MODULE HANDBOOK

BUSI 1633
Strategy for Managers

2023-24

1
Contents

1. Welcome message from your Module Leader 3

2. Key contacts (academic queries) 4
3. Enquiry-Based Learning and Research-Led Teaching 6
4. Module details and learning outcomes 7
5. Employability 8
6. Key Dates 10
7. Schedule of teaching and learning activities 10
8. Assessment 13
9. Resit assessments 18
10. Resource recommendations 19
11. Ethical Compliance for Research on Taught Courses 20
12. Additional module information 22
13. Digital Student Centre (non-academic queries) 23
14. Changes to the module 24

2
1. Welcome message from your Module Leader

Welcome to study at the University of Greenwich Business Faculty and a particular welcome
to the module Strategy for Managers (BUSI1633)

This module aims to help you to learn about the core aspects of effective strategy, the
processes of its development and successful implementation. It is designed to enable you to
accumulate and utilise previously acquired knowledge and skills for building a deep
understanding of the key strategic principles. Knowing such principles is especially important
for responding the needs of today’s competitive business environment and achieving
superior outcomes. The module will help you to get a clear vision of the main characteristics
of strategy and appreciate its role in business success. You will have an opportunity to learn
about the core components of a strategy formulation process, explore the main tools and
techniques for strategic analysis, understand the main reasons of business failures and
common traps, and develop an ability to think strategically.

The module materials are built on a wide range of recent theoretical frameworks in the field
of strategic management and modern business cases. They integrate well traditional
approaches and new techniques to ensure your interest in the subject and aspiration to learn
more. You will be encouraged to read beyond a textbook, critically evaluate relevant
theoretical approaches and develop your own solutions for formulating and executing
effective strategy.

This handbook provides essential information about this module including the aims and
learning outcomes, the schedule of teaching and learning activities, assessment tasks,
resource recommendations and, if applicable, any additional resources that you will need.
Please read it at the start of term so you are aware of key details and important dates.

Module Leader

3
1. Key contacts (academic queries)

The list below summarises the contact details of key individuals relevant to this module.

Module Lecturer: Bui Khac Linh Email: [email protected]

Module Lecturer: Vu Dieu Thuy Email: [email protected]
Module Lecturer: Nguyen Duc Trung Email: [email protected]
Module Lecturer: Thach Do Anh Email: [email protected]
Module Lecturer: Nguyen Thi Ngan Email: [email protected]
Module Lecturer: Hoang Thi Thu Phuong Email: [email protected]
Program Coordinator: TranNgoc Diep Email: [email protected]

Programme Administration Team

Student Helpdesk
The Student Experience Officers are situated at the Student Helpdesk and are here to help
you throughout your journey at the University. The Helpdesk provides support with general
enquiries and signposting you to the relevant team.

The student support can be found in the Golden Park building on the 3rd floor S304.

We encourage you to enrol on our Student Moodle Page (linked below) where you can
access information including:
• Useful Contacts
• Timetable links
• Wellbeing guidance
• Instructions on navigating the Portal
• Introduction to our Programme Administration Team

https://moodlecurrent.gre.ac.uk/
Important: To access the Moodle Page, you will need to self-enrol yourself via the above
link.

Programme Administrators
The Programme Administrators can support you with programme specific queries (such as
missing/ incorrect grades on your profile, accessing submission links, resit enquiries).

4
2. Enquiry-Based Learning and Research-Led Teaching

Enquiry-Based Learning (EBL)

Defined as ‘an approach based on self-directed enquiry or investigation in which the student
is actively engaged in the process of enquiry facilitated by a teacher. EBL uses real life
scenarios (for example, from case studies, company visits, and project work) and students
investigate topics of relevance that foster the skills of experimental design, data collection,
critical analysis and problem-solving’.

To stimulate EBL, students are required to research definitions before each session, search
for relevant company cases in business news (e.g. Financial Times) to discuss those in
class, and provide their own solutions to strategic issues through assessments (individual
video presentation and individual report).

Research-Led Teaching (RLT)

An element of Enquiry Based Learning links to RLT, which involves faculty introducing
students to their own research where it is relevant to the curriculum being taught as well as
drawing on their own knowledge of research developments in the field, introducing them to
the work of other researchers. RLT sees students as active participants in the research
process, not just as an audience. This is achieved by discussing such developments in
lectures and classes, and setting reading lists including recent research publications at the
frontier of the field. The definition of a diverse assessment regime at the programme level
(incorporating an expectation of familiarity with, and use of, such
publications in assignments) and the inclusion of projects at every level of the programme is
also fundamental to achieving these objectives.

Tutors will incorporate their own research and practical knowledge into the curriculum and
actively engage and incorporate students into their projects when relevant. Moreover,
students are expected to engage in deep learning by researching key topics at the library
through journal articles and with the use of online databases by going beyond the required
reading list. Through the review of articles and databases, in the case analysis and in the
module’s topics students will enhanced their own research skills in terms of understanding
data collection, synthesis and critical evaluation.

5
3. Module details and learning outcomes

Week
number. Activity.

1. Introduction to the Module, Introduction to Strategy, Introducing the case details

2. The Strategic Position – The Macro-Environment – PESTEL

3. The Strategic Purpose – Industry Analysis – Porter’s Five Forces

4. The Strategic Position – Resources and Capabilities – VRIO

5. Bringing it all together – Connecting the Strategic Position Tools into SWOT/TOWS –
Part 1 – The SWOT Analysis

6. Bringing it all together – Connecting the Strategic Position Tools into SWOT/TOWS –
Part 2 – The TOWS Analysis & Last Year’s Reports

7. Strategic Choices – Business Strategy – Porter’s Generic Strategies and the Strategy
Clock

8. Strategic Choices – Corporate Strategy and Diversification– Ansoff’s product/market

growth matrix

9. Strategy in Action – Evaluating Strategies – SAFE

10. Module revision – Review of Module’s Topics

11. Assessment Guidance and Consultation

12. What to take forward?

Host faculty: Business Faculty/Greenwich Business School (GBS)

Host school: School of Business Operations, and Strategy (BOS)
Number of credits: 15
Term(s) of delivery: Term 1
Site(s) of delivery: FPT Hanoi

Aims:
The module introduces the key concepts, tools and theories of strategy, identifies the role of strategy
in organisational performance and discusses the main aspects of change management and strategy
implementation. The aims of the module are: 1. To provide students with a deep understanding of
strategy and its key components; 2. To develop students’ ability to analyse the influence of external

6
and internal factors in strategy formulation and identify he methods of effective strategy
implementation; To enable students to identify and critically evaluate the main challenges in strategy
implementation process and the ways to address them.

Learning Outcomes:
On successful completion of this module a student will be able to:
1. Analyse different aspects of strategy formulation and implementation linking theoretical
knowledge and practice, with a specific focus on change management.
2. Understand the issues and challenges in strategy formulation and implementation.
3. Identify and critically evaluate the key components of successful strategy.
4. Develop a profound understanding of the relationship between organisational activities
contributing to strategy success and an ability to think strategically.
5. Define and evaluate the main challenges in strategy implementation and execution.
6. Analyse different aspects of strategy formulation and implementation linking theoretical
knowledge and practice, with a specific focus on change management.

Glossary:
• A pre-requisite module is one that must have been completed successfully before
taking this module.
• A co-requisite module is one that must be taken alongside this module.
• A learning outcome is a subject-specific statement that defines the learning to be
achieved through completing this module.

4. Employability

The module will help you to develop the following employability skills:

a. Cognitive Skills
The ability to generate effective decision-making techniques and solve problems
independently, make sensible assumptions in real life scenarios, and reflect on skills gained
and the impact of the proposed strategic solutions.

b. Generic Competencies
Students will be engaged in various tasks and class activities in small groups in order to help
them to develop joint decision-making skills. Through preparing for group presentations as a
part of assessment students will be abilities to set common goals, plan and allocate
workload, question proposed solutions, listen to the opinion of others, persuade group

7
members and enhance their interpersonal sensitivity. Individual assessment will encourage
students to develop their writing skills, the ability to analyse data and construct arguments to
convince reader.

c. Organisational Awareness
Students will have an opportunity to understand industry organisational structures for
developing organisational goals and strategic directions.

You can find out more about the Greenwich Employability Passport at: Greenwich
Employability Passport for students.

Information about the Career Centre is available at: Employability and Careers | University of
Greenwich.
You can also use LinkedIn Learning to gain access to thousands of expert-led courses to
support your ongoing personal development. More information can be found at: LinkedIn
learning | IT and library services

8
5. Key Dates

2023/24 Term Dates

Please note that dates may differ depending on when you start your programme of
study, and where you are studying. Please refer to https://docs.gre.ac.uk/rep/sas/term-
dates for full details, and details of University closure dates.

Welcome Week 11 September 2023 22 September 2023

Term 1 25 September 2023 30 December 2023
Term 2 15 January 2024 30 April 2024
Resit Examination Period 15 July 2024 26 July 2024

6. Schedule of teaching and learning activities

Week Activity.
number.

1. Lecture 1: Introduction to the Module, Introduction to Strategy, Introducing the case

details

Tutorial 1: Introduction to the Module, Introduction to Strategy, Introducing the case

details

2. Lecture 2: The Strategic Position – The Macro-Environment – PESTEL

Tutorial 2:
 Applying PESTEL to case study
 Linking it to the assessment: Report Section 2. Strategic Position

3. Lecture 3: The Strategic Purpose – Industry Analysis – Porter’s Five Forces

Tutorial 3:
 Applying Porter’s Five Forces to case study
 Linking it to the assessment: Report Section 2. Strategic Position

4. Lecture 4: The Strategic Position – Resources and Capabilities – VRIO

Tutorial 4:
 Applying VRIO to case study
 Linking it to the assessment: Report Section 2. Strategic Position

5. Lecture 5: Bringing it all together – Connecting the Strategic Position Tools into
SWOT/TOWS – Part 1 – The SWOT Analysis

9
 Tutorial 5:
 Applying SWOT to case study
 Linking it to the assessment: Report Section 2. Strategic Position

6. Lecture 6: Bringing it all together – Connecting the Strategic Position Tools into
SWOT/TOWS – Part 2 – The TOWS Analysis & Last Year’s Reports

Tutorial 6:
 Applying TOWS to case study
 Linking it to the assessment: Report Section 2. Strategic Position

7. Lecture 7: Strategic Choices – Business Strategy – Porter’s Generic Strategies and

the Strategy Clock

Tutorial 7:
 Applying Porter’s Generic Strategies and the Strategy Clock to case study
 Linking it to the assessment: Report Section 3. Strategic Choices

8. Lecture 8: Strategic Choices – Corporate Strategy and Diversification – Ansoff’s

product/market growth matrix

Tutorial 8:
 Applying Ansoff’s product/market growth matrix to case study
 Linking it to the assessment: Report Section 3. Strategic Choices

9. Lecture 9: Strategy in Action – Evaluating Strategies – SAFE

Tutorial 9:
 Applying SAFE to case study
 Linking it to the assessment: Report Section 4. Strategy in Action

Scheduled individual Final report consultation until Week 11 either in-class or during
Tutors’ Office Hours

10 Lecture and Tutorial 10: Module revision – Review of Module’s Topics

Scheduled individual Final report consultation until Week 11 either in-class or during
Tutors’ Office Hours

11. Lecture 11: Assessment Guidance

Tutorial 11: Assessment Consultation

Individual Final report consultation either in-class or during Tutors’ Office Hours this
week.

Submission date for Final Report this week on Tuesday, 02/04/2024

12. Lecture 12: TBC Programme Specific Topic

10
Tutorial 12: What to take forward?

11
7. Assessment

Assessment schedule:

First sit Deadline or Weighting Maximum Marking Learning

assessments exam period out of length type outcomes
100%* mapped to
this
assessment.

Final Report 02 APR 2024 100 % 2,500 (+/- stepped, 1-6

11.59pm 10%) numerical

*The weighting refers to the proportion of the overall module result that each assessment
task accounts for.

Your assessment brief:

8.1 Guidance:
Final Report – The task for the assignment is to conduct a strategic analysis of the given
Final Report Case on Moodle (see details below) using the models, tools and knowledge
learnt from the module to write a strategic analysis report.

Case Details:
 Case title: ‘Mad Koffee: Will a Local Bangladesh F-Commerce Company Survive in the
International Arena?’
 The case can be found on the module Moodle page under section ‘Final Report Case
Study Details & Guidance’.
Here is a direct link to the case:

Final Report Case - Mad Koffee - BUSI 1633.pdf

Assignment Details:
The total word count for the report is 2,500 words +/- 10%, and there is a penalty of a
deduction of 5 points from your final mark if you go outside the word count limits.
References are not included in the final wordcount.

12
Submission via Moodle by 02 APR 2024, 11.59pm.

Task guidelines and tips: Please arrange your final report according to the following sections
and suggested wording for each section:

1. Introduction – 150 words

2. Strategic Position – What does the case tell you about the strategic position of the
Mad Koffee? (Make use of the strategic position’s models/tools to evidence
your discussion: PESTEL, Porter’s Five Forces, VRIO & SWOT) (1,000 words)

3. Strategic Choices – From the case analysis discussed in Section 2,

 What strategic choices might be available to Mad Koffee to develop a strategic
plan for the growth of its revenues? (Make use of Ansoff’s product/market
growth matrix). (500 words)
 Also discuss the various international entry mode strategies that they may pursue
if they want to expand internationally. (Make use of international market entry
modes strategies) (300 words)

4. Strategy in Action – From the strategic choices outlined in Section 3, discuss

considerations that Mad Koffee may explore in terms of evaluating and implementing
strategic choices on growth and international market and choose one strategic option
for growth and one for internationalisation to pursue? (Make use of the Strategy in
Action’s tool, SAFe in your discussion) (400 words)

5) Conclusions – 150 words

References (at least 10 references are books and academic peer-reviewed articles)

Appendices (optional) Please refer to the module Moodle site for more information.

8.2 Formative assessments: Weekly tutorial activity on case analysis by applying the
model(s) learnt from lecture supports the completion of the summative assessment.
Students can apply the same approach analysing the final report case in the final
report.
8.3 Feedback for summative coursework: Written feedback sandwich will be provided.
8.4 Marking rubric: The marking rubric can be found on the module Moodle page under
section ‘Final Report Case Study Details & Guidance’. Here is a direct link to the
marking rubric:

Marking Rubric - Final Report - BUSI1633-Strategy for Managers

Marking Criteria Marks

13
 allocated
to criteria
Subject 40
Understanding of the subject of strategy, relevant concepts and main tools for
conducting a strategic appraisal of an organisation

Does the report show a comprehensive understanding of the strategy concepts

and literature discussed and correct application of these to the case?
Synthesis 30
Appropriate use of the case study and relevant literature to support strategic
analysis

Does the report bring together the literature both from the case and from
external sources to support the strategic analysis?
Structure & Writing 20
Report is written in coherent Standard English, is well structured and well
presented in an appropriate academic style.

Is the report well organised and logically constructed to achieve synthesis while
being mindful of the needs of the reader? Is the report clearly written, spell
checked and grammatically sound?
Referencing 10
Report should have good and appropriate quantity and quality of sources, and
correct Harvard referencing.

Does the report refer to good and appropriate quantity and quality of sources? Is
the information in report appropriately and correctly cited and referenced
according to the Harvard referencing style?

Coursework is marked on the understanding that it is the student’s own work on the module
and that it has not, in whole or part, been presented elsewhere for assessment. Where
material has been used from other sources, this must be properly acknowledged in
accordance with the University’s regulations regarding Assessment Misconduct.

Marking, feedback and next steps

14
To pass this module, you must achieve an overall mark of 40+ and a mark of 40+ for all
assessments.

For coursework, the marks and feedback will normally be provided to students within fifteen
working days of the submission deadline. In exceptional circumstances, where there is a
delay in providing feedback, you will be informed by the module leader.

If you do not pass a module at the first attempt, you will likely be eligible for a resit
opportunity on the failed assessments. The Progression and Award Board (PAB) will decide
whether you will be offered an opportunity to resit. Note that marks on resit assessments are
capped at 40% unless extenuation has been applied for and granted.

For further details on resit assessments, please see section on Resit assessments below.
The assessment and feedback policy can be accessed at Assessment and Feedback Policy.

Academic skills support

In addition to the teaching and learning activities within the module, additional academic
skills support, guidance, and resources are available at the following links:

Academic and Digital Skills support - https://www.gre.ac.uk/academicskills

Academic Integrity - https://libguides.gre.ac.uk/courses/integrity
Guidance on use of AI - https://docs.gre.ac.uk/rep/information-and-library-services/ai-
guidance
The IT handbook for new students - https://docs.gre.ac.uk/rep/information-and-library-
services/student-booklet

Strong academic skills will help you to act with academic integrity, honesty, and trust. These
are the values on which academic achievement at the University of Greenwich is based. As a
student, you are expected to take responsibility for the integrity of your own work, including
asking for clarification where necessary. Any improper activity or behaviour which may give
you an academic advantage in assessment is considered to be assessment misconduct.
Allegations of assessment misconduct will be considered under the University’s Assessment
Misconduct Procedure and may result in a penalty being imposed. More information about
this procedure can be found at Assessment Misconduct Procedure.

15
Extenuating circumstances
The University recognises there are times when matters that are unexpected and beyond a
student’s control will impact on their performance and ability to complete assessments within
the specified timeframe. Examples include unforeseen illness, a death in the family, or injury.
Guidance on submitting an extenuation claim can be found at: Extenuating circumstances.

If you have a disability, specific learning difficulty, for example dyslexia, a long-term medical
condition or a mental health condition which might affect your studies and assessments, and
you have not already done so, then we advise that you seek support from the Student
Wellbeing Service by contacting [email protected] in the first instance

Student Support
The University offers a range of support services including health and medical services, a
chaplaincy, disability and dyslexia support, and mental health & wellbeing support. Support
can be accessed at Student Support | Support and Wellbeing.

External Examiner
The External Examiner for this module is:
Name: Dr Boyi Li
Institution: TBC

Please note that the role of the External Examiner is to evaluate the overall standard of
assessments on the module. They are unable to correspond with individual students about
their work. If you need to discuss your marks or feedback, please contact the module leader.

16
8. Resit assessments

Assessment schedule:

Resit Deadline Weighting Maximum Marking Learning

assessments out of length type outcomes
100%* mapped to
this
assessment.

Report Resit July 2024 100 % 2,500 (+/- stepped, 1-6

11.59pm 10%) numerical
(TBC)

Please only submit a resit assessment if your results letter says Decision: Assessment to be
undertaken in the resit period, or you have a deferral. You should receive your results letter
after the PAB meeting near the end of the academic year.

If resitting, you would submit the report you failed. Please follow the guidance provided
during the Term for preparing the report carefully and take on board any feedback received
either written or orally from your tutor about your report. In addition, there will be guidance
provided in between the results of the PAB meeting and the resit submission deadlines. If
there are any queries regarding the resit instructions, please contact your tutorial tutor.

17
9. Resource recommendations

The following are suggested readings for the module. Additional, more detailed reading
recommendations will be provided for the module topics.
You can check availability of the resources by using the search tool LibrarySearch at
https://librarysearch.gre.ac.uk.

Author Title Publisher ISBN

Johnson, G., Exploring strategy: Text and cases. 12th Pearson 978 -
Whittington, Edition (2019) (Core Text) Education 1292-
R., Scholes, 282497
K., Angwin, https://ebookcentral.proquest.com/lib/gre/
D. detail
& Regner, P. .action?docID=5987036

Mintzberg, Strategy Safari 2nd ed. (2008) Financial 978 –

H., Times 0273-
Ahlstrand, https://ebookcentral.proquest.com/lib/gre/detai 719588
B. & Lampel, l.action?docID=6265330
J.B.

18
10. Ethical Compliance for Research on Taught Courses

University policy requires any research which might involve human participants to use set
procedures for informing participants, obtaining their informed consent to provide data,
collecting, and storing data. This includes the collection of data for formative or extra-
curricular activities.

Normally this requirement will impact upon approval of topics for undergraduate and
postgraduate dissertations, but may also impact upon individual assignments where a
student or group of students will undertake primary research.

Where a module includes an assessment item involving student collection of data, whether
from human participants or not, before any data is collected each student on such a module
must:
1. Undertake and pass the Epigeum Research Ethics online course available at the
Business School Research Ethics - Approval for Coursework Moodle site, if they have
not already done so;
2. Register the details of the project by completing the online form linked on the same
Moodle site;

All data collected in the course of the project must be:

 stored on the student’s University Home (G:) or OneDrive only. Data may not be stored
on other online file storage depositories such as DropBox or Google Docs, nor on
personal laptops, mobile devices or memory sticks. Where interviews are recorded on
a mobile device, the device must be password protected and the recordings transferred
to the G: or OneDrive and the earliest opportunity and the copy on the mobile device
destroyed. Hand-written notes from interviews should be scanned and stored on the G:
or OneDrive with the originals destroyed;
 destroyed following the confirmation of results at the PAB or resit PAB.

In addition, any student collecting data from human participants must:

 not collect data that is sensitive in nature or is collected from University of
Greenwich staff, nor from vulnerable populations such as children;
 provide all participants with an offline or online participant information sheet
and consent form, using the authorised template;
 include the participant information sheet consent form template as appendices to the
submitted assignment;
 include any questionnaire or interview guide as appendices to the submitted
assignment;
 if collecting data online, utilise the University’s subscriptions to Qualtrics, JISC Online
Surveys, Mentimeter, Microsoft Forms, Microsoft Teams, Skype for Business;
 not collect data using other tools not approved by the University (e.g.,
SurveyMonkey, Google Docs, Google Chat, WeChat) which might store data outside of
EU regulations.

If – and only if - any variation from the set procedure detailed above is sought:
 an individual application must be made to the Business Faculty Research Ethics
Committee (FRECBUS) using a UREB form.

19
  The response of the committee will be emailed to the student’s University email
address. The email confirming ethics approval has been granted must be kept and
included as an appendix to the assignment submission it has been granted for.
 Where an application is not approved, the Committee will provide contact details for the
person the student should approach to negotiate the next steps.

Tutor responsibilities
The tutor must:
 ensure that students do not commence data collection without meeting the conditions
of this policy;
 check that participant information forms, consent forms and data collection instruments
comply with this policy, before they are employed;
 check that consent forms have been collected from all participants;
 advise students wishing to undertake activities in variance from the set procedure to
submit a full UREC form to the FRECBUS for approval before data collection
commences;
 Refer any student who collects data outside the conditions of this policy to an academic
offences panel.
 When marking the submitted assignment, assess the extent to which the ethical
requirements specified above have been met.

Module Leader responsibilities

The Module Leader must:
 include an ethics requirements component in relevant marking rubrics;
 include a review of ethics compliance in moderation of partner samples;
 notify FRECBUS of any students who have:
o collected data without the required approval;
o submitted assignments without any required appendices;
o otherwise not met the ethics requirements.

Failing to comply with the conditions of this policy is an academic offence.

For further details, see FREC process - June 2023 version.docx

20
11. Additional module information

Activities:
No additional activities

Resources:
No additional resources needed

Costs:
There are no additional costs for the module

21
12. Digital Student Centre (non-academic queries)

Our new Digital Student Centre is your space to find answers 24/7 to your questions about
student life, helping you get the support you need when you need it. AskUoG provides you
with hundreds of up-to-date articles covering topics such as student engagement, student
finance, academic and personal conduct, accommodation, visa and international student
advice, disability, mental health and wellbeing support.

You can also download important documents like bank, student status and council tax letters
by visiting My Documents on the Digital Student Centre (eligibility criteria apply).

If you can't find the right answer or need more personalised support for your query, you can
create an enquiry and our specialist teams will respond swiftly. You will be able to track your
requests and check the status of your enquiries in real time.

For academic queries, always contact the staff who work with you on your academic
programme - your programme leader, module leader or personal tutor.

22
13. Changes to the module

At the University of Greenwich, we value feedback from students as well as External

Examiners and other stakeholders and we use this information to help us improve our
provision.

For example, student in the past indicated difficulty understanding the approach of the
assessment.

Important note: The University of Greenwich will do all that it reasonably can to deliver the
module and support your learning as specified in our handbooks and other information
provided. However, under some circumstances, changes may have to be made. This may
include modifications to the:
 content and syllabus of modules, including in relation to placements
 timetable, location and number of classes
 content or method of delivery of your module
 timing and method of assessments.

This might be because of, for example:

 academic changes within subject areas
 the unanticipated departure or absence of members of university staff
 where the numbers expected on a module are so low that it is not possible to deliver an
appropriate quality of education for students enrolled on it
 industrial action by university staff or third parties
 the acts of any government or local authority
 acts of terrorism.

In these circumstances, the university will take all reasonable steps to minimise disruption by
making reasonable modifications. However, to the full extent that it is possible under the
general law, the university excludes liability for any loss and/or damage suffered by any
applicant or student due to these circumstances.

23