CB4303 Strategy and Policy

Part I

Course Duration : One Semester
Credit Units:3
Level: B4
Medium of Instruction:English
Prerequisite(s) :Management_(CB2300),
Precursors(s) :Nil
Equivalent Course(s) :FB 4303 Strategy and Policy
Exclusive Course(s) :MGT4903 Business Strategy


Part II

Course Aims

This course aims:

  • To develop an understanding and knowledge of basic strategic management concepts and theories.
  • To develop intellectual skills so that a student is able to integrate previously learned aspects of buisness and organizations.
  • To develop students’ critical thinking to analyze and evaluate strategic issues in business operation
  • To provide students with the opportunities to solve strategic problems by creating appropriate solutions
  • To prepare students with a range of generic transferable attributes enabling them to work individually and in teams to make challenging strategic decisions

Course Intended Learning Outcomes (CILOs)
Upon successful completion of this course, students should be able to:
No. CILOs Weighting
(if applicable)
1. Understand and develop strategic management process & implementation plans and then apply these to improve organization performance.20%
2. Critically analyse and evaluate an organization’s external and internal environment as well as its capabilities, to gain a thorough understanding of the contextual situation. 20%
3. Apply the knowledge developed through analysis and evaluation to create solutions appropriate to an organization’s situation, and innovatively where feasible, for the organization’s greater benefits. 20%
4. Describe, explain and integrate conceptual models & theories with different levels of strategic management, to appreciate the essential factors and criteria of assessment preceding formulating and implementing strategic options.40%

Teaching and Learning Activities (TLAs)
(Indicative of likely activities and tasks designed to facilitate students’ achievement of the CILOs. Final details will be provided to students in their first week of attendance in this course)

Total Hours (Group Size): Seminar 39 (30)

CILO No. TLAs Remarks Hours/ semester
CILO 1,2, 3, 4 Lectures Equip students with knowledge about strategic management. During the lectures, students will be expected to actively participate by responding to and answering questions and by sharing their understanding and critique of the course readings to facilitate explanation, evaluation, analysis and comparison, application, and communication. 15 hours per semester
CILO 1, 2, 3 Computer stimulation game and presentation Students are expected to solve the problems that are identified through analysis and evaluation. During the computer simulation game, students need to actively participate in strategic decision by sharing their understanding on their team based on evaluation and analysis. Students will give presentation on their experience about computer simulation game. Students are expected to effectively communicate their skills on evaluation, analysis, and application with audience. Where appropriate, innovative strategic options are explored and applied to gain added value to simulated situations or cases.3 hours per week for 8 weeks
CILO 2, 3 Case analysis discussion Case studies expect students to demonstrate their critical thinking by analysing, and evaluating a firm situation and providing customized solution to the firm.6 hours per semester


Assessment Tasks/Activities
(Indicative of likely activities and tasks designed to assess how well the students achieve the CILOs. Final details will be provided to students in their first week of attendance in this course)

CILO No. Type of Assessment Tasks/Activities Weighting
(if applicable)
Remarks
CILO 4 Written exam 40% A 2-hour final exam covers comprehensively all topic taught in this course.
CILO 1,2,3 Simulation game and strategic decision makings 35% A strategic management computer simulation game will be evaluated based on the final year performance, 3-year strategic plan, and computer based quiz.
CILO1,2,3 Simulation game presentation 5% Presentation is expected to be 25-30 minutes and to provide in-depth description on each team’s strategies and lessons learned throughout the simulation game.
CILO 2,3 Case discussion and report and class participation 20% Case report is limitied to 1000 words. As the department requires 70% attendance, checking one's attendance is mandatory. Missing class more than 30 minute is considered as absence.

Grading of Student Achievement :Refer to Grading of Courses in the Academic Regulations (Attachment) and to the Explanatory Notes.

Allocation of Total Course Scores:

Examination(2 hours):  40%
Coursework:  60%

Courses are graded according to the following schedules as applied to exam, class participation and applied written reports/case studies/projects:

Letter grade Grade PointGrade Definitions  
A+

A

A-
4.3

4.0

3.7
Excellent Strong evidence of original thinking conducive to applying theoretical concepts to coin creative recommendations/solutions; good organization, capacity to analyse and synthesize; superior grasp of subject matter; evidence of extensive knowledge base.
B+

B

B-
3.3

3.0

2.7
Good Evidence of grasp of subject, some evidence of critical capacity and analytic ability conducing to innovative application of theoretical concepts to solve problems; reasonable understanding of issues; evidence of familiarity with literature.
C+

C

C-
2.3

2.0

1.7
Adequate Student who is profiting from the university experience; understanding of the subject; ability to develop solutions to simple problems in the material.
D 1.0 Marginal Sufficient familiarity with the subject matter to enable the student to progress without repeating the course.
F 0.0 Failure Little evidence of familiarity with the subject matter; weakness in critical and analytic skills; limited, or irrelevant use of literature.
P  Pass:"Pass" in a pass-fail course. Courses to be graded on a pass-fail basis fo a programme are specifically indentified under the programme in the course catalogue.


ASSESSING AND GRADING ESSAY TYPE EXAM QUESTIONS

Failure

F

0.0

Marginal
D
1.0
Adequate
C-C C-
1.72.0 2.3

Good

B-

B

B+

2.7

3.0

3.3

Excellent
A-A A+
3.74.0 4.3
Little evidence of familiarity with the subject matter; weakness in critical and analytical skills; limited or irrelevant use of literature Sufficient familiarity with the subject matter to enable the student to progress. Student who is profiting from the university experience; understanding of the subject; ability to develop solutions to simple problems in the material. Evidence of grasp of subject, some evidence of critical capacity and analytical ability conducing to innovative application of concepts to solve problems; reasonable understanding of issues; evidence of familiarity with the subject matter.Strong evidence of original thinking conducive to applying theoretical concepts to coin creative recommendations/ solutions; good organization, capacity to analyze and synthesize; superior grasp of subject matter; evidence of extensive knowledge base.

Source. Adapted from Registrar’s Office, “The Assessment of Students under the Credit Unit System”. Hong Kong: City University of Hong Kong, December 1997.

ASSESSING AND GRADING APPLIED COURSEWORK

Marginal
D
1.0
Adequate
C-C C-
1.72.0 2.3
Good
B-B B+
2.73.0 3.3

Excellent

A-

A

A+

3.7

4.0

4.3

Shows understanding of basic concepts, principles and models in a minimally acceptable way. Poor coverage, no originality in analysis and/or interpretation of the issues, weak justification of solutions or recommendations. Supporting evidence lacks accuracy or completeness, is poorly integrated and/or sources are not fully documented/cited. Shows declarative understanding and familiarity with many relevant concepts, principles and models. Able to discuss issues meaningfully but the ability to apply key ideas and/or justify conclusions and recommendations is demonstrated only partially. Supporting evidence is relevant, accurate and covers key issues, but lacks consistency, comprehensiveness, integration and/or complete citations.Shows procedural understanding of the subject through the effective and/or innovative application of relevant concepts, principles and models to achieve well-justified conclusions and/or recommendations. Thorough analysis and/or interpretation with relevant and accurate supporting evidence that is comprehensively documented. Good and/or innovative integration of different ideas/perspectives to provide a convincing thrust or purpose. Shows thorough procedural understanding and originality. Clear evidence that key concepts and the relationships between them have been internalized into a personalized model of practice, conducing to excelling creativity. Shows an ability to effectively apply concepts, principles, models or practices to new and unfamiliar real-life contexts. Provides strong supporting evidence to justify conclusions and recommendations. (Demonstrates clearly the ability to integrate theory and practice to add value creatively.)

Demonstrates excellent communication skills in presenting analyses and defending arguments
Source: Adapted by Martinsons for FB4303 from Tang Catherine & Biggs John, “Developing Grading Criteria for ILOs”. Seminar presented at City University of Hong Kong, February 6, 2006.

ASSESSING AND GRADING CLASS PARTCIPATION

Grade Point > V Criteria 1 2 3 4
Punctuality Student is almost always late to class and/or leaves early. Student is occasionally late to class and/or leaves early.Student is frequently punctual and attends full-time.Student is almost always punctual and attends full-time.
Preparation Student is almost never prepared for class with assignments and other materials. Student is occasionally prepared for class with assignments and other materials. Student is frequently prepared for class with assignments and required materials.Student is almost always prepared for class with assignments and required materials.
Engagement Student almost never contributes to class by offering ideas and asking questions.Student occasionally contributes to class by offering ideas and asking questions.Student frequently contributes to class by offering thought-provoking ideas and asking questions once per class. Student almost always contributes to class by offering surprisingly good ideas and asking questions more than once per class.
Behavior Student almost always displays disruptive behavior during class.Student occasionally displays disruptive behavior during class.Student frequently displays facilitative behavior during class. Student almost always displays facilitative behavior during class.

Source: Adapted from “The Web Portal for Educators!” ((www.teach-nology.com)

ASSESSING AND GRADING APPLIED TERM-ASSIGNMENTS (CASES/PROJECTS)

Marginal
D
1.0
Adequate
C-C C-
1.72.0 2.3
Good
B-B B+
2.73.0 3.3

Excellent

A-

A

A+

3.7

4.0

4.3

Pieces of evidence are relevant and accurate, but are isolated, addressing a limited number of issues. Demonstration of understanding in a minimally acceptable way. Poor coverage, no originality, weak justification of solutions or recommendations. The evidence is relevant, accurate and covers a fair number of issues. However, there is little evidence of an overall view of the project. Demonstrates declarative understanding of a reasonable amount of content. Able to discuss content meaningfully but little application or integration of items. Fair justification of solutions or recommendations.The evidence presents a good appreciation of the general thrust of the project. Good coverage with relevant and accurate support. A clear view of how various aspects of the project integrate to form a thrust or purpose. Good evidence of application of course content to practice. Solutions or recommendations well justified, often innovatively. As in B, but with higher degree of originality and evidence of internalization into a personalized model of practice. Good evidence of reflection on own performance based on theory, conducive to creative views. Generalizes relevant principles, models or practices to new and unfamiliar real-life contexts creatively.
Source: Adapted from Tang Catherine & Biggs John, “Developing Grading Criteria for ILOs”. Seminar presented at City University of Hong Kong, February 6, 2006.

ASSESSING AND GRADING COMPUTER SIMULATION

Marginal

D

1.0

Adequate
C-C C-
1.72.0 2.3
Good
B-B B+
2.73.0 3.3
Excellent
A-A A+
3.74.0 4.3
Demonstrates a weak understanding of strategic analysis, planning and implementation in computer simulation and becomes the worst performer in their own competitive world. Shows very little improvement throughout the game. Demonstrates a basic understanding of strategic analysis, planning and implementation in computer simulation and becomes third-tier performer in their own competitive world. Shows acceptable improvement in performance throughout the game.Demonstrates a good understanding of strategic analysis, planning and implementation in computer simulation and becomes second-tier performer in their own competitive world due to often effectively innovative strategic decision entries. Shows consistently good improvement in performance throughout the game. Demonstrates a thorough understanding of strategic analysis, planning and implementation in computer simulation. Shows consistently dramatic and significant improvement in performance throughout the game,due to creativity in formulating strategies guiding the decisions entries. As a result, able to achieve performance that meets and even exceeds expectations set by the computer simulation.


Part III

Keyword Syllabus:

As a capstone course of the College BBA (Hons) program, Strategy and Policy is designed to integrate concepts and knowledge from functional disciplines in the program. It is a “big picture” course, i.e. instead of concentrating narrowly on a particular function or unit of the business, the student must examine the total organization and environment within which it operates, and analyse the causes of its success or failure. Managers today confront an increasingly uncertain and hostile business environment, and they need to possess strong analytical skills and broad capabilities for strategic thinking. In the process, ample opportunities are there for the student to formulate and implement innovative strategies so that one or more scrutinized organization can better position itself in its industry, more ready to outperform competitors. The goal of this course is to help the student develop these skills.

Related Links
Department of Management