BBUS 544
Strategic Management in High
Technology Firms
MBA Program
University of Washington Bothell
Spring 2007
Updated April 9,
2007
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/BUS544
Library reserves: https://eres.bothell.washington.edu/eres/coursepage.aspx?cid=930
Contents
I. Course overview and purpose
II. Expectations
III. Grades
IV. Policies
V. Plagiarism
VI. Contribution
to class discussion
VIII. Individual assignments:
portfolio Updated April 9, 2007
X. Schedule Updated April 9,
2007
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 others?), and [2] How do you MANAGE to make a particular
organization successful? (What do you do? What is your decision? Ð in the
context of the specifics of the organization itself and the business
environment i!
n 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, particularl!
y in bringing
economics-based perspectives to understanding competitio
n, evolution of
industries, and sources of rent (economic profit).
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.
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 readin!
gs and perspectives. An analytical approach
contrasts both with descri
ptive (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 we
ighting in
determining the grade will be
50% Individual written
assignments (portfolio and other)
20% Individual
contribution to class discussion
30% &n!
bsp; Group research
project (written report and presentation)
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 grade on the individual written assignments component.
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. 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, NCAA final) 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 studen!
ts in BBUS 544. Instances of
plagiarism will not be excused due to a p
rofessed 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 hopefor 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?
VII. Group research project
Students
will work in self-selected groups for a research project. You will be expected
to apply course material, conduct research using high-quality academic and
managerial sources, and present a well-crafted report summarizing your work.
Proposal!
due Monday April 9. Each group will first identify a research que
stion (or
questions) that would be important and interesting to. While it may not be
obvious, identifying a research question is a difficult assignment.
For a
topic, you may pick [a] a particular business or other organization, [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. A Òhigh
technologyÓ topic is obvious, given the theme of the program, the title of the
course, and the interests of many students, but I am completely open to other
ideas.
The
proposal should present a research question (or questions) and describe both
how you see this being important and interesting to managers and valuable to
the class. This proposal should be approximately 2 pages in length and include
a reference list using a standard format.
It is
likely that I will ask some groups to rewrite the proposal and/or schedule a
brief meeting with me to discuss their project. In addition, I welcome the
opportunity to meet with each group at any time whether or not I initiate the
meeting.
Abstract
due Wednesday May 30. The abst
ract should be between 150 and 250 words. I
will post it to ERes for other class members to read prior to the presentations
on Monday June 4. [Submit the abstract via email Ð pdf attachment
preferred; file name should include project title.] The abstract should present
a problem statement, describe your topic, and summarize how you analyzed the
problem, what you found, and what you concluded and (if appropriate) would
recommend.
Presentation
Monday June 4. Brief, informal presentations.
Final report due Wednesday June 6. Final report
should be approximately 15-25 pages in length, not including tables, figures,
and references.
VIII. Individual assignments: portfolio Updated
April 9, 2007
The
portfolio will consist of [i] weekly short (1 page) papers in which you reflect upon
the readings and discussion and how these fit into the overall subject of the
class, [ii]!
a
mid-term overview, and [iii] a concluding/final overview.
For each
of these assignments, the implicit purpose is to address the Ògreat
question(s)Ó for the course: ÒHow do you explain why different organizations
are more or less successful than others?Ó and ÒHow do you manage to make a
particular organization successful?Ó More specifically, I want each submission
to indicate how the current course material informs your thinking about the
great question, what are the different perspectives offered, what new questions
arise, etc.
I have
two reasons for assigning the portfolio this way. First, research on learning
indicates that adults do not effectively answer any question they have not
asked for themselves. Therefore I hope you do not treat this as a Òhere is a
question that the professor knows the answer to and I have to figure out what
s/he wantsÓ assignment. It is not. You are graduate students at a great
university and you should be creators of knowledge; this begins by asking
questions. Second, for everyone I know, ideas that seemed clear when you were
reading or thinking are much harder to express in writing. This is not true for
facts, but facts are the easy part. I refer here to models, frameworks, and
theories, the relationships among variables, and the search for explanation
(cf. Christensen & Raynor, 2003).
Weekly
papers. Due each Monday beginning the second week (April 2). No paper due
Monday April 30 or Monday May 28. [Submit hard copy at beginning of class; retain
electronic copy. One single-spaced page for weekly paper.] I would like
each paper to be both retrospective (prior weekÕs readings and discussion and
prospective (readings/cases that you have prepared to discuss the Monday the
paper is due). For example, for the first paper, address what we covered in the
first week and the readings for the class Monday April 2. (If you also have
prepared to discuss the readings for the Wednesday class, please bring these in
to what you write as well.)
Mid-term
overview. Due Wednesday May 2. [Submit (a) a ha!
rd copy of the overview and
(b) via email a single file that has this overview and the previous
weekly papers. Please include your name in the file name. Limit: three pages,
not including references, tables or figures.] The specific focus of the
mid-term overview will be on business (in contrast to corporate) strategy.
(Chapters 1-6 and the associated readings and cases address business strategy.)
Concluding/final
overview. Due Wednesday May 30. [Submit (a) a hard copy of the final
overview and (b) via email a single file that has the final
overview, the mid-term overview, and all the weekly papers. Please include your
name in the file name. Limit: three pages, not including references, tables or
figures.] The f!
inal overview will address the course as a whole, the Ògreat
question(
s)Ó, and how what we have learned here fits with (or perhaps conflicts
with) what you have learned in other courses in the program. As part of this
overview, please go back to what you wrote for the ÒWhat explains why some
firms are more successful than others?Ó assignment. Specifically, critique what
you wrote in that assignment.
I will
grade the portfolio as a whole two times, when you submit the overviews (i.e.,
the weekly papers will not be separately graded). However, I will read the
weekly papers and if I feel you are Òoff trackÓ I will let you know
immediately.
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. 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 pape!
r should
be carefully referenced using a consistent standard style.
If
you believe that you have a disability and would like academic accommodations,
please contact Disability Support Services at 425.352.5307 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. Additional readings may be added.
(Also, I may move around the assignments for weeks 8 and 9 and /or add other
topics.) The assigned 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)
A!
rticle: A
vailable
electronically through Library ERes
Classes will be each Monday and Wednesday from 5:45-7:50
pm; exceptions are noted.
Week 1
¥ Monday March 26
 !
; Overview
of the course; scope and relationship to other courses
¥ Wednesday March 28
Strategy
and the work of top management
Article: Christensen, CM & Raynor, ME (2003) ÒWhy hard-nosed executives
should care about management theory,Ó Harvard Business Review
DUE: Individual
written assignment: ÒWhat explains why some firms are more successful than
others?Ó
DUE: Feedback
on prior coursework in MBA Program
Read
!
assigned material on plagiarism
Week 2
¥ Monday April 2
Text: &nb!
sp; Chapter
1
Case: Timex Corp. Available at http://harvardbusinessonline.hbsp.harvard.edu/relay.jhtml?name=cp&c=c01604
DUE:
First
weekly paper
¥ Wednesday April 4: No class tonight; entire evening
will be Law and Ethics class
Week 3
¥ Monday April 9
Analyzing
external envir!
onments
Text:
Chapter 2
Article: Porter,
ME (1990) ÒThe competitive advantage of nations,Ó Harvard Business Review
Article: Steidlmeier, P (1993) ÒThe moral legitimacy
of intellectual property claims: American business and developing country
perspectives,Ó Journal of Business Ethics
DUE:
Proposal for group research project
¥ Wednesday April 1
1
Seminal
ideas: including core competence and first mover advantage
Overviews
of economics and international business
Article: Prahalad, CK &
Hamel, G (1990) ÒThe core competence of the corporation." Harvard
Business Review
Week 4
¥ Monday April 16
&n!
bsp; Analyzing
intern
al capabilities; the resource-based view
Text:
Chapter 3
¥ Wednesday April 18
Analyzing
cost advantages
Text:
Chapter 4
Case:
Wal-Mart StoresÕ Discount Operations
Week 5
¥ Monday April 23
Analyzing
differentiation advantages
Text:
Chapter 5
Case:
Patagonia
¥ Wednesday
April 25
Vertical
integration strategies
Text:
Chapter 6
Case:
Feed R&D Ð or Farm It Out?
Week 6
¥ Monday April 30 (law midterm
tonight)
Diversification
strategies
Text:
Chapter 7
¥
Wednesday May 2 (MBA Speaker Series tonight;
shorter
class than usual)
DUE:
Mid-term overview
Case:
EMI and the CT Scanner (A)
Week 7
¥ Monday May 7
Organizing
to implement diversification strategy
Text:
Chapter 8
Case:
GE's Digital Revolution: Redefining the E in GE
¥ Wednesday May 9
Alliances
Text:
Chapter 9
!
Case: The HP-Cisco Alliance (A)
Week 8
¥ Monday May 14
Mergers
and acquisitions
Text:
Chapter 10
Article: Dyer, Kale & Singh (2004) ÒWhen to ally
and when to acquire.Ó Harvard Business Review
Case:
BRL Hardy: Globalizing an Australian wine company
Week 9
¥ Monday May 21
Case: Kodak and the Digital
Revolution (A)
¥ Wednesday May 23
Case:
Matching Dell
Week 10
¥ Monday May 28: No classes; Memorial Day
Managing
diversification and alliances: strategic and organizational dimensions
Case: The HP-Cisco Alliance (A)
Cancelled: There will be no
Individual written assignment #3
¥ Wednesday May 30: No class tonight; entire evening will
be Law and Ethics class
DUE:
Group research project abstract
DUE:
Final overview and portfolio
Finals Week
¥ Monday June 4 (class meets 5:45 until approximately
9:00 pm)
&nb!
sp;
Group research project presentations and discussion
¥Wednesday June 6
DUE:
Group research project final report