th November 2015 Personal Project As agreed with supervisor 15 Term dates vary depending on the Exchange

School International Exchange Programme

Full-time study 4 x 15 credits TOTAL 60 credits

21st September – 20th November 2015 Entrepreneurship Project Refer to course unit spec 30 credits 23rd November – 11th December 2015 International Business

Project (compulsory) Full-time study 60

Dates to be advised Language elective To be advised 15 Winter 11th January – 1st April 2016 Continuation of International

Business Project Full-time study

4 | P a g e

THE

SUMMER

TERM

2015

FT MBA Course Unit Descriptions

Course Unit Descriptions are intended as a guide only and / or offerings are subject to

change.

5 | P a g e

GENERAL INFORMATION Academic Year 2015/16

Term Summer 2015

Course Unit Title MBA Assessed Internship Report

Unit code BMBA60108

Credit rating 30

Level Postgraduate

Degree programmes MBA

Contact hours Contact with supervisor as necessary

Pre-requisite units None

Co-requisite units None

Member of staff responsible Academic Lead: To be advised

Administrative Support: Louise Wylie

Contact details and office hours MBA Centre – MBS West Manchester Business School Tel: 0161 275 6307 Email: [email protected]

Other staff involved Approximately 12 internship supervisors, comprising MBS faculty and external practitioner supervisors.

ECT* 15

Notional hours of Learning** 300 1. COURSE AIMS The MBA Assessed Internship provides learning opportunities to address topics at the intersection of business theory, organisational practice and individual action, including the challenge of scoping projects; the relevance of business and managerial concepts, models, and methods; the analysis and interpretation of data; the development and implementation of recommendations; and reflections on the individual self in the context of the internship and broader business relationships. The unit is undertaken in conjunction with an agreed work experience placement in an external organization. 2. INTENDED LEARNING OUTCOMES

Category of outcome Students should be able to: Knowledge and understanding

Understand and contextualize the relevance and application of selected business and managerial theories and concepts. Understand the real-world application of business research methods and relevance of data and appreciate the weaknesses and limitations of existing studies and theories in practice.

Intellectual skills Develop improved capabilities in linking analysis with strategy, including: analysis and interpretation of data, distinguishing between value

mailto:[email protected]

6 | P a g e

judgments and hypotheses; developing recommendations.

Practical skills Acquire improved skills related to settling into an organization and the challenge of scoping and implementing projects. Develop improved writing and organisational skills, abilities to respond constructively to feedback, and abilities to work and take leadership in group processes.

Transferable skills and personal qualities

Gain experience and improved skills in undertaking reflection about organisational environments and on individual self-capabilities to perform in such environments.

3. COURSE CONTENT To encourage continuous effort, interaction and feedback, Interns work in groups and are required to engage in a number of learning cycles. Each cycle requires the interns in the group to consider specific topic. Broadly these will be based around the following issues 1. Settling into an organization and the challenge of scoping projects. 2. Relevance and application of business and managerial concepts, theories and methods 3. Linking analysis with strategy, including: analysis and interpretation of data, distinguishing between value judgments and hypotheses; developing recommendations. 4. Reflection on the internship; Reflection on self. These four cycles will contribute and lead to the fifth cycle, which is the completion of a final internship report. 4. METHODS OF DELIVERY (INCLUDING THE USE OF E-LEARNING) The full-time work component of 8-10 weeks associated with an Assessed Internship must be completed by the start of the Autumn term of the MBA Stage (students on the FT MBA are not allowed to be in full-time employment at any time during the Autumn, Winter or Spring terms) or, if a student is going on Exchange, the start of the term or semester at the relevant Exchange school. Because of the need for advanced approval, and the need to complete the full-time work component, full approval should be sought prior to 29 June 2015, with internships starting no later than 13th July 2015. Please note that the School will normally not accept any internship which has not been properly registered. Students are placed into groups with an internship supervisor. The supervisor is either an MBS faculty member or an external practitioner. Mostly, the groups will operate virtually using email, Blackboard, or online discussion forums, although there may be physical meetings if deemed appropriate by the supervisor. Internship supervisors will be appointed (by the MBA Director, with advice from the Academic Lead) such that each group comprises 6-8 students. This will require between 10-12 supervisors, depending on the number of students pursuing this unit. The Academic Lead is responsible for overseeing the assessment cycles, providing guidance, and supporting academic supervisors as required.

7 | P a g e

5. LEARNING RESOURCE DETAILS The 2015 MBS “Guide to the Internship Assessment Process” will be made available to all student interns and internship supervisors. In addition to this guide, students may also wish to consult The MBA Handbook: Skills for Mastering Management (2007) by Sheila Cameron which offers some useful general advice about writing an MBA dissertation or a major report. Students individually seek out reference materials appropriate to their Internship and will draw upon references and materials from prior MBS courses. Supervisors may suggest additional materials as appropriate to their group and students. 6. ASSESSMENT METHODS AND RELATIVE WEIGHTINGS (schedule from 2014. Assessment still to

be determined for 2015) This internship unit is assessed by the creation of an Internship Report which is a piece of work that is developed incrementally during the internship. It is not a report for the internship sponsor.

Assessment task Length (words)

Weighting within unit

(if relevant)

Deadlines for submission

Deadline for the return of feedback

Initial interactions (recommended) with supervisor (to discuss the internship, its scope, and group process)

- Formative - not

assessed

Start as early as possible, complete

by 21 July 2014 (recommended)

-

Issue I: Settling into an organization and the challenge of scoping projects

1,250-1,500 10% 28 July 2014+ 8 August 2014

Engagement (on line) (On line) 5% 4 August 2014+ 8 August 2014 Issue II: Relevance of business and managerial models and theories

1,250-1,500 10% 11 August 2014+ 22 August 2014

Engagement (on line) (On line) 5% 18 August 2014+ 22 August 2014 Issue III: Linking analysis to strategies

1,250-1,500 10% 25 August 2014+ 5 September 2014

Engagement (on line) (On line) 5% 1 September 2014 5 September 2014

Issue IV: Reflection on the internship; reflection on self

1,250-1,500 10% 8 September 2014+ 17 September 2014

Engagement (on line) (On line) 5% 12 September 2014+ 17 September 2014

Final internship report* 6,000-6,500 30% 26 September 2014 27 October 2014**

Professionalism in delivery - 10% On-going (as per above due dates)

27 October 2014**

8 | P a g e

+The deadlines for submission are the latest possible dates. Internships that start earlier can set earlier submission dates with the agreement of the supervisor and all group members (this applies to the issue reports and engagement deadlines). Concurrence of the academic lead is required to change dates (this will normally be given, with the assurance that all students in the group are agreed). *The design of the internship process is that the written assignments and reflections completed to date should contribute to the final internship report. We expect and request students to revise their text and add additional connecting and reflecting text as appropriate, and to present the final document in the form specified in the Internship Guidelines. If a student submits as final what he/she submitted before as part of this process, with little or no added revision or extension, this would get a low mark for the final internship report. Students are expected to draw on the feedback received from supervisors and group processes and self-review and reflection, to strengthen the final internship report. The additional grade (30 points) for the final Internship report will reflect the additional value added through revision, editing, and extension, and through components such as an overall concluding reflective section, executive summary, introductory and connecting text. Students are requested to include in the acknowledgement section the following text: "Sections of this report draw on earlier material prepared as part of the 2014 Internship Assessment process, with subsequent revisions and extensions." ** Supervisors to provide grades by 10/10/14. A sample of assessed internship reports will then undergo moderation (internally), to be completed by 22/10/14. Feedback to students targeted for 27/10/14. 7. METHODS OF FEEDBACK TO STUDENTS Interns will complete written assignments and engage in discussion and reflection on the specific issues raised during each cycle. This discussion will occur online with group members, with supervisor interaction in discussions as appropriate and with supervisor feedback (comments and grades) to Interns on their continuous assignments. Students will thus receive feedback via the group process and through their individual internship supervisor. Confidential business information should not be disclosed by Interns during group discussions. 8. METHODS OF FEEDBACK FROM STUDENTS/COURSE EVALUATION All Assessed Internships must be formally signed off by the MBA Director or Associate MBA Director before commencement of the internship. An Internship Approval form will be available on-line. During the Internship period, the Academic Lead is available to receive feedback from students, to provide guidance, and to resolve any issues that occur. The Academic Lead will seek on-going feedback from the Internship Supervisors and track Internship Supervisors to ensure the process is on schedule. The MBA Centre will undertake an evaluation procedure with all student Interns at the completion of the process. All Internship Supervisors will be provided with a generic reference form that it is their responsibility to ensure that the client completes. This is to be passed to the MBA Centre.

9 | P a g e

Internship Registration Form A link will be made available by the MBS MBA Centre to access the Internship Registration Form Date of this version December 2014

10 | P a g e

1. GENERAL INFORMATION

Academic Year 2015−2016

Semester/Term Summer or Autumn term

Course Unit Title Dissertation

Unit code BMBA60001

Credit rating 30 credits

Level 7

Degree programmes Full time MBA

Contact hours 6 hours face to face plus virtual support as required

Pre-requisite units Completion of Diploma stage


Member of staff responsible

Other staff involved Supervisor

ECT* 15

Notional hours of Learning** 300 * ECT (European Credit Transfer and Accumulation System): There are 2 UK credits for every 1 ECT credit, in accordance with the Credit Framework (QAA). Therefore if a unit is worth 30 UK credits, this will equate to 15 ECT. ** Notional hours of learning: The number of hours that it is expected that a learner (at a particular level) will spend, on average, to achieve the specified learning outcomes at that level. It is expected that there will be 10 hours of notional study associated with every 1 credit achieved. Therefore if a unit is worth 30 credits, this will equate to 300 notional study hours, in accordance with the Credit Framework (QAA).

2. COURSE AIMS

The unit aims to:

1. Explore a current business problem which will enable the student to apply many of the concepts, theories and techniques acquired during their Fulltime MBA studies.

2. Provide the student with experience of project management and organization of a dissertation.

3. Provide practical knowledge, learning and engagement in activities that will contribute to competence in handing complex unstructured business situations.

4. Bridge the gap between theoretical knowledge and application of that knowledge, including how to research/investigate a business problem.

11 | P a g e

3. INTENDED LEARNING OUTCOMES

Category of outcome Students should be able to:

Knowledge and understanding

− Understand the theoretical background to practical solutions to business issues. − Understand how to analyse data, both qualitative and quantitative, to get meaningful results.

Intellectual skills

− Design business research by applying theoretical concepts to practical problems, which may involve developing hypotheses and methods as well as deciding on target populations and samples. − Make critical judgements and solve problems effectively. − Arrive at reasoned decisions from researched information and make arguments from an informed point of view. Apply understanding of ethical, professional and academic standards.

Practical skills

− Negotiate the scope of the dissertation, agree deliverables and milestones; and adapt according to feedback from supervisor. − Where relevant, collect and analyse data according to professional and ethical standards.


− Manage the project effectively, including managing time, resources and deadlines, as well as any changes to the specification that may arise over the course of the project. - Satisfy the academic requirements of the programme. − Work constructively with the supervisor towards an agreed objective. − Identify personal strengths and weaknesses and areas for further learning and development. − Critically reflect on progress and adapt to changing circumstances. − Think creatively and solve problems effectively.

4. COURSE CONTENT

The student will be expected to work on a self-selected project. The student will work on a current interdisciplinary business project, most likely through desk research. The dissertation will focus on the application and exploration of particular theory and concepts learned during the MBA. A Project proposal must be submitted for approval of the project scope and to allow the allocation of an appropriate supervisor. The proposal will explain the need for the particular issues to be investigated by the study, set out a clear research question, and the main theoretical ideas intended to be used to explore the topic. The student will agree the project scope and methods with the supervisor. The dissertation will include a literature review that frames the study with critical insights on the relevant academic and professional literature. The main body of the dissertation will demonstrate understanding of the context, apply concepts and theoretical ideas appropriately to a particular business project, and show an ability to evaluate

12 | P a g e

assumptions critically. Discussion of the dissertation findings will include the managerial implications. 5. METHODS OF DELIVERY (INCLUDING THE USE OF E-LEARNING)

The Manchester Method will form the basis of the project work, with three goals: − Maximum learning and career value for each individual student. − Analytical and professionally effective results for the sponsoring company (where relevant). − Enhancement of the good reputation of Manchester Business School. Each student is allocated a project supervisor. The supervisor is responsible for monitoring the progress of the project, providing advice and support, marking reports and providing feedback to the student. 6. ASSESSMENT METHODS AND RELATIVE WEIGHTINGS

Assessment task Length Weighting

within unit (if relevant)

Deadlines for submission of coursework


Project Proposal – outline of project task, timeline and proposed method

Final Report

300-500 words Not exceeding 15,000 words

Not assessed

4 weeks before the formal start of the project period Final deadlines: Summer term 21 September 2015 Autumn term 11 January 2016

3 weeks after the formal start of the project period

13 | P a g e


Academic Year 2015/16

Semester/Term Summer or Autumn term

Course Unit Title Personal Project

Unit code BMBA60003


Level 7

Degree programmes Fulltime MBA

Contact hours 3 hours face to face plus virtual support as required

Pre-requisite units Completion of Diploma stage


Member of staff responsible

Other staff involved Supervisor

ECT* 7.5

Notional hours of Learning** 150

* ECT (European Credit Transfer and Accumulation System): There are 2 UK credits for every 1 ECT credit, in accordance with the Credit Framework (QAA). Therefore if a unit is worth 30 UK credits, this will equate to 15 ECT. ** Notional hours of learning: The number of hours that it is expected that a learner (at a particular level) will spend, on average, to achieve the specified learning outcomes at that level. It is expected that there will be 10 hours of notional study associated with every 1 credit achieved. Therefore if a unit is worth 30 credits, this will equate to 300 notional study hours, in accordance with the Credit Framework (QAA).

2. COURSE AIMS

The unit aims to: 1. Explore a current business problem which will enable the student to apply many of the concepts,

theories and techniques acquired during their Fulltime MBA studies. 2. Provide the student with valuable experience of project management within a live business

context, where a field based project is undertaken. 3. Provide practical knowledge, learning and engagement in activities that will contribute to

competence in handing complex unstructured business situations. 4. Bridge the gap between theoretical knowledge and practical knowledge, including how to

research/investigate a business problem.

14 | P a g e




− Understand the theoretical background to practical solutions to business issues. − Understand how to analyse data, both qualitative and quantitative, to get meaningful results.

Intellectual skills

− Design business research by applying theoretical concepts to practical problems, which may involve developing hypotheses and methods as well as deciding on target populations and samples. − Make critical judgements and solve problems effectively. − Arrive at reasoned decisions from researched information and make arguments from an informed point of view. − Apply specific knowledge to a commercial setting. Apply understanding of ethical, professional and academic standards

Practical skills

− Negotiate the scope of the consultancy project, including: identifying a match between the sponsor’s expectations and the student’s abilities; agreeing deliverables and milestones; getting the sponsor’s commitment to essential resources, data and internal company staff needed by the project. − Deal with real customers or businesses and win access to information in ethically-acceptable ways.


− Manage the project effectively, including managing time, resources and deadlines, as well as any changes to the specification that may arise over the course of the project. Satisfy both the sponsor’s practical needs and the academic requirements of the programme. − Work constructively with the supervisor towards an agreed objective. − Identify personal strengths and weaknesses and areas for further learning and development. − Critically reflect on progress and adapt to changing circumstances. − Think creatively and solve problems effectively.

4. COURSE CONTENT

The student will be expected to work on a self-selected project. The student will work on a current interdisciplinary business project, either through primary research for a sponsoring ‘client’ company, or through desk research. Sponsoring companies will usually be self-sourced by the student. A project proposal must be submitted to your supervisor for approval of the project scope. The student will negotiate with the client over the exact work specification as well as for resources and work towards an agreed deadline. If based on field work, the project will mimic a real working environment as closely as possible. The student will agree the project scope and methods with the supervisor.

15 | P a g e

5. METHODS OF DELIVERY (INCLUDING THE USE OF E-LEARNING)

The Manchester Method will form the basis of the project work, with three goals: − Maximum learning and career value for each individual student. − Analytical and professionally effective results for the sponsoring company (where relevant). − Enhancement of the good reputation of Manchester Business School. Each student is allocated a project supervisor. The supervisor is responsible for monitoring the progress of the project, providing advice and support, marking reports and providing feedback to the student.

6. ASSESSMENT METHODS AND RELATIVE WEIGHTINGS



Deadlines for submission of coursework


Project Proposal – outline of project task, timeline and proposed method Final Report

300-500 words Not exceeding 7,500 words

Not assessed

4 weeks before the formal start of the project period Final deadlines: Summer term 21 September 2015 Autumn term 11 January 2016

3 weeks after the formal start of the project period

16 | P a g e

SUMMER TERM 2015 HOME ELECTIVES

Elective Title Academic Dates

Advanced Strategic Management Kevin Jagiello All day 29, 30 June, 1, 2, 3, 14, 15, 16, 17 July and

6, 7 August Consumer Market Trends and Business Strategies

Nitin Sanghavi All day 6 – 10 July

Entrepreneurship Project Martin Henry All day 29 June – 3 July, all day 13-17 July and 13

August Financial Analysis Bob Ryan All day 3 & 4 July and 7

& 8 August Innovation, Strategy and Leadership Bruce Tether Tbc

International Business to Consumer and Business to Business Marketing Management

Nitin Sanghavi All day 29 June – 3 July

Management Accounting in Practice Bob Scapens All day 24, 25 July and 14, 15 August



change.

17 | P a g e

ELECTIVE REGISTRATION RULES

1. Students are advised to study a maximum 30 credits in the Summer Term. Any student wishing to take more than the required number must submit a written case to the MBA Centre for consideration.

2. A final list of elective participants will be published approximately one week after the registration deadline. Unsuccessful applicants will be notified via email.

3. You are not permitted to take two electives that run in parallel. 100% attendance is compulsory for all electives.

4. You can choose to drop an elective after the first session but before the 2nd session. Email the MBA Centre, [email protected] and the academic teaching the course. You are not permitted to drop a course after the 2nd session.

5. You can add an elective but only if it hasn’t already started and you do not exceed the maximum number of credits, in accordance with point 1 above.

6. Once enrolled on a course you must complete ALL assessment associated with the elective.


18 | P a g e

1. GENERAL INFORMATION Academic Year 2015/16

Term Summer 2015

Course Unit Title Advanced Strategic Management

Unit Code BMBA60047


Minimum no. of participants 15

Maximum no. of participants 24

Level MBA

Degree Programmes MBA

Contact Hours 60



ECT* 15.0


Requirements

- Full attendance of 10 day Elective - Application of Manchester Method - Adherence to MBS Code of Conduct - The Elective has an applied, in-depth managerial bias. If

you dislike the idea of applying all content to one case or lengthy classroom blocks this is not the Elective for you

* ECT (European Credit Transfer and Accumulation System): There are 2 UK credits for every 1 ECT credit, in accordance with the Credit Framework (QAA). Therefore, if a unit is worth 30 UK credits, this will equate to 15 ECT. ** Notional hours of learning: The number of hours which it is expected that a learner (at a particular level) will spend, on average, to achieve the specified learning outcomes at that level. It is expected that there will be 10 hours of notional study associated with every 1 credit achieved. Therefore if a unit is worth 30 credits, this will equate to 300 notional study hours, in accordance with the Credit Framework (QAA). 2. TEACHING ACADEMIC Name Kevin Jagiello Secretary Room Room Tele Tele Fax Fax Email [email protected] Email Office Hours By appointment

19 | P a g e

3. AIMS The programme unit aims to: Serve as a capstone to the MBA course. To holistically develop and implement company and business unit strategies in the competitive environment. 4. BRIEF DESCRIPTION OF THE UNIT The Elective has four main elements: 1) the Competitive Environment 2) Business Strategy 3) Company Strategy 4) Implementation. Student teams are asked to apply all concepts covered in the Elective to one case study and a company of the class’s choice. Each team formally presents their analysis on one of the four Elective elements for the selected company, ultimately submitting a project report outlining their analysis. In addition one individual assignment is required. 5. INTENDED LEARNING OUTCOMES

Category of outcome Students will be able to: Knowledge and understanding

Carry out an in-depth, systematic, rigorous analysis of the competitive environment. Holistically formulate company and business strategies whilst aligning implementation ability.

Intellectual skills Will be stimulated and stretched Practical skills Effective teamwork. Structuring and delivering managerial

presentations and reports. Crafting practical managerial assignments based on the academic literature and management best practice.


As a capstone Elective the intent is to ‘bring it all together’ – hence providing a foundation for your managerial careers

6. METHODS OF DELIVERY (including the use of E-Learning) The Elective is limited to 24, four teams equal in number (6 students at maximum). Teams self-select (if possible before the elective commences). If less than 24 students sign up we will go to 4 smaller teams or 3 teams. Each day runs from 9am to approximately 5.15pm. The last day Is scheduled for a 6pm finish. Interactive lectures are supported by video, classroom hand-outs, team application and tutorials. Additional readings are suggested at the end of each session. Students are asked to volunteer to do a short presentation (circa 10 minutes) on one managerial topic/issue/lesson they consider would be of interest/valuable to the rest of the class. We should have time for half of the class to present throughout the Elective and on day nine. 7. COURSE CONTENT (week by week or session by session)

Date/Session Topic Academic Pre-elective - Familiarise yourselves with the Elective case study: Crown

Cork and Seal (an old classic) - Form teams - Students are asked to complete a one page outline of their

background and interests for day one of the Elective - Start to consider what company you wish to apply the

Kevin Jagiello all sessions

20 | P a g e

Elective content to. The earlier the class decides the more relevant the classroom sessions become. If possible you should draw up a short-list – or agree the company before the Elective commences

In selecting a company consider: - Will it be of interest to the class - Learning will be enhanced if the company has a business

portfolio with international reach - Information is readily available on the company, a clearly

identifiable business unit and the industry it operates in - How the company and business organise activity

If the class cannot decide on a case we will use Associated British Foods. Recent Class choices have included: Unilever; Nike; The Coca-Cola Company; Diageo

Day One 29th June

• Elective introductions • Introduction to Strategic Management • Structuring Presentations, Reports and Assignments • Auditing a strategic position - SPACE The Competitive Environment - Defining the Arena, Industry, Market, Served Market - Arena Mapping, Radar Maps - Building the strategic information database horizontally and

vertically (Activity Chains, Profit Pools, the Competitive Landscape, Fact Sheets)

- Porters 5 Forces - extending the analysis

Day Two 30th June

The Competitive Environments (contd) - Profit Patterns – the Mercer Group - Industry Strategic Group Analysis - The Strategic Environments Matrix - Combining Strategic Frameworks - Strategic Imperatives

Day Three 1st July

The Competitive Environment (contd) - Competitor Analysis/Benchmarking - Megatrends - Scan and Screen of the business climate – PESTER - Scenarios and sensitivities - Competitive Environment case application/Reflection

Business Strategy • The structural attractiveness of a business - Findings from the PIMS database - Benchmarking business profit performance - Cashflow, Risk, Share Gain

21 | P a g e

Day Four 2nd July

Business Strategy (contd) • Components of a business plan – the business model - The Business Model Canvas • Building a strategic position – Value Capture Logics - Porters Generics, Cost-based Strategies, The Discipline of

Market Leaders, Differentiation/Quality - building a position in the Value Map - price/performance curve

- Need/Access/Variety Positioning - Spider/Zig-Zag/SNAP/The Strategy Canvas concepts

Day Five 3rd July

Business Strategy (contd) Executing a Position • Key Success Factors • The Marketing P’s – Key determinants of expenditure level • The Operating Model - The McKinsey Business System - The Value Chain - The Activity System Map - Mass Customisation (additional reading) - Time Based Competition/Process Re-design (additional

reading)

Day Six 14th July

Business Strategy case application/Reflection Company Strategy and Implementation - Traits of Excellence - The 7S Framework - Developing Vision, Mission and Objectives - Leadership/Management – Decision Styles - The Role of the Centre - Organisational Design Principles

Day Seven 15th July

Company Strategy and Implementation(contd) - Components of the company plan - Financial analysis cameo - Portfolio analysis – plotting the portfolio - Managing capabilities, the Resource School

Day Eight 16th July

• Ansoff development routes: - New ventures/start up businesses – Creating business models:

idea generation, The Lean Start-Up - Merger and Acquisition - Alliance/joint venture principles (additional reading) - Vertical integration - the make/buy decision (additional

reading) • The Planning Process • The Budgetary Process • The Balanced Scorecard

Day Nine 17th July

• Assessing and developing Culture, setting Values • Staff, team, performance management, engagement • Managing Change, Major Challenges • Innovation, Bringing It All Together

22 | P a g e

Company Strategy/Implementation case application/ Reflection • Plenary, individual talks • Group Tutorials

Day Ten 6th August

• Group Tutorials

Day Eleven 7th August

Presentations: Company Strategy; Competitive Environment; Business Strategy; Implementation • Putting it all together • Case debrief Elective evaluation

8. ASSESSMENT

Assessment task

Length Weighting within unit (if relevant)

Due Date Deadline for the return of

feedback Group case presentations

1 hour maximum + 30 mins Q&A

30% peer assessment

adjustment of up to +/- 20% of the group

mark

7/8/15 In class

Group case report

70 pages maximum + 10 page Management Overview

40% peer assessment


mark

9am on 28/8/15

Individual assignment Re: case or special interest

2000 words + diagrams/tabulations Maximum 15 pages

30% 9am on 28/8/15

DETAIL: Group Presentations/Class Participation – 30%, 7th August Presentations are scheduled for an hour at maximum. Previous Groups have indicated that at least a 100 hours of teamwork is required to construct a presentation. The presentations however provide the backbone for the Group Report. The format for each Report Section is a presentation slide followed by 0.5 to 1.5 page managerial commentary. The presentation is followed by a Q&A in role play and then general discussion and Reflection.

Group Report 40% (Due date: 9.00 a.m., 28th August) The Elective adopts a practical/applications stance. Hence we will apply each part of the Elective to the Crown Cork and Seal case and a company of your choice. 1 - Company Strategy (Group 1)

23 | P a g e

2 - The Competitive Environment (Group 2) 3 - Business Strategy (Group 3) 4 - Implementation (Group 4) 5 - Managerial Overview (Each Group to individually compile) Each Group is responsible for one Section of the Report, completing their analysis and circulating it to other Groups by 24th August, 9.00 a.m. After this date the Group in charge of the Section cannot alter what they have passed on to other Groups. All Groups then review other Groups work and individually compile Section 5 – The Managerial Overview. Each Group is asked to submit their Report Section and Section 5, the Managerial Overview, by 9.00a.m. on 28th August - Group Sections should be at maximum 70 pages. The page format is half a page PowerPoint slide

(taken from the Group presentation and back-up slides) and 0.5 – 1.5 pages of pro’s. The pro’s should: a) outline the content of the presented slide briefly b) discuss briefly c) stress the managerial implications

Each Section should conclude with a managerial agenda of two-three pages of pro’s. - Section 5, at maximum 10 pages of pro’s, integrates all four previous Report Sections with a

strong managerial bias/agenda. Given the Competitive Environment, Company and Business Strategy, what is our Implementation plan for the medium term? The stress should be on the future and how to get there.

It is essential that all Groups have an agreed Corporate and Business Strategy so that Implementation can be aligned. Section 5, the Managerial Overview needs to be consistent. One grade will be awarded for the first four Sections of the Report. Your Group’s Section hence only contributes 25% to this grade. Group grades can be increased/reduced by Section 5, the Managerial Overview, by plus or minus 3 marks. Note: if you are not happy with other teams’ analysis you have between 24th – 28th August to improve on their work. If you do not change another teams’ work only submit your Group Report Section and Section 5 – the Managerial Overview. If you alter other teams’ work you should also submit the work you have changed/the additional work you have carried out on August 28th – this additional work can improve or decrease your Group’s grade. Individual Assignment 30% (Due date: 9.00a.m. 28th August) You are given up to 15 pages/2000 words plus diagrams/tabulations and appendices to address an issue/topic of interest to you that is:

relevant to your Group project or on a topic of special interest to you

A possible structure might be:

a) Introduction to outline the issue/topic (ask a managerial question) b) Review of relevant literature (at least five references) c) Discussion of applicability of literature to the issue/topic

24 | P a g e

d) Management agenda

- Parts c) and d) should be at least half the script length - The management agenda should be at least 200 words

(an agenda outlines decisions/recommendations and then goes on to broadly outline how to implement – i.e. the blueprint for action). Without a firm agenda assignments score poorly.

Assignments have been very varied in times past:

- how to introduce the Balanced Scorecard? - how to manage an alliance with x? - how to acquire x? - how to strengthen brand/extend brand? - how to grow share? - the management of growth/decline? - etc. etc.

Successful assignments ask, and answer a managerial question. The ASM Assignment style is:

- using tabulations and labelled diagrams which are not part of your word count - stress on the analytic - stress on the future - above all else stress on the managerial

9. LEARNING RESOURCE DETAILS

25 | P a g e

Advanced Strategic Management Elective Reading List

After each classroom session reading recommendations will be made

Base Texts • R. Grant, Contemporary Strategic Analysis, ISBN 1405119985 • Johnson & Scholes, Exploring Corporate Strategy, ISBN 0582844495 • Strategic Management, A Methodological Approach – Rowe et al (Third edition or earlier

chapter on Cost Analysis recommended), ISBN020158638-X • Blackwell Encyclopedic Dictionary of Strategic Management – D. Channon, ISBN 0631210784

Base Journals • HBR, McKinsey Quarterly, Long Range Planning, Sloan Management Review, California

Management Review - For the more academic: the Strategic Management Journal

Consultancy Sites The strategy houses all have sites which are worth dipping into for up to date research and articles. Over and above Bain, BCG, McKinsey I find the Booz Allen site and their strategy+ business journal useful. Interesting texts from the consultants include:

• Perspectives on Strategy from the Boston Consulting Group C. Stern (Editor)

• The Breakthrough Imperative M. Gottfredson & S. Schaubert, 2008 (Bain)

• The McKinsey Mind E. Rasiel & P. Friga, 2002

• Selected readings by subject area − Stress on the original ‘classics’ − Update insights by scanning the recommended ‘Base Journals’

Industry Environment • Surprise and Competitive Advantage – W. Rothschild, Journal of Business Strategy Vol 4, No 3,

Winter 1984 • Profit Pools: A Fresh Look at Strategy

O. Gadiesh and J. Gilbert – HBR May-June 1998 • The Granularity of Growth

M. Baghai, McKinsey Quarterly, May 2007 • Profit Patterns, Chapter 14

A. Slywotzky et al, 1999 • Competitive Strategy, M.E. Porter 1980

Ch1 5 Forces, Ch 2 Generics, Ch 3 Competitor Analysis, Ch 7 Strategic Groups • The Five Competitive Forces that Shape Strategy

M.E. Porter, HBR, Jan 2008 • BCG Megatrends (BCG site)

26 | P a g e

• Scenario Planning A Tool for Strategic Thinking – P. Schoemaker, Sloan Management Review, Winter 1995 P. Wack - HBR Sept-Oct 1985, Nov-Dec 1985

• The Use and Abuse of Scenarios C. Roxburgh, McKinsey Quarterly, Nov 2009

Business Strategy • Grant chapter 7 on Cost and Differentiation • What is Strategy?

M.E. Porter, HBR, Nov-Dec 1996 • Competitive Advantage

M. E. Porter, 1985 on cost, differentiation, the Value Chain

• The PIMS Principles R. Buzzell & B. Gale, 1987

see also Blackwell's Encyclopedic Dictionary: PIMS, Investment Intensity • Implementing Strategic B2B Pricing

B. Gale and D. Swire, Journal of Revenue and Pricing Management, Vol 11, no 1, Jan 2012 • Mapping Your Competitive Position

R. D’Aveni, HBR Nov 2007 • The Discipline of Market Leaders

M. Treacy & F. Wiersema, 1996 (also HBR Jan-Feb 1993, Customer Intimacy and Other Disciplines)

• Process Management See Encyclopedic Dictionary on: Core Process, Horizontal Structure, Process Mapping

• Mercer Group insights on operating model principles are especially valuable: Profit Patterns A. Slywotzky et al, 1999

• Charting Your Company’s Future Kim & Mauborgne, HBR June 2002

• Tipping Point Leadership Kim & Mauborgne, HBR April 2003

• How Strategy Shapes Structure Kim & Mauborgne, HBR Sep 2009

• Blue Ocean Strategy Kim & Mauborgne, 2005

• Marketing Management – P. Kotler • Business Model Generation

A. Osterwalder & Y. Pigneur, 2010 • Value Proposition Design

A. Osterwalder et al, 2014 • From Strategy to Business Models and to Tactics

R. Masanell & J. Ricart, Long Range Planning, 43, 2010 • When One Business Model Isn’t Enough

R. Masanell and J. Tarzijan, Harvard Business Review, Jan-Feb 2012 • Reinventing Your Business Model

M. Johnson, HBR, Dec 2008 • Seizing the White Space – Business Model Innovation for Growth and Renewal,

M. Johnson, 2010

27 | P a g e

• Core Objectives S. Chatterjee, California Management Review Vol 47, No 2, 2005

• Simple Rules for Designing Business Models S. Chatterjee, California Management Review, Vol 55, No 2, Winter 2013

• The Innovator’s DNA J. Dyer et al, Harvard Business Review, Dec 2009

• The Customer-Centered Innovation Map L. Bettencourt and A. Ulwick, HBR, May 2008

• 12 Ways to Innovate M. Sawhney, Sloan Management Review, Spring 2006

• The Lean Start-Up E. Ries, Penguin 2011

• The Four Steps of Epiphany S. Blank, 2013 (Second Edition)

• The Startup Owner’s Manual S. Blank and B. Dorf, Ranch Publishing, 2012

• Discovery Driven Planning R. McGrath and I. MacMillan, HBR, Jul-Aug 1995

• New Game Strategies R. Buaron, McKinsey Quarterly Spring 1981

• Competing Against Time G. Stalk and T. Hout, 1990

• Mass Customisation B. Pine, 1993

• Making Mass Customisation Work – HBR Sept-Oct 1993 B.Pine & A. Boynton

• The Four Faces of Mass Customisation – HBR Jan-Feb 1997 J. Gilmore & B. Pine

• Process Management See Encyclopedic Dictionary on: Core Process, Horizontal Structure, Process Mapping

Company Strategy

Mission, Vision and Values • A Sense of Mission A Campbell, Hutchison, 1990

&/OR Long Range Planning, Vol 24, No 4, 1991

• Building your Company's Vision - J. Porras HBR, Sept-Oct 1996 • Strategic Staircases - M. Hay & P. Williamson

Long Range Planning, Vol 24, Aug 1991

Stakeholders

Texts like Johnson and Scholes (insights on Stakeholder power) and Rowe et al (Steerer Model vs. Single Sovereign) provide useful insights.

28 | P a g e

Corporate Organisations • Strategies and Styles, the Role of the Centre in Managing Diversified Corporations

M. Goold and A. Campbell, 1987 • Corporate Level Strategy: Creating Value in the Multi-business Company

M. Goold, A. Campbell, M. Alexander, 1994 • Designing Effective Organisations

M. Goold, A. Campbell, 2002 • Decide and Deliver

M. Blenko et al, 2010

Excellence • In Search Of Excellence,

Peters and Waterman, 1982 • The Winning Performance, D. Clifford & R. Cavenagh • Hidden Champions, H. Simon, 1996 also - HBR-April 1992: Lessons of Germany's Mid-sized Giants • Built to Last, J. Collins & J. Porras, 1998 • Good to Great, J. Collins, 2001 • Creative Destructiion,

R. Foster & S. Kaplan, 2001

Leadership • A Force for Change - How Leadership Differs from Management - John Kotter, 1990 • Jack, Jack Welch and the GE Way – R. Slater, 1999 • Jack, Jack Welch, 2001 • Performance Without Compromise: How Emerson Consistently Achieves Winning Results

Charles Knight, 2005

Portfolio Any strategy text will cover portfolio grids. For a more comprehensive review of Grow Share, ADL, GE grids see: Strategic Management A. Hax & S. Majluf • The Alchemy of Growth - The Three Horizons of Growth

M. Baghai, S. Coley & D. White, 1999 • Just-in-time Strategy for a Turbulent World

L. Bryan, McKinsey Quarterly, June 2002 • Corporate Spheres of Influence

R. D’Aveni, MIT Sloan Management Review, Summer 2004

Resource School • Grant's chapter 5 is good

29 | P a g e

• Firm Resources and Sustained Competitive Advantage J. Barney, Journal of Management, Vol 17, No 1, 1991

• Competing for the Future G. Hamel & C. Prahalad, 1994

• Strategic Intent, HBR May-June 1989 • The Core Competence of the Corporation, HBR May-June 1990 • Strategy as Stretch and Leverage, HBR March April 1993 • Competing for the Future, HBR July-August 1994 - G. Hamel & C.K. Prahalad • Competing on Capabilities, HBR March-April 1992 - G. Stalk, P. Evans, L. Shulman • Leading the Revolution

G. Hamel, 2000 • Dynamic Capabilities at IBM

J. Harreld, California Management Review, Summer 2007 • Organisational Ambidexterity: IBM and Emerging Business Opportunities

C. O’Reilly et al, California Management Review, Summer 2009 • Encyclopedic Dictionary: Core Competences, Strategic Core Competences Ansoff • The Innovation Risk Matrix

G. Day, HBR, Dec 2007 • When and When Not to Vertically Integrate?

J. Stuckey & P. White, Sloan Management Review, Spring 1993 • Applied Mergers & Acquisitions – R. Bruner, 2004 • Hidden Value: Key to Successful Acquisition, A. Parsons, McKinsey Quarterly - Summer 1984 • Building Successful Strategic Alliances, P. Lorange, Long Range Planning, Vol 25, No 6, 1992 • Group versus Group: How Alliance Networks Compete, B. Cassares, HBR, July-Aug 1994 • Collaborative Advantage – R. Kanter, HBR July-Aug 1994 • Corporate Venturing, Z. Block et al, HBR Press

Implementation

7S • Structure is not Organisation

R. Waterman Business Horizons, June 1980

• How the Balanced Scorecard complements the McKinsey 7S Model R. Kaplan, Strategy & Leadership, Nov 2005

Balanced Scorecard • The Strategy Focused Organisation

Kaplan & Norton, 2001 • Strategy Maps

Kaplan and Norton, 2004 • Alignment: How to Apply the Balanced Scorecard to Corporate Strategy

30 | P a g e

Kaplan and Norton, 2006 • The Execution Premium

Kaplan & Norton, 2008 see also: www.bscol.com • Mastering the Management System

R. Kaplan & D. Norton, HBR, Jan 2008 • Beyond Budgeting

J. Hope & R. Fraser, 2003 • Just-in-time Budgeting for a Volatile Economy

M. Akten, McKinsey Quarterly, May 2009

Culture • The Corporate Culture Survival Guide

E. Schein, 1999 • The Secret of a Winning Culture

L. Senn & J. Childress, 1999 • What Holds a Company Together?

R. Goffee and G. Jones, HBR, November 1996

Staff • The Heart of Success – R. Parsons, 2002 • The 7 Habits of Highly Successful People – S. Covey • Why Teams Matter, J. Katzenback, McKinsey Quarterly 1992, No 3 • How Microsoft Makes Large Teams Work Like Small Teams – M. Cusumano, Sloan Management

Review 1997 • Motivating People – HBR Special Issue Jan 2003 • The New Managerial Work – R. Kanter HBR Nov-Dec 1989

Change • Leading Change

J. Kotter, 1996 • Devising Context Sensitive Approaches to Change

V. Hope Hailey & J. Balogun, Long Range Planning, 2002 • The Re-engineering Revolution Handbook

M. Hammer, 1996 • Who Moved My Cheese?

Dr. S. Johnson, 1998 • The Heart of Change

J. Kotter, D. Cohen, 2002 • Execution – the Discipline of Getting Things Done

L. Bossidy, R. Charan, 2002 • The Irrational Side of Change Management

C. Aiken, McKinsey Quarterly, April 2009

http://www.bscol.com/

31 | P a g e

10. METHODS OF FEEDBACK TO STUDENTS Classroom feedback to Group Presentations Written feedback to Group Presentations, Report and Individual Assignments 11. METHODS OF FEEDBACK FROM STUDENTS/COURSE EVALUATION University course evaluation questionnaires. 12. STUDENT COURSE EVALUATION FEEDBACK

What did you like about this course and why: 1. The course content is extremely practical, and mentally stimulating. 2. Insightful about strategic frameworks, allowed to think on serious management

views. 3. Diversity of strategic marketing and management knowledge.

Date of current Version January 2015

32 | P a g e


Academic Year 2015/16 Term Summer 2015 Course Unit Title Consumer Market Trends and Business Strategies Unit Code BMBA21520 Credit rating 15 credits Minimum no. of participants 15 Maximum no. of participants 24 Level MBA Degree Programmes MBA Contact Hours 30 Pre-requisite units Co-requisite units ECT* 7.5 Notional hours of Learning** 150 * ECT (European Credit Transfer and Accumulation System): There are 2 UK credits for every 1 ECT credit, in accordance with the Credit Framework (QAA). Therefore, if a unit is worth 30 UK credits, this will equate to 15 ECT. ** Notional hours of learning: The number of hours which it is expected that a learner (at a particular level) will spend, on average, to achieve the specified learning outcomes at that level. It is expected that there will be 10 hours of notional study associated with every 1 credit achieved. Therefore if a unit is worth 30 credits, this will equate to 300 notional study hours, in accordance with the Credit Framework (QAA). 2. TEACHING ACADEMIC Name Prof Nitin Sanghavi Secretary Michelle Kelly Room 3.52 Room 3.30, MBS West Tele 0161 275 6481 Tele 0161 275 0948 Fax 0161 275 6464 Fax 0161 275 6357 Email [email protected] Email [email protected] 3. AIMS The course unit aims to enable students to understand key drivers and scope of changes in consumer markets including their shopping attitudes and buying behaviour patterns and the business environment; assess their strategic impact and learn how the organisations can develop appropriate marketing/business strategies to gain Compelling Competitive Advantage. 4. OBJECTIVES The elective, now in its twentieth year, will have the following objectives: (i) Understand key macro and micro business environment changes with a global



33 | P a g e

perspective(The’ Change Is Constant’)

(ii) Understand key consumer market changes with a global perspective (The `New Normal’).

(iii) Understand/analyse key drivers and scope of changes in relation to consumer shopping attitudes and their buying behaviour patterns

(iv) Understand about current/emerging marketing and strategic concepts/ frameworks/tools and impact of technology and growth of social media

(v) Assess the strategic impact of the above changes on businesses in general but specifically on consumer-facing industries e.g. retailing, financial services, automobile industry, FMCG industry, health industry, leisure , services and travel industry.

(vi) Learn how to develop appropriate marketing/business strategies to gain Compelling Competitive Advantage.

5. METHODS OF DELIVERY (including the use of E-Learning) A combination of formal teaching(using audio-visual tools where appropriate), case-study work, presentation of case-study work, group and individual discussions on relevant issues.

6. COURSE CONTENT (week by week or session by session) Date/Session Topic Academic 6th July, 2015 Elective outline and overview, project and essay

discussions, key macro and micro business environment changes

Nitin Sanghavi

7th July 2015 Key consumer market changes with a global perspective(The ‘New Normal’)

Nitin Sanghavi

8th July 2015 Analysis of consumer behaviour and key drivers of change, emerging marketing concepts and strategic frameworks/tools, impact of technology and growth of social media

Nitin Sanghavi

9th July 2015 Strategic impact of the above changes on consumer-facing industries/sectors- structures and strategies

Nitin Sanghavi

10th July 2015 Developing appropriate marketing/business strategies to gain compelling competitive advantage(CCA), Interim group project presentation

Nitin Sanghavi

7. LEARNING RESOURCE DETAILS There is not just one recommended book for this course. Students are, however, asked to scan at least a couple of books from the following list prior to the start of the course.

34 | P a g e

Good Basic Books "Managing in the Next Society", by Peter F. Drucker (2002). Publisher: Butterworth Heinemann, Oxford. ISBN: 0750656247. "Innovating at the Edge: How Organisations Evolve and Embed Innovation Capability", by Tim Jones (2002). Publisher: Butterworth Heinemann, Oxford. ISBN: 0750655194. “Consumer Behaviour: A European Perspective”, by Gerrit Antonides and W. Fred van Raaij (1988). Publisher: John Wiley and Sons. ISBN: 0471975133. “Understanding the Consumer: A European Perspective”, by Bernard Dubois. Publisher: Prentice Hall. ISBN: 0136163688. “Consumer Behaviour”, by Michael R. Solomon (2011). 10th ed. Publisher: Pearson Education. ISBN: 9780273767312. “Market-Led Strategic Change”, by Nigel F. Piercy (2002). Publisher: Elsevier Science. ISBN: 075065225x. “Contemporary Strategic Marketing”, by Ross Brennan, Paul Baines and Paul Garneau (2002). Publisher: Palgrave MacMillan. ISBN: 033981197. “The Strategy Process”, Global 4th Edition, by Henry Mintzberg, Joseph Lampel, James B. Quinn, and Sumantra Ghoshal (2002). Published by Prentice Hall. ISBN: 027365120. “Practical Strategy: Structured Tools and Techniques”, by Geoff Coyle (2004). Published by Pearson Education. ISBN: 0273682202. “Knowledge-Based Marketing: The 21st Century Competitive Edge”, by I. Chaston. Published by SAGE. ISBN: 1-4129-0003-4. Good Additional Books “Why They Buy”, by Settle and Alreck (1989). Publisher: John Wiley. ISBN: 0471621277. “Strategy and the Business Landscape”, by P. Ghemaway, D.J. Collis, P. Gary, J. Pisano, W. Rivkin (1999). Publisher: Addison Wesley. ISBN: 0201357291. “Mind to Mind Marketing: Communicating with 21st Century Customers”, by H. Alder (2001). Publisher: Kogan Page. ISBN: 0749433663. “Marketing Plans”, 4th Edition, by Malcolm MacDonald (2002). Publisher: Elsevier Science. ISBN:

0750641169.

35 | P a g e

8. ASSESSMENT

Assessment task Length Weighting within unit (if

relevant) Submission Date

Group Project Of which interim presentation Final Report

4,500 words 45% (20%) (80%) peer assessment adjustment of up to +/- 20% of the group mark

10/07/15 (interim presentation) 9am on 21/8/15

Individual essay 3,500 words 55% 9am on 25/815

Group project: students (in small groups, maximum 5) will be required to conduct a strategic analysis of an issue (or issues) identified, which must include some primary market research. It is important that the project scope is within the ‘spirit’ of the elective and it is underpinned by key concepts/frameworks from the elective, as and where relevant. Individual essay: a mutually-agreed subject focusing on strategic analysis of key issues, challenges/opportunities facing an organisation./sub sector /a country. The essay does not require primary market research, unless the candidate wishes to carry out the research to complement the essay. Again, as above it is important that the essay scope is within the’ spirit’ of the elective and it is underpinned by key concepts/frameworks, as and where relevant. Marking will be done using MBS’s marking guidelines as described in the Assessment and Progression Regulations.

9. CHANGES MADE TO THE COURSE INCLUDING RESPONSES TO PREVIOUS FEEDBACK Introduced more relevant examples, reduced course material for better time-management.

10. METHODS OF FEEDBACK TO STUDENTS Verbal feedback on case-study presentations, interim group project presentations in the class-room; written feedback on final group project report and an individual essay. 11. METHODS OF FEEDBACK FROM STUDENTS/COURSE EVALUATION Verbal and written feedback from students during and at the end of the elective. 12. STUDENT COURSE EVALUATION FEEDBACK

36 | P a g e

What did you like about this course and why:

1. The course presented very new concepts that could be linked to strategy, operations and marketing. Very useful frameworks. Nitin Sanghavi was exceptional in teaching the course.

2. The course was very well taught. The quality of the content was excellent. The number of examples used to explain concepts made the content and concept clear. There was a high level of engagement between the Professor and the class.

Date of current Version 15/1/2015

37 | P a g e



Semester/Term Summer 2015 / Autumn 2015

Course Unit Title Entrepreneurship Project

Unit code BMBA 60002

Credit rating 30

Level 7


Contact hours 50hrs

Other Scheduled teaching and learning activities None



Member of staff responsible Dr Martin Henery

Contact details and office hours [email protected] Please e-mail the unit lecturer if an appointment is required

Other staff involved None

ECT 15 ECT

Notional hours of Learning 300 hrs 2. COURSE AIMS

The unit aims to: • Enable individuals to undertake a process of creative problem-solving employing both convergent

and divergent approaches to arrive at appropriate solutions. • Provide individuals with the ability to develop and validate a business model and implementation

roadmap that demonstrates how value (whether fiscal, social, creative, environmental or some mix of these) is to be created, delivered and captured for appropriate and relevant stakeholders whether users, clients, partners or customers

• Provide the student with real experience of the processes and activities involved in setting up and developing a new venture both as an individual and within a team

• Develop critical, reflective students who are able and comfortable to work with others and on their own on highly complex, unstructured problems, a necessity in a complex and rapidly changing world

This 30 credit unit aims to provide participants with a strong evidence-based grounding in both the academic theory and the practice relevant to entrepreneurial start-ups and their role in innovation and value creation. Through a combination of experiential learning and group-based project work, students will be able to familiarise themselves with all areas of entrepreneurial expertise necessary to found and develop a business enterprise.


38 | P a g e



A1. Discuss the principle activities and key strategic issues that need to be considered when planning the formation of a new venture, social enterprise, community organisation or spin-out A2. Describe how value in a business can be created, measured and realised through structured testing and validation of assumptions so mitigating the difficulties of planning in a start-up situation

Intellectual skills B1. Demonstrate an ability to recognize, analyse and respond to patterns in complex situations and environments discriminating real opportunities from a spectrum of possible ideas combined with an ability to innovate and offer creative solutions to challenging and complex problems drawing on the input of multiple stakeholder perspectives, requirements and constraints B2. Critically evaluate issues and to make decisions in situations of ambiguity, uncertainty and risk in order to plan and develop strategy with a particular focus on stakeholders requirements, resource acquisition and risk mitigation.

Practical skills C1. Develop / establish hypotheses underpinning an organisations planning / strategy, and to test and to attempt to validate critical assumptions underpinning those hypotheses C2. Employ a mix of iterative, discovery and learning processes in order to improve sense and decision making capabilities


D1. Work effectively within a team in realistic circumstances of tight time schedules, rapid change and uncertainty similar to that experienced by individuals trying to develop a new start-up D2. Garner and negotiate support for ideas and their value through effective communication and persuasion based on informed opinion backed up by the use of scenarios, business models, roadmaps and other appropriate visualization methods

4. COURSE CONTENT The unit is divided into its two parts:

1. Intensive introductory lectures – week 1 (w/c 298/6/15*, 21/9/15‡ ) and week 3 (w/c 13/7/15*, 5/10/15‡) - * summer term, ‡ autumn term (see section 5 for more details).

2. The Project – week 2 (w/c 6/7/15*, 28/9/15 ‡) and weeks 4 to 7 (20/7/15 to 14/8/15*, 12/10/15 to 6/11/15 ‡) - * summer term, ‡ autumn term.

The project phase of the course, the students working in teams and supported by the learning from the more directed activities in weeks 1 and 3 undertake a process of creative problem-solving in order to develop and validate a business model and implementation roadmap that will create, deliver and capture value. The project phase of the course has no fixed agenda, but will heavily focus on the lean start-up methodology of build, measure and learn. Students will be directed to visualise scenarios, develop hypotheses and to attempt to validate the underpinning critical assumptions underpinning and should these prove incorrect, to pivot the business model and / or modify

39 | P a g e

strategies in light of the insights gained. This ‘getting out of the building’ approach that lies at the heart of learn start-up methodology very much parallels the Manchester Method that underpins MBS’s MBA programme. Students need to become informed practitioners that can balance researching the literature with an ability to apply theory into practice and to then use reflection to learn from their practice. Specifically students will be expected to be proactive in seeking to understand context and customer; to build scenarios that visualise objectives and end-points that can then be tested, validated and progressed in a structured way; and to continuously learn through reflection from working on practical problems both within teams and individually. Undertaking the project in this way should make participants more comfortable with formulating questions, uncertainty and gaps in their own knowledge, making sense of and acting on incomplete information, critically evaluating knowledge and data, discovering patterns in analysis of rich data, and finally to lead, be led and to manage groups in complex, unstructured and uncertain situations. As equally important as the methodology and processes are the thinking modes and a key focus for this unit is to nurture design thinking. A broader, more diverse form of collaboration customer-centric/empathetic way of thinking that is integrative and interactive in terms of concept development. Abductive thinking (what might be) rather than inductive (what is) and deductive (what should be). The latter forms of thinking mode as valuable as they are seek to fit everything into existing templates rather than equipping individuals to deal with the unknowns and uncertainties of a more complex, rapidly changing world. In other words to develop a more entrepreneurial way of thinking. The entrepreneurial process can be thought of in simplified terms as the bringing together of an opportunity and an entrepreneur with the latter than putting together and resourcing the organisation needed to create and capture value for themselves and their stakeholders. The unit looks in details at one of the principal steps in that process which is the identification of the opportunity and the subsequent development of the business model. Rae defines an opportunity as the ‘potential for change, improvement or advantage arising from our action in the circumstances’. This definition is used in this unit as it allows for a much broader range of opportunities to be considered, i.e. commercial, societal or environmental. To be effective in this process requires a broad range of information from many different sources, some secondary and some primary. A key characteristic of the entrepreneur is the way they seem to process and link information so enabling opportunities to be spotted that perhaps others wouldn’t see. In the supporting workshops and lectures, students will learn about the various methods for obtaining market intelligence, how to analyse and to make sense of that research in order to identify, evaluate and refine valuable opportunities. The ultimate aim is to be able to develop a viable business model indicating how value is to be created and for whom; how it will be delivered and how value will be captured by the various stakeholders. From here, the teams will explore and evaluate the options open to an entrepreneur wishing to create and develop a new venture be it a standard commercial business, a social enterprise or a spin-out (whether from a University or from an existing business). They will develop an understanding of the typical strategic issues faced in this situation as well as researching in depth those felt to be of critical importance to the client business they are working on. Within their teams, the course participants they will develop and validate a business model and implementation plan complete with value-added milestones.

40 | P a g e

Assessment will be through two group presentations, the first to pitch the proposal and how the group plan to validate it and the second, to pitch the validated proposal and implementation plan. The students will complete an individual report at the end of the unit which will reflect on the process, the product as well as their own personal development. Early and regular opportunities for formative feedback will be provided through the unit. 5. METHODS OF DELIVERY (INCLUDING THE USE OF E-LEARNING)

Facilitated learning activities 50 hours (including but not limited to lectures, seminars and workshops) Independent learning activities 250 hours (including but not limited to coursework assignments and group-based project work) Blackboard content for this unit includes: unit spec, assessment, lecture notes, group-work Student guidance is initially provided through a balance of formal lectures, informal interaction during this process, followed by personal tutoring during the fieldwork stages of the project. Teaching Initial learning will occur in weeks 1 and 3 through workshops and more formal teaching methods. These activities are designed to give students a strong conceptual grounding in the tools, techniques and approaches in a range of topics, i.e. opportunity spotting, creative problem solving, assumption and scenario testing, value-added milestone planning and development of strategy. These topics will help students to prepare for the project and fieldwork-based second stage of the course. During this phase of the course, students will be able to start to generate ideas of their own and to share and discuss with their peers and lecturing staff. Project / Fieldwork The practical part of the entrepreneurship project that follows will build on the above initial lectures as individuals or groups of students work together to through the various phases of opportunity spotting, solution development and testing, and implementation planning. Throughout this phase of the course, whether as individuals or in groups, students will receive close guidance and supervision from the unit leader. However, students will be encouraged to utilise other contacts such as potential customers, start-up practitioners and entrepreneurs, industry and market experts, as well as other stakeholders such as suppliers, manufacturers and contractors. Thus, this course will provide in the initial stages formal lecturing (supported by informal discussions outside the lectures), and face to face tutoring on a regular basis during this fieldwork phase, to be provided as frequently as the student or group of students, see fit. However, students will be strongly advised that regular meetings with their tutor are highly recommended in order that the students and their supervisor are satisfied with the progress of the project. It is essential that both parties are happy with the work that is being produced in order that both the presentation of results and the final report is academically and practically sound. To this end there will be numerous opportunities for formative feedback.

41 | P a g e


Recommended Reading • “The Lean Entrepreneur: How Visionaries Create Products, Innovate with New Ventures, and

Disrupt Markets Hardcover”, Cooper, B. & Vlaskovits, P (2013), Wiley, ISBN-13 : 978-1118295342 • “Business Model Generation: A Handbook for Visionaries, Game Changers, and Challengers”,

Osterwalder, A. & Pigneur, Y. (2010), Wiley, ISBN-13: 978-0470876411 “The Lean Startup”, Ries, E (2011) Portfolio Penguin, ISBN-13: 978-0670921607

• “Developing New Business Ideas”, Bragg, A. & Bragg, M (2005), Prentice Hall, ISBN-13: 978-0273663256

• “Entrepreneurship: From Opportunity to Action”, Rae, D (2007), Palgrave Macmillan, ISBN-13: 978-1403941756

• “Value Proposition Design: How to Create Products and Services Customers Want (Strategyzer)”, Osterwalder, A. et al (2014), Wiley, ISBN-13: 978-1118968055

• “The Four Steps to the Epiphany Paperback“, Blank, S (2005), Quad/Graphics, ISBN-13: 978-0976470700

Students will be encouraged and expected to use on-line resources, the library facilities (general and business sections) as well identifying and utilising their own primary sources. 7. ASSESSMENT METHODS AND RELATIVE WEIGHTINGS




of coursework

Deadline for the return

of feedback

Formative assessment Individual • Opportunity identification

10 slides (max)

0%

Week 1 (Friday [1])

Week 2

Summative assessments Group work • Presentation of Business

Model Proposal and Validation Plan

• Presentation of Validated Business Model and Implementation Plan

10 minutes + 15m Q&A


20% Peer assessment adjustment of up

to + / - 20% of group mark



Week 3 (Friday [2])

Week 7 (Thursday [3])

Week 4

Week 8

Individual 4000 words 50% Week 9 Week 12

42 | P a g e

• Reflective Report

(max) (9am ,Friday [4])

Summer Term: [1] – 3/7/15, [2] - 17/7/15, [3] – 13/8/15, [4] – 28/8/15 Autumn Term: [1] – 25/9/15, [2] - 9/10/15, [3] – 5/11/15, [4] – 20/11/15 8. METHODS OF FEEDBACK TO STUDENTS

Formative feedback is the feedback given to help you to develop and improve with the unit of study. In this unit, a formative work assessment is marked and comments are returned to you via Blackboard. Additional formative feedback is available to you through the following means: Attending lectures, joining discussions about case studies and doing short work tasks set within the lecture session. Your lecturer will reply to brief individual questions at the end of each lecture session, if there are a few minutes to spare. Your lecturer will provide brief replies to your e-mailed enquiry. Your lecturer may feedback messages to the whole class via Blackboard if the point that you have raised could be of benefit to the whole class. Summative work is any course assessment and exams that contribute to the final mark for the unit Summative feedback for assignments is written on an individual feedback sheet. You may collect your feedback sheet from the MBA Administrative office 15 working days after the assignment hand in. You may e-mail the lecturer to ask for further feedback and they might raise the point in the next lecture, reply to you or invite you to attend a brief one to one feedback meeting. After the exam marking period, you may e-mail the lecturer to request a brief exam feedback appointment. You may view your exam answer booklets and have a feedback discussion with the marker. 9. METHODS OF FEEDBACK FROM STUDENTS/COURSE EVALUATION

End of unit course evaluation questionnaire. 10. CHANGES MADE TO THE COURSE INCLUDING RESPONSES TO PREVIOUS FEEDBACK Enterprise units are reviewed annually, at the end of the second semester. Complete change of unit aims and description, learning outcomes, course content, learning resources and assignment details Date of current version Jan 2015 (Pending approval)

43 | P a g e


Term Summer

Course Unit Title Financial Analysis

Unit Code BMBA60160


Level MBA



Contact Hours 30

Pre-requisite units Financial Accounting/Corporate Finance

Co-requisite units

ECT* 15.0


* ECT (European Credit Transfer and Accumulation System): There are 2 UK credits for every 1 ECT credit, in accordance with the Credit Framework (QAA). Therefore, if a unit is worth 30 UK credits, this will equate to 15 ECT. ** Notional hours of learning: The number of hours which it is expected that a learner (at a particular level) will spend, on average, to achieve the specified learning outcomes at that level. It is expected that there will be 10 hours of notional study associated with every 1 credit achieved. Therefore if a unit is worth 30 credits, this will equate to 300 notional study hours, in accordance with the Credit Framework (QAA). 2. TEACHING ACADEMIC Name Professor Bob Ryan Secretary Room Room Tele Tele Fax Fax Email [email protected] Email Office Hours 3. AIMS The programme unit aims to: offer the opportunity to acquire a high level of practical skill and technical understanding in the financial analysis of organisations whether as an external stakeholder or as a senior manager/director.

44 | P a g e

4. BRIEF DESCRIPTION OF THE UNIT Whether as an external stakeholder or a senior manager/director within an organisation, this unit gives you the practical and theoretical tools you need to understand how the organisation is performing, how it is creating value and the nature of the potential risks it faces. Building upon the work you have already undertaken on your MBA in the areas of accounting, finance and strategy we will explore, through a series of living cases: the financial issues facing the target organisation; its financial performance, efficiency, risk and liquidity; its intrinsic value and its exposure to default. You will learn a ‘research based approach’ to financial analysis, the use of the PERL framework as an analytical tool, triangulation techniques in financial estimating and forecasting, and different ways of valuing the firm. 5. INTENDED LEARNING OUTCOMES

Category of outcome Students should/will (please delete as appropriate) be able to: Knowledge and understanding

Integrate their understanding of financial accounting, corporate finance, economics and business strategy with the tools and techniques of financial analysis.

Intellectual skills Interdisciplinary skills of narrative construction, analysis and interpretation of financial data, corporate information and public reports.

Practical skills Ability to read, interpret and analyse large quantities of public domain data. Be able, using multiple methods to (a) estimate the corporate cost of finance, (b) identify an organisations key financial issues, (c) resolve those issues and generate, using multiple methods, forecasts of earnings, cash flows and financial position, (d) value the firm and (e) estimate the organisations exposure to default risk.


Use of triangulation techniques and the research based approach. Individual judgement under partial information. Team working under tight time constraints. Skills in presentation and persuasion.

6. LEARNING RESOURCE DETAILS A folder of electronic resources will be made available to all students on the first day of the workshop. This will include lecture slides, spreadsheet packages and readings. You will need to have with you a laptop which has both Word and Excel programmes included. Much of the course content relies upon downloaded data and accounting information from the internet. Students should print and bring a copy of the latest financial accounts for Rolls Royce plc which can be obtained from the company’s investor website. 7. ASSESSMENT METHODS AND RELATIVE WEIGHTINGS Assessment Task Weighting Due Date Workshop assignment presenting a financial analysis and valuation of the workshop case company (group work)

40% Peer assessment adjustment of up to +/- 20% of the group mark

45 | P a g e

Three day take home examination based upon a pre-specified company

60%

8. STUDENT COURSE EVALUATION FEEDBACK

End of workshop reaction questionnaire and Blackboard interaction 9. METHODS OF FEEDBACK TO STUDENTS Verbal feedback during the workshop which includes an informal review of group progress at the end of the second workshop. Mark analysis and written feedback by group for the workshop assignment. Mark analysis for three day take home examination. 10. METHODS OF FEEDBACK FROM STUDENTS/COURSE EVALUATION End of workshop questionnaires. 11. CHANGES MADE TO THE COURSE INCLUDING RESPONSES TO PREVIOUS FEEDBACK N/A Date of current version 10th December 2014

46 | P a g e


TO BE UPDATED FOR 2015 Academic Year 2014/15

Term Summer 2014

Course Unit Title Innovation, Strategy and Leadership

Unit Code BMBA60119


Level MBA



Contact Hours 30

Pre-requisite units

Co-requisite units

ECT* 7.5

Notional hours of Learning** 150 * ECT (European Credit Transfer and Accumulation System): There are 2 UK credits for every 1 ECT credit, in accordance with the Credit Framework (QAA). Therefore, if a unit is worth 30 UK credits, this will equate to 15 ECT. ** Notional hours of learning: The number of hours which it is expected that a learner (at a particular level) will spend, on average, to achieve the specified learning outcomes at that level. It is expected that there will be 10 hours of notional study associated with every 1 credit achieved. Therefore if a unit is worth 30 credits, this will equate to 300 notional study hours, in accordance with the Credit Framework (QAA). 1. TEACHING ACADEMIC Name Bruce Tether Secretary Room 8.07, Harold Hankins Room Tele 0161 275 3798 Tele Email [email protected] Email Office Hours Email me for an

appointment

2. AIMS The programme unit aims to:

• Identify the characteristics of innovative organisations and consider what makes an organisation innovative and how we can stimulate innovate organisational environments

• Identify the management dilemmas and challenges presented to those seeking to achieve innovation leadership and how executives can stimulate, steer and sustain innovation

• Introduce the tools and techniques used by innovation leaders to stimulated, steer and sustain innovation

• Allow participants to reflect on how they can best harness their own skills and capabilities to meet the leadership challenges of the innovation process


47 | P a g e

3. BRIEF DESCRIPTION OF THE UNIT The course unit focuses on how executives can stimulate, steer and sustain innovation. The course unit defines innovation broadly to include not only technological innovation but innovation in business models and organisational processes. The course unit considered the innovation process from idea generation, through idea selection and development to commercialisation and the relationship between innovation and business strategy. The elective emphasises the innovation imperative – why innovation is critical to competitive success and the tools and techniques used by innovation leaders in high performance companies. Drawing on practical consulting experience, contemporary case studies and the experience of visiting speakers, the course unit will introduce the tools and techniques used by innovation leader to stimulate, steer and sustain innovation. 4. INTENDED LEARNING OUTCOMES


• Understand how we can stimulate innovative organisational environments

• Understand the management dilemmas presented by the innovation process, the relationship of innovation to corporate competitiveness and key concepts related to the innovation strategy process

• Understand the main models to achieve innovation leadership and they key tools and techniques available to innovation leader to stimulate, steer and sustain innovation.

Intellectual skills • Those who take this course unit will learn how to apply these

practical skills and concepts through the analysis of case studies and project work.

Practical skills • Those who take this course unit will be able to apply some of the

key tools and techniques used by innovation leaders to stimulate, steer and sustain innovation.

Transferable skills and

personal qualities

• Those who take this course will develop skills and an appreciation of the innovation strategy process that will be applicable in a variety of contexts from general management to strategy consulting.

5. METHODS OF DELIVERY (including the use of E-Learning) The sessions will be participatory and “hands-on” and will comprise a combination of case study analysis; use of the practical tools and techniques introduced in the course unit; and discussions with visiting practitioners from leading innovative organisations (in recent years invited contributors have included senior executives from – amongst other – Airbus and Fujifilm). For the group project element of the course unit, each group can select a topic of its choice as a

48 | P a g e

basis for study. Depending on availability, some “live” projects with organisations may be available. The task for your Group Project will be to conduct a study leading to actionable recommendations. The individual assignment will be designed to give an opportunity for individual reflection on the challenges of stimulating, steering and sustaining innovation and how you can best harness your own skills and capabilities to meet the leadership imperatives of the innovation process. You will be asked to take a topic of your choice. This may be a particular innovation; innovation strategy and leadership in a particular specific organisation; or some other business problem related to innovation. You will be expected to research the topic and analyse it using one or more of the concepts and frameworks introduced during this elective. 6. ASSESSMENT (subject to change)

Assessment task Length Weighting within unit (if relevant)

Due date

Group project report

5,000 words


Individual assignment 2,500 words

60%



1. Very new and interesting concepts. The guest speakers reinforced the theory and provided interesting insights of real and new innovation.

2. Real case studies, good teaching method. Realistic content of the course for one week.

49 | P a g e

1. GENERAL INFORMATION Academic Year 2015/16 Term Summer 2015 Course Unit Title International Business to Consumer and Business to Business

Marketing Management Unit Code BMBA60126 Credit rating 15 credits Level MBA Minimum no. of participants 15 Maximum no. of participants 24 Degree Programmes MBA Contact Hours 30 Pre-requisite units Co-requisite units ECT* 7.5 Notional hours of Learning** 150 * ECT (European Credit Transfer and Accumulation System): There are 2 UK credits for every 1 ECT credit, in accordance with the Credit Framework (QAA). Therefore, if a unit is worth 30 UK credits, this will equate to 15 ECT. ** Notional hours of learning: The number of hours which it is expected that a learner (at a particular level) will spend, on average, to achieve the specified learning outcomes at that level. It is expected that there will be 10 hours of notional study associated with every 1 credit achieved. Therefore if a unit is worth 30 credits, this will equate to 300 notional study hours, in accordance with the Credit Framework (QAA). 2. TEACHING ACADEMIC Name Prof Nitin Sanghavi Secretary Michelle Kelly Room 3.52 Room 3.30, MBS West Tele 0161 275 6481 Tele 0161 275 0948 Fax 0161 275 6464 Fax 0161 275 6357 Email [email protected] Email [email protected] 3. AIMS The course unit aims to enable students to understand the International marketing and business environment; International market /product planning and strategy development, implementation; International and global marketing mix and business management; Future trends in relation to International marketing and business strategy. All of these will be looked at within B-2-C and B-2-B context.

4. OBJECTIVES This very popular elective , now in its 6th year, will bring together two increasingly important forces



50 | P a g e

of The Marketing Concept and Globalisation and will have the following objectives within the context of B-2-C and B-2-B: (i) Understand the concept of International Marketing

(ii) Understand the International Marketing Environment and the importance of

PLESTE (Political, Legal, Economical, Social/Cultural, Technological and Environmental) factors.

(iii) Understand International market/product planning and strategy development concepts and processes; Organisation and implementation aspects; Marketing Research and Intelligence, International /global marketing mix including product policy/adaptation, distribution, promotion and pricing; International Marketing of Services.

(iv) Assess various entry modes for internationalisation of the business.

(v) Learn how to coordinate successfully international/global marketing and business management through appropriate planning, organisation and control.

(vi) Understand future trends of International Marketing and Business Strategy

5. METHODS OF DELIVERY (including the use of E-Learning)

A combination of formal teaching (using audio-visual tools where appropriate), case study work, presentation of case study work, group and individual discussions on various relevant issues.

6. COURSE CONTENT (week by week or session by session) Date/Session Topic Academic 29th June 2015 Elective outline and overview, project and essay

discussions, International Marketing Environment.

Nitin Sanghavi

30th June 2015 International market/product planning and strategy development, International/global marketing mix, Marketing research/intelligence, international marketing of services.

Nitin Sanghavi

1st July 2015 International marketing entry and development.

Nitin Sanghavi

2nd July 2015 Successful coordination of international/global B-2-C /B-2-B marketing.

Nitin Sanghavi

3rd July 2015 Future trends of International marketing and business strategy, Interim group project presentation.

Nitin Sanghavi

51 | P a g e

7. ASSESSMENT


Submission Date

1. Group Project Of which Interim presentation Final report

4,500 words

45% (20%) (80%) Peer assessment adjustment of up to +/- 20% of the group mark

3rd July 2015 ( interim presentation) 9am on 14/8/15

1. Individual Essay

3,500 words 55% 9am on 17/8/15

Group project: students (in small groups, maximum 5) will be required to conduct a strategic analysis of an issue (or issues) identified, which must include some primary market research. It is important that the project scope is within the ‘spirit’ of the elective and it is underpinned by key concepts/frameworks from the elective, as and where relevant. Individual essay: a mutually-agreed subject focusing on strategic analysis of key issues, challenges/opportunities facing an organisation./sub sector /a country. The essay does not require primary market research, unless the candidate wishes to carry out the research to complement the essay. Again, as above it is important that the essay scope is within the’ spirit’ of the elective and it is underpinned by key concepts/frameworks, as and where relevant. Marking will be done using MBS’s marking guidelines as described in the Assessment and Progression Regulations.

8. LEARNING RESOURCE DETAILS Main Text Book: International Marketing, 9th Edition, by Czinkota, Ronkainen, South-Western: Cengage Learning Suggested Additional reading list (please scan a couple of books from the list below): Stiglitz, Joseph E. M Making Globalisation Work, New York: W.W. Norton, 2008 Ohmae, Kenichi, Next Global Stage: Challenges and Opportunities in our Borderless World, Philadelphia Wharton School Publishing, 2005 Finger, Michael J, Institutions and Trade Policy, Northampton MA: Edward Elgar, 2002

52 | P a g e

Hofstede, Geert, Culture’s Consequences: Comparing Values, Behaviours, Institutions and Organisations across Nations, London: Sage Publications, 2003 Cellich, Claude and Subhash, Jain, Global Business Negotations, Mason, OH: Thomson South-Western, 2003 Inkpen, Andrew and Kannan Ramaswamy, Global Strategy: Creating and Sustaining Advantage across Borders, Oxford: Oxford University Press, 2005 Govindarajan, Vijay, Anil K Gupta and C K Prahalad, The Quest for Global Dominance: Transforming Global Presence into Global Competitive Advantage, New York: Jossey-Bass, 2008 Bradley, Nigel, Marketing Research: Tools and Techniques, Oxford University Press, 2010 Klossek, Andreas, Market Entry and Expansion through International Joint Ventures, Germany: VDM Verlag, 2008 Smith, Preston G, Flexible Product Development: Building Agility for Changing Markets, Hoboken, N J: Jossey-Bass, 2007 Connor, John M, Global Price Fixing, Berlin: Springer, 2009 Schmidt, Wallace V, Roger Conaway, Susan S Easton and William J Wardrope, Communicating Globally: Intercultural Communication and International Business, Thousand Oaks, California: Sage Publications Inc, 2007 Keller, Kevin Lane, Strategic Brand Management, Upper Saddle River, NJ: Prentice-Hall 2011 Fisk, Raymond P, Stephen J Grove and Joby John, Interactive Services Marketing, Boston, Massachusetts: South-Western College Publishing, 2007 Li, Jian and Alan Paisley, International Transfer Pricing, New York: Palgrave McMillan, 2008 De Mooij, Marieke K, Global Marketing and Advertising: Understanding Cultural Paradoxes, San Francisco, 3rd edition. CA:P Sage Publications Inc, 2009 Pacek, Nemad, Emerging Markets: Lessons for Business Success and the Outlook for Different Markets, London: Profile Books, 2007



53 | P a g e

1. The international part, how to emphasise the product itself but also understand more about the targeted country, cultures, behaviour, etc. are the main important lessons.

2. The link that Professor Sanghavi made between theory and real/practical examples. He is a great teacher. Thoroughly enjoyed it.

10. CHANGES MADE TO THE COURSE INCLUDING RESPONSES TO PREVIOUS FEEDBACK Introduced more relevant examples, reduced course material for better time-management.

11. METHODS OF FEEDBACK TO STUDENTS Verbal feedback on case-study presentations, interim group project presentations in the class-room; written feedback on final group project report and an individual essay. 12. METHODS OF FEEDBACK FROM STUDENTS/COURSE EVALUATION Verbal and written feedback from students during and at the end of the elective. Date of current version 14/1/2015

54 | P a g e


Term Summer 2015

Course Unit Title Management Accounting in Practice

Unit Code BMBA60161

Credit rating 15


Level MBA


Contact Hours 30

Pre-requisite units Accounting (Management Accounting)


ECT* 7.5

Notional hours of Learning** 150 * ECT (European Credit Transfer and Accumulation System): There are 2 UK credits for every 1 ECT credit, in accordance with the Credit Framework (QAA). Therefore, if a unit is worth 30 UK credits, this will equate to 15 ECT. ** Notional hours of learning: The number of hours which it is expected that a learner (at a particular level) will spend, on average, to achieve the specified learning outcomes at that level. It is expected that there will be 10 hours of notional study associated with every 1 credit achieved. Therefore if a unit is worth 30 credits, this will equate to 300 notional study hours, in accordance with the Credit Framework (QAA). 2. TEACHING ACADEMIC Name Professor Bob Scapens Secretary Room 1.14 Crawford House Room Tele 0161 275 4020 Tele Fax 0161 275 4023 Fax Email [email protected] Email Office Hours By appointment 3. AIMS The course aims to explore the role of the management accounting in practice and will examine the application and use of modern management accounting techniques. Many such techniques are part of sophisticated packages of ideas which look good in theory, but can be difficult to apply in practice. However, many of the ideas behind these techniques can be applied in practice, but sometimes coupled with, or adapted to fit, existing practices – often in a more simplified form. The aim of this unit is to explore the practical ways in which modern management accounting techniques can be put into practice.

55 | P a g e

4. BRIEF DESCRIPTION OF THE UNIT The course will begin by discussing the use of management accounting and the role of the management accountant (sometimes called the controller or financial manager). It will then explore the issues and problems surrounding the introduction of new management accounting techniques, focusing on how the ideas and values underpinning these techniques fit the ways of thinking of managers and other employees in the organisation. It will then discuss ways of applying in practice the ideas underpinning modern management accounting techniques. Specifically, it will cover activity-based costing; balanced scorecards and non-financial performance measures; strategic management accounting; and Economic Value Added. It will also explore the issues and problems involved in introducing such techniques in practice. It will be assumed that participants are already familiar with these techniques. In the second part of the course the leadership role of management accountants will be discussed and issues of risk management will be considered. 5. INTENDED LEARNING OUTCOMES


Understand the ways in which modern management accounting techniques can be applied in practice.

Intellectual skills Understand the essential ideas underlying modern management accounting techniques and how these ideas can be applied, possibly in simplified form.

Practical skills Recognise the potential for applying modern management accounting techniques in practice, as well as their limitations.


Discuss the application of modern management accounting techniques with both accountants/finance managers and other managers in their organisation.

6. COURSE CONTENT (week by week or session by session) Date/Session Topic Academic Fri 24 July Role of management accounting in practice.

Planning, budgeting and costing Scapens

Sat 25 July Performance measurement, scorecards/dashboards and strategic management accounting

Scapens

Fri 14 August Organisational and accounting change

PMS in Global organisations Scapens

Sat 15 August Risk management and the Leadership role of management accountants Group presentations

Scapens

56 | P a g e



Due date


Group work / presentation

15 minute presentation [2 x 1500 words]


During classes on 14-15 August

Individual Written Assignment

3000 words 70%

8. LEARNING RESOURCE DETAILS Lectures will discuss issues and present case studies. Suggested readings will be provided for each session. Teaching cases will be used and discussed in the classes. All presentations and other material will be disseminated using blackboard. 9. CHANGES MADE TO THE COURSE INCLUDING RESPONSES TO PREVIOUS FEEDBACK Some new case studies will be used and the will be a broader discussion of the leadership role which management accountants can play in their organisations.

10. METHODS OF FEEDBACK TO STUDENTS Continuous feedback through classes and grading of group presentations and individual assignment. 11. METHODS OF FEEDBACK FROM STUDENTS/COURSE EVALUATION Course unit evaluation at end of course. Date of current version 4 December 2014

57 | P a g e

THE

AUTUMN

TERM

2015



change.

58 | P a g e

AUTUMN TERM 2015 HOME ELECTIVES

The Autumn Term is divided into two periods: Period 1 – 21 September – 9 October 2015 (Home and Global Electives available) Period 2 – 12 October – 20 November 2015. Students are expected to take 15 credits in Period 1 and 45 credits in Period 2. Elective Title Academic Dates Business to Business Marketing Luis Araugo (to be

confirmed) Period 2

Corporate Recovery and Turnaround Nick Collett Period 1

Digital Economy: Foundations and Strategies

Reza Salehnejad and Peter Kawalek

Period 2

Entrepreneurship Project Martin Henry All day 21-15 September, 5-9 October and 5 November

Global Banking and Financial Innovation After The Crisis

Ismail Ertürk Period 2

Internet Marketing Strategy Chris Holland To be advised Leadership and Change in Organisations

Chris Bones Period 2

Infrastructure Business Ecosystems (formerly New Infrastructure Development)

Mike Luger To be advised

Managing Disruptive Technologies Brian Nicholson Period 2 Practical Investment Patricia Perlman-Dee Period 2 Real Options in Practice Dean Paxson Period 2

Strategic Integrity: Strategy, Corporate Finance and Information Systems

Peter Kawalek, Igor Yakimovich, Mark Healey

Period 1

Strategic Retail Management Nitin Sanghavi All day 16/17 October and 13/14 November

The Reflective Manager Mark Winter Period 2

Venture Capital and Private Equity To be advised To be advised

59 | P a g e

ELECTIVE REGISTRATION RULES

1. Students are advised to study a maximum of 60 credits in the Autumn Term. Any student wishing to take more than the required number must submit a written case to the MBA Centre for consideration.

2. A final list of elective participants will be published approximately one week after the registration deadline. Unsuccessful applicants will be notified via email.

3. You are not permitted to take two electives that run in parallel. 100% attendance is compulsory for all electives.

4. You can choose to drop an elective after the first session but before the 2nd session. Email the MBA Centre, [email protected] and the academic teaching the course. You are not permitted to drop a course after the 2nd session.

5. You can add an elective but only if it hasn’t already started and you do not exceed the maximum number of credits, in accordance with point 1 above.

6. Once enrolled on a course you must complete ALL assessment associated with the elective.


60 | P a g e

1. GENERAL INFORMATION TO BE UPDATED FOR 2015 Academic Year 2014/15

Term Autumn 2014

Course Unit Title Business to Business Marketing

Unit Code BMBA60048



Level MBA


Contact Hours 30

Pre-requisite units Core Marketing Module on the MBA


ECT* 7.5

Notional hours of Learning** 150 * ECT (European Credit Transfer and Accumulation System): There are 2 UK credits for every 1 ECT credit, in accordance with the Credit Framework (QAA). Therefore, if a unit is worth 30 UK credits, this will equate to 15 ECT. ** Notional hours of learning: The number of hours which it is expected that a learner (at a particular level) will spend, on average, to achieve the specified learning outcomes at that level. It is expected that there will be 10 hours of notional study associated with every 1 credit achieved. Therefore if a unit is worth 30 credits, this will equate to 300 notional study hours, in accordance with the Credit Framework (QAA). 2. TEACHING ACADEMIC Name New Appointment from 1/6/15:

Prof. Luis Araugo Secretary

Room Tba Room Tele Tba Tele Fax Tba Fax Email Tba Email Office Hours Tba 3. AIMS The programme unit aims to: The primary objective of this course is to enable those students with a keen interest in business-to-business marketing to be able to manage the relationships between companies, or enable their clients to manage these relationships, more effectively. The course will build on ideas that would have been presented in earlier core marketing courses.

61 | P a g e



To understand the different perspectives that can be adopted with analysing marketplaces – transactionally oriented markets vs. those in which relationship management and/or a network perspective are more meaningfully adopted.

Intellectual skills To understand how to analyse markets, complex decision making units, relationships between companies, and the wider networks. A number of analytical models will be presented during the course.

Practical skills Application of the range of models mentioned above to the case studies utilised and also to the group project and individual essay.


As above-the knowledge of, and ability to apply, a range of useful analytical models.

5. METHODS OF DELIVERY (including the use of E-Learning) Lectures and case studies discussed in class. 6. COURSE CONTENT (week by week or session by session – to be updated for 2015)

Date/Session Topic Academic

1 Introduction to course

2 Introduce Projects Sacred Heart Case Study

3 Organisation Buyer Behaviour & IMP view

4 Rohm and Haas Case Study

5 Whale Curves & CRM

6 Relationship Portfolios Curled Metal Case Study

7 Finalise Presentations

8 Presentations

7. ASSESSMENT

Assessment Task Length Weighting within unit (if relevant)

Due Date

Group Presentation 20 mins Powerpoint 40% Peer assessment


mark

15/11/14 (in class)

62 | P a g e

Individual Essay 3,000 words 50% 05/12/14 Class participation n/a 10% -

8. LEARNING RESOURCE DETAILS We will discuss the relative merits of two different books, various academic journals, and the IMP Group’s website. 9. METHODS OF FEEDBACK TO STUDENTS Audio feedback on both the BASF Presentation and on the essays. 10. METHODS OF FEEDBACK FROM STUDENTS/COURSE EVALUATION I have very much an Open Door policy – come and speak to me! There will also be an evaluation questionnaire on the last day. 11. STUDENT COURSE EVALUATION FEEDBACK What did you like about this course and why:

1. Professor Pete Naudé is very energetic and highly engaged to students. The content of the class reflects the reality of most marketing industries.

2. The insights of marketing in the B2B environment. The case studies were very relevant. The demonstration of conjoint analysis was useful.

Date of current version 8th October 2014

63 | P a g e


Term Autumn 2015

Course Unit Title Corporate Recovery and Turnaround

Unit Code BMBA60112


Level MBA




Contact Hours 30

Pre-requisite units Corporate Finance, Strategy

Co-requisite units

ECT* 7.5


* ECT (European Credit Transfer and Accumulation System): There are 2 UK credits for every 1 ECT credit, in accordance with the Credit Framework (QAA). Therefore, if a unit is worth 30 UK credits, this will equate to 15 ECT. ** Notional hours of learning: The number of hours which it is expected that a learner (at a particular level) will spend, on average, to achieve the specified learning outcomes at that level. It is expected that there will be 10 hours of notional study associated with every 1 credit achieved. Therefore if a unit is worth 30 credits, this will equate to 300 notional study hours, in accordance with the Credit Framework (QAA).

2. TEACHING ACADEMIC AND VISITORS Name Dr Nick Collett Peter Giles Room Crawford M41 Giles Corporate Turnaround Tele 275 6355 External Fax Email [email protected] Office Hours Monday to Friday 3. AIMS

The programme unit aims to: Give MBAs who wish to engage in turnaround management the operational and financial tools to enable them to become turnaround managers.

4. BRIEF DESCRIPTION OF THE UNIT 1 Causes of failure 2 Turnaround strategies 3 Financial Restructuring 4 Turnaround implementation 5

64 | P a g e

Stakeholder analysis and management.


Category of outcome Students should/will (please delete as appropriate) be able to:


Enhance understanding of Finance, Strategy and stakeholder management

Practical skills Analyse failing company situations to develop turnaround plans Apply Advanced Financial Techniques to ailing companies


Management of difficult change programmes where stakeholder management is key determinant of success

6. LEARNING AND TEACHING PROCESSES

Lectures, cases, simulation, group role playing.

7. COURSE CONTENT (week by week or session by session) NB Dates of guest speakers not yet confirmed Date/Session Topic Academic Day 1 AM Day 1 PM

Course introduction and Causes of failure.

Dr Nick Collett Dr Nick Collett Turnaround strategies and planning

Day 2 AM & PM Implementation Peter Giles Day 2 PM Financial and Stakeholder Management –

Autoparts Peter Giles

Day 3 AM Liability Restructuring

Dr Nick Collett

Day 3 PM Asset Restructuring Dr Nick Collett Day 4 AM Cash Flow Management in Turnarounds Dr Nick Collett Day 4 PM Turnaround Simulation Price Waterhouse Coopers

and Dr Nick Collett 8. ASSESSMENT (subject to change)


Due date Deadline for the

return of feedback

Participation Ongoing 15% n/a n/a Simulation Half day 25%

Peer assessment adjustment of up to +/- 20% of the group mark

Tba 15 days after submission

Individual Assignment

60% Tba 15 days

65 | P a g e

The Simulation is done in groups at the end of the course. You will use a CD interactive turnaround simulation and you are the new company doctor aiming to collect information, choose a team and take the right decisions to get a full turnaround, measured by reducing overdraft and restoring equity value. For the individual assignment you yourself will do part of a complicated group assignment, which may be sent to a turnaround company (subject to quality and your permission).

after submission


Essential Reading Stuart Slatter and David Lovett, Corporate Turnaround: Managing Companies in Distress. Penguin

Business, ISBN 0-14 027912-1. 1999.

H Platt, Principles of Corporate Renewal University of Michigan Press, ISBN: 0472108387, 1998

Harvard Business Review on Turnarounds, Harvard Business School, ISBN: 1578516366, 2001 D James, “The trouble I’ve seen.”, Harvard Business Review, March 2002

E.R. Arzac, Valuation for mergers, buyouts, and restructuring, 2nd edition 2008, Wiley, ISBN 0-471-44944X

P McKiernan, Turnarounds. In D. Faulkner & A. Cambell (Eds.), The Oxford Handbook of Strategy.

Oxford: Oxford Unversity of Press. (2002). Other sources

Wild, A. M. 2010. Learning the wrong lessons from history: Underestimating strategic change in business turnarounds. Business History 52: 617-650. Boyne, G. A., and K. J. Meier. 2009. Environmental change, human resources and organizational turnaround. Journal of Management Studies 46: 835-863.

66 | P a g e

Cater, J., and A. Schwab. 2008. Turnaround strategies in established small family firms. Family Business Review 21: 31-50. Lorke, F.T, AG Bedeian and TB Palmer, 2004, The role of top management teams in formulating and

implementing turnaround strategies: a review and research agenda. International Journal of Management Reviews, pp 63 -90

M Blayney, Turning your business around, How to Books, ISBN 1-85703-767-7, 2002

S Slatter, High Tech Turnaround, 2002, Financial Times, Prentice Hall, ISBN 0273659472

S Slatter, Corporate Recovery: A Guide to Turnaround Management. Penguin Business, ISBN 0-14

00-9127 0. 1984.

A.J. Dunlap and R. Aldeman "Mean Business. How I save bad companies and make good companies great." Times Books, Random House, 1996

S.C. Gilson, “Creating Value through Corporate Restructuring: Case Studies in Bankruptcies, Buyouts, and Breakups”, 2001, ISBN: 0-471-40559-0 R. S. Sloma, The Turnaround Manager's Handbook, 2000, Beard Books, ISBN 1-893122-40-9

D. DiNapoli, S.C. Sligloff and R.F. Cushman. Workouts and Turnarounds, The Handbook of restructuring and Investing in Distressed Companies 1991 Business One Irwin Inc

John O Whitney, Taking Charge: Management Guide to Troubled Companies and Turnarounds. Dow Jones Irwin, ISBN 0-8709-4940-3.

D Bibeault, Corporate Turnaround. McGraw-Hill, 1982.

RD Boyle and HB Desai, Turnaround strategies for small firms, Journal of Small Business

Management. 1991, July.

Gary Hamel & C K Prahalad, The Core Competence of the Corporation. Harvard Business Review May - June 1990.

Frederick M Zimmerman, The Turnaround Experience.McGraw Hill, ISBN 0-0707-2899-2. 1991.

N J Collett, Bankruptcy and Corporate Turnaround, Chapter 10 in "Corporate credit analysis", N J

Collett and C Schell 2nd edition, Euromoney Publications 1996

67 | P a g e

See also download of Journal of Corporate Renewal articles

Reading before each session Before day 1 Stuart Slatter and David Lovett, Corporate Turnaround: Managing Companies in Distress. Chapters 1,2,4,5 BHP case study Before day 2 Stuart Slatter and David Lovett, Corporate Turnaround: Managing Companies in Distress. Chapters 8, 9, 13 Pajunen, K, (2006) Stakeholder influences in Organisational Survival, Journal of Management Studies, Vol 43, pp 1261 - 1288 Autoparts case study Before day 3 E.R. Arzac, Valuation for mergers, buyouts, and restructuring, 2nd edition 2008 Chapter 14, Recapitalisation of Troubled Companies Brent Walker case study Trump case study Before day 4 Chapter 15, Asset Restructuring Cookson case study York Chemical case study 10. METHODS OF FEEDBACK FROM STUDENTS / COURSE EVALUATION

Course evaluation questionnaire.



1. It’s highly practical and creates awareness of managerial flaws and crisis situations.

68 | P a g e

2. Very practical and taught from experience. Really helpful.

Date of current version December 2014

69 | P a g e


Term Autumn 2015

Course Unit Title Digital Economy: Foundations & Strategies

Unit Code BMBA60157

Credit rating 15


Level Postgraduate


Contact Hours 30

Pre-requisite units

Co-requisite units

ECT* 7.5

Notional hours of Learning** 150 * ECT (European Credit Transfer and Accumulation System): There are 2 UK credits for every 1 ECT credit, in accordance with the Credit Framework (QAA). Therefore, if a unit is worth 30 UK credits, this will equate to 15 ECT. ** Notional hours of learning: The number of hours which it is expected that a learner (at a particular level) will spend, on average, to achieve the specified learning outcomes at that level. It is expected that there will be 10 hours of notional study associated with every 1 credit achieved. Therefore if a unit is worth 30 credits, this will equate to 300 notional study hours, in accordance with the Credit Framework (QAA). 2. TEACHING ACADEMICS Name Reza Salehnejad Secretary None Room 6.04 Harold Hankins Room n/a Tele 01612756496 Tele n/a Fax Fax n/a Email [email protected] Email n/a Office Hours By appointment via email Name Peter Kawalek Secretary None Room F29 East Room n/a Tele 0161 275 6518 Tele n/a Fax Fax n/a Email [email protected] Email n/a Office Hours By appointment via email 3. AIMS The programme unit aims to:

70 | P a g e

1. Introduce the principles of the internet markets / digital economy and online competition, firm digitalization, online market (firm) design, cloud computing and big data, digital (online) start-ups, sharing economy,

2. Introduce multi-sided markets, and their online growth, pricing strategies and governance 3. Introduce and apply the principles of platform design, with emphasis on auctions,

recommender and reputations systems, 4. Introduce the economics of search (search engines), experimentation and online sponsored

ad market, 5. Analyse pricing strategies and strategic behaviour in internet commerce, as well as pricing

online contents. 6. Analyse principles of crowdsourcing / crowd-funding, with emphasis on the optimal design

of crowd-funding platforms 7. Introduce emerging business models in the sharing economy such as Uber and Lyft 8. Analyse the impact of ITC on Firm Organization, management style and supply-chain, 9. Analyse opportunities arising from the emergence of big data and increasing computational

capabilities and their impacts on the future business, 10. Analyse the big data revolution in management and business, using actual big data cases

from Kaggle competitions, sport industry, retail commerce and telecommunication industry 11. Understand A/B testing, prediction markets, cloud computing and big data, exploring their

relevance to business, 12. Analyse the on-going evolution of the financial market, health market, venture capital

industry, patent market, music industry and job market, 13. Introduce and consider matching market (e.g., the design of online dating market), 14. Review the second machine age: work, progress, and prosperity in a time of brilliant

technology – in short the future of the economy. 4. BRIEF DESCRIPTION OF THE UNIT

[T]he online is growing faster: nominal e-commerce sales grew by over 120 percent between 2002 and 2008, while the offline sales grew by only 30 percent. As a greater fraction of the population goes online – and uses the internet more intensively while doing so – e-commerce’s share will almost surely rise. (Lieber & Syverson, 2011)

Dramatic changes in information technology and the nature of economic competition are forcing firms to come up with new ways of organizing work and productivity. Similarly, new types of digital information goods, much lower search costs, improved targeting and personalization are changing the nature of many markets. Big data, ever increasing computational capabilities and increasing crowd-sourcing possibilities are changing the nature of decision making in large organizations and their organizational form. With these dramatic changes, the economy is also experiencing rapid change, necessitating a new vision of business strategy. This course combines economic theory with advances in the theory of the internet markets, network industries and market design to investigate the role of information and technology in organizations and markets and in enabling the creation of new organizational forms. Applying theoretical insights from these fields to real and up-to-date case studies, the course offers a close understanding of the digital economy, its foundations and strategies. It will aspire to enable students learning how to design new firms and relevant strategies. Furthermore, by considering key industries such as the financial market, health market, venture capital market and the retail sector, the course will enable students to understand how the ICT revolution will impact typical markets, and how they are likely to evolve over time. Understanding market evolution is vital for designing forward looking business strategies. In all the analyses, the emphasis will be on platform and firm design – how to design firms

71 | P a g e

in the digital age to maximize productivity, innovativeness, and competitiveness. The course does not require prior technical expertise nor experience with the Digital Economy – it is aimed at the general MBA student. 5. INTENDED LEARNING OUTCOMES


Possess good understanding of the following concepts: 1. Internet markets, network industries, online competition and

digital economy, 2. Multi-sided markets, platform development, online growth and

pricing strategies, 3. The optimal design of high tech / digital firms – e.g., Apple,

Amazon, Facebook, and Google 4. Optimal design of reputation (feedback) and recommendation

systems, 5. Auctions, online auction design, the economics of online search,

ad market, attention economics and experimentation, 6. Dynamic business models in the digital economy, 7. The impact of the digital revolution on firm organization, supply

chain and management practices, 8. Big data, cloud computing and data-driven decisions 9. The impact of the digital revolution on the financial and health

markets, retail sector, the venture capital sector, and job market. 10. Cloud, big data and their impacts on the future of business – the

emergence of data-driven / scientific management 11. Crowd-sourcing, kickstarters and prediction markets 12. Matching markets with applications to dating and job markets 13. Challenges of online security.

Have access to relevant cases for each of the topics above.

Intellectual skills 1. The Digital Economy is very exciting, a key modern phenomena, but we want you to be able to sieve fact from hyperbole. We will equip you with concepts and frameworks that will help you to see what is likely to happen and what is not. Critical thinking is important.

2. The emphasis is to think like an “engineer.” Building on firm theory and rich up-to-date case studies, we will equip you with skills to design online platforms, auctions, efficient reputation (feedback) systems, recommendation systems, online pricing and growth strategies.

3. We will equip you with analytical skills to understand the evolutionary path of industries such as financial, health and music markets.

4. We will encourage you to identify systemic attributes in the Digital Economy, so that you understand its relationship to more traditional activities in the economy.

5. We will encourage you to reflect on the fundamental implications of big data, how management practices are likely to evolve, and

72 | P a g e

how the organizational structure of firms is evolving or likely to change.

6. We want to extend your thinking about how to present material so that you utilize some of the presentational advantages of digital material to convey your ideas and findings.

Practical skills Our teaching style will be very interactive. We emphasize classroom

debate. We want you to feel comfortable in bringing materials to class and presenting it (and so to develop these skills). As outputs we will be looking for first-rate reports on cases and issues within the digital economy. We will expect you to participate in identifying the key questions as well as answering them in group and individual work.


1. Ability to design online platforms / markets such as Amazon, eBay, Facebook, Google and Neflix;

2. Ability to design pricing strategies, platform development strategies, and dynamic business models;

3. Understand the principles of data-driven decisions, scientific management, and ability to use big data to make decisions;

4. Familiarity with cases relating to high tech firms; 5. Confidence when confronting arguments and debate over the

future of the economy (in particular digital economy). 6. Ability to critique concepts and ideas expressed in other courses

through your knowledge of the Digital Economy.

6. METHODS OF DELIVERY (including the use of E-Learning) 1. Formal lectures (first 90 minutes)

2. In-class case studies (80 /90 minutes): the cases will draw on historical (e.g. the rise of Microsoft

& Apple to dominance) and current developments (iOS versus Android operating systems, the rise of Kickstarters and Kaggle), some of which will be confirmed closer to the respective weekly session. The cases will form the core of the final exam (plus the lecture slides). Students are placed into groups to discuss a case in detail in each session, using a few slides.

3. Group Presentations Each group will present a 25 minutes presentation followed by 15 minutes

discussion. A two pages summary will also need to be handed in at the presentation. Group presentation topics will be discussed in week 1, with necessary instructions.

7. COURSE CONTENT (week by week or session by session – subject to revision) The following table outlines weekly sessions. Please consult the detailed syllabus (course description) that comes at the end of this document. The syllabus outlines the primary sources on which the course will draw, relevant additional sources, and key case studies, which will be discussed in each session. The course description also fully explains the assessment / grading method. We sometimes update the syllabus throughout the semester to include new interesting emerging topics.

Session Class Topic (subject to change)

73 | P a g e

Day 1 The Economics of Internet Markets

Cases: The rise of Microsoft, Microsoft versus Netscape & Philips’ Compact Disk Introduction

Multi-sided Markets, Basic Strategies & Personalization

Cases: Leadership Online, Google’s Android: Will it Shake up the Wireless Industry, Capital one corporation

Day 2 Pricing, Platform Competition & Strategic Behaviour

Case Study: Videogames Pricing & Amazon versus eBay (HBS) Market Design 1:

Auctions, and Reputation & Recommendation systems Cases: eBay Partner Network, Netflix & Amazon’s Recommender systems: Practices & strategies

Day3 Online Start-ups & the Sharing Economy

Cases: Uber & Lyft ICT, Firm Organization & Supply Chain Management

Cases: Zappos.Com, Dubai Ports Authority, & Procter and Gamble

Day 4 Big Data: A Bayesian Approach The Future of Decision Making in Large Firms & the Sharing Economy

Cases: A/B Test at Google, Lessons and Challenges from Mining Retail E-Commerce

Data, Amazon mechanical Turk, Kaggle Competitions, Uber, Lyft & Airbnb The Future of Business:

Crowd-sourcing /Crowdfunding & Prediction Markets

Cases: Threadless: The Business of Community, Kickstarters: Crowdfunding principles, and Prediction Market at Google.

Day 5 ICT & Industry Evolution: Financial, Health Care & Music Markets

Cases: SAP: Industry Transformation, The Newspaper Industry in Crisis, Electronic

health record system adoption, The ITC eChoupal Initiative (HBS) and BMG Entertainment (HBS)

Day 6 Group Presentation & The Second Machine Age: Work, Progress, and Prosperity in a Time of Brilliant Technologies

8. ASSESSMENT


Due Date

Class Participation N/A 10% N/A Short Reaction paper Max 2,000 words 20% Friday, Week 3

Group presentation Max 800 words 20% Monday, Week

74 | P a g e


6 (week 6)

Final project Max 3,000 words 50% Final project Class Participation (10%) To keep with the pace of the course, students are asked to comment on weekly case studies and contribute to class discussion. Reflection short papers (20%) To help you integrate and think about the course materials, a short paper will be due in week 4. The paper should critically analyse a short case study not discussed in the lectures or a current topic. The case studies will be assigned in the first session. You are expected to use your knowledge of the course, reading materials and your past industry experience to critically analyse the case. Group presentation (20%) The class will be divided into groups of about 5 students each, and each group will pick up a market design or industry topic to prepare a PowerPoint presentation, which will take place in the last session. Potential topics will be posted on Blackboard well in advance and will be briefly discussed during the first session. The list of topics will include the impact of Kick-starters on the venture capital industries, the future of work, the future of online TV, and the impact of ICT on the global supply chain. Your grade on the team project will depend partly on (a) the overall quality of the presentation (analytical content) and (b) how your classmates will rate your team’s presentation to the class. Long project (50%) Each weekly lecture note will include a potential exam question, which requires applying the concepts and theories learnt in the lecture to a practical problem, such as the use of crowd-sourcing in product development / innovation. Three of these questions will form the exam. You will need to analyze one option. Alternatively, students can opt to write a long essay (3000 words) on a pre-specified topic.

9. METHODS OF FEEDBACK TO STUDENTS Formative feedback on group presentations (assessed), individual coursework assignment (assessed), and non-assessed case studies. Written feedbacks on individual assignments are also given. 10. METHODS OF FEEDBACK FROM STUDENTS/COURSE EVALUATION Week 3 & End of Course Unit Evaluation. In the 3rd week students are offered an opportunity to provide anonymous feedback on the course.

75 | P a g e



1. The course is quite fresh in its content and introduced concepts and theory I have never come across before. Very interesting topics. I will encourage future classes to take this elective.

2. Almost everything. Very good explanations of the theory behind the “new economy”. Approach of market design to consider the challenges and solutions to create a successful online/digital business.

Date of current version 22nd December 2014

76 | P a g e



Semester/Term Summer 2015 / Autumn 2015

Course Unit Title Entrepreneurship Project

Unit code BMBA 60002

Credit rating 30

Level 7


Contact hours 50hrs

Other Scheduled teaching and learning activities None



Member of staff responsible Dr Martin Henery

Contact details and office hours [email protected] Please e-mail the unit lecturer if an appointment is required

Other staff involved None

ECT 15 ECT

Notional hours of Learning 300 hrs 2. COURSE AIMS

The unit aims to: • Enable individuals to undertake a process of creative problem-solving employing both convergent

and divergent approaches to arrive at appropriate solutions. • Provide individuals with the ability to develop and validate a business model and implementation

roadmap that demonstrates how value (whether fiscal, social, creative, environmental or some mix of these) is to be created, delivered and captured for appropriate and relevant stakeholders whether users, clients, partners or customers

• Provide the student with real experience of the processes and activities involved in setting up and developing a new venture both as an individual and within a team

• Develop critical, reflective students who are able and comfortable to work with others and on their own on highly complex, unstructured problems, a necessity in a complex and rapidly changing world

This 30 credit unit aims to provide participants with a strong evidence-based grounding in both the academic theory and the practice relevant to entrepreneurial start-ups and their role in innovation and value creation. Through a combination of experiential learning and group-based project work, students will be able to familiarise themselves with all areas of entrepreneurial expertise necessary to found and develop a business enterprise.


77 | P a g e




A1. Discuss the principle activities and key strategic issues that need to be considered when planning the formation of a new venture, social enterprise, community organisation or spin-out A2. Describe how value in a business can be created, measured and realised through structured testing and validation of assumptions so mitigating the difficulties of planning in a start-up situation

Intellectual skills B1. Demonstrate an ability to recognize, analyse and respond to patterns in complex situations and environments discriminating real opportunities from a spectrum of possible ideas combined with an ability to innovate and offer creative solutions to challenging and complex problems drawing on the input of multiple stakeholder perspectives, requirements and constraints B2. Critically evaluate issues and to make decisions in situations of ambiguity, uncertainty and risk in order to plan and develop strategy with a particular focus on stakeholders requirements, resource acquisition and risk mitigation.

Practical skills C1. Develop / establish hypotheses underpinning an organisations planning / strategy, and to test and to attempt to validate critical assumptions underpinning those hypotheses C2. Employ a mix of iterative, discovery and learning processes in order to improve sense and decision making capabilities


D1. Work effectively within a team in realistic circumstances of tight time schedules, rapid change and uncertainty similar to that experienced by individuals trying to develop a new start-up D2. Garner and negotiate support for ideas and their value through effective communication and persuasion based on informed opinion backed up by the use of scenarios, business models, roadmaps and other appropriate visualization methods

4. COURSE CONTENT The unit is divided into its two parts:

1. Intensive introductory lectures – week 1 (w/c 298/6/15*, 21/9/15‡ ) and week 3 (w/c 13/7/15*, 5/10/15‡) - * summer term, ‡ autumn term (see section 5 for more details).

2. The Project – week 2 (w/c 6/7/15*, 28/9/15 ‡) and weeks 4 to 7 (20/7/15 to 14/8/15*, 12/10/15 to 6/11/15 ‡) - * summer term, ‡ autumn term.

The project phase of the course, the students working in teams and supported by the learning from the more directed activities in weeks 1 and 3 undertake a process of creative problem-solving in order to develop and validate a business model and implementation roadmap that will create, deliver and capture value. The project phase of the course has no fixed agenda, but will heavily focus on the lean start-up methodology of build, measure and learn. Students will be directed to visualise scenarios, develop hypotheses and to attempt to validate the underpinning critical assumptions

78 | P a g e

underpinning and should these prove incorrect, to pivot the business model and / or modify strategies in light of the insights gained. This ‘getting out of the building’ approach that lies at the heart of learn start-up methodology very much parallels the Manchester Method that underpins MBS’s MBA programme. Students need to become informed practitioners that can balance researching the literature with an ability to apply theory into practice and to then use reflection to learn from their practice. Specifically students will be expected to be proactive in seeking to understand context and customer; to build scenarios that visualise objectives and end-points that can then be tested, validated and progressed in a structured way; and to continuously learn through reflection from working on practical problems both within teams and individually. Undertaking the project in this way should make participants more comfortable with formulating questions, uncertainty and gaps in their own knowledge, making sense of and acting on incomplete information, critically evaluating knowledge and data, discovering patterns in analysis of rich data, and finally to lead, be led and to manage groups in complex, unstructured and uncertain situations. As equally important as the methodology and processes are the thinking modes and a key focus for this unit is to nurture design thinking. A broader, more diverse form of collaboration customer-centric/empathetic way of thinking that is integrative and interactive in terms of concept development. Abductive thinking (what might be) rather than inductive (what is) and deductive (what should be). The latter forms of thinking mode as valuable as they are seek to fit everything into existing templates rather than equipping individuals to deal with the unknowns and uncertainties of a more complex, rapidly changing world. In other words to develop a more entrepreneurial way of thinking. The entrepreneurial process can be thought of in simplified terms as the bringing together of an opportunity and an entrepreneur with the latter than putting together and resourcing the organisation needed to create and capture value for themselves and their stakeholders. The unit looks in details at one of the principal steps in that process which is the identification of the opportunity and the subsequent development of the business model. Rae defines an opportunity as the ‘potential for change, improvement or advantage arising from our action in the circumstances’. This definition is used in this unit as it allows for a much broader range of opportunities to be considered, i.e. commercial, societal or environmental. To be effective in this process requires a broad range of information from many different sources, some secondary and some primary. A key characteristic of the entrepreneur is the way they seem to process and link information so enabling opportunities to be spotted that perhaps others wouldn’t see. In the supporting workshops and lectures, students will learn about the various methods for obtaining market intelligence, how to analyse and to make sense of that research in order to identify, evaluate and refine valuable opportunities. The ultimate aim is to be able to develop a viable business model indicating how value is to be created and for whom; how it will be delivered and how value will be captured by the various stakeholders. From here, the teams will explore and evaluate the options open to an entrepreneur wishing to create and develop a new venture be it a standard commercial business, a social enterprise or a spin-out (whether from a University or from an existing business). They will develop an understanding of the typical strategic issues faced in this situation as well as researching in depth those felt to be of critical importance to the client business they are working on. Within their teams, the course participants they will develop and validate a business model and implementation plan complete with value-added milestones.

79 | P a g e

Assessment will be through two group presentations, the first to pitch the proposal and how the group plan to validate it and the second, to pitch the validated proposal and implementation plan. The students will complete an individual report at the end of the unit which will reflect on the process, the product as well as their own personal development. Early and regular opportunities for formative feedback will be provided through the unit. 5. METHODS OF DELIVERY (INCLUDING THE USE OF E-LEARNING)

Facilitated learning activities 50 hours (including but not limited to lectures, seminars and workshops) Independent learning activities 250 hours (including but not limited to coursework assignments and group-based project work) Blackboard content for this unit includes: unit spec, assessment, lecture notes, group-work Student guidance is initially provided through a balance of formal lectures, informal interaction during this process, followed by personal tutoring during the fieldwork stages of the project. Teaching Initial learning will occur in weeks 1 and 3 through workshops and more formal teaching methods. These activities are designed to give students a strong conceptual grounding in the tools, techniques and approaches in a range of topics, i.e. opportunity spotting, creative problem solving, assumption and scenario testing, value-added milestone planning and development of strategy. These topics will help students to prepare for the project and fieldwork-based second stage of the course. During this phase of the course, students will be able to start to generate ideas of their own and to share and discuss with their peers and lecturing staff. Project / Fieldwork The practical part of the entrepreneurship project that follows will build on the above initial lectures as individuals or groups of students work together to through the various phases of opportunity spotting, solution development and testing, and implementation planning. Throughout this phase of the course, whether as individuals or in groups, students will receive close guidance and supervision from the unit leader. However, students will be encouraged to utilise other contacts such as potential customers, start-up practitioners and entrepreneurs, industry and market experts, as well as other stakeholders such as suppliers, manufacturers and contractors. Thus, this course will provide in the initial stages formal lecturing (supported by informal discussions outside the lectures), and face to face tutoring on a regular basis during this fieldwork phase, to be provided as frequently as the student or group of students, see fit. However, students will be strongly advised that regular meetings with their tutor are highly recommended in order that the students and their supervisor are satisfied with the progress of the project. It is essential that both parties are happy with the work that is being produced in order that both the presentation of results and the final report is academically and practically sound. To this end there will be numerous opportunities for formative feedback.

80 | P a g e


Recommended Reading • “The Lean Entrepreneur: How Visionaries Create Products, Innovate with New Ventures, and

Disrupt Markets Hardcover”, Cooper, B. & Vlaskovits, P (2013), Wiley, ISBN-13 : 978-1118295342 • “Business Model Generation: A Handbook for Visionaries, Game Changers, and Challengers”,

Osterwalder, A. & Pigneur, Y. (2010), Wiley, ISBN-13: 978-0470876411 “The Lean Startup”, Ries, E (2011) Portfolio Penguin, ISBN-13: 978-0670921607

• “Developing New Business Ideas”, Bragg, A. & Bragg, M (2005), Prentice Hall, ISBN-13: 978-0273663256

• “Entrepreneurship: From Opportunity to Action”, Rae, D (2007), Palgrave Macmillan, ISBN-13: 978-1403941756

• “Value Proposition Design: How to Create Products and Services Customers Want (Strategyzer)”, Osterwalder, A. et al (2014), Wiley, ISBN-13: 978-1118968055

• “The Four Steps to the Epiphany Paperback“, Blank, S (2005), Quad/Graphics, ISBN-13: 978-0976470700

Students will be encouraged and expected to use on-line resources, the library facilities (general and business sections) as well identifying and utilising their own primary sources. 7. ASSESSMENT METHODS AND RELATIVE WEIGHTINGS




of coursework

Deadline for the return

of feedback

Formative assessment Individual • Opportunity identification

10 slides (max)

0%

Week 1 (Friday [1])

Week 2

Summative assessments Group work • Presentation of Business

Model Proposal and Validation Plan

• Presentation of Validated Business Model and Implementation Plan







Week 3 (Friday [2])

Week 7 (Thursday [3])

Week 4

Week 8

Individual 4000 words 50% Week 9 Week 12

81 | P a g e

• Reflective Report

(max) (9am ,Friday [4])

Summer Term: [1] – 3/7/15, [2] - 17/7/15, [3] – 13/8/15, [4] – 28/8/15 Autumn Term: [1] – 25/9/15, [2] - 9/10/15, [3] – 5/11/15, [4] – 20/11/15 8. METHODS OF FEEDBACK TO STUDENTS

Formative feedback is the feedback given to help you to develop and improve with the unit of study. In this unit, a formative work assessment is marked and comments are returned to you via Blackboard. Additional formative feedback is available to you through the following means: Attending lectures, joining discussions about case studies and doing short work tasks set within the lecture session. Your lecturer will reply to brief individual questions at the end of each lecture session, if there are a few minutes to spare. Your lecturer will provide brief replies to your e-mailed enquiry. Your lecturer may feedback messages to the whole class via Blackboard if the point that you have raised could be of benefit to the whole class. Summative work is any course assessment and exams that contribute to the final mark for the unit Summative feedback for assignments is written on an individual feedback sheet. You may collect your feedback sheet from the MBA Administrative office 15 working days after the assignment hand in. You may e-mail the lecturer to ask for further feedback and they might raise the point in the next lecture, reply to you or invite you to attend a brief one to one feedback meeting. After the exam marking period, you may e-mail the lecturer to request a brief exam feedback appointment. You may view your exam answer booklets and have a feedback discussion with the marker. 9. METHODS OF FEEDBACK FROM STUDENTS/COURSE EVALUATION

End of unit course evaluation questionnaire. 10. CHANGES MADE TO THE COURSE INCLUDING RESPONSES TO PREVIOUS FEEDBACK Enterprise units are reviewed annually, at the end of the second semester. Complete change of unit aims and description, learning outcomes, course content, learning resources and assignment details Date of current version Jan 2015 (pending approval)

82 | P a g e


Term Autumn 2015

Course Unit Title Global Banking and Financial Innovation after the Crisis

Unit Code BMBA60145

Credit rating 15


Level MBA


Contact Hours 30



ECT* 7.5

Notional hours of Learning** 150 * ECT (European Credit Transfer and Accumulation System): There are 2 UK credits for every 1 ECT credit, in accordance with the Credit Framework (QAA). Therefore, if a unit is worth 30 UK credits, this will equate to 15 ECT. ** Notional hours of learning: The number of hours which it is expected that a learner (at a particular level) will spend, on average, to achieve the specified learning outcomes at that level. It is expected that there will be 10 hours of notional study associated with every 1 credit achieved. Therefore if a unit is worth 30 credits, this will equate to 300 notional study hours, in accordance with the Credit Framework (QAA). 2. TEACHING ACADEMIC

Name Mr. Ismail Ertürk Administrative

Assistant

Room D30 MBS East Room Tele 0161-275 6354 Tele Fax Fax Email [email protected] Email Office Hours Wednesdays 12.30-13.30 3. AIMS

The programme unit aims to: -Develop leading edge interdisciplinary framework to understand and discuss the crisis of 2007 and the developments in global banking since then and how the banking is likely to evolve in the future. -Provide the students with the analytical skills to evaluate financial innovations both financially and politically, and to examine their impact on financial stability and bank profitability. -Equip the students with conceptual and practical tools to assess financial performance of and risk management in banks. -Develop critical perspectives in finance through which the students can assess the trends and


83 | P a g e

business models in investment banking, global finance and in retail banking. - Present leading research on the financial crisis, the eurozone sovereign debt crisis and quantitative easing by central banks so that students can evaluate international proposals for banking reform and how global financial markets and foreign exchange markets behave under such conditions. 4. BRIEF DESCRIPTION OF THE UNIT The financial crisis of 2007, which demonstrated serious weaknesses in the business models of global banking giants and the global financial architecture, and the lack of serious reform initiatives since then force a re-appraisal of established views of financial intermediaries and financial innovation, and underlines the importance of sound bank management skills. The next generation of bank managers and regulators needs a new intellectual and technical understanding of the banking system so that crises and failures can be prevented or ameliorated. Foreign exchange markets, money markets, capital markets and derivates markets have witnessed structural innovations as well as product innovations. Innovations in many global financial markets after the 1980s transformed the nature of intermediation and risk management by banks, insurance companies and funds. This course explains how such innovation was embedded in re-invented profit models of proprietary trading in investment banking and mass marketing in retail banking. Securitized sub-prime mortgages and credit derivatives like infamous CDO2 then led to fragile interconnectedness between financial institutions whose risk management failed partly because regulation like Basel II created perverse incentives. The rise of new financial actors like hedge funds and private equity raises critical questions about efficiency and stability in financial markets. The mergers and acquisitions in the financial services sector during the last 15 years have created giant financial conglomerates- a phenomenon that raises interesting questions about regulation, efficiency, profitability, conflict of interest and financial stability. The primary objective of this course is to cover, against this background of global trends and innovations, which led to current financial crisis, how banking is likely to develop in the future and why there has not been a satisfactory reform in banking. The eurozone crisis worsened the financial instability both in the EU and globally. In order to be able to reform banking effectively the profitability models of and risk management practices in re-invented banks need to be understood and this course will provide the tools to do such analysis. The role of financial innovation and bank regulation like Basel 2 and the proposed Basel 3 in today’s banking crisis and in the future of banking will be discussed. The course also covers the structure and functioning of financial markets that are sources of liquidity and investment and trading income for financial institutions. The reasons for their failure in current financial crisis will be examined. This course is suitable for the students who are interested in working both in the finance sector and in other sectors where their positions will involve interaction with the financial institutions and markets. 5. INTENDED LEARNING OUTCOMES

Category of outcome Students should/will (please delete as appropriate) be able to:


-Demonstrate interdisciplinary understanding of financial innovation –securitization, credit derivatives, etc.- in global financial markets; -Assess business models in investment and retail banking pre- and post-crisis; -Discuss the factors that can cause financial crises and instability; -Describe how the future of banking and bank regulation are likely to develop.

Intellectual skills - Discuss critically the structure and functioning of the global banking and why the current crisis happened and why there has not been a satisfactory solution to the problem of dysfunctional banks since the

84 | P a g e

crisis; -Analyse financial innovation from multi-disciplinary perspective; -Evaluate both mainstream and political and cultural economy literatures on banking and draw practical conclusions about how these all relate to the current and future developments in global finance regarding strategy, policy, regulation and efficiency.

Practical skills - Evaluate bank business models and their sustainability; -Analyse the asset and liability management techniques in financial institutions and apply these techniques to the understanding of fragility in banking and its consequences in recent crisis; -Assess the reasons for and limits of financial innovation; -Understand the pricing and profitability of major corporate and retail financial products offered by the financial institutions; -Understand the way the risk allocation and management methods work and how they operate in financial markets- securitisation, project finance, syndicated lending, etc. -Develop framework for bank regulation in the context of current financial crisis.


Critically gather and assess evidence from a range of sources and apply to practical banking issues; -Present analysis to peers; -Develop multi-disciplinary perspectives on banking and financial innovation


Lectures, cases and group work will be the principle teaching methods. Date of current version: 10 December 2014

85 | P a g e

1. GENERAL INFORMATION TO BE UPDATED FOR 2015


Term Autumn 2014

Course Unit Title Infrastructure Business Ecosystems (formerly New Infrastructure Development)

Unit Code BMBA60148

Credit rating 15

Level Post-graduate/elective

Degree Programmes MBA, MSc.

Contact Hours 30

Pre-requisite units ---

Co-requisite units ----

ECT* 7.5

Notional hours of Learning** 150 * ECT (European Credit Transfer and Accumulation System): There are 2 UK credits for every 1 ECT credit, in accordance with the Credit Framework (QAA). Therefore, if a unit is worth 30 UK credits, this will equate to 15 ECT. ** Notional hours of learning: The number of hours which it is expected that a learner (at a particular level) will spend, on average, to achieve the specified learning outcomes at that level. It is expected that there will be 10 hours of notional study associated with every 1 credit achieved. Therefore if a unit is worth 30 credits, this will equate to 300 notional study hours, in accordance with the Credit Framework (QAA). 2. TEACHING ACADEMIC

Name Michael Luger Secretary Helen Speke Room MBS East F34 Room F14, MBS East Tele 0161 306 5826 Tele 161 306 3506 Fax --- Fax Email [email protected] Email [email protected] Office Hours By appointment By appointment 3. AIMS

The programme unit aims to: This unit will introduce students to fundamental leadership and strategy issues in the funding, financing, development, and delivery of new infrastructure around the world. Infrastructure is defined in a socio-economic sense so as to encompass a broad array of assets such as airports, railways, power plants, utility networks, resource extraction facilities, broadband networks, and social assets (hospitals, prisons, and schools). These assets (or systems) constitute key components of broader systems (or networks of systems) such as energy, transportation, telecommunications, education, and healthcare. The motivation for this unit is the fundamental global transformation of infrastructure into a modern business.



86 | P a g e

4. BRIEF DESCRIPTION OF THE UNIT

This course will take an open systems perspective that encompasses the whole life-cycle of a new infrastructure development from inception of an idea through gestation and delivery until project handover to operations. The unit is designed for students with ambition to become the future leaders and strategists in the infrastructure sector. Throughout this unit we will examine and discuss the key drivers, challenges, and constraints affecting new infrastructure developments around the world, and infrastructure business ecosystems more generally. We will focus our attention on issues around funding and finance, negotiating narratives, dealing with planning consent risk, managing uncertainty, meeting sustainability targets, coping with evolving regulation, managing projects with long gestation and delivery timescales, managing technological complexity and complex stakeholder landscapes, and contracting with highly fragmented supply chains. We will also discuss alternative ways to effectively manage and organize infrastructure development projects without sacrificing life-cycle costs and operational longevity. We will explore how cash-strapped Governments need to devise new policy frameworks to entice private long-term investors to invest and thereby help Governments bridge the gap between existing infrastructure which is often inadequate and even obsolete, and critical demand for new infrastructure. We will also discuss: 1) how steady revenues from operating assets can provide a good match to long-term liabilities, and have the potential to attract players such as pension funds, insurers, infrastructure funds, and private offices; 2) how planning and construction risks can make it difficult for rating agencies to give top positive assessments to capital investments; and 3) the challenges in reconciling competing public interests and commercial acumen in situations of private finance of public infrastructure through privatisation, public-private partnerships, and private finance initiatives. The course will look at these major challenges by using research literature in managing innovation, organisation design, and managing and governing complex ecologies. The case studies will focus on settings such as BAA’s Heathrow airport expansion, Network Rail capital programme, London’s £15bn Crossrail, Maputo ports, London Olympics 2012, the UK new nuclear programme, and the Building Schools for the Future programme. The emphasis will be on strategic decisions faced by the leadership teams of these programmes. The course aims to equip students with practical tools and conceptual frameworks useful to support the making of the difficult judgement calls which are at the essence of practising leadership. This elective will count with direct support of the MBS Centre for Infrastructure Development (CID). CID’s partnership with the industry-body Constructing Excellence will enable to bring in exciting guest speakers and create opportunities for students to network and discuss potential internships and business consultancies with CID’s members from industry and public sectors. Information about CID is available at http://research.mbs.ac.uk/infrastructure. For this year, we expect guest speakers to include senior leaders in BAA, Addleshaw Goddard, Network Rail, Crossrail, Canary Wharf, and Manchester City Council. Ian W. REEVES, CBE, member of the advisory boards of Oriel Securities Ltd – a leading corporate and institutional stockbroker, and Chairman of GCP Infrastructure Investments Ltd, the publically listed infrastructure investment fund, will be delivering two sessions in his quality of MBS Visiting Professor of Infrastructure Finance This unit will be open to graduate-standing students from the Institute for Development and Policy Management, School of Environment and Design, ranked the top UK research institution in the area of development studies, and students in the MSc in Global Urban Development and Planning. This arrangement creates opportunities to contrast and compare the MBA students’ perspective on infrastructure development with that of policy-makers and NGO managers knowledgeable about

http://research.mbs.ac.uk/infrastructure

87 | P a g e

critical issues affecting infrastructure development particularly in developing economies. This is an overly subscribed course, and students are advised to register early 5. INTENDED LEARNING OUTCOMES

Category of outcome Students will be able to:


• Understand key contextual drivers affecting new infrastructure development, including funding and financing issues, uncertainty, heterogeneous interests between stakeholders, technological complexity, evolving regulation, and scarcity of capital resources

• Understand new ways to structure the new infrastructure development process to build flexibility to cope with change

• Gain awareness for the judgement calls expected from leaders operating in complex infrastructure business ecosystems

Intellectual skills • Capability to characterize infrastructure business ecosystems

• Conceptualise new development life-cycles including stages, central

actors, and interlocks between stages

• Capability to evaluate alternative delivery approaches under conditions of uncertainty

• Apply strategic option-like thinking to guide decision-making • Discuss strategies to ‘future proof’ new infrastructures.

Practical skills • Capability to lead competently the stakeholder groups involved in infrastructure development including founders (sponsors/ultimate clients); client agents in charge of overseeing project delivery; project chain firms (consultants, contractors, project managers, manufacturers); and other relevant external stakeholders (e.g., local authorities, governments, regulators)

• Capability to assess how new infrastructure developments can be

shaped and negotiated so as to respond simultaneously to stringent statutory requirements, commercial acumen, urgency, and competing public interests.


• Development of argumentative skills in verbal and written form • Potential to apply the same concepts and frameworks to the analysis

of the development processes for new commercial products and services

• Leadership and strategizing skills for project-based environments 6. METHODS OF DELIVERY (including the use of E-Learning)

Case study discussions Group exercises in-class Industry guest speakers

88 | P a g e

Conventional instructor-led lectures 7. ASSESSMENT (subject to change) Assessment Task Length Weighting within unit (if

relevant) Due Date

Individual Assignment 5 pages/individual assignment

30%

5 case study reports (group work)

4 pages/case study 14% each case Peer assessment adjustment of up to +/- 20% of the group mark

8. STUDENT COURSE EVALUATION FEEDBACK What did you like about this course and why:

1. If you have an interest in the infrastructure area, it definitely is worth pursuing and even if you don't, it makes for an interesting subject to cover.

Date of current version 15th November 2013

89 | P a g e


Term Autumn

Course Unit Title Internet Marketing Strategy

Unit Code BMBA60146


Level MBA


Contact Hours 30 hours


Co-requisite units Non

ECT* 15

Notional hours of Learning**

150

* ECT (European Credit Transfer and Accumulation System): There are 2 UK credits for every 1 ECT credit, in accordance with the Credit Framework (QAA). Therefore, if a unit is worth 30 UK credits, this will equate to 15 ECT. ** Notional hours of learning: The number of hours which it is expected that a learner (at a particular level) will spend, on average, to achieve the specified learning outcomes at that level. It is expected that there will be 10 hours of notional study associated with every 1 credit achieved. Therefore if a unit is worth 30 credits, this will equate to 300 notional study hours, in accordance with the Credit Framework (QAA). 2. TEACHING ACADEMIC Name Chris Holland Secretary Room 3.35, MBS West Room Tele 0161 275 6460 Tele Fax Fax Email [email protected] Email Office Hours By appointment 3. AIMS The programme unit aims to: Enable students to contribute to the development and implementation of Internet marketing strategy in consumer and business markets, including financial services, high technology, telecommunications and mobile markets, electronic trading and markets such as eBay and RosettaNet, and other consumer markets. The course will equip students with the knowledge and skills to analyse online markets, measure and evaluate online performance, profile competitors and position the online strategy within the context of the overall marketing strategy of the firm, e.g. multi-channel strategy design and evaluation, impact of web 2.0 and social media on advertising and cost of customer acquisition and retention; online market segmentation.


90 | P a g e

4. BRIEF DESCRIPTION OF THE UNIT The Internet, social media and web 2.0 technologies are having a profound effect on marketing strategy and consumer behaviour. This course will focus on the formulation, implementation and evaluation of online marketing strategies within the context of an overall marketing framework. The topics that will be covered are: international trends and growth in Internet and mobile usage; evaluation of website design; the role of the Internet for research and purchasing; the impact of the Internet on competition; online market lifecycle; the impact of social media on consumer behaviour; website design; web analytics, e.g. Omniture; the use of web 2.0 technologies for corporate systems, e.g. knowledge management; search engine marketing and evaluation, Internet advertising; affiliate marketing; online marketing strategies for customer acquisition, retention and service, channel strategy and the customer journey; strategies to attack and defend online markets; the emergence and marketing impact of online giants such as eBay, Amazon, Google and Facebook, analysis of online competitors; online market forecasting; online market segmentation. The emphasis will be on consumer markets but will also include examples from business markets, e.g. business banking, use of web 2.0 within large corporations such as IBM and consultancy firms and business to business marketplaces. The theoretical concepts will be illustrated with practical examples and market data from a range of sectors including retail banking, retail insurance, business banking, telecommunications and mobile phone services, grocery, sports management, music and entertainment and other retail markets. 5. INTENDED LEARNING OUTCOMES Category of outcome Students should be able to:


Have a detailed knowledge and understanding of how the Internet and web 2.0 technologies relate to marketing strategy in areas such as channel strategy, customer acquisition and retention, advertising, consumer behaviour, online research and purchasing and online market forecasting.

Intellectual skills On successful completion of the course, students will be able to apply a range of marketing and strategy frameworks to measure and evaluate a firm’s online strategy performance relative to its competitors, analyse online markets and interpret online and marketing data so as to be able to contribute to online strategy development.

Practical skills A major part of the course will be contemporary case studies on Internet marketing strategy that are based on recent research and consultancy, and that will also build on the topics covered by external speakers from industry. As an integral part of the lectures and case studies, students will become familiar with online data sources, measurement frameworks and analytical tools that marketers use to inform and evaluate the online performance of companies, website design and online promotional strategies including paid search, affiliate marketing and use of social media.


To be able to analyse and interpret online marketing data including the use of web analytics tools and online market data and competitor analysis profiling techniques. Teamwork skills working as part of a group involved in case study analyses and presentations.


91 | P a g e

The course will be taught through a mixture of traditional lectures, case studies, videos and guest lectures. An external lecturer will be used to present their experiences from the perspective of a senior e-commerce / Internet marketing role in business. 7. COURSE CONTENT (week by week or session by session – subject to change) Date/Session Topic Academic Session 1. Introduction to Internet marketing and global trends

in Internet, mobile and web 2.0 usage. Website design and online data sources.

Prof. C.P. Holland

Session 2. A marketing framework to analyse online markets and consumers. Amazon case study.

Prof. C.P. Holland

Session 3. Measurement and evaluation of online strategy performance in a competitive context. Vodafone Germany case vignette.

Prof. C.P. Holland

Session 4 Team presentations: Ocado’s online strategy and the UK grocery market.

Session 5 Online Marketing strategy concepts and practice including channel strategy, online strategies to attack and defend markets, customer relationship management for acquisition and retention, and online market forecasting.

Prof. C.P. Holland

Session 6 Case study on financial services, ING Direct. Formative feedback on individual essays.

Prof. C.P. Holland

Session 7. Internet marketing from the perspective of a senior manager in an e-commerce / Internet function.

External speakers, to be confirmed. Previous speakers have included senior managers from Vodafone, CISCO and online start-ups.

Session 8. A framework for web 2.0 and social media. Global media trends and growth of web 2.0 and social media. Consumer and business applications of web 2.0

Prof. C.P. Holland.

Session 9 Case study on the Internet marketing and social media in sports marketing

Prof. C.P. Holland

Session 10. Close and wrap up session. Briefing and Q&A on assessment

Prof. C.P. Holland.

8. ASSESSMENT METHODS AND RELATIVE WEIGHTINGS (subject to change)

Assessment task Length Weighting within

unit (if relevant) Due date Deadline for the

return of feedback Individual essay Guideline

3,000 words 100% tba


1. Copies of lecture slides and notes.

92 | P a g e

2. Case studies on financial services, sports marketing, mobile phone services marketing in Europe, Amazon, eBay, Schwab.com and Ocado.

3. Videos on Ocado, global translation services market and schwab.com 4. MBA Internet Marketing Strategy Reading List, Bold are core, secondary reading is in

normal font:

“Digital Business and E-commerce management, Strategy, Implementation and Practice (2015). Dave Chaffey. Chapter 1. Introduction to digital business and e-commerce.

Chapter 2. Marketplace analysis for e-commerce.

Chapter 5. Digital business strategy Chapter 8. Digital marketing. Chapter 12. Digital business service implementation and optimisation The Impact of Internet Technologies: Search, July 2011. McKinsey&Company, High Tech Practice, J. Bughin, L. Corb, J. Manyika, O. Nottebohm, M. Chui, B. de Muller Barbat and R. Said.

Economist, The (2000), “A Thinkers’ Guide to Internet Economics,” The Economist, 355, no. 8164, April 1, 2000, 64-66. Eisenmann, T., G. Parker and M. Van Alstyne (2006), “Strategies for Two-Sided Markets”, Harvard Business Review, October. Chui, M., M. Dewhurst and L. Pollak (2013), “Building the social enterprise”, McKinsey Quarterly. http://www.mckinsey.com/insights/organization/building_the_social_enterprise ComScore (2014). 2014 U.S. Digital Future in Focus. Published by ComScore, Inc. Corporate Headquarters, Reston11950, Democracy Drive, Suite 600, Reston, VA 20190, US. Constantinides E. and S.J. Fountain (2008), “Web 2.0: Conceptual foundations and marketing issues”, Journal of Direct, Data and Digital Marketing Practice, vol. 9, no. 3, pp. 231-244.

Divol E., D. Edelman and H. Sarrazin (2012), “Demystifying social media”, McKinsey Quarterly, April. Holland C.P. and G.D. Mandry (in press 2014). Online Retailing. In Mansell, R and Ang, P-H (Eds), The International Encyclopedia of Digital Communication and Society, Wiley Blackwell-ICA Encyclopedias of Communication. Malden and Oxford: Wiley, ISBN 9781118290743. Malone, T.W., Yates, J. & Benjamin, R.I. (1989). The Logic of Electronic Markets. Harvard Business Review, 67, 3, 166–170.

Stone, B. and D. MacMillan (2012), “Facebook, the $96 Billion Hack, How Zuck Hacked the Valley”, Business Week, May 21-27, pp. 60-67. Stone, B. “Twitter, the company that couldn’t kill itself has finally turned a corner”. B. Stone

https://wiki.aalto.fi/download/attachments/38374131/van+Alstyne+HBR+Two-sided+markets.pdf

https://wiki.aalto.fi/download/attachments/38374131/van+Alstyne+HBR+Two-sided+markets.pdf

http://www.mckinsey.com/insights/organization/building_the_social_enterprise

93 | P a g e

(2012), Business Week, March 5-11, pp. 62-67

Case studies

1. From A(pples) to Z(oom lenses), Extending the Boundaries of Multichannel Retailing at Tesco.com. 307-348-1

2. The Business Network of the Alibaba Group, How the Alibaba Group’s Strategy and Implementation in China is Creating Sustainable Value for Suppliers, Partners and Customers. 310-125-1, Greeven M., Y.Y. Sheng, E. van Heck and B. Krug (2010).

3. Amazon Services, Inc: Using Knowledge to Drive Customer Growth, 504-008-1.

4. ING Direct. Rebel in the Banking Industry. Case study. Reference no 307-053-1

5. Internet and Social Media Strategy in Sports Marketing: C.P. HOLLAND, MBS and World Academy of Sport (2012)

6. Building a Social Media Culture at Dell (2014), 9-514-096. 10. METHODS OF FEEDBACK TO STUDENTS Verbal feedback on team based case study presentations. Formative feedback will be provided on an outline essay between the 2-day teaching blocks. The formative assessment is designed to help and assist students develop and improve their essay for the summative assessment. 11. METHODS OF FEEDBACK FROM STUDENTS/COURSE EVALUATION Student feedback using standard University formats. Date of current version December 2014

94 | P a g e


Term Autumn 2015

Course Unit Title Leadership & Change in Organisations

Unit Code BMBA60147

Credit rating 15


Level MBA


Contact Hours 30

Pre-requisite units

Co-requisite units

ECT* 7.5

Notional hours of Learning** 150 * ECT (European Credit Transfer and Accumulation System): There are 2 UK credits for every 1 ECT credit, in accordance with the Credit Framework (QAA). Therefore, if a unit is worth 30 UK credits, this will equate to 15 ECT. ** Notional hours of learning: The number of hours which it is expected that a learner (at a particular level) will spend, on average, to achieve the specified learning outcomes at that level. It is expected that there will be 10 hours of notional study associated with every 1 credit achieved. Therefore if a unit is worth 30 credits, this will equate to 300 notional study hours, in accordance with the Credit Framework (QAA). 2. TEACHING ACADEMIC Name Professor Chris Bones Secretary Lynda Gillespie Room Room Tele Tele 0207 183 0964 Fax Fax Email [email protected] Email [email protected] Office Hours Part Time 3. AIMS The programme unit aims to: Build an in depth understanding of the dilemmas and choices in leadership and leading change in modern organisations highlighting those specifically associated with operating in digital channels 4. BRIEF DESCRIPTION OF THE UNIT • The development of leadership thinking and discourse from Aristotle through to today • The practicalities of leadership in modern organisations and the development of approaches

that could work in the 21st Century • Change and leading change: key principles and strategies • The challenge of digital and e-commerce – what has to change and how to do it

95 | P a g e

• The practitioner experience: a short consulting assignment for a senior executive on an organisational problem •



• Understand the development of modern thought on leaders and leadership and be able to reflect on the impact that changes in society have had on changes in approaches to leadership

• Understand the key concepts behind managing and leading change

• Understand the application of these two themes in a range of organisations

Intellectual skills • Build critical analysis skills • Develop a conceptual understanding of a practical challenge • Judge the appropriate application of intellectual models to a

practical challenge Practical skills • Develop their presentation skills

• Develop their influencing skills • Develop their organisation skills


• An understanding of digital/e-commerce and its challenges for traditional businesses as they transition into the digital age

6. METHODS OF DELIVERY (including the use of E-Learning) Group work; e materials and discussion platform. 7. ASSESSMENT

Assessment task Length Weighting within unit (if relevant) Submission Date Written assignment 3,500 words 60%

tba

Group Presentation 40% (Peer assessment adjustment of up to +/- 20% of the group mark)

8. STUDENT COURSE EVALUATION FEEDBACK What did you like about this course and why:

1. It generates many class discussions, everyone sharing their own experience and thoughts. A good balance between theory and practical parts of the learning.

2. Very varied approaches, not too academic, the lecturers had experience that they brought in, real life project was great.

Date of current version December 2014

96 | P a g e


Term Autumn 2015

Course Unit Title Managing Disruptive Technologies

Unit Code To be advised

Credit rating 15

Level MBA


Contact Hours 30



ECT* 15


* ECT (European Credit Transfer and Accumulation System): There are 2 UK credits for every 1 ECT credit, in accordance with the Credit Framework (QAA). Therefore, if a unit is worth 30 UK credits, this will equate to 15 ECT. ** Notional hours of learning: The number of hours which it is expected that a learner (at a particular level) will spend, on average, to achieve the specified learning outcomes at that level. It is expected that there will be 10 hours of notional study associated with every 1 credit achieved. Therefore if a unit is worth 30 credits, this will equate to 300 notional study hours, in accordance with the Credit Framework (QAA). 2. TEACHING ACADEMIC Name Prof Erik Beulen,

Tilburg University and KPMG Equaterra

Secretary

Room Room Tele +31613430398 Tele Fax Fax Email [email protected] Email Office Hours Tba Name Prof Brian Nicholson, MBS Secretary Room Crawford mezzanine M50 Room Tele 54024 Tele Fax Fax Email [email protected] Email Office Hours Tba Name Prof Ron Babin,

Ryerson University, Canada

Secretary


97 | P a g e

Room Room Tele Tele Fax Fax Email [email protected] Email Office Hours Tba 3. AIMS The programme unit aims to:

1. Understand the opportunities of disruptive technologies and learn from failing business strategies.

2. Apply key concepts about markets, innovation and competitive advantage, with an emphasis on information and communications technologies (ICT)

3. Examine alternative commercialization paths for a new technology 4. Examine ways to compete in the high-tech marketplace, and manage factors that promote

or hinder the diffusion of a new technology 4. BRIEF DESCRIPTION OF THE UNIT This course explores how disruptive technologies (DT) may change business models. Drawing on illustrative case study examples such as Bitcoin, Kickstarter, Airbnb and Uber, the course content demonstrates how DT can both enable new business models and protect current ones. The business impact of postponing the adoption of disruptive technologies will be explored by comparing successful early adopters by legacy companies (eg. Kodak and digital photography). This course also explores the emerging issue of disruptive technologies and Corporate Social Responsibility (CSR) for example in Impact Sourcing. In addition, the course focuses on developing planning models to incorporate environmental scanning and technology forecasting as components of effective strategic planning models. 5. INTENDED LEARNING OUTCOMES


Have a detailed knowledge and understanding how disruptive technologies can be adopted by organisations. This includes the assessment, the implementation and the management of disruptive technologies.

Intellectual skills On successful completion of the course, students will be able to apply strategy frameworks to evaluate a firm’s adoption of disruptive technologies relative to a competitive market

Practical skills The course includes analysis of detailed case studies delivered by a mixed faculty of academics, and practitioners. As an integral part of the lectures and case studies, students will become familiar with disruptive technologies. This course also includes action learning using a disruptive technology in the form of a microsourcing project (using e-Lance or similar) where students engage global workers in a live project (using www.elance.com or similar).


To be able to analyse and assess the business potential of disruptive technologies. Teamwork skills working as part of a group involved in a

http://www.elance.com/

98 | P a g e

global virtual team with associated written and verbal presentations.

6. METHODS OF DELIVERY (including the use of E-Learning) The course will be taught through a mixture of lectures, action learning in a live project (using www.elance.com or similar ), case studies and guest lecturers from practitioners. 7. COURSE CONTENT (week by week or session by session) The guest lectures in this course are typically scheduled for 1 hour. Date/Session Topic Academic 1 Introduction. Definition of disruptive technologies

and their characteristics, the potential contribution to enable new business models and protect current ones. Theoretical frames for management of DT

Erik Beulen

2 Global technology developments enabling disruptive technologies. Guest lecture by an executive of a disruptive digital start-up.

Brian Nicholson

3 The Human Cloud: the digital workforce is only a single mouse-click away from engaging with your organization. Project : engage global workers via a portal delivering a real live micro disruptive technology (www.elance.com).

Brian Nicholson/Erik Beulen

4 The Internet of Things (IoT): enabling end consumer convenience, user efficiency and customer intimacy, including case study examples and guest lecture of an executive of a leading industrial company.

Erik Beulen

5 Social media vs. oppressive regimes. Can disruptive technologies change the nature of political activism?

Brian Nicholson

6 The consumer perspective of disruptive technologies: eg. Uber, AirBNB, Kickstarter and Bitcoin. Also 3D printing resulting a paradigm shift in the value creation, including case study examples and guest speaker.

Brian Nicholson

7 Digital transformation and Software as a Service, business process optimisation powered by the availability of standard functionality to support pay-as-you-go business, including case study examples and guest lecture of executive of a SaaS service provider.

Erik Beulen

8 Big data: enabling the development of business strategies and business management: finding patterns, including case study examples and a guest lecture by Big Data Guru.

Erik Beulen

9 The sustainable, social and ethical aspects of implementing disruptive technologies, including

Brian Nicholson



99 | P a g e

impact sourcing. Privacy debates. The human cloud as enabler of impact sourcing. Guest lecture of CSR officer focussing on the contribution of disruptive technologies.

10 Students to present the live micro project disruptive technology (including underpinning business plan). Briefing Q&A on presentations (including peer to peer assessment).

Brian Nicholson, Erik Beulen



Due date Deadline for the return of

feedback Individual essay Perform an analyses of

competitive forces on a chosen disruptive technology venture (before and after). Using an appropriate theoretical framework.

60%

Group assignment : live micro disruptive technology project

15 pages including description of development approach for live micro disruptive technology (eg. prototype iPhone app) and conceptual analysis (eg. Porter 2001)

40%

9. LEARNING RESOURCE DETAILS Revised proposal replacing the above table

1. Copies of lecture slides and notes 2. Case studies 3. MBA Disruptive Technologies Reading List,

Ameripour, A., Nicholson, B. and Newman, M. (2010) ‘Conviviality of Internet Social Networks: An Exploratory Study of Internet Campaigns in Iran’ Journal of Information Technology 25(2) pp.244-257 Babin & Hefley,(2013) “Outsourcing Professionals’ Guide to Corporate Responsibility”, Van Haren, 2013 Babin R & Magee, (2013)“Worldwide CIO Agenda, 2014 Top 10 Predictions”, IDC, 2013 Beulen, E., P. Ribbers and J. Roos. (2011)“Managing IT outsourcing, governance in global partnerships” Routledge, UK (second edition), 2011.

Christensen, C. M. (1997) “The Innovator's Dilemma.” Boston, Harvard Business School Press, 1997

George, G, Martine R. Haas, and Alex Pentland.(2014) "Big Data and Management." Academy of Management Journal 57.2 (2014): 321-326.

http://chggtrx.com/click.track?CID=267582&AFID=301076&ADID=1088031&SID=sdt&isbn_ean=9780060521998

100 | P a g e

Gino & Staats, (2012) “The Microwork Solution”, Harvard Business Review, December 2012 Kaganer, Carmel & Hirschheim,(2013) “Managing the Human Cloud”, Sloan Management Review, Winter 2013 Khosravani A Nicholson B Wood-Harper AT (2013) A case study analysis of risk trust and control in cloud computing Proceedings of IEEE Science and Information Conference London Lucas Jr, Henry C., and Jie Mein Goh. (2009) "Disruptive technology: How Kodak missed the digital photography revolution." The Journal of Strategic Information Systems 18.1 (2009): 46-55.

Lucas, H. C., Jr. (2012) “The Search for Survival: Lessons from Disruptive Technologies.” Santa Barbara, CA., Praeger, 2012

Nabil S., Sylvia van de Bunt-Kokhuis. (2012) “Organisational culture and cloud computing: coping with a disruptive innovation.”, Technology Analysis & Strategic Management, 24.2 (2012): 167-179.

Porter, M. E. (2001). Strategy and the Internet. Harvard Business Review, vol. 79, pp. 62 -78. Porter, M.E. (2008). The Five Competitive Forces That Shape Strategy. Harvard Business Review, January 2008 Quinones G Nicholson B and Heeks R (2014) ‘E-Entrepreneurship in Developing Economies: A Study of Latin-American Digital Ventures’ in: Renate Lèbre La Rovere Luiz Ozorio and Leonardo Melo (eds) Entrepreneurship in BRICS: Policy and Research to Support Entrepreneurs” Springer Verlag New York Raynor, M. E. (2011). The Innovator’s Manifesto: Deliberate Disruption for Transformational Growth. Crown Business. Wessel, M., Christensen, C.M. (2012). Surviving Disruption. Harvard Business Review December 2012, pp. 56-64 10. METHODS OF FEEDBACK TO STUDENTS Written feedback will be provided to the project team related to business plan for the project (after session 4). In addition the students will receive verbal feedback related to the project after their presentation (in session 10). The students after their presentation will be invited to respond to this feedback. The responses of their feedback will be taken into account in marking the project. This verbal feedback and the discussion after the presentation will also be documented in a written evaluation. This written evaluation will include the final mark. 11. METHODS OF FEEDBACK FROM STUDENTS/COURSE EVALUATION Student feedback using standard University formats. Date of current version November 7, 2014

http://www.amazon.com/The-Search-Survival-Disruptive-Technologies/dp/1440802777/ref=sr_1_1?ie=UTF8&qid=1351024857&sr=8-1&keywords=The+Search+for+Survival%3A+Lessons+from+Disruptive+Technologies.

http://www.amazon.com/The-Search-Survival-Disruptive-Technologies/dp/1440802777/ref=sr_1_1?ie=UTF8&qid=1351024857&sr=8-1&keywords=The+Search+for+Survival%3A+Lessons+from+Disruptive+Technologies.

http://www.tandfonline.com/doi/abs/10.1080/09537325.2012.647644

http://www.tandfonline.com/doi/abs/10.1080/09537325.2012.647644

http://www.tandfonline.com/toc/ctas20/24/2

101 | P a g e


Term Autumn 2015

Course Unit Title Practical Investing

Unit Code To be advised



Credit rating 15

Level Postgraduate


Contact Hours 30

Pre-requisite units Accounting, Corporate Finance, Economics for Business, M&A Project

Co-requisite units

ECT* 15


* ECT (European Credit Transfer and Accumulation System): There are 2 UK credits for every 1 ECT credit, in accordance with the Credit Framework (QAA). Therefore, if a unit is worth 30 UK credits, this will equate to 15 ECT. ** Notional hours of learning: The number of hours which it is expected that a learner (at a particular level) will spend, on average, to achieve the specified learning outcomes at that level. It is expected that there will be 10 hours of notional study associated with every 1 credit achieved. Therefore if a unit is worth 30 credits, this will equate to 300 notional study hours, in accordance with the Credit Framework (QAA). 2. TEACHING ACADEMIC Name Patricia Perlman-Dee Secretary Room M49 Room Tele Tele Fax Fax Email Patricia.perlman-

[email protected] Email

Office Hours 3. AIMS The programme unit aims to:

• Understand the background and roles of/in financial markets, investment banking and fund management industry.

• Examine and evaluate practical investment techniques used by some of the world’s most successful investors

102 | P a g e

• Explain how different type of investors make investment choices • Apply a range of investment techniques/strategies in creating and managing a portfolio for

different investor ‘s needs • Present and explain investment advisory solutions according to clients’ needs • Review and critically evaluate the impact of fees, regulation, ethics and behavioural finance

in the investment industry • Provide an overview of the practical aspects and terminology in the investment industry

4. BRIEF DESCRIPTION OF THE UNIT The course will study the practical element of investing. Students will learn about the background of financial markets and investment communities. We will look how this has developed into the roles and the player’s active in today’s investment industry. Students will learn about practical investment strategies, evaluation and selection techniques, which has been used by very successful investors as well as new strategies applied by hedge funds today. Students will learn about the different type of investors and their requirements for investments. Students will learn about different investment vehicles such as UCIT,OEIC investment trust. They will also learn how to create an investment mandate, understand clients’ needs and create a suitable investment portfolio for different type of investors. Students will conduct client role plays and create “strategy notes” with recommendations for investors. Students will also complete the initial training on Bloomberg Essential Training. The course is broad but hands on with active participation from students and interaction with industry professionals. Students will be expected to work in groups and deliver a number of reports and presentation. Students will also be asked to submit a personal reflection/evaluation of the investment choices made. The course will be largely taught by industry professionals. 5. INTENDED LEARNING OUTCOMES


• Explain, compare and contrast and critically evaluate the analytical tools and evaluation methods used by the world’s greatest investors • Identify the participants in the financial markets and their roles (investment focus) • Demonstrate the understanding of different investor needs, requirements and constraints.

Intellectual skills • Demonstrate the analytical skills of evaluating and selecting investments • Compare and contrast theoretical knowledge with investor needs in creating financial solutions

Practical skills • Create an investment portfolio • Illustrate, analyse, organise and implement investment solutions/recommendations for different clients • Conduct a client meeting • Demonstrate basic knowledge of how to use Bloomberg

103 | P a g e


• Group work and team decisions • Presentation skills • Relationship skills • Interaction with industry professionals

6. METHODS OF DELIVERY (including the use of E-Learning) The course will be divided up in 6 full day sessions plus additional training sessions. The sessions contain lectures with some theory, many guest speakers from the finance industry, group work with peer presentations, presentations to industry professionals, role-plays, self-studies and reflection as well as workshops problem solving. All sessions will have a set of “pre-session” reading material. The course is highly interactive and discussions following presentations are parts of the learning. The students will also make a visit to an investment firm. The students will run a “mock” investment portfolio on an electronic platform. The results to be presented in the end and critically evaluated by each student. Students are expected to be able to demonstrate peer-to peer learning and part of the assessment is based on how the students can present and explain their “research” to the other students as well as how they can conduct meetings. Students are also expected to undertake individual training on BBG and additional self-studies. Written work will be submitted electronically. All material possible will be uploaded on Blackboard 7. COURSE CONTENT (week by week or session by session) Date/ Session

Topic Academic/Practitioner

Session 1 Introduction and outline of the course What are capital markets? Why do they exist, History of development of Investment banking Industry participants /Buy side vs sell side/Roles within an investment bank Reading the FT Introduction to Successful Investor Project; Asset classes-Overview of asset classes Portfolios-Portfolio Theory overview/Practical portfolio theory/portfolio allocation/strategic and tactical allocation Risk Management- How professional Portfolio managers think about risk or not Equity Markets 1-Brief history/how does it work? Overview valuation

Patricia Perlman-Dee (A) Industry Practitioners

Session 2 Cont; Equity markets 1- Macro/Micro Valuation Economist view-Practical Economic data impact Industry analysis/Company analysis/Valuation Equity Research analyst work Equity Markets 2-Active vs passive management Fundamental analysis/Technical analysis Overview Style investing; value, growth, income, blended, momentum, dividend, contrarian etc


Session 3 Practical tools Patricia Perlman-Dee

104 | P a g e

Bloomberg Certification intro Successful Investor project - Presentation of findings

(A) academic panel and Industry Practitioners

Session 4 Investor universe- Institutional Clients Pension fund/Insurance comp/ Hedge funds/Charity/Asset managers/Private Clients Wealth advisory project - Project description Portfolio Statement Practical Investment mandate. What is investment mandates, how are they created, constrains, limitations, what input is required, evaluation, "rebalancing" why is mandates important Investment vehicles- Types and areas of usage; Unit Trust, Investment Trusts, OEIC, ETF, closed vs openen ended funds etc


Session 5 Performance evaluation- Theory and practical evaluation, benchmark, sector, peer, absolute return/ Rating agencies; Morningstar etc Behavioural Finance-How does BF affect investments/ boosting/home-bias, Financial Personality Questionnaire (FPQ), BF today-why is the FCA interested in BF Fee’s impact on investments Regulation


Session 6 Ethics Project Wealth advisory- Presentation of client recommendations/group discussions Reflective report-Introduction of reflective report Conclusion & Summary Feedback


Extra session

Visit to Investment firm’s office



relevant)


feedback Group Assignment Presentation of successful investor, peer to peer learning) Create an overview handout Running a small virtual portfolio

A 20 minutes (13 min +7 min Q&A) group presentation on top investors, styles, analytics, tools and success. Create a max2 page theoretical hand out. Set up and run a virtual portfolio, incorporate and evaluate techniques learnt.

35% (Peer assessment adjustment of up to +/- 20% of the group mark)

Bloomberg Essential Online Training

Complete the Bloomberg Essential On-line Training,

5%

105 | P a g e

Program (BESS) Bloomberg Core and Equity Essentials

Group Assignment Client meeting and recommendation

Conduct a “client meeting lasting about 45 minutes. Create an investment recommendation for a specific investor, propose portfolio, explain risks, benefits, selection process, monitoring, fees, a detailed strategy note proposal (max 8 pages). Participate in group discussion regarding proposals.


Reflection and evaluation of portfolio investment

1,500 words individual assignment critic and analyse (demonstrate holistic learning), the portfolio over the time of the course

25%

9. LEARNING RESOURCE DETAILS The recommended text books are; Reilly & Brown, Analysis of Investments & Management of Portfolios, International Edition, 10th Edition, Cengage (RB) or/and Bodie, Z., Kane, A., and Marcus, A., 2011, Investments and Portfolio Management, 10th edition, Global Edition, McGraw-Hill Irwin (BKM) Students will use practical literature such as; Peter Lynch with John Rothchild; One up on Wall Street, Benjamin Graham; The Intelligent Investor, Robert Hagstrom; The Warren Buffet Way, David Dreman; Contrarian Investment Strategies, Pete Comley' Monkey with a pin, etc. CFA Institute material; Standards of Practice Handbook, 2010, 10th edition, CFA Institute, see http://www.cfapubs.org/doi/pdf/10.2469/ccb.v2010.n2.1 Claritas Investment Certificate Journal articles Students are encouraged to do their own research on such as Thomson Reuters, Capital IQ, Stockopedia, Yahoo Finance, Validea, Morning Star, S&P, Bloomberg, FTSE etc. A trading platform will be made available for students to run their dummy portfolios. Quilter Cheviot, Castlefield Investments, Barclays Wealth, Trafalgar Capital, TilneyBestinvest,Capital Crainfield are some institutions that already confirmed an interest in sharing resources for this course . A separate reading list/resource list will provide before the course start to the students

106 | P a g e

10. CHANGES MADE TO THE COURSE INCLUDING RESPONSES TO PREVIOUS FEEDBACK This is a new course for 2015 so no previous feedback is available.

11. METHODS OF FEEDBACK TO STUDENTS Verbal feedback will be provided on presentations. Written work will be provided with written feedback. 12. METHODS OF FEEDBACK FROM STUDENTS/COURSE EVALUATION Each session will be followed by an electronic evaluation to be completed by the students. Date of current version 18 December 2014

107 | P a g e

1. GENERAL INFORMATION Academic Year 2015-16

Term Autumn term

Course Unit Title Real Options in Practice

Unit Code BMBA60164

Credit rating 15

Level MBA


Contact Hours 30

Pre-requisite units

Co-requisite units

ECT* MBS


*ECT (European Credit Transfer and Accumulation System): There are 2 UK credits for every 1 ECT credit, in accordance with the Credit Framework (QAA). Therefore, if a unit is worth 30 UK credits, this will equate to 15 ECT. ** Notional hours of learning: The number of hours which it is expected that a learner (at a particular level) will spend, on average, to achieve the specified learning outcomes at that level. It is expected that there will be 10 hours of notional study associated with every 1 credit achieved. Therefore if a unit is worth 15 credits, this will equate to 150 notional study hours, in accordance with the Credit Framework (QAA). 2. TEACHING ACADEMIC Name Dean Paxson Secretary Room 1.10 Crawford House Room Tele 0161 275 6353 Tele Fax Fax Email [email protected]

[email protected] Email

Office Hours By Arrangement 3. AIMS The course is for students interested in evaluating strategy and financial engineering value in infrastructure, property, hotels, power, R&D, transport, sports, new ventures, media, banking and debt management. Some of these businesses will be studied in terms of the real options which have generally been identified by practitioners. The “expected outcome” is that students will understand the basics of real options, and the practical applications to business opportunities and problems.



108 | P a g e

4. BRIEF DESCRIPTION OF THE UNIT Early sessions will involve lectures and applications to an appropriate enterprise. We will start with basic options (for those requiring an introduction or a refreshment course on derivatives), then extend to basic real options, and then cover some investment options. All real option formulae are in the Real Option Value Excel on BB. Later material will be selected according to your project and case choices. 5. INTENDED LEARNING OUTCOMES


Develop your knowledge of real options and applications.

Intellectual skills

Extend your Excel and basic finance skills.

Practical skills

Recognize real options in business problems and opportunities.

Transferable skills and

personal qualities

See real options almost everywhere, and develop an intuition about which facts are relevant for arriving at reasonable solutions.

6. METHODS OF DELIVERY (including the use of E-Learning) Each session will generally involve lectures and application to an appropriate enterprise. Students are required to be familiar with Excel, and with basic finance. There will be tutorials in connection with case/report. Relevant practical cases are on Blackboard: SWN Shale Gas Growth, NAT Abandonship, AZ Solar Energy, Stemcells, and Others, along with the related Excels. 7. COURSE CONTENT (week by week or session by session) Date/Session Topic Academic Oct 29 Course Introduction and Q&A 4-6 Dean Paxson Oct 30/31

Basic real options, position strategies, American growth options & Case Q&A. Working in small groups (5) on your Project Choice.

Dean Paxson

Nov 13/14 Your choice of Revenue/ Switching/ Sequential/ Abandonment/New Generation Products/ or Speciality Options. Exam Tutorial Last day: Exam, and case/project presentations

Dean Paxson

109 | P a g e

8. ASSESSMENT METHODS AND RELATIVE WEIGHTINGS Assessment task Length Weighting


Due date Deadline for the return of feedback

Coursework: Case/Project

Students will advise a particular enterprise on the actions management should take regarding the identified real options. Do either an individual case or a group project.


11am on 14/11/15

Feedback to 2nd Marker before 2 weeks

Examination A one hour exam covers the material primarily discussed in class, and the assigned readings.

50% 14/11/15 Grades to 2nd Marker before 2 weeks

9. LEARNING RESOURCE DETAILS Recommended Readings: Brach, M.A. (2003), Real Options in Practice, Wiley Finance, Hoboken: ISBN 0 471 26308 7. Howell, S., A. Stark, D. Newton, D. Paxson, M. Cavus, J. Pereira and K. Patel (2001), Real Options: Evaluating Corporate Investment Opportunities in a Dynamic World, Financial Times Prentice Hall, London: ISBN 0 273 65302 4. Patel, Kanak, Dean Paxson and Tien Foo Sing (2005), Practical Uses of Real Property Options, RICS Research Papers, London. Paxson, Dean (2016), REAL OPTION VALUE, manuscript. 10. METHODS OF FEEDBACK TO STUDENTS Comments during group project or individual case work. Questions and feedback during and after class. 11. METHODS OF FEEDBACK FROM STUDENTS/COURSE EVALUATION Comments please during and after class, and group sessions. Date of current version 10/12/14

110 | P a g e



Term Autumn 2015

Course Unit Title Strategic Integrity: Strategy, Corporate Finance and Information Systems

Unit Code BMBA60170



Level Postgraduate


Contact Hours 30

Pre-requisite units

Co-requisite units

ECT* 7.5

Notional hours of Learning** 150 * ECT (European Credit Transfer and Accumulation System): There are 2 UK credits for every 1 ECT credit, in accordance with the Credit Framework (QAA). Therefore, if a unit is worth 30 UK credits, this will equate to 15 ECT. ** Notional hours of learning: The number of hours which it is expected that a learner (at a particular level) will spend, on average, to achieve the specified learning outcomes at that level. It is expected that there will be 10 hours of notional study associated with every 1 credit achieved. Therefore if a unit is worth 30 credits, this will equate to 300 notional study hours, in accordance with the Credit Framework (QAA). 2. TEACHING ACADEMICS Name Prof Peter Kawalek Secretary None Room 5.14 HH Room n/a Tele 0161 275 6518 Tele n/a Fax Fax n/a Email [email protected] Email n/a Office Hours To be confirmed Name Dr Igor Yakimovich, Siemens Nürnberg,

germany. Visiting Fellow Manchester Business School

None

Room Room n/a Tele Tele n/a Fax Fax n/a Email Email n/a Office Hours By appointment via email

Name Dr Mark Healey Secretary None Room 6.22 HH Room n/a Tele Tele n/a

111 | P a g e

Fax Fax n/a Email [email protected] Email n/a Office Hours

3. AIMS 4. The programme unit aims to:

1. Promote a new integrated and systemic model of Strategy that is attuned to environmental demands, flexible and technologically informed – an advance over the functional views of the past.

2. Introduce the key theoretical concept of `interfaces’ between the disciplines of Strategy, Corporate Finance and Information Systems.

3. Synthesise ideas of Strategy, Corporate Finance and Information Systems in order to show how all are utilized and inter-related in the company boardroom.

4. Exemplify the use of key Strategy models. 5. Introduce the application of principles of Corporate Finance. 6. Introduce key concepts of Information Systems.

5. BRIEF DESCRIPTION OF THE UNIT In the era of globalisation, the interplay of three disciplines, Strategic Management, Corporate Finance and Information Systems, is crucial for the success or failure of any multinational. Typically, text-books and academic papers look at these in isolation. Students learn about each of them but then try to fill in the gaps between them when they finally gain a senior position. The reality is that the capability to optimise the relations between each is vital to successful business. Command of major business constantly optimises between the disciplines and the most successful executives learn the variables that affect each of them. The key variables are those that provide interfaces to the other disciplines. This idea of interfaces between the disciplines is key to the elective. In this workshop we look at these critical interfaces and describe how they are related. This is done by setting out key parts of the curricula of Strategy, Corporate Finance and Information Systems. This leads to identification of the interfaces between them. The learning is deepened by building up a case study of a multinational and having open discussion in class. Students gain insight into the senior command of an organization and see the contextual roles of each discipline. Strategy and Corporate Finance are information sources, whilst Information Systems deliver operational control. The course does not require prior expertise in any of its topics – it is aimed at the general MBA student. 6. INTENDED LEARNING OUTCOMES


Possess good understanding of the following concepts: 1. Classical and novel Strategy models 2. Key concepts of Corporate Finance 3. Information Systems principals, especially the role of IT

Architecture. 4. Interfaces between Strategy, Corporate Finance and Information

Systems so that students understand how they affect each other.

112 | P a g e

5. Reporting requirements and responsibilities of boardroom officers that necessitate the integrated understanding of Strategy, Corporate Finance and Information Systems.

6. Have access to relevant cases for each of the topics above. Intellectual skills 1. The modern multinational business is highly dynamic and

technological. Students will gain this insight and be required to prepare themselves for it.

2. The modern multinational depends on integrated thinking. Students will gain this insight and be required to prepare themselves for it.

Practical skills Our teaching style will be very interactive. We want classroom debate.

Students will need to feel comfortable in bringing materials to class and presenting it (and so to develop these skills). As outputs we will be looking for first-rate reports on cases and issues related to the board-level management of modern multinationals. We will expect students to participate in identifying the key questions as well as answering them in group and individual work. On the IS side we will use tools relating to SAP systems so that experience is gained there.


1. Ability to relate Strategy, Corporate Finance and Information Systems, identifying interfaces between them.

2. Confidence when confronting arguments and debate over the future of the economy (in particular multinationals).

3. Ability to critique concepts and ideas expressed in other courses through your knowledge of Strategic Integrity.

4. Familiarity with cases.



relevant)


feedback Group Presentation and Jigsaws

Both slides and supporting text. 1500/2000 words for the text.

40% Boardroom presentation of SI in M&A (Peer assessment adjustment of up to + / - 20% of the group mark)

Presentation to be given on Day 4 of the course. Written explanation (1500/20000 words) to follow Date tbc

Three weeks after hand-in.

Individual Essay

3,000/5,000 words. Essay research topic.

60% tbc tbc

Date of current version 19th December 2014

113 | P a g e


Term Autumn 2015

Course Unit Title Strategic Retail Management

Unit Code BMBA60072




Level MBA


Contact Hours 30

Pre-requisite units

Co-requisite units

ECT* 7.5

Notional hours of Learning** 150 * ECT (European Credit Transfer and Accumulation System): There are 2 UK credits for every 1 ECT credit, in accordance with the Credit Framework (QAA). Therefore, if a unit is worth 30 UK credits, this will equate to 15 ECT. ** Notional hours of learning: The number of hours which it is expected that a learner (at a particular level) will spend, on average, to achieve the specified learning outcomes at that level. It is expected that there will be 10 hours of notional study associated with every 1 credit achieved. Therefore if a unit is worth 30 credits, this will equate to 300 notional study hours, in accordance with the Credit Framework (QAA). 2. TEACHING ACADEMIC Name Prof Nitin Sanghavi Secretary Michelle Kelly Room 3.52 Room 3.30, MBS West Tele 0161 275 6481 Tele 0161 275 0948 Fax 0161 275 6464 Fax 0161 275 6357 Email [email protected] Email [email protected] 3. AIMS The course unit aims to enable students to identify and understand critical strategic and structural issues in retailing; examine and assess key dimensions of resource markets, consumer markets and distribution markets in retailing and identify key national and international trends in retailing of goods and services.



114 | P a g e

4. BRIEF DESCRIPTION OF THE UNIT

This popular elective builds on the first year strategic management and marketing courses and focuses mainly on retail and retail-related sub-sectors. The elective will be a mixture of taught inputs, live examples, case studies, class participation, individual essays and project work.

5. OBJECTIVES The unit, now in its twenty-first year, builds on the first year of Strategic Management and Marketing courses and will have the following objectives: (i) Understand what retailing is, key functions of retailing, key elements of the retail

trading environment and retail strategy (ii) Understand retail strategic marketing. (iii) Develop an understanding of retail locations, store design and planning, visual

merchandising, buying/merchandise management, retail pricing, retail operations, supply chain management, customer management, organisation and HR aspects

(iv) Understand key national/international changes/trends in consumer markets including their shopping attitudes and buying behaviour patterns; impact of these changes/trends on retail structures and strategies.

(v) Assess trends in relation to the internationalisation of retailing and non-store retailing

(vi) Examine future trends in retailing.

6. ASSESSMENT

Assessment task Length Weighting within unit (if relevant) Submission Date

Group project Of which Interim presentation Final report

4,500 words

30% (20%) (80%)


Individual Essay 3,500 words

50%

Classroom Participation 20% -



1. Practical and lots of examples to illustrate a link to theoretical, the way and approach of the Professor is encouraging students to participate.

2. Very rich course grounded in very varied real-life experience. Cutting edge thinking and latest trends. Great course.

115 | P a g e

8. READING

There is not just one recommended book for this course. Students are, however, asked to scan at least a couple of books from the following list prior to the start of the course. Good basic books Levy and Weitz, Retailing Management, (McGraw-Hill), 2008. ISBN: 0071 215 735 B Berman & J Evans, Retail Management: A Strategic Approach (Prentice Hall International). ISBN: 0130 279 609 O Omar, Retail Marketing (Pearson HE/Financial Times/Prentice Hall). ISBN: 0273 638 599 R. Cox and P. Brittain, Retailing: An Introduction, (Prentice Hall) ISBN: 0273 678 191 Good additional books B Rosenbloom, Marketing Channels (Dryden Press). ISBN 0030 104 939. B.J. Davies, and P. Ward, Managing Retail Consumption (John Wiley & Sons), 2002. ISBN: 0471 489 123 P. Kotler, Marketing Management, (Pearson Education). ISBN: 0130 497 150 D Waller, Operations Management: Supply Chain (Thomson Learning). ISBN: 1861 528 035 F. David, Strategic Management: Concepts and Cases (International Edition) (Pearson Education). ISBN: 0131 276 751 For specific interest P Chisnall, Essence of Marketing Research (Prentice Hall). ISBN: 0132 848 295 M Lopez, Retail Store Planning & Design Manual (John Wiley & Sons). ISBN: 0471 076 295 R Varley, Retail Product Management, Buying and Merchandising, 2nd Edition, (Routledge), 2005. ISBN: 0415 327 156

116 | P a g e



Term Autumn 2015

Course Unit Title The Reflective Manager

Unit Code BMBA60165

Credit rating 15


Level MBA


Contact Hours 30



ECT* 7.5

Notional hours of Learning** 150 * ECT (European Credit Transfer and Accumulation System): There are 2 UK credits for every 1 ECT credit, in accordance with the Credit Framework (QAA). So, if a unit is worth 30 UK credits, this will equate to 15 ECT. ** Notional hours of learning: The number of hours which it is expected that a learner (at a particular level) will spend, on average, to achieve the specified learning outcomes at that level. It is expected that there will be 10 hours of notional study associated with every 1 credit achieved. Therefore if a unit is worth 30 credits, this will equate to 300 notional study hours, in accordance with the Credit Framework (QAA). 2. TEACHING ACADEMIC Name Dr Mark Winter Room F13 MBS East Phone 0161 306 5796 Email [email protected] Office Hours Meetings by arrangement 3. COURSE SUMMARY

This course is about making sense of the practice of management and the challenges of managing and leading in complex organisational situations. It focuses especially on how effective managers approach decisions in complex situations through reflective inquiry, sensemaking, conversation, intuition, and pragmatic judgment. Importantly, it aims not just to develop deeper insight into how effective managers reflect in action, it also seeks to enrich the student’s reflective thinking capability for dealing with complex situations in their future managerial careers. Moreover, in taking a holistic approach to studying the practice of managing, the course aims to help students integrate their other MBA courses from the practitioner’s standpoint and seeks overall to develop a more reflective and more critical stance on management, managing and leading in organisations.

4. COURSE AIMS

This unit aims to:


117 | P a g e

1. To develop a holistic understanding of the practice of management: its origins and historical development, different perspectives on the primary role of management, and current debates.

2. To develop deeper insight into how reflective managers actually think in complex situations in the context of making decisions and dealing with multi-faceted issues.

3. To develop the student’s reflective thinking capability to help them engage more effectively with complex situations in their future managerial careers.

4. To develop a more critical outlook on the practice of management and to help students integrate their other MBA courses from the perspective of a practitioner.

5. LEARNING OUTCOMES At the end of the course students should be able to:

appreciate more critically the historical development of professional management and the changing context of management and leadership in the twenty-first century;

appreciate more critically how reflective managers think in action through sophisticated processes of reflective inquiry, sensemaking, conversation, intuition and judgement;

understand the limits to reflective thinking and how the use of ‘tools’ can enrich individual and group inquiry processes in complex situations;

reflect more holistically and think more reflexively in complex situations, and be able to use management concepts and tools as guiding frameworks rather than prescriptions for action;

work more effectively, both as an individual and as part of a group, in dealing with complex situations in organizational environments;

understand how this course relates to the student’s other courses in the MBA programme and how the concepts and tools can be integrated with other frameworks and models in the MBA.

6. COURSE PROGRAMME FOR 2014 – SMALL CHANGES MIGHT BE MADE IN 2015

Week Date Session Themes and Class Activity

1 16 Oct Managing and Leading in the 21st Century: Challenges for Managers A BIG History View of Management and the BIG Question

2 23 Oct Managerial Decision Making as Reflective Thinking: Patterns and Limits Introduction to the PRISM® Inquiry System: Framework and Example Uses

3 30 Oct Briefing on the Applied Exercises Using PRISM® Situation A: Applied Exercise 1 Using PRISM® (Assessment 1)

4 6 Nov Applied Exercise 1 continued Reflecting on Exercise 1: Linking the Experience Back to Weeks 2 and 3

5 13 Nov Situation B: Applied Exercise 2 Using PRISM® (Assessment 1) Reflecting on Exercise 2: Managers as Facilitators of Inquiry

6 20 Nov Reflexive Intelligence: Intuition, Sensemaking and Judgement The Reflective Manager: Summary of Core Ideas and Course Review


118 | P a g e

An electronic reading list is in preparation which will be used to provide links to recommended learning materials specifically linked to the course programme and the two assignments. 8. ASSESSMENT USED FOR THE CLASS OF 2015


Due date

Group Presentation A presentation on the outputs from the two applied exercises and the group’s reflections.

2000 words 40% Peer assessment

adjustment of up to +/- 20% of the group mark

Reflection Paper A personal reflection paper on the student’s learning from the course.

3000 words 60%

9. METHODS OF DELIVERY The course is delivered over six weeks using a combination of interactive class sessions, applied work, and themed discussions aimed at sharing ideas and experiences to help students develop their own reflective thinking capability. Also, a `big picture’ approach is deliberately taken to help students make sense of management and managing as a whole in order for them to integrate their other courses on the MBA. 10. METHODS OF FEEDBACK TO STUDENTS Regular support and feedback will be provided to the students using Blackboard and email, especially during the applied work, and each delegate will be given feedback (if requested) on their plan for the reflective report, and written feedback on the report. 11. METHODS OF FEEDBACK FROM STUDENTS/COURSE EVALUATION School Course Evaluation questionnaires. 12. STUDENT FEEDBACK

This is a new course in its second year of delivery and several changes have been made in the light of last year’s feedback, notably the opportunity to gain more experience in using the tools. Date of current version 10th December 2014

119 | P a g e

1. GENERAL INFORMATION TO BE UPDATED FOR 2015


Term Autumn 2014

Course Unit Title Venture Capital and Private Equity

Unit Code BMBA60095

Credit rating 15



Level MBA


Contact Hours 30



ECT* 7.5

Notional hours of Learning** 150 * ECT (European Credit Transfer and Accumulation System): There are 2 UK credits for every 1 ECT credit, in accordance with the Credit Framework (QAA). Therefore, if a unit is worth 30 UK credits, this will equate to 15 ECT. ** Notional hours of learning: The number of hours which it is expected that a learner (at a particular level) will spend, on average, to achieve the specified learning outcomes at that level. It is expected that there will be 10 hours of notional study associated with every 1 credit achieved. Therefore if a unit is worth 30 credits, this will equate to 300 notional study hours, in accordance with the Credit Framework (QAA). 2. TEACHING ACADEMICS

Name To be advised Secretary Room Room Tele Tele Fax Fax Email Email Office Hours 3. AIMS The programme unit aims to introduce course members to the skills, tactics and language of venture capital and private equity. Both the theoretical and practical aspects of the topic will be explored. Alongside the theory and concepts taught, experienced practitioners, including Professors Peter Folkman and Malcolm Smith, will provide input on the practical application of the course content.

120 | P a g e

4. BRIEF DESCRIPTION OF THE UNIT Venture Capital and Private Equity are quite different from more traditional sources of capital for privately owned businesses, such as bank debt and retained profits. Consequently only certain types of business are likely to seek and successfully attract VC / PE finance. The structure and funding of VC / PE houses is complex and also requires that they adopt particular tactics in identifying investees and managing these, post investment. Each lecture will focus on a particular issue in the VC / PE arena, such as seed funding, growth finance, exits etc. Case studies will be used to provide participants with the challenge of engaging with issues such as deal selection, negotiation, pricing, management and exit, as well as the management of VC fund themselves. 5. INTENDED LEARNING OUTCOMES

Category of outcome Students should (please delete as appropriate) be able to: Knowledge and understanding

Understand the nature of VC and PE funding, the types of business that they are seeking to invest in and the ways that VC Houses manage their investments in order to earn an adequate return, for their investors. The main types and sources of VC funds will be covered, so that participants will be able identify and seek out investors that match the profile of the different types of businesses that may require “equity” funding.

Intellectual skills Apply the techniques of cash-flow forecasting, entity valuation, strategic analysis, operational and change management, covered in the diploma stage of the course, to businesses undergoing rapid change whether this is caused by business formation, growth, turnaround or change of ownership (e.g. management buy-out).

Practical skills Participants will be able to appreciate: 1. How VCs / PE funds make money from the businesses in which they invest. 2. If a VC or Private Equity house would be interested in considering an investment in a particular company. 4. What terms and conditions would attach to such investments. 5. The approaches VCs would adopt in determining current and future valuations of the business. 7. How a VC would set about realising value from such an investment.


At the end of the course participants will be able to advise the Directors of a company:

1. Whether the business would benefit from a venture capital investment

2. Actions that the management should take in order to attract such funding.

3. The consequences of raising external equity from VCs 4. In the absence of an equity injection how the management might

set about realising value from the company, for themselves. 6. METHODS OF DELIVERY (including the use of E-Learning)

The course will run over 6 weeks, for one day per week, but week 5 is kept free to allow you to prepare and submit your group project presentations. The other weeks will involve relevant case studies that course participants will prepare in advance. One or more groups will be asked to present their analysis and recommendations. Presentations will be followed by class discussion and input from the course leaders. Lectures will involve inputs from faculty and practitioners.

121 | P a g e

7. ASSESSMENT

Assessment task Word Length Weighting within unit (if relevant)

Date Due

Individual assignment

2,000

60%

Monday 1st December

Group project presentation

Maximum 20 slides 25% Peer assessment adjustment of up to +/- 20% of the group mark

Slide pack - Thursday 13th November. Presentations on Wednesday 19th Nov

Class Participation 15% 8. STUDENT COURSE EVALUATION FEEDBACK What did you like about this course and why:

1. Group work. Guest lectures/speakers. Real cases and interactions with VCs, entrepreneurs.

2. Good mix of theory and practice, good exposure to industry. 9. Course Text Venture Capital, Private Equity, and the Financing of Entrepreneurship by Josh Lerner, Ann Leamon, Felda Hardymon, 2012, John Wiley & Sons; ISBN-10: 0470591439 / ISBN-13: 978-0470591437 Date of current version 6th September 2014

http://www.amazon.co.uk/s/ref=dp_byline_sr_book_1?ie=UTF8&field-author=Josh+Lerner&search-alias=books-uk&text=Josh+Lerner&sort=relevancerank

http://www.amazon.co.uk/s/ref=dp_byline_sr_book_2?ie=UTF8&field-author=Ann+Leamon&search-alias=books-uk&text=Ann+Leamon&sort=relevancerank

http://www.amazon.co.uk/s/ref=dp_byline_sr_book_3?ie=UTF8&field-author=Felda+Hardymon&search-alias=books-uk&text=Felda+Hardymon&sort=relevancerank

122 | P a g e

THE INTERNATIONAL STUDY TOUR

AUTUMN 2015

123 | P a g e

International Study Tours 2015 The Study Tour is part of the International Business Experience at Manchester Business School. The study tours will combine an academic course with visits to companies and institutions. This year we hope to offer “Doing Business in China” at our Shanghai Centre and “Comparative and International Business” at our Centre in Dubai It is anticipated that both Study Tours will take place early/mid-September and will involve a 3 day face to face workshop and 2 days of company visits. As with our Exchange programme, students will be expected to cover the cost of the flight and accommodation/subsistence.

Course unit outlines to follow.

124 | P a g e

LANGUAGE

ELECTIVE COURSES

(offered in the Autumn Term 2015)

125 | P a g e

Language Elective Courses The University Language Centres delivers a small number of language courses that MBA students can take as credit. Attendance is required for 3 hours per week. The language courses on offer in the Autumn Term are:

• Introductory Spanish • Introductory German

These courses are for students who have no knowledge of the languages above.

Introductory Spanish – 15 credits http://www.ulc.manchester.ac.uk/languages/leap/spanish/levels/introductoryspanish/

• Description: This course is designed for students who wish to move quickly through the fundamentals of Spanish grammar while developing some basic communicative skills. It aims to teach students simple structures and lexis which will enable them to communicate effectively in a range of situations in a Spanish-speaking country. Students will be expected to use the range of resources available to them in the Language Centre and to communicate with native speakers wherever possible, in order to develop cultural competence.

• Learning outcomes: Upon successful completion of the course, students should be able to: 1) handle some of the basic grammatical structures of Spanish; 2) communicate orally and in written form in a limited number of social occasions.

Introductory German – 15 credits http://www.ulc.manchester.ac.uk/languages/leap/german/levels/introductorygerman/

• Description: This course is designed for students who wish to move quickly through the fundamentals of German grammar while developing some basic communicative skills. It aims to teach students simple structures and lexis which will enable them to communicate effectively in a range of situations in a German-speaking country. Students will be expected to use the range of resources available to them in the Language Centre and to communicate with native speakers wherever possible, in order to develop cultural competence.

• Learning outcomes: Upon successful completion of the course, students should be able to: 1) handle some of the basic grammatical structures of German; 2) communicate orally and in written form in a limited number of social occasions.

Both languages will run during the Autumn Term from mid/late September until the first or second week in December 2015.

http://www.ulc.manchester.ac.uk/languages/leap/spanish/levels/introductoryspanish/

http://www.ulc.manchester.ac.uk/resources/

http://www.ulc.manchester.ac.uk/languages/leap/german/levels/introductorygerman/

126 | P a g e

THE

WINTER

TERM

2016

The International Business Project

127 | P a g e


Term Winter Term 2016

Course Unit Title International Business Project

Unit Code BMBA60116


Level MBA

Pre-requisite units n/a

Co-requisite units n/a

School responsible MBS

2. TEACHING ACADEMICS

Name Prof. Syd Howell (Project

Director) Secretary Susan Barker

Room MBS Crawford House, M34 Room MBS Crawford House, M15 Phone 0161 275 0429 Phone 0161 306 6404 Email [email protected] Email [email protected] Office Hours By appointment Name Dr Mike Arundale Secretary Room Harold Hankins, 6.02 Room Phone 0161 275 6469 Phone Email [email protected] Email Office Hours By appointment Name Dr Phil Galvin Secretary

Please contact Phil Galvin directly by email

Room MBS West, 1.14 Room Phone 0161 275 6326 Phone Email [email protected] Email Office Hours By appointment 3. AIMS In the International Business Project every student gains practical experience of working, in a silf-selected group, at negotiating, designing, executing and presenting an assignment for a real business client. The IB Project is a full time dedicated consultancy project on a substantial client facing project involving international travel. The objectives of the project are to: a) Increase student capability in the use of rigorous business research methodology and tools b) maximise learning and career value for the teams, c) provide the best possible project for the client,





128 | P a g e

d) provide the best impact on MBS’s reputation 4. BRIEF DESCRIPTION OF THE UNIT The IB Project requires MBA students to:

• practice handling a complex and often unstructured business situation in an international environment;

• manage a project team containing a mix of skills, experience, cultures and gender;

• deliver a rigorous, data driven analysis of a business situation under challenging consultancy conditions;

• demonstrate consultancy skills, such as project scoping and management, planning business meetings, conduct business analysis and to manage the consultant-client relationship across several countries and cultures;

• demonstrate that you can be thought leaders;

• demonstrate team working skills;

• demonstrate report writing and presentation skills. The projects will require you to bring together all of the skills acquired during the previous MBA stages into one major project. 5. INTENDED LEARNING OUTCOMES Category of outcome Expectations Knowledge and understanding

Students will have a clearer understanding of • the interface between soft and hard skills, and the relation between

several academic disciplines and the reality of consulting practice • the range of skills required to deliver complex client facing projects.

Intellectual skills Additional and more specialised skills will be acquired in project management, questionnaire design, research design, data analysis, report writing.

Practical skills Expect to be challenged more aggressively than at any previous stage of your MBA - and to learn more. Uncertainty, frustration, jet lag and the management of tight budgets, for time and money and visa formalities, are also part of the mix.


Students will experience challenge in using their soft skills and interpersonal stresses in new contexts – notably working under pressure, and in an unstructured environment. They will be working also with live clients and other people. Students learn that minor-seeming actions or failures to act may have irrevocable consequences, now and later in their careers. The effects may hit some or all of themselves, MBS and their client.

6. LEARNING AND TEACHING PROCESSES The IB Project is a 100% practical full time consultancy project.

129 | P a g e

The project element is supported by a supervisor for each group, the central MBA Projects team (directed by Prof Syd Howell) who provide support throughout the project period.

130 | P a g e

GLOBAL ELECTIVES

Delivered at one of our global centres.

Course Unit Descriptions are intended as a guide only and / or offerings are subject to change.

131 | P a g e

Global Electives Global Electives are reported as 15 credits on the FT MBA Programme

Elective Title Credits Location Dates

Advanced Strategic Management 15 Dubai

Advanced Strategic Management 15 Singapore

Commercial and Contract Management 15 Dubai

Corporate Risk Management 15 Dubai

Corporate Risk Management 15 Hong Kong

Corporate Risk Management 15 Shanghai

Entrepreneurship and Innovation Management 15 Dubai

Entrepreneurship and Innovation Management 15 Miami

Entrepreneurship and Innovation Management 15 Singapore

Global Finance 15 Dubai

International Business Strategy 15 Dubai

International Business Strategy 15 Singapore

International Business Strategy 15 Shanghai

International Marketing Management 15 Dubai

Investment and Portfolio Management 15 Dubai

Investment and Portfolio Management 15 Singapore

Investment and Portfolio Management 15 Hong Kong

Investment and Portfolio Management 15 Shanghai

Negotiation Skills and Selling Strategies 15 Dubai

Negotiation Skills and Selling Strategies 15 Hong Kong

Negotiation Skills and Selling Strategies 15 Singapore

Risk Management 15 Dubai

Risk Management 15 Singapore

Risk Management 15 Miami

Supply Chain Management 15 Dubai

Supply Chain Management 15 Shanghai

Strategic Management of Project 15 Dubai

PLEASE NOTE: Allocation of spaces is subject to capacity.

132 | P a g e

GENERAL INFORMATION Course Information

Course Title Advanced Strategic Management (ASM)

Credit rating 20

Degree Programmes Global MBA

Workshop Hours 25

Pre-requisite Units Strategic Management Students MUST have completed this core module before taking this elective.

Co-requisite Units None

Contact E-Facilitator via Blackboard

Teaching Division Innovation, Management & Policy

Materials

Study Guide: On Blackboard Only Textbook/s: Printed

BRIEF DESCRIPTION OF THE COURSE The elective has four elements: Analysis of the Competitive Environment, Corporate Strategy, Business Strategy, Implementation. The Workshop is based on Business Strategy/developing Business Models and applying all four elements to a case – Associated British Foods (ABF). COURSE AIMS The course aims to build on, and integrate with, the core Strategic Management capstone Course. The Course’s main aim is to broaden and deepen student understanding and application of Strategic Management and to holistically develop and Implement Company and Business Unit Strategies in the Competitive Environment. Serve as a capstone to the MBA course. To holistically develop and implement company and business unit strategies in the competitive environment. INTENDED LEARNING OUTCOMES

Category of outcome

Students will :


Carry out an in-depth, systematic, rigorous analysis of the competitive environment. Holistically formulate company and business strategies whilst aligning implementation ability.

Intellectual skills

Will be stimulated and stretched.

133 | P a g e

Practical skills

Effective teamwork. Structuring and developing managerial presentations. Crafting practical managerial assignments.


As a capstone the elective ‘brings it all together’ – in a practical, managerial manner for you to carry forward into your careers.

LEARNING AND TEACHING PROCESSES This course incorporates a wide variety of learning and teaching techniques over four separate units, three of which are undertaken via blended learning, and one of which involves a workshop. Key teaching and learning techniques utilised include an individually completed assignment and live, group-based presentation work in the workshop, incorporating the practical-based learning approach of the ‘Manchester Method’. This replicates real-world business challenges in the work undertaken. ASSESSMENT

Assessment Task

Length

Weighting within unit

Due date

Workshop – Group Presentation

30 min presentation 30 min Q & A

30%

See Student Portal for all dates http://support.mbs-worldwide.ac.uk

Workshop Class Participation 10%

Individual Assignment Max 15 pages / 2,000 words

30%

Special Interest Topic

Max 15 pages / 2,000 words

30%

Assignment 1 Strengthening an existing Business Model or developing a new Business Model Workshop Group Presentation Group presentations on day 3:

• Divisional Strategy for Sugar • Divisional strategy for Primark • Divisional strategy for Grocery • ABF company strategy • ABF challenges, initiatives to take

Workshop class participation Grade awarded on the basis of class participation during the Workshop and the success of our final day meeting/presentation Q&A

134 | P a g e

Assignment 2 Approval needs to be granted for non-attendance of workshop. If granted, an alternative assignment will be required. Special Interest Topic Students are asked to select a strategic issue of interest and relevance to them. A managerial question should be asked and answered. The topic can link to Assignment 1. The topic selected can act as a spring-board to Project Stage. The selected topic should be supported by at least five relevant references from the literature.

135 | P a g e

GENERAL INFORMATION

This module is accompanied by an e-book only. Hard copy textbooks are not provided.

Course Title Commercial & Contract Management

Credit rating 20

Degree Programme Global MBA

Workshop Hours 24

Pre-requisite Courses None

Co-requisite Courses None


Module Coordinator David Lowe

Materials Study Guide: Online Only Textbook/s: Ebook only

Details This is a core course on the Global MBA Project Management pathway

BRIEF DESCRIPTION OF THE COURSE Principles The role of commercial & contract management (CCM) within the management of projects, CCM bodies of knowledge, CCM maturity, CCM success criteria, value creation, competitive advantage theories, relationship management. The course has three main elements: Principles of CCM for clients (demand-side – procuring assets and services) through the project life-cycle; including:

• Process: asset/service identification (strategy formulation & implementation, requirement identification), requirement specification, solution specification (procurement strategy), asset/service procurement (supplier selection), contract management (asset receipt & usage/service management), asset disposal/service termination.

• Techniques: procurement management, drafting and negotiation contracts, contract management (relationship, risk & value management, performance measurement)

Principles of CCM for suppliers (supply-side) through the life-cycle:

• Process: asset/service identification (strategy formulation & implementation, opportunity identification), opportunity development (business development), proposition identification, proposal development & submission (tendering strategy), project implementation/contract management (asset delivery & maintenance/service delivery, asset disposal/service termination.

• Techniques: bid management (procurement of resources, estimating, bid strategy, pricing policies, bidding models, risk & uncertainty, producing the proposal), drafting & negotiating contracts, contract management (cash-flow, relationship, risk & value management, performance measurement)

National Applications, where the role of nationally or regionally specific approaches is explored with particular emphasis on the role of government in shaping procurement practice.

136 | P a g e

Unified information processing system rather than a set of separate tools and techniques. COURSE AIMS The aims of this course are as follows: Develop a critical understanding of the principles and practice of commercial and contract management (CCM) within a project environment (from the perspective of both the purchaser and supplier). Particular attention will be paid to how commercial management practice varies nationally due to the role of the state shaping procurement. INTENDED LEARNING OUTCOMES

Category of outcome Students will


Knowledge and Understanding of the principles of commercial management: Identify the role of C&CM within the management of projects Discuss and evaluate the concepts and principles that underpin C&CM Discuss and evaluate the processes and practices of C&CM involved in procuring assets and services (demand-side perspective) Evaluate the techniques and tactics used in C&CM and how they can be adapted to meet national practice.

Intellectual skills Ability to: Develop the commercial strategy for a project or programme of projects Identify and apply appropriate concepts and framework in the analysis of commercial and contracting issues within a project environment Critically analyse and assess commercial and contractual issues and make appropriate recommendations Undertake critical research of commercial and contract management issues in a rigorous manner

Practical skills Ability to apply, define, design, plan ,develop, implement and manage commercial and contracting principles and procedures in nationally specific contexts


Development of communication, organisational, managerial and coping skills and a greater understanding of the interaction between principles and national practices.

LEARNING AND TEACHING PROCESSES This is a blended learning module and a variety of delivery methods will be implemented. The online element of the course is supported and delivered through Blackboard 9 where the majority of the study materials such as a workbook and other teaching materials are placed. Online discussions and online tutorials will be in place to support the learning process and contribute to the achievement of

137 | P a g e

the predefined learning outcomes. The face-to-face element of the course will be a three day workshop which will include lectures, group work and seminars as means to further enhance the learning process. ASSESSMENT INFORMATION

Assessment Task Weighting

Due date

Essay (Part 1) Group Work Essay (Part 2)

25% 25% 50%

See Student Portal for all dates:- http://support.mbs-worldwide.ac.uk

Essay (Part 1 & 2) An individual reflective practice paper: a critical reflection on the application of the theory, explored in the course, in practice. The paper, subdivided into two parts, is designed to be submitted in Stages: Part 1 (2,000 words) 25% Part 2 (4,000 words) 50% Group Work You will be required to participate in a group seminar presentation/ discussion on the application of commercial and contract management issues within your working environments.

http://support.mbs-worldwide.ac.uk/

138 | P a g e

GENERAL INFORMATION

Course Title Corporate Risk Management

Credit rating 20


Workshop Hours 24

Pre-requisite Units None



Teaching Division Accounting & Finance Division

Materials Study Guide: Printed Textbook/s: Printed

BRIEF DESCRIPTION OF THE COURSE There is a spectrum of views about what the subject is about. At one end is the view that CRM is about ‘dealing with things that you are already doing which could go wrong’. At the other end is a more proactive approach of ‘thinking what you are supposed to be doing right and then arranging matters so that they do not go wrong and having procedures in place in case they still do’. The former approach is called ‘the Traditional approach’ and the latter approach, having spent a while being called ‘Operational risk management’ (ORM), is recently being called ‘Enterprise risk management’ (ERM). The good news about the Traditional approach is that there exists quite a solid hard core of well-tested concepts and techniques that have proved useful over the years. The not-so-good news is that it has become increasingly regarded as ‘rather dismal and not very proactive’. The good news about ERM is that it is ‘less dismal and more proactive’ and the bad news is that it is ‘rather broad and not yet settled down to being a well-tested hard core of concepts and techniques’. Some people would even argue for dropping the E and the R out of ERM and just calling it M for ‘management’ which, as you know, can be viewed as an even broader subject. COURSE AIMS The aim of this course is to provide students with an understanding of pure risk (where the best that can happen is that nothing will go wrong) and a working knowledge of the techniques for dealing with it in an effective manner. Corporate risk management is examined both as a defensive strategy and as an enabling device. INTENDED LEARNING OUTCOMES Category of outcome

Student Outcome:

139 | P a g e

Knowledge and understanding Intellectual skills Practical skills Transferable skills and personal qualities

Understand the nature of pure risk and how it impacts on organisations Understand the objectives of risk management in relation to those of other management functions; Be able to classify loss exposures under the headings of property, personnel, liability and consequential loss; Appreciate the nature of the risk management cycle and how it can be applied to different kinds of organisations and situations; Understand the wide range of risk management techniques for controlling and financing pure risk (and the interactions between them).

LEARNING AND TEACHING PROCESSES This course incorporates a wide variety of learning and teaching techniques over four separate units, three of which are undertaken via blended learning, and one of which involves a workshop. Key teaching and learning techniques utilised include an individually completed assignment and live, group-based presentation work in the workshop, incorporating the practical-based learning approach of the ‘Manchester Method’. This replicates real-world business challenges in the work undertaken. In addition, the study materials include a variety of self-completion exercises and questions which will allow those undertaking this course to test their knowledge and to identify how well their understanding of marketing theory and practice is developing. ASSESSMENT


Due date

Assignment 1 Workshop Task Exam

2500 as directed

25% 25% 50%


Assignment 1 This requires you to observe the risk management arrangements for all of (or part of) a ‘chosen organisation’ and look for improvements. Most students choose the organisation they work for – but other ‘chosen organisations’ have included clubs, societies and family units. Some past students on the course eventually extended their ‘Assignment 1’ to become their ‘MBA Project’. Workshop Task The second assignment is based on the Workshop where we will have been concentrating on the ‘not-so-straightforward and more controversial’ aspects of the subject. The Workshop Assignment

140 | P a g e

takes the form of a ‘Workbook’ which starts off with the kind of questions to which there are precise answers but ends with questions to which the quality of the answers depends on your understanding and interpretation of issues dealt with in the Workshop. Students are NOT in competition with each other for gaining marks for Workshop Assignments (or any other assessed work), by the way – so please do not hold back any contributions to workshop discussions which may be of interest and benefit to others. Everybody knows something about risks and ways to manage them so the Workshop is a good place to share experiences. Assignment 2 Approval needs to be granted for non-attendance of workshop. If granted, an alternative assignment will be required. Examination For the exam, you have three (3) hours in which to answer four (4) questions chosen from eight (8) which all carry equal marks. None of the questions are compulsory and only one of them is likely to be numerical. That should not prevent you from including mathematical concepts in the essay questions, however, where, so long as you answer the question, you are allowed to include both academic and practical ideas. Past exam papers are made available to you so that you can see what is expected of you. In my opinion, looking at past papers would enable you to ‘subject spot’ to some degree but not to ‘question spot’. You still need to be able to ‘answer the question that is being asked on the exam paper’ when you get to the exam room.

141 | P a g e

GENERAL INFORMATION

Course Title Entrepreneurship and Innovation Management

Credit rating 20


Workshop Hours 24



Module Coordinator Francis Chittenden / Ray Oakey


Materials

Study Guide: Printed Textbook: Printed

BRIEF DESCRIPTION OF THE COURSE This course gives participants a multiple perspective view of entrepreneurship and innovation, both as academic subjects, and in terms of practical entrepreneurial behaviour. COURSE AIMS Innovation is the main mechanism by which entrepreneurs successfully establish and grow their new business ventures. There are two main ways in which this course will explore this interaction between entrepreneurship and innovation. First, at a practical level, the course will familiarise participants with all the areas of entrepreneurial innovation necessary in order to establish and grow a business enterprise. Second, it will give the participant a strong contextual grounding in theories relevant to entrepreneurial behaviour, and its role as the key driving force in terms of innovation and growth in new and established businesses. INTENDED LEARNING OUTCOMES

Category of outcome

Students will

Knowledge and Understanding

The course will provide knowledge and understanding of entrepreneurial motives, relevant entrepreneurial stimuli, theories of firm formation innovation and growth, and the role of entrepreneurship in the development of disruptive technologies.

142 | P a g e

Intellectual Skills By understanding the factors that drive entrepreneurs, and the skills entrepreneurs need, students will be able to improve their intellectual skills through appreciating that all forms of highly valuable human endeavour involve risk taking of all kinds. Such innovative risk taking is both intellectually stimulating and essential if society is to provide the resources we need, both to express ourselves, and provide useful work for others. The course will also enhance students’ ability to analyse information and make critical judgements; to synthesise and analyse data, to critically reflect upon, and evaluate prior experiential learning and to draw reasoned conclusions when making a case for a particular point of view.

Practical Skills In terms of practical content, this course will provide an understanding the problems of "start up", strategic options (at and following firm formation), anticipating and achieving market potential, raising and understanding finance (including business plans), and public policy towards entrepreneurship and small businesses. It will also enable participants to develop skills in the areas of independent research, using library and online resources and the use of models and frameworks in business planning.

Transferable Skills and personal qualities

Working in groups on entrepreneurially based topics will nurture transferable teamwork skills, both through the project work itself, and through the understanding that, in many instances, new business ventures can only be launched through a strong teamwork ethic developed between multiple entrepreneurs. It will also develop skills in negotiation, working constructively with others, time management, the ability to plan and undertake research and to apply this specific knowledge in everyday situations.

LEARNING AND TEACHING PROCESSES By using case studies, videos, lectures and course exercises, participants gain in-depth knowledge of the processes that both drive and constrain the ambitions of entrepreneurs as they seek, through innovative behaviour, to launch and/or develop new business ventures. In terms of specific content, this course will provide an understanding of the problems of "start up", strategic options (at and following firm formation), anticipating and achieving market potential, raising and understanding finance (including business plans), and exit strategies. The course unit utilises a blended learning approach, incorporating a multiplicity of teaching and learning methods. All participants are provided with a pack of specifically written course materials, plus supporting texts. They undertake a period of self-study which is followed by a 3-day workshop where participants learn face-to-face and get to experience the 'Manchester Method' through opportunities to meet and network with their peers, undertake group-work and enhance their presentation and soft skills. Throughout the unit, participants are supported through on-line discussions and support sites containing academic input. Participants are able to communicate globally and additional material is available through Blackboard and the student portal.

143 | P a g e

ASSESSMENT

Assessment Task Length Weighting

Due date

Group Presentation Exam

Max 20 slides

40% 60%


Group Presentation Group presentation in workshop (20 minutes including Q&A) Examination The examination for this course will be 2.5 hours + reading time and will be an Open Book examination



144 | P a g e

GENERAL INFORMATION

Course Title Financial Analysis

Credit rating 20


Workshop Hours 24



Module Coordinator Bob Ryan


Materials Study Guide: Printed Textbook: Printed

BRIEF DESCRIPTION OF THE COURSE Financial Analysis is an intensive practice led course where you will have the opportunity to learn a structured process to the analysis and interpretation of financial information. The course covers many of the basic elements of corporate finance and financial accounting but from an analytical perspective. You will learn how to apply theoretical understanding of finance and accounting to real world cases that are both topical and current. In recent years students have studied Glaxo Smith Kline, Rolls Royce, Disney, Cobham, Johnson Matthey and have learned through a methodological approach – reflecting the Manchester Method – how to interpret, analyse and forecast the financial fortunes of these companies. The course features a process of learning during the workshop called the Living Case Method© designed and developed by the course tutor. The Living Case Method uses a real time, action learning approach in small teams. During the course you will also learn how the market values companies and how to extend that understanding to other companies that are not market traded. The course is useful for those wishing to pursue a career in financial analysis but more generally for any manager who wishes to understand at the highest level how his or her organisation creates and sustains value. COURSE AIMS On completion of this course students should be familiar with, and be able to apply, a framework for business analysis and valuation using financial statement data in an international context. They should also be able to appreciate the potential pitfalls of using financial statement data in isolation and have learned strategies to deal with this, as far as this is possible. INTENDED LEARNING OUTCOMES Category of outcome

Students will

145 | P a g e


Create an advanced understanding and high level of practical competency in: The analysis of reported financial information focussing on the issues of value relevance and earnings quality Relevant financial theory and modelling including the estimation of the required rate of return, the analysis of real options and the valuation of business firms Create an understanding of international trends in Corporate Governance and a high level of skill in the analysis of corporate governance and financial risk assessment

LEARNING AND TEACHING PROCESSES The course is delivered by distance learning with a 3 day intensive “taught” workshop. The distance learning element of the course follows a 16 week study cycle with a detailed learning plan week by week. The first two units provide introductory and preparatory material which builds to the workshop. In the workshop this theory is applied to a major practical case study using the Living Case Method© involving the application of the method to live company situations. The aim of this is to deepen understanding of the theory through application, and to challenge any preconceptions that you may have over this process. ASSESSMENT


Due date

Assignment 1 Workshop Task 3-day home-based examination

2,500 Max as directed

25% 25% 50%


Assignment 1 This is carried out via blended learning. Please note that all materials and readings required for Assignment 1 (an individual piece of work) will be supplied during the first few weeks of the course. Details will be posted on Blackboard. Workshop Task This is a group-based piece of assessed coursework, which will be handed out to you and undertaken during the course workshop Assignment 2 Approval needs to be granted for non-attendance of workshop. If granted, an alternative assignment will be required. Final Assessment 3-day home-based examination



146 | P a g e

GENERAL INFORMATION

Course Title International Business Strategy

Credit rating 20


Workshop Hours 24



Module Coordinator Stefan Zagelmeyer


Materials Study Guide: Printed Textbook/s: Printed (both also available on Blackboard)

BRIEF DESCRIPTION OF THE COURSE The International Business Strategy (IBS) course introduces strategic aspects of managing a multinational corporation (MNC) in an international context. This course focuses on a) the role of organizational resources and capabilities and b) the institutional and cultural differences between countries for the firms’s competitiveness. IBS is an interdisciplinary course that combines aspects of strategic management, organisational theory, international economics, comparative political economy, cross-cultural psychology, management, marketing, and other disciplines that broadly impinge on the practical decision-making challenges international managers face. This course is case-based and rigorously examines multinational firms (largely MNEs but also – to a lesser degree – smaller micro MNEs) and their international business problems. Aside from the broad range of relevant topics covered, the course is designed to develop strategic analytical skills as well as practically-relevant problem-solving skills that will be useful for MBS students well beyond the context of this course. COURSE AIMS The course includes four parts: I. Foundations of International Business and International Business Strategy The first part of the course introduces and explains the concept of international business, the phenomenon of the MNC, and the two leading perspectives in international business. First, the institution-based view suggests that firm performance is, at least in part, determined by the institutional frameworks governing firm behaviour around the world. Second, the resource-based view suggests that firm performance is, at least in part, determined by its internal resources and capabilities. This part also includes a thorough discussion of formal institutions and informal institutions (culture), which – together with the organization’s resources and capabilities – influence and shape the design of international business strategies.

147 | P a g e

II. Global Business The design of international business strategy cannot be separated from the external macro-level context it operates in. The second part of the course introduces the students to relevant issues in the international economic and political context, ranging from international trade to foreign direct investment to regional economic and political integration. This part identifies macro-levels factors that MNCs should consider when engaging in international trade and foreign direct investment. III. The MNC on the Global Stage In the third part the MNC takes centre stage. This section discusses the processes of starting and developing an international business. It elaborates on entrepreneurship at the international level, different strategies of entering and for staying in domestic markets, and international alliances and acquisitions. This section also deals with issues of corporate social responsibility, organization structure, organizational learning, knowledge transfer and corporate governance. IV. The Functioning of the Global MNC The fourth part of the course looks at the functioning of MNCs, investigating the issues of global production and supply chain management, international marketing, international people management and, finally, finance, accounting and controlling in the international context. INTENDED LEARNING OUTCOMES Global Accelerated programme participants will have an improved ability to engage in critical and reflective discussion on the application of this unit to their professional practice. Due to the seniority of the cohort, the participants will have been able to draw on their peers' managerial experiences to consider International Business Strategy within multiple business sectors at a strategic level.

Category of outcome Students will


Develop a fundamental understanding of the foundations, motives, means and mechanics of international business. Recognize the relevance of institutions and culture as well as of organizational resources and capabilities for the design and development of international business strategies Also recognise how changing environmental conditions will require their organisation to evolve

Intellectual skills Case analysis skills Critical skills and thinking. The ability to analyse and make critical judgments An ability to articulate the precepts provided by conventional wisdom to produce bespoke management tools An ability to solve problems effectively An ability to apply course specific knowledge to a commercial situation

Practical skills Group work Case analysis Application of core skills covered in earlier courses Undertaking independent research

Transferable skills and Ability to deal with a lot of information quickly and effectively. IBS

148 | P a g e

personal qualities covers a lot of ground in a short period: Identifying priorities and developing timetables will probably be necessary for most Enhanced negotiation skills Working constructively with team member

LEARNING AND TEACHING PROCESSES The course utilises a blended learning approach, incorporating a multiplicity of teaching and learning methods. All students are provided with a pack of specifically written course materials, plus supporting texts. They undertake a period of self-study which is followed by a 3-day workshop where students learn face-to-face and get to experience the 'Manchester Method' through opportunities to meet and network with their peers, undertake group-work and enhance their presentation and soft skills. Throughout the unit, students are supported through on-line discussion channels and support sites containing extensive academic input. Students are able to communicate globally and additional material is available through Blackboard and the student portal. ASSESSMENT


Due date


Max 2000 as directed

20% 30% 50%


Assignment 1 This is carried out via blended learning. Please note that all materials and readings required for Assignment 1 (an individual piece of work) will be supplied during the first few weeks of the course. Details will be posted on Blackboard. Workshop Task This is a group-based piece of assessed coursework, which will be handed out to you and undertaken during the course workshop Assignment 2 Approval needs to be granted for non-attendance of workshop. If granted, an alternative assignment will be required. Examination The examination for this course will be 2.5 hours + reading time and will be an Open Book examination



149 | P a g e

GENERAL INFORMATION

Course Title International Marketing Management

Credit rating 20


Workshop Hours 24

Pre-requisite Units None



Teaching Division Marketing, Operations Management and Service Systems


BRIEF DESCRIPTION OF THE COURSE Two major developments have imperceptibly become the vital forces that have determined the strategic route that today’s businesses have taken. They are (1) The Marketing Concept (2) Internationalisation. The Global Marketing has become increasingly important to companies for three reasons: 1. Foreign markets constitute a growing proportion of the total world market 2. Foreign competitors are increasing their market share in one another’s markets 3. Foreign markets can be an important source of low-cost production, technology, capital, additional sales/profits, brand enhancement, know-how transfer etc. This elective will bring together these two increasingly important forces and will look at various strategic challenges/opportunities in relation to International Marketing including entry modes for internationalisation of the business, co-ordination activities as well as future trends. COURSE AIMS The course aims to enable students to: 1. Understand the International Marketing Environment and key factors impacting on it. 2. Assess various aspects of International Marketing Management. 3. Learn how to successfully co-ordinate various activities related to International Marketing 4. Apply the ideas and models to the International analysis of marketing in this context.

150 | P a g e

5. Utilise the concepts and theories in the real world, to provide successful solutions to multi-faceted marketing issues with global perspective.

INTENDED LEARNING OUTCOMES

Category of outcome

Student Outcome


Understand the concept of global marketing Understand the International Marketing Environment and the importance of PLESTE (Political, Legal, Economical, Social/Cultural, Technological and Environmental) factors Understand Global Marketing Strategy, Marketing research and intelligence, international product policy, international distribution, promotion and pricing, international marketing of services Assess various entry models for internationalisation of the business Learn how to coordinate successfully international marketing through planning, organisation and control Understand future trends of International Marketing and their impact on business strategies/structures

Intellectual Skills

Appreciate the key challenges/opportunities facing today’s business in terms of International Marketing and learn how to leverage them successfully in the global business environment.

Practical Skills

Utilise the best practices for successfully internationalising the business operations Take a more holistic view of the International Marketing Apply this learning with respect to varied International culture

Transferable Skills and Personal Qualities

Understanding of Global Marketing Concept, Strategy, Marketing research, international product, pricing, promotion and distribution aspects. Utilise this understanding to successfully coordinate the above activities Apply this learning to build on 5 ‘P’s in International context

LEARNING AND TEACHING PROCESSES A combination of formal teaching (using audio-visual tools where appropriate), case study work, exercises, formal presentations and discussions will be used.

151 | P a g e

ASSESSMENT

Assessment Task

Length

Weighting within unit (if relevant)

Due date

Class Participation Group Project Presentation Individual Essay

10 – 15 hours of group work plus presentation prior to workshop

20% 40% 40%


Class Participation Workshop participation, project presentations, case study presentations, Blackboard assessed discussions Group Project Presentation Students (in small groups) will be required to conduct a strategic analysis of an issue (or issues) identified, which must include some primary market research, around 3,500 words. Individual essay A subject focusing on strategic analysis of key issues, challenges/ opportunities facing an organisation/ sector, around 3,500 words.

152 | P a g e

GENERAL INFORMATION

Course Title Investment & Portfolio Management

Credit rating 20


Workshop Hours 24



Module Coordinator Nicholas Collett


Materials

Study Guide: Printed Textbook/s: Printed

BRIEF DESCRIPTION OF THE COURSE The Investments and Portfolio Management course covers the necessary theoretical background, tools, and skills required in modern portfolio management. The course aims to provide useful material for portfolio and fund management, asset liability management in financial institutions and fund management skills required in pension funds, mutual funds and other such industry. COURSE AIMS This course is designed for those who are interested in how the various financial instruments which make up the Money and Capital Markets work and how portfolio managers combine these assets to gain required risk / return objectives. Setting portfolio objectives, calculating portfolio performance and using derivatives to hedge risk are also covered. INTENDED LEARNING OUTCOMES Category out outcome Students will: Knowledge and understanding

The investment background and portfolio management principles The key instruments and their management; Derivatives, portfolio protection and performance measurement; Provide an understanding of stock selection and market timing and how this contributes to portfolio management; Provide guidelines on monitoring and updating portfolios within the overall allocation strategies; Understand portfolio diversification and how globalisation might help to achieve improved performance

LEARNING AND TEACHING PROCESSES This course is taught through three self-study units and a workshop. ASSESSMENT

153 | P a g e


Due date


1200 as directed

25% 25% 50%


Assignment 1 This is carried out via blended learning. Please note that all materials and readings required for Assignment 1 (an individual piece of work) will be supplied during the first few weeks of the course. Details will be posted on Blackboard. Workshop Task This is a group-based piece of assessed coursework, which will be handed out to you and undertaken during the workshop Assignment 2 Approval needs to be granted for non-attendance of workshop. If granted, the completion of an alternative assignment will be required. Examination The examination for this course will be 2.5 hours + reading time and will be an Open Book examination Workshop Task This is a group-based piece of assessed coursework, which will be handed out to you and undertaken during the workshop This is a group-based piece of assessed coursework, which will be handed out to you and undertaken during the workshop



154 | P a g e

GENERAL INFORMATION

Course Title Negotiation Skills and Selling Strategies (*)

Credit rating 20


Workshop Hours 24



Module Coordinator Malcolm Smith / Francis Chittenden


Materials Study Guide: Online Textbook/s: Printed

(*) valid until June 2015 BRIEF DESCRIPTION OF THE COURSE The course will use a combination of case studies, expert video presentation, and the assistance of seasoned practitioners. Students will gain an insight into current best practices, as well as relevant academic studies of both negotiation skills and sales strategies. They will learn through experience how to identify critical points in a negotiation, and what to look for in their opposite number. In particular, they will be shown how to position the negotiation in the context of their chosen sales strategy. They will also learn how to audit their performance, to facilitate continuous learning. COURSE AIMS Negotiation skills when deployed intelligently are an important element for successful management. Successful companies have at their core a strategic direction, which is effected through a defined sales strategy or strategies. Successful sales professionals have an armoury of negotiation and selling tactics, which can be deployed in achieving the agreed objectives. The course will introduce the participants to a rational approach to negotiation, and will show them in a practical way how to choose a technique appropriate to a range of business situations. Having given the participants a ‘tool kit’, we will then deepen their concept of sales strategies as practiced by companies around the world. We will assist them to construct specific negotiation methods to achieve the strategic aims. In the workshop participants will be given the opportunity to practice the negotiations tactics imparted in support of a variety of selling strategies. INTENDED LEARNING OUTCOMES

Category of outcome Student will

155 | P a g e


The course will provide a framework of negotiation skills and selling strategies, and a sense check on the potential fit between these two perspectives. The course participants will appreciate the steps by which sales strategies are chosen, and the potential negotiation tactics will then be tested for their likely efficacy in achieving corporate objectives

Intellectual Skills We will provide a robust framework to enable the students to deploy their understanding of alternative sales strategies and negotiation skills to achieve specific objectives in different situations. The students will be challenged with practical demonstrations involving different negotiation stances. The intellectual stimuli will allow them to break out of traditional negotiation mind sets, and to challenge their organisations with new ways to deal with sales opportunities. The study of sales strategy is at the heart of company profitability and longevity. They will be challenged to study the appropriateness of corporate sales strategies, which will greatly enhance their ‘broad view’ perspective.

Practical Skills This course is very much based on practical application of robust theory. The study of sales strategy will be based upon real life case studies, backed up by periodic class participation. At the negotiation level, students will be given video feedback of live negotiations between themselves and negotiation professionals. Video presentations by professionals will target specific elements of the course based upon their personal experience.


The participants will be given the tools to pass on the rational approach to deal making. The course will focus on team working in relation to negotiation situations. They will also gain valuable insight into their own skills and abilities as an outcome of course participation. Work with their own teams and (ideally) the counter-party to ensure that agreements are fulfilled by both parties and that important learning are captured for the benefit of future transactions.

LEARNING AND TEACHING PROCESSES The course will use a combination of case studies, video recording and review, role play exercises and presentations, the course texts (including the course workbook), reflective learning exercises and discussion boards will be used to deliver the materials. Students will gain an insight into current best practices, as well as relevant academic studies of both negotiation skills and strategies. They will learn through experience how to identify critical points in a negotiation, and what to look for in their counter-party. In particular, they will be shown how to position the negotiation in the context of their chosen strategy. They will also learn how to audit their performance, to facilitate continuous learning. ASSESSMENT


Due date

156 | P a g e

Individual Assignment Group Project

2,000 words +/-% 5,000 words

50% 50%


Assignment 1 Assignment 1 is an individual written assignment carried out via blended learning. Details of this assignment will be posted on Blackboard at the start of the course Workshop Task The Workshop assignment task is group-based assessed coursework. All workshop participants will be assigned to a group by the Workshop Director. Each group will prepare and undertake a negotiation case study, and following the workshop submit a reflective presentation on the process and outcomes. Full information on this assignment will be given out at the Workshop. Please note the Workshop Assignment is submitted and marked after the Workshop. Assignment 2 Approval needs to be granted for non-attendance of workshop. If granted, you will be required to complete a second individual assignment. This will be a case study based assignment, and will span the course content.



157 | P a g e

GENERAL INFORMATION

Course Title Risk Management

Credit rating 20


Workshop Hours 24



Module Coordinator Anthony Merna


Materials

Study Guide: Online Textbook/s: Printed

BRIEF DESCRIPTION OF THE COURSE The Risk Management course is designed to cover the major elements involved in the appraisal of a project those being identification, analysis (qualitative and quantitative) and risk response. These you will find in most books on risk and risk management. In this course the organisational levels typical of a corporate body are also identified. These are corporate, strategic business and project levels. Each level will be responsible for assessing risks, for example the corporate body will assess the big picture risks often those that are unmanageable such as political, legal and commercial risks. The strategic business unit will assess risks associated with the project and the market and project level will assess project risks in greater detail as more information becomes available. For many students involved in managing portfolios or programmes of projects the assessment is more detailed and will usually require the use of risk software for quantification and development of outputs on which decisions can be made. Once these basics have been described frameworks such as Basel II and Corporate Governance are discussed and then a number of case studies described and assessed. The course offers a wide variety of tools and techniques which can be applied in a risk assessment. The course workbooks and the two recommended books provide sufficient information for students to address risk assessment in any type of project or investment. The outline of the course is adequately covered by the chapter titles in the book Corporate Risk Management (2008) by Merna and Al-Thani and the Study Guides. In this RM programme students should be able to follow a logical path of study with respect to the outline. Initially identification of risks is covered followed by analysis both qualitative and quantitative (deterministic and stochastic) followed by risk response. All these topics are covered in the Study Guides and RM course books. The assignments are also set to compliment the course as outlined in the study plan. The course has

158 | P a g e

been developed to ensure all students, irrespective of the programme they are taking, Finance, Engineering or Construction are taught the basics of RM and its application in the business world. COURSE AIMS To understand the role of risk management and its application in the procurement and management of projects and investments project levels. INTENDED LEARNING OUTCOMES

Category of outcome Students will Knowledge and Understanding

Describe the different risk management tools and techniques used at different stages of projects and sources of risk Describe the risk management process Understand the importance risk management at different levels (corporate, SBU and project levels) of organisations and the sequencing of risk management

Intellectual Skills Determine the different tools and techniques used at identification, analysis and response stages of risk management Identify the risks associated with different stakeholders to a project over the life cycle of the project and methods for recording and managing risks

Practical Skills

To model and manage the effect of risk over a project(s) or investment lifecycle and to develop a risk management system To audit risk management systems and develop as required To assess risk management software to meet identified needs To understand how to implement the risk management systems required by Basel ll


Apply risk management techniques for both qualitative and quantitative analyses

ASSESSMENT

Assessment Task

Length

Weighting

Due date

Assignment 1

Workshop A1

Workshop A2

2000 words

max

Qualitative assessment of

a project

report and Group

25%

10%

25%




159 | P a g e

Examination (computer based

examination)

3 questions from 5

40%

Assignment 1 Assignment 1 is an individual written assignment carried out via blended learning. Details of this assignment will be posted on Blackboard at the start of the course Workshop A1 Qualitative assessment of a project Workshop A2 Written report and group presentation Assignment 2 Approval needs to be granted for non-attendance of workshop. If granted, you will be required to complete a second individual assignment. This will be a case study based assignment, and will span the course content. Examination The examination for this course is computer based will be 2.5 hours + reading time and will be an Open Book examination Computer based

160 | P a g e

GENERAL INFORMATION

Course Title Strategic Management of Projects

Credit rating 20


Workshop Hours 24



Module Coordinator Cliff Mitchell



BRIEF DESCRIPTION OF THE COURSE The unit is structured into five parts:

• The Business of Projects explores what projects mean for business and in particular, the development of their dynamic capabilities. After reviewing the importance of projects for the dynamic capabilities of client organisations we look at the distinctive group of firms that manage their activities entirely through projects – project-based organisations.

• Defining the Project Mission focuses on the issues associated with the front-end definition of projects. We will critically investigate the available techniques for project appraisal and selection and assess the challenges that they face. We will then look at the “softer” side of project definition, particularly approaches that take multiple perspectives on projects such as stakeholder management and images of projects.

• Designing and Leading the Project Organisation focuses on projects as organisations, addressing issues in the design of project organisations, their leadership, and the motivation of the teams that actually delivery the project.

• Managing Threats and Opportunities addresses the pervasive uncertainty on projects. We will review the established approaches to project risk management and show how these can be improved using a broader range of techniques.

• Riding the Project Life-cycle addresses managing the project through the life-cycle covering project execution planning, managing scope through to beneficial use. We will also investigate the challenges of project escalation and evaluate systems dynamics tools for managing the life-cycle.

COURSE AIMS Introduce students to the challenges of managing business infrastructure projects (construction, engineering, information systems etc) and to provide concepts and tools that will support them in meeting that challenge. INTENDED LEARNING OUTCOMES

161 | P a g e

LEARNING AND TEACHING PROCESSES This is a blended learning module and a variety of delivery methods will be implemented . The online element of the course is supported and delivered through the UoM’s VLE (Blackboard 9) where the majority of the study materials such as a workbook and other teaching materials are placed. Online discussions and online tutorials will be in place to support the learning process and contribute to the achievement of the predefined learning outcomes. The face-to-face element of the course will be a three day workshop which will include lectures, group work and seminars as means to further enhance the learning process. ASSESSMENT


Due date

Essay Part 1 Group Workshop Task Essay Part 2

2000 as directed 4000

25% 25% 50%


Assignment 1 This is an individual written assignment carried out via blended learning. Details of this assignment will be posted on Blackboard at the start of the course Workshop Task This is a group-based piece of assessed coursework, which will be handed out to you and undertaken during the workshop Assignment 2 Approval needs to be granted for non-attendance of workshop. If granted, an alternative assignment will be required. Reflective Practice Paper This 4000 word assignment will be designed to enable you to relate course concepts to your own work experience. It will be introduced during the workshop.

Category of outcome Student Outcome Knowledge and Understanding

Understand the nature of the project process as a reduction of uncertainty through time, and the implications this has for the effective delivery of assets for clients.

Intellectual Skills Analyse the strategic issues around project initiation and analyse the complex feedback loops through the project life-cycle.

Practical Skills

Use tool such as systems dynamics modelling and stakeholder mapping to enhance their effectiveness when managing projects.


Greater awareness of the implications of uncertainty for projects and hence the importance of both clear leadership and listening to a diversity of views in their effective management.



162 | P a g e

GENERAL INFORMATION

Course Title Supply Chain Management

Credit rating 20


Workshop Hours 24



Module Coordinator Paul Forrester



BREIF DESCRIPTION OF THE COURSE Supply Chain Management is concerned with the movement of products, services, finances and information from raw materials to the end-user. More and more, it is also concerned with the recovery of finished goods for recycling, remanufacturing or reuse. This course examines the management of external suppliers in order to reduce costs, drive innovation and protect shareholder wealth. It takes the point of view of the supply chain manager who will be expected to improve product quality, increase responsiveness, reduce risk, and drive innovation while still cutting year-on-year input costs. The topic should therefore be of interest to students concerned with issues of building business relationships, saving costs, risk and sustainability, and developing analytical, presentation and people skills. COURSE AIMS The course aims to provide students with a broad understanding of managing suppliers and the sourcing process. It will show students some of the core skills and techniques required in managing supply chains using an interactive and case-based approach. Please see the Intended Learning Outcomes for a more detailed understanding of the course aims. INTENDED LEARNING OUTCOMES Category of outcome

Student Outcome


Understand the role and importance of supply chain management (SCM) within the organisation. Understand and analyse the overall sourcing process. Understand and be able to apply the supply wheel to industry based problems.

163 | P a g e

Intellectual Skills Understand the design and management challenges associated with today’s global supply networks

Practical Skills Apply core SCM techniques to industry problems from the perspective of the supply chain manager or management consultant. Design and organise the procurement function using the supply wheel.

Transferable Skills and Personal Qualities

Develop effective presentation and analytical skills. Develop skills in team working and the communication of ideas and arguments.

LEARNING AND TEACHING PROCESSES This course incorporates a wide variety of teaching and learning techniques over four separate units, three of which are undertaken via blended learning, and one of which involves a workshop. Key teaching and learning techniques include online forum discussions, podcasts, textbook and journal readings, an individually completed assignment, group presentations and a case-based examination. We also incorporate a three-day workshop to help embed, extend and apply your learning. In addition, the study materials include a variety of self-completion exercises that allow you to test your knowledge and assess your progress during the 16 weeks of the course. ASSESSMENT

Assessment Task

Length

Weighting

Due date

Individual Essay Presentation Exam

2500 words 15 min

25% 25% 50%


Individual Essay Theory based essay question (1500 words) The questions will be based on topics covered within units one and two Choice from three questions. Presentation Aim is to prepare a presentation on your organisation or an organisation with which you are familiar. Topics, marking criteria and other details will be available on Blackboard Presentations should be no more than 15 minutes in length You should expect up to 15 minutes of questions and answers on your presentation Exam Designed to test application of core concepts and theory learnt during the course.



FT MBA PROGRAMME CLASS OF 2016 MBA STAGE COURSE … Business School fact...The Study Tour is part of...

Documents

Transcript of FT MBA PROGRAMME CLASS OF 2016 MBA STAGE COURSE … Business School fact...The Study Tour is part of...