C11CS Competitive Strategy Course Handbook

C11CS
Competitive Strategy
Course Handbook
2021/22
Competitive Strategy 2021
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1. Introduction
The Competitive Strategy course aims to equip students with the
core concepts, frameworks, and
techniques of competitive strategy. Students armed with this
knowledge and ideas will better
understand what managers must do to make an organization
achieve superior performance.
Competitive strategy is concerned about running an
organisation, i.e. how to plan, manage, lead

and organise its activities to take advantage of market and
industry opportunities. It provides the
direction and purpose for an organisation. The course videos
and learning materials using various
frameworks and concepts will examine and evaluate companies
in domestic and international
markets, employing a range of technologies, and operating
within various regulatory and
environmental constraints. During the course students will learn
how to analyse company
strategies; they will also learn via the tools of strategic
analysis, how to evaluate strategic options
and how to formulate an effective strategy for implementation.
The course’s objectives are to:
1. Understand the theoretical and practical issues involved in
employing competitive strategy
concepts in organisations.
2. Critically evaluate a number of widely used conceptual
frameworks which will be of immediate
and real value in future careers.
2. Learning Outcomes
On completion of this course you will be able to:
Subject mastery
1. Understand the integrative nature of competitive strategy.
2. Adeptly utilise and apply the competitive strategy tools and
knowledge in a practical or academic
context through the use of global case studies.

3. Systematically and critically examine the effectiveness of the
key competitive strategy
conceptual frameworks / models of analysis.
4. Identify and evaluate the role of organisational design and
organisational culture in shaping
strategy and organisational performance.
Personal abilities
1. Develop analytical and problem-solving skills appropriate for
a variety of subject and non-
subject specific contexts.
2. Develop a capacity to explain strategic analysis and justify
strategic choices in a coherent
manner.
3. Develop independent working skills.
4. Develop communication skills, report writing.
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The Global Teaching Team
This course is offered by staff located in Dubai, Edinburgh and
Malaysia.

Campus Role Name Email Virtual Office
Hour (local time*)
Edinburgh
Global Course Leader John Sanders [email protected] 11.00am
Monday
GMT
Tutor Stephen Bernard [email protected]
Course Leader Asraf Raouf [email protected]
Malaysia Course Leader Shaharudin Yunus [email protected]
10.00am Tuesday
3. Course Structure
This course is divided into 11 weekly learning themes or topics,
each of these themes or topics is
accompanied by a series of recorded videos and learning
materials. These videos and learning
materials will be available to all students across the campuses.
A live online learning session each
week for one-hour duration will occur in Edinburgh to support
these resources. These sessions will
give you an opportunity to ask questions and undertake some
activities and exercises with John
Sanders, the Global Course leader. In addition, the Edinburgh
students will have an opportunity to
attend either a weekly live online or face-to-face tutorial
starting in week 4 and finishing in week 10
to explore theories and concepts in more detail.
Dubai and Malaysia will deliver their learning sessions in a

slightly different manner. For example,
in Malaysia, learning sessions and tutorials will be delivered in
a three-hour block each week and
simultaneously employ both face to face and online lectures.
While Dubai will deliver learning in
two-hour blocks each week. The respective Dubai and Malaysia
course leaders will provide students
from these campuses with more information about how their
learning sessions will be delivered.
Furthermore, a course management system called Canvas will
support the delivery of course
learning materials and guide your progress. It allows teaching
staff to post marks, information, and
assignments online. It is used by universities and colleges all
over the world.
Reading Week: Week 6 is reserved as a reading week free of
any timetabled sessions across all SoSS
courses. You should use this time to catch up with online
learning materials and wider reading. This
will also give you time to prepare coursework.
mailto:[email protected]
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4. Teaching Schedule
Learning sessions. In Edinburgh, there will be 11 live
timetabled online learning sessions of one hour
each. These will occur on Mondays at 9am (see the detailed
schedule in Section 7 of this course
handbook).
Tutorials: In Edinburgh, accompanying the above online
learning sessions will be two timetabled
interactive tutorial sessions starting in Week 4. These sessions
are voluntary and will be one hour in
duration. One of these sessions will be face-to-face, while the
other will be an online live session.
You are required to sign up to the face-to-face session if you
wish to attend it, as spaces will be
limited due to social distancing rules. The tutorials will utilise
case studies to explore theories and
concepts discussed during course learning sessions.
5. Course Assessment
Assessment on this course is designed to test your achievement
of the learning outcomes listed on
page 1. You will be assessed using the following assessment
types:
• Individual/Group Coursework (50% of course mark)
This coursework involves the creation of a 10 to 15-minutes
video in length and a reflective
document summarising the competitive strategy lessons the
group or you as an individual learnt

from undertaking it. You will be marked on the content of your
video and the reflective document,
as well as your ability to present the evidence effectively and in
a coherent manner. The learning
outcomes of this piece of work will assess all the personal
ability and subject mastery items except
number 4 detailed on page 1.
The marking rubric or criteria for this coursework can be found
on page 8 of this course handbook.
It can also be found in the Assignments menu area within the
Canvas course. Support to complete
this piece of coursework will be provided during the recorded
videos, tutorials and in the learning
materials within Canvas.
• Take-Home-Exam (50% of course mark)
The Take-Home exam will be made up of two sections and each
one will contain a different business
case study to analysis and discuss. The exam case studies will
be drawn from newspaper articles and
will be roughly 1 to 3 pages in length. After reading each case
study you will need to answer two or
three questions using your knowledge of course concepts and
frameworks. These questions require
you to analyse and discuss a case study using concepts or
techniques from the course. Some
questions may also require you to comment on a company's past
strategic decisions or what action
it should take going forward based on your analysis. All course
learning outcomes are appropriate
for the Take-Home examination. Word limits will be set for
each question to ensure that you do not

spend too much time and effort on them.
The Take-Home examination will be delivered in an online
format (dates will be released later in the
semester by the School Office). You will have 24 hours to
complete the exam. Detailed guidelines
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on the Take-Home examination, what it involves and how to
access the exam paper and upload your
final answers will be provided by the University later in the
course.
Will I get feedback on my exam? Individual feedback on your
exam performance is not routinely
provided. However, if you have failed the exam or performed
below your expectation, then you can
contact the course leader to book an appointment w ithin 3
weeks of the exam marks being released.
During your appointment you will receive verbal feedback.
Individual/Group Coursework
The coursework requires you to create a 10 to 15-minutes video
in length and a reflective document
summarising the competitive strategy lessons you or the group
has learnt from undertaking it. You
will be marked on the content of your video and reflective

document, as well as your ability to
present the evidence effectively and in a coherent manner.
The coursework is due on 27 October 2021 before 12pm (UK),
3pm (Dubai) and 7pm (Malaysia).
• You can complete this coursework either as an individual or
within a group.
• Groups are self-selected and will be no larger than four
people. You can self-select groups by
using the people menu within Canvas.
• Students entering the course after the 1st of October will
automatically complete the coursework
as an individual.
• If you are working in a group, just one group member needs to
upload the video assignment and
the reflective document onto Microsoft Stream and Canvas
platform respectively.
The following companies and their associated product
lines/ranges will be the focus of your
coursework, so please select one.
United Kingdom
• Google’s Nest Hello doorbell and the UK market for smart
doorbells
• Samsung Galaxy S20 Ultra 5G smartphone and the UK market
for premium smartphones
• Richer Sounds and the UK market for electronic home

appliances
• John Lewis and the UK market for electronic home appliances
• Volkswagen ID.3 and UK market for C-segment or small
family passenger vehicles
• Giffgaff and the UK market for mobile phone providers
• Virgin Media and UK market for broadband providers
• Scottish Power and UK market for gas and electricity energy
providers
• Ocado and the UK market for online supermarket providers
• Morrison’s and the UK market for retail groceries
• Renault Zoe and the UK market for B-segment or small
passenger vehicles
• Jet2Hoildays and the UK market for package holidays
• Apple AirPods and UK market for in-ear headphones
• Lenovo Tab M8 FHD and the UK market for tablets under
£200
• AA and the UK market for automobile breakdowns
• Tesla Model 3 in the UK market for D-segment or large family
passenger vehicles
• Max Factor and the UK market for cosmetics
• Café Nero and the UK retail market for takeaway coffee

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• River Island and the UK retail market for women’s clothing
• Specsavers and UK market for High Street Opticians
• Apple MacBook Pro and the UK market for premium and mid-
range laptops
Dubai
• Shiseido and the Dubai market for cosmetics
• Huawei P40 Pro in the Dubai market for smartphones
• Apple’s iPhone 12 and the Dubai smartphone market
• Lamborghini range and the Dubai market for luxury cars
• Volkswagen Tiguan and Dubai market for C-segment or family
SUV vehicles
• Al Maya and Dubai market for retail groceries
• NEXT and the Dubai market for men’s clothing
• Kashkha and the Dubai market for women’s clothing
• Du and the Dubai market for mobile phone network providers
Malaysia

• NITA Cosmetics and the Malaysian market for cosmetics
• Huawei P40 Pro in the Malaysian market for smartphones
• Econsave and the Malaysian market for retail groceries
• Proton X50 and the Malaysian market for B segment or small
SUV vehicles
• H&M and the Malaysian market for women’s clothing
• Perodua Ativa and the Malaysian market for B segment or
small SUV vehicles
• Harvey Norman and the retail market for home appliances in
Malaysia
• Maxis and the Malaysian market for mobile phone providers
• Eclipse and the Malaysian market for women’s clothing
Please note that you are free to change the company and market
focus for the above listed
companies. However, please email John Sanders or your campus
course leader if you want to choose
another company and product line/range outside those listed.
The reason for obtaining clearance is
to make sure that your company possesses sufficient
information to put together a viable piece of
coursework.
Coursework Requirements
Please follow the steps outlined below to make sure your video

contains the correct information for
examining the challenges and strategic options confronting your
selected company and its product
line or range.
1. Place group member names and matriculation numbers on a
title slide at the beginning of
your video.
2. Just provide very brief background information about the
company and a description of its
product line or range that is being investigated.
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3. Determine the competitive stance for the product line or
range you are investigating. Please
provide a rationale for your choice of competitive stance(s)
based upon evidence gathered
from industry sources, quotes, video clips from the company or
YouTube etc.
4. Employ PESTEL Analysis to determine country-specific and
world-wide trends affecting your

company and its product line/range. You won’t be able to
mention everything, so identify
and prioritise the trends you think are going to be the most
important/challenging in the
short to medium term (i.e. within the next 1 to 5 years). This
analysis will help the group to
determine the market conditions confronting the company. Make
sure you take into account
the affects the trends will have on the company’s competitive
stance for the particular
product line or range being investigated, i.e. pricing, costs,
suppliers etc. There is no need to
tell the viewer the purpose of PESTEL Analysis, take it for read
he or she knows this already.
5. Prepare two strategic group maps. Ideally, the first map
should employ product quality and
pricing policy to identify your company’s position within the
marketplace. These two axes
have been selected, because they mirror what most people
perceive (strategy scholars in
particular) to be the primary dimensions of how companies
compete against their rivals. This
map should identify your company’s main competitors as well.
This mapping exercise will
clarify whether there is a match between the company’s desired
competitive stance for its
product or range and its actual position in the minds of others
like customers.
Please state in the video why this is a favourable or
unfavourable comparison for the
company’s product or range being investigated. For example, if

it is an unfavourable match,
this would suggest that the company needs to take further
actions to either strengthen its
position (increase or change its advertising, introduce quality
improvements, increase R&D
expenditure etc) or maybe drastically change competitive
stance.
The second map should employ other variables for its axis to
determine other differences or
similarities between your company and its rivals. Like the first
map, you should discuss what
the map reveals about your company’s product or ranges
compared to the competition. It
may provide clues for further actions that need to be undertaken
by the company going
forward. For both maps, please inform the marker within the
video the source of the data
used for each axis, if possible, rather than employing your own
subjective opinion.
6. Determine the competitive conditions confronting your
company’s product or range by
performing a Porter’s Five forces for the particular market
being investigated. Please make
sure you that in the main you are examining the local market
context, however, often the
factors affecting each force are determined internationally
rather than locally, so let the
marker know if this is the case. Please for this analysis just
present your key findings, don’t
discuss everything you discover! Just what you think are the
most important factors
affecting each force in detail. This also means it is okay to

ignore the forces you don’t think
are significant and just describe the ones that you do. However,
please state briefly in the
video why you have ignored any forces.
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7. From the above PESTEL Analysis, Strategic Group Mapping
and 5 Forces Analysis you should
now assess whether the company should grow, retrench, or
consolidate the company’s
product line or range investigated. Explain the reasoning behind
your choices based on the
analysis performed. If you select growth, which most of you
will do, it can be approached
from four different perspectives as described by Ansoff’s
Growth Matrix.
8. According to Ansoff’s Growth Matrix, company growth can
be achieved by using four tactics.
These tactics are market penetration, market development,
product development and
diversification. Your task is to determine which one of these
tactics, or combination, should
be employed by the company. Further information about market
penetration, market

development, product development and diversification can be
read on pages 238 to 242 and
256 to 258 of Whittington, R. Regnér, P., Angwin, D., Johnson,
G. and Scholes, K.
(2020). Exploring Strategy: Text and Cases, (12th ed.), Harlow,
Essex: Pearson Education
Limited (i.e., the required textbook).
9. According to your findings explain whether the current
competitive stance of your
company’s product or range should be changed, maintained, or
abandoned all together?
Please note that it takes many years to establish a company’s
reputation and build the
necessary resources and competences to compete in a particular
way, so a competitive
stance should not be abandoned lightly.
10. To complement the video, you should construct a 300-word
reflective summary document
discussing the competitive strategy lessons you or the group
collectively learnt from
analysing a company’s product line or product range for a
particular market. For example,
the content of the reflective summary might explain how the
video assignment improved
your own or the group’s understanding of the subject area in
general and/or the
employment of analytical techniques particularly. The
individual or group can also discuss
the strengths and weaknesses of how the coursework was
planned and implemented – what

would the individual or group do better in the future. It might
also discuss how easy or
challenging it was working in a group if this was how the
coursework was completed.
11. The reflective document should include your name and ID
or in the case of a group the names
of all those involved and their IDs.
12. You should paste the shared video link obtained from
Microsoft Stream to your reflective
document as well.
13. You should also place a list of any references used in the
video at the end of the reflective
document rather than within the video.
14. Finally, please upload your reflective document to Canvas.
Further details about creating and submitting your video and
reflective document will be discussed
in the course online live learning sessions.

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Remember your coursework should be uploaded to Canvas and
Microsoft Stream on the 27 October
2021 before 12pm (UK), 3pm (Dubai) and 7pm (Malaysia).
The Video Coursework Rubric
Submission of Coursework. An electronic PDF or Word file of
your coursework MUST be submitted
to the correct Assignment link via the Assignments menu area in
Canvas. Turnitin will be used as the
actual date stamp of submission. No hard copy of your work is
required even if you are based on
campus.
Will I get feedback on my coursework? Yes, you will receive
general class feedback and individual
or group feedback. Class feedback on the assessment,
highlighting general strengths and
weaknesses, will be provided in a recorded feedback session
that will be uploaded to the
Category Fail Satisfactory Good Very Good Excellent
Introduction No introduction
provided.
The introduction only
vaguely orientates the
viewer to what will
follow.
The introduction is clear
and coherent and

evokes moderate
interest/response from
the viewer.
The introduction is well-
defined and induces a
high level of interest
from the viewer.
The introduction is
motivating and hooks
the viewer from the
beginning.
Content about
the company
Company knowledge is
poorly expressed.
Information is
confusing, incorrect, or
flawed. No real analysis
of the company and its
marketplace. The
viewer is unsure what
the message is because
there is little persuasive
information.
Information may be
incorrect, out of date,
or incomplete. No
supporting evidence
included.
Adequate company
knowledge is evident.

However, information is
generally just
identifying unsupported
ideas, i.e. most of the
video is opinion. Weak
analysis of the company
and its marketplace.
Some of the supporting
information does not
seem to be relevant.
Includes few sources of
evidence and few facts.
Broad knowledge of the
market conditions
confronting the
company’s
product/range is
evident in much of the
video, but not
complete. Most
information is clear,
appropriate, and
correct, but maybe
some confusion in
parts. Reasonable
statements but not well
supported by evidence.
largely thorough and
accurate in most of the
video. Most information
is logically presented
and persuasive. The
content includes a clear

point of view with a
progression of ideas
and supporting
information. Includes a
number of properly
cited sources of
evidence.
evident throughout the
video. All information is
clear, appropriate and
correct. A variety of
supporting information
in the video contributes
to a rich understanding
of the company’s
situation. The group’s
analysis is presented in
a logical manner.
Includes many properly
cited sources of
evidence.
Video
production
and
organisation
Video is of poor quality
and is unedited. There
are no transitions
added or transitions are
used so frequently that
they detract from the
video. There are no

graphics.
Video was made but
had very little if any
editing. Many poor
shots remain. Video
was very fragmented
and choppy with little
to no audio
reinforcement.
Video is edited. Some
transitions are used and
most help tell the story.
Most of video has good
pacing and timing.
Graphics are used
appropriately.
However, some poor or
unexplained scenes
remain. Video is still
somewhat choppy in
places. Audio and other
enhancements were
utilized, but not for
maximum effect.
Video editing was
largely effective. It also
employed a variety of
transitions and this
helped tell the story.
The video also
progresses well, as
scenes are nicely paced

and timely. In addition,
the use of graphics and
audio enhancements
were effectively
utilized.
Video is well edited.
Video runs smoothly
from shot to shot. A
variety of transitions
are used to assist in
communicating the
main ideas. Shots and
scenes work well
together. Graphics
explain and reinforce
key points in the video.
Mechanics The text and audio have
8 or more grammar or
spelling errors.
The text and audio have
5-7 grammar or spelling
errors.
errors.
errors.
no grammar or spelling

errors.
Conclusion No conclusion Minimal conclusion -
the creators make a
very limited attempt to
tie anything back to the
video’s purpose and its
main points.
Solid conclusion - the
creator(s) makes a
satisfactory connection
between the company
and its market, but it
needed to be clearer or
stronger.
Sound conclusion - the
creators make clear
connections back to
some main points
contained in the video
and its purpose.
Excellent conclusion -
The creators make a
connection back to the
key points (i.e. a story,
an event, stats, etc.)
and the purpose of the
video.

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Assignment menu area in Canvas, while individual or group
feedback will be available when the
marks are released (up to 3 weeks after the assessment is due, as
per School policy) via Canvas.
Late Submissions. In line with University Policy, any work
submitted after the set date and time will
automatically have a penalty applied. The penalty is a reduction
by 30% of the mark awarded.
Submission will be accepted up to five working days after the
submission deadline - your work will
be marked, the late penalty applied, and you will receive
feedback. Coursework submitted after five
working days will be awarded NO grade and you will not be
entitled to feedback.
Extensions. No extensions for coursework are permitted unless
an extension is given to the whole
class (in exceptional circumstances). The course leader cannot
grant individual extensions. If you
foresee having issues submitting by the deadline, please contact
your Personal Tutor and apply for
Mitigating Circumstances (MC).
6. Reading and Additional Resources
The University’s digital library is available giving access to a
full range of resources, including e-
books, databases, and journals. Resource lists, subject guides,
skills development and online

tutorials will also be available to support your study. If you
have any questions, the School’s
specialist Librarian (Marion Kennedy, EBS and Psychology,
+44 131 451 3583,
[email protected]) will be ready to help with one-to-one advice.
Core Textbooks. The core textbooks for this course are detailed
below and are available as PDF files
within Canvas:
• Grant, R.M. (2019). Contemporary Strategy Analysis, (10th
ed.), Hoboken, New Jersey: John
Wiley & Sons, Inc (PDF).
• Whittington, R. Regnér, P., Angwin, D., Johnson, G. and
Scholes, K. (2020). Exploring Strategy:
Text and Cases, (12th ed.), Harlow, Essex: Pearson Education
Limited (PDF and electronic
eBook).
Additional books (optional). For further background, those
seeking additional reading sources
might find the following books useful:
• Magretta, J. (2012). Understanding Michael Porter: The
essential guide to competition and
strategy. Boston, Massachusetts: Harvard Business Review
Press.
• Oberholzer-Gee, Felix. (2021). Better, Simpler Strategy: A
Value-Based Guide to Exceptional
Performance. Boston, MA: Harvard Business Review Press.

Additional resources.
Harvard Business Review, The Financial Times, The Economist
and the news/business pages of any
national newspaper.
https://www.hw.ac.uk/uk/services/is/find-resources.htm
https://isguides.hw.ac.uk/?b=g&d=a
https://www.hw.ac.uk/uk/services/is/skills-development.htm
mailto:[email protected]
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7. Detailed Course Outline and Schedule
Session times are all local time: Dubai is 3 hours ahead and
Malaysia 7 hours ahead of UK time up until Sunday 31 October
2021, on this date the UK moves from BST (British
Summer Time) to GMT (Greenwich Mean Time) and then Dubai
will be 4 hours and Malaysia 8 hours ahead of the UK through
until 27 March 2022.
Week
Learning Sessions and related
Tutorial/s
Edinburgh Dubai Malaysia Recommended Pre-work

1. Course Introduction
Recorded Videos
Introduction - Course overview,
Definition, The Challenges and
Alternative Viewpoints
Live Online Session
9.00 / 13 Sep
21.00 / 14 Sep
21.00 / 16 Sep
14.00 / 16
Sep
Read pages 14 to 23 of Grant, R.M.
(2019). Contemporary Strategy Analysis, (10th ed.),
Hoboken, New Jersey: John Wiley & Sons, Inc.
Read pages 5 to 8 of Whittington, R. Regnér, P.,
Angwin, D., Johnson, G. and Scholes, K.
(2020). Exploring Strategy: Text and Cases, (12th ed.),
Harlow, Essex: Pearson Education Limited.
Optional reading: Porter, M.E. (1996). What is
strategy? Harvard Business Review, 74(6), 61-78.
2. Organisational Focus
Recorded Videos

Mission Statements, Market
segments, Competitive Stance
(Generic strategies/strategy clock),
Alignment
Live Online Session
9.00 / 20 Sep
21.00 / 21 Sep
21.00 / 23 Sep
14.00 / 23
Sep
Read pages 8 to 11, 83 to 84 and 204 to 214 of
Whittington, R. Regnér, P., Angwin, D., Johnson, G.
and Scholes, K. (2020). Exploring Strategy: Text and
Cases, (12th ed.), Harlow, Essex: Pearson Education
Limited.
Read pages 98 to 101 of Grant, R.M.
Optional reading: Collis, D.J. and Rukstad, M.G.
(2008). Can you say what your strategy is? Harvard
Business Review, 86(4), 82-90

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Week
Tutorial/s
3. The Macro-
Environment and
Competition
Recorded Videos
PEST Analysis, Scenario Planning,
Strategic Group Mapping and Blue
Ocean Strategy
Live Online Session
9.00 / 27 Sep
21.00 / 28 Sep
21.00 / 30 Sep
14.00 / 30
Sep
Read pages 35 to 55, 80 to 83 and 204 to 214 of
Whittington, R. Regnér, P., Angwin, D., Johnson, G.
and Scholes, K. (2020). Exploring Strategy: Text and
Cases, (12th ed.), Harlow, Essex: Pearson Education

Limited.
Read page 102 of Grant, R.M. (2019). Contemporary
Strategy Analysis, (10th ed.), Hoboken, New Jersey:
John Wiley & Sons, Inc.
Optional reading: Porter, M.E. (1980). Competitive
strategy, New York: The Free Press.
Optional reading: McGee, J. (2006). Strategic groups:
theory and practice. David. O. Faulkner and Andrew
Campbell (Eds.), The Oxford Handbook of Strategy: a
strategy overview and competitive strategy (pp. 266
-307). Oxford: Oxford University Press.
4. Industry Structure
Recorded Videos
Porter’s Five Forces Model
Live Online Session
9.00 / 4 Oct
21.00 / 5 Oct
21.00 / 7 Oct
14.00 / 7
Oct

Angwin, D., Johnson, G. and Scholes, K. (2020).
Exploring Strategy: Text and Cases, (12th ed.),
Read page 64 to 75 of Grant, R.M.
Highly recommended reading: Porter, M.E. (2008).
The five competitive forces that shape strategy.
Harvard Business Review, 86(1), 78-93.
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Week
Tutorial/s
Tutorial
PESTEL Analysis

ECG01 - 10.00 / 6 Oct
Online - 13.00 / 8 Oct
To be
confirmed
To be
confirmed
Tutorial Handbook
5. Value Creation
Recorded Videos
Value Chain Analysis
Live Online Session
9.00 / 11 Oct
21.00 / 12 Oct
21.00 / 14 Oct
14.00 / 14
Oct

Tutorial
Strategic Group Mapping
ECG01 - 10.00 / 13 Oct
Online - 13.00 / 15 Oct
To be
confirmed
To be
confirmed
Tutorial Handbook
6. Reading Week
No Learning Session
Free of any timetabled sessions
across all SoSS courses
18 Oct / Own study
19 Oct & 21
Oct - Own
study
21 Oct -
Own study
You should use this time to catch up with online
learning materials and wider reading. This will also
give you time to prepare coursework.

7. Influencing Via Design
Recorded Videos
Organisational Design, Strategy
determines Structure, McKinsey 7 S
Model (Star Model)
Live Online Session
9.00 / 25 Oct
21.00 / 26 Oct
21.00 / 28 Oct
14.00 / 28
Oct

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Week
Tutorial/s
Tutorial
Porter’s Five Forces Model
ECG01 - 10.00 / 27 Oct
Online - 13.00 / 29 Oct
To be
confirmed
To be
confirmed
Tutorial Handbook
8. Organisational Culture
Recorded Videos
Organisational Culture and Cultural
Web
Live Online Session
9.00 / 1 Nov
21.00 / 2 Nov
21.00 / 4 Nov

14.00 / 4
Nov
Tutorial
Value Chain Analysis
ECG01 - 10.00 / 3 Nov
Online - 13.00 / 5 Nov
To be
confirmed
To be
confirmed
Tutorial Handbook
9. Corporate Strategy
Recorded Videos
Diversification, Portfolio Analysis, and
Mergers and Acquisitions
Live Online Session
9.00 / 8 Nov
21.00 / 9 Nov

21.00 / 11 Nov
14.00 / 11
Nov
Optional reading: Markides, C.C. (1997). To diversify
or not to diversify. Harvard Business Review, 75(6),
93-99.
Optional reading: Campbell, A., Goold, M. and
Alexander, M. (1995). Corporate strategy: The quest
for parenting advantage. Harvard Business Review,
73(2), 120-132.
P a g e | 14
Week
Tutorial/s

Tutorial
Boston Consulting Group Matrix
ECG01 - 10.00 / 10 Nov
Online - 13.00 / 12 Nov
To be
confirmed
To be
confirmed
Tutorial Handbook
10. Strategic Options
Recorded Videos
Strategic Options
Live Online Session
9.00 / 15 Nov
21.00 / 16 Nov
21.00 / 18 Nov
14.00 / 18
Nov

Tutorial
Cultural Web
ECG01 - 10.00 / 17 Nov
Online - 13.00 / 19 Nov
To be
confirmed
To be
confirmed
Tutorial Handbook
11. Course Revision
Recorded Videos
Course Review and Revision
Live Online Session
9.00 / 22 Nov
21.00 / 23 Nov
21.00 / 25 Nov
14.00 / 25
Nov

Read through all Units and take notes
12. Study Week
No Learning Session
Free of any timetabled sessions
across all SoSS courses
29 Nov / Own study
30 Nov & 2
Dec - Own
study
2 Dec - Own
study
You should use this time to prepare for the final
examination
1. Introduction2. Learning Outcomes3. Course Structure4.
Teaching Schedule5. Course AssessmentIndividual/Group
Coursework6. Reading and Additional ResourcesCore
Textbooks. The core textbooks for this course are detailed
below and are available as PDF files within Canvas:7. Detailed
Course Outline and ScheduleSession times are all local time:
Dubai is 3 hours ahead and Malaysia 7 hours ahead of UK time
up until Sunday 31 October 2021, on this date the UK moves
from BST (British Summer Time) to GMT (Greenwich Mean
Time) and then Dubai will be 4 hours and M...

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