UNIVERSITY OF SUNDERLAND

BUSINESS SCHOOL
August-November 20!
"o#u$e T%t$e& INTRODUCTION TO STRATEGIC MANAGEMENT St'ge 2
"o#u$e Co#e& UGB202 "o#u$e $e'#er& "'t(e) Te'$e
Assessme*t Co#e& UGB202CW1213SEM2 +e%g(t%*g& 100%
Ass%g*me*t t%t$e& Introduction to Strateic Manae!ent Re"ort Auu#t 2013
Br%e, #es-r%.t%o*& An indi$idua% a##in!ent re&uirin t'e "re"aration o( a re"ort di#cu##in t'e a""%ication o( t'e
#trateic !anae!ent "roce## to a (ir! in t'e con#truction #ector )#ee t'e U* Standard Indu#tria% C%a##i(ication
#ection +,-
Issue# )ee/ -omm0 Due )ee/ -omm0 0./11/13 Retur*e# )ee/ -omm0
Due D'te& 00 No$ 2013 )E%ectronic #u1!i##ion on%2,
A%% re"ort# !u#t 1e #u1!itted e%ectronica%%2 $ia 3i$e Ca!"u# 1e(ore 23-45-
Module Leader: Mathew Teale Moderated by: Gavin Mason/John Dixon-Dawson
I*tro#u-t%o* '*# summ'r1 -om.'*1 .ro,%$e
An introduction to 2our "a"er and to 2our co!"an2 inc%udin a 1rie( de#cri"tion o( t'e (ir! and it# "o#ition
6it'in t'e indu#tr2- )Word%i!it7 .00,
Str'teg%- A*'$1s%s
+or 2our c'o#en (ir! 8rea% or in$ented9: out%ine t'e #tae#; #te"# and "rocedure# in t'e #trateic ana%2#i#
"art o( t'e #trateic !anae!ent "roce##-
<ou do not need to actua%%2 carr2 out t'e #trateic ana%2#i# 1ut 2ou #'ou%d i%%u#trate 2our an#6er 6it' #o!e
indu#tr2 or !ar=et #"eci(ic e>a!"%e#- )6ord%i!it7 1;400 6ord#,
Str'teg1 Formu$'t%o*
+or 2our c'o#en (ir! out%ine t'e #tae#; #te"# and "roce##e# in$o%$ed in t'e (or!u%ation o( 1u#ine## and
cor"orate #trate2 a# "art o( t'e #trateic !anae!ent "roce##-
<ou do not need to actua%%2 carr2 out t'e #trate2 (or!u%ation; e$a%uation or c'oice 1ut 2ou #'ou%d i%%u#trate
2our an#6er 6it' #o!e indu#tr2 or !ar=et #"eci(ic e>a!"%e#- )6ord%i!it7 1;400 6ord#,
Str'teg1 Im.$eme*t't%o*
+or 2our c'o#en (ir! out%ine t'e #tae#; #te"# and "roce##e# in$o%$ed in t'e i!"%e!entation o( 1u#ine## or
cor"orate #trate2 a# "art o( t'e #trateic !anae!ent "roce##-
<ou do not need to actua%%2 carr2 out t'e #trate2 i!"%e!entation 1ut 2ou #'ou%d i%%u#trate 2our an#6er 6it'
#o!e indu#tr2 or !ar=et #"eci(ic e>a!"%e#- )6ord%i!it7 1;400 6ord#,
Co*-$us%o*
Re,ere*-es
A..e*#%-es& )A""endi> 1 6i%% 1e a (u%% co!"an2 "ro(i%e,
F%*'$ Subm%ss%o* Due7 )E%ectronic #u1!i##ion on%2,
Staed #u1!i##ion# !u#t 1e interated into one #tructured re"ort-
)O$era%% 6ord%i!it e>c%udin a""endice# and re(erence#7 .;000,
T'e !ain re(erence# are indicated in t'e !odu%e uide and i$en in t'e !odu%e te>t 1oo= ? @enr2 A- )2011,
Understanding Strategic Management 2e O>(ord Uni$er#it2 Are##
A%ea#e #tud2 care(u%%2 t'e a##e##!ent criteria and t'e !ar=in #c'e!e and u#e it a# a uide 6'en 6ritin
2our re"ort-
+'r*%*g& T'e Uni$er#it2B# #tandard ru%e# and "rocedure# o$ernin a##e##!ent reu%ation# a""%2-
See 2our !odu%e uide (or in(or!ation on t'e "%aiari#! detection #er$ice-
2e*er%- Assessme*t Cr%ter%' 3 U2B202 T(ese )%$$ be %*ter.rete# '--or#%*g to t(e 'ssessme*t -r%ter%' ,or t(e mo#u$e0
2r'#e Re$ev'*-e
42056
7*o)$e#ge
42056
A*'$1s%s
42056
Argume*t '*# Stru-ture
42056
Cr%t%-'$ Ev'$u't%o*
4056
8rese*t't%o*
4956
Re,ere*-e to L%ter'ture
4956
A
a
#
#
CD ?
100%
T'e 6or= e>a!ined i# e>e!"%ar2 and "ro$ide# c%ear e$idence o( a co!"%ete ra#" o( t'e =no6%ede; under#tandin and #=i%%# a""ro"riate to UGB202- T'ere i# a%#o a!"%e e>ce%%ent
e$idence #'o6in t'at a%% t'e %earnin outco!e# o( UGB202 'a$e 1een (u%%2 #ati#(ied- At t'i# %e$e% it i# e>"ected t'at t'e 6or= 6i%% 1e e>e!"%ar2 in a%% t'e cateorie# cited a1o$e- It 6i%%
de!on#trate a "articu%ar%2 co!"e%%in e$a%uation; oriina%it2; and e%eance o( aru!ent; inter"retation or di#cour#e-
0DEC4% T'e 6or= e>a!ined i# out#tandin and de!on#trate# co!"re'en#i$e =no6%ede; under#tandin and #=i%%# a""ro"riate to UGB202- T'ere i# a%#o e>ce%%ent e$idence #'o6in t'at a%% t'e
%earnin outco!e# o( UGB202 'a$e 1een (u%%2 #ati#(ied- At t'i# %e$e% it i# e>"ected t'at t'e 6or= 6i%% 1e out#tandin in t'e !aForit2 o( t'e cateorie# cited a1o$e or 12 de!on#tratin
"articu%ar%2 co!"e%%in e$a%uation and e%eance o( aru!ent; inter"retation or di#cour#e-
00 ? 04%
T'e 6or= e>a!ined i# e>ce%%ent and i# e$idence o( co!"re'en#i$e =no6%ede; under#tandin and #=i%%# a""ro"riate to UGB202- T'ere i# a%#o e>ce%%ent e$idence #'o6in t'at a%% t'e
%earnin outco!e# o( UGB202 'a$e 1een #ati#(ied At t'i# %e$e% it i# e>"ected t'at t'e 6or= 6i%% 1e e>ce%%ent in t'e !aForit2 o( t'e cateorie# cited a1o$e or 12 de!on#tratin
"articu%ar%2 co!"e%%in e$a%uation and e%eance o( aru!ent; inter"retation or di#cour#e-
D0 ? D5%
Direct%2 re%e$ant to
t'e re&uire!ent# o(
t'e a##e##!ent
)12 ? 1.,
A #u1#tantia%
=no6%ede o(
re%e$ant !ateria%;
#'o6in a c%ear ra#"
o( t'e!e#; &ue#tion#
and i##ue# t'erein
)12 ? 1.,
Good ana%2#i#;
c%ear and order%2
)12 ? 1.,
Genera%%2 co'erent and
%oica%%2 #tructured; u#in an
a""ro"riate !ode o(
aru!ent and/or t'eoretica%
!ode%)#,
)12 ? 1.,
Ma2 contain #o!e
di#tincti$e or
inde"endent t'in=inG
!a2 1ein to (or!u%ate
an inde"endent "o#ition
in re%ation to t'eor2
and/or "ractice- )D ? 0,
We%% 6ritten; 6it'
#tandard #"e%%in and
ra!!ar; in a
reada1%e #t2%e 6it'
acce"ta1%e (or!at
)3 ? 3-4,
Critica% a""rai#a% o( u"EtoE
date and/or a""ro"riate
%iterature- Reconition o(
di((erent "er#"ecti$e#- Her2
ood u#e o( #ource !ateria%-
U#e# a rane o( #ource#
)3 ? 3-4,
40 ? 45%
So!e atte!"t to
addre## t'e
re&uire!ent# o( t'e
a##e##!ent7 !a2
dri(t a6a2 (ro! t'i#
in %e## (ocu#ed
"a##ae#
)10 ? 12,
Ade&uate =no6%ede
o( a (air rane o(
re%e$ant !ateria%;
6it' inter!ittent
e$idence o( an
a""reciation o( it#
#ini(icance
)10 ? 12,
So!e ana%2tica%
treat!ent; 1ut !a2
1e "rone to
de#cri"tion; or to
narrati$e; 6'ic'
%ac=# c%ear
ana%2tica% "ur"o#e
)10 ? 12,
So!e atte!"t to con#truct a
co'erent aru!ent; 1ut !a2
#u((er %o## o( (ocu# and
con#i#tenc2; 6it' i##ue# at
#ta=e #tated on%2 $aue%2; or
t'eoretica% !ode%)#, couc'ed
in #i!"%i#tic ter!#
)10 ? 12,
Sound 6or= 6'ic'
e>"re##e# a co'erent
"o#ition on%2 in 1road
ter!# and in uncritica%
con(or!it2 to one or
!ore #tandard $ie6# o(
t'e to"ic
)4 ? D,
Co!"etent%2 6ritten;
6it' on%2 !inor
%a"#e# (ro! #tandard
ra!!ar; 6it'
acce"ta1%e (or!at
)2-4 ? 3,
U#e# a $ariet2 o( %iterature
6'ic' inc%ude# #o!e recent
te>t# and/or a""ro"riate
%iterature; t'ou' not
nece##ari%2 inc%udin a
#u1#tanti$e a!ount 1e2ond
%i1rar2 te>t#- Co!"etent u#e
o( #ource !ateria%- )2-4 ? 3,
.0 ? .5% So!e corre%ation
6it' t'e
re&uire!ent# o( t'e
a##e##!ent 1ut t'ere
i# a #ini(icant
deree o(
irre%e$ance )C ? 10,
Ba#ic under#tandin
o( t'e #u1Fect 1ut
addre##in a %i!ited
rane o( !ateria%
)C ? 10,
3are%2 de#cri"ti$e
or narrati$e; 6it'
%itt%e e$idence o(
ana%2#i#
)C ? 10,
A 1a#ic aru!ent i# e$ident;
1ut !ain%2 #u""orted 12
a##ertion and t'ere !a2 1e a
%ac= o( c%arit2 and co'erence
)C ? 10,
So!e e$idence o( a
$ie6 #tartin to 1e
(or!ed 1ut !ain%2
deri$ati$e-
). ? 4,
A #i!"%e 1a#ic #t2%e
1ut 6it' #ini(icant
de(iciencie# in
e>"re##ion or (or!at
t'at !a2 "o#e
o1#tac%e# (or t'e
reader )2 ? 2-4,
So!e u"EtoEdate and/or
a""ro"riate %iterature u#ed-
Goe# 1e2ond t'e !ateria%
tutor 'a# "ro$ided/!ain te>t-
3i!ited u#e o( #ource# to
#u""ort a "oint- Wea= u#e o(
#ource !ateria%- )2 ? 2-4,
+
a
i
%
34 ? 35% Re%e$ance to t'e
re&uire!ent# o( t'e
a##e##!ent !a2 1e
$er2 inter!ittent;
and !a2 1e reduced
to it# $aue#t and
%ea#t c'a%%enin
ter!# )0 ? C,
A %i!ited
under#tandin o( a
narro6 rane o(
!ateria%
)0 ? C,
@ea$2 de"endence
on de#cri"tion;
and/or on
"ara"'ra#e
)0 ? C,
3itt%e e$idence o( co'erent
aru!ent7 %ac=# de$e%o"!ent
and !a2 1e re"etiti$e or t'in
)0 ? C,
A%!o#t 6'o%%2
deri$ati$e7 t'e 6riterB#
contri1ution rare%2 oe#
1e2ond #i!"%i(2in
"ara"'ra#e
)3-4 ? .,
Nu!erou#
de(iciencie# in
e>"re##ion and
"re#entationG t'e
6riter !a2 ac'ie$e
c%arit2 )i( at a%%, on%2
12 u#in a #i!"%i#tic
or re"etitiou# #t2%e
)1-4 ? 2,
Bare%2 ade&uate u#e o(
%iterature- O$er re%iance on
!ateria% "ro$ided 12 t'e
tutor/!ain te>t-
)1-4 ? 2,
T'e e$idence "ro$ided #'o6# t'at t'e !aForit2 o( t'e %earnin outco!e# o( UGB202 'a$e 1een #ati#(ied-
30 ? 3.% T'e e$idence "ro$ided #'o6# t'at #o!e o( t'e %earnin outco!e# o( UGB202 'a$e #ati#(ied-
14E25% T'e 6or= i# unacce"ta1%e and "ro$ide# %itt%e e$idence t'at t'e %earnin outco!e# o( UGB202 'a$e 1een #ati#(ied-
0E1.% T'e 6or= e>a!ined i# unacce"ta1%e and "ro$ide# a%!o#t no e$idence t'at an2 o( t'e %earnin outco!e# o( UGB202 'a$e 1een #ati#(ied-
8$e'se *ote t('t '$$ )or/ must to be re,ere*-e# -orre-t$1 '--or#%*g to t(e H'rv'r#:A8A s1stem0 "'r/s )%$$ be subtr'-te# ,or .oor re,ere*-%*g '*# more ser%ous -'ses o, .$'g%'r%sm or -o$$us%o* )%$$ be
re.orte# to t(e Bus%*ess S-(oo$ I*,r%*geme*t 8'*e$0
Commentary on the Assessment Criteria / Marking scheme
Re$ev'*-e 4)e%g(t%*g& 2056
Directly relevant to the requirements of the assessment
<ou need to do 6'at t'e a##in!ent re&uire#- Read t'e &ue#tion or ta#= care(u%%2 and do 6'at it a#=# rat'er
t'at 6'at 2ou 6ou%d "re(er to do- *ee" (ocu#ed on t'e ta#= and a$oid irre%e$ant !ateria%-
IT'e ai! i# to i$e an out%ine o$er$ie6 o( t'e J#trateic !anae!ent "roce##B- T'i# need# to co$er in t'e
t'ree !ain "art# out%ine o$er$ie6# o( J#trateic ana%2#i#B; J#trate2 (or!u%ationB and J#trate2
i!"%e!entationB- <ou need to de!on#trate t'at 2ou under#tand 'o6 eac' o( t'e#e #tae# (it# into t'e
#trateic !anae!ent "roce##- <ou a%#o need to de!on#trate t'at 2ou under#tand 'o6 eac' o( t'e
a""roac'e# and tec'ni&ue# (it toet'er and contri1ute- Re!e!1er t'at an out%ine o$er$ie6 i# a%% t'at i#
re&uired- <ou do not need to carr2out an2 o( t'e "rocedure# on%2 out%ine 6'at t'e2 in$o%$e; 'o6 t'e2 (it
toet'er and 'o6 t'e2 contri1ute- T'e e!"'a#i# i# on a#=in t'e ri't &ue#tion# rat'er t'an "ro$idin t'e
an#6er#- Under this criterion we are looking to see that you have done the right things rather than the
depth of your knowledge, analysis and so on
7*o)$e#ge 4)e%g(t%*g 2056
! su"stantial knowledge of relevant material, showing a clear grasp of themes, questions and issues
<ou need to de!on#trate 2our =no6%ede o( t'e re%e$ant !ateria%- De!on#trate to 2our reader t'at 2ou
rea%%2 under#tand t'e !ateria% and t'at 2ou are not !ere%2 "ara"'ra#in- A ood u#e o( a""%ication# and
e>a!"%e# 6i%% 1e u#e(u% in doin t'i#-
Under this criterion we are looking to see that you understand what is meant "y the #strategic
management process$, #strategic analysis$, #strategy formulation$ #strategic implementation$ and their
component parts %here will "e a tendency to give definitions either as direct quotations or paraphrased
Students need to demonstrate a real understanding "y applying and illustrating the concepts &or e'ample,
if you have chosen to focus on a cloth weaving firm then you need to illustrate the concepts as far as
possi"le in relation to cloth weaving
A*'$1s%s 4)e%g(t%*g 2056
(ood analysis, clear and orderly
<ou need to i$e a ood ana%2#i# )e>"%anation, and a$oid too !uc' de#cri"tion- De#cri"tion i# re%ati$e%2
#u"er(icia% 6'erea# ana%2#i# i$e# a dee"er e>"%anation-
Students will tend to descri"e what is meant "y the different stages of the strategic management process
and so on )hat is needed here is analysis *e'planation+&or e'ample, when considering the potential
impact of fa"ric safety regulations it is not sufficient to merely say that the regulations will impact on the
firms we need some e'planation of how they could impact on such a firm
Argume*t '*# Stru-ture 4)e%g(t%*g& 2056
(enerally coherent and logically structured, using an appropriate mode of argument and,or theoretical
model*s+
<our aru!ent need# to 1e c%ear; co'erent and %oica% and 2ou #'ou%d u#e re%e$ant t'eoretica% !ode%# and
e$idence in #u""ort o( 2our aru!ent- A$oid !ere a##ertion- Ma=e #ure t'at 2ou under#tand 6'at 2our
aru!ent i# and a$oid !ere%2 #trinin toet'er a #erie# o( "oint#-
!ssertions need to "e su"stantiated either "y reference to authoritative sources or "y evidence and logical
argument &or e'ample, a statement a"out a firm$s strength in marketing would need to "e su"stantiated "y
a reference to an authoritative report or article %his could give it a competitive advantage over rivals
"ecause
Wea=ne##e# in t'i# area 6ou%d 1e indicated 12 !ar=in co!!ent# #uc' a# JSu1#tantiateKB; JW'2LB; J@o6L
and #o on-M
Cr%t%-'$ Ev'$u't%o* 4)e%g(t%*g 056
May contain some distinctive or independent thinking- may "egin to formulate an independent position in
relation to theory and,or practice
To ain t'e#e !ar=# 2ou need to 1e de!on#tratin 2our o6n Fude!ent rat'er t'an Fu#t re%2in on t'e
Fude!ent# o( ot'er#- +or e>a!"%e; I#!$ considers that #.$ considers that /n "alance this
report reaches the following conclusion
T'e re&uire!ent o( t'i# a##in!ent cannot 1e co!"%eted re%2in on t'e 6or= o( ot'er# #o an2 rea#ona1%2
#ucce##(u% "a"er in ter!# o( t'e ear%ier criteria #'ou%d 'a$e a (air%2 'i' %e$e% o( oriina%it2-
8rese*t't%o* 4)e%g(t%*g 956
)ell written, with standard spelling and grammar, in a reada"le style with accepta"le format
An Iacce"ta1%e (or!atM (or a re"ort 6i%% 1e re%ati$e%2 (or!a% in #t2%e 6it' 'eadin# and #u1E'eadin#
)See IA Si!"%e Guide to Re"ort WritinM-,
Re,ere*-e to L%ter'ture 4)e%g(t%*g& 956
0ritical appraisal of up1to1date and,or appropriate literature 2ecognition of different perspectives 3ery
good use of source material Uses a range of sources <ou need to de!on#trate a ood u#e o( a rane and
&ua%it2 o( u"EtoEdate !ateria%#- 3iterature u#e %i!ited to t'e !ain te>t and/or #u"er(icia%/outEo(Edate 666
#ource# 6ou%d #core 1ad%2-
In addition; a%% 6or= !u#t 1e re(erenced correct%2 u#in t'e @ar$ard #t2%e- Mar=# 6i%% 1e #u1tracted (or "oor
re(erencin and !ore #eriou# ca#e# o( "%aiari#! or co%%u#ion 6i%% 1e re"orted to t'e +acu%t2 In(rine!ent
Aane%- )See a uide to @ar$ard re(erencin-,