WAYLAND BAPTIST UNIVERSITY
HAWAII CAMPUS
SCHOOL OF BUSINESS
SYLLABUS
1. Mission Statement: Wayland Baptist University exists to educate students in an academically challenging, learning-focused and distinctively Christian environment for professional success and service to God and humankind.
2. Course: MGMT 5350 – HI01, Strategic Management for the M.A.M.
3. Term: Summer 2016
4. Instructor: Dr. Tod Outlaw
5. Office Phone and email: (808) 221-4920 outlawm@wbu.edu
6. Office Hours, Building, and Location: Immediately before and after class.
7. Class Meeting Time and Location: Tuesdays 5:30-9:40p WBU – Mililani Campus
8. Catalog Description: Management decisions for creating or maintaining market position with emphasis on comprehensive organizational analysis, policy development, and critical management issues; strategic planning of resources and workforce in local, regional, and international environments; measurement of results, internal and external resource utilization. The Major Field
Examination is administered.
Course Format: This course will be taught in a blended format, with the majority (over 51%) of the contact hours occurring in class. There will also be Blackboard assignments and other activities outside the classroom. Class will begin at 5:30p and will meet every class session until at least 7:40p. Class length beyond 7:40p will vary each session depending upon material and depth of accompanying online assignments for each session.
9. Prerequisites: Completion of all M.A.M. core courses.
10. Required Textbook and Resources:
BOOK AUTHOR ED YEAR PUBLISHER ISBN#
Strategic
Management:
Competitiveness and
Globalization
11. Optional Materials: None
Hitt, Ireland,
Hoskisson
12th 2017
Cengage
Learning
9781305502147

12. Course Outcome Competencies:
Upon completion of this course the student should be able to:

Demonstrate knowledge acquired in completion of core courses in Master of Management
Program formulating and implementing value-creating strategies.

Analyze internal and external environments to determine resources, capabilities, and corecompetencies. Using this information/data to develop vision, mission and formulating the strategy. Recognizing the impact of globalizations of industries and on-going technological changes.

Identify individuals and groups who can affect and are affected by the strategic outcomes achieved and who have enforceable claims on a firm’s performance.

Evaluate and explain a set of commitments and actions designed to exploit core competencies and gain competitive advantage.
13. Attendance Requirements: Attendance is very important to your success in this class. Tests may be made up (with a penalty of 20% per day for lateness), but no other aspect of this course may be made up at a later date. Meeting deadlines is very important. In the event of a missed assignment or activity, it is the student’s responsibility to contact the instructor. Absences will affect your grade. Missing more than 25% of the face-to-face classes will result in a failing grade for the course. Missing an hour or more of a class is counted as an absence. Participation in online portions counts as an equal part of the attendance component. Missing online assignments is the same as missing face-to-face classes.
All Wayland students are expected to attend every class meeting; the minimum percentage of class participation required to avoid receiving a grade of “F” in the class is 75%. Students who miss the first two class meetings without providing a written explanation to the instructor will be automatically dropped from the roster as a “no-show.” Students who know in advance that they will be absent the first two class meetings and who wish to remain in the class must inform the instructor in order to discuss possible arrangements for making up absences.
14. Statement on Plagiarism and Academic Dishonesty: Wayland Baptist University observes a zero tolerance policy regarding academic dishonesty. Per university policy as described in the academic catalog, all cases of academic dishonesty will be reported and second offenses will result in suspension from the university.
15. Disability Statement: “In compliance with the Americans with Disabilities Act of 1990 (ADA), it is the policy of Wayland Baptist University that no otherwise qualified person with a disability be excluded from participation in, be denied the benefits of, or be subject to discrimination under any educational program or activity in the university. The Coordinator of Counseling Services serves as the coordinator of students with a disability and should be contacted concerning accommodation requests at (806) 291- 3765. Documentation of a disability must accompany any request for accommodations.”
16. Course Requirements and Grading Criteria:
Students shall have protection through orderly procedures against prejudices or capricious academic evaluation. A student who believes that he or she has not been held to realistic academic standards, just evaluation procedures, or appropriate grading, may appeal the final grade given in the course by using the student grade appeal process described in the Academic Catalog. Appeals may not be made for advanced placement examinations or course bypass examinations.

Appeals are limited to the final course grade, which may be upheld, raised, or lowered at any stage of the appeal process. Any recommendation to lower a course grade must be submitted through the
Executive Vice President/Provost to the Faculty Assembly Grade Appeals Committee for review and approval. The Faculty Assembly Grade Appeals Committee may instruct that the course grade be upheld, raised, or lowered to a more proper evaluation.
Grading Criteria:
Positive Participation in Class
Online Participation
Paper
Final Presentation
27%
18%
25%
10%
Midterm
Final
10%
10%
If the midterm and/or final and/or paper and/or paper presentation are not completed, the student will not receive credit for the course.
Grading Scale:
100-90
89-80
79-70
69-60
A
B
C
D
Below 60 F
W= Approved Withdrawal
May 24
WP= Approved Withdrawal Passing
WF= Withdrawal Failing
I= Incomplete
17. Tentative Schedule: (Calendar, Topics, Assignments)
Assignments:
Introductions
Syllabus review
Chapter 1
Brainstorming term paper topics
Select cases
Homework for next time:
Prep for round table concerning Porter’s Five Forces
Term paper outline
Online assignment (Chapter 2)
May 31 Round table concerning Porter’s Five Forces
Chapter 3
Term paper outline due (Criteria discussed at first class meeting)
Homework for next time:
Online assignment (Chapter 4)
Prepare for case presentations
June 7 Chapter 5

June 14
June 21
June 28
July 5
July 12
July 19
July 26
August 2
Present cases
Homework for next time:
Prep for round table concerning mergers and acquisitions
Online assignment (Chapter 6)
Round table concerning mergers and acquisitions
Chapter 7
Review for mid-term exam
Homework for next time:
Study for mid-term exam
Online assignment – open forum for midterm discussion
Mid-term exam
Homework for next time:
Prep for round table concerning cooperative strategies
Online assignment (Chapter 8)
Round table concerning cooperative strategies
Chapter 9
Homework for next time:
Prep for round table concerning organizational structure
Online assignment (Chapter 11)
Round table concerning organizational structure
Chapter 10
Homework for next time:
Prep for round table concerning strategic leadership
Online assignment (Chapter 12)
Chapter 12
Round table concerning strategic leadership
Home work for next time:
Complete term paper
Chapter 13
Review for final exam
Paper due on Safe Assignment before next week’s class
Homework for next time:
Study for final exam
Online assignment – open forum for discussion of final exam
Final exam
Discuss presentation criteria
Homework for next time:
Prepare for paper presentation
Online assignment – discussion of objectives
Review and reflection
Paper presentations
Major Field Exam Administered
All chapters will be covered.

Professor reserves the right to alter this schedule as needed.
Please be sure to ask if you have questions or concerns during this course. Remember that, while you are a student, you are also teaching the class that which your education and experiences have taught you.
18. Additional information as desired by the faculty member
Class Participation: Class participation is a very important part of education. This class requires active class participation. Many classes begin with a basic question that appears clear-cut, and the class participation is what helps add to the complexity that is critical for solving problems and understanding processes. Students are strongly encouraged to participate in class.
Other Important Information:
1.
Homework is due at the beginning of each class.
2.
Late homework will result in a lower grade.
3.
Written work is graded on the basis of content first, but also on the quality of grammar and punctuation.
4.
All written assignments should be 12-point type, double-spaced, and using APA
Manuscript Writing Style.
5.
Questions concerning grades received should be resolved within one week after the assignment has been returned.
6.
Unless noted as a group assignment, all work should be original work of the individual student.
7.
Academic honesty is expected of all students. Plagiarism, cheating, and other acts that lack academic honesty may result in a zero on the particular assignment.
8.
Students will need to use the Internet to access some assignments.
9.
Cell phones and pagers must be placed on vibrate or silent mode.
10.
Presentations of papers must be done on the assigned date with the class to receive credit.
11.
Exams may be made up, but there is a 20-point penalty for each day they are late.
12.
Please do not bring children to class.
13.
Always contact the professor if you need assistance.
Round Table Presentations: In order to better understand and participate in the stages of the study of strategic management, students will be required to bring examples of relevant topics to class to discuss with the class. The format for the round table discussions will be described in class, and when presented they will be graded based upon quality and relevance to the topic being discussed. They may also be graded based upon the amount of class discussion that ensues.
Length of the individual discussions will be discussed when each assignment is made.
Term Paper: Students will complete one research paper for this class. The paper should be a minimum of five pages of content, excluding coversheet, abstract and references, and should utilize at least five references, all of them scholarly. Students will orally present a summary of this paper to the class. Papers must utilize APA format. Topics for papers must also be pre-approved by the professor. To avoid a 10-point deduction from your final grade in the course, completed paper must be available by the ninth class meeting to submit online to Safe Assignment. If Safe
Assignment detects more than a 20% match, 10 points will be deducted from the paper grade for every 10% over the 20% limit.
STATEMENTS:

Course Format: This course will be taught in a blended format, with the majority (over 51%) of the contact hours occurring in class. There will also be Blackboard assignments and other activities outside the classroom.
“This class will adhere to zero tolerance for using someone else’s work as your own.”
“Students are responsible for reading, understanding, obeying, and respecting all academic policies, with added emphasis being placed upon academic progress policies, appearing in the
Wayland Baptist University Academic Catalog applicable to their curriculum and/or program of study.”

Rubric for Case Study Assignment
Criterion
4
A-level qualities
(90 –100)
Completeness Complete in all respects; reflects all requirements
Understanding Demonstrates a sophisticated understanding of the topic(s) and issue(s)
3
B-level qualities
(80 –89)
Complete in most respects; reflects most requirements
Incomplete in many respects; reflects few requirements
Demonstrates an accomplished understanding of the topic(s) and issue(s)
2
C-level qualities
(70 –79)
Demonstrates an acceptable understanding of the topic(s) and issue(s)
1 or 0
D- or F-level qualities
(60 –69 or below 60)
Incomplete in most respects; does not reflect requirements
Demonstrates an inadequate understanding of the topic(s) and issue(s)
Analysis, evaluation, and recommendations
Presents an insightful and thorough analysis of all issues identified; includes all necessary financial calculations
Presents a thorough analysis of most issues identified; includes most necessary financial calculations
Presents a superficial analysis of some of the issues identified; omits necessary financial calculations
Presents an incomplete analysis of the issues identified
Score
Research
Makes appropriate and powerful connections between the issues identified and the strategic concepts studied in the reading; demonstrates complete command of the strategic concepts and analytical tools studied
Makes appropriate connections between the issues identified and the strategic concepts studied in the reading; demonstrates good command of the strategic concepts and analytical tools studied
Makes appropriate but somewhat vague connections between the issues and concepts studied in the reading; demonstrates limited command of the strategic concepts and analytical tools studied
Makes little or no connection between the issues identified and the strategic concepts studied in the reading
Supports diagnosis and opinions with strong arguments and evidence; presents a balanced and critical view; interpretation is both reasonable and objective
Presents detailed, realistic, and appropriate recommendations clearly supported by the information presented and concepts from the reading
Supports diagnosis and opinions with reasons and evidence; presents a fairly balanced view; interpretation is both reasonable and objective
Presents specific, realistic, and appropriate recommendations supported by the information presented and concepts from the reading
Supports diagnosis and opinions with limited reasons and evidence; presents a somewhat onesided argument
Presents realistic or appropriate recommendations supported by the information presented and concepts from the reading
Supports diagnosis and opinions with few reasons and little evidence; argument is one-sided and not objective
Presents realistic or appropriate recommendations with little, if any, support from the information presented and concepts from the reading
Supplements case study with relevant
Supplements case study with relevant
Supplements case study with limited
Supplements case study, if at all, with

and extensive research into the present situation of the company; clearly and thoroughly documents all sources of information research into the present situation of the company; documents all sources of information research into the present situation of the company; provides limited documentation of sources consulted incomplete research and documentation
Writing mechanics
Writing demonstrates a sophisticated clarity, conciseness, and correctness; includes thorough details and relevant data and information; extremely wellorganized
Writing is accomplished in terms of clarity and conciseness and contains only a few errors; includes sufficient details and relevant data and information; wellorganized
APA guidelines Uses APA guidelines accurately and consistently to cite sources
Uses APA guidelines with minor violations to cite sources
Writing lacks clarity or conciseness and contains numerous errors; gives insufficient detail and relevant data and information; lacks organization
Reflects incomplete knowledge of APA guidelines
Writing is unfocused, rambling, or contains serious errors; lacks detail and relevant data and information; poorly organized
Does not use APA guidelines
Total:
Note: Criteria are evaluated on a 4-3-2-1-0 basis. Total rubric points are as follows: 21.6-24 (A), 19.2-21.5 (B), 16.8-19.1 (C), 14.4-16.7 (D),

Asynchronous discussion enhances learning as you share your ideas, perspectives, and experiences with the class. You dev elop and refine your thoughts through the writing process, plus broaden your classmates’ understanding of the course content. Use the following feedback to improve the quality of your discussion contributions .
Criteria
Unacceptable Acceptable Good Excellent
Frequency
Initial
Assignment
Posting
Participates not at all.
Posts no assignment.
Participates, but not the required number of times
Posts adequate assignment with superficial thought and preparation; doesn’t address all aspects of the task.
Participates the minimum number of required times with limited responses.
Posts well developed assignment that addresses all aspects of the task; lacks full development of concepts.
Participates more than the minimum number of times with detailed responses.
Posts well developed assignment that fully addresses and develops all aspects of the task.
Follow-Up
Postings
Posts no followup responses to others.
Posts shallow contribution to discussion (e.g., agrees or disagrees); does not enrich discussion.
Elaborates on an existing posting with further comment or observation.
Demonstrates analysis of others’ posts; extends meaningful discussion by building on previous posts.
Content
Contribution
Posts information that is off-topic, incorrect, or irrelevant to discussion.
Repeats but does not add substantive information to the discussion.
Posts information that is factually correct; lacks full development of concept or thought.
Incorporates some references
Posts factually correct, reflective and substantive contribution; advances discussion.
References &
Support
Clarity &
Mechanics
Includes no references or supporting experience.
Posts long, unorganized or rude content that may contain multiple errors or may be inappropriate.
Uses personal experience, but no references to readings or research.
Communicates in friendly, courteous and helpful manner with some errors in clarity or mechanics.
from literature and personal experience.
Contributes valuable information to discussion with minor clarity or mechanics errors.
Uses references to literature, readings, or personal experience to support comments.
Contributes to discussion with clear, concise comments formatted in an easy to read style that is free of grammatical or spelling errors.
Examples of postings that demonstrate higher levels of thinking:
 “Some common themes I see between your experiences and our textbook are….” (analysis)
 “These newer trends are significant if we consider the relationship between ….” (synthesis)
 “The body of literature should be assessed by these standards ….” (evaluation)

An “A” exam:

Answers the specific central question that was asked

Incorporates pertinent and detailed information from both class discussion and assigned readings
(whenever applicable), providing needed evidence.

Maintains focus/avoids being sidetracked by tangents

Presents all information clearly and concisely and in an organized manner

Does much more than merely restate the question and offer a brief response

Avoids distracting grammar/spelling/etc. problems
A “B” exam:
 Answers the specific central question asked, but not as well as an “A” essay

Incorporates some information from class discussion and assigned readings, providing some necessary evidence, but less thoroug hly and/or relevantly than an “A” essay

Usually maintains focus, but may occasionally digress from the specific topic

Presents information fairly clearly and concisely, and may have minor organization problems

Does more than merely restate the question and offer a brief response

May contain a few distracting grammar/spelling/etc. problems
A “C” exam:

Addresses the specific central question asked in part, but does not relate directly to the question or does not address all required elements

Does not adequately incorporate information from class discussion and assigned readings, and may rely on unsupported statements or generalities
 Sometimes strays from the specific topic (more often than a “B” essay)

Presents information in a manner that is sometimes unclear, and/or has significant organization problems

May merely restate the question and offer a brief, undeveloped response

May contain a few or a significant number of distracting grammar/spelling/etc. problems
A “D” exam:

Does not directly answer the specific central question asked

Does not incorporate information from class discussion and assigned readings, or does so minimally and/or irrelevantly

Substantially digresses from the specific topic

Has significant problems with clarity, concision, and organization, making the information presented difficult for the reader to understand

May merely restate the question and offer an irrelevant or undeveloped response

May contain substantial distracting grammar/spelling/etc. problems that muddle the information presented
An “F” exam:

Does not answer the specific central question in any way

Does not incorporate information from pertinent class discussion and/or assigned readings

Provides no information that can be understood or related to the specific topic

May lack any recognizable organization


May contain enough distracting grammar/spelling/etc. problems to make it substantially incomprehensible
Plusses and minuses may be used for finer-grain letter assignments.

Grading Rubric for Oral Exams (Midterm and Final)
A
Exemplary
B
Competent
C
Developing
Dimensions:
Shows a
Overall deep/robust understanding
Understanding of the topic with a fully developed argument per the categories below
Argument
Clearly articulates a position or argument
Shows a limited understanding of the topic with not quite a fully developed argument per the categories below
Articulates a position or argument that is incomplete or limited in scope
Shows a superficial understanding of the topic, argument not developed enough per the categories below
Articulates a position or argument that is unfocused or ambiguous
Evidence
Presents evidence that is relevant and accurate
Presents sufficient amount of evidence to support argument
Presents evidence that is mostly relevant and/or mostly accurate
Presents limited evidence to support argument
Presents evidence that is somewhat inaccurate and/or irrelevant , but corrects when prompted
Does not present enough evidence to support argument, but augments when prompted
Implications
Fully discusses the major implications of the argument or position
Adequately discusses some of the major implications of the position
Discusses minor implications
(missing the major ones) OR does not discuss major implications adequately
Structure
Prompting
There is logic in the progression of ideas
Did not have to prompt with probing
There are a few areas of disjointedness or intermittent lack of logical progression of ideas
Prompted minimally (one or two probing
Ideas are somewhat disjointed and/or do not always flow logically, making it a bit difficult to follow
Prompted a lot
(a series of probing the
D/F
Shows no understanding of the topic and no argument per categories below
Does not articulate a position or argument
Presents a lot of inaccurate and/or irrelevant evidence
Doesn’t present enough evidence to support argument, even when prompted repeatedly
Doesn’t discuss the implications of the argument or position
Ideas are disjointed and/or do not flow logically, hence argument is very difficult to follow

questions at all questions) questions)

Grading Rubric for Term Papers
Format/Layout



Follows poorly the requirements related to format and layout.
Follows, for the most part, all the requirements related to format and layout.
Some requirements are not followed.
Closely follows all the requirements related to format and layout.
(Weight 15%)
Content/Information




The essay is not objective and addresses poorly the issues referred in the proposed topic.
The provided information is not necessary or not sufficient to discuss these issues.
The essay is objective and for the most part addresses with an in depth analysis most of the issues referred in the proposed topic.
The provided information is, for the most part, necessary and sufficient to discuss these issues.
The essay is objective and addresses with an in depth analysis all the issues referred in the proposed topic. The provided information is necessary and sufficient to discuss these issues.
Quality of Writing



(Weight 20%)
The essay is not well written, and contains many spelling errors, and/or grammar errors and/or use of English errors. The essay is badly organized, lacks clarity and/or does not present ideas in a coherent way.
The essay is well written for the most part, without spelling, grammar or use of English errors.
The essay is for the most part well organized, clear and presents ideas in a coherent way.
The essay is well written from start to finish, without spelling, grammar or use of English errors. The essay is well organized, clear and presents ideas in a coherent way.
References and use of Most of the Most of the All the

references




references used are not important, and/or are not of good/scholarly quality. There is not a minimum of 10 references, and/or they are not used effectively in the essay and/or correctly cited and/or correctly listed in the reference list according to APA style. references used are important, and are of good/scholarly quality. There is a minimum of 10 references that are for the most part used effectively. Most of the references are correctly cited and correctly listed in the reference list according to
APA style. references used are important, and are of good/scholarly quality. There is a minimum of
10 references that are used effectively, correctly cited and correctly listed in the reference list according to APA style.
Overriding criterion: 0riginality and authenticity. If the essay is identified as not being original, and/or not done by the student, the instructor has the right to grade the paper as an F (0).