General Information
This subject investigates what is required for a good strategy and what distinguishes it from a poor one in a real business world.
It will explore what strategy is and why it is important for a successful business. It is followed by the discussions on key components of a strategy using real case examples. A good strategy is composed of elements relevant to the situation you are in. For example, customer, competitor, company, and a “story” which illustrates why and how the strategy will succeed. We also discuss patterns of good strategies using real examples.
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Details
Academic unit: Bond Business School Subject code: GMBA70-210 Subject title: Perspective on Strategy Development in a Real Business World Subject level: Postgraduate Semester/Year: September 2024 Credit points: 5.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Online Workload items: - Directed Online Activity: x6 (Total hours: 24) - Webinar
- Personal Study Hours: x6 (Total hours: 36) - Recommended study time & reviewing materials
Attendance and learning activities: Attendance at all class sessions is expected. Students are expected to notify the instructor of any absences with as much advance notice as possible. +++++ BBS uses a self and peer-evaluation system to support students engaged in group-based assessments. Students are expected to provide this feedback in a timely fashion as part of their assessment. The information gathered is used by the educator as partial evidence of equitable contributions by all group members and helps to determine individual marks for group assessments. -
Resources
Prescribed resources: Others
- Please check this subject's textbook with BBT University on the BBT University Air Campus.
iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Bond Business School |
|---|---|
| Subject code: | GMBA70-210 |
| Subject title: | Perspective on Strategy Development in a Real Business World |
| Subject level: | Postgraduate |
| Semester/Year: | September 2024 |
| Credit points: | 5.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Online |
| Workload items: |
|
| Attendance and learning activities: | Attendance at all class sessions is expected. Students are expected to notify the instructor of any absences with as much advance notice as possible. +++++ BBS uses a self and peer-evaluation system to support students engaged in group-based assessments. Students are expected to provide this feedback in a timely fashion as part of their assessment. The information gathered is used by the educator as partial evidence of equitable contributions by all group members and helps to determine individual marks for group assessments. |
| Prescribed resources: | Others
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge. Assumed Prior Learning (or equivalent):
|
| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Demonstrate a holistic understanding of how business and corporate strategies operate in the real world and the composition of relevant elements
- Analyse patterns of successful strategies and apply them in developing a strategy of their own
- Apply behavioural and mindset techniques required of a successful strategist
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Student Engagement Lecture attendance, live or review recorded lecture recording 10.00% Ongoing 1,2,3 Case Analysis Case Analysis 50.00% Ongoing 1,2,3 Written Report Report 40.00% In Consultation 1,2,3 - * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Student Engagement | Lecture attendance, live or review recorded lecture recording | 10.00% | Ongoing | 1,2,3 |
| Case Analysis | Case Analysis | 50.00% | Ongoing | 1,2,3 |
| Written Report | Report | 40.00% | In Consultation | 1,2,3 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless the Lead Educator grants an extension. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
As part of the requirements for Business School quality accreditation, the Bond Business School employs an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Subject curriculum
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Introduction to Business Strategy
- Introduction to the course - What is strategy, and why is it important? - Objective setting for strategy.
SLOs included
- Analyse patterns of successful strategies and apply them in developing a strategy of their own
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Key Aspects of Business Strategy
- Strategy development process - Overview of 10 key aspects of the strategy.
SLOs included
- Demonstrate a holistic understanding of how business and corporate strategies operate in the real world and the composition of relevant elements
- Analyse patterns of successful strategies and apply them in developing a strategy of their own
- Apply behavioural and mindset techniques required of a successful strategist
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Choosing markets
- Why do we need to choose a market? - Defining markets for selection.
SLOs included
- Demonstrate a holistic understanding of how business and corporate strategies operate in the real world and the composition of relevant elements
- Analyse patterns of successful strategies and apply them in developing a strategy of their own
- Apply behavioural and mindset techniques required of a successful strategist
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Product Market Matrix and Product Portfolio Management
- Product market matrix (PMM) to get a holistic view of the market - Product portfolio management (PPM) to manage existing businesses.
SLOs included
- Demonstrate a holistic understanding of how business and corporate strategies operate in the real world and the composition of relevant elements
- Analyse patterns of successful strategies and apply them in developing a strategy of their own
- Apply behavioural and mindset techniques required of a successful strategist
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Competitive Advantage and Own Capabilities
- Cost leadership, differentiation and focus to be competitive - Developing a strategy based on your strength.
SLOs included
- Demonstrate a holistic understanding of how business and corporate strategies operate in the real world and the composition of relevant elements
- Analyse patterns of successful strategies and apply them in developing a strategy of their own
- Apply behavioural and mindset techniques required of a successful strategist
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KFS (Key Factors for Success)
- What is KFS and why is it important? - Examples of KFS - Focusing resources to satisfy KFS.
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Business Models : Structure and Mechanism to Win
- What is a business model? - Types of business models and how they work.
SLOs included
- Demonstrate a holistic understanding of how business and corporate strategies operate in the real world and the composition of relevant elements
- Analyse patterns of successful strategies and apply them in developing a strategy of their own
- Apply behavioural and mindset techniques required of a successful strategist
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Business Models : How To Make Uncopiable
- What is a business model? - Types of business models and how they work.
SLOs included
- Demonstrate a holistic understanding of how business and corporate strategies operate in the real world and the composition of relevant elements
- Analyse patterns of successful strategies and apply them in developing a strategy of their own
- Apply behavioural and mindset techniques required of a successful strategist
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Creating New Business through Innovation
- Patterns of new business creation - Important roles new technologies play - Managing the organization to induce innovation.
SLOs included
- Demonstrate a holistic understanding of how business and corporate strategies operate in the real world and the composition of relevant elements
- Analyse patterns of successful strategies and apply them in developing a strategy of their own
- Apply behavioural and mindset techniques required of a successful strategist
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Leveraging External Resources
- Purposes of alliances - Patterns of successful alliances.
SLOs included
- Demonstrate a holistic understanding of how business and corporate strategies operate in the real world and the composition of relevant elements
- Analyse patterns of successful strategies and apply them in developing a strategy of their own
- Apply behavioural and mindset techniques required of a successful strategist
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Dealing with Changing Business Environments and Uncertainty
- Managing uncertainties in the market - Developing scenarios for the future - Identifying and monitoring scenario drivers.
SLOs included
- Demonstrate a holistic understanding of how business and corporate strategies operate in the real world and the composition of relevant elements
- Analyse patterns of successful strategies and apply them in developing a strategy of their own
- Apply behavioural and mindset techniques required of a successful strategist
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Designing Implementation
- Importance of implementation of the strategy - Mid-term business plan as a vehicle of implementation - Organizational approach for certain implementation.
SLOs included
- Demonstrate a holistic understanding of how business and corporate strategies operate in the real world and the composition of relevant elements
- Analyse patterns of successful strategies and apply them in developing a strategy of their own
- Apply behavioural and mindset techniques required of a successful strategist
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Recommended Mindsets and Behaviours for Strategists
- Tips from the long-time experiences of management consultants.