BUAD 497: Strategic Management
Marshall School of Business
University of Southern California
Instructor: Lin Chai
Office: Bridge Hall 307L
Section: 15091 (Monday & Wednesday 9:00-11:30 am)
Location: JKP 110
Office Hours: Monday 12:30-1:30pm, AND by appointment
Prerequisites: Successful completion of all core business requirements
Case Package: The assigned cases for this course are available to purchase online at
http://universitycustompublishing.com. You may also obtain a hardcopy of
the course reader from USC bookstore at a higher cost.
Text: Hitt, Michael A., R. Duane Ireland, and Robert E. Hoskisson [H.I.H].
Strategic Management: Competitiveness and Globalization - Concepts, Cincinnati, OH:
Southwestern College Publishing, 7th edition, 2007.
3x5 Cards: Please bring a deck of 3x5 cards to every class to record your participation.
This course introduces the concepts, tools, and first principles of strategy formulation and
competitive analysis. It is concerned with managerial decisions and actions that materially
affect the success and survival of business enterprises. The course focuses on the
information, analyses, organizational processes, and skills and business judgment managers
must use to design strategies, position their businesses and assets, and define firm
boundaries, to maximize long-term profits in the face of uncertainty and competition.
Strategic Management (BUAD 497) is an integrative and interdisciplinary course in two
1. The course assumes a broad view of the environment that includes buyers/consumers,
suppliers, technology, economics, capital markets, competitors, government, and
global forces and it assumes that the external environment is dynamic and
characterized by uncertain changes. In studying strategy, this course draws together
and builds on the ideas, concepts, and theories from your functional courses such as
Accounting, Economics, Finance, Marketing, Organizational Behavior, and
Statistics. However, it is much more than a mere integration of the functional
specialties within a firm.
2. The course takes a general management perspective. It views the firm as a whole, and
examines how policies in each functional area are integrated into an overall
competitive strategy. This point of view is the best vantage point for making
decisions that affect long run business performance. The key strategic business
decisions of concern in this course involve determining and shaping organizational
purpose to evolving opportunities, creating competitive advantages, choosing
competitive strategies, securing and defending sustainable market positions, and
allocating critical resources over long periods. Decisions such as these can only be
made effectively by viewing a firm holistically, and over the long term.
NOTE: BUAD 497 is a core course taught by several instructors. Policies regarding
assignments and grading may be different for each instructor. Be sure to refer
ONLY to this syllabus.
COURSE FORMAT AND THE CASE DISCUSSION METHOD
In order to achieve the objectives of the course, we will devote the majority of our class time
to the analysis and discussion of selected management, competitive strategy, and business
policy cases. Lectures will be given to elaborate on key theoretical models and frameworks
or to reinforce crucial concepts.
There are other reasons for employing the case discussion method of instruction. First, it
allows you to develop skills at problem definition in addition to problem solving. Cases
typically do not have an obvious set of tasks whose performance will lead to mastery.
Rather, they force you to sift through a mass of information, some of it irrelevant or
contradictory, in order to identify the important or strategic issues. Second, the case method
gives you a chance to deal with ambiguity. Managers must be able to function in situations
where the right answer is not known, without falling into the trap of assuming that any
answer is as good as another. A popular phrase in case analysis classes is "There are no right
answers, but there are wrong answers." Case discussion techniques provide a chance to learn
the meaning of analytical rigor in situations other than open-and-shut problems. We will not
attempt to exhaust each case of all its learning experiences, but rather build up a "war chest"
of analytical tools, skills and insights, progressively over all the selected cases.
There are two types of cases: written and video. Both forms provide you with information
essential for subsequent discussion and debate but do so with different methods and
constraints. Both the written and video cases require active in-class participation to ensure
the class' success.
The written case requires careful preparation before class. Written case preparation should
1) Rapidly read the assigned case and other materials to gain a general understanding of
the industry, the firm, and the general competitive situation and issues.
2) Carefully review the discussion questions provided in Blackboard for clues as to what
issues require special attention.
3) Carefully re-read the case, taking notes that sort information, facts, and observations
under a number of relevant headings. Use the discussion questions to guide your
own thinking about the issues.
4) Formulate theories or hypotheses about what is going on as you read (e.g., "the
company loses money on small orders"), modifying or rejecting them as new
information surfaces (e.g., "Table 2 shows that shipping costs per unit are higher for
small orders, but only for long-distance shipments").
5) Perform quantitative analyses, “crunching” whatever numbers are available. It is also
very important to provide quantitative support wherever possible, particularly when
exploring various hypotheses as to the nature and importance of certain phenomena
as well as identifying trends in the firm or industry. (If the requisite data are not
available in the case, precise descriptions of what data are missing often triggers ideas
for making creative use of the information that is available.)
6) Prepare definitive conclusions before you come to class concerning the issues raised
in the discussion questions.
7) Try to anticipate the sequence of likely events and both their first and second level
outcomes so that you can see what is likely to happen and how your
recommendations may change them.
8) Bring your detailed notes with you to class to help guide your interventions in class
The video cases are shared across sections and are only available to me on-line and, therefore,
are only shown at the beginning of class. Their purpose is to (1) provide a realistic setting in
which to observe strategy in action and (2) provide visual impact leading to greater
understanding. The video cases will require you to be able to put your understanding of
relationships and issues into use in near “real time,” a situation closer to that experienced by
managers in high velocity environments. Your observational skills, short-term memory,
insights, and judgment will be tested within a much faster time interval than in written cases
where you will have time to read, contemplate, and discuss issues raised outside of class.
However, because video cases are only shown at the start of the session and are not available
outside of class, your prompt attendance is critical.
Course grades will be determined by students’ relative performance on the following course
Individual Participation 15%
Individual Case Analysis (4) 20%
Midterm Exam 20%
Group Company Strategy Analysis Report 20%
(Written and In-Class Presentation)
Final Exam 25%
In order to successfully pass this course, a passing grade (> 50%) must be achieved in each
individual course component. Plus and minus grades will be assigned to those immediately
above or below grade cutoff points. The distribution of grades will closely follow the
guidelines of the Marshall School of Business (an average class GPA of 3.3).
Your attendance in this course and active participation in case discussions are essential for
advancing the learning of all participants. I expect you come to class on time and be fully
prepared for class discussion. I will call on students at random, to take the lead in various
aspects of class discussions at least once or twice during the semester. A classroom is a cost-
free environment for experimenting and learning. Make use of it.
I score each of you at the end of each case discussion session by using a 2 if you are present;
that 2 changes to a 1 if you are late or leave early. For efforts above sitting in class, I
upgrade to a 3, 4, or 5 depending on the quality of your participation. With regard to quality,
the dimensions include:
Does the comment bear on the subject at hand?
Relevance Comments that do not link up with the discussion focus can
detract from the learning experience.
Are the logical antecedents or consequences of a particular
argument traced out?
Comments that push the implications of a fact or idea as far as
possible are generally superior.
Does the comment react in an important way to what someone
else has said?
Analysis Is reasoning consistent and logical?
Have data from the case, from personal experience or from
general knowledge been used for support?
Does the contribution further our understanding of the issues at
Is a connection made with other cases we have analyzed?
Is the comment succinct and understandable?
Does the contribution stick to the subject or wander around?
Based on these scores, your participation cards, and peer evaluations, I assign
participation/commitment scores for the final point total based on the scoring sheet
(developed several years ago by students at Marshall), which will be posted on Blackboard.
Important: At the end of each case discussion, students who actively participated in the
discussion should turn in a Participation Card. These cards should list your name, the date, the
case discussed that day, and a synopsis of your contributions during that day’s discussion.
The Participation Cards will be used in combination with my own daily evaluations to
determine your participation grade for the day. For this purpose, please purchase a package
of 3x5 index cards and bring them to each class.
Individual Case Analysis
You are required to turn in four (4) written case analysis assignments listed in the course
schedule below, indicated by the sign of “HW.” They are:
Apple Computer case (May 23rd)
Saturn: A Different Kind of Car Company case (June 6th)
Vivendi case (June 28th)
Nucleon case (July 9th)
Your individual case analysis assignments will typically consist of your key recommendations
to the managers in a case, along with the supporting logic for those recommendations. You
should identify the strategic problems facing the managers, state your position as what the
managers in the case should do, and support that position using strategic logic and/or
numerical and graphical analysis of data from the cases.
Hints: You should not use precious space rehashing facts from the case. Instead, key facts
should be used (judiciously) to help justify particular recommendations. That is, do not
simply restate what the case writer has said. When making recommendations, you should
not dwell on things that the company is already doing. Instead, you should develop your
insights and strategic recommendations based on an in-depth analysis of the facts provided
by the case. In doing so, you will learn to go beyond the facts or manifestations of a
phenomenon to uncover deeper elements for moving a business forward.
All assignments should be presented in memo format (bullet points are acceptable if the points
are explained sufficiently) and must be no longer than two pages. They must be typed in 12-point font,
1-½ spaced, and with one-inch margins around the page. Supporting illustrative figures, charts and
spreadsheet calculations are excluded from the two-page limit and should be attached as
Note: All assignments must be handed in person at the beginning of class sessions. Late
assignments will not be accepted.
Group Company Strategy Analysis Report
You will write a (maximum) 30-page strategic analysis of an organization as part of a group.
The evaluation criteria, format, and proposed list of organizations will be posted on
Blackboard. On May 30th, your group should submit the name of your company and your
group members (1 page). Sign-ups for the companies will be on a first-come, first-served
basis. Groups that do not choose a firm for analysis will be assigned one.
The group strategy report will include a detailed analysis of the industry within which the
company competes, the organization’s source of competitive advantage, the sustainability of
that competitive advantage, and culminate with a strategic plan for the organization’s future.
The 30-page analysis is due on July 23rd. Please meet with me as early as possible to discuss your
All teams shall submit a copy of their PowerPoint slides to the instructor at the beginning of
the first scheduled day of case presentations. A random selection will determine the order of
presentation. Presentations should take about 35 minutes: 25 minutes for the presentation
and 10 minutes to answer audience questions. Presentations will be evaluated on your
audiovisual materials turned in at the start of the session and your ability in explaining and
defending your conclusions.
Note: Group Company Strategy Analysis Report (Written and In-Class Presentation) will be graded
on a group basis unless a formal compliant is filed jointly by the group. Each of you will
complete a peer evaluation of your group members. Peer evaluation forms are due on July
25th, and your care in completing the forms contributes to your participation/commitment
The midterm exam will be given on June 20th, 9:00-11:00am. The exam may consist of a
combination of multiple-choice, true/false and short-answer questions. No make-up exam
will be allowed.
The final exam will ONLY be given on July 30th, 9:00-11:00am. The format of the final exam
is similar to midterm. The final exam is not cumulative.
Class attendance is critically important! All missed classes result in a loss of class
contribution and participation points for that day. Habitual lateness (and leaving class early),
for whatever reason, will be noted as evidence of low course commitment.
Turn off all Communication and Entertainment Devices
Please note that all communication devices such as computers, cell phones, Blackberries, etc.
capable of sending and or receiving electronic communication and all entertainment devices
such as iPods or other MP3 players are to be turned off and kept off throughout the class
session. Receiving or sending communication or entertainment during class disrupts the
learning environment and is rude to those around you.
The Marshall School of Business policy for returning papers is as follows: Returned
paperwork, unclaimed by a student, will be discarded after four weeks and hence, will not be
available should a grade appeal be pursued by a student following receipt of his/her course
COURSE COMMUNICATION: BLACKBOARD SYSTEM
The course syllabus and assignment information will be posted to the 497 folder for your
section in Blackboard. I will also post additional course lecture notes/materials, further
details on assignments, and general course announcements to this folder throughout the
semester. You should develop the habit of checking the course folder on a daily basis. You
can access Blackboard either by going to http://totale.usc.edu/webapps/portal/frameset.jsp
or by going through the “My Marshall” portal http://mymarshall.usc.edu. You will need
your UNIX password for either site.
(1) Since e-mails sent to the class originate from the Blackboard system, it is your
responsibility to verify your e-mail address to Blackboard by insuring that your Blackboard
account settings forward your messages to your preferred internet provider (IP) account
such as EarthLink, AOL, Hotlink, etc.
(2) Be certain that you include a recent digital color photograph of yourself within the
personal information section, as I will use these to learn your names (important for your
participation grade and future letters of recommendation).
The following information on academic integrity, dishonesty, and the grading standard are
placed here at the recommendation of the School of Business Administration Faculty and
are taken from the Faculty Handbook. Additional statements about academic integrity may
be found in SCampus handbook available at the Topping Student Center and online at
http://www.usc.edu/go/scampus. Further information may be obtained from the Office of
Student Judicial Affairs and Community Standards at http://www.usc.edu/student-
“The University, as an instrument of learning, is predicated on the existence of an
environment of integrity. As members of the academic community, faculty, students, and
administrative officials share the responsibility for maintaining this environment. Faculty
has the primary responsibility for establishing and maintaining an atmosphere and attitude of
academic integrity such that the enterprise may flourish in an open and honest way.
Students share this responsibility for maintaining standards of academic performance and
classroom behavior conducive to the learning process. Administrative officials are
responsible for the establishment and maintenance of procedures to support and enforce
those academic standards. Thus, the entire University community bears the responsibility
for maintaining an environment of integrity and for taking appropriate action to sanction
individuals involved in any violation. When there is a clear indication that such individuals
are unwilling or unable to support these standards, they should not be allowed to remain in
the University.” (Faculty Handbook, 1994: 20)
Academic dishonesty includes: (Faculty Handbook, 1994: 21-22)
1. Examination behavior - any use of external assistance during an examination shall be
considered academically dishonest unless expressly permitted by the teacher.
2. Fabrication - any intentional falsification or invention of data or citation in an academic
exercise will be considered a violation of academic integrity.
3. Plagiarism - the appropriation and subsequent passing off another’s ideas or words as
one’s own. If the words or ideas of another are used, acknowledgment of the original
source must be made through recognized referencing practices.
4. Other Types of Academic Dishonesty - submitting a paper written by or obtained from
another, using a paper or essay in more than one class without the teacher’s express
permission, obtaining a copy of an examination in advance without the knowledge and
consent of the teacher, changing academic records outside of normal procedures and/or
petitions, using another person to complete homework assignments or take-home exams
without the knowledge or consent of the teacher.
The use of unauthorized material, communication with fellow students during an
examination, attempting to benefit from the work of another student, and similar behavior
that defeats the intent of an examination or other class work is unacceptable to the
University. It is often difficult to distinguish between a culpable act and inadvertent
behavior resulting from the nervous tensions accompanying examinations. Where a clear
violation has occurred, however, the instructor may disqualify the student’s work as
unacceptable and assign a failing mark on the paper.
STUDENTS WITH DISABILITIES
Any student requesting academic accommodations based on a disability is required to
register with Disability Services and Programs (DSP) each semester. A letter of verification
for approved accommodations can be obtained from DSP. Please be sure the letter is
delivered to me as early in the semester as possible. DSP is located in STU 301 and is open
8:30 a.m. – 5:00 p.m., Monday through Friday. The phone number for DSP is (213) 740-
First day of class: Wednesday, May 16, 2007
Last day to add: Monday, June 4, 2007
Last day to drop without a mark of "W" and receive a full refund: Monday, June 4, 2007
Last day to drop with a mark of "W": Tuesday, July 17, 2007
End of session: Tuesday, July 31, 2007
BUAD497 COURSE SCHEDULE 1
Session Date Content
Course Introduction and Overview
1 5-16 W Lecture/Discussion: Strategic Thinking (HIH: 1, 12. CP:
What Is Strategy?)
Case: Wal*Mart Stores, Inc.
2 5-21 M Lecture/Discussion: External Analysis & the Business
Landscape (HIH: 2)
Case: Apple Computer – HW
3 5-23 W
Case: Coca Cola vs. Pepsi-Cola and the Soft Drink Industry
4 5-28 M
CREATING AND SUSTAINING A COMPETITIVE POSITION
Lecture/Discussion: The Internal Environment (HIH: 3, 4)
5 5-30 W
Group Company Strategy Analysis Selection Due
Case: The Ready to Eat Breakfast Cereal Industry
6 6-4 M
Video Case: Cappuccino Trail: The Global Economy in a Cup
Case: Saturn: A Different Kind of Car Company – HW
7 6-6 W
Video Case: General Motors: Driving the World from Detroit?
8 6-11 M TBD
Lecture/Discussion: Anticipating Competition and
9 6-13 W
Cooperative Dynamics (HIH: 5, 9)
Case: Barnes and Noble versus Amazon.com
10 6-18 M
Case: Intel Corp. 1968-1997
11 6-20 W Midterm (9:00-11:00 AM)
Slight adjustments may apply to the BUAD497 course schedule as the semester progresses.
Lecture/Discussion: Rivalry Issues (HIH: 6,7. CP: The
12 6-25 M Right Game)
Case: Vivendi – HW
13 6-28 W
Case: Choice Hotels
GETTING INSIDE THE FIRM: MANAGING SUBSIDIARIES AND PEOPLE
Lecture/Discussion on multi-site firms (HIH: 8, 10)
14 7-2 M
Video Case: The eBay Effect
Happy July 4th!
15 7-4 W
Case: Nucleon – HW
16 7-9 M
Case: Euro Disney
17 7-11 W Lecture/Discussion: Leadership, Decisions (HIH: 11,13)
Case: Lincoln Electric
18 7-16 M
Case: The Body Shop
19 7-18 W TBD
Group Company Strategy Analysis Presentation Day 1
20 7-23 M
Company Analysis Group Project Written Report Due
Group Company Strategy Analysis Presentation Day 2
21 7-25 W
Peer Evaluation Due
22 7-30 M Final Exam (9:00-11:00 AM)
CP denotes Course Reader / Case Package
HW denotes a homework case to be turned in at the beginning of this class period.
HIH denotes reading in the Hitt, Ireland & Hoskisson, Strategic Management textbook