NORTHEASTERN UNIVERSITY
College of Business Administration
Business Policy Intensive -- Strategic Management
MGT4452
Professor Michael J. Cote, C.P.M.
Course Schedule:
Wednessdays 5:50 – 10:15 p.m.
Office:
Office Hours:
Phone:
Email:
314E Hayden Hall
Wed.3:00 - 4:30 or by appointment
617-373-7998
mi.cote@neu.edu
COURSE MATERIALS:
STRATEGIC MANAGEMENT AND BUSINESS POLICY
Thomas L. Wheelen and J. David Hunger, Ninth Edition, Addison Wesley
Articles
Articles will be current and provided for discussion in class. Students are encouraged to contribute articles and current publications
in business strategy.
Cases
#10 Palm Computing, Inc., How to survive in the crowed PDA market #22 The Home Depot, Inc.: Growing the Professional Market
#23 Gardner Distributing – Providing Products for Plants and Pets
*#1 The Recalcitrant Director at Byte products, Inc
*#27The Vermont Teddy Bear Co, Inc.: Challenges facing a new CEO #6 Hewlett Packard Company in Vietnam
*#21 Wal-Mart Stores, Inc.: On becoming the world’s largest company #4 McKesson makes a Deal
#28 The Carey Plant
#31American Airlines’ Dilemma
*These cases to be written up
Course Goals:
Strategic Management is intended to be an intellectually challenging and dynamic capstone course for the
Undergraduate School of Business curriculum focusing on formulating and implementing strategic actions in
everyday decision-making. It is not only a course about strategy, but also about managing success through the
implementation and execution of action-oriented strategic plans in the global environment.
This is a practice-oriented course is designed to help students achieve a “big picture” understanding of how to
ethically manage strategy while integrating relevant theories and learnings from previous core courses and
electives taken in marketing, accounting, finance, operations, organizational behavior, and global management.
By the end of the course, you will walk away with the analytical skills essential in identifying the strategic
complexities and constraints facing innovative industries today. It is my hope that you will gain not just the
knowledge, but also the development of a systemic view of global enterprises, emphasizing how businesses
achieve sustainable success, and how successful strategies and visions holistically blend all aspects of
marketing, finance, economics, operations, leadership and accounting (all pre-requisites for this course) into
the commercial value chain.
Course Objectives:
In class, the instructor will act as a moderator, questioner, and lecturer to help you gain a better understanding
of the strategic decision making process. The primary focus of the course is to understand the management of
the overall direction of a firm. During the quarter, you will learn to
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Prof. M. Cote
Analyze a firm’s market and financial environments in a way that leads to practical
solutions in achieving its core business goals;
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Evaluate the strengths and weaknesses of an organization and assess external market
opportunities and threats;
Understand the key factors to successful strategic management and decision-making in an
integrative organizational environment;
Recognize how corporate governance works to direct the growth and maturing of a
corporation and its products;
Apply leadership and reflective thinking skills to develop workable strategies that
correspond with the capabilities of the organization and needs of the market;
Improve student communication abilities, analytical skills, ethical understanding and
reasoning abilities;
Explore the problems in implementing strategy within a multicultural business;
Apply the principles on formulating strategy in analyzing class business cases;
Examine how firms can implement successful decision-making strategies.
In order to facilitate this learning, I will utilize comprehensive case studies, quizzes, text readings, and class
participation, each reflecting the high degree of diversity in business today. Please keep in mind that this is a
case-intensive course reflecting a real world orientation.
Learning Approach:
Your learning is the primary objective of all class activities. Research shows that learning occurs when
information is transformed into knowledge. Business knowledge can be defined as the ability to think about
information, adapt and apply it effectively and successfully to various business situations. My approach will:
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(Inform) Provide an overview of key concepts in strategy formulation
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(Adapt) Offer examples on how the concepts can be adapted in real situations
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(Think) Facilitate class discussions and debate
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(Apply) Use what is learned in case studies and simulated business environments
Grades are intended to reflect how well you have learned. I recommend a focus on learning – good grades will
follow. Grades are an outcome of the learning process. This course assumes basic knowledge in all areas of
business disciplines. However, I recognize that not all students have absorbed the same amount of learning in
all areas. Let me invite any student who needs it to ask for my help and mentoring. Contact me before or after
class or during my office hours to set up a mutually convenient time for assistance. I am committed to your
success! Each of you is a valued and important part of the entire learning experience and I will facilitate your
learning process in every way that you allow. Let me also recommend that you look for areas of strong
interest to you. Interest will motivate you to read, participate, think deeply about issues and generate the
impetus needed to apply knowledge learned. Finally, I am committed to providing the highest academic value
and richest experience. Classes that stimulate you to reach beyond your present capabilities are not always
easy, but in the end, they serve to broaden your innate cognitive abilities.
Student Evaluation:
Grade dimensions measure your participation in activities that lead to learning and quantify how much you
have learned. They also provide frequent and prompt feedback on your achievement and mastery. In each of
the learning dimensions, I will use the individual evaluation criteria shown below to evaluate performance.
Final course grades will be computed using the following percentages:
Percent
25%
10%
30%
Prof. M. Cote
Learning dimensions
Class Participation
6 Case Quizzes
Case Analysis: 3 Case write-ups (Cases 1, 21 & 27, see case analysis for more detail)
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35%
Final Exam
100%
Total
Individual Evaluation Criteria:
Here is what differentiates students in the ‘A’ range, the ‘B’ range and the ‘C’ (or lower) ranges:
“A” grade range:
Are self-starters who take initiative – they don’t wait for the professor to tell them what
to do. They approach the subject with an independent and conscientious viewpoint.
This includes taking some risks, such as expressing opinions that may be ‘unpopular’ or
may differ from the professor’s. They read cases and material with a critical eye and
seek to understand the underlying issues, not just the facts. They are eager to participate
in all aspects of the course. They really try to “get into” business strategy by reflecting
on the information and sincerely attempting to apply what they learn; and this learning is
reflected in their ability to apply knowledge and skills by excelling in case studies,
exercises, case analysis, and written assignments.
“B” grade range:
Are very conscientious about their work; strive to do what is expected of them in a
competent and timely manner. Come to class regularly and interact with other students
and the professor about cases and basic concepts. They try to discover the most
important aspects of the business environment and care about their written work. Case
analyses are not as in-depth as papers in the ‘A’ range, but are clearly expressed with
well thought out logic; and they demonstrate adequate knowledge in assignments but
may not be able to apply the knowledge as well as “A” range students.
“C” (or lower)
grade ranges:
Tend to do the “minimum” to get by; may not attend all classes; focus on what the
professor is emphasizing (rather than on how they react to or interpret those issues in
terms of their own experience.) Write in a manner that does not display much
originality and tend to let other students carry the conversation. They are prepared most
of the time, but take little risk.
Class Participation:
My approach to teaching operates under the assumption that each of you has knowledge and creative ideas that
are valuable and significantly enhance everyone’s learning experience when shared with the rest of the class. I
am confident the process of dialectical inquiry used in class will create a rich learning environment. In this
process, you learn by debating and challenging other students’ thoughts and logic.
You learn best when classes start and end on time. Moreover, class contribution is a crucial and essential
component in higher learning. Persuasion and reasoned opinion will be valued over simply conversing and the
criteria for measuring participation include:
1. You must be present. While I understand there may be times you cannot make class, you cannot be
considered to have participated for that particular class;
2. You must participate in the discussion. To be considered fully participating, you must participate in
presentation of cases, questions, discussions and;
3. Be thoroughly familiarity with case content and how the material relates to the text readings with a
clear understanding of the underlying problem(s) or issue(s);
Prof. M. Cote
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4. An understanding of the major decision alternatives open to the company and the criteria by which
these alternatives should be evaluated;
5. Analysis of the information and considerations affecting the choice of action alternative. Where case
material is insufficient, I expect you to be able to reasonably indicate assumptions you made, what
information is needed, the costs associated, and how it might be obtained; and
6. Action recommendations and a justification of these recommendations. Since justification of any
business action lies in its expected payoff, your recommendation should be supported by estimates of
costs, sales, profits, uncertainty, and risks.
In order to accurately assess the quality of your participation, it is essential that I know each of you
individually as soon as possible. To facilitate this, I ask that you do the following:
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Hand in your personal information sheet by the 2nd session; (I will hand this out at the first session)
Bring a name card to class and place it in front of you at your seat
Class Participation -- Weekly Case Discussions, Analysis and Dialectic Inquiry:
We will use a variety of methods to analyze cases in class. These include class discussion, structured exercises
and group discussion. Most weeks the class will be divided into discussion groups to analyze the case for the
week. Each group will be assigned a different aspect of the case (financials, underlying issues,
recommendations, etc.) or to conduct an exercise related to the case. Each group will then be asked to present
their finding to the other groups. After each presentation, groups or teams not presenting are expected to
challenge the analysis. The questions asked and level of intellectual debate will contribute 25% to the
participation portion of your grades.
Case Questions and Quizzes:
Each case includes three questions in the syllabus. Beginning the 2nd session, and before class discussion on
the case, I will select one question from the assigned case at random. You will have 15 minutes to write a one
page response to the question which should include 1) the strategic issue(s), 2) your recommendation, and 3)
justification for your decision. This is a closed book, closed notes quiz intended to test your comprehension of
the case, provide feedback on mastery and the opportunity to apply new skills learned. There will be six
quizzes, one for every week where a case “write-up” is not due, excluding the first and last classes.
Case Analysis Guidelines:
It is expected that you are familiar with the case-study method of learning and have a firm grasp on the concept
of analyzing a case. I highly recommend you read the guidelines below for Case Analysis and refer to Chapter
14 regarding types of strategic analyses appropriate to the subject, especially the financial ratios. These
principles are general guidelines and are used by me when determining grades for quizzes, presentations, and
the final examination. Case analyses are typically 4-8 pages in length.
The following criteria are used to evaluate cases. I highly recommend your cases be organized with the
section headings shown below for at least the first two written cases. An exceptional case analysis contains indepth consideration of each section based:
Executive Summary (10%)
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High level summary of relevant facts, key problems, and highlight of corporate strategy
Basic Analysis (40%)
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Prof. M. Cote
Examines the internal and external environment using all of the appropriate analysis
methods: economic, SWOT, market, cultural, competitive and financial – financial analysis
can be included as an exhibit where appropriate.
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Presents a succinct analysis of the case by organizing and selecting relevant facts, and
applies concepts learned in class to draw logical conclusions;
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Relates company performance to strategic factors, functional and corporate strategy,
policies, and implementation;
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Identify the various strategic alternatives available and provide an analysis of the
advantages and disadvantages for each alternative and develops criteria against which to
make a strategic choice;
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The basic analysis does not state personal opinions or restate known facts without analyzing
merits as related to the key problems and issues in the case
Root Cause Analysis (30%)
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Identifies the key two or three underlying issues. A case may contain many obvious issues
that are all generated from just a few root causes. Without correctly identifying these
underlying issues, decisions and plans serve only to remedy tactical problems, and
undermine a manager’s ability to recommend truly strategic and effective actions;
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Explores why things are happening the way they do in the case and assesses probable causes
based on facts available from the case;
Recommendations and Conclusions (20%)
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Provides overall sound conclusions that flow logically from the analysis and considers the
political environment and capabilities of the corporation (would the solution be acceptable
to the parties involved);
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Provides plans to mitigate high risks; minimizes risks and optimizes benefits; utilize
concepts learned in class; applies a balanced approach to achieving results (in the real world
no solution is perfect);
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Is precise, clear, and succinct without reiterating all the facts of the case, providing
appropriate citations and references to material used in the analysis.
After each case, I will inform you of the 2-3 underlying issues in the case. Uncovering these issues is
considered the most important element of the case analysis. A student achieving an “A” grade usually
uncovers most or all of these key issues. I will ask you to submit your first case in draft form at the 3rd session
and will provide questions (not answers) that should lead you to discover the underlying issues for yourself
and improve your case write up. If you follow my recommendations and think through the answers to the
questions I pose, you should easily achieve an excellent grade on the first case analysis. You will be on your
own for the other two, but I am always available to guide you – either during class, during office hours or by
appointment. I will collect written cases at the beginning of class on the days they are due: the 5th, 8th and 9th
sessions.
Final Examination:
A final examination will be conducted during or after the last session. Examinations are intended to thoroughly
evaluate knowledge learned and the ability to apply it to real world cases. The final examination is your
opportunity to showcase your management skills and abilities. It will consist of about 50 multiple-choice
questions intended to test your understanding of key concepts learned over the term of the course and a case
write up (each part will count for 50% of the final exam grade). You will choose one of two cases that I select
from your Text and will have the balance of the class time to read, evaluate and write a thorough analysis. You
may bring a calculator; however, textbooks, computers and class notes are not permitted during the multiplechoice portion of the final exam but may be used during the case analysis portion of the exam.
Northeastern University’s Policy on Academic Honesty (from the NU Handbook):
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Northeastern University is committed to the principles of intellectual honesty and integrity. All members of the
Northeastern community are expected to maintain complete honesty in all academic work, presenting only that
which is their own work in tests and assignments. If you have any questions regarding proper attribution of the
work of others, contact your professor prior to submitting the work for evaluation. The complete policy is
available at http://www.osccr.neu.edu/policy.html.
Special Accommodations:
If you have specific physical, psychiatric, or learning disabilities that you believe may require accommodations
for this course, please meet with me after class or during my conference hours to discuss appropriate
adaptations or modification, which might be helpful for you. The Disability Resource Center (DRC), which is
location on campus in 20 Dodge Hall (ext 2675) can provide you with information and other assistance to help
manage any challenges that may affect your performance in your coursework. The University requires that
you provide documentation of your disability to the DRC.
Writing:
While the principal goal of this course is the acquisition of knowledge in the subject area, students should be
aware that the School of Profession and Continuing Studies requires that clear and effective writing be an
integral part of the learning process.
Expectations:
(1) I expect that you will successfully learn the course material and that you will earn a good grade. This
will require a reasonable amount of work on your part. If you satisfy the remaining expectations, you
will be on your way to success.
(2) I expect that you will read assigned readings (cases, articles and text chapters) before coming to class.
(3) I expect that you will strive to attend every class, participate fully and thoughtfully in all class activities
and discussions.
(4) I expect that you will do your homework and submit according to the specifications on the due date.
(5) I expect you to be an active learner and take responsibility for learning the material – not just surviving
homework assignments and exams.
(6) I expect that you will treat other members of the class with respect and not represent the work of others
as your own.
(7) I expect you will arrive on time to enhance your learning experience and to ensure we cover all the
class material.
(8) I also expect that we will have a good time and learn a lot.
Prof. M. Cote
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CLASS HOMEWORK ASSIGNMENTS
Session
Topic
1 December 1st
Case Analysis
 Introductions, Course Design & Admin
 Strategy exercise: A business destined to fail
 Text Case 4: McKesson Makes a Deal (Read in-class)
2 December 8th
What’s Due (Assignments)
1. Purchase text Book and bring to class
Basic Concepts of Strategic Management
 Chapter 1: Basic Concepts
 Chapter 5: Strategy Formulation: Situation Analysis and Business
Strategy
 Text Case 10: Palm Computing, Inc
 Quiz 1. Palm Computing Questions
1. What is your recommended marketing strategy for Palm?
2. What changes would you make to their inventory strategy and why?
3. Which of the three marketing strategies would you choose and why?
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1. Read Palm Computing (Text Case #10)
3 December 15th
1. Read The Home Depot
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Strategy Formulation: Corporate Strategy
Chapter 6: Strategy Formulation: Corporate Strategy
Text Case 22: The Home Depot, Inc
Quiz 2. Home Depot Questions
To what do you attribute Home Depot’s success?
Has Home Depot’s growth been well managed?
What do you recommend Home Depot do to remain profitable
in the long run?
4 January 5th
Functional Strategy and Strategic Choice
 Draft Analysis of Text Case #1 returned with comments & tips
(Final draft due next class)
 Chapter 7: Functional Strategy and Strategic Choice
 Root Cause Analysis
 Text Case 23: Gardner Distribution
 Quiz 3. Gardner Distribution Questions
1. What is Gardener’s distinct competency? How can it best use it?
2. What are Gardner’s strategic options?
3. How should Gardner position itself given the forces that are
shaping the industry?
5 January 12th Corporate Governance and Social responsibility
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Collect final drafts of Text Case 1
Chapter 2: Corporate Governance and Social responsibility
Board of Directors Exercise
Text Case 1: The Recalcitrant Director at Byte
2. Read Syllabus: Ask questions
3. Read Chapters 1 & 5
(Text Case #22)
2. Read Chapter 6
3. Hand in draft analysis on Text Case #1
(The Recalcitrant Director)
(Final version due on the 5th session)
1. Read Gardner Distribution
(Text Case #23)
2. Read Chapter 7
1. Read Text Case #1: Recalcitrant
Director.
2. Hand in final draft of written case
analysis on text Case #1 – (The
Recalcitrant Director)
3. Read Chapter 2
6 January
19th
Environmental Scanning and Industry Analysis
 Chapter 3: Environmental Scanning and Industry Analysis
 Text Case 6: Hewlett Packard Company in Vietnam
 Quiz 4. Hewlett Packard Questions
1. Define at least 3 strategic options for HP; which would you choose
and explain your rationale?
2. What are the key areas of operational excellence at HP?
3. What are the two bases of market segmentation in the case and which
might be most beneficial?
Prof. M. Cote
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1. Read Text Case 6: HP in Vietnam
2. Read Chapter 3
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Session
Topic
7 January 26th Internal Scanning and Organizational Analysis
 Chapter 4: Internal Scanning and Organizational Analysis
 Collect written Vermont Teddy Bear Case Analysis
 Text Case 27: The Vermont Teddy Bear Co.
What’s Due (Assignments)
1. Read Text Case #27 (Vermont Teddy
Bear)
2. Hand in written case analysis for Text
Case #27
3. Read Chapter 4
8 February 2nd Strategy Implementation: Organizing for Action
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Chapter 8: Strategy Implementation: Organizing for Action
Text Case 28: The Carey Plant
TQM Exercise
Quiz 5. The Carey Plant Questions
1. What is the primary issue in this case?
2. How is the Gardner company managing the Carey Plant
3. What advise would you give Bill May?
1. Read Text Case 28: The Carey Plant
2. Read Chapter 8
9 February 9th Strategy Implementation: Staffing and Direction
1. Read Text Case 21: Wal-Mart
 Collect written case analysis: Text Case 21
 Chapter 9: Strategy Implementation: Staffing and Direction
 Text Case 27: Wal-Mart
2. Hand in written case analysis for Text
Case #21
10 February
16th
3. Read Chapter 9
Evaluation and Control
 Chapter 10: Evaluation and Control
 Text Case 31: American Airlines’ Dilemma
 Review: Multiple Choice Exercise
 Quiz 6. American Airline Questions
1. What is your recommended strategy for bringing the company back to
profitability?
2. How are the demographics changing? How does this affect AA?
3. What is American Airline’s business model? Why was it selected?
Should it change?
1. Read Text Case #31 (American
Airlines)
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1. 50 Multiple Choice Questions
February 23rd
Final Exam
Prof. M. Cote
2. Read Chapter 10
2. One Written Case Analysis
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