SECTION 4
Sample Syllabi
and
Daily Course Schedules
76
Section 4 Sample Syllabi and Daily Course Schedules
This section contains:
1. Two sample course syllabi—The two sample course syllabi are ones that we have used in our own senior-
7-week term.
2. A comprehensive set of suggested daily class schedules:
• Twoalternativesuggesteddailyschedulesfor15-week(orsemester-length)terms,includingsample
schedules and Connect™ Management assignments for classes meeting face-to-face 2 times weekly,
with and without use of a simulation exercise such as The Business Strategy Game or GLO-BUS.
• Twosuggestedschedulesfor15-weekhybridcoursesmeeting1timeweekly,withandwithoutuseofa
simulation exercise such as The Business Strategy Game or GLO-BUS.
• One sample daily schedule for 10-week (or quarter-length) terms, including suggested schedules and
Connect™ Management assignments for classes meeting 2 times weekly, without the use of a simulation
exercise such as The Business Strategy Game or GLO-BUS.
• One sample schedule for 10-week hybrid courses meeting 1 time weekly, with use of a simulation
exercise such as The Business Strategy Game or GLO-BUS.
• One sample online course schedule and Connect™ Management assignments for a 7-week term, with
use of a simulation exercise such as The Business Strategy Game or GLO-BUS.
• Two sample daily course schedules and Connect™ Management assignments for face-to-face courses
oeredin5-weekterms.
Should your course involve more or less class meetings than indicated on our sample schedules, you can (1) add
ordeletecaseassignmentsasneededor(2)devotemore/lessclasstimetocoveringthe12chaptersoftextor(3)
schedule more class meetings in the computer lab (in the event you opt to use a strategy simulation).
Having the class meet in the computer lab gives you a great opportunity to personally observe the dynamics of
howdierentcompaniesgoaboutthetaskofstrategizingandmakingdecisions).
Ifyouareinexperiencedinteachingrst-levelstrategycoursesforseniorsandMBAstudents,wethinkyouwill
ndthecontentsofthesamplesyllabianddailycoursescheduleshelpfulindevelopingasyllabusanddailyclass
schedule for your own course that you are comfortable with.
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Section 4 Sample Syllabi and Daily Course Schedules
COURSE SYLLABUS
(SAMPLE 1)
Course Description
Unlike other business courses that concentrate narrowly on a particular function or piece of the business—
accounting,nance,marketing,production,humanresources,orinformationsystems,strategicmanagementis
a big picture course. It cuts across the whole spectrum of business and management. The center of attention is
the total enterprise—the industry and competitive environment in which it operates, its long-term direction and
strategy, its resources and competitive capabilities, and its prospects for success.
Throughout the course, the spotlight will be trained on the foremost issue in running a business enterprise:
“What must managers do, and do well, to make the company a winner in the game of business?” The answer that
emerges, and which becomes the theme of the course, is that good strategy-making and good strategy-execution
are the key ingredients of company success and the most reliable signs of good management. The mission of the
course is to explore why good strategic management leads to good business performance, to present the basic
concepts and tools of strategic analysis, and to drill you in the methods of crafting a well-conceived strategy and
In the midst of all this, another purpose is accomplished: to help you synthesize what you have learned in prior
business courses. Dealing with the grand sweep of how to manage all the pieces of a business makes strategic
management an integrative, capstone course in which you reach back to use concepts and techniques covered in
previouscourses.Forperhapsthersttimeyou’llseehowthevariouspiecesofthebusinesspuzzlettogether
andwhythedierentpartsofabusinessneedtobemanagedinstrategicharmonyfortheorganizationtooperate
“Commerce is a game of skill which many people play, but which few play well.” The overriding intent of the
course is to help you become a more savvy player and better prepare you for a successful business career. We
sincerely hope this course will prove to be instrumental in making you “competitively superior,” successful in
yourcareer,andmuchwiseraboutthesecretsofrst-ratemanagement.
Required Texts and Materials
1. Thompson, Peteraf, Gamble, and Strickland, Crafting and Executing Strategy: The Quest for Competitive
2. Thompson, and others, The Business Strategy Game or GLO-BUS: Developing Winning Competitive
Strategies (register to participate at www.bsg-online.com or www.glo-bus.com). To complete the
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Section 4 Sample Syllabi and Daily Course Schedules
Course Objectives
1. To develop your capacity to think strategically about a company, its present business position, its long-term
2. To build your skills in conducting strategic analysis in a variety of industries and competitive situations and,
3. To give you hands-on experience in crafting business strategy, reasoning carefully about strategic options,
using what-if analysis to evaluate action alternatives, and making sound strategic decisions.
4. To acquaint you with the managerial tasks associated with implementing and executing company strategies,
5. Tointegratetheknowledgegainedinearliercorecoursesinthebusinessschoolcurriculum,showyouhow
6. To heighten your awareness of how and why ethical principles, core values, and socially responsible
management practices matter greatly in the conduct of a company’s business.
7. To develop your powers of managerial judgment, help you learn how to assess business risk, and improve
yourabilitytomakesoundbusinessdecisionsandachieveeectiveoutcomes.
Grading Plan/Performance Evaluations
Yourcoursegradewillbebasedonthefollowingcomponentsandpercentageallocation:
Performance on the BSG or GLO-BUS simulation exercise (including the quizzes, the 3-year
strategic plan, and the peer evaluations)
3
0
%
Written case assignment 15%
Participation in class discussion of cases/Completion of Connect case exercises 15%
Exams on lectures/text materials and satisfactory completion of Connect practice tests and
learning assurance exercises for assigned chapters in the text
25%
Oral team presentation of assigned case 15%
1
00
%
The Approach to Teaching/Learning
1. Lectures by the instructor 3
0
% of in-class hrs.
2. Practicing the tasks of managerial analysis and decision-making via use of actual case
studies—analysis/discussion by whole class (students do most of the talking) 45% of in-class hrs.
3. Practicing the task of managing via the “learn-by-doing” simulation exercise. Out-of-class team
meetings.
4. Exams/oral team presentations 25% of in-class hrs.
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Section 4 Sample Syllabi and Daily Course Schedules
Required Participation in Class Discussions of Assigned Cases
Due to the fact that participation in class discussion of cases counts as a factor in determining your overall
grade in the course, eachstudentMUSTcontributesignicantlytoin-classanalysisanddiscussionofthecases.
Each student is expected to be an active participant in case discussionsandtooermeaningfulanalysisand
convincingargumentsforthepositionyoustakeout.Yourgradeonclassparticipationissomethingtobeearned
by contributing your assessments and judgments to the discussion. Merely coming to class and listening to the
discussion of assigned cases is not sucient; attendance is not participation.You should, therefore, make a
conscientiouseorttobesucientlypreparedtomakeintelligent,timelycommentsregardingthemanagerial
issues raised in the cases—this entails reading the assigned cases and preparing several pages of notes to the
assignment questions for the case.
The bare minimum number of assigned cases on which you are expected to display your analytical skills by
made by another class member. Merely saying “yes” or “no” without any elaboration or without having the full
attention of the class does not count as meaningful participation. On days when there are oral team presentations,
class participation is judged on the caliber of the question(s) you pose to one or more of the presenting teams.
Satisfactory contributions on 6 assigned cases will be judged as a C– (70); and good-to-excellent contributions
on 6 cases will be worth a B– (80). To earn an A on class discussion typically requires contributing meaningfully
50;andsatisfactorycontributionson5caseswillbejudgedasa60—sofailuretohavetheminimum6case
participations will negatively impact your grade in the course.
Special Note: In lieu of two of the required six oral contributions, you may opt to turn in a fully
completed Connect exercise for the assigned case or a typewritten set of answers to the assignment
questions for the case. To count, these must be turned in at the end of the class period on the day
the case is discussed in class and you must have been present in class that day. For completion of
your written answers to the study questions to qualify as a substitute for an oral contribution, they must
be completed in full and the quality of your work must be judged as the equivalent of at least a B
to count as an oral participation.
Policies Regarding Class Attendance and Make-Up of Absences
Attendance at all class sessions is expected, but attendance is required on those days an assigned case is
discussed in class. Absence from class on case discussion days requires make-up and should be discussed
with your instructor, since roll is taken on case discussion days.
If you must miss class discussion of an assigned case, you are required to turn in answers to the assignment
Failure to satisfactorily complete and hand in the “make-up” work at the next class meeting will result in
a 2-point penalty deduction from your overall course average for each case discussion absence without a
satisfactorily-completed written make-up(thusifyournalaverageisan80andyouhavethreeunmade-up
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Section 4 Sample Syllabi and Daily Course Schedules
Completion of the Connect Chapter Quizzes
and Learning Assurance Exercises
The Connect web site for the course has a menu option that contains multiple choice quizzes for each of the
assignedtextchapters.Youareurgedtoconscientiouslyattemptandcompleteeachofthesechapterquizzesin
a timely manner.
The multiple choice questions that comprise these tests are indicative of the types of questions that will appear on
thecomprehensivechapterexam.Inotherwords,thenatureanddicultyofthese20multiplechoicequestions
un¬derstanding of key chapter concepts and your ability to apply the tools of strategic analysis presented in all
12 chapters. Completion of these exercises should further prepare you for the comprehensive exam in the course.
Preparation of Written Case Assignment
1. Identicationofkeyproblems/strategicissues.
2. Useofappropriateanalyticaltoolstechniques,includingtheuseofchartsandtableswhereappropriate.You
3. Presenting realistic, workable, well-supported recommendations for action.
4. Use of good communication skills—failure to use good grammar, spelling, and other written communication
skills will result in a full one-letter grade reduction.
5. Evidenceofadequatepreparation,prideofworkmanship,anddisplayofprofessionalattitudeandapproach.
Written case assignments are due on the day the case is scheduled for class discussion (see the Schedule of Class
Activities) and should be turned in to your instructor at the end of the class period. All written case assignments
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Section 4 Sample Syllabi and Daily Course Schedules
Oral Team Presentations
20-minute presentation and the 10-minute Q&A portion.
1. The clarity and thoroughness with which your team identies and articulates the problems facing the
company and the issues which management needs to address—12%,
2. The caliber (depth and breadth) of your team’s analysis of the company’s situation and demonstrated ability
to use the concepts and tools of strategic analysis in a competent fashion—30%,
3. The breadth,depth,andpracticalityofyourteam’srecommendations,degreeofdetailandspecicityof
recommended actions, caliber of supporting arguments—20%,
4. The caliber of your PowerPoint slides—15%,
5. The degree of preparation, professionalism, energy, enthusiasm, and skills demonstrated in delivering your
part of the presentation—15%, and
6. Yourpersonalcontributionstoyourteam’sanswerstothequestionsposedbytheclass—howwellyoudefend
and support your team’s analysis and recommendations during the Q&A period—8%. Every team member
is expected to answer at least one question posed by the class (or else there is no individual contribution for
the instructor to grade!!!!!!!).
Appropriate dress for presenters is business casual.
Time Requirements
Anywayyoulookatit,theworkloadinthiscourseisquiteheavyforthe5-weekperiod.Thetimerequirements
are demanding and the daily activities are fast-paced (with almost no let-up during the term):
There are 12 chapters of text material (about 400 pages) to master and be examined on. The Connect chapter
testscontain20questionsforeachchapter.Youshouldplanontakingeachoftheseteststogaugeyour
command of the material and prepare yourself for comprehensive exam on the 12 chapters.
day to sparkle and shine in the class discussions!). Trying to wing it by just quickly reading through an
assigned case prior to class is ill-advised!
Expecttospend10to15hourspreparingfortheoralteampresentation.
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Section 4 Sample Syllabi and Daily Course Schedules
It all adds up to a bunch of hours (probably more than for most other courses) and will constitute a very
strenuous workout. You will have to dedicate a considerable amount of your time during the term to this
83
Section 4 Sample Syllabi and Daily Course Schedules
1. Thompson, Peteraf, Gamble, and Strickland, Crafting and Executing Strategy: The Quest for Competitive
Advantage, 21st Edition, Connect Plus eBook.
2. Thompson, et al., The Business Strategy Game, 2014 Edition; www.bsg-online.com (Subscription purchased
with credit card at www.bsg-online.com).
Course Description
Unlike other business courses that concentrate narrowly on a particular function or piece of the business—
accounting,nance,marketing,production,humanresources,orinformationsystems,strategicmanagementis
emerges, and which becomes the theme of the course, is that good strategy-making and good strategy-execution
are the key ingredients of company success and the most reliable signs of good management. The mission of the
course is to explore why good strategic management leads to good business performance, to present the basic
concepts and tools of strategic analysis, and to drill you in the methods of crafting a well-conceived strategy and
executing it competently.
business courses. Dealing with the grand sweep of how to manage all the pieces of a business makes strategic
management an integrative, capstone course in which you reach back to use concepts and techniques covered in
previouscourses.Forperhapsthersttimeyou’llseehowthevariouspiecesofthebusinesspuzzlettogether
andwhythedierentpartsofabusinessneedtobemanagedinstrategicharmonyfortheorganizationtooperate
in winning fashion.
overriding intent of the course is to help you become a more savvy player and better prepare you for a successful
business career. I sincerely hope this course will prove to be instrumental in making you “competitively superior,”
andsuccessfulinyourcareerandmuchwiseraboutthesecretsofrst-ratemanagement.
84
Section 4 Sample Syllabi and Daily Course Schedules
1. Integrate previously studied material and apply strategic concepts to solve business problems at the general
manager level.
2. Analyzearmexternallyandinternallytoidentifyitsstrengths,weaknesses,opportunities,andthreatsand
propose actions based on that analysis.
3. Think strategically at functional, business, corporate, and international levels.
4. Presentideaseectivelyorallyandinwritingandasanindividualandasateam.
Grading Plan/Performance Evaluations
Yourcoursegradewillbebasedonthefollowingcomponentsandpercentageallocation:
Performance on the BSG simulation exercise (including the quizzes, 3-year plan,
and the peer evaluations) 25%
Completion of Connect learning assurance exercises for assigned chapters in the text/discussion group
participation 10%
TOTAL 100%
The instructor reserves the right to modify/change course requirements as circumstances dictate. For
example, the instructor may wish to change the number and frequency of exams or other assignments if
for their performance in the simulation may be lowered by as much as two letter grades if other team members
universally rate a student’s knowledge of the mechanics of the simulation and contribution to team success as
“poor.”
Terminating a member of your management team — Team members are subject to dismissal from the team
if they are unwilling to master the material presented in The Business Strategy Game Players’ Guide or are
theexamandwillbeavailableSunday,3:00p.m.and5:00p.m.ontheassignedexamdates.Allmake-upexams
arescheduledforthedateofthenalexamforthecourse.