Business Scholars Syllabus: Strategy Module

Course Information- BUS 2815 Strategy Module

Instructor: Asst. Professor Bonita Austin
Office: SFE 4117 Office Hours: M/W 10:45AM-1:45PM. Other Times Available by
Appointment
Best Way To Contact Your Professor: Through Canvas E-Mail or In Person During Office
Hours

What You Will Learn

1. What Strategy Is and Is Not

2. SWOT Analysis
3. Industry Structure & Its Impact on Profits
4. VRIO Analysis
5. Components of a Business Model
6. Business Level Strategy
7. Some Ways to Measure Management’s Effectiveness
8. How to Use a 10-K Annual Report to Understand the Basics About a Company

Why Learn It?

The central question of this strategic management module, and of much of strategy research over
the past thirty years, is “Why do some firms outperform others?”
Unsuccessful firms eke out an existence or fail outright. Their cost of capital is higher than for
successful firms. They have limited flexibility and opportunities for growth. High performing
employees defect to successful firms and the top employee prospects are unavailable to them.
Successful firms have superior financial performance, lower cost of capital, options for growth,
and good prospects for hiring the best employees and retaining them.

This strategy module will introduce you to a few of the most useful tools and frameworks that
managers employ to position their firms to generate superior financial returns relative to their
competitors. In addition, the foundation you establish in this course module will increase your
likelihood of success throughout your college career. A basic understanding of strategic
management will help you in several other important ways. First, studying strategic management
will give you the tools to evaluate future employers. Second, learning how to conduct external
and internal analyses and the key elements of business level strategies will improve your chance
of success in internship and job interviews. Third, the process and principles you learn will help
you position your own business for success. Fourth, strategy is a key element of case
competitions as well as business plan competitions. Finally, studying strategic management will
make you a more valuable employee in the future. Most college graduates can plug figures into a
spreadsheet and calculate answers. The most valuable graduates understand what numbers to
come up with based upon an understanding of the firm’s strategy. All business majors have the
opportunity to continue to learn strategy theories and application in STRAT 5700 Strategic
Management.

How You Will Learn It

Type Activity/Assignment Direction Concepts

Ch. 5 Business Level Strategy by Business model,
Gulati, Mayo & Nohria 9on e- Porter’s Five Forces,
reserve). The text provides an SWOT, Resource-
overview of industry and internal Based View of the
analysis as well as business level Firm, Barriers to
strategies and introduces the Entry, Competitive
Read business model. Self Directed Dynamics
All Strategic
Management Concepts
In Class: 20 questions T/F & and Vocabulary
Multiple Choice on the reading Covered in the
Quiz Only Instructor Directed Reading
What is Strategy;
Porter’s Five Forces,
RBV of The Firm,
SWOT Analysis,
Business Models; and
Lecture & Discussion Instructor Directed 10-K’s
Robin Hood & His Merry Men – SWOT Analysis,
Analysis & Application SWOT Exercise Instructor & Self Directed Mission Statement
SWOT Analysis,
Mission Statements,
Analysis & Application Skyfall Assignment Self-Directed Action Plans
Instructor & Self Directed RBV and the VRIO
Analysis & Application The Great Paperscape Exercise (Team) Framework
VRIO Framework &
Competitive
Analysis & Application Skull Candy Instructor & Self Directed Advantage
Porter’s Five Forces,
Industry Structure,
Using the 10-K, VRIO,
Competitive
Advantage, Disruptive
Analysis & Application Sodastream Company Analysis Instructor & Self Directed Innovation
Business Level
Strategies, Measuring
Management’s
Lecture & Discussion Instructor Directed Effectiveness
Review Learning Objectives
Listed Above Under “What You
Personal Will Learn” Self Directed

Expectations
I expect
 each student to come to class fully prepared to participate in class discussions. Students
may be called upon at random during class discussions;
 every student to treat his or her classmates respectfully at all times. No one will be
permitted to make dismissive remarks about any student or their contributions to
discussions, ridicule any classmate’s comments, or engage in any discussions not directly
relevant to the cases, assigned readings, or lectures; and
  students to recognize and accept that solutions to real business problems rarely are
precise. Moreover, there usually is more than one way to solve a problem or address a
competitive challenge. Often the most successful managers are those that can flexibly
respond to situations while staying on track with their company’s overall objectives.
In addition, I expect every student to comply with the University of Utah’s policies on student
conduct and to act professionally at all times when interacting with his/her classmates, and me.
Each student can expect me to
 treat him respectfully and professionally at all times;
 answer her questions both in and out of class; and
 work hard to make the course material interesting, challenging, and relevant.
About Your Instructor
Bonita Austin is an Asst. Professor (Strategy) and Asst. Department Chair Entrepreneurship &
Strategy for the David Eccles School of Business at the University of Utah. Ms. Austin served as
Director Management Undergraduate Studies from 2010-2013. Ms. Austin also served on the
University of Utah Ad Hoc Committee on Auxiliary Faculty from 2012-2013 and the Academic
Senate Sub-Committee on Auxiliary Faculty RPT in 2012. Ms. Austin was a member of the
undergraduate program planning committee as part of the David Eccles School of Business
strategic planning initiative in 2010-2011. Her teaching interests include undergraduate and
graduate courses in Strategic Management, and Business Turnarounds.

Ms. Austin is the faculty advisor for the DESB Case Competition Club and served as the coach to
the 2011 ACG Utah Cup winners (an annual case competition on mid-market mergers &
acquisitions for graduate students). In Spring 2012, Ms. Austin launched a DESB Ethics
competition open only to undergraduate students. Thanks to Dr. Cal Boardman and Dr. Tina
Diekmann, the winners of the competition traveled to Denver and competed against other schools
in our region as part of the Daniels Ethics Initiative – coming in 3rd overall. Ms. Austin also
hosted/coached several other case competitions and teams for both undergraduate and graduate
students in 2011-2012 and 2012-2013 school years.

Since joining the DESB in August 2008, she has written five teaching cases with accompanying
teaching notes. Three of the cases will be published in the upcoming 5ed of Barney & Hesterly
Strategic Management and Competitive Advantage – True Religion Jeans: Will Going Private
Bring Back Its Congregation; You Say You Want a Revolution: Sodastream International; and
Starbucks: An Alex Poole Strategy Case. The other two cases appeared in earlier editions of
Barney & Hesterly Strategic Management – True Religion Brand Jeans and the Premium Jeans
Industry and True Religion Brand Jeans and the Premium Jeans Industry: Cyclical Downturn or
Secular Slowdown?

From 1986-August 2008, Ms. Austin was a Securities Analyst. She followed the household
products, personal care and cosmetics companies for three major brokerage firms -- Wertheim
Schroder, Lehman Brothers, and Prudential Securities. As an Institutional Investor’s All
American All Star Analyst, Ms. Austin became a Senior Vice President at Lehman Brothers, and
appeared as a special guest on Wall $treet Week with Louis Rukeyser. She also served on the
Prudential Securities Investment Committee. Ms. Austin was a long-time member of the Wall
Street Transcript’s annual roundtable on her industry and was recognized by the Wall Street
Journal for earnings estimate accuracy. Her work received frequent citations in such publications
as the Wall Street Journal, New York Times, Business Week, Fortune, and Forbes. NPR and a
variety of television shows also regularly interviewed Ms. Austin. Most recently, Ms. Austin was
featured in the 2010 book “Chasing Stars: The Myth of Talent and the Portability of Talent” by
Harvard Professor, Dr. Boris Groysberg.
For the 9 years prior to joining the DESB, Ms. Austin worked as an analyst consultant for two
hedge funds following consumer products companies ranging from toy manufacturers to high-end
jeans makers to all types of retailers. She has analyzed more than 60 companies in the course of
her career. Prior to becoming a securities analyst, she worked as a cost analyst in the Beech
Island, SC Mill for Kimberly-Clark Corporation. Ms. Austin holds an MBA from University of
Alabama, and a BS from Troy University (math and economics).
Ms. Austin has two children, five Vizslas, one English Pointer, two cats, and two horses. She is
active in field trials, and in several dog clubs including the Vizsla Club of Utah (President),
National Vizsla Association (Board of Directors), and the Vizsla Club of America (National
Finance Chair 2003 National Championships). Ms. Austin runs cross-country, and loves to ride
horses.

Evaluation
1. Skyfall Assignment (due next Friday) 50%
2. Participation 20%
3. Company Analysis (due the Friday after class ends) 20%
4. Strategy Inventory
 First Day of Class (Individual OR Team) 0%
 Last Day of Class (Individual OR Team) 10%
Total 100%
Attendance
In accordance with the University of Utah’s attendance policy, class attendance is mandatory
except when excused under University guidelines. A meaningful portion of your grade depends
upon your active participation in class. You cannot get credit for participating unless you are
physically present. Moreover, there is a strong positive correlation between class attendance, and
and assignment scores. Our TA will take attendance, in accordance with the University’s and
Business Scholar’s policies. If you have a real emergency, please notify me as quickly as
possible via Canvas e-mail.

Late Assignment Policy

I do not accept late assignments. We will discuss the assignments in class on the due date. As a
result of the class discussion, all of the “answers” and options available to the
organization/individual in the case or assignment will be made public. Anyone choosing to wait
until after class to complete their assignments potentially would have an unfair advantage over
their classmates by borrowing someone’s notes from class or sitting in on the discussion in order
to do the assignment.
Canvas
Your professor relies heavily on Canvas. The course calendar is on the course home page. All of
the content for the course can be accessed easily by clicking on the strategy module on the drop
down menu on the left side of the home page. All of the course content is organized into
wikipages – not files. If you need additional information on an assignment, simply click on the
assignment on the calendar that appears on the course home page. Please make sure you have
your Canvas email forwarded to an email address that you check frequently as all class
communications are through Canvas email. Feel free to email me any time. I check my email
very frequently, and usually respond to questions and concerns quickly. All of your grades will
be posted on Canvas. All assignments must be turned in on Canvas. Your assignment feedback
also will appear on Canvas.

Skyfall Assignment (50 points)

Students were randomly assigned to one of three characters in the James Bond movie, Skyfall.
Go to Canvas/Strategy Assignment to download detailed instructions on the assignment. It will
be helpful if you read the assigned chapter by Gulati, Mayo and Nohria before you attempt to do
the assignment. Even if you have seen the movie, I recommend strongly that you watch the movie
after you read the assignment instructions. This is an INDIVIDUAL assignment, but you may
discuss it with your classmates. I expect all answers to be your own – not group answers.

Class Participation (20 points)

It is critical for every student to take an active role in class discussions and activities. As a result,
you are likely to be called upon at random in each class. Active participation means offering
comments and ideas related to the topic under discussion that will enhance the learning
experiences of everyone in the class. You must tie your comments back to the course concepts
to get credit for participating. Remember to stay focused on the topic/concepts under discussion.
Active participation also means it is your job to ask me questions when you do not understand the
concepts or ideas we are discussing or need some clarification on discussion points.

An ideal discussion is one where ideas, comments, and questions surface as a function of other
students’ ideas, comments, or questions, and not necessarily as a direct response to the
instructor’s questions or comment. While it is fine to challenge your peers’ assumptions and
ideas, any criticisms must be friendly, respectful, and related solely to the discussion. It is your
responsibility to be professional and courteous at all times.

NOTE: Students will not get full credit for participation through attendance alone, or even
through frequent participation that does not advance the learning of the class. It is your
responsibility to attend every class and to make sure that I know your name so that I can give you
credit for your contributions to class. Class participation grades are competitive – only 10%-20%
of the class will receive an A to A- for participation. Moreover, class participation grades are
subjective. You must actually participate in class discussions to get a grade higher than “C”. I
will give you opportunities to participate in class through group activities, but this form of
participation alone is not enough to earn full marks. Every manager (as well as many non-
manager employees) must be prepared to speak in front of colleagues, employees, and top
management. This is your opportunity to practice doing so without penalty.
Company Analysis (20 points)
Each team will turn in a short assignment using the 10-K Annual Report and the Sodastream Case
to perform a Porter’s Five Forces, VRIO, and strategy analysis of Sodastream. The company
analysis is due on the last day of class. Detailed instructions are posted on Canvas.

Strategy Inventory (10 points)

Each student will take a short strategy inventory on the first day and the last day of class.
Students can earn up to the first strategy inventory not count toward your grade. The inventory
appears in the form of True-False questions. Students will have 10 minutes to complete the
inventory. After 10 minutes, students will get together with their teams to discuss the questions
and answers for 10 minutes. Each student will opt to turn in EITHER his/her individual strategy
inventory OR his team’s strategy inventory. Your deliverable is a scantron with your name on it
OR your name and the names of your team mates. You may keep the strategy inventory
questions. The class will repeat the exercise during the last class.

Statement of Core Beliefs

Some of the writings, lectures, films or presentations in this course may include material that
conflicts with the core beliefs of some students. Please review the syllabus carefully to see if the
course is one that you are committed to taking. If you have a concern, please discuss it with me
at your earliest possible convenience.
Important Course Information for the Department of Entrepreneurship and Strategy and
the David Eccles School of Business
Americans with Disabilities Act --The University of Utah, David Eccles School of Business seeks
to provide equal access to its programs, services and activities for people with disabilities. If you
will need accommodations in this class, reasonable prior notice needs to be given to the instructor
and to the Center for Disability Services, http://disability.utah.edu/, 162 Olpin Union Building,
581-5020 (V/TDD) to make arrangements for accommodations. All written information in this
course can be made available in alternative format with prior notification to the Center for
Disability Services.
David Eccles School of Business -- Statement of Professional and Ethical Conduct
Because of the importance of professional and ethical behavior in business, and its emphasis in
our program, professional or academic misconduct is not tolerated in the David Eccles School
of Business. Students are expected to adhere to the standards of behavior outlined in the
University of Utah Code of Student Rights and Responsibilities (Policy 6-400). Students
engaging in behavioral misconduct could be subject to suspension or dismissal from the
University. Students involved in any form of academic misconduct, including but not limited to
cheating on tests, plagiarism and collusion may, at the instructor's discretion, receive a failing
grade in the course, examination, or academic assignment. In addition to or instead of this
sanction, the instructor may refer the case to the Student Behavior Committee for hearing. If the
instructor chooses not to do so, the Associate Dean for Academic Affairs, after appropriate
investigation, may do so along with a recommendation to dismiss the student from the Business
School. If, after hearing the evidence, the Committee determines that the student in question is
guilty of the misconduct charged, the Committee may impose sanctions in addition to those taken
by the professor. If the academic dishonesty is not proven, the instructor must rescind any
sanctions imposed and will be required to evaluate the student's performance with the assumption
that there has been no misconduct. The School will treat the student likewise. If a student suspects
another student of academic misconduct, he/she should refer the incident to the instructor, the
appropriate department, the Associate Dean for Academic Affairs, or the Student Behavior
Committee, administered by the Associate Dean of Students, 270 Union.
Business Scholars Strategy Module Policy on Academic Dishonesty
In accordance with the DESB standards for professional and ethical conduct, cheating on exams,
quizzes, and assignments in Business Scholars Strategy is unacceptable. Any student caught
cheating in Business Scholars Strategy will receive a 0% on that assignment, or quiz for a first
offense. Cheating on a quiz also will result in the student being evicted from class for that class
period. If a student cheats on any other assignment, or quiz, he/she will receive a failing grade
for the module. In addition, he/she will be referred to the Business Scholars Director for
potential further disciplinary actions.
Cheating includes, but is not limited to:
1. copying or attempting to copy another student’s answers;
2. plagiarism;
3. turning in someone else’s work and representing it as your own; and
4. comparing your answers on written assignments to another person’s
answers prior to submitting the assignment.
In order to avoid the appearance of cheating, it is your responsibility to keep your eyes on your
own paper, remove all materials from the top of your desk, keep your quiz papers flat on the desk
in front of you, and put all electronic devices away. Once you have completed your quiz, please
raise your hand and a TA will collect it right away. NOTE: I use turnitin for plagiarism checking
on all assignments. Since this is not the first term that I have used the service, turnitin has a data
base that includes case write ups from previous terms. All case write ups, and essays
automatically are compared to student work turned in in previous terms and checked for
originality.

5.32 DESB GRADING POLICY -- Purpose of Grading

Grading has two main purposes:
1. Grading provides feedback to students on how well they have mastered the content and
learning objectives of a particular course. Generally, grades in the School should be interpreted
as follows:
A - Excellent Performance/Superior Achievement
An A student is one who understands the content and learning objectives thoroughly, completely
and accurately, and can demonstrate that understanding in a number of ways. Such a student will
have done exceptionally well on assignments, exams and class projects, and will have
participated extensively in class discussion by asking good questions and contributing
constructive thoughts. An A student will also have demonstrated a strong interest in the learning
process by contributing to a constructive class environment and to the learning success of his or
her fellow students.
B - Good Performance/Substantial Achievement
A B student is one who has demonstrated a relatively high level of mastery of the content and
learning objectives of the course. A B student will have done very well on assignments, exams
and class projects, and will have participated constructively in class discussion. A B student will
have demonstrated a positive attitude toward the learning process and made a positive
contribution to the learning environment of the class.
C - Standard Performance and Achievement
A C student will have demonstrated a reasonable level of mastery of the content and learning
objectives of the course. A C student will have completed assignments and demonstrated a
reasonable grasp of requisite knowledge on exams and class projects. A C student will have
demonstrated a reasonable level of commitment to the learning process and made a positive
contribution to the learning environment of the class.
D - Substandard Performance/Marginal Achievement
A D student will have demonstrated some level of mastery of the content and learning objectives
of the course, but less than that desired to serve as a basis for future endeavor. A D student will
not have completed all assignments in a satisfactory manner, nor demonstrated more than a
partial grasp of requisite knowledge on exams and class projects. A D student will have
demonstrated only some commitment to the learning process and made only a marginal
contribution to the learning environment of the class.
E - Unsatisfactory Performance and Achievement
An E student has failed to demonstrate any significant mastery of the content and learning
objectives of the course. An E student will not have completed all assignments in a satisfactory
manner, nor demonstrated any significant grasp of the requisite knowledge on exams and class
projects. An E student will have failed to demonstrate any significant level of commitment to the
learning process, nor made any positive contribution to the learning environment of the class.
The most important aspect of grading from the student's standpoint is to view is as an opportunity
to understand where his or her strengths and weaknesses lie so that he or she can capitalize on the
strengths and work to improve the weaknesses through future courses of action.
2. To provide a system of measurement to distinguish among students for various evaluative
purposes. Internal to the University, students are allowed to progress based on grades. For
example, admission to professional programs and graduate programs use grades as a major (but
not the only) input. In addition, scholarships and other awards are based largely on grades.
External to the University, persons recruiting and hiring students consider grades an important
factor in their evaluation process.1
DESB Grading Policy
A grading policy is needed for the following reasons:
1. To ensure fairness and consistency across the School.
2. To ensure that students can use grades as reliable feedback of their actual performance and
understanding of course material.
3. To ensure that grades are based on actual learning and achievement, so that persons who base
decisions on them have confidence that they are reliable for that purpose.
The School's policy is as follows:
1. Faculty are responsible for developing an appropriate system of evaluation, feedback and
grading for each course. That system is described in the course syllabus.
2. Faculty are responsible for carrying out the system described in the syllabus in an accurate and
effective manner. In particular, faculty must design evaluative processes (e.g., assignments,
exams) that are capable of distinguishing clearly among students who have different levels of
mastery in the course.
3. Faculty are responsible for arriving at a grade for each student that the faculty member believes
appropriately indicates the student's mastery of the course material and learning objectives. Once
that is done, the faculty member will consider the class' overall performance in terms of School
guidelines. If the class mean falls outside the guidelines, the faculty member will explain the
nature of the deviation in a memorandum to the chair of the department responsible for the
course. These guidelines are provided to ensure that grading, on average for the School as a
whole, is sustained at a reasonable level over time. The guidelines are as follows:

COURSE LEVEL GUIDELINE

1000-2000 2.4-2.8
3000-3990 2.6-3.0
4000-5990 2.8-3.2
6000-6990 3.1-3.5
4. If students have a concern about their grade in a particular course, they should consider
whether it reflects an accurate evaluation of their mastery of the course material and learning
objectives, in terms of the above descriptors. If they need clarification of the instructor's
evaluation, they should meet with the instructor to obtain additional information and feedback. If
after doing this, they believe their grade was arrived at in an inappropriate manner, they may
pursue an appeal through the School's appeals process as described in Section 5.15 of the Student
Handbook.
1In accordance with University policy and applicable regulations, grades are not made
available to persons or organizations outside the University without the student's written consent.