BBUS 502
Strategic Management in High Technology Firms
MBA Program
University of Washington Bothell
Autumn 2006 (updated October 22)
Kevin Laverty
Laverty (at) u.washington.edu
Direct line and voice mail: +1 425 352-5338
Fax: +1 425 352-5277
Office: UWB2-325; hours by appointment
Course page: http://faculty.washington.edu/laverty/BUS502
Library reserves: https://eres.bothell.washington.edu/eres/coursepage.aspx?cid=978
Contents
I. Course overview and purpose
II. Expectations
III. Grades
IV. Policies
V. Plagiarism
VI. Contribution to class discussion
VII. Group assignments
VIII. Individual assignments
IX. Statement from Disability Support Services
X. Schedule
I.
Course overview and purpose
This course takes an
executiveÕs level perspective of what is probably the fundamental question of
business practice: what makes an organization successful? I pose this as two
related but distinct questions: [1] how do you EXPLAIN success? (how do you
explain why different organizations are more or less successful than other?),
and [2] how do you MANAGE to make a particular organization successful (given
the specifics of organization itself and the business environment in which it
exists)?
Historically, business
schools had a business policy course that focused
on the decisions made by the firmÕs top managers to achieve this end. This course
typically has been an integrative capstone taken after students had studied the functional
disciplines of business (e.g., finance, accounting, marketing, operations,
organizational behavior). Currently, the field of strategic management has infused the capstone/business policy course,
particularly in bringing economics-based perspectives to understanding
competition, evolution of industries, and sources of rent (economic profit).
The UW Bothell MBA
Program is one of a number of leaders in an innovation to move this business
policy/strategic management course to the beginning of the curriculum. It is our intention that
students will carry the executiveÕs level perspective into subsequent courses,
and in fact will be deeply motivated to study those courses as the result of the questions and problems
raised in BBUS 502.
This course is designed
to address these concerns and perspectives through theory- and case-based study
of firm-level business strategy and performance. Specifically, each student
will be required to [a] engage in seminar-format discussions addressing theory
and cases, [b] individually develop an integrated perspective on the questions
raised by the course and the theories and perspectives presented, and [c]
working as part of a group, design and carry out a research project related to
the purposes of the course.
As part of the programs
focus on effective written communication, each student will have the
opportunity to work with a writing specialist, who will evaluate selected work
that is submitted for course requirements.
Class sessions will be
conducted as seminars. I use the term seminar to capture the objective of thoughtful and
critical discussions of the assigned readings and cases in which each person is
expected to be a contributor. This is not a lecture class with one-way
information flow.
I encourage an analytical
approach in class sessions, written work, and presentations. To me, analytical indicates seeking to identify underlying problems
and issues, evaluating the theories and evidence presented, and comparing and
contrasting across different readings and perspectives. An analytical approach
contrasts both with descriptive (compiling facts, definitions, and lists) and
argumentative (mustering evidence in support of a pre-established position)
approaches.
In general, students are
expected to demonstrate the level of motivation, responsibility, and quality of
work consistent with the explicit and implicit expectations associated with
graduate study at a leading research university. Quality work requires thinking
critically and systematically, writing clearly, and communicating ideas and
arguments in a seminar format.
Every student should be
prepared to make high quality contributions at every class session based upon
assigned material. Studying (not just simply reading) assigned readings and
cases is necessary for students to meet expectations for contribution.
Each student will be
assigned a grade that represents my judgment as to the studentÕs accomplishment
and contribution in the course. The weighting in determining the grade will be
20% Individual
papers on articles and cases
25% Individual
papers (final): integrated perspective on firm success + final case analysis
20% Individual
contribution to class discussion
10% Group
written assignment: case
25% Group
research project (final written report and Òalmost finalÓ written report will
be graded; proposal and presentations will be graded pass-fail)
I consider a grade of B
(3.0) to be appropriate for high-quality work that has no significant errors of
either omission or commission. This grade represents the minimum expectation
for graduate students at a leading research university. Grades above 3.0
require the demonstration of excellence above and beyond this level.
Important notes on
grades:
1.
A student will not earn a passing grade in this course without a passing
weighted average (as above) grade on individual written assignments.
2.
Note: If it is clear to me that the contribution of an individual to the group
research project is significantly above or below that of other group members,
the grade for the individual will be adjusted accordingly, up or down from the
grade assigned the group.
1. Strict adherence to
University of Washington, Bothell standards with respect to academic integrity
is expected implicitly by enrollment in this course. The section on plagiarism (below) and the links contained therein are
assigned reading for this class.
2. E-mail sent to your UW
account is considered by UWB to be official communication. I will send notices
regarding the class to the list of currently enrolled students, and it is your
responsibility to receive these e-mails.
3. Each written
assignment must be completed and submitted in hard-copy format by the beginning
of the class session at which it is due. (Select assignments will be submitte
in duplicate.) Late assignments will receive a substantial penalty. If you
cannot attend a class when an assignment is due, or if you have a one-time
printing problem, I will accept an e-mail attachment or a faxed copy as
indicating the assignment was completed on time, but you must provide me a hard
copy as soon as possible.
4. Laptops, blackberries,
etc. in class. Please do not use computers or other electronic devices during
class for anything (e.g., email, World Series) not directly related to the
material at hand. My purpose for this policy is to maintain individual and
class focus. We all benefit when we are collectively engaged.
When I suspect that a
student or group has committed plagiarism, I will follow established UWB
procedures for addressing the matter. If a student or group has committed
plagiarism, I will assign a grade of zero for that project.
The following two links
are required reading for students in BBUS 502. Instances of plagiarism will not
be excused due to a professed lack of understanding; if you have any questions,
please ASK!
UWB policies and
procedures regarding academic integrity (including plagiarism) can be found at http://www.uwb.edu/students/policies/integrity.html.
Northwestern UniversityÕs
detailed site that gives examples of plagiarism can be found at http://www.northwestern.edu/uacc/plagiar.html.
VI.
Contribution to class discussion
The quality of
contribution to discussion is not measured by Òairtime.Ó The best contributions
to discussion demonstrate [1] responsiveness to what others have offered, [2]
identification of issues and competing ideas, and [3] application of facts,
models, and analysis.
Although I emphasize an
analytical approach, there certainly is room for individual opinion but I
expect this to be reasoned, not based on pre-conceptions.
I hope for lively and
even intense discussions of opposing viewpoints. Nevertheless, personal attacks
and/or lack of respect for others and/or their ideas are unacceptable and will
not be tolerated.
In preparation for class
discussion, I suggest the following:
¥ For
all reading assignments, be prepared to offer a brief (one minute) oral summary
of the reading: what is its purpose? What are its major points? How would you
compare and contrast it with other readings?
¥ For
all reading assignments, be prepared to describe and discuss what the reading
contributes to addressing the courseÕs fundamental questions.
¥ For
articles (library reserves), be prepared to offer examples from your current
(or former) organization that address the models, theories, and/or principles
in the article. (I will provide specific suggestions for several readings.)
¥ For
cases (packet at Bookstore), be prepared to address the situation that the
managers of this firm face: if you had two minutes of their time, what would
you recommend that they do, and why?
Students will work in
groups for two assignments.
Group written
assignment: case
Each group will submit a
written assignment: date and case. Date xxxx Questoins to be provided.
Group research project
Each group will write and
present a research project that builds on the required material from this
course. You will be expected to apply course material to particular business
situations, to identify the underlying problem(s) faced by management, and to
formulate and justify strategies. For a topic, you may pick [a] a particular
business or other organization that, [b] an industry or industry segment, or
[c] an issue in business strategy that is motivated by (and ideally builds on
or complements) course topics.
These are the staged
requirements and due dates:
¥ Wednesday
October 11: Propose a topic to be studied and present a preliminary list of
research questions
A
Òhigh technologyÓ topic is obvious, given the theme of the program, the titleof the course, and the interests of many students, but I am completely open to
other ideas.
The
proposal should present research questions and describe both how you see these
questions being addressed by material from the course and what else you will
need to address the questions
This
proposal should be approximately 3-5 pages in length and include a reference
list.
¥ Before
Wednesday October 25: Schedule a 15-minute group meeting with me to discuss
your project
¥ ÒAlmost
finalÓ written report due Wednesday November 29. At this point, my expectation
is that the report will be substantially finished. Details TBA.
¥ Final
report due Wednesday December 13 (both electronically and hard copy). On December
13, we will have *brief* presentations of each report. Details TBA.
Final
report should be approximately 15-25 pages in length, not including tables,
figures, and references.
Individual written
assignment #1; Due Monday October 2
Regarding the Timex case:
write a single paragraph in which you describe why Timex was successful.
Consider only the period 1950-1962.
Individual written
assignment #2; Due Monday October 16
Question 1
Why was Wal-Mart
successful in the time period covered by this case?
Question 2
Does Wal-Mart have a cost
advantage? How do you know? Identify *all the categories* of Wal-Mart's cost
advantage. (Explanation: ÒshrinkageÓ - loss due to shoplifting and employee
theft - is conceivably a category of cost for a retailer. If retailer ÒAÓ has
less shrinkage than retailer ÒBÓ, then ÒAÓ can be said to have a cost advantage
in this category.) Provide a *quantitative* analysis of how large that cost
advantage is, in total and for each category.
All the information you
need for question 2 is in the case. For addressing cost advantage, express all
data as a percentage of total sales. (For example, for retailer ÒAÓ, if total
sales were $1 million and shrinkage were $15,000, shrinkage would be 1.5percent of sales.)
Question 1 can be
answered in 3-4 paragraphs max.
Question 2 will require
both the preparation of tables and/or spreadsheets and a separate
"written" answer (which probably only requires 3 paragraphs). The
Òwritten answerÓ should refer to the tables/spreadsheets, but should be written
so that it is clear and understandable on its own. Tables and/or spreadsheets
should be designed so as to be understandable without reference to your written
answer.
Indicate the source
(i.e., from the case) of all data used, and show all calculations.
Individual written
assignment #3; Due Monday November 20
Assignment TBA
For each case, I will
provide specific questions to spark your analysis. In general, apply models and
frameworks from this class to address: how well the company is performing
relative to its industry, what kinds of strategic issues does its management
face, what are the alternative courses of action available, and what criteria
should be used to evaluate those alternatives.
Each analysis is due (hard
copy) at the beginning of the class session for which the case is assigned.
Individual papers
(final) (due Wednesday December 6)
There will be 2 parts:
[a] Òintegrated perspective on firm successÓ (a synthesis of what you have
learned in the course) and [b] an analysis of a case. Details TBA.
Guidelines
for individual (and all) assignments:
1.
Please do not settle for generalizations, particularly when you use terms in
common use like ÒleadershipÓ or Òoperational efficiency.Ó Be very precise in
defining terms such as these. Moreover, since the paper should address Òhow
firms should be managed to achieve successÓ (quoting from above), make sure you
clearly state how firms accomplish the elements you write about.
2.
Avoid tautologies (defining terms so that the definition is the same as the
term defined). For example, I conceivably could define leadership as Òthe
influence necessary for the success of a organization.Ó Then, if I ask, Òwhat
leads to success?Ó leadership is not a very useful answer because, by
definition, leadership leads to
success. To avoid this tautology, I would have to define leadership in a way
that does not include success.
3.
Pay attention to the calculus (the functional form of the relationship between
variables: linear, curvilinear, etc.) and contingencies (the boundary
conditions for a relationship between variables).
4.
Do not rely on preconceived notions. Challenge your assumptions. You must back
up your ideas with facts and citations. That Òit makes senseÓ is not sufficient.
5.
Citations: All ideas you present in the paper should be carefully referenced
using a consistent standard style.
IX.
Statement from Disability Support Services
If you believe that
you have a disability and would like academic accommodations, please contact
Disability Support Services at 425.352.5307, TDD 425.352.5303, FAX
425.352.5455, or at rlundborg@uwb.edu.
In most cases, you will need to provide documentation of your disability as
part of the review process.
The
following is the intended schedule of when assigned readings will be covered in
class discussion. These readings are from three types of sources, as follows:
Text: Barney, JB & Hesterly, WS (2006) Strategic
Management and Competitive Advantage: Concepts (available at UWB Bookstore)
Case: Harvard Business School Publishing case
study (case packet available at UWB Bookstore)
Article: Available electronically through Library
ERes
Most
classes will meet from 5:45-7:50 pm; exceptions are noted.
Week
1
¥
Wednesday September 27 (class meets 8:00-10:05 pm)
Overview
of the course; scope and relationship to other courses
Read assigned
material on plagiarism
Week
2
¥
Monday October 2
Article: Christensen, CM & Raynor, ME
(2003) ÒWhy hard-nosed executives should care about management theory,Ó Harvard
Business Review
Case:
Timex Corp.
DUE:
Individual written assignment #1
¥
Wednesday October 4
Strategy
and the work of top management
Text:
Chapter 1
Week
3
¥
Monday October 9 (class meets 8:00-10:05 pm)
Analyzing
external environments
Text:
Chapter 2
Article: Porter, ME (1990) ÒThe competitive
advantage of nations,Ó Harvard Business Review
¥
Wednesday October 11 (class meets 5:45-10:05 pm)
Part
I: Elements of the global business environment
Article: Steidlmeier,
P (1993) ÒThe moral legitimacy of intellectual property claims: American
business and developing country perspectives,Ó Journal of Business Ethics
Part
II: Analyzing internal capabilities; the resource-based view
Text:
Chapter 3
Article: Prahalad,
CK & Hamel, G (1990) ÒThe core competence of the
corporation." Harvard Business Review
DUE:
Group research project proposal
Week
4
¥
Monday October 16
Analyzing
cost advantages
Text:
Chapter 4
Case:
Wal-Mart StoresÕ Discount Operations
DUE:
Individual written assignment #2
¥
Wednesday October 18 (class cancelled due to instructor illness)
Week
5
¥
Monday October 23 (Leadership Speaker Series tonight; short class)
Analyzing
differentiation advantages
Text:
Chapter 5
Case:
Patagonia
¥
Wednesday October 25
Vertical
integration strategies
Text:
Chapter 6
Case:
Feed R&D Ð or Farm It Out?
[No
class meetings during weeks 6 and 7]
Week
8
¥
Monday November 13
Diversification
strategies
Text:
Chapter 7
Case:
EMI and the CT Scanner (A)
DUE:
Group written assignment: case
¥
Wednesday November 15
Organizing
to implement diversification strategy
Text:
Chapter 8
Case:
GE's Digital Revolution: Redefining the E in GE
Week
9
¥
Monday November 20
Alliances;
mergers and acquisitions
Text:
Chapters 9 and 10
Article: Dyer,
Kale & Singh (2004) ÒWhen to ally and when to acquire.Ó Harvard Business Review
Week
10
¥
Monday November 27
Managing
diversification and alliances: strategic and organizational dimensions
Case:
BRL Hardy: Globalizing an Australian wine company
Case: The HP-Cisco Alliance (A)
Cancelled: There will be no Individual written
assignment #3
¥
Wednesday November 29
DUE:
Group research project "almost finalÓ written report
Assignments
TBA
Week
11
¥
Monday December 4
Assignments
TBA
¥
Wednesday December 6 (class meets 8:00-10:05)
DUE:
individual papers (final)
Assignments
TBA
Finals
Week
¥
Wednesday December 13 (class meets 5:45 until approximately 8:30 pm)
Brief
presentations and discussion of group research projects
DUE:
Group research project final written report
Note:
For weeks 10 and 11
Remaining
cases:
Microsoft: Competing on Talent (A)
Matching
Dell
Remaining
topics
Measuring
performance: The balanced scorecard
Making
investment decision: Real options analysis
[Others
topics TBA]