Strategic Management

MATS34521 Strategic Management 40 Semester 1 Undergraduate Level 6 Kevin Harding Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Last part of a Bachelors ' European Credit Transfer & Accumulation System Rating : 20.0 Strategic management as an academic discipline has a variety of models, approaches and techniques reflecting  a diversity of perspectives, many of which prima facie seem contradictory; often this is merely a paradox and the contradictions can be reconciled and often synthesised through critical analysis of the drivers and indicators obtained in the issue under consideration.   Strategic management as an academic discipline has a variety of models, approaches and techniques reflecting  a diversity of perspectives, many of which prima facie seem contradictory; often this is merely a paradox and the contradictions can be reconciled and often synthesised through critical analysis of the drivers and indicators obtained in the issue under consideration. The key to developing true strategic thinking is application and this is where the strategy really comes to life; as such, this unit ensures that conceptual development is supported by and made concrete through extensive use of examples and case studies drawn from a range of fashion, textile and related industries.  <div> The unit aims to give an advanced treatment of contemporary approaches to the strategic management process, providing the tools to conduct a thorough appraisal of the changing environment and distinctive contexts within which fashion organizations operate. In particular, the unit aims to: <ul> <li> Develop a critical understanding of strategy and strategic thinking at all levels from functional to global and network;</li> <li> Foster competence in conducting strategic analyses;</li> <li> Deepen appreciation of the competitive challenges of the contemporary global markets in fashion, textiles and related industries;</li> <li> Enhance professional, managerial level judgment, risk assessment and results-oriented planning.</li> </ul>    </div>  A greater depth of the learning outcomes will be covered in the following sections:<ul><li>Knowledge and understanding</li><li>Intellectual skills</li><li>Practical skills</li><li>Transferable skills and personal qualities</li></ul> Systematically   expound   a   range   of   principles, concepts,   techniques   and approaches underpinning contemporary strategic thinking<ul><li>Distinguish the key elements of contemporary challenges and issues in fashion and textiles and use these to evaluate strategic alternatives</li><li>Formulate, motivate and justify strategic plans, to respond to contemporary functional, business, corporate, network and global challenges in fashion, textiles and related industries</li></ul>Contributing  to  developing  programme  learning  outcomes  and  the  assessment of:<ul><li>Systematically describe, analyse and appraise the structure of global fashion, textiles and related industries, with focus on the emerging issues of markets, services, consumer expectations within the macro- environment.</li><li>Distinguish the key elements of contemporary challenges and issues in fashion  and  textiles  and  use  these  systematically  in strategic planning of operational responses</li><li>Articulate the processes, procedures and practices of fashion retail, marketing, management and buying and merchandising strategies.</li><li>Distinguish the key elements of product requirements, innovation, enterprise and cost issues in relation to textile and garment production.</li><li>Distinguish the key aspects of management theory in relation to management of organisations for example people management and information systems.</li></ul> <ul> <li> Systematically evaluate and synthesise information, data and  evidence from appropriate sources and use these to make informed independent judgements</li> <li> Question orthodoxy using balanced, logical and supported argument</li></ul>Contributing  to  developing  programme  learning  outcomes  and  the  assessment of:<ul> <li> Identify and conceptualise appropriate theories, applying them to the fashion and textile industry.</li> <li> Synthesise, assess and evaluate information and data from appropriate sources and use these to make informed, independent judgments and decision making in relation to technical product  and/or  business contexts.</li> <li> Exercise original thinking and independent  learning  to  design  and execute a project to evaluate and analyse a business concept or a technical aspect of garment or textiles products.</li> <li> Undertake the development and execution of a major independent project in an appropriate area.</li></ul>  <ul> <li style="margin-left: 36pt;">Act    Autonomously    with    limited    supervision    or    direction    within negotiated  guidelines</li> <li style="margin-left: 36pt;">Identify and employ appropriate sources of information.</li></ul>Contributing    to    developing    the    programme    learning    outcomes    and    the assessment of:<ul> <li>Identify and employ appropriate sources of information.</li></ul> <ul> <li style="margin-left: 36pt;">Engage effectively in academic discussion and present arguments in a professional  manner</li> <li style="margin-left: 36pt;">Communicate clearly, fluently and effectively in a range of styles appropriate to the context.</li> <li style="margin-left: 36pt;">Employ a range of tools and frameworks to  analyse  competitive situations and scenarios</li></ul>Contributing  to  developing  the  programme  learning  outcomes  and  assessment of:<ul> <li style="margin-left: 36pt;">Clear and effective communication, using a range of styles  and employing various media appropriate to the context.</li> <li style="margin-left: 36pt;">Effective engagement in problem solving, academic discussion and presentation of arguments in a professional  manner  to  both  specialist and non-specialist audiences.</li></ul> <div> Asynchronous sessions will be used to introduce and review concepts, principles and techniques. Synchronous sessions will include concrete examples of the materials covered in the asynchronous sessions and provide the opportunity for the students to develop competence in the application of these principles to a range of examples. These will provide an opportunity for immediate formative feedback on the understanding and ownership of concepts.All sessions are supplemented with directed reading and formative “homework” assignments intended to allow ownership of the concepts introduced.For the in-course assessment, students will develop a portfolio of evidence of application and critical understanding of strategic thinking and its application to fashion, textiles and related industries. The portfolio is split into four parts focusing on business, functional, corporate, and network level strategies. This portfolio will develop a critical review of strategy, strategic thinking and a range of models and approaches relevant to your chosen area. This will form the basis from which to examine contemporary issues and challenges in your chosen area from a strategic perspective. Formative feedback will be given in the dedicated workshops.The unit is supported through the use of the Blackboard learning environment, which will include formative assessment tasks. </div>  1 Written exam 30% 5 Portfolio 70% Written and verbal  N Boardman, R., Blazquez, M., Henninger, C.E., & Ryding, D. (2019) Social Commerce: Consumer behaviour in online environements, Palgrave Macmillan: Cham SwitzerlandDaft, R.L., Kendrick, M. & Vershinina, N. (2010). Management. SouthWestern/Cengage EMEA: Andover, UK.Daft, R.L. (2010). New Era of Management (9th Ed). SouthWestern/Cengage: Andover, UK.David, F. (2011). Strategic Management: Concepts & Cases (13th Edition). Pearson/Prentice Hal: Upper Saddle River, NJDavid, F.R., & David, F.R. (2017) Strategic Mangement, (Global Edition)  Pearson/Prentice Hal: Upper Saddle River, NJDe  Wit,  B.  and  Meyer,  R.  (2017).  Strategy  Synthesis.  Process,  Content  and  Context  (5th Edition).  London: Thomson.De Wit, B. (2020) Strategy: An international perspective, 7th edition, CengageHax, A.C. (2010) The Delta Model, Springer: HeidelbergPorter, M, E (1985). Competitive Advantage, River, NJ, USA: Pearson Education, Inc./Prentice Hall.Reading lists will be available through the Blackboard site for the unit.  Lectures 59 0 341