esade

Prerequisites

Previous Knowledge

Workload distribution

COURSE CONTRIBUTION TO PROGRAM

Course Learning Objectives

Competences

The different methodologies applied in this subject are as follows:

* Active classes: Faculty will provide students with the conceptual and technical frameworks for each topic addressed, as well as clarify and enrich these with student questions, suggestions and contributions. This multi-directional communication helps to increase students¿ learning compared to more traditional lecture classes. However, it also requires students to assume a more active role and participate. They cannot be mere spectators.

* Macro-case study: A macro-case study is nothing more than a case study that can be applied to all the course sessions. Its aim is to cover all the concepts and tools examined throughout the course and, consequently, apply each strategic-reflection phase to a single case. Thus, a macro-case study, in general, substitutes the typical series of different case studies in different sessions. The aim is to reduce student workloads (required readings per session) and to apply the strategic reflection process presented and analysed during the course in a more coherent fashion in line with reality. This is achieved by applying the different concepts and tools to a single company (and industry) throughout the entire strategic reflection process. In fact, this truly turns it into a process. This macro-study is completed in groups and consists of turning in written reports (at the start of each session) for each process stage.

* Practical case studies: Though the macro-case study substitutes the majority of smaller case studies, we will use other cases to familiarise students with interesting and real experiences in line with the subject¿s learning objectives. These too will be prepared in groups and require a written report to be turned in at the start of the corresponding session.

* Teamwork: All the cases and some of the readings and exercises have to be completed and analysed in groups. The aim is to enrich students¿ analyses of complex business scenarios. Each group's conclusions are then discussed by the class as a whole.

* Videos: We will see brief videos illustrating the opinions of some of the authors studied, including Michael Porter, C. K. Prahalad and Henry Mintzberg. We may use other videos to introduce some concepts.

* Business forums: To help students to become more familiar with business reality, the subject includes three business forums in which businesspeople, executives and consultants explain how they interpret and use the different concepts and tools studied in this course.

* Final exercise to apply the tools and concepts studied: In this exercise, groups of students will apply the entire strategic reflection process studied to a real company of their choosing. Groups are responsible for finding the information they need to apply the different concepts and tools to their chosen firms. On certain occasions when groups cannot find required data, they will be allowed to deduce said information. However, in this case, they must discuss and analyse what their suppositions imply. Groups will be assessed on their ability to find the information they need as well as their ability to analyse and make decisions. Obviously, a fundamental factor in this respect is the groups' ability to determine what information is key for them as well as to divide tasks between students to seek out this information. The groups will present this exercise during the last class session though they must begin working on it from the very first day.

* Individual work: Despite the variety of methodologies used, we should note that none of them are effective without students¿ individual efforts and attention. For this, they will be given assignments every day to complete outside of class (readings, case studies and exercises). Faculty have calculated that students will need to dedicate between four to five hours every day outside of class for the most intensive sessions. Students should note that this is important to ensure that in-class sessions are truly active and enriching.

Important note: We might need to adjust some of the course parameters depending on the evolution of the COVID-19 pandemic.

Assessment criteria

Class attendance is extremely important.

30% of students' final marks for the course corresponds to their individual class contribution (attendance and participation, including presentations and/or written assignments) and group participation (case study reports and group work in class).
30% corresponds to group work, specifically, the final group assignment prepared throughout the course in teams.
40% corresponds to the final exam.

Assessment criteria:

Case study analyses: 1. Students take different perspectives into account; 2. know how to integrate them; 3. see the interrelationships / relationships between the different concepts; 4. are aware of their own views and how these influence their analyses; 5. know how to listen; 6. anticipate the possible evolution of events; and 7. are capable of making decisions.

Class contributions and final assignment: 1. Students understand the concepts addressed / use them appropriately; 2. establish relationships between the different concepts; 3. use the specific vocabulary; 4. are capable of structuring the course knowledge; and 5. employ clearly developed arguments.

Final assignment presentation:
1. Clearly explained aim
2. Schematic and structured presentation
3. Clear and relevant transitions
4. Easy to follow
5. Appropriate use of concepts
6. Sustained visual contact with the audience
7. Clear conclusions

Final assignment and case study analyses:
1. Attendance and participation in group meetings
2. Group leadership
3. Presentation of ideas
4. Undertaking their part of the assignment
5. Producing high quality work
6. Overall contribution

Final exam
Students¿ ability to apply the concepts learnt to specific realities/cases proposed and ability to answer the exam questions in a summarised fashion with appropriate content.

Bibliography

Timetable and sections