MGNT314 Subject Outline PDF

FACULTY OF BUSINESS
MGNT314: Strategic Management
Subject Outline
Subject Information
Session 2, 2019
Offshore campus (INTI International College Penang)
Lecture Information:
Tuesdays, 8am – 10am
Pre-requisites: (MGMT110 plus MARK213 or MARK101 plus 72 credit points) OR (MGNT110 plus
MARK213 or MARK101 plus 72 credit points)
Co-requisites: Nil
Restrictions: Nil
Contact Hours: 3 hours lecture plus 1 hour tutorial every week
Online Subject Material:
The MGNT314 Moodle site will provide lecture slides as a resource to help students prepare for class. The
slides will summarise the lecture.
Faculty Vision, Mission and PRME

The Mission of the Faculty of Business is to promote responsible leadership and sustainable business practice,
and contribute to a stronger economy and a more just society. The Faculty Vision, Mission and Values
statements can be found at https://business.uow.edu.au/vision-mission-values/index.html
The Faculty is also a signatory to the Principles of Responsible Management Education (PRME) and supports
the realisation of the United Nations Sustainable Development Goals. More information on PRME can be found
at https://business.uow.edu.au/about/index.html
MGNT314 Subject Outline Session 2, 2019 Page 1 of 28

Teaching Staff
Teaching Role Lecturer and Tutor
Name Dr Serene Yong
Telephone 04-631 0138 ext. 319
Email serene.yong@newinti.edu.my
Room Academic Office, Level 3.
Consultation Times Tuesday: 2pm – 4pm
Thursday: 3pm – 5pm
Teaching Staff Additional Information
Students are encouraged to see the subject coordinator in office consultation hours, particularly for preparation
of case studies. Students are most welcome.

Email Etiquette: Consultation with your subject coordinator and/or teachers via email
Your teachers receive many emails each day. In order to enable them to respond to your emails appropriately
and in a timely fashion, students are asked to observe basic requirements of professional communication:
Consider what the communication is about
 Is your question addressed elsewhere (e.g. in this subject outline or, where applicable, on the subject's
eLearning site)?
 Is it something that is better discussed in person or by telephone? This may be the case if your query
requires a lengthy response or a dialogue in order to address. If so, see consultation times above and/or
schedule an appointment.
 Are you addressing your request to the most appropriate person?
Specific email title/ header to enable easy identification of subject related/ student emails
 Identify the subject code of the subject you are enquiring about (as your teacher may be involved in
more than one subject) in the email header. Add a brief, specific header after the subject code where
appropriate.
Professional courtesy
 Address your teacher appropriately by name (and formal title if you do not yet know them).
 Use full words (avoid 'text-speak' abbreviations), correct grammar and correct spelling.
 Be respectful and courteous.
 Academics will normally respond within 1-2 business days. If the matter is urgent, you may wish to
telephone the teaching staff whose contact details are given in this subject outline or contact the
School.
 Please ensure that you include your full name and identify your seminar or tutorial group in your email
so that your teachers know who they are communicating with and can follow-up personally where
appropriate.
Copyright
Commonwealth of Australia
Copyright Regulations 1969
© 2019 University of Wollongong
The original material prepared for this guide is covered by copyright. Apart from fair dealing for the purposes of
private study, research, criticism or review, as permitted under the Copyright Act, no part may be reproduced by
any process without written permission.

Table of Contents
Section A: General Information .......................................................................................................................... 5

Learning Outcomes ............................................................................................................................................ 5
Student Learning Outcomes .......................................................................................................................... 5
Subject Description ....................................................................................................................................... 5
Course Learning Outcomes ........................................................................................................................... 5
Readings, References and Materials .................................................................................................................. 6
Major Text(s) ................................................................................................................................................ 6
Lectures, Tutorials and Attendance Requirements ............................................................................................ 7
Lecture Times * ............................................................................................................................................ 7
Lecture Program * ......................................................................................................................................... 7
Additional Lecture Comments ...................................................................................................................... 8
Tutorial/Seminar/Workshop Times ............................................................................................................... 8
Tutorial/Seminar/Workshop Program ........................................................................................................... 9
Additional Tutorial/Seminar/Workshop Comments ................................................................................... 11
Tutorial Program ......................................................................................................................................... 11
Attendance Requirements - Participation/Contribution to Lectures/Tutorials/Seminars/Workshops .............. 13
Recent Improvements to Subject ..................................................................................................................... 13
Extraordinary Changes to the Subject Outline ................................................................................................. 13
Learning Analytics ........................................................................................................................................... 14
Section B: Assessment ........................................................................................................................................ 14
Assessment Summary ...................................................................................................................................... 14
Additional Assessment Information ................................................................................................................. 21
Appendix A ...................................................................................................................................................... 21
Appendix B ...................................................................................................................................................... 22
Appendix C ...................................................................................................................................................... 23
Appendix D - Student Conduct ........................................................................................................................ 23
UOW Grade Descriptors ............................................................................................................................. 24
Assessment Learning Outcome Matrix ............................................................................................................ 24
Minimum Performance Requirements ............................................................................................................. 24
Types of Assessment and Collaboration .......................................................................................................... 25
Submission, Retention and Collection of Written Assessment ........................................................................ 25
Submitting Assessment Tasks ..................................................................................................................... 26
Extensions ................................................................................................................................................... 26
Faxing, Posting and Emailing Assessment Work ....................................................................................... 26
Late Submission of Assessment Tasks........................................................................................................ 26
Collection .................................................................................................................................................... 26
Retention ..................................................................................................................................................... 26
Scaling ............................................................................................................................................................. 26
Supplementary Assessment ............................................................................................................................. 27
Student Complaints Policy............................................................................................................................... 27
Assessment Quality Cycle ............................................................................................................................... 27
Assurance of Learning (What will students learn in their degree?) ................................................................. 27
Academic Integrity .......................................................................................................................................... 27
Plagiarism Prevention ................................................................................................................................. 28
Referencing ...................................................................................................................................................... 28
Why do you need to reference?................................................................................................................... 28
The Harvard System of Referencing ........................................................................................................... 28
Section C: General Advice for Students ........................................................................................................... 28

Section A: General Information
Learning Outcomes
Student Learning Outcomes
On successful completion of this subject, students will be able to:

1. Explain how business strategies are formulated and demonstrate the impact of strategic management on
the success of the enterprise.
2. Demonstrate an understanding of and apply key concepts in analysing and developing business
strategies.
3. Proffer and justify reasoned arguments in the area of strategic management through written
assignments, case presentations, discussion groups and examination essays.
4. Critically evaluate, present and defend strategic management issues/problems and potential solutions
through case studies.
Subject Description
The subject deals with the strategic management process and planning functions in the business enterprise.
Emphasis will be placed on the process by which opportunities and threats to the business enterprise are
recognised and evaluated, and on the strategies required to meet these challenges. Topics include: business
mission; customer and competitor analysis; industry analysis; environmental analysis; strategy and organisation;
alternative business strategies.
Course Learning Outcomes
Course Learning Outcomes can be found in the Course Handbook

https://www.uow.edu.au/handbook/index.html.

Readings, References and Materials
Major Text(s)
Thompson Jnr., A.A., Peteraf, M.A., Gamble, J.E., Strickland III, A.J. (2018) Crafting & Executive Strategy:
Concepts and Cases: The Quest for Competitive Advantage, (21st Edition), McGraw Hill Education, N.Y.
PRINT: ISBN: 9781259732782

Thompson et al Crafting & Executing Strategy: The Quest for Competitive Advantage: Concepts and Cases
21E
Students are recommended to buy/have this textbook.
Key Readings
Please see the e-readings under MGNT314. Specific articles in the e-readings to be read for the semester will be
indicated in the lecture slides by an asterisk (*).
Textbook details are available online from the University Bookshop at https://unicentre.uow.edu.au/unishop/
Key References
Please see the library e-readings under MGNT314. Specific articles in the e-readings to be read for the semester
will be indicated in the lecture slides by an asterisk (*).
Textbook details are available online from the University Bookshop at https://unicentre.uow.edu.au/unishop/
Recommended Background and Further Reading
1. Pearce, J. and Robinson, R. B., Jr. (2011) Strategic Management: Formulation, Implementation and
Control,(12th edition), Irwin, Chicago, Illinois.
2. Wheelen, T. L. and Hunger J. D. (2012) Strategic Management & Business Policy, (13th edition), Prentice
Hall.
3. Grant, R. (2013) Contemporary Strategy Analysis, J. Wiley, New York.
4. Hubbard, G. & Beamish, P. (2011) Strategic Management, Pearson Australia, Frenchs Forest.
5. Porter, M. E. (1985/1998 with a new introduction) Competitive Advantage, Free Press, New York, NY.
Students are encouraged to refer to the following journals and business periodicals (current and earlier issues):
1. Strategic Management Journal,

2. Academy of Management Journal,
3. Harvard Business Review,
4. Asia Pacific Journal of Management,
5. Long Range Planning,
6. Australian Business Financial Review,
7. Business Review Weekly.
Web-based Sources
Students are encouraged to refer to reputable electronic sources (library databases, internet, etc.), particularly
those mentioned in the textbook. The textbook's website (www.mhhe.com/thompson) has additional resources
(e.g., core concepts, guide to case analysis, PowerPoints, tests/quizzes, etc.) which you should refer to (see
textbook for details). Use these materials after reading the textbook chapters.
This is not an exhaustive list of references. Students should also use the library catalogue and databases to locate
additional resources.

Lectures, Tutorials and Attendance Requirements
Lecture Times *
Lectures will be held on:

Day Start Time End Time Room
Tuesday 8am 10am LR507
Lecture Program *
No. Topics Covered Readings
Introduction Key Reading each week: Text Book Chapter;
1 What is Strategy and Why is it Thompson, et al., Chapter 1
Important?
Thompson et al., Chapter 2
Mintzberg, Henry, Crafting strategy -
Charting a Company’s Direction: Vision and [electronic resource]
2
Mission, Objectives, and Strategy Kaplan, Robert S., The balanced scorecard:
measures that drive performance - [electronic
resource]
Evaluating a Company’s External Thompson et al., Chapter 3
3 Environment Porter, Michael E., How competitive forces
shape strategy - [electronic resource]
Evaluating a Company’s Resources, Thompson et al., Chapter 4
4 Capabilities, and Competitiveness Wernfelt, Birger, The resource-based view of
the firm - [electronic resource]
The Five Generic Competitive Strategies Thompson et al., Chapter 5
5 Porter, Michael E., From competitive advantage
to corporate strategy - [electronic resource]
Strengthening a Company’s Competitive Thompson et al. Chapter 6
6 Position: strategic moves, timing, and scope of MacMillan, Ian C., Preemptive strategies -
operations [electronic resource]
Mid-Session Test in your Lecture Room Covers textbook chapters and lecture materials
7
(90 minutes) in Chapter 1 to 6.
8 Assessment Week
Corporate Strategy: Diversification and The Thompson et al., Chapter 8
9
Multi-business Company
Thompson et al., Chapter 7
Yip, George, Global strategy...in a world of
Strategies for Competing in International
10 nations - [electronic resource]
Markets
Vignali Claudio, McDonald's: 'Think global, act
local' - the marketing mix - [Moodle site]
Building an Organization Capable of Good Thompson et al., Chapters 10
11
Strategy Execution
Managing Internal Operations: Actions that Thompson et al., Chapters 11
12
Promote Good Strategy Execution
Thompson et al., Chapters 12
Corporate Culture and Leadership: Keys to Fitzgerald, Thomas H., Can change in
13
Good Strategy Execution organizational culture really be managed? -
[electronic resource]
Ethics, Corporate Social Responsibility, Thompson et al., Chapter 9
14
Environmental Sustainability Porter, Michael E. and Kramer, Mark

and Strategy R. Strategy & society: The link between
competitive advantage and CSR - [electronic
resource]
Review, and Discussion on Final
15 Lecture notes, textbook and readings
Examination
16 Exam Revision Lecture notes Chapter 1 to 12
17 Revision Week
18 Examination Week
* The above times and program may be subject to change. Students will be notified of any change via SOLS.
Additional Lecture Comments
Strategic Management (MGNT314) integrates an organisation’s functional components and their management
from the perspective of the Chief Executive Officer or the top management team. This gives students the
opportunity to bring their knowledge of other related subjects and apply it to the issues raised in this
subject. For the same reason it is desirable that students take this subject later rather than earlier in their degree,
preferably during the final session or year.
Tutorial/Seminar/Workshop Times
The Faculty of Business uses the SMP Online Tutorial System and tutorial times and locations can be found at
https://www.uow.edu.au/student/timetables/index.html. Please note that tutorial times on the timetable are
provisional and may change.
The Faculty of Business ensures that students can complete the minimum requirements of the Bachelor of
Commerce, that is, the core subjects and a major study, within the specified time. If you are undertaking more
than one major, or a major and minor(s), timetable clashes may occur. If you find that two or more of your
chosen subjects are scheduled for the same time you must gain approval from the Head of School before
proceeding with your enrolment.
Students must attend the tutorial to which they have been allocated.

Tutorial/Seminar/Workshop Program
No. Topics Covered Readings and Activities
Introduction to the subject
Download the subject outline to
1 Enrol in a tutorial session (Group A or Group B) as soon as understand lecture, tutorial and
possible, preferably before the end of week 1 to participate in assessment requirements.
tutorial work.
Please read the following before
Tutorial Groups A only.
class
Introduction, guidelines on case presentation, team formation, and
1. "A Guide to Case Analysis" in
discussion of trial case Edward Marshall Boehm, Inc. (see
2 Thompson et al., (see Moodle site)
Appendix A).
2. Edward Marshall Boehm Inc.
Read the case before attending the class and prepare for class
case attached to the subject outline
discussion.
(Appendix A).
Please read the following
Tutorial Groups B only.
before class:
Introduction, guidelines on case presentation, team formation, and
1. "A Guide to Case Analysis" in
discussion of trial case - Edward Marshall Boehm, Inc. (see
3 Thompson et al., (see Moodle site)
Appendix A.)
2. Edward Marshall Boehm Inc.
Read the case before attending the class and prepare for class
case attached to the subject outline
discussion.
(Appendix A).
Read, prepare for and analyse the first case study (Textbook Case
Review relevant textbook
4 7) for presentation, dissent and discussion.
chapters and eReadings.
Study for your mid-session test.
Textbook Case 7: Fitbit, Inc.:
Case 7: Fitbit, Inc.: Has the Company Outgrown Its Strategy?
5 Has the Company Outgrown Its
Case Presentation & Defence /Dissent/Participation & Preparation
Strategy?
summary.
Tutorial Groups B only. Textbook Case 7: Fitbit, Inc.:
Case 7: Fitbit, Inc.: Has the Company Outgrown Its Strategy? Has the Company Outgrown Its
6
Case Presentation & Defence /Dissent/Participation & Preparation Strategy?
summary.
Mid-session test week.
Lecture materials from Chapter
7 Study for your mid-session test scheduled for this week during
1-6 and your textbook.
lecture time.
8 Assessment week
Textbook Case 21: Mondelez
Case 21 Mondelez International: Has corporate restructuring
International: Has corporate
9 produced shareholder value?
restructuring produced
shareholder value?
summary.
Textbook Case 21: Mondelez
Case 21 Mondelez International: Has corporate restructuring
International: Has corporate
10 produced shareholder value?
restructuring produced
shareholder value?
summary.
Textbook Case 3:
Case 3: Amazon.com’s Business Model and Its Evolution
11 Amazon.com’s Business Model
and Its Evolution
summary.
Textbook Case 3:
Case 3: Amazon.com’s Business Model and Its Evolution
12 Amazon.com’s Business Model
and Its Evolution
summary.

Textbook Case 26: Rosen Hotels
Case 26: Rosen Hotels & Resorts: Delivering Superior
& Resorts: Delivering Superior
13 Customer Service
Customer Service
summary.
Tutorial Groups B Only.
Textbook Case 26: Rosen Hotels
Case 26: Rosen Hotels & Resorts: Delivering Superior
& Resorts: Delivering Superior
14 Customer Service
Customer Service
summary.
Tutorial Group A & B
15 All case studies & lecture notes.
Case study review and discussion. All groups are required to
participate in the discussion session.
16 Exam Revision Lecture notes Chapter 1 to 12.
17 Revision Week
18 Examination Week
The above program may be subject to change.

Additional Tutorial/Seminar/Workshop Comments
Tutorial Program
Frequency
One-hour tutorial each week.
Registration
Please register for ONE group of tutorials as soon as possible, preferably before the end of Week 1 of
semester to take part in tutorial and team work. The subject coordinator will allocate students to either Group A
or Group B (maximum 24 students to each group and subject to enrolment). The final list of tutorial groups will
be posted on Moodle.
Read the relevant textbook chapters and case materials. The subject coordinator will be available for
consultation during consultation hours.
Attendance
Students who are unable to attend e.g. through illness, need to apply for Academic Consideration (AC) in the
usual way. They should submit a one-page summary of the case issues (but not including an account of the class
analysis) as soon as practicable by the date specified in the AC approval. Students who have missed an
assessable task and have been granted AC will be invited to complete a supplementary assessment task as soon
as practicable. The supplementary assessment task will vary depending upon the assessment that was assigned
to the student in the tutorial where they were absent, as follows:
For assessment task 2 - Case Presentation and Defence – students will be invited to give their presentation to the
subject coordinator during office consultation time.
For assessment task 3 – Dissenting Critique – students will be invited to give their critique to the subject
coordinator during office consultation time.
For assessment task 4 – Preparation and Participation – students will be invited to submit two items: a) their
one-page case report and b) their question to their tutor by email. (The tutor will keep the reports and
questions.).
Tutorials
In each tutorial, there will be:
 a case presentation by an assigned team (Assessment 2),

 a critique of the presenting team by another assigned team, who present their perspective based on the
Case Study Analysis Report sent to them the week before and also informed by listening and responding to
the case presentation on the day. The critique may present an alternative perspective, but might also respond
to the presenting team’s approach in other ways. (Assessment 3),
 questions and clarifications raised by other participants (‘Team 3’) who submit a one-page summary of
issues and recommendations relevant to the case (this is retained by the tutor). They also pose an individual
question. (Assessment 4),
 a general discussion by all students.
The tutor will conclude with comments and discussion, linking the case materials to theory, concepts and tools
covered in lectures and the textbook.
Each tutorial group will be limited to 24 students (subject to enrolment) with a maximum of four teams. Each
team will have a roughly equal number of students, to a maximum of six. The tutorials are designed to facilitate
intensive discussion of cases and issues.

The first tutorial
The first tutorial has been designed to provide an introduction to the tutorial process, explain assessment
requirements, provide guidelines for case analysis and presentation, form teams and allocate case studies
to them, and discuss the trial case.
Reading the trial case and participating in the discussions in the first tutorial will show you how to participate in
other tutorial sessions. Each remaining tutorial will be used to discuss a new case study by linking the case
materials to theory, concepts and tools that have been covered in lectures, the textbook, eReadings, etc. (See
Tutorial Schedule for specific cases and dates.)
Second and subsequent tutorials
Each tutorial will require three major teams: one team will be required to present (Presenting
team) and another team will be required to critique (Dissenting team) a detailed analysis of an assigned
case. One week in advance of their tutorial, each presenting team uploads the “Case Analysis Report” of their
case to the Moodle site/Turnitin system. They also provide their tutor with a soft copy of their “Case Analysis
Report”.
The third “team” comprises the remaining members of the class, who also analyse the case but neither
present nor dissent. Instead, they participate in the tutorial via two tasks.
First, they write an individual, one-page report on the case, identifying the key issues, and presenting their
recommendations. This report should avoid simply repeating case facts. The thinking that goes into this prior
written analysis enables students to ask questions and generally participate in the session. They hand in their
one-page report to the tutor at the beginning of the tutorial session.
Second, they participate by asking a question of either the presenting or dissenting team. After the
presenting team has finished their defence, the tutor will select students from this remaining group (‘team
3’), in random order, and ask them to pose a question. The question might be prepared by the student prior
to the tutorial, based on their reading of the case, or developed during the class in response to a point the student
wants clarified by either the presenting or dissenting team. The tutor will note down the question, and
allocate a mark. The presenting or dissenting team will then respond to each question posed. In this way the
whole class becomes involved in reflective learning about the case and the lessons learned from the
presentations and the critique.
These one-page report assignments, although small, operate the same way as any assignment. Non-submission
may attract a penalty unless Academic Consideration has been applied for and granted.
This three-team process aims to ensure that every student participates actively in each tutorial. The cases are
lengthy and comprehensive, so students should expect to devote considerable time to reading, analysing and
discussing the cases with their teammates, etc. before tutorials.
The strong emphasis on participation is reflected in the subject’s assessment structure. Students will be
assessed on:
i. Presentation of a case analysis in class (including a written case analysis report, oral presentation and active
Defence),
ii. A dissenting critique of another team's case presentation, and
iii. Preparation for case discussion by all the remaining students in the class, as evidenced by:
a) individual one-page case analyses, and
b) students’ individual questions to either the presenting or the dissenting team.
Attendance records will be kept.
Group A and Group B Tutorial Schedules

Please note that the SAME topics (i.e., tutorial case, questions and activities) are covered in Group A and Group
B tutorials for 2 consecutive weeks, (e.g., in either Weeks 2 and 3, Weeks 4 and 5, and so on). Students attend
the tutorial for their allocated group in Tutorial Groups A or Tutorial Groups B, not both.

Attendance Requirements - Participation/Contribution to
Lectures/Tutorials/Seminars/Workshops
The Faculty of Business expects all students to attend lectures and tutorials as we strongly believe that students
who attend lectures and tutorials usually learn more and perform better in assignments and examinations.
Recent Improvements to Subject
The Faculty of Business is committed to continual improvement in teaching and learning. In assessing teaching
and learning practices in a subject, the Faculty takes into consideration student feedback from many sources.
These sources include direct student feedback to tutors and lecturers, feedback through Business Central,
responses to the Subject and Course Evaluation Surveys. These important student responses are used to make
ongoing changes to subjects and courses. This information is also used to inform systemic comprehensive
reviews of subjects and courses.
The following improvements have been made to MGNT314 recently:
 As a result of a continuing program of work on assurance of learning, the 2019 lectures will emphasise the
assessment framework used for marking the final exam questions. This will be introduced in the Week 1
lecture, and then each lecture will discuss how this framework applies to each topic.
 Assessment rubrics for the “Case Study Analysis Report” and “Case Presentation” were introduced to
facilitate consistency in marking and awarding grades. These assessment frameworks are provided on the
Moodle site. The final exam assessment framework is also included in this subject outline (see information
on the final exam)
 Student feedback in 2018 indicated that some students would like more feedback on their tutorial
assignments. in the past, students have received the following feedback:
 Assessment 1: Case Study Report. Students receive a mark out of 8 which is reported on the moodle site
the week after their tutorial presentation. Students also receive a feedback sheet with brief comments
against the assessment criteria. this sheet is provided by the tutor in the tutorial following the presentation.
This assessment feedback will remain unchanged.
 Assessment 2: Case presentation and defence. Students receive a mark out of 10 which is reported on the
moodle site the week after their tutorial presentation. The mark is split into the assessment criteria:
presentation skills (/2), presentation content (/6), and defence (/2). This assessment feedback will remain
unchanged.
 Assessment 3: Dissenting case critique. Students receive a mark out of 6 which is reported on the moodle
site the week after their tutorial dissent. This assessment feedback will be changed. In 2019, we will
give codes in the column adjacent to the student's grade in the excel file on moodle. The codes are
explained in Appendix B.
 Assessment 4: One page case summary and question. Students receive a mark out of 6, which is split into 3
marks for each tutorial involving this assessment. The mark is reported on the moodle site the week after
the tutorial. This assessment feedback will be changed. In 2019, we will adjust the weighting of the marks
to better reflect student workload in preparing for the assessment tasks. The one page summary will now
be marked out of 2.5 for each tutorial (5 marks in total), and the question will be marked out of 0.5 (1 mark
in total). We will also give codes in the column adjacent to the student's grade in the excel file on moodle.
The codes are explained in Appendix B.
 While every effort is made to keep the subject database current, students may find that occasionally the
assessment information in the subject outline differs from the information on the subject database. In such
instances, the Subject Coordinator will make appropriate announcements in the first class of the session.
Extraordinary Changes to the Subject Outline
In extraordinary circumstances the provisions stipulated in this Subject Outline may require amendment after
the Subject Outline has been distributed. All students enrolled in the subject must be notified and have the
opportunity to provide feedback in relation to the proposed amendment, prior to the amendment being finalised.

Learning Analytics
Learning Analytics data (such as student engagement with Moodle, access to recorded lectures, University
Library usage, task marks, and use of SOLS) may be used by the Subject Coordinator and your faculty's Head of
Students to assist in analysing student engagement, and to identify and recommend support to students who may
be at risk of failure. If you have questions about the kinds of data the University uses, how we collect it, and
how we protect your privacy in the use of this data, please refer to
https://www.uow.edu.au/about/privacy/index.html
Section B: Assessment
Assessment Summary
Assessment Item Form of Assessment %

Assessment 1 Report 8%
Assessment 2 Lab/Prac/Simulation 10%
Assessment 5 Quiz 20%
Assessment 6 Exam 50%
TOTAL MARKS 100%
Please note: Copies of student work may be retained by the University in order to facilitate quality assurance of
assessment processes.
Past exam papers may be available for student review, subject to release by the library
(https://ereadingsprd.uow.edu.au/). Solutions and marking guides are not included. The structure and/or content
of the papers may change from session to session.

Assessment 1: Report - Case Study Analysis Report
Marking Criteria Identification and prioritisation of key issues; Application of concepts, theories, and tools;
Critical analysis and evaluation; and Recommendations and justifications.
See Moodle site for assessment rubrics and evaluation sheets.

Length 1500 words report - excluding Executive Summary, Tables and Figures (typed, double
spaced, 12 point font)
Weighting 8%
Assessment Due In your assigned tutorial session.
Final submission time: 5:00pm

Type of
Group work
Collaboration
Style and format Report format, typed, double spaced, 12 font. Include an executive summary.
Assessment Online via Moodle
submission
This assessment has been set up to be checked by Turnitin, a tool which helps you check
whether you have referenced correctly. You can submit your assessment task to Turnitin
prior to the due date and Turnitin will give you an originality report. You may then make
any changes that may be required and resubmit your final version by the due date.
Assessment A copy of the assessment should also be emailed to the relevant tutor on the same day and
return time of the submission. It will be returned in tutorials/On-line-through Moodle/email one
week after both Group A and Group B presentations on each case study have been
concluded.
Detailed Assessments 1 through 4, i.e., case-related activities, collectively contribute 30% of the
information final grade in the subject. Detailed information follows for each of Assessments 1 through 4.
Assessment 1: Case Study Analysis Report (8%) by Presenting Team

Category of Assessment: Group
Regarding due dates for Assessment 1, only one of the weeks indicated above is relevant to
any one group (or student) for the entire session. The tutor will advise the week relevant to
you and your team during the tutorial in Week 2.
Teams submit their Case Study Analysis Report (maximum 6 pages typed, double spaced,
and 12-point font) to the Moodle/Turnitin site by 5.00pm one week before their assigned
tutorial. Note this date is one week before the tutorial at which the team is scheduled to do
the presentation. Email a copy of this report to your lecture/tutor and the dissenting team
members at the same time. Please address the assessment criteria as spelled out in Appendix
B.
Include your Tutorial Group number, date of presentation, tutorial time and room number,
all team members' names and student numbers, and the case title with your submission.
Group Work
Under UOW policy, “group work must be assessed by means which allow the real
contribution of each member of the group to be determined.” Accordingly, information will
be gathered about individual students’ contributions to this group assignment, and this will
affect the mark that individual students receive.
Specifically, when students submit their team assignment, they each fill out a form
evaluating the performance of each other group member. The form is available on the
Moodle site.
Team members may wish to keep a written record or log of the team meetings, dates,
attendance, matters discussed, work allocation and contribution. These can be useful for
helping resolve any team problems e.g. regarding team members’ relative contributions.

Assessment 2: Lab/Prac/Simulation - Case Presentation and Defence
Marking Criteria Quality of presentation (clarity, logical flow, visual aids, time management) = 2
Content of presentation (identification and prioritisation of key strategic issues;
application of concepts, theories, and tools; critical analysis and evaluation; and
Recommendations and justification) = 6
Quality of Defence (Ability to defend presentation with supporting arguments/analysis) = 2
See Appendix B.
Length 30 minutes group presentation/role playing session
Weighting 10%
Type of
Individual assessment
Collaboration
Style and format Presentation; active participation in Q&A.
Assessment Submit a copy of the Powerpoint slides for the presentation to the lecturer/tutor on the day
submission of the presentation before the session begins.
Assessment As the assessment is done in the class, there is no assessment return involved.
return Presentation marks will be available with the marks of the case analysis report (Assessment
1 Report).
Detailed 2.2 Case Presentation and Defence (10%) by Presenting Team
information Category of Assessment: Individual
Regarding assessment due dates, only one of the weeks indicated above is relevant to any
one group or student for the entire session. The week relevant to you/your group will be
notified by the tutor during the tutorial in week 2.
Each student should actively participate in the oral presentation and defence of the case
analysis. A separate mark will be given to each member of the team for his/her presentation.
Present in a professional, business-like manner, as you would expect of a senior manager’s
presentation to a firm’s Board of Directors.
Be sure to present in your allocated team in the allocated tutorial session. Do not change
from one tutorial to another.
Students who cannot present the case with their team on the allocated day due medical
issues or other circumstances should apply for Academic Consideration in the usual way.
They will be invited to present a make-up case during the study recess week before the final
examination.

Assessment 3: Lab/Prac/Simulation - Dissenting Case Critique
Marking Criteria Quality of questions (insightful, penetrating, provocative)
Quality of critique offered (informed, constructive)
Tone with which the critique is presented (polite)
As outlined in the recent improvements to the subject, in 2019 we will provide students
with codes in the excel file loaded onto the Moodle site. The codes will be adjacent to the
student's mark.
Further details are provided in Appendix B.
Length 25 minutes case critique session
Weighting 6%
Type of
Collaboration
Style and format Case critique session and active participation
Assessment No written submission involved. Participation of individual student is required for marks
submission allocation.
Assessment Case critique marks will be available within a week after both Group A and Group B case
return study presentations on each case study have been concluded.
Detailed 2.3 Dissenting Case Critique (6%) by Dissenting Team
information Category of Assessment: Individual
Regarding assessment due dates, only one of the weeks indicated above is relevant to any
one group or student for the entire session. The week relevant to you/your group will be
notified by the tutor during the tutorial in week 2.
In addition to the case they present, each team will be allocated a second case for which they
are to provide a dissenting critique. The dissenting team should prepare for the case by using
both the case analysis report prepared by the presenting group and their own analysis of the
case study so they can provide informed and constructive criticism on the strategic
questions, analysis, and recommendations of presenting team. The dissenting team should
have received an email copy of the presenting team’s Case Analysis Report by 5.00 pm one
week before the tutorial at which the case is scheduled to be presented. It is the
responsibility of both the presenting team and the dissenting team to ensure that the
dissenting team gets the executive summary via email.
To participate in the critique, members of the dissenting team discuss the case beforehand to
help them prepare their critique. They may use this as preparation in their critical discussion
of the case, which may include an alternative perspective or address the presenting team’s
take on the case in other ways.
Students should also listen carefully to the presenting team and be prepared to critique what
they say in their presentation, including asking relevant questions. While students may
discuss this with their team members, their dissenting critique will be assessed individually.
See the top of this section for the marking criteria.

Assessment 4: Lab/Prac/Simulation - Preparation and Participation as Evidenced by
One-page Case Summary and the Question
Marking Criteria For one page summary:
Identification of key strategic issues and recommendations
For the question:

Relevance and insight into the case and theory.
As outlined in the recent improvements to the subject, in 2019 we will provide students
with codes in the excel file loaded onto the moodle site. The codes will be adjacent to the
student's mark.
Further details are provided in Appendix B.
Length One-page Case Summary (minimum 250 words)
Weighting 6%
Type of
Collaboration
Style and format One-page Case Summary: Typed, 1.5 space, 12-point font, spell checked, AND
Question posed during class discussion at the invitation of the tutor.

Assessment Hard copy to be handed in to the tutor at the beginning of each tutorial. The
submission tutor will retain the report. Be sure to retain your own separate hard or soft
copy of the assessment item for your records and so that you can use it to
participate in the tutorial.
Assessment
Marks will be posted to the Moodle site within two weeks of submission.
return
Detailed Preparation (total 5% for two case summaries) by class members who are neither presenting
information nor dissenting.
Participation (total 1% for two questions) by class members who are neither presenting nor
dissenting.
Regarding assessment due dates, only two of the weeks indicated above are relevant to a
student for the entire session. The weeks relevant to you will be notified by the tutor during
the tutorial class in week 2.
The preparation and participation mark of 6% will be based on preparation for and
participation in (as evidenced by one-page summaries) two tutorials when you are neither a
presenting nor a dissenting team member. It is expected that you will spend considerable
time reading and analysing each case before attending the relevant two tutorials.
A maximum of 2.5 marks will be awarded for each of two one-page summaries of the
strategic issues and recommendations relevant to the cases for which you neither present nor
dissent. A maximum of 0.5 marks will be awarded for each of two questions posed for cases
which you neither present nor dissent. Thus this assessment element is worth 6% overall.
Detailed feedback will not be given, but marks will be posted on Moodle in a timely manner
roughly 2 weeks after each submission.
Ensure your one-page summary is typed, 1.5 spaced with 12-point font, and spell checked.

Assessment 5: Quiz - Mid-Session Test
Marking Criteria Correct answers to multiple choice questions.
Length 90 minutes in-class test
Weighting 20%
Assessment Due To be announced
Type of
Collaboration
Style and format 50 multiple choice questions
Assessment
Submit the answer sheet with the question paper at the exam venue.
submission
Assessment
Results to be published in SOLS about a week after the test.
return
Detailed Multiple Choice Questions
information Covering textbook and lecture materials from Chapter 1 to 6.
Venue and time: To be announced.
Assessment 6: Exam - Final Examination

Marking Criteria The final exam will involve 4 essay-type questions. The marking criteria will assess the
level of knowledge and understanding of the theoretical and applied content of the subject
and your ability to explain this. More specifically:
Inquiry and Analysis: Inquiry is the ability to know when there is a need for information,
and to be able to identify, locate, evaluate, and effectively and responsibly use and share that
information for the problem at hand. (SELECT)
Integrative Learning: Integrative learning is an understanding and a disposition that a
student builds across the curriculum and co-curriculum, from making simple connections
among ideas and experiences to synthesising and transferring learning to new, complex
situations within the real world. (CONNECT)
Critical Thinking: Critical thinking is a habit of mind characterised by the comprehensive
exploration of issues, ideas, artefacts, and events before accepting or formulating an opinion
or conclusion. (DEMONSTRATE)
An example of how this model is applied is presented below for a final exam question on
the use of Porter's five forces model in formulating strategy (e.g. Week 3 lecture). It will be
discussed further in the Week 1 lecture.
Criteria Q1
Exceeds Expectations Meets Expectations Below Expectations
(Out of 25)
Discussion of factors
Defined the five forces
Analyses a given topic that make each of the
model and each of No five forces model
(SELECT) five forces stronger or
the five forces 1-6 0 marks
12 marks weaker
marks
7-12 marks
Discussion of strategic
Collects and uses Discussion of impact on
questions regarding Inadequate argument
reference material and competition;
the external about the five forces
data as appropriate strategic group
environment; red ocean, model
(CONNECT) mapping; KSFs
blue ocean 0 marks
8 marks 5-8 marks
1-4 marks
Provides examples Designs strategic group Uses the forces model
No examples
demonstrating maps or red to assess strengths
practices, principles or ocean/blue ocean maps & weaknesses of each
General conclusions
theories to arrive at to visualise competitive of the five forces for a
with little relevance to
logical conclusions positions for a case case covered by this
MGNT314
(DEMONSTRATE) covered by this subject subject
0 marks
5 marks 4-5 marks 1-3 marks
Length 3 hours

Weighting 50%
Assessment Due To Be Announced
Type of
Collaboration
Style and format Essay-type questions and answers
Assessment
Submit the answer book and exam paper at the exam venue.
submission
Assessment
Subject results are released by the university in accordance with Key Dates.
return
Detailed The final examination will be a formal three hour examination, based on essay-type
information questions. It will test the student's knowledge and understanding of the theoretical and
applied content of the course and their ability to explain this. The exam will cover all
materials in the lectures, textbook and readings during the whole semester.
The final exam will be held during the UOW Exam Period. It is your responsibility to
source the time and date of the final examination via SOLS (Student ONLINE Services)
when details become available.

Additional Assessment Information
Appendix A
Case: Edward Marshall Boehm, Inc.
Edward Marshall Boehm—a farmer, veterinarian, and nature lover living near New York City—was convinced
by his wife and friends to translate some of his clay animal sculptures into pieces for possible sale to the gift and
art markets. Boehm recognized that porcelain was the best medium for portraying his creations because of its
translucent beauty, permanence, and fidelity of colour as well as form. But the finest of the porcelains, hard
paste porcelain, was largely a secret art about which little technical literature existed. Boehm studied this art
relentlessly, absorbing whatever knowledge art books, museums, and the few U.S. ceramic factories offered.
Then after months of experimentation in a dingy Trenton (N.J.) basement, Boehm and some chemist friends
developed a porcelain clay equal to the finest in the world.
Next Boehm had to master the complex art of porcelain manufacture. Each piece of porcelain sculpture is a
technical as well as artistic challenge. A 52-step process is required to convert a plasticine sculpture into a
completed porcelain piece. For example, one major creation took 509 mould sections to make 151 parts, and
consumed 8 tons of plaster in the moulds. Sculptural detail included 60,000 individually carved feather barbs.
Each creation had to be kiln-fired to 2400° where heat could change a graceful detail into a twisted mass. Then
it had to be painted, often in successive layers, and perhaps fired repeatedly to anneal delicate colours. No
American had excelled in hard paste porcelains. And when Boehm's creations first appeared no one understood
the quality of the porcelain or even believed it was hard paste porcelain.
But Boehm began to create in porcelain what he knew and loved best, nature—particularly the more delicate
forms of animals, birds, and flowers. In his art Boehm tried "to capture that special moment and setting which
conveys the character, charm, and loveliness of a bird or animal in its natural habitat." After selling his early
creations for several years during her lunch hours, his talented wife, Helen, left an outstanding ophthalmic
marketing career to "peddle" Boehm's porcelains full time. Soon Mrs. Boehm's extraordinary merchandising
skills, promotional touch, and sense for the art market began to pay off. People liked Boehm's horses and dogs,
but bought his birds. And Boehm agreeably complied, striving for ever greater perfection on ever more exotic
and natural bird creations.
By 1968 some Boehm porcelains (especially birds) had become recognized as collectors' items. An extremely
complex piece like "Fondo Marino" might sell for $28,500 at retail, and might command much more upon
resale. Edward Marshall Boehm, then 55—though flattered by his products' commercial success—considered
his art primarily an expression of his love for nature. He felt the ornithological importance of portraying
vanishing species like U.S. prairie chickens with fidelity and travelled to remote areas to bring back live samples
of rare tropical birds for study and later rendering into porcelain. A single company, Minton China, was the
exclusive distributor of Boehm products to some 175 retail outlets in the U.S. Boehm's line included (1) its
"Fledgling" series of smaller somewhat simpler pieces, usually selling for less than $100, (2) its profitable
middle series of complex sculptures like the "Snowy Owl" selling from $800 to $5,000 and (3) its special artistic
pieces (like "Fondo Marino" or "Ivory Billed Woodpeckers") which might sell initially for over $20,000.
Individual Boehm porcelains were increasingly being recognized as outstanding artistic creations and sought by
some sophisticated collectors. Production of such designs might be sold out for years in advance, but it was
difficult to anticipate which pieces might achieve this distinction. Many of the company's past policies no longer
seemed appropriate. And the Boehms wanted to further position the company for the long run. When asked what
they wanted from the company, they would respond, "to make the world aware of Mr. Boehm's artistic talent, to
help world wildlife causes by creating appreciation and protection for threatened species, and to build a
continuing business that could make them comfortably wealthy, perhaps millionaires." No one goal had great
precedence over the others.
(by J. B. Quinn)
Questions:
1. What strategy should the Boehms follow?
2. Why?

Appendix B
Tutorial Assessment Weightings
Tutorial Assessment Weightings

No. Task %
1 Case Analysis Report - Team 8
2 Verbal Presentation - Individual 10
3 Case Critique - Individual 6
4 Tutorial Participation via 1-page Summary and Question - Individual 6
Total 30
1. Case Analysis Report = 8%
Content of Presentation 6 marks

Identification and prioritisation of key strategic issues (1.5)
Application of concepts, theory and tools (1.5)
Critical analysis and evaluation (1.5)
Recommendations and justifications (1.5)
Presentation/Organisation of the Report 2 marks

Logical form, clarity, use of diagrams, etc.
___________________________________________________________
2. Verbal Presentation - Individual (within Team context) = 10%
Presentation 2 marks
Clarity of communication
Logical flow of presentation
Use of visual aids
Time management
Content of Presentation 6 marks

Identification and prioritisation of key strategic issues
Application of concepts, theory and tools
Critical analysis and evaluation
Recommendations and Justification
Defence 2 marks
Ability to defend presentation with supporting arguments/analysis
__________________________________________________________________
3. Case Critique – Individual 6 marks

Quality of questions (insightful/penetrating/provocative)
Informed and constructive critique
May include an alternative perspective to the presenting team’s views, if appropriate.
As outlined in the recent improvements to the subject, in 2019 we will provide students with codes in the excel
file loaded onto the moodle site. The codes will be adjacent to the student's mark.
The codes are:
Exceeds expectations Meets expectations Fails expectations
Questioning/reflection (QR) 2 1 0
Critical thinking (CT) 2 1 0
Tone/style (TS) 2 1 0

4. Preparation and Participation as evidenced by One-Page Summary and Question
Individual 6 marks (max 3 marks x 2 cases)
Identification of Key strategic issues & Recommendations

An individual question that is relevant and insightful in terms of the case and theory
As outlined in the recent improvements to the subject, in 2019 we will provide students with codes in the excel
file loaded onto the Moodle site. The codes will be adjacent to the student's mark.
The codes are (awarded for each of the two tutorials separately):
Exceeds expectations Meets expectations Fails expectations

Key strategic issues (SI) 1.5 0.75 0
Recommendations (R) 1 0.5 0
Relevant and insightful (RI) 0.5 0.25 0
Appendix C
Guidelines for Analysis of Cases for Presentation and Discussion
Below are some guidelines and suggested questions for you to examine and analyse each of the cases. Use the
results of these analyses for your case presentation. Do not answer the questions one by one in your case
presentation. Treat your presentation as a professional presentation to the Board of Directors of the case
company.
In your case presentation and executive summary, the key points to be covered are:
 Provide a very, very brief introduction,

 Identify and evaluate the key strategic issues/problems,
 Provide the necessary detailed strategic analysis to support your evaluation,
 Provide your recommendations. Be as specific as possible in your recommendations,
 Provide your assumptions (if any).
External research material/information (external to the materials contained in the case study provided) can only
be used in case analysis and presentation if it covers the period included in the case study concerned. No
material/info beyond the end date stated in the case study will be permitted.
Suggested questions for analysis of each case will be posted on the Moodle site during the first few weeks of
semester.
Appendix D - Student Conduct
Students are asked to follow the UOW Code of Conduct when enrolled in this subject. Details may be found at
this website:
http://www.uow.edu.au/about/policy/UOW058667.html
In particular, students are reminded of this guiding principle, which the University is committed to:
A duty to observe standards of equity and respect when dealing with every member of the University
community.

UOW Grade Descriptors
The UOW Grade Descriptors are general statements that communicate what our grades represent, in terms of
standards of performance, and provide a frame of reference to ensure that assessment practice across the
University is appropriate, consistent and fair. Grade Descriptors are expressed in general terms so that they are
applicable to a broad range of disciplines. For more information on the UOW grade descriptors see:
https://www.uow.edu.au/curriculum-transformation/aqc/uowgradedescriptors/index.html
Assessment Learning Outcome Matrix
Measures - Assessment weighting

Preparation and
Case Participation as
Case Dissenting Mid-
Study Evidenced by One- Final
Presentation Case Session
Learning Outcomes Analysis page Case Examination
and Defence Critique Test
Report Summary and the
Question
(8%) (10%) (6%) (6%) (20%) (50%)

Explain how business
strategies are formulated
and demonstrate the impact ✔ ✔ ✔ ✔ ✔ ✔
of strategic management on
the success of the enterprise.
Demonstrate an
understanding of and apply
key concepts in analysing ✔ ✔ ✔ ✔ ✔ ✔
and developing business
strategies.
Proffer and justify reasoned
arguments in the area of
strategic management
through written
✔ ✔ ✔ ✔ ✔
assignments, case
presentations, discussion
groups and examination
essays.
Critically evaluate, present
and defend strategic
management
✔ ✔ ✔ ✔ ✔
issues/problems and
potential solutions through
case studies.
Minimum Performance Requirements
To be eligible to pass this subject, students must complete all assessment tasks for this subject. In addition, you
must achieve a total mark of 50% or over and obtain a minimum of 50% in the final examination or major piece
of assessment (where there is no final exam).
In accordance with the General Course Rules where a student gains a mark of 50 or greater and does not meet
the specified level in an assessment task required to pass the subject, a Technical Fail (TF) grade for the subject
will appear on their Academic Transcript. Where a Technical Fail is given the following applies:

a. Failure of the subject;
b. a TF without a mark will be granted;
c. a TF will be presented on the student's academic transcript;
d. The allocated mark of 49 will be used as the WAM calculation for subjects at all levels.
Failure to complete all assessment tasks will normally result in failure of the entire subject, other marks
notwithstanding.
Students should note that UOW policy equates 1 credit point with 2 hours of study per week that includes
lectures and tutorials/workshops/practical. For example, in a 6 credit point subject, a total of 12 hours of study
per week is expected.
Students who fail a subject may be eligible for a supplementary exam depending on the final mark obtained for
the subject and the final exam mark, or for other extenuating circumstances as approved by the relevant Head of
School and Faculty Assessment Committee in line with University of Wollongong and Faculty of Business
guidelines. Students who believe they may be eligible, and who have not already been advised accordingly,
should consult their lecturer or subject coordinator.
Types of Assessment and Collaboration
Collaboration between students during the preparation of subject assessment tasks or case studies is only
permitted dependent upon the category of assessment task declared by the subject coordinator and as printed in
the Subject Outline.
Type 1 - Take home exams: No collaboration of any kind is permitted between students or anyone else during
formation and preparation of the contents of the student submission.
Type 2 - Group work: Collaboration is permitted between students in the same group but not with students in
other groups.
Type 3 - Individual assessment: Collaboration is permitted between students only in the form of general
discussion pertaining to relevant concepts or potential issues to be dealt with in completing the assessment.
However, collaboration must not proceed to the point where it contributes directly to the final submission
produced by the student. Joint planning of the actual contents of a student's submission is not permitted. Where
the assessment requires formulation of a set of recommendations, a problem solution, or a specific course of
action, collaboration is not permitted during their formulation. Needless to say, collaboration is not permitted
during the actual preparation and writing of the student submission.
Type 4 - Open assessment: Collaboration with other students is permitted, subject to the normal rules governing
plagiarism. That is, direct use of ideas contributed by others must be acknowledged.
Type 5 - Individual assessment and group work: Collaboration is permitted with other members of your group,
but not with other groups for the group work component. No collaboration is permitted with other members of
your group for the individual component.
Submission, Retention and Collection of Written Assessment
Assessed work must be handed in by the date and time listed under each assessment task. All assessment tasks
must represent the enrolled student's own ORIGINAL work and must not have been previously submitted for
assessment in any formal course of study.
If a student does not attend a required in-session test/examination, and also fails to produce satisfactory medical
or other reasons for this (See Section C: General Advice for Students), a deferred examination will NOT be
offered, and the student may be deemed to have failed the subject, other marks notwithstanding.

Submitting Assessment Tasks
Students are required to submit original work which will provide a basis for the certification of competence in
this subject. These assessments may include: examinations, tests, take-home examinations, quizzes,
assignments, essays, laboratory reports, demonstrations, folio of creative works, performances, tutorial
presentation and participation.
A Faculty of Business assignment cover sheet must be attached to each piece of written assessment task. This
cover sheet can be obtained from the website: https://business.uow.edu.au/businesscentral/UOW155483.html.
Students should ensure they receive a receipt of submission and retain this for proof of submission.
Extensions
Extensions of time to submit material for assessment can only be requested in advance of the due date for an
assessment activity through the Academic Consideration process on SOLS. For more information please refer to
the Student Academic Consideration Policy at: http://www.uow.edu.au/about/policy/UOW058721.html
Faxing, Posting and Emailing Assessment Work
Students may not e-mail, post or fax assessment tasks unless specifically requested by or with the prior approval
of the subject coordinator.
Late Submission of Assessment Tasks
Assessed work submitted late will be penalised by the deduction of 10 percent of the maximum possible mark
for that assessment per working day or part thereof. The operation of this rule will not result in a negative mark
being carried forward.
This penalty for late submission may be waived upon presentation of a medical certificate of illness for a
relevant period, or upon evidence of untoward or approved circumstances that fall under the Student Academic
Consideration Policy (See Section C: General Advice for Students).
Collection
Assessment items will normally be returned to students within three (3) weeks of the due date. Assessment tasks
which are relevant to the final examination for the subject will be marked and available for collection prior to
the study week before the final examination.
Retention
The university retains records of student academic work in accordance with the University Records
Management Policy and the State Records Act 1988 and uses these records in accordance with the University
Privacy Policy and the Privacy and Personal Information Protection Act 1998.
Scaling
Marks awarded for any assessment task or part of any assessment task, including an examination may be subject
to scaling at the end of the session. Marks will be scaled only when unpredicted circumstances occur and in
order to ensure fairness of marking across groups of students. The method of scaling will depend on the type of
scaling required by the circumstances. When scaling is deemed necessary, it will follow a detailed consideration
by the Unit Assessment Committee and/or the Faculty Assessment Committee of the marks of the group of
students concerned. Scaling will not affect any individual student's rank order within their cohort. For more
information please refer to Standards for the Finalisation of Student Results Schedule 1: Scaling Guidelines
https://www.uow.edu.au/about/policy/UOW039331.html for details.

Supplementary Assessment
Supplementary assessment may be offered to students whose performance in this subject is close to that required
to pass the subject, and are otherwise identified as meriting an offer of a supplementary assessment. The Subject
Coordinator will determine the precise form of supplementary assessment at the time the offer of a
supplementary is made. In some circumstances you may be offered a supplementary exam. For more
information about Supplementary Exams refer to: http://www.uow.edu.au/student/exams/aboutsupp/index.html
Student Complaints Policy
In accordance with the Coursework Student Academic Complaints Policy, a student may request an explanation
of a mark for an assessment task or a final grade for a subject consistent with the student's right to appropriate
and useful feedback on their performance in an assessment task. Refer to the Coursework Student Academic
Complaints Policy for further information - http://www.uow.edu.au/about/policy/UOW058653.html
Assessment Quality Cycle
The UOW Assessment Quality Cycle provides a level of assurance that assessment practices across the
University are appropriate, consistent and fair. Quality assurance activities are undertaken to support the
continuous improvement of assessment and promote good practices in relation to assessment design, marking
and review of the subject prior to subsequent delivery.
Assurance of Learning (What will students learn in their degree?)
The Faculty of Business ensures each degree has specified course learning outcomes which assure that students
attain knowledge, skills and competencies at the appropriate qualification level. These course learning outcomes
align with the curriculum. These are evaluated through existing assessment tasks within subjects.
The Faculty uses Assurance of Learning (AOL) to assess how students meet the specified course learning
outcomes and how well our graduates have achieved these. AOL collects and analyses student results data to
continuously improve degrees offered by the Faculty which leads to improved student learning.
Academic Integrity
The University's Academic Integrity Policy, faculty moodle sites and subject guides clearly set out the
University's expectation that students submit only their own original work for assessment and avoid plagiarising
the work of others or cheating. Re-using any of your own work (either in part or in full) which you have
submitted previously for assessment is not permitted without appropriate acknowledgement. Plagiarism can be
detected and has led to students being expelled from the University.
The use by students of any website that provides access to essays or other assessment items (sometimes
marketed as 'resources'), is extremely unwise. Students who provide an assessment item (or provide access to an
assessment item) to others, either directly or indirectly (for example by uploading an assessment item to a
website) are considered by the university to be intentionally or recklessly helping other students to cheat.
Uploading an assessment task, subject outline or other course materials without express permission of the
University is considered academic misconduct and students place themselves at risk of being expelled from the
University.
Students should visit the following University website and become familiar with the University's policy on
plagiarism https://www.uow.edu.au/about/policy/UOW058648.html

Plagiarism Prevention
The Faculty of Business has introduced an e-learning module which aims to orientate you with the knowledge
and resources to:
 avoid problems related to plagiarism

 develop your capacity to integrate evidence into your arguments
 reference correctly.
The online module is openly available for use by students at any stage in their degree. You are strongly
encouraged to use the module to help in assessing the academic integrity of your written work. The module can
be accessed via https://moodle.uowplatform.edu.au/course/view.php?id=5679
Referencing
Why do you need to reference?
At university it is necessary to acknowledge the sources of information and ideas that you have incorporated in
your assessment tasks. Failure to do this thoroughly may result in accusations of plagiarism: this is the academic
equivalent of stealing (because by not acknowledging someone else's work, you are presenting it as your own).
Plagiarism is taken very seriously by the University and may result in expulsion from the University.
Referencing is not only about acknowledging other people's work; accurate referencing and lists of references
are beneficial when researching a topic as they allow the reader to follow up information and read further in the
area. In a sense, references provide readers with clues to help them explore different avenues of a topic. This
aspect of referencing will become more valuable to you as you progress in your studies.
There is a correct procedure that must be followed when referencing and using footnotes. Not complying with
these set techniques and format will most likely result in loss of marks. When writing an essay it is easiest to
reference as you go, making sure you are writing down all relevant information. This will save hours trying to
find the source again in the library.
The Harvard System of Referencing
The Faculty of Business uses the Harvard system of referencing. This system makes use of short references
within the body of the text. It is supplemented by a detailed list of references at the end of the text, which
provides all the information necessary to find the source material. In-text references include the author and year
of publication, and where necessary the page number(s).
It is necessary for students to reference all sources used in their written work, including file transfer protocol
sites, worldwide web sites, telnet sites, synchronous communications (MOOs, MUDs, IRC, etc.) GOPHER
sites, email, Listserv and Newsgroup citations.
It is the responsibility of students to ensure that they are familiar with the Harvard system of referencing and
with the accepted Faculty of Business practice for referencing electronic material and that they use it accurately
in all written work submitted. Students should consult the following University Library website for a detailed
explanation of the Harvard system of referencing and examples of how to reference electronic material:
http://uow.libguides.com/refcite/uowharvard
Section C: General Advice for Students

For general information on university policies and procedures relevant to students, and for details about the
range of student services available, please see General Advice for Students, which can be accessed online at
https://business.uow.edu.au/UOW144987.html. Hard copies of Section C: General Advice for Students can be
obtained from Business Central.

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MGNT314: Strategic Management

Faculty Vision, Mission and PRME

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© 2019 University of Wollongong

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Section A: General Information .......................................................................................................................... 5

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Student Learning Outcomes

On successful completion of this subject, students will be able to:

Course Learning Outcomes

Course Learning Outcomes can be found in the Course Handbook

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PRINT: ISBN: 9781259732782

Recommended Background and Further Reading

1. Strategic Management Journal,

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Lectures will be held on:

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Additional Lecture Comments

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One-hour tutorial each week.

In each tutorial, there will be:

 a case presentation by an assigned team (Assessment 2),

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Second and subsequent tutorials

Group A and Group B Tutorial Schedules

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Recent Improvements to Subject

The following improvements have been made to MGNT314 recently:

Extraordinary Changes to the Subject Outline

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Assessment Item Form of Assessment %

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See Moodle site for assessment rubrics and evaluation sheets.

Final submission time: 5:00pm

Assessment 1: Case Study Analysis Report (8%) by Presenting Team

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See the top of this section for the marking criteria.

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For the question:

Question posed during class discussion at the invitation of the tutor.

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Assessment 6: Exam - Final Examination

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Case: Edward Marshall Boehm, Inc.

1. What strategy should the Boehms follow?

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Tutorial Assessment Weightings

Tutorial Assessment Weightings

1. Case Analysis Report = 8%

Content of Presentation 6 marks

Presentation/Organisation of the Report 2 marks

2. Verbal Presentation - Individual (within Team context) = 10%

Content of Presentation 6 marks