管理学专业essay/report/assignments/exam
University of Sheffield
Management School
Module Guide
Semester 1 2017/
Contents
8. Referencing
-
- Welcome to the Strategy Practice module
-
- Introduction
-
- Summary of Aims
-
- Anticipated Learning Outcomes
-
- Teaching Sessions
- Module Teaching Team and Contact Details
- 6 Guest Speakers on the Module
- 7 Plagiarism – 9. Research Ethics –
- 10 Assessment Task
- Electronic Submission
- Task: Strategy Based Initiative
- 11 Module Assessment Marking Criteria and Guidance
- Making Grid: Report Guidance
- 12 Teaching Schedule
- 13 Reading List
3
Welcome to the Strategy Module
Dear Strategy in Practice Student,
A big welcome on to MGT38 5 Strategy in Practice. In choosing to undertake this module I think that
you considered one or two questions before making your decision, these might have been:
- Where am I heading with my career and my future?
- Why do I want to study strategic management and this module?
- How will it make a difference to my practice as a manager (or aspiring manager)?
Whilst these questions may appear obvious and straightforward they are a very important part of the
reflective process that will shape your development both on the module your degree programme. I
would like you to consider one further question at this stage and that is:
What am I going to do while I am on the final stages of my degree?
To a great extent the modules you study and the day-to-day demands of the programme will
determine your answer. However, it is a much deeper question than that. The way you approach the
programme and how you develop your own strategies to get the best from it will also be key.
With regard to change, by the time you have finished the module (& also programme), you will have
change!. As well as being more knowledgeable, you will have developed and enhanced your skills in
areas such as research; working with people; creative problem solving; communications and very
importantly, understanding how best you and others learn. On this module you will be required to
work independently, doing real world research, completing assessments or preparing work for
seminars. Here again, your personal commitment is the key to getting the best out of the module.
The need to develop employability skills is crucial to your future so you will be involved in a number of
activities that seek to develop these important skills so you can put them in to practice and
fundamentally make a difference in your own work place.
We need your help to make sure your module experience and outcomes are worthwhile for you and
of value to your future career direction. You will always be encouraged to do your best and you will
have the opportunity to shape your learning through your own efforts. You can get the grade you
want.
Enjoy your time on the module and once again, make the most of it. You will find everything you need
to know about the module and its content in the following sections. The programme team and I are
here to help you at every stage of the module. Please feel free to ask any questions as we go along.
M. Willett.
Module Leader
4
Introduction
Traditional Management thinking about strategy deals with a world of
mechanistic, hence predictable, organization. Revolution would overthrow it;
evolution would let it develop. Both perspectives are questionable in view of
complexity thinking"
(Clegg, Carter, Kornberger, Schweitzer, 2012: 23)
Todays modern managers and organisations face a multitude of complex decisions,
challenges and problems on a daily basis. Making effective decisions can be a
complex process, relying upon many skills and techniques which need to be drawn
upon. The rapid rate of change in organisations, globalisation and deregulation has
led to unstable environments and the constant need for modern managers to
innovate and use more creative methods of working in order to solve problems
more effectively, enable product innovation and maintain competitive advantage in
the 21
st
Century.
The objective of this module is to increase your strategic thinking abilities by
exposing you to a wide range of theories and varying perspective on the subject
discipline. In a subject like strategic management there is a broad spectrum of views
and ways of seeing the discipline, and there is the possibility that to some this
variety of ideas may be overwhelming. That is why many of the theories, models
and perspectives you encounter whilst studying the module have been clustered
around strategic issues. These complex messy and ambiguous issues we cover in the
lecture topics represent key questions and paradoxes both organisations and
managers need to deal with in practice (hence the module title) on a daily basis.
You will be challenged to tackle the modules from a holistic viewpoint, taking in
various aspects covered from operational tactical level to high level strategic
decisions in order to formulate appropriate courses of action.
With any module with strategy in the title, it seems reasonable that you would
expect a clear definition of the term across the module. Any such clear definition of
the term would be misleading from the offset and would give you the wrong
impression that any of the concepts we teach around the subject should not be
questioned. Read any academic literature and you will see that strategy has many
guises. This is not great news for anyone who enjoys simplicity, clarity and
uniformity (flow charts, rules and metrics). However, by encouraging you to look at
these areas in a different mind-set it will enable you to be better prepared for real
world strategic decisions and problem solving.
It is important to stress that throughout this module you will encounter strongly
conflicting views of what we mean by Strategy, strategizing Strategic
Management and Strategic in Practice. It is important to recognise that there is
more than one form of strategy and more than one way of acting strategically in
different organisational contexts; it is open to a variety of perceptions from a range
of people therefore we want you to adopt a critical approach and explore these
angles as you progress through the module. Most crucially, this module is about
5
you, how you practice strategy through personal experience and how you can
develop as an entrepreneurial leader in your own way using various tools, methods
and theories we will encounter.
Summary of Aims
A number of key strategy perspectives are presented as paradoxes and the focus
of the unit is on the evaluation of managerial and/or organisational decision
processes that lead to improved performance and sustainable competitive
advantage.
Further, the module seeks to enhance your own understanding of how the theories
and frameworks in the area of strategy formation and strategic change apply in a
variety of organisations across a wide range of sectors/industries in different
environmental and competitive circumstances.
Through reflecting on the contexts in which strategic issues arise, and on your own
abilities and attributes, you will be encouraged to consider how, as managers, you
might create a climate in which strategic innovation can flourish, and how you
might yourselves learn how to become more innovative, self-reliant, and
opportunistic.
Anticipated Learning Outcomes
On completion of the module you will be able to demonstrate:
- Understand the different theories and models of strategy formation and
how these provide a reference for an organisation’s overall corporate
development.
- Critically evaluate an organisation’s strategy development and realisation
process, using advanced [and appropriate] skills in conducting research.
- Develop and formulate appropriate strategic options by which an
organisation can more effectively realise its strategy and develop
sustainable competitive advantage.
- Utilise effective [written and verbal] communication skills in presenting key
findings and results and making appropriate [and justified]
recommendations.
- Demonstrate mastery in using the wider strategy formation, strategic
change, strategy implementation, and strategy practice literature to
underpin and inform their arguments.
6
Teaching Sessions
The learning/teaching strategy adopted by the module aims to develop
independent and active learners, foster deep learning and understanding and
enable students to develop advanced study habits and learning skills.
The emphasis of these philosophies is one of encouraging students to adopt deep
rather than surface approaches to learning and therefore methods which
encourage interaction; activity based learning and structure of course content with
a clear motivational context. Consequently a wide range of teaching methods are
employed within the taught elements of the course.
Lectures and Tutorials
To develop necessary lifelong skills in problem solving the learning and teaching
methods are intensive and challenging, with a high expectation of autonomous
learning. There is a significant group work element during which participants will be
able to develop further their own knowledge and experience through drawing on
the experiences of others, as well as developing practical skills.
The MGT385 seminars are very practical in nature and will help support you
discussing and formulating new understandings whilst on the module. To get the
most out of this it is important you work together with your peers and immerse
yourself in trying to test new ideas and observations out in these seminars. The
seminar tutor will help you get the most out of these interactive sessions.
There may well be preparatory work involved, and we expect you to make the
effort to complete it if that is the case. Students who do prepare in advance tend to
get more out of the seminars and consequently are more likely to learn more.
Each Group has 5 tutorial sessions , i.e. 1 every TWO weeks!
NOTE: THERE ARE NO TUTORIALS IN WEEK 1
All tutorial groups will be compiled centrally you cannot choose which group you
attend. Please note: There are no exceptions to this! Details of which group you
have been assigned to will appear on your personal timetable.
Module Teaching Team & Contact Details
The module team will discuss any aspect of the module during timetabled sessions.
Outside of scheduled times, the team may be contacted directly by telephone or
email, see below for details. In the first instance, e-mail is usually quickest as we
are often away from our desks teaching. If unsure about anything please just
ask…We are here to help!
7
Tutor Room Telephone Email
M.Willett D031 0114 222 3449. M.R.Willett@Sheffield.ac.uk
8
Action Learning in Tutorials
You will be encouraged to work in Action Learning Sets (small groups with a set
supervisor) during the modules tutorial sessions. This serves to support the
reflective process, to learn from action, to help you to build strong supportive
networks for yourself and provide a context within which to practice your
interpersonal skills development.
This form of group working will also help to prepare you to get more out of your
research and investigation.
Plagiarism
It is very strongly recommended that you make yourself fully aware of what
plagiarism constitutes, and what the penalties for plagiarism comprise.
The following definitions of plagiarism and collusion are taken from the University’s
Teaching and Learning Support Unit, and represent the University’s standard policy
on this issue.
Plagiarism is passing off others’ work as your own, whether intentionally or
unintentionally, to your benefit. The work can include ideas, compositions, designs,
images, computer code, and, of course, words. This list is not exhaustive. The
benefit accrued could be, for example, an examination grade or the award of a
research degree.
x If a student submits a piece of work produced by others, or copied from
another source, this is plagiarism.
x If a student produces a piece of work which includes sections taken from other
authors, this is plagiarism. The length of the copied section is not relevant,
since any act of plagiarism offends against the general principle set out above.
When copying sections from other authors it is not sufficient simply to list the
source in the bibliography.
9
x If a student paraphrases from another source without the appropriate
attribution, as outlined in the section on referencing, this is plagiarism.
Paraphrasing should use a student’s own words to demonstrate an
understanding and accurately convey the meaning of the original work, and
should not merely reorder or change a few words or phrases of the existing
text.
x If a student copies from or resubmits his or her own previous work for another
assignment, this is self-plagiarism, and is not acceptable.
Collusion is a form of plagiarism where two or more people work together to
produce a piece of work all or part of which is then submitted by each of them as
their own individual work.
x If a student gets someone else to compose the whole or part of any piece of
work, this is collusion.
x If a student copies the whole or part of someone else’s piece of work with the
knowledge and consent of the latter, then this is collusion.
x If a student allows another student to copy material, knowing that it will
subsequently be presented as that student’s own work, then this is collusion.
x If two or more students work on an assignment together, produce an agreed
piece of work and then copy it up for individual submission, then this is
normally collusion. In group assignments such as group projects, some degree
of collaboration may be acceptable, or even required: if it is not clear from the
written instructions, students should seek the advice of the member of staff
who set the assigned work regarding the acceptable limits of collaboration.
Both plagiarism and collusion are strictly forbidden. Students are warned that the
piece of work affected may be given a grade of zero, which in some cases will
entail failure in the examination for the relevant unit or research degree. The
student may also be referred to the Discipline Committee.
Extract taken from https://www.sheffield.ac.uk/physics/teaching/plagiarism-
collusion
10
TurnitinUK is available through MOLE and should be used in submitting your
individual assignments. This software allows you submit a draft and receive a
score which tells you how close your assignment is to your sources. These scores
do not necessarily mean that you are being dishonest, but it can help you to learn
how to reference more appropriately. You can address any issues highlighted
before you finally submit your assignment. You must submit your assignment
through TurnitinUK.
Referencing Work
It is extremely important that you cite references in your course work and
bibliographies consistently and accurately. The referencing system used at the
University of Sheffield is the Harvard system.
Referencing according to the Harvard system
Academic work includes literature citations and a bibliography or reference list.
Citations can be from multiple sources, including course materials, course Readers
and set books, magazines, newspapers and websites. All of them require an
appropriate reference.
You should always provide references for your arguments. When producing
academic work, convention dictates that authors give credit to other peoples work
to substantiate their arguments when they cite their theories or research findings.
You should use what is known as the Harvard system. It works as follows:
When you cite an authors work you should put in your text their name, the
publication date and, if you are quoting their words, the page number, all enclosed
in brackets; for example (Foucault, 1980, p. 35).
You should then put the full reference in alphabetical order in a reference list at the
end of your essay or report. For the example above the entry would be:
Foucault, M. (1980) Power/Knowledge, Brighton, Harvester.
The styles for full references to chapters in edited books and journal articles are
slightly different, as shown below:
A chapter in an edited book
Hall, S. (1997) The work of representation in Hall, S. (ed.) Representation: cultural
representation and signifying practices, London, Sage, pp.1374.
A journal article
Schafer, M. and Crichlow, S. (1996) Antecedents of groupthink: a quantitative
study, Journal of Conflict Resolution, Vol. 40, No. 3, pp. 41535.
11
Secondary Reference (from another text)
When citing the author of a chapter in another text (secondary references), your
text reference should be, for example, (Cyert and March, in Salaman (2001), p. 65).
Then in the reference list you should include the full reference to the Reader as
follows:
Salaman, J.G. (ed.) (2001) Decision Making for Business, London, Sage (Course
Reader). Remember….if unsure ask your tutor!
Research Ethics
Gathering information from human participants whether through interviews,
questionnaires, online surveys, etc, MUST be ethically approved before the data is
collected. You should consider the ethical implications of your research at an early
stage and you will need to show this awareness when completing your proposal
form (found on MOLE).
Completion of the ethics form
The University of Sheffield does not allow retrospective approval of data that has
already been collected. Therefore, completion of an ethics form must be carried out
BEFORE the research is started.
If you are doing any collection of primary data you will need to complete an online
Ethics Approval form. You should submit this electronically before you carry out any
data collection. The Online form for submission can be found here:-
https://ethics.ris.shef.ac.uk/
Once you have ethics approval you can then start to collect your data. If your
project should change significantly after you have submitted your ethics form, you
should complete a new one which sets out the changes.
If you are not carrying out any data collection yourself, for example, you may be
using information publically available on website, then you do not need to complete
the ethics approval form. Instead you will need to complete a declaration stating
that ethics approval is not necessary.
If you are not sure which form you need to complete you should contact your
supervisor for guidance.
12
Assessment Submission & Marking Policy
This module will be assessed entirely through 100% coursework.
Electronic Submission, Marking and Feedback Procedures
The module uses electronic submission, marking and feedback the assignment task.
The report is to be submitted via Turnitin at the required times indicated.
Please note we do not require a hard copy of your work for this module. The cut off
time for this assignment is 5pm. Any submissions that arrive after this time will be
classed as a late submission. Please make sure you submit with plenty of time to
spare so as to avoid problems.
Electronic feedback Comments on your script will be provided via MOLE within
Grade Centre which reflects the marking criteria which follow.
Further guidance on each assignment will be provided on MOLE before the due
date.
13
Assessment Task: Strategy Based Initiative (SBI) – 100% Report
Word Count : max 3500 (Excluding References & Appendices)
Report Due: Friday 8
th
January 2018 before 12noon via Turnitin Only.
Think of yourselves in the role of experienced Strategic Management Consultants
for this assessment task, producing a detailed report for an organisation OR
industry sector to take forward in meeting current challenges being faced or
exploiting new opportunities!
Using relevant/appropriate models, concepts and analytical frameworks with
which you are familiar or have studied in this module you are to undertake:
Part 1. Critical Evaluation of Strategic Issues
Selecting one or two topics from the module (though you will draw on others) you
are to undertake a detailed critical evaluation of the strategic issues, challenges
and opportunities that arise both internally and/or externally for an organisation or
industry of your own choosing.
For example, you might have seen from your initial analysis that there is an issue
with innovation (Topic 1) potential in a particular organisation or industry
(supported with evidence website, newspapers, reports, statistics), combined or
with the need for a more creative culture (Topic 2) to evolve.
In this section of the report use concepts, models, frameworks and theories to aid
your detailed discussions in order to fully explore the issues in detail in order to
conclude part 1 with a summary of the key issue being faced.
Part 2. Ideas Generation & Innovative Solutions
In light of your detailed analysis and discussions from Part 1, generate some
innovative strategic ideas to enable the organisation/industry to meet these future
challenges and remain competitive moving forward. For this section you are
encouraged to utilise some creative problem solving techniques from seminar 2 to
formulate with a range of innovative and creative ideas in order to solve the
strategic issue/s you have identified in part 1. You should conclude the report by
selecting the most feasible idea and generating an appropriate aim, and SMART
objectives to take it forward to implementation…
14
Formative Feedback Opportunity
*****Please submit a side of A4 via an email by week 4 to your seminar tutor**
outlining which organisation/industry you are looking at and a proposed report
plan of action over the coming weeks. You should include what data you have
already collected and what topics from the module might be useful to use for part
1. Access to information is crucial for this report. If you cant get the information
on the chosen organisation/industry, then I would advise rethinking your
**selection. ****
16
Module Assessment
Marking
Criteria and Guidance
Task
:
Report
(
100
%)
Assessment Criteria
Level Descriptors
Fail (
–
39)
Pass (
–
44)
3
rd
(
–
49)
2:2 (
–
59)
2:1 (
–
69)
First (
–
79)
80%+
Coherence of answerpresentation and Report Structure,
are confusing.unclear and sections Report structure is
presentation. grammar and descriptive. Poor Work is largely
disjointed arguments are lacks cohesion; basic structure but The report has a
at times;
satisfactory. presentation are grammar and
adequate. terminology is good; academic presentation are grammar and arguments are fluid; largely cohesive; logical structure and is The report has a
appropriate. academic terminology is presentation are good; fluid; grammar and cohesive; arguments are structure, which is The report has a logical
and grammarare extremely fluid structure; arguments very cohesive logical, creative and The report has a
,
are all very good. academic terminology presentation and
are all faultless. academic terminology presentation and grammar, extremely fluid and arguments are excellent structure; The report has an
arguments areoutstanding structure; The report has an
extremely
faultless. terminology are all presentation and academic fluid and grammar,
Theoretical ApplicationUnderstanding and Knowledge,
module topics. critique from the evaluation and underpinning, is a lack of theoretical descriptive and there the report is theories and concepts; include appropriate The report fails to
theoriesthe appropriate some, but not all of The report includes
and
critique is limited. evaluation and underpinning, theoretical standard of in places and the report is descriptive module topics. The concepts from the
topics.; there ifrom the module theories and concepts range of appropriate The report includes a
s
sometimes limited. depth of analysis is and critique but the analysis, evaluation effective theoretical
evaluation and crtheoretical analysis, there is effective from the module topics.; research and concepts appropriate theories, The report includes
itique
good. discussion is generally and the level of critical
inis strong evidence of and evaluation; there theoretical analysis effective and strong The report has a very
–
depth theoretical
reflection. knowledge and critical
The report has an
originality of thought. reflection and evidence of critical there is strong is demonstrated and theoretical knowledge excellent degree of evaluation; an analysis and excellent theoretical
of superb theoreticaThe report has an evidence
l
sections enhance the reports has been brought in to Wider theoretical reading and originality of thought. excellent critical reflection strong evidence of demonstrated and there is theoretical knowledge is excellent degree of analysis and evaluation; an
outside of the
course materials.
17
Strategic Issues Critical Evaluation of
topics are not evident. issues and module Links between the the issues identified. Lack of any analysis of
to support discussionsfrom the module used Limited use of theory
appraisal. support the critical Lack of evidence to
supporting evidence. the issues and lack of nature when discussing Solely descriptive in
evident but module topics is the issues and Some links between the issues identified. Limited analysis of
more
needed.
limited in scope. used but this is from the module Some basic theory
appraisal. the critical utilised to support Some evidence
strategic issues. discussing the in nature when Descriptive at times
of the issues iGenerally good analysis
dentified.
their application. and thought gone into module topics is evident between the issues and Some appropriate links
but more needed.from the module used Adequate use of theory
appraisal. to support the critical Limited evidence utilised
from the modules topics. strategic issues drawn identify a range of theories are used to Relevant concepts and
aid understanding. theories are used to help Appropriate models and
in context. Superficial inwell applied and placed Models are generally
on occasions. terms of critical analysis
theory from the module. supported through nature of the issue, this section as to the beginning to evolve in Critical questions are
analysis of issues areA clear and convincing
its context. of the organisation and a thorough examination identified together with
analysis is very identified from the organisational issues these to the in detail. Application of utilised and discussed theories are effectively Relevant concepts and
good.
learning is evident. detail and deep Issues are discussed in
facing.issues the organisation is critical application to the from the module and range of theory utilised A broad and insightful
drawn out. comparisons being identified and detailed discussion of the issues insightful critical Extremely detailed and
convincing section. Comprehensive and
from the modulrange of theory utilised deep understanding of a A fully comprehensive and
e and
facing.issues the organisation is critical application to the
convincing section. comprehensive and Outstanding
to practice theory and its relationship appropriately informed by The entire section is
–
both in terms
underlying of explicit use of
theories from
supported in practicetheoretical debates and engagement in wider the module and also
Ideas Generation
or presented. not been undertaken part of the task have Some elements of this
nature. business vague in opportunities for the ideas is weak and The coherence of the
formulated. the ideas that were included to support No evaluation
No clear aims or
identified. opportunities/ideas A limited range of
with the ideas.order to come up used with others in creative techniques Limited use of
objectives. rational aims and without clear and Basic idea presented
detailed support.identified but lacking opportunities/ideas A basic range of
were formulated. support the ideas that evidence included to Some appropriate
the organisection and benefit to link to the previous logical and show some taken forward are Aims and objectives
sation.
sufficiently supported.identified which are opportunities/ideas A good range of
were formulated. support the ideas that Good evidence included to
link to the previous sectSMART and show some forward are logical and Aims and objectives taken
ion
organisation. and benefit to the
sufficiently supported identified which are opportunities/ideas A very good range of
formulated. the ideas that were included to support Good evidence
against SMART criteriare well evaluated Aims and objectives
a
through. and well thought
An ex
cellent set of
organisation/industry. relation to the and discussed in very well supported identified, which are opportunities/ideas
before proceeding. for effectiveness Ideas are evaluated
how these will be to take forward and objectives identified justified aims and Clear and very well
discussed in relation twell supported and identified, which are very opportunities/ideas standard of well supported An extremely high
o the
organisation/industry.
before proceeding. evaluated for effectiveness Ideas are very well
brought forward. originality in the ideas creative thought and A marked element of
18
thjustification of value to forward or for the venture going objectives presented
e organisation.
measured for success
t objectives identified to justified aims and Extremely clear and well
ake forward and how
successthese will be measured for
Conclusions &
Recommendations
organisation/relevant to the ndations that are conclusions/recommereach valid Little or no attempt to
industry
generated. conclusions There are gaps in the
recommendations. relevant discussed along with and issues being the organisation being relevant to conclusions reached evidence of the There is some
more woevidence provided but consistent with the nature. They are but too broad in Conclusions are valid
rk was
being encountered. ends from the issues needed to tie up loose
through,. logical and well thought recommendations are provided and with the evidence Conclusions are consistent
relate clearly stated. They thought through and Conclusions are well
well to the
questions. some unresolved are some gaps and options though there issues identified and
evidence brought tconsistent with the organisation and issues posed to the are relevant to the clearly stated. They are effective and Conclusions reached
in
to the report.
unresolved questions.evidence of any the report. There is no evidence brought tin to consistent with the organisation and issues posed to the extremely relevant to the excellent. They are Conclusions reached are
19
Teaching Sch
edule
2017/
Week commencing
Lecture Topics
Seminar
Reading
1
25
th
September 2017
Lecture 1: Module Introduction & Nature of Strategy
Introducing the Strategic Paradoxes
LectureSeminar Activity to Support
Kornberger, M. and Schweiter, JStrategy Theory and Practice (2012) by Clegg, S. Carter, C.
Chapter 1: The Context and Emergence of Strategic Thinking
2
2
nd
October 2017
Lecture 2
:
Strategizing & Creative Thinking
The Paradox of Creativity Vs. Logic
LectureSeminar Activity to Support
Proctor T (1999)
Creative Problem Solving for Managers
Routledge
3
9
th
October
2017
Lecture 3: Strategy Content
The Paradox of Synergy vs. Responsiveness
LectureSeminar Activity to Support
Strategy
An International Perspective (2014) by by De Wit B
and Meyer R.
Cengage Learning Publishing.
th
Edition.
Chapter 4
:
Business Level Strategy
4
16
th
October
2017
Lecture 4
:
Structure, Culture & Strategy
The Paradox of Structure Vs. Culture
LectureSeminar Activity to Support
Strategy
An International Perspective (2014) by by De Wit B
and Meyer R.
Cengage Learning Publishing.
th
Edition.
Chapter 11 The Organizational Context
5
23
rd
October
2017
Lecture 5: The Individual Strategist
The
Paradox of Entrepreneurship Vs. Intrapreneurship
LectureSeminar Activity to Support
Creativity and the Role of the Leader
Paper
Teresa M. Amabile and Mukti Khaire
Harvard Business Review.
6
30
th
November
2017
Lecture 6
: Strategy Process and Practice
The Paradox of Deliberant Vs. Emergent Approaches
LectureSeminar Activity to Support
Kornberger, M. and Schweiter, JStrategy Theory and Practice (2012) by Clegg, S. Carter, C.
Chapter 4
:
Strategy As Process and Practice
7
6
th
November
2017
Lecture 7
:
Strategic Innovation
The Paradox of Exploitation Vs. Exploration
LectureSeminar Activity to Support
Kornberger, M. and Schweiter, JStrategy Theory and Practice (2012) by Clegg, S. Carter, C.
Chapter 6
:
Strategy & Innovation
8
13
st
November
2017
Lecture
8
: Knowledge Management
The Paradox of Tangible Vs. Intangible Resources
LectureSeminar Activity to Support
Kornberger, M. and Schweiter, JStrategy Theory and Practice (2012) by Clegg, S. Carter, C.
Chapter 3
:
Strategy Discovers Uniqueness
20
9
20
th
November
2017
Lecture 9
:
Strategic Change
The Paradox of Revolution vs. Evolution
LectureSeminar Activity to Support
Strategy
An International Perspective (2014) by by De Wit B
and Meyer R.
Cengage Learning Publishing.
th
Edition.
Chapter 8
Strategic Change
10
27
th
November
2017
Lecture 10
:
Assessment Drop
–
in
Q&A
Assessment Due
8
th
January 2018
before 12 noon.
21
Reading List The core text
s for this module are
:
Strategy Theory and Practice (2012) by Clegg, S. Carter, C.
Kornberger, M. and Schweiter, J
Sage Publishing
Strategy
–
An International Perspective
(20
14
) by
by De Wit B and Meyer R.
Cengage Learning Publishing.5
th
Edition.
22
Supplementary reading from:
Exploring Strategy (2011) by Johnson, Whittington and
Scholes.
Prentice Hall
&
Strategic Management Theory and Practice (2014) by Parnell, JA
Sage Publishing
23
Although the core text
/s
will provide you with a starting point from which you can explore the subject area,
strategic management is a
dynamic subject
.
Your understanding of the issues will benefit greatly from reading about alternative approaches and different views, and from
analysing how the
process happens in practice. As a consequence of this, it is vital that you read around the to
pics and issues, and it is important that you keep up
to
date
with the business press.
The reading list below merely gives you a starting point.
It is divided in to the modular topics covered week by week.
There are also a large selection of
papers on th
e
MOLE
site for the module, which will help support the weekly topics.
I strongly encourage reading outside of these, where appropriate.
Strategic Management Texts
Chandler, A.D. (1962) Strategy and Structure,
Cambridge, MA, MITPress.
24
de
Wit, B. Meyer R., (2010),
Strategy: Process, Content, Context
,
4
th
ed. Cengage.
de Wit, B. and Meyer, R. (1999) Strategy Synthesis,
London, International Thomson Business Press.
Goodman M & Dingli S., (2013)
Creativity and Strategic Innovation
Management
Routledge
Grant, R.M. (2002) Contemporary Strategy Analysis: Concepts,
Techniques, Applications, 4th edn, Oxford, Blackwell.
Johnson G, Whittington R., Scholes, K. (2011),
Exploring Strategy
,
9th ed., Prentice Hall.
Mintzberg
, H. (1994) The Rise and Fall of Strategic Planning,
New York: Prentice Hall.
Mintzberg, H., Ahlstrand B., Lampel J., (2009),
Strategy Safari: A Guided Tour Through the Wilds of Strategic Management
, Prentice Hall.
Paroutis, S., Heracleaous, L., Angwin,
D. (2013) Practising Strategy: Texts and Cases,
Sage
Pettigrew, A.M., Thomas, H., Whittington, R. (eds.),
Handbook of Strategy and Management
,
Sage
25
Entrepreneurship/Enterprise Management Texts Bessant J., and Tidd J., (2007)
Innovation and Entrepreneu
rship
John Wiley and Sons Ltd.
Birley S., and Muzyka D.F., (2000)
Mastering Entrepreneurship
,
FT Pitman
Bridge S., O'Neill K., Cromie S.,
(2003)
Understanding Enterprise,
Entrepreneurship and Small Business
Palgrave MacMillan
Blundel
R., and Lockett N., (2011)
Exploring Entrepreneurship, Practices and Perspectives,
1
st
Edition
, Oxford Press
Bolton B., and Thompson J., (2013)
Entrepreneurs: Talent, Temperament and Opportunity
Routledge
Burns P., (2008)
Corporate Entrepreneurship: Building the Entrepreneurial Organization,
2
nd
edition Palgrave MacMillan
Clark, B. R. (1998)
Creating Entrepreneurial Universities: Organisational Pathways to
Transformation:
AU Press and Pergamon.
Dew, N, Ohlsson
, AV, Reed, S, Sarasvathy S, Wiltbank R.
(2011)
Effectual Entreprenruship
Routledge
Drucker P., (1999)
Innovation and Entrepreneurship: Practice and Principles
Butterworth
Heinemann
Grandori A & Giordani LG.
, (2011)
Organizing Entreprneurship
Stokes D.,
Wilson N.,(2006)
Small Business Management and Entrepreneurship
Thomson Learning
Routledge
Creativity
Texts
Ackoff, R. L. (1979) The Art of Problem
Solving,
New York: Wiley.
26
Amabile, T. (1990)
How to Kill Creativity:
The Harvard Business School
Publishing Corporation
Buzan, T
(1993), The Mind Map Book: Radiant Thinking. The Major Evolution in Human Thought
BBC Books
Csikszentmihalyi, M. (1999) Implications of a systems perspectivefor the study of creativity, in Sternberg, R., Handbook of
Creativity,Cambridge: Cambridge University
Press.
Checkland, P. B. (1981) Systems Thinking, Systems Practice,
Chichester: Wiley.
de Bono, E. (1984) Lateral Thinking for Management,
Harmondsworth: Penguin.
Henry, J.
, (2006)
Creative Management and Deve
lopment
,
London: Sage
Henry, J. and Walker, D. (1991)
Managing Innovation
:
Sage Publishing
Isaksen, S. G. and Treffinger, D. J. (1985) Creative Problem Solving: The Basic Course, Buffalo:
Bearly Ltd.
Kao J., (1989) Entrepreneurship, Creativity and Organisation,
Prentice Hall
Kirton, M. J. (1994) Adaptors and Innovators: Styles of Creativity and Problem
Solving,
London: Routledge.
Mason, R. O. and Mitroff
, I. (1981) Challenging Strategic Planning Assumptions,
New York: Wiley.
27
Morgan, G.
(2006)
Images of Organization
.
Sage
Morgan, G.
(1993)
Imaginization: the art of creative management
.
Sage
Moss Kanter, R. (2010)
Adopt a Cow: Strategy as Improvisational Theater
:
HBR Blog Network
Proctor T (1995)
The Essence of Management Creativity
Prentice Hall
Proctor T (1999)
Creative Problem Solving for Managers
Routledge
Revans, R.W
., (1980) Action Learning
New Techniques
for Management,
Blond and Briggs. London
Rickards, T
(1985) Stimulating Innovation. A Systems Approach
Frances Pinter, London
Savin
Baden Maggi (2008)
Learning Spaces: Creating Opportunities for knowledge creation
Open University
Knowledge Management
Texts
Drucker, P. (1992)
The Age of Discontinuity: Guidelines to Our Changing Society
, New Brunswick, NJ, Transaction. (First published 1969.)
Easterby
Smith, M. and Lyles, M. A. (eds) (2003)
The Blackwell Handbook of Organizational Learning and Knowledg
e Management
, Malden, MA, Blackwell
Einstein, A. (1982)
Ideas and Opinions
,
New York, Three Rivers Press. (First published in 1954.)
28
Foucalt, M, (1972)
The Archaeology of Knowledge
.
New York: Harper and Row.
Foucault, M. (1980)
Power/Knowledge
,
Brighton: Harvester.
Gladwell, M. (2005)
Blink: The Power of Thinking without Thinking
,
London, Allen Lane.
Grant, R. and Spender, J. C. (1996)
Knowledge and the firm: overview
,
Strategic Management Journal
, Vol. 17, pp. 5
Glasersfeld
, E. von (2002) Radical Constructivism: A Way of knowing and Learning, London, RouteledgeFlamer. (First Published in 1995).
Jashapara, A.
, (2004)
Knowledge Management: An Integrated Perspective
McGraw Hill Education
Klein, G. (2004
) The Power of
Intuition: How to Use Your Gut Feelings to Make Better Decisions at Work
, New York, Currency Books.
Leonard
Barton, D. (1995)
Wellsprings of Knowledge: Building and Sustaining the Sources of Innovation
, Boston: Harvard Business School Press.
Nonaka, I an
d Takeuchi, H
., (1995) The knowledge Creating Company, Oxford: Oxford University Press
Polanyi, M. (1983)
The Tacit Dimension
,
Garden City, NY, Doubleday. (First published in 1966.)
Pritchard, C., Hull, R., Chumer, M. and Willmott, H. (2000)
Managing
Knowledge: Critical Investigations of Work and Learning
, New York, St Martin
s Press.
29
Ray T (2005)
Managing Knowledge
Sage
Ritzer, G. (2004)
The McDonaldization of Society:
Revised NewCentury Edition
, Thousand Oaks, CA, Pine Forge Press.(First published i
n 1993.)
Taylor, F. W. (1998)
The Principles of Scientific Management
, Mineola, NY, Dover Publications. (First published in 1911.)
Weick, K. (1995)
Sensemaking in Organisations
,
Thousand Oaks, CA, Sage.
Wenger, E. (2003)
Communities of practice and
social learning systems
in Nicolini, D., Gherardi, S. and Yanow, D. (eds)
Knowing in Organizations: A Practice
Based
Approach
,New York,
M. E. Sharpe.
Wenger, E., McDermott, R. and Snyder, W. M. (2002)
Cultivating Communities of Practice: A Guide to Mana
ging Knowledge
, Boston, MA, Harvard Business School
Press.
Innovation
Management
Texts
Drucker, P. (1995)
Innovation and Entrepreneurship
,
London:Butterworth
Heinemann.
Labarre, P. and Taylor, WC
(2006)
Mavericks at Work
:
Harper Collins
Leonard, D and Swap, W (2005)
Deep Smarts: How to Cultivate and Transfer Enduring Business Wisdom
: Harvard Business School Press
Mayle, D. T. (ed.) (2006)
Managing Innovation
,
London: Sage.
McHale, J. and Flegg, D. (1986)
Innovators rule OK
or do
they?
,
Training and Development,
October, pp. 10
30
Pedlar, M., Burgoyne, J. and Boydell, T. (1991) The Learning Company
, London: McGraw
Hill.
Culture/Climate
Texts
Bate, P. (1984)
The Impact of Organizational Culture on Approaches to Organizational
Problem
– Solving
:
Organization Studies Journal; Sage
Deal, T. and Kennedy, A. (1982)
Corporate Cultures
,
Harmondsworth: Penguin.
Ekvall, G. (1991)
The organizational culture of idea management
,in Henry and Walker (1991).
Hall, E. T. (1976)
Beyond Culture
,
New York
, Anchor Press/ Doubleday.
Henry, J.
et al.
(2001)
Innovation, Climate and Change
,
Milton Keynes: Open University Press.
Hofstede, G. (1991)
Cultures and Organisations: Software of the Mind
,
London, McGraw
Hill.
Jelinek, M. and Schoonhaven
, C. B. (1990)
Strong culture and its consequences, The Innovation Marathon
, Oxford: Blackwell. Also in Henry, J. and Walker, D. (eds),
1991b.
Jones, G. (1998)
Management and Culture
, Creative ManagementBook 4, Milton Keynes: Open University Press.
Jones
, L. (1984)
Barriers to effective problem
solving
,
Creativityand Innovation Network
, April
June, pp. 71
Legge, K. (1994)
Managing Culture: Fact or Fiction
, Ch. 12 in Sissions, K. (ed)
Personnel Management
(2nd edn) Oxford: Blackwell
McNay, I.
(1995) C
hanging cultures in UK higher education: the state as a corporate market bureaucracy and the emergent academic enterprise.
Smircich, L. (1983)
Concepts of Culture and Organizational Analysis. Administrative Science Quarterly
, Vol. 28, p. 339
358,
1983
31
Leadership
Texts
Covey, S.R (1989) T
he 7 Habits of Highly Effective People. Powerful Lessons in Personal change
:
Free Press
Drucker, F. P (2008)
The Essential Drucker: The Best of Sixty Years of Peter Drucker’s Essential Writings on Management
: Col
ins Business Essentials
Goleman, D. (1996)
Emotional Intelligence
, London: Bloomsbury.
Revans, R. (1985)
The Origin and Growth of Action Learning
, Chartwell Bratt
Semler, R. (1996)
Creating Organizational Change through Employee Empowered Leadership
Senge, P. (1990)
The Leader’s New Work: Building Lea
rning Organisations
Fall Magazine
Journals such as Long Range Planning, Harvard Business Review, Management Today, Strategic Management Journal, European Manag
ement Journal,
International Small Business
Journal, Management Today, Marketing, Marketing Week all contain
useful and accessible material.
You should also pay
attention to newspapers such as the Financial Times and The Economist. To emphasise the point; wide reading is an
essential
part of this
module
; you
must consider the reading list to be necessary, but not sufficient, and to supplement the suggestions above with additional m
aterial from your own
areas of interest.