David, F. Strategic Management: concepts and cases, @2011
Ebert & Griffin. Business Essential, Fourth Edition
This is a highly interactive course between the class and the lecturer. Students will learn through interesting case studies, challenge-based-learning, and specific company activities. The students will have the opportunity to use the concepts, ideas, and other strategies in class. Problem-solving sessions occur in both individual (primarily) and team (occasionally) settings
Assesment is on a scale of 1 - 5, where:
1 = Mediocre, 2 = Satisfactory, 3 = Good, 4 = Very Good, 5 = Excellent
Consider active participation as necessary for your grades, 10%
Assignments constitutes 40% of your grade
Final group assignment, 50%
22.09.2022 - 01.12.2022
15.08.2022 - 19.09.2022
Liiketalous (not translated)
Teacher Otieno Mbare
Seats for Turku UAS: 25
Seats for other UASs: 20
Degree Programme in Business
To be announced in class
Based on Lectures, Teamwork, literature review, and Presentations using the following learning approaches:
• Individual assignments (28h)
• Group assignments (30)
• Studying the recommended literatures (42h)
• Final group project work (33h)
- The nature of strategic management – using the strategic management model
- The importance of vision and mission statement for a business organization
- Why internal and external audits are important to a business firm
- Different strategies firms apply in the face of competition
- Business ethics in business
The work does not reach the standard level of the course. There is no evidence of further reading or considered thought about the subject matter neither is there a clear demonstration of familiarity with the various concepts in the subject.
There is knowledge of core material and concepts but the knowledge and the processing of knowledge is weak or limited. There is only little evidence of wider reading.
The work is reasonably competent, though there may be some weaknesses. Knowledge of various concepts is adequate and while there is evidence of reading beyond the class, it might be patchy or not broad (3).
The work is well developed beyond that given; demonstrates sound conceptual knowledge and reasoning; depth and breadth of reading (4)
The work reflect very high conceptual standard and demonstrate knowledge and autonomous development of reasoning processing well beyond that given in class. There is clear evidence of depth and breadth in reading.