MEMORIAL UNIVERSITY OF NEWFOUNDLAND

Faculty of Business Administration

Business 5001 002
Strategic Management
Course Outline
Fall 2024

Instructor: Dr. Majid Eghbali-Zarch

Office: BN 3017
Phone number: 864-6230
Email: Please use D2L (online.mun.ca) to email me.
Class days and times: Mondays/Wednesdays; 3:30 – 4:45 pm
Classroom number: BN-2028

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

Course Objectives
The primary objective of this course is to cultivate your ability to conduct a strategic analysis for
an organization and develop an action plan to implement your recommendations. To achieve this
goal, you are expected to grasp major theoretical tools in strategy by learning them from the
textbook and assigned readings and by applying them to case analyses and discussions. You are
expected to demonstrate your analytical and persuasion skills orally and in your written
assignments.

Course Description
Strategic management concerns 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 a general manager to address fundamental questions in strategy such as:
1. What businesses should the firm be in?
2. How should the firm compete within each of these businesses?

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 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 will in turn greatly enhance our understanding of the
theories (especially, their underlying assumptions, strengths, and limitations). By moving back
and forth between theory and practice, you will develop solid skills for strategic analysis.

Different from many other courses (e.g., finance, operations, and accounting), this course deals
with a more uncertain, ambiguous, complex world. The challenge is more about asking the right
questions which helps in knowing the right answers. We may reach consensus on some issues, but
at times we may have different interpretations and ideas.

Our guiding framework for the course is the Diamond-E framework in our textbook (as illustrated
in the figure below). 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 course schedule found at the end of this
course outline.

The Diamond-E Framework

Management
Preferences

Organizatio Strategy Environmen

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Resources

Course Materials
1. Textbook: Crossan MM, Rouse MJ, Rowe WG, and Maurer CC 2016. Strategic
Analysis and Action. (10th edition), Toronto: Prentice Hall.

New books are available at the university bookstore and used books (the 8th or 9th
edition) might be available from previous students.
2. Please order the cases online using the following link:
https://www.iveypublishing.ca/s/ivey-coursepack/a1ROF000001sUrl2AE

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 3. Readings that might be assigned over the semester.

Evaluation
The course grade will be calculated based on the following factors described in further
detail below.

Evaluation factor Weight (%) Date

Midterm exam 20 October 23
Class contribution 20
Weekly case memos 15
Midterm team project
Written report 15 Due on November 3 at 6pm
Presentation 5 November 4 & 6
Final Individual Project 25 Due on December 2 at 6pm
Total 100

Class contribution
This component of the course grade is based on the student's in-class participation. Since this course
is primarily case-based, it requires the involvement of all class participants to succeed. Class
discussions are best thought of as business meetings, though they are much less formal. Every
participant must listen to and respect what others say, contribute their insights, and conduct
themselves professionally. The class aims to foster a learning community based on mutual trust and
support. Students should feel free to challenge each other’s ideas respectfully.

My evaluation of contributions will prioritize the depth and scope of your comments, with a strong
emphasis on quality over quantity. Exceptional contributions will challenge other participants'
perspectives and significantly advance the discussion in class. To aid in your preparation, I will
provide a set of guiding questions for each case. However, given the nature of this course, it is not
enough to address these questions in a cursory or isolated manner. You are expected to engage
deeply with the material, developing a thorough and holistic analysis that allows you to contribute
meaningfully as the discussion unfolds in class.

Weekly case memos - Weekly learning memos are a key component of the learning mechanism in
this course. I have assigned a set of questions for each weekly case and topic (see the end of this
course outline). You should use theoretical frameworks in the readings to analyze the case. Here
are some further details:

• For each case, you must submit a learning memo based on the weekly reading material and
the case. Each memo must be submitted before the class starts. If the case is assigned to
two sessions, the deadline is the start of the first session. No late submission will be
accepted. However, I understand that there could sometimes be situations that make it
difficult for you to write a quality memo. So you can opt out of any two weeks of your

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 choice with no penalty on your grade. This evaluation component should ensure you are
fully prepared for in-class participation and follow the course throughout the semester. If
you choose to submit all memos, you will get bonus marks (see below).
• Memo grades – The course includes 9 cases. You are required to submit 6 case memos.
Submitting the extra 3 memos is optional and will give you a bonus mark should you
choose to submit them. To clarify the bonus mark, assume Jill submits 6 memos, and her
average mark is 75%. So Jill receives no bonus mark. If she submits 8 memos (2 extra
memos), her grade will increase by multiplying it by a factor of 8/6 (or 1.33), thus being
75%*1.33= 100%.
• Memo feedback – Only your first submitted memos will receive feedback (as well as
grades). Your follow-up two memos will only be graded using the case memo rubric. The
rest of your memos will be read and checked for formatting, style, and plagiarism. Your
overall memo grade will then be based on: (1) the average mark of your first 3 memos, and
(2) the total number of memos you have submitted.
• How to write your memo? Your learning memo should not be just about case facts or
analyses and should not simply repeat what is presented in the assigned readings. Also, it is
not just your answer to the assignment questions. Instead, it should be a reflection on the
totality of your learning during the week and capture your most important takeaways from
the week. The best way to prepare your memo is to read and review the material carefully,
answer the assignment questions, and then take a step back to write your memo based on
your self-reflection on the most important points you have learned during the week.
• Memo format: Maximum two pages (double space, 12 size font, 1” margins). Ideally, the
starting paragraph summarizes the main topics of the week. It is important that you don’t
re-write material already in the book/Case. Instead, offer your own perspective on the case
issues. You should also offer specific and concise answers to questions provided for the
case as much as possible. In my experience, students who take these memos seriously tend
to perform better in the course. Furthermore, I encourage you to incorporate the assigned
reading material (e.g. text chapters, articles, etc.) into your case analysis and reflection.
• Please note that the policies regarding deadlines and length limits will be strictly enforced. I
understand that students want to be treated fairly and equitably in every aspect of a course.
It is my responsibility to ensure that the course is conducted fairly for all students. I am
aware of the frustration when some students are given more flexibility than others.
Therefore, I will be enforcing the same rules and policies for everyone.

Midterm exam

The exam consists of multiple-choice and short-answer questions designed to test your
understanding of key concepts learned in the first part of the course.

Mid-term team 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 we will be
learning during the first half of the semester. We will discuss this project further in class.

You will be randomly assigned into teams of three. Team projects can be exciting and fruitful
but are, at times, frustrating. You are expected to learn to work effectively in teams, especially
with members from different backgrounds. Your grade on this project will be based on your

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team’s overall performance.

Peer evaluation- It is your own responsibility to manage your group dynamics and conflicts. In your
future professional life, you will come across similar situations and will be expected to handle them.
If a group member is not making an appropriate contribution, students are advised to discuss the
problem with the individual as soon as possible. If the problem cannot be resolved within the group,
students should consult with the instructor. Complaints should be supported by documentation (e.g.,
written records of scheduled group meetings missed, commitments not honoured).

To promote individual responsibility and accountability and to reward those who make exceptional
contributions to their teams, peer evaluation forms will be used to adjust the team-based results for
the group projects. After you submit your project report, you can submit your confidential peer
evaluation separately to me, as needed (e.g. if any group member didn’t cooperate fairly). A blank
peer evaluation form will be provided on D2L. If group members do not submit their peer evaluation
forms, I will assume every group member has fairly contributed.

A good project report contains the following:

• Professionally executed, typed and well organized.
• Grammatically impeccable without errors of typography or editing issues (more than ten
errors will automatically result in an adjustment by one letter grade).
• It will contain complete sentences that make sense and will not require the reader to form
assumptions or deduce what the writer meant to say. Think of it as writing a report for your
future boss. Do not use overly academic terminology or worse jargon/buzzwords. Be concise!
• Comprehensive coverage of all the key issues.
• Link the concepts from the course to your analyses and conclusions where feasible.
• Proper use of citations and references in case you refer to the intellectual work of others.
Failing to do so will be considered plagiarism. The same applies to copying from Internet
sources. Violations will be punished according to Memorial University regulations.

Final Individual Project

You will be assigned a case to conduct a strategic analysis for the organization. This project allows
you to reflect on your learning and demonstrate your strategic analysis skills.

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.

Expectations

Professionalism

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Professionalism is essential to success in business. A professional business person is competent,
knowledgeable, prepared, courteous, and respectful to both peers and customers. A professional
atmosphere in the classroom promotes a positive learning environment. In our classes, please:
• Prepare properly for all classes
• Arrive on time
• Employ basic courtesy at all times and to all class members:
o If you bring your mobile phone to class, turn it off.
o If you bring your computer to class, do not distract others by using it for non-
course-related activities (e.g., checking Facebook, or playing games). I will ban
computers from class if I see too many disruptions from their use.
• Honour the 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 2010-2011 University Calendar.
Avoiding Plagiarism
Some assignments may require you to use information from other sources. 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. (For further information, see the University
Calendar, Procedures Governing Academic Dishonesty.)
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.

Use of AI Tools in Coursework

Human-AI collaboration in writing is becoming increasingly significant. The use of
technology, including AI tools like ChatGPT, as a supplementary resource is allowed in this
course. However, it's crucial to use these tools responsibly and ethically. To ensure that you
are using AI technology appropriately, please adhere to the following guidelines:

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Ethical Use—When using AI tools, ensure you are not engaging in plagiarism or academic
dishonesty. Always present your original thoughts and work. If you incorporate ideas or text
generated by AI, make sure to indicate that and clearly reference the source.

Disclosure—You must disclose if you use AI-generated content in your assignments,

presentations, or any other course-related work. You must also document and submit the
prompts you used to create AI outputs in an Appendix to your coursework. Indicate what
parts of your work were generated by AI and provide proper attribution. This promotes
transparency and helps maintain academic integrity. Follow the APA citation style when
citing the AI. For example, for an in-text parenthetical citation, use (OpenAI, 2023), and for
a narrative citation style, use “OpenAI (2023)”. See the following resource for further details:

https://apastyle.apa.org/blog/how-to-cite-chatgpt

Critical Thinking - While AI tools can help generate ideas or assist with research, they are
not infallible. Do not trust AI output blindly. Always apply your critical thinking skills to
verify the accuracy and validity of any information or suggestions provided by AI. You are
responsible for ensuring your work is accurate and meets academic standards.

Use AI technology as a complementary resource to support your analysis and thinking, but
not as a substitute for your effort and understanding. Some examples of allowable use of AI
for learning include creating a project report outline, proofreading and grammar checking,
and turning your notes and ideas (e.g., written in a bullet point format) into a paragraph.

If you have any questions about the appropriate use of AI tools, please ask your instructor
for guidance. Please refer to MUN library page on the use of AI in coursework:

https://www.library.mun.ca/researchtools/guides/integrity/ai/

STUDENT ACCOMMODATION FOR ACCESSIBLE EDUCATION

The Blundon Centre (Student Life) supports all students who experience barriers to accessing post-
secondary education. This includes students with disabilities or other accessibility-related
challenges. For more information about the Blundon Centre (Student Life), or to register for your
academic accommodations, please see https://www.mun.ca/student/new-student-
experience/access.php (Email: blundon@mun.ca Telephone: (709) 864-2156 (VRS calls
welcomed) Text: (709) 693-0918).

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 COURSE SCHEDULE
The outline below is subject to change.

Session 1 & 2 September 4 and 9 Introduction to strategy (1)

Learning objectives 1. Case learning method

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

Introductory Case FBA at MUN (no written case for this session)

Read the details of this course outline.

Readings SA&A: Introduction & Chapters 1-3

Sessions 3 & 4 September 11 and 16 Introduction to strategy (2)

Loblaw in Canada’s Stagnant Grocery Market (Case

Case 1 Number: 9B17M169)

Readings SA&A: Introduction & Chapters 1-3 (Review again)

Porter ME. 1996. What is strategy? Harvard Business

Review 74(6): 61-78.

Session 5 September 18 Environment – Strategy

Learning objectives 1. Assessing industry attractiveness

2. Positioning the firm in the industry

Case 2 Cola Wars Continue: Coke and Pepsi in 2010

Readings 1. SA&A: Chapters 4-5

2. Porter ME. 2008. The five competitive forces
that shape strategy. Harvard Business Review
86(1): 78-93.

Session 6 September 23 Guest speaker: David Cohen (Gowling WLG)

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Session 7 September 25 Concept review and discussion of mid-term
project
No class on Monday September 30th- National day for truth and reconciliation observed
Sessions 8 & 9 October 2 and 7
Resources – Strategy
Learning objectives 1. The resource-based view
2. Value chain

Case 3 Harlequin Enterprise: The MIRA Decision

Readings SA&A: Chapter 6

Prahalad CK, Hamel G. 1990. The core competence
of the corporation. Harvard Business Review 68(3):
79-91.

Session 10 October 9 Organization – Strategy

Learning objectives 1. Organizational capabilities

2. Organizational structure
3. Management processes
4. Leadership
Case 4 Cirque du Soleil: The High-Wire Act of Building
Sustainable Partnerships

Readings SA&A: Chapter 8

October 14 – 15 ; Fall semester break

Session 11 October 16 Management preference – Strategy

Learning objectives 1. Strategic leadership

2. Non-profit organizations

Irene Rosenfeld at Mondelez International: Crafting a

Case 5 Corporate Strategy (Case Number: 9718403)

Readings 1. SA&A: Chapter 7

Session 12 October 21 Concept review
Session 13 October 23 Mid-term Exam

Session 14 & 15 October 28 and Comprehensive application and analysis

October 30 of performance

Learning objectives Comprehensive analysis of corporate global strategy

Case 6 Fortis Inc. and the $11.8 Billion ITC Decision

Readings SA&A: Chapter 9

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 November 3 at 6pm: Deadline for group project report submission
Sessions 16 & 17 November 4 and 6 Team project presentations

No class on November 11 – Remembrance Day

November 13 and
November 15
Sessions 18 & 19 (Friday) Corporate Strategy

Learning objectives 1. The growth of the firm

2. Corporate Strategy
Case 7 Nestle-Rowntree (A)
Readings Collis DJ, Montgomery CA. 1998. Creating
corporate advantage. Harvard Business Review
76(3): 70-83.
Sessions 20 & 21 November 18 and 20 Implementing strategy

Learning objectives 1. Strategy implementation

2. Managing strategic change
Case 8 Silvio Napoli at Schindler India (A) (Case # 9303086)
Readings SA&A: Chapters 10-11
Session 22 November 25 Strategizing in Family Firms
Learning objectives 1. Strategy in family businesses
2. Internationalization of family businesses
Case 9 Tavazo Co.
Readings 1. The five attributes of enduring family
businesses (McKinsey, 2010)
2. The family-business factor in emerging market
(McKinsey, 2014)
Session 23 November 27 Concept review and course wrap-up
Session 24 December 2 No class- Work on your final Individual Project

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 Case questions
Introductory Case – FBA at MUN
You won’t be provided with any written case for this session. The assumption is that, from your
experience here, you have gained a good idea of the FBA. You can also do some research about the
FBA using the available data (e.g., by doing a google search and reading some related
reports/articles). For example, you can review recently posted brochures of the MUN strategic plan
2021-2026 (here) and the FBA strategic plan (here).

In analyzing FBA’s strategy, consider the similarities and differences between universities and for-
profit companies and organizations. Assume you are a consultant to the dean of the FBA and, in
light of the current fiscal situation, answer the following questions:
1- How is the FBA performing? What metrics would you use to assess FBA’s performance?
2- How would you describe the FBA’s environment, resources, organization, Management
preferences and strategy?
3- How should the FBA move forward?

Case 1 – Loblaw in Canada’s Stagnant Grocery Market

1. Historically, what have been the sources of Loblaw’s sustainable competitive advantage?
2. Is Loblaw well positioned in the Canadian grocery retail market?
3. Where should Weston Jr. direct his attention: increasing operational efficiency, improving
mobile applications and self-checkout systems, or increasing synergies with Shoppers?

Case 2 - Cola Wars Continue: Coke and Pepsi in 2010

1. Why, historically, has the soft drink industry been so profitable, especially for the leading
concentrate producers?
2. Map out what activities occur at the different links in the value chain.
3. Compare the activities/economics of the concentrate business to the bottling business. Why is
the profitability so different?
4. How has the competition between Coke and Pepsi affected the industry’s profit?
5. Can Coke and Pepsi sustain their profit in the wake of flattening demand and the growing
popularity of non-CSDs?

Case 3 - Case 3 - Harlequin Enterprise: The MIRA Decision

1. Who is Harlequin’s series customer and what value does Harlequin’s product create for them?
2. Where in its series value chain does Harlequin create unique value?
3. Series romance fiction is one of the most profitable areas of book publishing. Why is it so
difficult for direct competitors to imitate or replicate Harlequin’s success? What are the key
differences and similarities between the series romance business and the traditional single-title
fiction business?
4. What does Harlequin bring to the single-title business?
5. Is the profit potential in single-title business similar to, or different from, the series business?
6. Should Harlequin enter the single-title market? Why, or why not? If so, how?

Case 4- Cirque du Soleil

1. What are the issues facing Cirque du Soleil?
2. Which part(s) of the Diamond E are most relevant to the issues facing Cirque?
3. Which analytical tools are most effective for determining the future direction Cirque should
take?
4. If you were a consultant, which options would you consider?

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5. Which option would you recommend and why?

Case 5 - Irene Rosenfeld at Mondelez International: Crafting a Corporate Strategy

1. Evaluate what Rosenfeld has done so far. On a scale of 1 to 10, what grade do you give Irene?
Why?
2. What has been achieved at Mondelez since Irene Rosenfield took over as the CEO?
a. What legacy did she have to build on when she came into Kraft?
b. What was the most difficult aspect of her decisions? The easiest?
c. Do you agree with the sequencing of her corporate strategy? Is there anything you
would have done differently? Why?
3. What do you make of Rosenfeld’s persistence in the vision of creating a global company?
Should she have changed her vision as the macroeconomic conditions it was predicated on
didn’t materialize?

Case 6 – Fortis Inc. and the $11.8 Billion ITC Decision

1. How was Fortis performing prior to considering the ITC acquisition? How would the ITC
acquisition affect that performance?
2. How is Fortis creating value for its shareholders?
3. How has ITC been performing? What are ITC’s competitive advantages?
4. Should Fortis proceed with the deal to acquire ITC? Why or why not?

Case 7 - Nestle-Rowntree (A) & (B)

1. Evaluate Nestle’s strategy and performance in the chocolate business to this point of time.
2. How important is the Rowntree acquisition to Nestle? What are the consequences for Nestle if
Jacob Suchard succeeds in acquiring Rowntree?
3. Evaluate Rowntree’s strategy and performance in the chocolate business. Why has Rowntree
become a take-over target?
4. What synergies might be available to Nestle in acquiring Rowntree?
5. How important is a friendly acquisition to Nestle? To Rowntree? What are the obstacles in the
way of such an event?

Case 8 – Silvio Napoli at Schindler India (A)

1. Was Silvio the right choice for general manager of Schindler’s India operations?
2. As Luc Bonnard how would you evaluate Silvio’s first seven months as general manager of the
Indian company? What advice would you offer?
3. What advice would you give to Silvio regarding his decision on the nonstandard glass wall
elevator that has been ordered?
4. How should he deal with the challenges he is facing over transfer prices and limited technical
cooperation from the European plants?

Case 9- Tavazo Co.

1. How did Tavazo brothers decide on the list of potential countries to expand to? Which factors
were most important in their decision ranking?
2. As an advisor to Tavazo brothers, what criteria would you use to make the decision?
3. Given the limited resources available to Tavazo, which expansion strategy would you
recommend: To expand vertically, or to diversify geographically?
4. What challenges will Tavazo face in its expansion process as a family business?
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