RPS

1. MANAGEMENT STUDY PROGRAM
FACULTY OF ECONOMICS
UNIVERSITAS NEGERI PADANG
RENCANA PEMBELAJARAN SEMESTER (RPS)
A. Course Identity
Issued Date 29 November 2021
Revised Date 29 November 2021
Course Name Strategic Management
Course Code MNJ1.82.2013
Credit 3
Semester Two
Course Attribute Mandatory
Pre-requisite Marketing, Finance, Human Resource Management, and Operation Management
Lecturers: TIM DOSEN
Short Desription This course aims to provide insight to students about strategic management input, strategic
action for strategic formulation, strategic action for strategy implementation, and preparing
case study analysis at the strategic level.
Course Learning Outcome (CLO) CLO 1 Able to understand strategic management inputs
CLO 2 Able to understand strategy formulation
CLO 3 Able to understand strategy implementation
CLO 4 Able to evaluate case studies
Course Material 1. Strategic management process
2. The external environment: Opportunities, threats, industry competition, and competitor
analysis and The internal organization: Resources, capabilities, core competencies, and
competitive advantages
3. Formulation strategy tools
4. Business-Level Strategy; Competitive Rivalry and Competitive Dynamics
5. Global Strategy
6. Corporate-Level Strategy
7. Ethics, CSR, Environmental Sustainability and Strategy
8. Drive Digital Strategy
9. Blue Ocean Strategy: SHIFT
10. Building and Organizational Capabel of Good Strategy Execution

2. 11. Managing Internal Operations
12. Corporate Culture and Leadership
13. Corporate Governance
14. Strategic Entrepreneurship
Mapping course learning outcome and expected learning outcome
Expected Learning Outcome (ELO)
Course Learning Outcome (CLO)
CLO 1 CLO 2
CLO
3
CLO
4
K1: Graduates understand theoretical concepts, method and analysis tools in
management
v
K2: Graduates are able to understand the supporting knowledge for character building
K3: Graduates are able to apply the methods and analysis tools in business management v
K4: Graduates are able to evaluate the appropriate tools for business and management
cases
v v
K5: Graduates are able to conduct/construct research and scientific works in management
GS1: Graduates are able to perform high precision assignments v
GS2: Graduates are able to demonstrate the ability to communicate and negotiate
effectively
GS3: Graduates are able to use information technology which is relevant to their job
SS1: Graduates are able to employ entrepreneurial leadership in the organization
SS2: Graduates are able to solve the problems and make appropriate decision making
SS3: Graduates are able to write the scientific works
A1: Graduates are able to display their self-confidence to work
A2: Graduates are able to show professional commitment toward ethics and profession
A3: Graduates are able to show good personality in term of individual, social and
emotional
v
Notes: K= Knowledge; GS= General Skill; SS= Specific Skill; A= Attitude
B. Weekly Learning Activity Plan
1 2 3 4 5 6 7
Week Learning Objective Subject/Sub Subject
Teaching/
Learning
Method
CLO
Student
Learning
Experience
Assessment Instrument
Criteria Base
Weight
(%)

3. 1. Students are able to
explain strategic
management process.
1. The competitive landscape.
2. The model of above-average-
return.
3. The Resource-Based Model of
above-average-return.
4. Strategy.
5. Vision and mission.
6. Stakeholders.
7. Strategic leaders.
Lecturer,
assigment,
and case
method
1 Case method Written report
rubric
5%
2. Students can explain
the external and
internal environment:
opportunities, threats,
industry competition,
strength and
weaknesses
1. The general, industry, and
competitor environments.
2. External environment
analysis.
3. Segments of the general
environment
4. Industry environment
analysis
5. Interpreting industry
analyses
6. Strategic-groups
7. Competitor analysis
8. Ethical considerations
9. Analyzing the internal
organization
10. Resources, capabilities, and
core competencies
11. Building core competencies
12. Outsourcing
13. Competencies, strengths,
weaknesses, and strategic
decisions
Lecturer,
assigment,
and case
method
1 Case method Written report
rubric
5%
3. Students are able to
formulate the strategy
with several tools
1. TOWS Matrix
2. SPACE Matrix
3. BCG Matrix
4. IE Matrix
5. Grand Strategy Matrix
Lecturer,
assigment,
and case
method
1 • Reflection
• Case
method
• Problem
Solving
rubric
• Knowledge
rubric
10%
4. Students can
formulate competitive
strategy at the
business-level
1. Types of Generic competitive
strategies (lower cost,
differentiation and focus
strategies)
Lecturer,
assigment,
and case
method
2 • Reflection
• Case
method
• Problem
Solving
rubric
10%

4. 2. Offensives Strategies
3. Defensive Strategies
4. Strategic Moves
5. Strengthening Company’s
market position
6. Outsourcing strategies
7. Strategic Alliances
• Knowledge
rubric
5. Students can
formulate the global
strategy.
1. Identifying international
opportunities.
2. International strategies.
3. Environmental trends.
4. Choice of international entry
mode.
5. Risks in an international
environment.
6. Strategic competitiveness
outcomes.
7. The challenge of international
strategies.
Lecturer,
assigment,
and case
method
2 • Reflection
• Case
method
• Problem
Solving
rubric
• Knowledge
rubric
10%
6. Students can
formulate the
corporate level-
diversification
strategy.
1. Levels of diversification
2. Reasons for diversification
3. Value-creating diversification.
4. Unrelated diversification.
5. Value-neutral diversification
6. Value-reducing diversification
Lecturer,
assigment,
and case
method
2 • Reflection
• Case
method
• Problem
Solving
rubric
• Knowledge
rubric
10%
7. Students can
understand Ethics,
CSR, Environmental
sustainability and
strategy
1. Ethical strategy
2. CSR and Strategy
3. Environmental sustainability
and strategy
Lecturer,
assigment,
and case
method
2 • Reflection
• Case
method
• Problem
Solving
rubric
• Knowledge
rubric
10%
8 MID SEMESTER
9 Students can
formulate Drive Digital
Strategy.
1. Reimagine your business
2. Reevaluate your value chain
3. Reconnect with your
customers
4. Rebuild your organization
Lecturer,
assigment,
and case
method
2 Case method Written report
rubric
10%
10. Students can
formulate and
implemented the Blue
Ocean: SHIFT.
1. Reach beyond the best
2. The fundamental of market-
creating strategy
Lecturer,
assigment,
and case
method
3 • Reflection
• Case
method
• Problem
Solving
rubric
15%

5. 3. The mind of a blue ocean
strategist
4. Choosing the right place to
start
5. Understand where you are
now
6. Imagine where you could be
7. Find how you get there
8. Make your move
• Knowledge
rubric
11 Students can evaluate
and implemented
Building and
Organizational
Capabel of Good
Strategy Execution.
1. Organizational structure and
controls
2. Relationships between
strategy and structure
3. Evolutionary patterns of
strategy and organizational
structure
4. Implementing business-level
cooperative strategies
5. Implementing corporate
strategies
6. Implementing international
cooperative strategies
Lecturer,
assigment,
and case
method
3 • Reflection
Case
method
• Problem
Solving
rubric
Knowledge
rubric
12 Students can evaluate
and implemented
Managing Internal
Operations.
1. Strategic leadership and
style.
2. The role of top-level
managers.
3. Managerial succession.
4. Key strategic leadership
actions.
Lecturer,
assigment,
and case
method
3 • Reflection
Case
method
• Problem
Solving
rubric
Knowledge
rubric
13. Students can evaluate
and implemented
Corporate Culture and
Leadership
.
5. Strategic leadership and
style.
6. The role of top-level
managers.
7. Managerial succession.
8. Key strategic leadership
actions.
Lecturer,
assigment,
and case
method
3 • Reflection
• Case
method
• Problem
Solving
rubric
• Knowledge
rubric
14. Students can assess
the corporate
governance.
9. Separation of ownership
and managerial control
10. Ownership concentration
Lecturer,
assigment,
3 • Reflection
• Case
method
• Problem
Solving
rubric

6. 11. Board of directors
12. Market for corporate
control
13. International corporate
governance
14. Governance mechanisms
and ethical behavior
and case
method
• Knowledge
rubric
15. Students can evaluate
strategic
entrepreneurship.
1. Entrepreneurship and
entrepreneurial opportunities.
2. Innovation.
3. Entrepreneurs
4. International
entrepreneurship.
5. Internal innovation.
6. Implementing international
cooperative strategies.
7. Innovation through
cooperative strategies.
8. Innovation through
acquisitions.
Lecturer,
assigment,
and case
method
3 • Reflection
• Case
method
• Problem
Solving
rubric
• Knowledge
rubric
15%
16. FINAL EXAM
Reference: • Arthur A. Thompson Jr., Margaret A. Peteraf, Jhon E. Gamble and Dr. A. J. Strickland. 2018.
Crafting and Executing Strategy; The Quest for Competitive Advantage. Global Edition.
McGraw-Hill Edition. Singapore. (Buku Wajib)
• Fred R. David. 2016. Strategic Management; Concepts and Cases. Eleventh Edition. Prentice
Hall. New York.
• Michael A. Hitt., R. Duane Ireland., Robert E. Hoskisson (2020). Strategic Management:
Competitiveness & Globalization: Concepts and Cases. Thirteenth Edition. Cengage Learning
Asia: Singapura.
C. Academic Value, Norms and Ethics:
1. Student attendance should be 80% at minimum from total class session.
2. Students are allowed 10 minutes of delay to come to class.
3. Student who cannot come to class due to health issue or other reasons should include medical certificate from doctor or regarded reference.
4. Submission and presentation of assignment are in line with schedule
5. Learning activity is in line with the formal schedul and in case any change needed, agreed by both lecturer(s) and students
6. Wear descent cloths and shoes
7. Wear white shirt and black trouser/skirt at the time of mid-semester and final exams
8. Any violations of academic ethics and misbehavior during exam, resulting in no grading for the perpetrator.

7. D. Assessment Component and Weight:
1. Case Method : 50%
2. Assigment : 10%
3. Quiz : 10%
4. Mid Semester : 15%
5. Final Exam : 15%
E. Grading Point
Grade Marking Range Value
A 85 - 100 4.0
A- 80 - 84 3.6
B+ 75 – 79 3.3
B 70 - 74 3.0
B- 65 – 69 2.6
C+ 60 – 64 2.3
C 55 - 59 2.0
C- 50 - 54 1.6
D 40 – 49 1.0
E ≤ 39 0.0
F. Assessment Plan
CLO UTS UAS
Task 1
(10%)
Task 2
(10%)
Task 3
(10%)
Task 4
(5%)
Week 3th
Week 6th
Week 12th
Week 15th
CLO1 x x
CLO2 x x
CLO3 x X
CLO4 x x
G. Student Assessment Rubric
1. Written Report Rubric (Task 1,2 & 9)

8. Student’s Name: Matric No.:
Lecturer’s Name: Course Name:
Topic:
Below Basic
1
Basic
2
Proficient
3
Advance
4
Marks
Understanding
of Topic
Demonstrates little or
no understanding of
topic.
Demonstrates some
understanding of topic;
Does not make
connections among
ideas
Moves beyond surface
understanding;
Demonstrates facility with
topical and disciplinary
knowledge
Demonstrates disciplinary
understanding and
interconnections; makes links
that suggest discovery of new
information or new ways of
relaying information
Content
Development
Uses appropriate and
relevant content to
develop simple ideas
in some parts of the
task.
Uses appropriate and
relevant content to
develop and explore
ideas through most of
task.
Uses appropriate, relevant
and compelling content to
explore ideas within the
context of the discipline and
shape the whole task.
Uses appropriate, relevant, and
compelling content to illustrate
mastery of the subject,
conveying the writer’s
understanding, and shaping the
whole task.
Support for
ideas
Inappropriate or
insufficient details to
support idea
Includes some, but not
adequate support for
arguments
Advances argument with
sound evidence and
references
Expertly advances argument
with well-researched evidence
and documentation
Mechanics Errors are frequent
and distracting.
Some errors in style or
grammar occur that
they become
distracting.
Writing is generally errors
free.
Writing is free of errors in
grammar, punctuation, sentence
structure, capitalization and
spelling.
Organization
and
development
Not organized,
discussion makes no
sense
Some organization,
discussions jump
around, start and end
are unclear.
Good organization and
discussions are logically
ordered.
Excellent organization and
discussions are logically
ordered.
Total Marks

9. Average
Scoring
Below basic 0-54
aBasic 55-69
Proficient 70-69
Advance 80-100
2. Problem Solving Rubric (Task 3,4,5,6,7,8,10,11)
Student’s Name: Matric No.:
Lecturer’s Name: Course Name:
Topic:
Below Basic
1
Basic
2
Proficient
3
Advance
4
Mark
s
Identificatio
n of the Main
Issues/
Problems
Able to identify and explain
problem and issues with
maximum assistance
Able to identify and explain
problems and issues with
little assistance
Able to precisely and
clearly identify and explain
problem and issues without
assistance
Able to identify and explain
problems and issues
clearly and in detailed
Identifies and understand
issues incorrectly with no
information given or key
information missing.
Identifies and understand
few of the issues with
limited explanation given
Identifies and understand
most of the issues.
Explanation has some
ambiguity with some
important information
missing.
Identifies and understand
all of the issues clearly and
outline necessary
objectives to solve the
problems.
Analysis of
the Issues
Less capable in compiling
and analyzing data or
information that are
observed / found and not
able to identify the factors
that contribute to the
problem / issue or explain
the cause of the problem
Capable to compile and
analyze data or information
that are observed / found
but less ability to identify
the factors that contribute
to the problem / issue or do
not explain the cause of
the problem clearly
Capable to compile and
analyze the data or
information collected /
available, able to identify
the factors that contribute
to the problem / issue or
able to explain most of the
causes of the problem
Capable to compile and
analyze the data or
information collected /
available, able to identify
the factors that contribute
to the problem / issue
properly or able to explain
all the causes of the
problem clearly

10. Below Basic
1
Basic
2
Proficient
3
Advance
4
Mark
s
Irrelevant analysis of the
issues
Incomplete analysis of the
issues
Thorough analysis of most
of the issues
Insightful and thorough
analysis of all the issues
Use of
techniques /
tools /
approach
Wrongly identifies the
technique/tools/approache
s for solving the problem or
does not provide any
technique/tools/approache
s to the specific context of
the task assign.
Identifies the
technique/tools/approache
s for solving the problem
but is not relevant to the
specific context
of the task assign.
Identifies the correct
technique/tools/approache
s for solving the problem
that is applicable within a
specific context the task
assign but insufficient
information.
Identifies the correct
technique/tools/approache
s for solving the problem
that is applicable within a
specific context the task
assign and provide
sufficient information
Faced difficulty of
collecting and observing
the information for the
synthesis and evaluation
Able to collect information
for synthesis and
evaluation and
offers some evidence that
it is
easy to conclude
Able to collect information
for synthesis and
evaluation and offers a
good conclusion with
concrete evidence to
support the decision
Able to collect information
for synthesis and
evaluation and offers a
very clear conclusion by
showing a lot of evidence
and quality to support the
decision
Solutions /
strategies
Less capable in making
decisions based on a
comparison of the
information, ideas and
solutions available
Capable to create a
satisfactory result based on
a comparison of the
information, ideas and
solutions available.
Capable to make a good
decision based on a
comparison of the
information, ideas and
solutions available.
Capable to make a very
good and justified decision
based on a comparison of
the information, ideas and
solutions available.
No action suggested,
and/or inappropriate
solutions to all of the
issues
Little action suggested,
and/or inappropriate
solutions to a few issues
Appropriate, well thought
out solutions, or proposals
for solutions, to most of the
issues
Well documented,
reasoned and
pedagogically appropriate
solutions, or proposals for
solutions, to all issues
Links to
Course
Readings
and
Irrelevant research and
links to any readings
Incomplete research and
links to any readings
Good research and
documented links to class
(and/or outside) readings
Excellent research into the
issues with clearly
documented links to class
(and/or outside) readings

11. Below Basic
1
Basic
2
Proficient
3
Advance
4
Mark
s
Additional
Research
(optional**)
TOTAL MARKS
AVERAGE
3. Knowledge Rubric
Student’s Name: Matric No.:
Lecturer’s Name: Course Name:
No. Questions
Course Learning Outcomes Traits
CLO1 CLO2 CLO3 CLO4 T1 T2 T3
1.
2.
3.
Marks 100 marks
1. Identify CLO related to knowledge.
Example: CLO1: students will be able to define the marketing concepts, activities, analysis and theories
2. Within the same CLO, separate the items based on the identified traits (i.e. Trait 1: understand, Trait 2: explain and Trait 3:
apply). Arrange the items based on the same traits and CLO.

12. RUBRIC ON KNOWLEDGE (Summary)
Traits Below Basic
1
Basic
2
Proficient
3
Advance
4
Student understands the knowledge of related discipline.
Student is able to explain the knowledge of related discipline.
Student is able to apply the knowledge of related discipline.
Subtotal number of students
Total number of students x 100
Percentage
4. Oral Presentation Rubric
Student’s Name: Matric No.:
Lecturer’s Name: Course Name:
Topic:
1
Below basic
2
Basic
3
Proficient
4
Advance
Marks
Organization
Audience cannot understand
presentation because there
is no sequence of
information.
Audience has difficulty
following presentation
because student jumps
around.
Student presents
information in logical
sequence which audience
can follow.
Student presents
information in logical,
interesting sequence
which audience can
follow.
Subject
Knowledge
Student does not have grasp
of information; student
cannot answer questions
about subject.
Student is uncomfortable with
information and is able to
answer only rudimentary
questions.
Student is at ease with
expected answers to all
questions, but fails to
elaborate.
Student demonstrates
full knowledge (more
than required) by
answering all class
questions with
explanations and
elaboration.
Eye Contact Student reads all of report
with no eye contact.
Student occasionally uses
eye contact, but still reads
most of report.
Student maintains eye
contact most of the time but
frequently returns to notes.
Student maintains eye
contact with audience,
seldom returning to
notes.

13. Verbal
techniques
Many pronunciation errors
and run-on sentences.
Some pronunciation errors
and run-on sentences.
Few pronunciation errors
and run-on sentences.
Precise pronunciation
and uses complete
sentences.
Student mumbles and
speaks too quietly for
audience in the back of
class to hear.
Student’s voice is low.
Audiences have difficulty
hearing presentation.
Student’s voice is
somewhat clear. Most
audiences can hear
presentation.
Student uses clear
voice so that all
audiences can hear
presentation.
Delivery
(oral/visual)
Delivery techniques are
either distracting from
understandability of the
presentation or fail to be
effective; student is clearly
uncomfortable or
unprepared.
Delivery techniques
sometimes detract from
audience comprehension;
student appears
uncomfortable. Verbal cues
include unnecessary gestures
and purposeless body
language.
Delivery techniques make
the presentation
understandable, interesting,
and student appears
comfortable; Nonverbal
cues are appropriate and
useful.
Delivery techniques
make the presentation
compelling; student
appears confident;
Non-verbal cues aid
significantly.
Visuals are poorly prepared.
There is a lack of creativity.
Some materials are not
supported by visuals.
Creativity is average.
Visuals help the flow of the
presentation and are easy
to read/view. Creativity is
apparent.
Visual aids are well
prepared, informative,
effective, professional
and not distracting.
Creativity is
outstanding.
Total Marks
Average
5. Team Work Rubric (Peer Review)
Student’s Name: Matric No.:
Lecturer’s Name: Course Name:
Topic:

14. 1 = Never 2 = Rarely 3 = Usually 4 = Always Marks
Cooperation Never show any
cooperation in the group
discussion.
Rarely show any
cooperation in the group
discussion.
Usually show good
cooperation in the group
discussion.
Always show excellent
cooperation in the group
discussion.
Contributions Never provide useful
ideas when participating
in the group and in
classroom discussion.
Rarely provides useful
ideas when participating in
the group and in
classroom discussion.
Usually provides useful
ideas when participating in
the group and in classroom
discussion.
Always provides useful
ideas when participating in
the group discussion.
Project
preparation/ Time
management
Nothing has been done
by the deadlines
Tends to procrastinate, but
rarely has things
completed by the
deadlines.
Usually uses time well
throughout the project, but
may have procrastinated
on one thing.
Always uses time well
throughout the project to
ensure things are done on
time.
Working with
Others
Never attend meeting,
never listen to or share
with or support the effort
of others.
Rarely attend meeting,
rarely shares with or
supports the efforts of
others.
Usually attend meeting
usually shares with or
supports the efforts of
others.
Always attend meeting,
always listens to or shares
with or supports the efforts
of others.
Supportive
Behavior
Never demonstrate
supportive behavior and
motivate other team
members.
Rarely demonstrates
supportive behavior and
motivate other team
members.
Usually demonstrates
supportive behavior and
motivate other team
members.
Always demonstrates
supportive behavior and
motivate other team
members.
Group Interaction No interaction and
exchange of ideas for
each team members.
Less interaction and
exchange of ideas for
each team members.
Fair interaction and
exchange of ideas for each
team members.
Frequent interaction and
exchange of ideas for
each team members.
TOTAL MARKS
AVERAGE
6. Entrepreneurship Rubric
Student’s Name: Matric No.:
Lecturer’s Name: Course Name:
Topic:

15. 1 =Below Basic 2 = Basic 3 = Proficient 4 = Advance Marks
Creativity Trying new ways of
doing activities has
not even been
considered
Activities could be executed in
a different way has been
considered
Activities could be executed
in a different way has been
outline with some alternative
Activities could be executed in
a different way has been
outlined with some alternative
to measure their efficiency.
Innovative No ideas or
innovative solution
have been proposed
Some idea or innovative
solution has been proposed
but no specific process
Various ideas and solutions
has been proposed and
outline.
Various ideas and solutions
has been proposed and the
application process has been
clearly outlined.
Proactive Suitable contributions
have not been
provided
Some suitable contributions
have been provided to tackle
the problems
Suitable contributions have
been provided and some
ideas are good enough to
tackle problems
Suitable contributions are
provided to high quality level
and correlated to existing
situations and problems
Synthesis New ways to make
things have not been
identified
A new way of doing things has
been identified but lack of pros
and cons
Two or more new ways of
doing things have been
described with some pros
and cons
Two or more new ways of
doing things are described
and all the pros and cons are
described
Risk
Tolerance
No risks and benefits
are identified in a
limited way
As assessment is carried out
to analyse the probability and
potential consequences of
each risk or benefit
A comprehensive
assessment of risks and
benefits are carried out
Risk and benefits are
prioritized.
TOTAL MARKS
AVERAGE

16. VALIDITY SHEET
SEMESTER LEARNING PLAN (RPS)
Course/Subject Name : Strategi Marketing
Course Code : MNJ1.82.2013
Credit : 3
Semester : Five
Study Program : Management
Department : Management
Teaching Team : Husnil Khatimah, Ph.D.
Padang, 02 of January 2021
Validated by,
Coordinator of Subject Lecturer of Subject
Prof. Dr. Yasri, MS. Husnil Khatimah, Ph.D.
NIP. 19630303 87031002 NIP. 199109112020122028
Approve
Head of Department
Perengki Susanto, S.E., M. Sc., Ph. D
NIP. 19810404 200501 1 002