Documento N° R101V7034

Syllabus

Course : Modern Management Systems

Program : DBA - V
Start date / End date : August 20th -22nd / September 24th – 26th, 2015
Sessions : 24 sessions
Credits : 4 credits
Professor : Piero Morosini
E-mail : pieromorosini@gmail.com

I. General Description

This course examines the central issue of: what are the critical factors behind a firm’s
organizational performance? We will explore such a crucial issue from three basic
perspectives and two time-dimensions.

On the one hand, our first perspective stems from the discipline of economics, which has
examined the performance of organizations from the early decades of the 20th century,
linking it with aspects that are inherent with the very nature and existence of the firm. The
second perspective looks at some of the critical factors that business and management
pundits have advanced in order to address that same issue. The third perspective is
multidisciplinary - drawing upon key empirical findings from leading-edge scientific areas
as diverse as: neuroscience, psychology, decision sciences, primatology, and the emerging
science of networks - in order to attempt articulating new responses that shed light upon the
crucial factors behind a firm’s organizational performance.

On the other hand, the course takes the time dimensions of the past and the present to explore
key contributions from the economics’ and the business management disciplines vis-à-vis
the central issue of the course; but then moves firmly to a future dimension by challenging
every doctoral student individually to creatively articulate specific multidisciplinary
perspectives into their thesis work in a novel fashion.

II. The Principles for Responsible Management Education

As the institutions of higher learning involved in the education of current and future
managers, we are voluntarily committed to engaging in a continuous process of
improvement of the following Principles and their application, reporting on progress to all
our stakeholders and exchanging effective practices with other academic institutions:

Principle 1: Purpose.
We will develop the capabilities of students to be future generators of sustainable value
for businesses and society at large and to work for an inclusive and sustainable global
economy.

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 Principle 2: Values.
We will incorporate into our academic activities and curricula the values of global social
responsibility as portrayed in international initiatives such as the United Nations Global
Compact.

Principle 3: Method.
We will create educational frameworks, materials, processes and environments that
enable effective learning experiences for responsible leadership.

Principle 4: Research.
We will engage in conceptual and empirical research that advances our understanding
about the role, dynamics, and impact of corporations in the creation of sustainable social,
environmental and economic value.

Principle 5: Partnership.
We will interact with managers of business corporations to extend our knowledge of
their challenges in meeting social and environmental responsibilities and to explore jointly
effective approaches to meeting these challenges.

Principle 6: Dialogue.
We will facilitate and support dialogue and debate among educators, businesses,
government, consumers, media, civil society organizations and other interested groups and
stakeholders on critical issues related to global social responsibility and sustainability.

We understand that our own organizational practices should serve as example of the
values and attitudes we convey to our students.

CENTRUM Católica was one of the first 100 organizations to sign the PRME
(Principles for Responsible Management Education) of the United Nations Global Compact.

III. Learning Objectives

General Objective.
 To investigate crucial factors and themes that are fundamental to explaining a firm’s
organizational performance, and to do so in a relevant way, that is: a way that informs
and builds into every student’ individual doctoral dissertation work.

Specific Objectives.
 To gain a better understanding of what drives the performance of firms and
organizations, from the traditional perspectives of economics and business
management.
 To explore new territory by articulating novel responses to the issue of: what drives
the performance of firms and organizations - from different perspectives and novel
fields.
 To sharpen the students investigative skills by examining old issues with new eyes.
 To use the findings and learnings of this course to make concrete progress for each
of the students’ individual doctoral dissertation work.

IV. Expected Learning Outcomes

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The students will be able to:
 Acquire existing knowledge on economic and business management theories vis-à-
vis organizational performance
 Create new knowledge by exploring key elements from diverse disciplines, and link
those to the issue of a firm’s organizational performance
 Apply existing and new knowledge on the above issue, to the students’ individual
doctoral dissertation topics.

V. Methodology

The course will be divided in two modules and three parts. The first two parts will take place
in module A (sessions 1 to 12, August 2015). The third and last part will unfold in module
B (sessions 13 to 24, September 2015).

The first part, comprising sessions 1 to 8 of module A, will be devoted to examining the
central issue of this course from the perspective of economics and business management,
respectively. This will be done through group presentations of topical clusters grouping
specific pieces of literature identified in advance by the professor. The group presentations
will be followed by plenary discussions in which every student is expected to actively
participate. Each group presentation will last exactly one hour, divided as follows: 30
minutes for the group presentation and 30 minutes for the plenary discussion of what has
been presented.

The six groups of the class will be divided as follows:

Group 1
Abensur Pinasco, Cecilia Alicia
Acosta Navarro, Marco Antonio
Cercedo Miraval, Clover
Camacho Miranda, Surkov

Group 2
Herrera Castañeda, Gladys Edith
Arce Soto, Abdel Guillermo
Hanco Mamani, William Milner
Ledesma Estrada, Walter Américo

Group 3
Díaz Paz, Claudia Patricia
Galecio Sosa, Nicolay Alexander
Saba De Andrea, Daniel Antonio
Palacios Valdivia, Gaby

Group 4
Dávila Philippon, Santiago de Jesús
Peña Acevedo, Jorge Luis
Talavera Aguirre, Rosa Margarita

Group 5

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Josán Aguilar, José Alejandro
Asencios Trujillo, Lida Violeta
Romaní Bravo, Juan Carlos
Barón Maldonado, Diana Isabel

Group 6
Tejada Matos, Susana Rocío
Toranzo Arancibia, Delia Carla
Valdivia Chávez, Jorge Luis
Chumpitaz Zevallos, Milagritos Karin

While each group will be responsible for making presentations of specific topical clusters
of articles, all students are responsible for reading all of the assigned material of sessions 1
to 8 before the start of the course. The diligence of each student in reading all the material
will reflect in his/her individual participation in the plenary discussions, which will of course
be graded. The specific clusters of articles and books assigned to the class are listed in this
syllabus and posted in the intranet. Please think of these presentations as an opportunity to
contribute to the learning of the classroom, both individually and collectivelly.

The format and the content of the group presentations are for the group members to choose.
However, each group presentation of every article must have a digital document that
could be posted in the intranet, and will follow a certain approach that is highly
recommended given the time limitations of the course, namely:

 Each group will be assigned two clusters of articles for two group presentations. The
first cluster will be the focus of sessions 1 to 4, and the second cluster will be the
focus of sessions 5 to 8, respectively.
 Out of each cluster it has been assigned, every group must choose one article for
sessions 1 to 4 (i.e. economic responses to organizational performance), and one
article for sessions 5 to 8 (i.e. managerial responses to organizational performance).
 As a result, each group will choose two main articles that will act as the pivots for
their presentations during sessions 1 to 4 and 5 to 8, respectively.
 Each group will then focus on its pivot articles as the main piece of their
presentations, and will present how the other articles of their corresponding cluster
relate to this main piece.
 Each group’s choice of two main articles will be communicated via e-mail to the
professor and to the class no later than August 7th 2012, 17:00pm. We will thus have
a list of two articles per group, making a total of twelve main articles chosen by the
six groups by August 7th.
 Each group will start out by explaining to the class the reasons behind their choice
of main articles
 For every main article chosen, each group will address, as a minimum, the following
issues:

1. Why did the group chose this article as the main piece of the cluster?
2. Who are the authors? Not just short bios, but explain their relevance to the class.
3. Why do the author(s) wrote the article we are presenting?
4. What are the key questions and/or issues the author(s) addresses in the article?
5. How does the author go about structuring his/her response to these questions?
6. What are the key findings and/or conclusions stemming from the article?

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 7. Structure the key findings and/or conclusions from the article in a few sentences
using the group’s own words.
8. Criticize the article you presented. In particular: How do the other articles assigned
to the group relate to this main article? How the key findings and/or conclusions
from the article relate and/or contribute to the issue of: what are the main factors
behind a firm’s organizational performance? What are important questions that were
left unanswered by the author(s)? What hypotheses or areas you believe deserve
further investigation? What really are the main learnings and key drawbacks of this
article and how does it relate to some of the class’ dissertation topics?

Please manage your time quite carefully, keeping in mind that each group has 30 minutes to
present, and at least 30 minutes should be devoted to the plenary class discussion.

The second part of module A (sessions 9 to 12, August 2015) will be devoted to flesh out
six topical areas of literature, that collectively account for a multidisciplinary cluster of key
knowledge that the class will draw upon in order to attempt articulating new responses to
the central issue of this course. Each topical cluster is comprised of a maximum of three
easy-to-read books. Analogous to the first part of this module, each group will be assigned
one topical area of literature which the group members will develop into group presentations
that follow exactly the same dynamics that have been just described above. However, in this
part, each group is encouraged to:
 Identify at least one fundamental and seminal scientific article (i.e. from a reputed
scientific journal) that underlies the findings from their assigned cluster of books,
and present its contents to the class, together with the content of the books that were
assigned to the group. (Most of the time, this task will be rather easy as nearly all of
the books assigned include plenty of scientific references.)
 Follow a creative path for the group presentations - beyond .ppt - i.e. perhaps
drawing on videos, lab experiments and the like, in order to convey the main points
of their presentations to the class in 30 minutes, and stimulate plenary discussions
over the remaining 30 minutes of the presentation.

As before, while each group will be responsible for making presentations of a specific
topical cluster of books, all students are responsible for reading all of the assigned material
of sessions 9 to 12 before the start of the course.

Finally, during the third part of the course (module B, sessions 13 to 24 during September
2015) each student will make an individual presentation to the class of an specific and
concrete development of his/her dissertation topic, that builds upon the lessons learned over
the two parts of module A. While incorporating learning points from sessions 1 to 8 is
optional, it is obligatory and expected from every individual presentation to show
specific links and novel applications of the learnings from one or more of the six
multidisciplinary clusters of knowledge presented during sessions 9 to 12 of module A. In
other words, not only it is expected from every student to carry out specific progress in their
dissertation work between modules A and B of this course, but such progress must include
very strong innovative aspects stemming from a multidisciplinary outlook. The specific
instructions and timing for the individual presentations of module B of this course, will be
given in detail at the end of module A.

VI. Evaluation System

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The final grade will be based on the following items:

Individual presentations 40%

Group presentations 30%
Class participation 30%
Total 100%

VII. Course Content in Detail

Module A (August 2012)

The first part of module A, comprising sessions 1 to 8, will be devoted to examining the
central issue of this course from the perspective of economics and business management.
The second part of module A (sessions 9 to 12) will be devoted to flesh out six topical areas
of literature, that collectively account for a multidisciplinary cluster of key knowledge that
the class will draw upon in order to attempt articulating new responses to the central issue
of this course.

In the following paragraphs we associate the specific articles and books to the groups that
will present them, keeping in mind that, while each group will be responsible for making
presentations of a specific cluster of books and articles, all students are responsible for
reading all of the assigned material of sessions 1 to 12 before the start of the course.

Module A: First Part

Sessions 1-4.

A.1 Economic responses to the issue of organizational performance

A.1.1 Limits of Neoclassical theory

First cluster for Group 1.
Arrow, K. J. (1979). The limitations of the profit motive. Challenge 22(4), 23-27.
Coase, R. (1937). The nature of the firm. Economica 4(16), 386-405.
Cyert, R. M., & March, J. G. (1956). Organizational factors in the theory of oligopoly.
Quarterly Journal of Economics 70(1), 44-64.
Teece, D. J. & Winter, S. G. (1984). The limits of neoclassical theory in management
education. The American Economic Review, 74(2), 116-121.

First cluster for Group 2.

Chandler, A. D. (1992) Organizational capabilities and the economic history of the industrial
enterprise. Journal of Economic Perspectives 6(3), 79-100.
North, D.C. (1994) Economic performance through time. American Economic Review
844(3), 359-369.
Simon, H. S. (1991) Organizations and markets. Journal of Economic Perspectives 5(2), 20-
44.

A.1.2 Transaction Cost Economies

First cluster for Group 3.
Williamson, O. E. (1981). The modern corporation: Origin, evolution, attributes. Journal of
Economic Literature, 19(49), 1537-1568.

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Williamson, O. E. (1996). Economics and organization: A Primer. California Management
Review 38(2), 136-139.

A.1.3 Resource and Capabilities based factors behind organizational performance

First cluster for Group 4.
Barney, J., Ketchen, D. & Wright, M. (2011). The future of resource-based theory:
Revitalization or decline? Journal of Management, 37(5), 1299-1315.
Conner, K.R. (1991). A historical comparison of resource-based theory and five schools of
thought within industrial organisation economics: Do we have a new theory of the
firm? Journal of Management, 17(1), 121-154.
Lockett, A. & Thompson, S. (2001). The resource-based view and economics. Journal of
Management, 27 (6), 723-754.
Teece, D., Pisano, G., & Shuen, A. (1997). Dynamic capabilities and strategic management.
Strategic Management Journal, 18(7), 509-533.

First cluster for Group 5.

Cohen, W. and Levinthal, D.A. (1990). Absorptive capacity: A new perspective on learning
and innovation. Administrative Science Quarterly 35(1), 128-153.
Kusunoki, K., Nonaka, I. & Nagata, A. (1998). Organizational capabilities in product
development of Japanese firms: A conceptual framework and empirical findings.
Organization Science, 9(6), 699-718.

A.1.4 Organizational Growth as KPI of the firm

First cluster for Group 6.
Chandler, A.D. (1980). The Growth of the transnational industrial firm in the United States
and the United Kingdom: A comparative analysis. The Economic History Review,
33(3), 396-410.
Inkpen, A.C. & Crossan, M.M. (1995). Believing is seeing: Joint ventures and organization
learning. Journal of Management Studies 32(5), 595-619.
Kim, W., & Mauborgne, R. (1997). Value innovation: The strategic logic of high growth.
Harvard Business Review, 75(1), 103-112.

Sessions 5-8.

A.2 Business Management Responses to the Issue of Organizational Performance

A.2.1 Social factors behind organizational performance

Second cluster for Group 1.
Kogut, B. and Zander, U. (2003). Knowledge of the firm and the evolutionary theory of the
multinational corporation: 2003 Decade Award Winning Article. Journal of
International Business Studies, 34(6), 516-529.
Kogut, B. & Zander, U. (1996). What firms do? Coordination, identity, and learning,
Organization Science 7(5):511.

A.2.2 Knowledge and learning factors behind organizational performance

Second cluster for Group 2.
Chesbrough, H.W. and Teece, D.J. (2002). Organizing for innovation: When is virtual
virtuous? Harvard Business Review 80(8),127-136.
Hayek, F. A. (1945). The use of knowledge in society. The American Economic Review,
15(4), 519-520.

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Holsapple, C. W., & Joshi, K. D. (2002). Knowledge management: A threefold framework.
The Information Society , 47-64.
Simon, H. S. (1991). Organizations and markets. Journal of Economic Perspectives 5(2),
20-44

Second cluster for Group 3.

Hansen, M.T, (2002). Knowledge networks: Explaining effective knowledge sharing in
multiunit companies. Organization Science 13(3), 232-248.
Inkpen, A.C. (1998). Learning and knowledge acquisition through international strategic
alliances. Academy of Management Executive 12(4), 69-81.

A.2.3 The strategy factor behind a firm’s organizational performance

Second cluster for Group 4.
Contractor, F. (1986). International business: An alternative view. International Marketing
Review, 3(1), 74-85.
Dymsza, W.A. (1984). Global strategic planning: A model and recent developments,
Journal of International Business Studies 15(3),169-183.
Gnyawali, D., & Byung-Jin, R. (2011). Co-opetition between giants: Collaboration with
competitors for technological innovation. Research Policy 40, 650-663.
Hout, T. M., Porter, M. E., & Rudden, E. (1982). How global companies win out. Harvard
Business Review 60(5), 98-108.
Kogut, B. (1985) Designing global strategies: Comparative and competitive value added
chains. Sloan Management Review 27(1), 15-28.
Martin, J. & Eisenhardt, K. (2001). Exploring cross-business synergies. The Academy of
Management 2001 Best Paper Proceedings, Business Policy and Strategy Division.

A.2.4 The people factor behind a firm’s organizational performance

Second cluster for Group 5.
Bartlett, C. and Ghoshal, S. (2002). Building competitive advantage through people. MIT
Sloan Management Review 43(2), 34-41.
Bartlett, C. A. & Ghoshal, S. (1992). What is a global manager? Harvard Business Review
81(8), 101-108.
Edstrom, A. & Lorange, P. (1984). Matching strategy and human resources in multinational
corporations. Journal of International Business Studies 15(2), 125-137.

A.2.5 Administrative factors behind the MNE performance.

Second cluster for Group 6.
Arrow, K.J. (1964). Control in large organizations. Management Science 10(3), 397-408.
Bartlett, C. and Ghoshal, S. (1998). Organizing for worldwide effectiveness: The
transnational solution. California Management Review, 31(1), 1-21.
Jacque L. L. & Lorange, P. (1984). The international control conundrum: The case of
Hyperinflationary subsidiaries. Journal of Business Studies 15(2), 185-201.
Teece, D.J. (1985). Multinational enterprise, internal governance, and industrial
organization. The American Economic Review, 75(2), 233-238.

Module A: Second Part

Sessions 9-12.

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 A.3 Multidisciplinary Insights into the future

* The books are available at the CENTRUM library.

A.3.1 Mind: How to know and Use it?

Multidisciplinary cluster for Group 1.
Carter, R. (2010). Mapping the Mind. London, UK: Phoenix.
Pink, D. (2008). A whole new mind: why right-brainers will rule the future. London, UK:
Marshall Cavendish.

A.3.2 Nudge: How to create positive contexts for good choices?

Multidisciplinary cluster for Group 2.
Milgram, S. (1975).Obedience to authority: An experimental view. New York, NY: Harper
and Row.
Thaler, R. and Sunstein, C. (1945). Nudge: Improving decisions about health, wealth, and
happiness. London, UK: Penguin Books.

A.3.3 Small worlds: How to thrive in a tightly interconnected world?

Multidisciplinary cluster for Group 3.
Buchanan, M. (2002). Nexus: Small Worlds and the groundbreaking science of networks.
London, UK: W.W. Norton and Company.
Watts, D. (2003). Six Degrees: The Science of a Connected Age Norton and Company.
London:UK.

A.3.4 Empathy: Enlightened behaviour or primate state?

Multidisciplinary cluster for Group 4.
De Waal, F. (2009).The age of empathy: Nature's lessons for a kinder society. New York,
NY: Harmony Books.
De Waal, F. (2005).Our Inner Ape. New York, NY: Riverhead Books.

A.3.5 Motivation and Talent: How to really unlock them?

Multidisciplinary cluster for Group 5.
Brizendine, L. (210).The genius in all of us: New insights into genetics, talent, and IQ. New
York, NY: Anchor Books.
Coyle, D. (2009).The talent code: Greatness isn't born. It's grown. Here's how. New York,
NY: Bantam Dell.
Pink, D. (2011). Drive: The surprising truth about what motivate us. New York, NY:
Penguin Group.

A.3.6 Mindset: Why bothering about the past if you can create the future?
Multidisciplinary cluster for Group 6.
Lindkvist, M. (2010). Everything we know is wrong: the trendspotter’s handbook. London,
UK: Marshall Cavendish.
Morosini, P. (2010). Seven Keys to Imagination: Creating the future by imagining the
unthinkable and delivering it. London, UK: Marshall Cavendish.

Module B (September 2015) – Unfolding Individual Research Findings

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During module B of the course (comprising sessions 13 to 24, September 2015), each student
will make an individual presentation to the class of an specific and concrete development of
his/her dissertation topic, that builds upon the lessons learned over the two parts of module
A. While incorporating learning points from sessions 1 to 8 is optional, it is obligatory and
expected from every individual presentation to show specific links and novel applications
of the learnings from one or more of the six multidisciplinary clusters of knowledge
presented during sessions 9 to 12 of module A.

Individual presentations will follow the schedule below:

Sessions 13-16
B.1 Individual Presentations.
Abensur Pinasco, Cecilia Alicia
Acosta Navarro, Marco Antonio
Arce Soto, Abdel Guillermo
Asencios Trujillo, Lida Violeta
Barón Maldonado, Diana Isabel
Camacho Miranda, Surkov
Cercedo Miraval, Clover
Chumpitaz Zevallos, Milagritos Karin
Dávila Philippon, Santiago de Jesús

Sessions 17-20
B.2 Individual Presentations.
Díaz Paz, Claudia Patricia
Galecio Sosa, Nicolay Alexander
Hanco Mamani, William Milner
Herrera Castañeda, Gladys Edith
Josán Aguilar, José Alejandro
Ledesma Estrada, Walter Américo
Palacios Valdivia, Gaby
Peña Acevedo, Jorge Luis
Romaní Bravo, Juan Carlos

Sessions 21-24
B.3 Individual Presentations.
Saba De Andrea, Daniel Antonio
Talavera Aguirre, Rosa Margarita
Tejada Matos, Susana Rocío
Toranzo Arancibia, Delia Carla
Valdivia Chávez, Jorge Luis

VIII. References

Arrow, K. J. (1979). The limitations of the profit motive. Challenge 22(4), 23-27.
Arrow, K.J. (1964). Control in large organizations. Management Science 10(3), 397-408.
Barney, J., Ketchen, D. & Wright, M. (2011). The future of resource-based theory:
Revitalization or decline? Journal of Management, 37(5), 1299-1315.
Bartlett, C. and Ghoshal, S. (2002). Building competitive advantage through people. MIT
Sloan Management Review 43(2), 34-41.

Page 10 of 13
Bartlett, C. A. & Ghoshal, S. (1992). What is a global manager? Harvard Business Review
81(8), 101-108.
Bartlett, C. and Ghoshal, S. (1998). Organizing for Worldwide Effectiveness: The
Transnational Solution. California Management Review, 31(1), 1-21.
Brizendine, L. (210).The genius in all of us: New insights into genetics, talent, and IQ. New
York, NY: Anchor Books.
Buchanan, M. (2002). Nexus: Small Worlds and the groundbreaking science of networks.
London, UK: W.W. Norton and Company.
Carter, R. (2010). Mapping the Mind. London, UK: Phoenix.
Chandler, A. D. (1992) Organizational capabilities and the economic history of the industrial
enterprise. Journal of Economic Perspectives 6(3), 79-100.
Chandler, A.D. (1980). The Growth of the transnational industrial firm in the United States
and the United Kingdom: A comparative analysis. The Economic History Review,
33(3), 396-410.
Chesbrough, H.W. and Teece, D.J. (2002). Organizing for innovation: When is virtual
virtuous? Harvard Business Review 80(8),127-136.
Coase, R. (1937). The nature of the firm. Economica 4(16), 386-405.
Cohen, W. and Levinthal, D.A. (1990). Absorptive capacity: A new perspective on learning
and innovation. Administrative Science Quarterly 35(1), 128-153.
Conner, K.R. (1991). A historical comparison of resource-based theory and five schools of
thought within industrial organisation economics: Do we have a new theory of the
firm? Journal of Management 17(1), 121-154.
Contractor, F. (1986). International business: An alternative view. International Marketing
Review, 3(1), 74-85.
Coyle, D. (2009).The talent code: Greatness isn't born. It's grown. Here's how. New York,
NY: Bantam Dell.
Cyert, R. M., & March, J. G. (1956). Organizational factors in the theory of oligopoly.
Quarterly Journal of Economics 70(1), 44-64.
De Waal, F. (2009).The age of empathy: Nature's lessons for a kinder society. New York,
NY: Harmony Books.
De Waal, F. (2005).Our Inner Ape. New York, NY: Riverhead Books.
Dymsza, W.A. (1984). Global strategic planning: A model and recent developments,
Journal of International Business Studies 15(3), 169-183.
Edstrom, A. & Lorange, P. (1984). Matching strategy and human resources in multinational
corporations. Journal of International Business Studies 15(2), 125-137.
Gnyawali, D., & Byung-Jin, R. (2011). Co-opetition between giants: Collaboration with
competitors for technological innovation. Research Policy 40, 650-663.
Hayek, F. A. (1945). The use of knowledge in society. The American Economic Review,
15(4), 519-520.
Hansen, M.T, (2002). Knowledge networks: Explaining effective knowledge sharing in
multiunit companies. Organization Science 13(3), 232-248.
Holsapple, C. W., & Joshi, K. D. (2002). Knowledge management: A threefold framework.
The Information Society , 47-64.
Hout, T. M., Porter, M. E., & Rudden, E. (1982). How global companies win out. Harvard
Business Review 60(5), 98-108.
Inkpen, A.C. (1998). Learning and knowledge acquisition through international strategic
alliances. Academy of Management Executive 12(4), 69-81.
Inkpen, A.C. & Crossan, M.M. (1995). Believing is seeing: Joint ventures and organization
learning. Journal of Management Studies 32(5), 595-619.

Page 11 of 13
Jacque L. L. & Lorange, P. (1984). The international control conundrum: The case of
Hyperinflationary subsidiaries. Journal of Business Studies 15(2), 185-201.
Kim, W., & Mauborgne, R. (1997). Value innovation: The strategic logic of high growth.
Harvard Business Review, 75(1), 103-112.
Kogut, B. (1985) Designing global strategies: Comparative and competitive value added
chains. Sloan Management Review 27(1), 15-28.
Kogut, B. and Zander, U. (2003). Knowledge of the firm and the evolutionary theory of the
multinational corporation: 2003 Decade Award Winning Article. Journal of
International Business Studies, 34(6), 516-529.
Kogut, B. & Zander, U. (1996). What firms do? Coordination, identity, and learning,
Organization Science 7(5):511.
Kusunoki, K., Nonaka, I. & Nagata, A. (1998). Organizational capabilities in product
development of Japanese firms: A conceptual framework and empirical findings.
Organization Science, 9(6), 699-718.
Lindkvist, M. (2010). Everything we know is wrong: the trendspotter’s handbook. London,
UK: Marshall Cavendish.
Lockett, A. & Thompson, S. (2001). The resource-based view and economics. Journal of
Management, 27 (6), 723-754.
Martin, J. & Eisenhardt, K. (2001). Exploring cross-business synergies. The Academy of
Management 2001 Best Paper Proceedings, Business Policy and Strategy Division.
Milgram, S. (1975).Obedience to authority: An experimental view. New York, NY: Harper
and Row.
Morosini, P. (2010). Seven Keys to Imagination: Creating the future by imagining the
unthinkable and delivering it. London, UK: Marshall Cavendish.
North, D.C. (1994) Economic performance through time. American Economic Review
844(3), 359-369.
Pink, D. (2011). Drive: The surprising truth about what motivate us. New York, NY:
Penguin Group.
Pink, D. (2008). A whole new mind: why right-brainers will rule the future. London, UK:
Marshall Cavendish.
Simon, H. S. (1991) Organizations and markets. Journal of Economic Perspectives 5(2), 20-
44.
Thaler, R. and Sunstein, C. (1945). Nudge: Improving decisions about health, wealth, and
happiness. London, UK: Penguin Books.
Teece, D., Pisano, G., & Shuen, A. (1997). Dynamic capabilities and strategic management.
Strategic Management Journal, 18(7), 509-533.
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IX. Professor

Piero Morosini, a Professor of Strategy and Leadership in CENTRUM, Lima, is an

internationally recognized author and keynote speaker that helps individuals and
organizations apply imagination to create new and successful futures.

Piero has been selected as one of the world’s next generation thought leaders in management
(Next Generation Business Handbook, Wiley, 2004), and was a worldwide award winner for
thought leadership at Accenture. His work has been published in books (The Common Glue,
Elsevier, 2005; Managing Complex Mergers, Financial Times/ Prentice Hall, 2004;
Managing Cultural Differences, Pergamon Press, 1998), video cases, case studies and
articles in the international media, and in leading academic journals.

Piero is a Peruvian and Italian national, and holds a Ph.D. in management as well as an M.A.
and an MBA at the Wharton School, Philadelphia. He lives in Lima, Peru, where he carries
out social work in support of the Andean communities’ ancestral art and culture. He is
married, with two sons and three daughters.

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