Description
In this description ft mba programme class of 2016 mba stage course information.
FT MBA PROGRAMME
CLASS OF 2016
MBA STAGE COURSE
INFORMATION
(version 3: 15
th
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
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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.
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These electives commence 1
st
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.
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THE MBA STAGE TIMETABLE
1
Global Elective contribute towards your Autumn Termcredit allocation
TERM TERM DATES CHOICES ATTENDANCE NO. OF CREDITS
Summer 15
th
June – 28
th
August 2015 OR 18
th
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
29
th
June – 28
th
August 2015 Electives (Home only) Refer to course unit spec 15 or 30 credits each
1st – 20
th
September 2015 Electives (Global only)
1
Refer to course unit spec 15 credits each
29
th
June – 28
th
August 2015 Entrepreneurship Project Refer to course unit spec 30 credits
Autumn Period 1: 21
st
September – 10
th
October 2015 Electives (Home or Global) Refer to course unit spec 15 or 30 credits each
Period 2: 12
th
October – 21
st
November 2015 Electives (Home only) Refer to course unit spec 15 or 30 credits each
Dates tba International Study Tour Full-time study 15
21
st
September – 20
th
November 2015 Dissertation As agreed with supervisor 30
21
st
September – 20
th
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
21
st
September – 20
th
November 2015 Entrepreneurship Project Refer to course unit spec 30 credits
23
rd
November – 11
th
December 2015 International Business
Project (compulsory)
Full-time study 60
Dates to be advised Language elective To be advised 15
Winter 11
th
January – 1
st
April 2016 Continuation of International
Business Project
Full-time study
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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
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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 13
th
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.
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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**
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+
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.
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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
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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
Co-requisite units None
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.
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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.
Transferable skills and
personal qualities
? 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
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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
Deadline for the
return of
feedback
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
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1. GENERAL INFORMATION
Academic Year
2015/16
Semester/Term
Summer or Autumn term
Course Unit Title
Personal Project
Unit code
BMBA60003
Credit rating
15 credits
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
Co-requisite units
None
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
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 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.
Transferable skills and
personal qualities
? 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.
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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
Deadline for the
return of
feedback
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
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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
FT MBA Course Unit Descriptions
Course Unit Descriptions are intended as a
guide only and / or offerings are subject to
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 2
nd
session. Email the MBA Centre, [email protected] and the academic teaching the
course. You are not permitted to drop a course after the 2
nd
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.
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1. GENERAL INFORMATION
Academic Year
2015/16
Term
Summer 2015
Course Unit Title
Advanced Strategic Management
Unit Code
BMBA60047
Credit rating
30 credits
Minimum no. of participants
15
Maximum no. of participants
24
Level
MBA
Degree Programmes
MBA
Contact Hours
60
Pre-requisite units
None
Co-requisite units
None
ECT*
15.0
Notional hours of Learning**
300
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
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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.
Transferable skills and
personal qualities
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
29
th
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
30
th
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
1
st
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
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Day Four
2
nd
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
3
rd
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
14
th
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
15
th
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
16
th
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
17
th
July
• Assessing and developing Culture, setting Values
• Staff, team, performance management, engagement
• Managing Change, Major Challenges
• Innovation, Bringing It All Together
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Company Strategy/Implementation case application/ Reflection
• Plenary, individual talks
• Group Tutorials
Day Ten
6
th
August
• Group Tutorials
Day Eleven
7
th
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
adjustment of up to
+/- 20% of the group
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%, 7
th
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., 28
th
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 28
th
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 24
th
– 28
th
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. 28
th
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
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
1. GENERAL INFORMATION
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
6
th
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
10
th
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). 10
th
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 4
th
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 21
st
Century Customers”, by H. Alder (2001).
Publisher: Kogan Page. ISBN: 0749433663.
“Marketing Plans”, 4
th
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
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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
1. GENERAL INFORMATION
Academic Year 2015/16
Semester/Term Summer 2015 / Autumn 2015
Course Unit Title Entrepreneurship Project
Unit code BMBA 60002
Credit rating 30
Level 7
Degree programmes MBA
Contact hours 50hrs
Other Scheduled teaching and
learning activities
None
Pre-requisite units None
Co-requisite units 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
3. INTENDED LEARNING OUTCOMES
Category of outcome Students should be able to:
Knowledge and
understanding
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
Transferable skills and
personal qualities
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.
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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
6. LEARNING RESOURCE DETAILS
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
Assessment task Length Weighting
within unit
(if relevant)
Deadlines for
submission
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 minutes
+ 20m Q&A
20%
Peer assessment
adjustment of up
to + / - 20% of
group mark
30%
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
1. GENERAL INFORMATION
Academic Year
2015/16
Term
Summer
Course Unit Title
Financial Analysis
Unit Code
BMBA60160
Credit rating
15 credits
Level
MBA
Minimum no. of participants
15
Degree Programmes
MBA
Contact Hours
30
Pre-requisite units
Financial Accounting/Corporate Finance
Co-requisite units
ECT*
15.0
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 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.
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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.
Transferable skills and
personal qualities
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
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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 10
th
December 2014
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1. GENERAL INFORMATION
TO BE UPDATED FOR 2015
Academic Year
2014/15
Term
Summer 2014
Course Unit Title
Innovation, Strategy and Leadership
Unit Code
BMBA60119
Credit rating
15 credits
Level
MBA
Minimum no. of participants
15
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).
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
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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
Category of outcome Students should/will (please delete as appropriate) be able to:
Knowledge and
understanding
• 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
40%
Peer assessment adjustment of
up to +/- 20% of the group mark
Individual assignment 2,500
words
60%
7. STUDENT COURSE EVALUATION FEEDBACK
What did you like about this course and why:
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.
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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 6
th
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
30
th
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
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7. ASSESSMENT
Assessment task Length Weighting within unit (if
relevant)
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, 9
th
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, 3
rd
edition. CA
Sage Publications Inc, 2009
Pacek, Nemad, Emerging Markets: Lessons for Business Success and the Outlook for Different
Markets, London: Profile Books, 2007
9. STUDENT COURSE EVALUATION FEEDBACK
What did you like about this course and why:
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
1. GENERAL INFORMATION
Academic Year
2015/16
Term
Summer 2015
Course Unit Title
Management Accounting in Practice
Unit Code
BMBA60161
Credit rating
15
Minimum no. of participants
15
Level
MBA
Degree Programmes
MBA
Contact Hours
30
Pre-requisite units
Accounting (Management Accounting)
Co-requisite units
None
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
Category of outcome Students should/will (please delete as appropriate) be able to:
Knowledge and
understanding
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.
Transferable skills and
personal qualities
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
7. ASSESSMENT METHODS AND RELATIVE WEIGHTINGS
Assessment task Length Weighting within
unit (if relevant)
Due
date
Deadline for the
return of feedback
Group work /
presentation
15 minute presentation
[2 x 1500 words]
30%
Peer assessment
adjustment of up
to +/- 20% of the
group mark
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
FT MBA Course Unit Descriptions
Course Unit Descriptions are intended as a
guide only and / or offerings are subject to
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 2
nd
session. Email the MBA Centre, [email protected] and the academic teaching the
course. You are not permitted to drop a course after the 2
nd
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
Credit rating
15 credits
Minimum no. of participants
15
Level
MBA
Degree Programmes
MBA
Contact Hours
30
Pre-requisite units
Core Marketing Module on the MBA
Co-requisite units
None
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
4. INTENDED LEARNING OUTCOMES
Category of outcome Students should/will (please delete as appropriate) be able to:
Knowledge and
understanding
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.
Transferable skills and
personal qualities
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
adjustment of up to
+/- 20% of the group
mark
15/11/14
(in class)
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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 8
th
October 2014
63 | P a g e
1. GENERAL INFORMATION
Academic Year
2015/16
Term
Autumn 2015
Course Unit Title
Corporate Recovery and Turnaround
Unit Code
BMBA60112
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
Corporate Finance, Strategy
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 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.
5. INTENDED LEARNING OUTCOMES
Category of outcome Students should/will (please delete as appropriate) be able to:
Knowledge and
understanding
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
Transferable skills and
personal qualities
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)
Assessment task Length Weighting within
unit (if relevant)
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
9. LEARNING RESOURCE DETAILS
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, 2
nd
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 2
nd
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, 2
nd
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.
11. STUDENT COURSE EVALUATION FEEDBACK
What did you like about this course and why:
1. It’s highly practical and creates awareness of managerial flaws and crisis situations.
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2. Very practical and taught from experience. Really helpful.
Date of current version December 2014
69 | P a g e
1. GENERAL INFORMATION
Academic Year
2015/16
Term
Autumn 2015
Course Unit Title
Digital Economy: Foundations & Strategies
Unit Code
BMBA60157
Credit rating
15
Minimum no. of participants
15
Level
Postgraduate
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 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:
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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
Category of outcome Students should/will (please delete as appropriate) be able to:
Knowledge and
understanding
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
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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.
Transferable skills and
personal qualities
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)
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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
Assessment task
Length Weighting within unit (if
relevant)
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
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Peer assessment
adjustment of up to +/-
20% of the group mark
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.
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11. STUDENT COURSE EVALUATION FEEDBACK
What did you like about this course and why:
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 22
nd
December 2014
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1. GENERAL INFORMATION
Academic Year 2015/16
Semester/Term Summer 2015 / Autumn 2015
Course Unit Title Entrepreneurship Project
Unit code BMBA 60002
Credit rating 30
Level 7
Degree programmes MBA
Contact hours 50hrs
Other Scheduled teaching and
learning activities
None
Pre-requisite units None
Co-requisite units 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.
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3. INTENDED LEARNING OUTCOMES
Category of outcome Students should be able to:
Knowledge and
understanding
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
Transferable skills and
personal qualities
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
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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.
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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.
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6. LEARNING RESOURCE DETAILS
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
Assessment task Length Weighting
within unit
(if relevant)
Deadlines for
submission
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 minutes
+ 20m Q&A
20%
Peer assessment
adjustment of up
to + / - 20% of
group mark
30%
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
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• 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)
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1. GENERAL INFORMATION
Academic Year
2015/16
Term
Autumn 2015
Course Unit Title
Global Banking and Financial Innovation after the Crisis
Unit Code
BMBA60145
Credit rating
15
Minimum no. of participants
15
Level
MBA
Degree Programmes
MBA
Contact Hours
30
Pre-requisite units
None
Co-requisite units
None
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 CDO
2
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:
Knowledge and
understanding
-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
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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.
Transferable skills and
personal qualities
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
6. METHODS OF DELIVERY (including the use of E-Learning)
Lectures, cases and group work will be the principle teaching methods.
Date of current version: 10 December 2014
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1. GENERAL INFORMATION
TO BE UPDATED FOR 2015
Academic Year
2014/15
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.
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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 athttp://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
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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:
Knowledge and
understanding
• 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.
Transferable skills and
personal qualities
• 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
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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 15
th
November 2013
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1. GENERAL INFORMATION
Academic Year
2015/16
Term
Autumn
Course Unit Title
Internet Marketing Strategy
Unit Code
BMBA60146
Credit rating
15 credits
Level
MBA
Degree Programmes
MBA
Contact Hours
30 hours
Pre-requisite units
None
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.
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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:
Knowledge and
understanding
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.
Transferable skills and
personal qualities
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.
6. METHODS OF DELIVERY (including the use of E-Learning)
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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
9. LEARNING RESOURCE DETAILS
1. Copies of lecture slides and notes.
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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, Reston 11950, 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
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(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
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1. GENERAL INFORMATION
Academic Year
2015/2016
Term
Autumn 2015
Course Unit Title
Leadership & Change in Organisations
Unit Code
BMBA60147
Credit rating
15
Minimum no. of participants
15
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 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 21
st
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
•
5. INTENDED LEARNING OUTCOMES
Category of outcome Students should/will (please delete as appropriate) be able to:
Knowledge and
understanding
• 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
Transferable skills and
personal qualities
• 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
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1. GENERAL INFORMATION
Academic Year
2015/16
Term
Autumn 2015
Course Unit Title
Managing Disruptive Technologies
Unit Code
To be advised
Credit rating
15
Level
MBA
Degree Programmes
MBA
Contact Hours
30
Pre-requisite units
None
Co-requisite units
None
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 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
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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
Category of outcome Students should/will (please delete as appropriate) be able to:
Knowledge and
understanding
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).
Transferable skills and
personal qualities
To be able to analyse and assess the business potential of disruptive
technologies. Teamwork skills working as part of a group involved in a
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
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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
8. ASSESSMENT METHODS AND RELATIVE WEIGHTINGS
Assessment task Length Weighting
within unit
(if relevant)
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.
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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
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1. GENERAL INFORMATION
Academic Year
2015/16
Term
Autumn 2015
Course Unit Title
Practical Investing
Unit Code
To be advised
Minimum no. of participants
15
Maximum no. of participants
30
Credit rating
15
Level
Postgraduate
Degree Programmes
MBA
Contact Hours
30
Pre-requisite units
Accounting, Corporate Finance, Economics for Business, M&A
Project
Co-requisite units
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 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
Category of outcome Students should/will (please delete as appropriate) be able to:
Knowledge and
understanding
• 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
Transferable skills and
personal qualities
• 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
Patricia Perlman-Dee
(A)
Industry Practitioners
Session 3 Practical tools Patricia Perlman-Dee
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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
Patricia Perlman-Dee
(A)
Industry Practitioners
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
Patricia Perlman-Dee
(A)
Industry Practitioners
Session 6 Ethics
Project Wealth advisory- Presentation of client
recommendations/group discussions
Reflective report-Introduction of reflective report
Conclusion & Summary
Feedback
Patricia Perlman-Dee
(A)
Industry Practitioners
Extra
session
Visit to Investment firm’s office
8. ASSESSMENT METHODS AND RELATIVE WEIGHTINGS
Assessment task Length Weighting
within unit (if
relevant)
Due date Deadline for
the return of
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.
35% (Peer
assessment
adjustment
of up to +/-
20% of the
group mark)
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, 10
th
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, seehttp://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
Degree Programmes
MBA
Contact Hours
30
Pre-requisite units
Co-requisite units
ECT*
MBS
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 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
Category of outcome Students should be able to:
Knowledge and
understanding
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
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8. ASSESSMENT METHODS AND RELATIVE WEIGHTINGS
Assessment task Length Weighting
within unit (if
relevant)
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.
50% (Peer
assessment
adjustment of
up to +/- 20%
of the group
mark)
11am on
14/11/15
Feedback to 2
nd
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 2
nd
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
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1. GENERAL INFORMATION
Academic Year
2015/16
Term
Autumn 2015
Course Unit Title
Strategic Integrity: Strategy, Corporate Finance and Information
Systems
Unit Code
BMBA60170
Credit rating
15 credits
Minimum no. of participants
15
Level
Postgraduate
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 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
Category of outcome Students should/will (please delete as appropriate) be able to:
Knowledge and
understanding
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.
Transferable skills and
personal qualities
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.
7. ASSESSMENT METHODS AND RELATIVE WEIGHTINGS
Assessment task Length Weighting
within unit (if
relevant)
Due date Deadline for
the return of
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 19
th
December 2014
113 | P a g e
1. GENERAL INFORMATION
Academic Year
2015/16
Term
Autumn 2015
Course Unit Title
Strategic Retail Management
Unit Code
BMBA60072
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 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%)
Peer assessment adjustment of up to
+/- 20% of the group mark
Individual Essay 3,500
words
50%
Classroom Participation 20% -
7. STUDENT COURSE EVALUATION FEEDBACK
What did you like about this course and why:
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, 2
nd
Edition, (Routledge), 2005.
ISBN: 0415 327 156
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1. GENERAL INFORMATION
Academic Year
2015/2016
Term
Autumn 2015
Course Unit Title
The Reflective Manager
Unit Code
BMBA60165
Credit rating
15
Minimum no. of participants
15
Level
MBA
Degree Programmes
MBA
Contact Hours
30
Pre-requisite units
None
Co-requisite units
None
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:
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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 21
st
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
7. LEARNING RESOURCE DETAILS
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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
Assessment Task Length Weighting within unit
(if relevant)
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 10
th
December 2014
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1. GENERAL INFORMATION
TO BE UPDATED FOR 2015
Academic Year
2014/15
Term
Autumn 2014
Course Unit Title
Venture Capital and Private Equity
Unit Code
BMBA60095
Credit rating
15
Minimum no. of participants
15
Maximum no. of participants
30
Level
MBA
Degree Programmes
MBA
Contact Hours
30
Pre-requisite units
None
Co-requisite units
None
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.
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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.
Transferable skills and
personal qualities
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.
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7. ASSESSMENT
Assessment task Word Length Weighting within unit (if
relevant)
Date Due
Individual assignment
2,000
60%
Monday 1
st
December
Group project
presentation
Maximum 20 slides 25%
Peer assessment adjustment
of up to +/- 20% of the group
mark
Slide pack -
Thursday 13
th
November.
Presentations on
Wednesday 19
th
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 6
th
September 2014
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THE INTERNATIONAL STUDY TOUR
AUTUMN 2015
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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.
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LANGUAGE
ELECTIVE COURSES
(offered in the Autumn Term 2015)
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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 creditshttp://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 creditshttp://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.
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THE
WINTER
TERM
2016
The International Business Project
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1. GENERAL INFORMATION
Academic Year
2015/16
Term
Winter Term 2016
Course Unit Title
International Business Project
Unit Code
BMBA60116
Credit rating
60 credits
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,
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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.
Transferable skills
and personal
qualities
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.
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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.
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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.
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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.
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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 :
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.
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Practical skills
Effective teamwork. Structuring and developing managerial presentations.
Crafting practical managerial assignments.
Transferable skills and
personal qualities
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
dateshttp://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
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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.
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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
Contact E-Facilitator via Blackboard
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.
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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
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
Transferable skills and
personal qualities
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
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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.
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GENERAL INFORMATION
Course Title Corporate Risk Management
Credit rating 20
Degree Programmes Global MBA
Workshop Hours 24
Pre-requisite Units None
Co-requisite Units None
Contact E-Facilitator via Blackboard
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:
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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
Assessment Task Length Weighting within unit
(if relevant)
Due date
Assignment 1
Workshop Task
Exam
2500
as directed
25%
25%
50%
See Student
Portal for all
dateshttp://support
.mbs-
worldwide.ac.
uk
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
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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.
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GENERAL INFORMATION
Course Title Entrepreneurship and Innovation Management
Credit rating 20
Degree Programmes Global MBA
Workshop Hours 24
Pre-requisite Courses None
Co-requisite Courses None
Module Coordinator Francis Chittenden / Ray Oakey
Contact E-Facilitator via Blackboard
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.
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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.
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ASSESSMENT
Assessment Task Length Weighting
Due date
Group Presentation
Exam
Max 20 slides
40%
60%
See Student Portal for all
dates:-http://support.mbs-
worldwide.ac.uk
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
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GENERAL INFORMATION
Course Title Financial Analysis
Credit rating 20
Degree Programmes Global MBA
Workshop Hours 24
Pre-requisite Courses None
Co-requisite Courses None
Module Coordinator Bob Ryan
Contact E-Facilitator via Blackboard
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
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Knowledge and
understanding
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
Assessment Task Length Weighting
Due date
Assignment 1
Workshop Task
3-day home-based
examination
2,500 Max
as directed
25%
25%
50%
See Student Portal for all
dates:-http://support.mbs-
worldwide.ac.uk
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
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GENERAL INFORMATION
Course Title International Business Strategy
Credit rating 20
Degree Programmes Global MBA
Workshop Hours 24
Pre-requisite Courses None
Co-requisite Courses None
Module Coordinator Stefan Zagelmeyer
Contact E-Facilitator via Blackboard
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.
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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
Knowledge and
understanding
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
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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
Assessment Task Length Weighting
Due date
Assignment 1
Workshop Task
Exam
Max 2000
as directed
20%
30%
50%
See Student Portal for all
dates:-http://support.mbs-
worldwide.ac.uk
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
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GENERAL INFORMATION
Course Title International Marketing Management
Credit rating 20
Degree Programmes Global MBA
Workshop Hours 24
Pre-requisite Units None
Co-requisite Units None
Contact E-Facilitator via Blackboard
Teaching Division Marketing, Operations Management and Service Systems
Materials Study Guide: Printed
Textbook/s: Printed
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.
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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
Knowledge and
Understanding
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.
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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%
See Student Portal for all
dateshttp://support.mbs-
worldwide.ac.uk
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.
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GENERAL INFORMATION
Course Title Investment & Portfolio Management
Credit rating 20
Degree Programmes Global MBA
Workshop Hours 24
Pre-requisite Courses None
Co-requisite Courses None
Module Coordinator Nicholas Collett
Contact E-Facilitator via Blackboard
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
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Assessment Task Length Weighting
Due date
Assignment 1
Workshop Task
Exam
1200
as directed
25%
25%
50%
See Student Portal for all
dates:-http://support.mbs-
worldwide.ac.uk
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
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GENERAL INFORMATION
Course Title Negotiation Skills and Selling Strategies (*)
Credit rating 20
Degree Programmes Global MBA
Workshop Hours 24
Pre-requisite Courses None
Co-requisite Courses None
Module Coordinator Malcolm Smith / Francis Chittenden
Contact E-Facilitator via Blackboard
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
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Knowledge and
Understanding
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.
Transferable skills and
personal qualities
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
Assessment Task Length Weighting
Due date
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Individual
Assignment
Group Project
2,000 words
+/-%
5,000 words
50%
50%
See Student Portal for all
dates:-http://support.mbs-
worldwide.ac.uk
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.
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GENERAL INFORMATION
Course Title Risk Management
Credit rating 20
Degree Programmes Global MBA
Workshop Hours 24
Pre-requisite Courses None
Co-requisite Courses None
Module Coordinator Anthony Merna
Contact E-Facilitator via Blackboard
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
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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
Transferable skills and
personal qualities
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%
See Student Portal for all
dates:-http://support.mbs-
worldwide.ac.uk
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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
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GENERAL INFORMATION
Course Title Strategic Management of Projects
Credit rating 20
Degree Programmes Global MBA
Workshop Hours 24
Pre-requisite Courses None
Co-requisite Courses None
Module Coordinator Cliff Mitchell
Contact E-Facilitator via Blackboard
Materials Study Guide: Printed
Textbook/s: Printed
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
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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
Assessment Task Length Weighting
Due date
Essay Part 1
Group Workshop
Task
Essay Part 2
2000
as directed
4000
25%
25%
50%
See Student Portal for all
dates:-http://support.mbs-
worldwide.ac.uk
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.
Transferable skills and
personal qualities
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.
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GENERAL INFORMATION
Course Title Supply Chain Management
Credit rating 20
Degree Programmes Global MBA
Workshop Hours 24
Pre-requisite Courses None
Co-requisite Courses None
Module Coordinator Paul Forrester
Contact E-Facilitator via Blackboard
Materials Study Guide: Printed
Textbook/s: Printed
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
Knowledge and
Understanding
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%
See Student Portal for all
dates:-http://support.mbs-
worldwide.ac.uk
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.
doc_214236677.pdf
In this description ft mba programme class of 2016 mba stage course information.
FT MBA PROGRAMME
CLASS OF 2016
MBA STAGE COURSE
INFORMATION
(version 3: 15
th
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 1
st
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 Termcredit allocation
TERM TERM DATES CHOICES ATTENDANCE NO. OF CREDITS
Summer 15
th
June – 28
th
August 2015 OR 18
th
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
29
th
June – 28
th
August 2015 Electives (Home only) Refer to course unit spec 15 or 30 credits each
1st – 20
th
September 2015 Electives (Global only)
1
Refer to course unit spec 15 credits each
29
th
June – 28
th
August 2015 Entrepreneurship Project Refer to course unit spec 30 credits
Autumn Period 1: 21
st
September – 10
th
October 2015 Electives (Home or Global) Refer to course unit spec 15 or 30 credits each
Period 2: 12
th
October – 21
st
November 2015 Electives (Home only) Refer to course unit spec 15 or 30 credits each
Dates tba International Study Tour Full-time study 15
21
st
September – 20
th
November 2015 Dissertation As agreed with supervisor 30
21
st
September – 20
th
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
21
st
September – 20
th
November 2015 Entrepreneurship Project Refer to course unit spec 30 credits
23
rd
November – 11
th
December 2015 International Business
Project (compulsory)
Full-time study 60
Dates to be advised Language elective To be advised 15
Winter 11
th
January – 1
st
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
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 13
th
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
Co-requisite units None
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.
Transferable skills and
personal qualities
? 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
Deadline for the
return of
feedback
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
1. GENERAL INFORMATION
Academic Year
2015/16
Semester/Term
Summer or Autumn term
Course Unit Title
Personal Project
Unit code
BMBA60003
Credit rating
15 credits
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
Co-requisite units
None
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
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 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.
Transferable skills and
personal qualities
? 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
Assessment task Length
Weighting
within unit (if
relevant)
Deadlines for
submission of
coursework
Deadline for the
return of
feedback
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
FT MBA Course Unit Descriptions
Course Unit Descriptions are intended as a
guide only and / or offerings are subject to
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 2
nd
session. Email the MBA Centre, [email protected] and the academic teaching the
course. You are not permitted to drop a course after the 2
nd
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
Credit rating
30 credits
Minimum no. of participants
15
Maximum no. of participants
24
Level
MBA
Degree Programmes
MBA
Contact Hours
60
Pre-requisite units
None
Co-requisite units
None
ECT*
15.0
Notional hours of Learning**
300
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.
Transferable skills and
personal qualities
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
29
th
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
30
th
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
1
st
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
2
nd
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
3
rd
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
14
th
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
15
th
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
16
th
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
17
th
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
6
th
August
• Group Tutorials
Day Eleven
7
th
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
adjustment of up to
+/- 20% of the group
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%, 7
th
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., 28
th
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 28
th
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 24
th
– 28
th
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. 28
th
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
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
1. GENERAL INFORMATION
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
6
th
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
10
th
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). 10
th
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 4
th
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 21
st
Century Customers”, by H. Alder (2001).
Publisher: Kogan Page. ISBN: 0749433663.
“Marketing Plans”, 4
th
Edition, by Malcolm MacDonald (2002). Publisher: Elsevier Science. ISBN:
0750641169.
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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
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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
1. GENERAL INFORMATION
Academic Year 2015/16
Semester/Term Summer 2015 / Autumn 2015
Course Unit Title Entrepreneurship Project
Unit code BMBA 60002
Credit rating 30
Level 7
Degree programmes MBA
Contact hours 50hrs
Other Scheduled teaching and
learning activities
None
Pre-requisite units None
Co-requisite units 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
3. INTENDED LEARNING OUTCOMES
Category of outcome Students should be able to:
Knowledge and
understanding
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
Transferable skills and
personal qualities
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
6. LEARNING RESOURCE DETAILS
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
Assessment task Length Weighting
within unit
(if relevant)
Deadlines for
submission
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 minutes
+ 20m Q&A
20%
Peer assessment
adjustment of up
to + / - 20% of
group mark
30%
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
1. GENERAL INFORMATION
Academic Year
2015/16
Term
Summer
Course Unit Title
Financial Analysis
Unit Code
BMBA60160
Credit rating
15 credits
Level
MBA
Minimum no. of participants
15
Degree Programmes
MBA
Contact Hours
30
Pre-requisite units
Financial Accounting/Corporate Finance
Co-requisite units
ECT*
15.0
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 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.
Transferable skills and
personal qualities
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 10
th
December 2014
46 | P a g e
1. GENERAL INFORMATION
TO BE UPDATED FOR 2015
Academic Year
2014/15
Term
Summer 2014
Course Unit Title
Innovation, Strategy and Leadership
Unit Code
BMBA60119
Credit rating
15 credits
Level
MBA
Minimum no. of participants
15
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).
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
Category of outcome Students should/will (please delete as appropriate) be able to:
Knowledge and
understanding
• 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
40%
Peer assessment adjustment of
up to +/- 20% of the group mark
Individual assignment 2,500
words
60%
7. STUDENT COURSE EVALUATION FEEDBACK
What did you like about this course and why:
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 6
th
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
30
th
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
Assessment task Length Weighting within unit (if
relevant)
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, 9
th
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, 3
rd
edition. CA
Sage Publications Inc, 2009Pacek, Nemad, Emerging Markets: Lessons for Business Success and the Outlook for Different
Markets, London: Profile Books, 2007
9. STUDENT COURSE EVALUATION FEEDBACK
What did you like about this course and why:
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
1. GENERAL INFORMATION
Academic Year
2015/16
Term
Summer 2015
Course Unit Title
Management Accounting in Practice
Unit Code
BMBA60161
Credit rating
15
Minimum no. of participants
15
Level
MBA
Degree Programmes
MBA
Contact Hours
30
Pre-requisite units
Accounting (Management Accounting)
Co-requisite units
None
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
Category of outcome Students should/will (please delete as appropriate) be able to:
Knowledge and
understanding
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.
Transferable skills and
personal qualities
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
7. ASSESSMENT METHODS AND RELATIVE WEIGHTINGS
Assessment task Length Weighting within
unit (if relevant)
Due
date
Deadline for the
return of feedback
Group work /
presentation
15 minute presentation
[2 x 1500 words]
30%
Peer assessment
adjustment of up
to +/- 20% of the
group mark
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
FT MBA Course Unit Descriptions
Course Unit Descriptions are intended as a
guide only and / or offerings are subject to
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 2
nd
session. Email the MBA Centre, [email protected] and the academic teaching the
course. You are not permitted to drop a course after the 2
nd
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
Credit rating
15 credits
Minimum no. of participants
15
Level
MBA
Degree Programmes
MBA
Contact Hours
30
Pre-requisite units
Core Marketing Module on the MBA
Co-requisite units
None
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
4. INTENDED LEARNING OUTCOMES
Category of outcome Students should/will (please delete as appropriate) be able to:
Knowledge and
understanding
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.
Transferable skills and
personal qualities
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
adjustment of up to
+/- 20% of the group
mark
15/11/14
(in class)
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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 8
th
October 2014
63 | P a g e
1. GENERAL INFORMATION
Academic Year
2015/16
Term
Autumn 2015
Course Unit Title
Corporate Recovery and Turnaround
Unit Code
BMBA60112
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
Corporate Finance, Strategy
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 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.
5. INTENDED LEARNING OUTCOMES
Category of outcome Students should/will (please delete as appropriate) be able to:
Knowledge and
understanding
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
Transferable skills and
personal qualities
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)
Assessment task Length Weighting within
unit (if relevant)
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
9. LEARNING RESOURCE DETAILS
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, 2
nd
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 2
nd
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, 2
nd
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.
11. STUDENT COURSE EVALUATION FEEDBACK
What did you like about this course and why:
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
1. GENERAL INFORMATION
Academic Year
2015/16
Term
Autumn 2015
Course Unit Title
Digital Economy: Foundations & Strategies
Unit Code
BMBA60157
Credit rating
15
Minimum no. of participants
15
Level
Postgraduate
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 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:
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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
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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
Category of outcome Students should/will (please delete as appropriate) be able to:
Knowledge and
understanding
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
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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.
Transferable skills and
personal qualities
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)
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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
Assessment task
Length Weighting within unit (if
relevant)
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
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Peer assessment
adjustment of up to +/-
20% of the group mark
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.
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11. STUDENT COURSE EVALUATION FEEDBACK
What did you like about this course and why:
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 22
nd
December 2014
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1. GENERAL INFORMATION
Academic Year 2015/16
Semester/Term Summer 2015 / Autumn 2015
Course Unit Title Entrepreneurship Project
Unit code BMBA 60002
Credit rating 30
Level 7
Degree programmes MBA
Contact hours 50hrs
Other Scheduled teaching and
learning activities
None
Pre-requisite units None
Co-requisite units 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.
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3. INTENDED LEARNING OUTCOMES
Category of outcome Students should be able to:
Knowledge and
understanding
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
Transferable skills and
personal qualities
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
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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.
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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.
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6. LEARNING RESOURCE DETAILS
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
Assessment task Length Weighting
within unit
(if relevant)
Deadlines for
submission
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 minutes
+ 20m Q&A
20%
Peer assessment
adjustment of up
to + / - 20% of
group mark
30%
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
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• 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
1. GENERAL INFORMATION
Academic Year
2015/16
Term
Autumn 2015
Course Unit Title
Global Banking and Financial Innovation after the Crisis
Unit Code
BMBA60145
Credit rating
15
Minimum no. of participants
15
Level
MBA
Degree Programmes
MBA
Contact Hours
30
Pre-requisite units
None
Co-requisite units
None
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
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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 CDO
2
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:
Knowledge and
understanding
-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
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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.
Transferable skills and
personal qualities
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
6. METHODS OF DELIVERY (including the use of E-Learning)
Lectures, cases and group work will be the principle teaching methods.
Date of current version: 10 December 2014
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1. GENERAL INFORMATION
TO BE UPDATED FOR 2015
Academic Year
2014/15
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.
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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 athttp://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
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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:
Knowledge and
understanding
• 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.
Transferable skills and
personal qualities
• 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
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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 15
th
November 2013
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1. GENERAL INFORMATION
Academic Year
2015/16
Term
Autumn
Course Unit Title
Internet Marketing Strategy
Unit Code
BMBA60146
Credit rating
15 credits
Level
MBA
Degree Programmes
MBA
Contact Hours
30 hours
Pre-requisite units
None
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.
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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:
Knowledge and
understanding
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.
Transferable skills and
personal qualities
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.
6. METHODS OF DELIVERY (including the use of E-Learning)
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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
9. LEARNING RESOURCE DETAILS
1. Copies of lecture slides and notes.
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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, Reston 11950, 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
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(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
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1. GENERAL INFORMATION
Academic Year
2015/2016
Term
Autumn 2015
Course Unit Title
Leadership & Change in Organisations
Unit Code
BMBA60147
Credit rating
15
Minimum no. of participants
15
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 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 21
st
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
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• The practitioner experience: a short consulting assignment for a senior executive on an
organisational problem
•
5. INTENDED LEARNING OUTCOMES
Category of outcome Students should/will (please delete as appropriate) be able to:
Knowledge and
understanding
• 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
Transferable skills and
personal qualities
• 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
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1. GENERAL INFORMATION
Academic Year
2015/16
Term
Autumn 2015
Course Unit Title
Managing Disruptive Technologies
Unit Code
To be advised
Credit rating
15
Level
MBA
Degree Programmes
MBA
Contact Hours
30
Pre-requisite units
None
Co-requisite units
None
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 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
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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
Category of outcome Students should/will (please delete as appropriate) be able to:
Knowledge and
understanding
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).
Transferable skills and
personal qualities
To be able to analyse and assess the business potential of disruptive
technologies. Teamwork skills working as part of a group involved in a
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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
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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
8. ASSESSMENT METHODS AND RELATIVE WEIGHTINGS
Assessment task Length Weighting
within unit
(if relevant)
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.
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
101 | P a g e
1. GENERAL INFORMATION
Academic Year
2015/16
Term
Autumn 2015
Course Unit Title
Practical Investing
Unit Code
To be advised
Minimum no. of participants
15
Maximum no. of participants
30
Credit rating
15
Level
Postgraduate
Degree Programmes
MBA
Contact Hours
30
Pre-requisite units
Accounting, Corporate Finance, Economics for Business, M&A
Project
Co-requisite units
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 Patricia Perlman-Dee Secretary
Room M49 Room
Tele Tele
Fax Fax
Email Patricia.perlman-
[email protected]
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
Category of outcome Students should/will (please delete as appropriate) be able to:
Knowledge and
understanding
• 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
Transferable skills and
personal qualities
• 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
Patricia Perlman-Dee
(A)
Industry Practitioners
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
Patricia Perlman-Dee
(A)
Industry Practitioners
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
Patricia Perlman-Dee
(A)
Industry Practitioners
Session 6 Ethics
Project Wealth advisory- Presentation of client
recommendations/group discussions
Reflective report-Introduction of reflective report
Conclusion & Summary
Feedback
Patricia Perlman-Dee
(A)
Industry Practitioners
Extra
session
Visit to Investment firm’s office
8. ASSESSMENT METHODS AND RELATIVE WEIGHTINGS
Assessment task Length Weighting
within unit (if
relevant)
Due date Deadline for
the return of
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.
35% (Peer
assessment
adjustment
of up to +/-
20% of the
group mark)
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, 10
th
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, seehttp://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
Degree Programmes
MBA
Contact Hours
30
Pre-requisite units
Co-requisite units
ECT*
MBS
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 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]
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
Category of outcome Students should be able to:
Knowledge and
understanding
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
within unit (if
relevant)
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.
50% (Peer
assessment
adjustment of
up to +/- 20%
of the group
mark)
11am on
14/11/15
Feedback to 2
nd
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 2
nd
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
1. GENERAL INFORMATION
Academic Year
2015/16
Term
Autumn 2015
Course Unit Title
Strategic Integrity: Strategy, Corporate Finance and Information
Systems
Unit Code
BMBA60170
Credit rating
15 credits
Minimum no. of participants
15
Level
Postgraduate
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 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
Category of outcome Students should/will (please delete as appropriate) be able to:
Knowledge and
understanding
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.
Transferable skills and
personal qualities
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.
7. ASSESSMENT METHODS AND RELATIVE WEIGHTINGS
Assessment task Length Weighting
within unit (if
relevant)
Due date Deadline for
the return of
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 19
th
December 2014
113 | P a g e
1. GENERAL INFORMATION
Academic Year
2015/16
Term
Autumn 2015
Course Unit Title
Strategic Retail Management
Unit Code
BMBA60072
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 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%)
Peer assessment adjustment of up to
+/- 20% of the group mark
Individual Essay 3,500
words
50%
Classroom Participation 20% -
7. STUDENT COURSE EVALUATION FEEDBACK
What did you like about this course and why:
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, 2
nd
Edition, (Routledge), 2005.
ISBN: 0415 327 156
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1. GENERAL INFORMATION
Academic Year
2015/2016
Term
Autumn 2015
Course Unit Title
The Reflective Manager
Unit Code
BMBA60165
Credit rating
15
Minimum no. of participants
15
Level
MBA
Degree Programmes
MBA
Contact Hours
30
Pre-requisite units
None
Co-requisite units
None
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:
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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 21
st
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
7. LEARNING RESOURCE DETAILS
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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
Assessment Task Length Weighting within unit
(if relevant)
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 10
th
December 2014
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1. GENERAL INFORMATION
TO BE UPDATED FOR 2015
Academic Year
2014/15
Term
Autumn 2014
Course Unit Title
Venture Capital and Private Equity
Unit Code
BMBA60095
Credit rating
15
Minimum no. of participants
15
Maximum no. of participants
30
Level
MBA
Degree Programmes
MBA
Contact Hours
30
Pre-requisite units
None
Co-requisite units
None
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.
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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.
Transferable skills and
personal qualities
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.
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7. ASSESSMENT
Assessment task Word Length Weighting within unit (if
relevant)
Date Due
Individual assignment
2,000
60%
Monday 1
st
December
Group project
presentation
Maximum 20 slides 25%
Peer assessment adjustment
of up to +/- 20% of the group
mark
Slide pack -
Thursday 13
th
November.
Presentations on
Wednesday 19
th
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 6
th
September 2014
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THE INTERNATIONAL STUDY TOUR
AUTUMN 2015
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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.
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LANGUAGE
ELECTIVE COURSES
(offered in the Autumn Term 2015)
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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 creditshttp://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 creditshttp://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.
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THE
WINTER
TERM
2016
The International Business Project
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1. GENERAL INFORMATION
Academic Year
2015/16
Term
Winter Term 2016
Course Unit Title
International Business Project
Unit Code
BMBA60116
Credit rating
60 credits
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,
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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.
Transferable skills
and personal
qualities
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.
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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.
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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.
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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 :
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.
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Practical skills
Effective teamwork. Structuring and developing managerial presentations.
Crafting practical managerial assignments.
Transferable skills and
personal qualities
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
dateshttp://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
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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
Contact E-Facilitator via Blackboard
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.
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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
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
Transferable skills and
personal qualities
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.
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GENERAL INFORMATION
Course Title Corporate Risk Management
Credit rating 20
Degree Programmes Global MBA
Workshop Hours 24
Pre-requisite Units None
Co-requisite Units None
Contact E-Facilitator via Blackboard
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:
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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
Assessment Task Length Weighting within unit
(if relevant)
Due date
Assignment 1
Workshop Task
Exam
2500
as directed
25%
25%
50%
See Student
Portal for all
dateshttp://support
.mbs-
worldwide.ac.
uk
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
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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.
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GENERAL INFORMATION
Course Title Entrepreneurship and Innovation Management
Credit rating 20
Degree Programmes Global MBA
Workshop Hours 24
Pre-requisite Courses None
Co-requisite Courses None
Module Coordinator Francis Chittenden / Ray Oakey
Contact E-Facilitator via Blackboard
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.
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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.
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ASSESSMENT
Assessment Task Length Weighting
Due date
Group Presentation
Exam
Max 20 slides
40%
60%
See Student Portal for all
dates:-http://support.mbs-
worldwide.ac.uk
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
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GENERAL INFORMATION
Course Title Financial Analysis
Credit rating 20
Degree Programmes Global MBA
Workshop Hours 24
Pre-requisite Courses None
Co-requisite Courses None
Module Coordinator Bob Ryan
Contact E-Facilitator via Blackboard
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
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Knowledge and
understanding
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
Assessment Task Length Weighting
Due date
Assignment 1
Workshop Task
3-day home-based
examination
2,500 Max
as directed
25%
25%
50%
See Student Portal for all
dates:-http://support.mbs-
worldwide.ac.uk
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
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GENERAL INFORMATION
Course Title International Business Strategy
Credit rating 20
Degree Programmes Global MBA
Workshop Hours 24
Pre-requisite Courses None
Co-requisite Courses None
Module Coordinator Stefan Zagelmeyer
Contact E-Facilitator via Blackboard
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.
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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
Knowledge and
understanding
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
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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
Assessment Task Length Weighting
Due date
Assignment 1
Workshop Task
Exam
Max 2000
as directed
20%
30%
50%
See Student Portal for all
dates:-http://support.mbs-
worldwide.ac.uk
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
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GENERAL INFORMATION
Course Title International Marketing Management
Credit rating 20
Degree Programmes Global MBA
Workshop Hours 24
Pre-requisite Units None
Co-requisite Units None
Contact E-Facilitator via Blackboard
Teaching Division Marketing, Operations Management and Service Systems
Materials Study Guide: Printed
Textbook/s: Printed
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.
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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
Knowledge and
Understanding
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.
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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%
See Student Portal for all
dateshttp://support.mbs-
worldwide.ac.uk
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.
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GENERAL INFORMATION
Course Title Investment & Portfolio Management
Credit rating 20
Degree Programmes Global MBA
Workshop Hours 24
Pre-requisite Courses None
Co-requisite Courses None
Module Coordinator Nicholas Collett
Contact E-Facilitator via Blackboard
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
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Assessment Task Length Weighting
Due date
Assignment 1
Workshop Task
Exam
1200
as directed
25%
25%
50%
See Student Portal for all
dates:-http://support.mbs-
worldwide.ac.uk
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
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GENERAL INFORMATION
Course Title Negotiation Skills and Selling Strategies (*)
Credit rating 20
Degree Programmes Global MBA
Workshop Hours 24
Pre-requisite Courses None
Co-requisite Courses None
Module Coordinator Malcolm Smith / Francis Chittenden
Contact E-Facilitator via Blackboard
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
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Knowledge and
Understanding
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.
Transferable skills and
personal qualities
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
Assessment Task Length Weighting
Due date
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Individual
Assignment
Group Project
2,000 words
+/-%
5,000 words
50%
50%
See Student Portal for all
dates:-http://support.mbs-
worldwide.ac.uk
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.
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GENERAL INFORMATION
Course Title Risk Management
Credit rating 20
Degree Programmes Global MBA
Workshop Hours 24
Pre-requisite Courses None
Co-requisite Courses None
Module Coordinator Anthony Merna
Contact E-Facilitator via Blackboard
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
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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
Transferable skills and
personal qualities
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%
See Student Portal for all
dates:-http://support.mbs-
worldwide.ac.uk
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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
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GENERAL INFORMATION
Course Title Strategic Management of Projects
Credit rating 20
Degree Programmes Global MBA
Workshop Hours 24
Pre-requisite Courses None
Co-requisite Courses None
Module Coordinator Cliff Mitchell
Contact E-Facilitator via Blackboard
Materials Study Guide: Printed
Textbook/s: Printed
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
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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
Assessment Task Length Weighting
Due date
Essay Part 1
Group Workshop
Task
Essay Part 2
2000
as directed
4000
25%
25%
50%
See Student Portal for all
dates:-http://support.mbs-
worldwide.ac.uk
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.
Transferable skills and
personal qualities
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.
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GENERAL INFORMATION
Course Title Supply Chain Management
Credit rating 20
Degree Programmes Global MBA
Workshop Hours 24
Pre-requisite Courses None
Co-requisite Courses None
Module Coordinator Paul Forrester
Contact E-Facilitator via Blackboard
Materials Study Guide: Printed
Textbook/s: Printed
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
Knowledge and
Understanding
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.
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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%
See Student Portal for all
dates:-http://support.mbs-
worldwide.ac.uk
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.
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