Formulating Strategy (5 cr)

Evaluation scale

0-5

Content scheduling

In the course, learning takes place by participating in webinars, independent information search and by completing the learning assignments
Timetable of the learning assignments in the Moodle workspace

Objective

Purpose of the course
The purpose of the course you will familiarize about strategy thinking, strategic leadership and strategy implementation. You will also be able to evaluate strategy documents of different organizations.

Course competences
Internationalization and communication competence
Entrepreneurship, innovation and working community competence

Learning outcomes
You will recognize the role and importance of strategy and strategic management in the success of private and public organizations. You will understand the basic concept of strategy thinking, you recognize the different schools of strategic management. You will understand the importance of strategic management as an organizational success factor. You will be able to evaluate different strategies and have the knowledge to carry out strategic analysis, strategy selection and implementation of strategy

Content

Strategic thinking, principles of strategic management, vision, mission, values, goals.
Development directions of the strategy and connections to the decision-making process.
Strategy process, strategic analysis, formulating strategy, tools, and deployment of the strategies.
Indicators and measuring as parts of efficient leadership, and evaluation of the results.

Location and time

Online 100 %
Moodle workspace

Materials

Ritakallio, T. - Vuori, T. (2018). Elävä strategia: kyky nähdä, taito tarttua tilaisuuteen.

Porter, M. (1996). What is Strategy? Harvard Business Review, Nov-Dec 1996, pages 61-78.Porter, M. (2008).

The Five Competitive Forces that Shape Strategy. Harvard Business Review, Jan 2008, pages 78-93.Prahalad, C. - Hamel, G. (1990).

The Core Competence of the Organization. Harvard Business Review, May-June 1990, pages 79-91

Mintzber, H., Ahlstrand, B. & Lampel, J. 2005. Strategy bites back. It is a lot more and less than you ever imagined. Pearson Prentice Hall. Upper Saddle River, New Jersey 07458'

Hunt, S. & Lambe, J. 2000. Marketing’s Contribution to Business Strategy: Market Orientation, Relationship Marketing and Resourced-Advantage Theory. International Journal of Management Review 2(1), 17-43

Teaching methods

You can study in the course at your own pace
- Individual learning assignments
- report to be done with a pair
- Small group work online
- Webinars
- Online Discussions

Student workload

- orientation assignments 10 h
- lectures/online lectures 10 h h
- webinars/replacing assignments 10 h
- learning assignments 65 h
- studying the course material 40 h

Total 135 hours

Assessment criteria, satisfactory (1)

Sufficient 1
The theory of the subject matter as summarised by the student is appropriate for the subject matter or work role, but it does not form an overall view. The student describes and distinguishes essential concepts. The student outlines a development project. The student finds a partial solution to the problem but is unable to illustrate the results. Matters are discussed in a list-like and summarising manner. Independent thinking is lacking.

Satisfactory 2
The student applies theory within the subject matter, limited from the perspective of the subject matter or work role. The student has selected and defined the essential concepts. The student designs a development project. The student finds a partial solution to the problem. They illustrate the results. The examples demonstrate understanding and independent thinking, but the connections between theoretical knowledge and the examples are insufficient.

Assessment criteria, good (3)

Good 3
The student presents theory that is relevant and delineated. The student is able to follow and analyse the development and/or research in their field of expertise. They are able to analyse and structure theoretical information and concepts. The student leads or plans a research, development or innovation initiative, applying new methods. The student develops the operations of the organisation by finding alternative solutions to a problem. Theory and practice are combined through the student’s thinking.

Very good 4
The student produces an overall view from the essential theories in the subject matter, which they reflect on in a critical manner. The student is able to follow and analyse the development and international research in their field of expertise. They are able to consider the essential concepts in relation to each other. The student leads or plans a research, development or innovation initiative that produces a solution for a practical problem. The student demonstrates and justifies the usability of their results. The report is written in a consistent, justified and illustrative manner. It contains reflection and criticism.

Assessment criteria, excellent (5)

Excellent 5
The student is able to create new information. The student is able to follow and analyse the development and international research in the fields of expertise. The student reflects on the matter at a social level. Is able to define the essential concepts related to the special competence of the field in relation to each other. The student leads or plans a research, development or innovation initiative that produces and analyses new information and reforms the practices in complex and unpredictable operating environments. They utilise methods from research and development operations, and display creative thinking. The report has created new perspectives or overall views by combining things in a new way. The text displays the ability for critical thinking and the skill of communicating the results.

Further information

- Orientation, individual task, (passed / failed)
- Report, pair work, 30% of the grade of the course, scale 0-5
- Development work, 70% of the grade of the course, scale 0-5