MEMORIAL UNIVERSITY OF NEWFOUNDLAND

Faculty of Business Administration

Business 5001
Strategic Management II
Course Information and Schedule for Fall 2023

CONTACT INFORMATION
Instructor: Dr. Mary Furey, Associate Professor
Office: B2037
Office hours: Tuesday 9:15-10:15 a.m. or you may email to book an appointment
Telephone: 709-727-4595 (c)
E-mail: Brightspace (preferred choice)
mfurey@mun.ca
Note: All email correspondence with current students must be through
a MUN email account

PREREQUISITES
PR: BUSI 4000, BUSI 4050, BUSI 4320, BUSI 4330, and BUSI 4500

Strategic management is concerned about how an organization (especially, a business firm)

achieves superior performance and sustains it over the long run. In this course, we take the
perspective of the general manager to address such fundamental issues in strategy as:
1. What businesses should the firm be in?
2. How should the firm compete within each of these businesses?
3. How should the firm integrate different functional areas to support the firm’s strategy?
4. How should the firm manage strategic change?

The course will be conducted based primarily on case studies, but you are expected to
become familiar with the key concepts and theoretical tools in the textbook. The theories are
powerful tools guiding our case analyses, which, in return, will greatly enhance our
understanding of the theories (especially, their underlying assumptions, strengths, and
limitations). By moving back and forth between theories and practice, you are expected to
develop solid skills for strategic analysis.

Different from many other courses this course deals with a more uncertain, ambiguous,
complex world. The challenge is more about asking the right questions than knowing the right
answers. We may reach consensus on some issues, but at times we may have, and insist on,
different interpretations. This is the nature of strategic issues. If you have become accustomed
to reaching a right answer, you might sometimes feel frustrated with such uncertainty and
ambiguity. But, welcome to the real world we hope you enjoy its uniqueness!

Our guiding framework for the course is the Diamond-E framework in our textbook. This
framework illustrates that strategic choices represent a tension between what the organization
needs to do given its external environment, what it wants to do given the values and
preferences of key stakeholders, and what it can do given its resources and organizational
capabilities. Strategy formulation and implementation involve regularly examining the linkages
in this framework and adapting its elements when misaligned. The flow of the course is
sequenced around this framework, as illustrated in the last section of this course outline.
COURSE OBJECTIVES
Learning objectives
By the end of this course, you will be able to:

Strategy

 1 - Explain the importance of strategy at business and corporate

levels.
 2 - Recognize a situation that has strategic implications and issues.
 3 - Systematically analyze the strategic situation and identify the
issues.
 4 - Generate alternative courses of action to address strategic
issues.
 5 - Propose, defend a strategy choice.
 6 - Formulate an implementation plan.

Global Perspectives
 1 - Economic aspects of the global business environment.
 2 - Cultural aspects of the global business environment.
 3 - Regulatory aspects of the global business environment.

COURSE MATERIALS

Intellectual Property and Privacy Disclaimer

The lectures, displays, and all material delivered or provided in Business 7000 by
Dr. Mary Furey, including any visual or audio recording thereof, are subject to
copyright owned by Dr. Mary Furey unless otherwise noted.  It is prohibited to
record or copy by any means, in any format, openly or surreptitiously, in whole or
in part, in the absence of express written permission from Dr. Mary Furey any of
the lectures or materials provided or published in any form during or from the
course. Students must not publish, send, post on an internet site, sell, rent, or
otherwise distribute this content without the instructor's express permission.

Textbook

Crossan M. M, Rouse M. J, Rowe WG, and Maurer CC (2016), Strategic Analysis

and Action, 10weth edition. Toronto: Pearson.

Link from the bookstore:

https://shop.mun.ca/CourseSearch/?course[]=DEDU,FALL23,BUSI,BUSI500181,&

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COURSE CASE PACKAGE

Course: Business 7000

Professor(s): Mary Furey
Starting: September 4, 2023
Ending: December 31, 2023

1. Go to the Ivey Publishing website at www.iveypublishing.ca

2. Log in to your existing account or click "Register" to create a new account and follow
the prompts to complete the registration. If registering, choose the "Student" role.
3. Click on this link or copy into your browser: https://www.iveypublishing.ca/s/ivey-
coursepack/a1R5c00000FvcBLEAZ
4. Click "Add to Cart".
5. Go to the Shopping Cart (located at the top of the page), click "Checkout", and
complete the checkout process.
6. When payment has been processed successfully, an Order Confirmation will be
emailed to you immediately and you will see the Order Confirmation screen.
7. Once you have completed your order, click on your username on the top right -->
Orders --> Purchases

DIGITAL LEARNING EXPERIENCES: If a digital learning experience is included in

your coursepack, you will be able to go directly to the course through a link on the
purchased order.

IMPORTANT: Access to downloadable files will expire on the course end date, so be
sure to save a copy on your computer. The downloadable file is a PDF document that can
be opened using Adobe Reader. This material is for your personal use only and is not to
be shared, reproduced, or distributed in any form.

NEED HELP ? Contact your professor directly or email Ivey Publishing's Customer
Support Team via a Service Ticket

ADDITIONAL READINGS

Readings are listed in the last section of this outline and other readings may be
assigned over the semester.

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COURSE FORMAT

It is important that you keep up with your readings for the course and follow the weekly
schedule.

EVALUATION

Evaluation factor Weight (%) Due Date

Class contribution 40 (10 X 4% each) End of each week

Individual Case Project 35 End of week 6

Group Case Project 25 End of week 13
Total 100

The ability to meet deadlines is critical in the business world. All assignments must be
submitted at or before the times indicated in the course schedule. Late papers will receive
a reduced grade:
 20% reduction if submitted within 24 hours of the deadline;
 an additional 2% reduction for each additional calendar day thereafter.
These penalties may be waived or reduced in the case of exceptional circumstances,
properly documented.

Peer evaluations will be used to establish the contribution of individual team members
to the team project. Students receiving low or high peer evaluations will have their final
grade adjusted.

Your class contribution/participation mark will be based on my evaluation of the

relative overall quality of your contributions to assigned questions for weeks 1, 2, 3, 4, 5,
6, 7, 8, 11 and 13. Quality of questions or contribution is more important than quantity.

Group Case Project

In this team project, you will be assigned a written case and expected to conduct a
comprehensive strategic analysis for the organization in question using tools you will
have learned during the first half semester.

You will be assigned into teams of four to six members. Working on a team project can
be exciting and fruitful, as well as frustrating. You are expected to learn to work

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effectively in teams, especially with members from different backgrounds. Your grade on
this project will be based on your team’s overall performance as well as your contribution
to the project as evaluated by your team members. I will give you detailed feedback on
this project which should help you prepare for the final group project. Working diligently
on your weekly questions will provide you a solid foundation for working on the projects.
This project gives you the opportunity to further reflect on what you have learned and to
demonstrate your skills in the strategic analysis of an organization.

Individual Case project

You will be assigned a case and you will conduct a strategic analysis for the organization
in question.

6.7.5 Exemptions from Parts of the Evaluation

1. For information and procedures regarding exemptions from final examinations,
refer to Exemptions From Final Examinations and Procedures for Applying to
Write Deferred Final Examinations.
2. A student is, at times, prevented from completing a part of the evaluation by
illness or medical conditions of less than five calendar days’ duration. In such
cases, a student may apply for an alternate evaluation by declaring to the relevant
instructor that the student has experienced such an illness or medical condition.
This declaration should be made via telephone or in writing through the student’s
University approved e-mail account. This declaration should be made in advance
of the original date on which an in-class part of the evaluation is to be held or a
take-home part of the evaluation is due, wherever possible, but no later than 48
hours after the original date of the part of the evaluation. If the declaration is
made by telephone, written confirmation must then be received by the relevant
instructor within seven calendar days of the original date of the part of the
evaluation.
3. A student who is prevented from completing a part of the evaluation by illness of
at least five calendar days’ duration, bereavement or other acceptable cause, duly
authenticated in writing, may apply for an alternate evaluation. This application
should be made in advance of the original date on which an in-class part of the
evaluation is to be held or a take-home part of the evaluation is due, wherever
possible, but no later than 48 hours after the original date of the part of the
evaluation. If application is made by telephone, written confirmation must then be
received by the head of the appropriate academic unit within seven calendar days
of the original date of the part of the evaluation. The following supporting
documentation is required:
 For illness or medical conditions, medical documentation from a health
professional is required. Students should provide the health professional
with a copy of the medical certificate
(https://www.mun.ca/educ/current/undergraduateCurrent/STUDENT_ME
DICAL_CERTIFICATE.pdf).

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  For bereavement or other acceptable cause, official documents or letters
that support the reason for the request (e.g. death certificate, letter from
employer, etc.) are required.
2. The alternate evaluation may consist of the deferral of in-class work, the
extension of the deadline for take-home work, an alternative allocation of marks,
or another appropriate accommodation as determined by the course instructor. A
student who is dissatisfied with the accommodation offered by the instructor may
consult with the head of the appropriate academic unit.

CONSIDERATIONS FOR STUDENTS WITH DISABILITIES

If you have a disability that requires special arrangements or consideration, please contact
the Glenn Roy Blundon Centre (Office: UC-4023; phone: 864-2156; e-mail:
blundon@mun.ca).

COURSE WEBSITE/USE OF TECHNOLOGY

If you are enhancing your course with Brightspace, or any other technology, explain how
the system will be used. For example:

In addition to our face-to-face interactions, the course will use Brightspace, a Learning
Management System, to help facilitate communication and some administrative aspects
of the course, such as viewing grades. The site is available at: http://online.mun.ca

You can login using your standard MUN login id and password that you use to access
other web services. If you encounter technical issues using or accessing the system, help
is available at http://www.citl.mun.ca or by calling 864-8700.

ASSURANCE OF LEARNING – COURSE EMBEDDED ASSESSMENT

The Faculty of Business Administration and its programs are accredited by the
Association to Advance Collegiate Schools of Business (AACSB). As part of the
maintenance of its accreditation, the Faculty must provide assurance of student learning
in its degree programs. This assessment of learning is used by the Faculty to maintain and
improve the quality of student learning.  This is a very important consideration for the
Faculty's accreditation and its reputation. Assessment of learning for accreditation may be
completed on deliverables in this course. This analysis will not affect your grade and
further information will be provided as necessary.  Any questions specific to this process
can be directed to the Manager of Accreditation, Colette Rogers.

LAND ACKNOWLEDGEMENT
The island of Newfoundland is the ancestral homeland of the Mi’kmaq and Beothuk. The
Inuit of Nunatsiavut and NunatuKavut and the Innu of Nitassinan, and their ancestors, are
the original inhabitants of Labrador. This land acknowledgement is made as a call to
action for greater reciprocity with First Nations, Inuit, and Métis, and to recognize that
Memorial University is founded on—and continues to benefit from—land taken from
Indigenous Peoples. Through this course and within the classroom we strive to create and

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uphold respectful relationships with all communities— Indigenous, immigrant, refugee,
visitor, and settler—as we work towards a more just future.

EXPECTATIONS
Professionalism
Professionalism is essential to success in business. A professional businessperson is
competent, knowledgeable, prepared, courteous, and respectful to both peers and
customers. A professional atmosphere in the classroom promotes a positive learning
environment. Please:
 Prepare properly for all classes
 Employ basic courtesy at all times and to all class members:
 Honor work commitments you make to members of your group.

Honesty, Integrity & Academic Dishonesty

Members of the university community are expected to adhere to very high standards of
honesty. Breaches of these standards cannot be tolerated, as they insult the integrity of
each of us. Academic offences include, but are not limited to:
 Cheating on examinations, assignments, or any other tests;
 Impersonating another student or allowing oneself to be impersonated for
purposes of taking an exam or carrying out an assignment;
 Plagiarism;
 Theft of examination papers or other material;
 Use and/or distribution of material that has been improperly obtained;
 Submitting false information;
 Submitting work for one course that has been or is being submitted for another
course without express permission to do so.
For further information, see General Regulation 5.11 in the University Calendar.

Avoiding Plagiarism
Some assignments may require you to use information from another source. Such
information may take the form of quotations, summaries, paraphrases, or facts or ideas
that are not common knowledge. Whatever its form, the source of the information must
be clearly documented by in-text citations referring to a list of references at the end of the
paper. Omitting such documentation is plagiarism. Plagiarism is a very serious
academic offense that may result in a range of penalties up to and including expulsion
from the University.

Documenting Sources
For detailed information on how to document sources properly, students are referred to:
Finnbogason, J., and Valleau, A., A Canadian Writer’s Pocket Guide (Second Edition),
Scarborough, ON: Nelson, (a division of Thompson Canada Limited), 2002. The
preferred format for documentation in the Faculty of Business Administration is the APA
style.

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If your course includes a group assignment, you should include the Faculty of Business
Administration Guidelines on Consultation and Group Work:

Guidelines on Consultation and Group Work in the Faculty of Business Administration

General Remarks
These guidelines are intended to help students in the preparation of written work to be
handed in—case analyses, assignments, essays, computer programs, etc. In the Faculty
of Business Administration, written work is done: (1) individually; or (2) individually,
but with consultation among students permitted or encouraged; or (3) in groups of two or
more. The instructor will specify the category into which written work in the course
falls. The instructor may do this orally or in writing. If a student is unsure what is
permitted, it is the student’s responsibility to ask the instructor whether and to what
degree consultation is allowed.

Individual Work
In the case of work to be completed individually, consultation with others is not
permitted. Identical or nearly identical work may be regarded as plagiarism.

Consultation Is Permitted or Encouraged, but Individual Papers Are Submitted

In this case, students are permitted/encouraged to consult with each other, but each
student must submit his or her own paper, representing his or her own understanding.
Since each student’s understanding will be different, even when consultation has taken
place, each student’s wording is expected to be different: the wording must therefore not
be identical to or nearly identical to the wording of any other student’s, although the
content it represents may be the same. Identical or nearly identical wording may be
regarded as plagiarism.

To avoid producing identical or nearly identical wording, it is suggested that students

prepare a draft before consulting with others. That draft can then be modified based on
discussions with other students.

Group Work
Group work requires collaboration among and contributions from all group members. A
single paper, representing the work of the group as a whole, is to be submitted. While it
is not necessary that all group members contribute equally to the work, it is necessary that
all members contribute. A student who knowingly allows his or her name to be included
on the list of contributors but who did not contribute to the work is committing an
academic offense and is subject to investigation and possible penalties under the
University’s Procedures for Resolution of Alleged Academic Offenses as outlined in
General Regulation 5.11 or School of Graduate Studies Regulation 3.12 of the Memorial
University Calendar.

If a group member is not making an appropriate contribution, students are advised to

discuss the problem with the individual as soon as possible. Complaints should be
supported by documentation (e.g., written records of scheduled group meetings missed,
commitments not honored). If the problem cannot be resolved within the group, students

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 should consult with the instructor. Adjustments to individuals’ grades may be made at
the discretion of the instructor.

COURSE SCHEDULE

Week 1 Introduction to strategy

September 6 Course Introduction

Introduction to strategy (1)

Learning points 1. Case learning method

2. The role of the general manager
3. Assessing organizational performance
4. The concept of strategy
5. Diamond-E framework

Case The Province of Newfoundland and Labrador (no

written case for this session)

Questions Assume that you are a consultant helping a major

political party in NL to develop its economic
policy, a key part of its party platform. For this
purpose, especially consider the following
questions:
1. How is the economy of NL performing?
2. How would you describe NL’s economy
according to the Diamond-E framework?
3. How should NL move forward? What economic
policy would you advise the party to adopt?

Readings Chapter 1-3

Week 2 Introduction to strategy

September 13 Discussion of Individual Project

Case WestJet: The Pearson Decision

Questions 1. Describe Westjet’s strategy using the concept

2. Compare the hub-and-spoke versus point-to-
point models.
3. How would the move to Pearson alter
WestJet's strategy?
4. What factors should WestJet consider in

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 making this strategic decision?
5. Should WestJet move to Pearson?
6. Consider the concept of strategy more broadly.
In your experience, do companies have a well-
articulated strategy? What do you see as the
challenges posed in setting a strategy?

Week 3 Environment – Strategy

September 20
Learning points 1. Assessing industry attractiveness
2. Positioning the firm in the industry

Case Cola Wars Continue: Coke and Pepsi in 2010

Readings 1. Chapter 4-5

2. Porter, M. E. 1979. How competitive forces
shape strategy? Harvard Business Review,
137-145.

Resources – Strategy

Learning points 1. The resource-based view

2. Value chain
Case Coral Divers Resort

Readings Chapter 6

Week 4 A Cooperative Business Model

September 27

Case A Cooperative Daycare Case (Title TBA)

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 Readings VIEW: Ana's Ted Talk below. Over 1.2 million views since
it was posted in April 2021.
https://www.ted.com/talks/
anu_puusa_the_case_for_co_ops_the_invisible_giant_of_
the_economy

VIEW: Co-operative Network. 2015. Co-operatives are

Everywhere. Retrieved from https://www.youtube.com/watch?
v=8RCZPrUIU0o&feature=emb_logo  
(1:38min)

VIEW: World Coops Network. (2012). 'Tom Talks' What's the

big deal about co-operatives? Part
1. https://www.youtube.com/watch?
v=6pBJkFSIkAM&feature=emb_logo
(2:22 mins)
Guest Speaker Dr. Daphne Rixon
September 27, 2023 (Co-author of daycare case)
Week 5 Application Using strategy to deal with an issue facing your
October 4 town/province/country. Details and readings to be
Break Oct 9 and 10 announced.
Week 6 Management preference – Strategy
October 11

Learning points 1. The stakeholder perspective

2. The upper echelons theory

Case Merck & Co., Inc. (A)

Readings 1. Chapter 7
2. Friedman M. 1970. “The social responsibility
of business is to increase profits.” The New
York Times Magazine.

Week 7 Organization – Strategy

October 18
Learning points 1. Organizational capabilities
2. Organizational structure
3. Management processes
4. Leadership

Case Casadesus-Masanell R, Aucoin M. 2009. Cirque du

Soleil--The High-Wire Act of Building Sustainable
Partnerships

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 Readings Chapter 8

Week 8 Comprehensive application

October 25

Learning points Comprehensive analysis of the business level

Strategy

Case ZARA: Fast Fashion

Readings SA&A: Chapter 9

Week 9 Special Topic Strategic decision making

November 1
Case The Muskrat Falls Project (will be posted on
BrightSpace prior to class)
Reading 1. Eisenhardt KM, Zbaracki MJ. 1992. Strategic
decision making. Strategic Management Journal
Week 10 13(S2): 17-38.
The scope of the firm
November 8

Learning points 1. The growth of the firm

2. Corporate strategy

Case Nestle-Rowntree (A)

Readings Collis DJ, Montgomery CA. 1998. Creating

corporate advantage. Harvard Business Review
76(3): 70-83.
Week 11 and Week 12 Implementing strategy
November 15

Learning points 1. Strategy implementation

2. Managing strategic change

Case Greg Dyke: Taking the Helm at the BBC (A)

Readings Chapter 10-11

Week 13 Competing in a global environment

November 29

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Cases Louis Vuitton
Costco Wholesale Corporation: Market Expansion
and Global Strategy. Ivey ID: 9B19M007. London
Readings Ghemawat P. 2001. Distance still matters: The
hard reality of global expansion. Harvard Business
Review 79(September): 137-147.
Readings Tsang, EWK. 2004. Superstition and decision-
making: Contradiction or complement? Academy of
Management Executive, 18: 92-104.
Course wrap-up 1. Reflect on what you have learned throughout the
semester
2. Work on your final project.

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