The University of Texas at Dallas

BPS 6310
STRATEGIC MANAGEMENT
Spring 2008

Professor Sumit Majumdar

Office: (972) 883 4786
majumdar@utdallas.edu
SOM 3.433
Office Hours: By appointment

Objectives of the Course:

· To develop analytic skills to identify key issues and formulate appropriate strategies for
complex business situations.
· To understand how to analyze industry dynamics
· To understand how to respond to competitive challenges & improve corporate performance.

Main thrust of course and short outline:

To Understand How to Achieve Sustained Competitive Advantage

§ The basic purpose of strategy is to take a series of decisions and make a series of moves
which are designed to achieve sustained competitive advantage.

§ One must relate moves back to outcomes, that is the extent to which these moves actually
affect business performance.

§ Ultimately business performance is based on the performance achieved in competitive

domains, so a great deal of strategic thinking is all about understanding how to compete.

§ This course focuses on the many competitive moves that businesses make and the types of
analyses required to make these moves effective.

§ You will learn how to undertake an analysis of the industry environment, its stakeholders
and an analysis of a company’s internal resources.

§ The main moves that flow from such an analysis are

o positioning versus competitors in terms of the cost and quality of products,
o positioning in terms of the scope of businesses,
o positioning with respect to innovation.

§ The basic premise of the course is that making winning moves depends on finding profitable
patterns of activities that meet customer demands for solutions, and doing so repeatedly.

§ There are human resources issues to implement strategy and the question of global markets.
There are IB and OB classes covering these topics and this class will not go into these issues.
 § Nevertheless, we will continuously address issues of strategy implementation as we analyze
the various concepts and the cases that have been assigned for the class.

There are seven broad areas that are covered:

What is Strategy?
Performance: the Key to a Successful Strategy
Competitive Dynamics: Strategy Not Done in Isolation
Matching External Opportunities & Threats with Internal Strengths and Weaknesses

How to Do Industry and Environmental Analysis

Porter’s Five Forces
Industry Boundaries
The Analysis of Social and Political Factors
Stakeholder Analysis

How to Analyze a Company's Resources

Resources, Capabilities, and Competencies
The Need to Replicate Successes
Continuously Building Capabilities

How to Position a Company within an Industry

Generic Strategies: Low Cost and High Quality
Strategic Groups
The Broad Basis for Segmentation
Heterogeneity as Source of Competitive Advantage

Company Positioning, Mergers and Acquisitions and

Corporate Strategy
Scope of the Firm
Portfolio management

Innovation and Company Positioning

Finding and Exploiting New Opportunities
Forecasting
Technology Push and Market Pull
Obstacles to Realization

Conclusion: Making the Moves that Win

Profitable Patterns or Models of Business
Customer Demand for Solutions
Searching the Value Chain
Reinventing Channels

Learning Methods:

This is both a concepts based and a case based class.

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Concepts: From readings, lectures and discussion.
Group Case Analysis: Applying concepts to cases where key issues are identified and recommendations made.
Strategic Analysis: Comparing companies to understand their strategies for sustained competitive advantage.

§ This is an integrative course that takes into account all the management functions including
accounting, finance, marketing, and operations.

Please come prepared to participate in each class. Course materials can be found on the WebCT site.
Regularly consult the site for information about the course.

Reading Material:

§ The required material are for this course is cases available at the book store.
§ Other materials will also be handed out and placed on the WebCT.
§ A recommended text for those who would like a text book to refer to is
“Contemporary Strategy Analysis” by Robert M. Grant, 2008, Blackwell
Publishing, Sixth Edition available at the book store.
§ On the WebCT site you will find chapters from “Alexander the Great’s Art of
Strategy” by Partha Bose, Gotham Books, 2003 as well as a textbook that will be
used for this class. The book has been written by a colleague, Alfred Marcus, for
McGraw Hill called Management Strategy: Sustaining Competitive Advantage.
These will be the main source for the conceptual strategy related text material. Some
of the cases come from another book called Winning Moves: A Case Book that Marsh
Publications will have published.
§ The chapters and some of the required cases are available for downloading at the
WebCT site.
§ Supplementary items recommended: Business Week, Economist magazine, Wired magazine,
Fast Company magazine

Grading:

Class participation: 30 points

Group analysis of cases: 50 pts ~ The cases will be put on the WebCT or are in the course pack
Final exam case: 20 pts ~ The case will be in the course pack. Additional materials will be provided
later.

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 2008 Detailed Course Schedule
Serial Date Agenda Topic Details of Readings
Number
Class 1 7 th January Introduction What is the class all
about?

Class 2 14th January Concepts class What is strategy? Bose ~ Introduction and
Canon Chapter 1
Marcus ~ Chapter 1
Paret ~ Readings from
Makers of Modern
Strategy

Class 3 28 th January Case class Canon In course pack

Class 4 4 th February Case class Intel AMD To be handed out

Class 5 11th February Concepts class Industry and internal Bose ~ Chapter 2
analysis Marcus ~ Chapters 2 and 3

Class 6 18th February Case class Amazon Barnes & Noble To be handed out

Class 7 25 th February Case class Best Buy Circuit City To be handed out

Class 8 3 rd March Case class Nucor In course pack

Class 9 17th March Concepts class M a r k e t p o s i t i o n i n g, Bose ~ Chapter 5 and 9

alliances and mergers Marcus ~ Chapters 4 and 5

Class 10 24 th March Case class Disney & Time Warner To be handed out

Class 11 31st March Concepts class Innovation, Bose ~ Chapters 6 and 8

entrepreneurship and Marcus ~ Chapter 7
re-invention

Class 12 7 th April Case class Andersen Consulting In course pack

Class 13 14th April Case class Andersen Consulting In course pack

Class 14 21st April Case class Reinventing Airbus Final case presentation

Class 15 28 th April Case class Reinventing Airbus Final case presentation

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Assignments:

1. Group analysis of cases:

§ For each case topic there are several questions. Groups meet before class time.
§ Each group is expected to develop a series of 4 to 6 Power Point overheads to answer one of the
questions related to the case. The overheads should summarize your answers to the following
detailed issues:
§ How has the company evolved to its present situation?
§ What is the main challenge or opportunity the company faces?
§ How should it respond to this challenge or opportunity?
§ What is the outcome likely to be?
§ The overheads can be in the form of figures, tables, and diagrams. For each session, two groups
will be called on to present their overheads to the class. After the first class I will list the groups
that will start the discussion for each case class.
§ For the following class meeting, all groups should write a memo that answers the case question
and hand in their overheads along with their memo.
§ Only if your group is not willing to include your name in its submissions, should you hand in your
own memo and overhead the Class after the scheduled class.
§ If your group is called upon to present its answer to a case question to the class as a whole, use the
overheads to get the discussion started. Be honest with the class about aspects of your answer
about which you are unsure. Solicit the class’ help. The presenting groups should be prepared to
talk for about 10 to 20 minutes. The rest of the class time will be devoted to class discussion.
§ As a member of the class, be sure to participate in these discussions. Think about what the
presenting group has said. What do you think? Has the presenting group missed something? Are
its ideas on target, or off? What can be done to strengthen the presenting group’s answer?

2. Memo:

Recall that memos are due the class after the case is discussed.
Appendices are permitted if you want to amplify or develop your points.
Memos should have no more than 2 to 3 single-spaced pages of text excluding appendices.
Below I have presented the elements of what would be in a good memo.

Current Challenge and Assessment of the Situation

· What is the pivotal question that must be addressed? Why?

· What is the problem/threat/opportunity? How have these been analyzed? What is the issue -- the negative
assumption, the complication -- that necessitates action?

Recommended Strategy
· What is the main action that should be taken to alleviate the problem you have identified? Why this action rather
than some other? Did you consider alternatives? Why did you reject them?
· What moves should be made? These moves must be implementable? If there are internal or external barriers, if
there are serious limitations, or constraints that might stand in the way of the moves you are advocating, how can
they be overcome?
· Substantiate each element in the moves you are proposing? Try to be specific as specific as possible. Who should do
what, how, and in what time period?

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· How will other parties, competitors in particular, respond to these moves? Will their responses effectively
neutralize the moves you are proposing and make them null and void?
· In the end, what difference will the moves you are recommending make? How likely are they to solve the problem
you have identified? What problems will they create in their wake?
· Why do you think the strategy you are proposing should be carried out and what difference it would make?
· Who will be better off? In short run? In the long run? What are the uncertainties? What risk is involved?

Other Issues

Student Conduct & Discipline

The University of Texas System and The University of Texas at Dallas have rules and
regulations for the orderly and efficient conduct of their business. It is the responsibility of each
student and each student organization to be knowledgeable about the rules and regulations which
govern student conduct and activities. General information on student conduct and discipline is
contained in the UTD publication, A to Z Guide, which is provided to all registered students each
academic year.

The University of Texas at Dallas administers student discipline within the procedures of
recognized and established due process. Procedures are defined and described in the Rules and
Regulations, Board of Regents, The University of Texas System, Part 1, Chapter VI, Section 3, and
in Title V, Rules on Student Services and Activities of the university's Handbook of Operating
Procedures. Copies of these rules and regulations are available to students in the Office of the Dean
of Students, where staff members are available to assist students in interpreting the rules and
regulations (SU 1.602, 972/883-6391).

A student at the university neither loses the rights nor escapes the responsibilities of
citizenship. He or she is expected to obey federal, state, and local laws as well as the Regents' Rules,
university regulations, and administrative rules. Students are subject to discipline for violating the
standards of conduct whether such conduct takes place on or off campus, or whether civil or
criminal penalties are also imposed for such conduct.

Academic Integrity

The faculty expects from its students a high level of responsibility and academic honesty.
Because the value of an academic degree depends upon the absolute integrity of the work done by
the student for that degree, it is imperative that a student demonstrate a high standard of individual
honor in his or her scholastic work.

Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to
applications for enrollment or the award of a degree, and/or the submission as one's own work or
material that is not one's own. As a general rule, scholastic dishonesty involves one of the following
acts: cheating, plagiarism, collusion and/or falsifying academic records. Students suspected of
academic dishonesty are subject to disciplinary proceedings. Plagiarism, especially from the web,
from portions of papers for other classes, and from any other source is unacceptable and will be
dealt with under the University's policy on plagiarism (see general catalog for details). This course
will use the resources of turnitin.com, which searches the web for possible plagiarism and is over 90

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Email Use

The University of Texas at Dallas recognizes the value and efficiency of communication
between faculty, staff and students through electronic mail. At the same time, email raises some
issues concerning security and the identity of each individual in an email exchange. The university
encourages all official student email correspondence be sent only to a student's U.T. Dallas email
address and that faculty and staff consider email from students official only if it originates from a
UTD student account. This allows the university to maintain a high degree of confidence in the
identity of all individual corresponding and the security of the transmitted information.

UTD furnishes each student with a free email account that is to be used in all
communication with university personnel. The Department of Information Resources at U.T. Dallas
provides a method for students to have their U.T. Dallas mail forwarded to other accounts.

Withdrawal from Class

The administration of this institution has set deadlines for withdrawal of any college-level
courses. These dates and times are published in that semester's course catalog. Administration
procedures must be followed. It is the student's responsibility to handle withdrawal requirements
from any class. In other words, I cannot drop or withdraw any student. You must do the proper
paperwork to ensure that you will not receive a final grade of "F" in a course if you choose not to
attend the class once you are enrolled.

Student Grievance Procedures

Procedures for student grievances are found in Title V, Rules on Student Services and
Activities, of the university's Handbook of Operating Procedures.

In attempting to resolve any student grievance regarding grades, evaluations, or other

fulfillments of academic responsibility, it is the obligation of the student first to make a serious
effort to resolve the matter with the instructor, supervisor, administrator, or committee with whom
the grievance originates (hereafter called "the respondent"). Individual faculty members retain
primary responsibility for assigning grades and evaluations. If the matter cannot be resolved at that
level, the grievance must be submitted in writing to the respondent with a copy of the respondent's
School Dean. If the matter is not resolved by the written response provided by the respondent, the
student may submit a written appeal to the School Dean. If the grievance is not resolved by the
School Dean's decision, the student may make a written appeal to the Dean of Graduate or
Undergraduate Education, and the deal will appoint and convene an Academic Appeals Panel. The
decision of the Academic Appeals Panel is final. The results of the academic appeals process will be
distributed to all involved parties. Copies of these rules and regulations are available to students in
the Office of the Dean of Students, where staff members are available to assist students in
interpreting the rules and regulations.

Incomplete Grade Policy

As per university policy, incomplete grades will be granted only for work unavoidably missed
at the semester's end and only if 70% of the course work has been completed. An incomplete grade
must be resolved within eight (8) weeks from the first day of the subsequent long semester. If the
required work to complete the course and to remove the incomplete grade is not submitted by the
specified deadline, the incomplete grade is changed automatically to a grade of F.
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Disability Services

The goal of Disability Services is to provide students with disabilities educational

opportunities equal to those of their non-disabled peers. Disability Services is located in room 1.610
in the Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and
Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m.

The contact information for the Office of Disability Services is: The University of Texas at
Dallas, SU 22 PO Box 830688 Richardson, Texas 75083-0688 (972) 883-2098 (voice or TTY)

Essentially, the law requires that colleges and universities make those reasonable adjustments
necessary to eliminate discrimination on the basis of disability. For example, it may be necessary to
remove classroom prohibitions against tape recorders or animals (in the case of dog guides) for
students who are blind. Occasionally an assignment requirement may be substituted (for example, a
research paper versus an oral presentation for a student who is hearing impaired). Classes enrolled
students with mobility impairments may have to be rescheduled in accessible facilities. The college
or university may need to provide special services such as registration, note-taking, or mobility
assistance.

It is the student's responsibility to notify his or her professors of the need for such an
accommodation. Disability Services provides students with letters to present to faculty members to
verify that the student has a disability and needs accommodations. Individuals requiring special
accommodation should contact the professor after class or during office hours.

Religious Holy Days

The University of Texas at Dallas will excuse a student from class or other required activities
for the travel to and observance of a religious holy day for a religion whose places of worship are
exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated. The student is
encouraged to notify the instructor or activity sponsor as soon as possible regarding the absence,
preferably in advance of the assignment. The student, so excused, will be allowed to take the exam
or complete the assignment within a reasonable time after the absence: a period equal to the length
of the absence, up to a maximum of one week. A student who notifies the instructor and completes
any missed exam or assignment may not be penalized for the absence. A student who fails to
complete the exam or assignment within the prescribed period may receive a failing grade for that
exam or assignment. If a student or an instructor disagrees about the nature of the absence [i.e., for
the purpose of observing a religious holy day] or if there is similar disagreement about whether the
student has been given a reasonable time to complete any missed assignments or examinations,
either the student or the instructor may request a ruling from the chief executive officer of the
institution, or his or her designee. The chief executive officer or designee must take into account the
legislative intent of TEC 51.911(b), and the student and instructor will abide by the decision of the
chief executive officer or designee.

Important Notes

Throughout the semester, each student is expected to follow the university's guideline on
student conduct with regard to cheating and other dishonorable behaviors. Severe consequences can
occur if such rules are not followed. The instructor also reserves the right to deduct from a student's
individual class participation credit if the student has shown severe non-constructive behavior in
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class (such as disrupting the class or abusing another individual), in addition to other disciplinary
actions. If a student is absent or late to a class meeting, it will be his or her responsibility to catch up
with all the missed materials including to learn of any announcement made while the student was
absent. No make-up exams or lectures will be given. It will also be the students' responsibility to
accept any consequences that may result from absences. No late assignments will be accepted.

Finally, it is a student's responsibility to read the syllabus thoroughly and regularly and keep
track of all the important dates and requirements every week. Experience shows that the answer for
most questions that students ask can in fact be found in the syllabus.