MNGT7497 Growth - 2019

Blended, Kensington
MNGT7497
Postgraduate
Term 1
12 Units of Credit
AGSM

Offering Selection
This course outline is provided in advance of offering to guide student course selection. Please note that while accurate at time of publication, changes may be required prior to the start of the teaching session. To view other versions, visit the archives .

1. Course Details

Summary of Course

Successful organisational growth is often a priority for the Board of Directors and senior management, but growth strategies frequently fail to deliver the projected results. For this reason, in this course you will learn how to develop smart growth strategies; growth that creates real value.

Teaching Times and Locations

Please note that teaching times and locations are subject to change. Students are strongly advised to refer to the Class Timetable website for the most up-to-date teaching times and locations.

View course timetable

Course Policies & Support

Course Aims and Relationship to Other Courses

Congratulations on successfully completing the first half of the Executive Agenda Year!

The aim of MNGT7497 Growth is for you to develop strategic thinking and analysis skills that you will apply in formulating effective growth strategies for your organisation. You will gain these skills through engaging in activities and assessments that help you develop in the areas of identifying, evaluating and planning the implementation of value-creating growth options. We will draw on your experiences, written case studies, published articles, book chapters, videos, podcasts, a live case study and simulations to help build your skills in these areas.

You will analyse a range of different growth options available to managers. Two primary paths for organisational growth involve: a) expanding into new products/services, or b) expanding into new markets (i.e. geographic locations and customer segments). 

Another important dimension to consider, together with the twor primary paths, is resources. This is because organisations can be viewed as bundles of resources. Examples of resources are brand names, in-house knowledge of technology, skilled personnel, trade contracts, machinery, capital, efficient procedures, etc. As we will explore in the course, analysing the organisation from the resource perspective can help to identify new strategic growth options. Note that our use of the term 'Resources' includes capabilities and management systems.

Also, for each of the two expansion paths, there are several alternative vehicles for growth. An organisation can elect to grow organically by expanding penetration of its current business, innovating into new products/services, or opening greenfield sites in new geographic locations. Alternatively, an organisation may decide to grow through merger or acquisition. Finally, strategic partnerships or alliances represent yet another vehicle for growth arranged through long-term contracts/licences, equity stakes or joint ventures (JVs) between separate organisations. Many organisations employ all of these vehicles in their growth strategies.

In the course, we will discuss each of these paths and vehicles for growing organisations and evaluate options for growth in a variety of sectors and contexts. However, identifying attractive growth options does not automatically translate into success. Managers also need to successfully implement a growth strategy to make it work. An integrated growth strategy includes a plan for obtaining the capabilities needed to succeed in each growth option, the timing and phasing of each step involved to expand the organisation and aligning the structure and systems for managing organisational growth.

A very important aspect of implementing an effective growth strategy entails identifying and thinking through the risks involved. There are substantial risks associated with growth strategies. A great deal of evidence from research in economics, finance and strategic management indicates that the expected economic benefits of diversifying into new products/services are often not captured, and that many mergers and acquisitions are failures. Similarly, international expansion often falls short of delivering the expected returns. However, this has not stopped managers from engaging in widespread diversification, implementing mergers and acquisitions, or expanding internationally to fuel company growth.

Most of the medium and large Australian companies we read about in the business press every day have expanded beyond a single product or single market, and many have been involved in a merger or acquisition. In the course we will discuss how to limit risk by identifying growth options that leverage the existing strengths of the organisation, how to evaluate whether an organisation is the natural or best owner of a given business, and how to avoid paying too much for an acquisition.

Additonal Course Details

2. Staff Contact Details

Position Name Email Location Phone Consultation Times
Course CoordinatorShayne Gary
0293859726

Each course also has a Class Facilitator (who may or may not be the Course Coordinator). The role of your Class Facilitator is to support and enhance the learning process by encouraging interaction among participants, leading the residential component, providing direction in understanding the course content, assessing participant progress through the course and providing feedback on work submitted. Class Facilitators comprise academics and industry practitioners with relevant backgrounds.

3. Learning and Teaching Activities

Approach to Learning and Teaching in the Course

Learning Activities and Teaching Strategies

Course Structure

The course is structured into three stages: (i) pre-residential, (ii) residential, and (iii) post-residential. The pre-residential stage comprises the first three weeks of the course and involves reading published articles/book chapters, watching videos and listening to podcasts. These course materials explain the concepts, theories and tools utilised in formulating growth strategies for organisations. You will practise applying the concepts and tools by answering reflection questions throughout each Unit. In addition, you are expected to contribute to online discussions. Your knowledge of the course materials will be assessed through three quizzes that review the first three weeks' materials.

The residential stage encompasses four days during Week 4 of the course. You will apply the concepts and tools covered in the first three weeks throughout the four days. Think of the residential as an opportunity to immerse yourself in a deliberate practice mode to significantly increase your skills in applying the course concepts and tools. You will be working in teams throughout much of the residential and will also benefit from learning from each other. We will use written case studies as well as a live case study of an organisation facing growth challenges. You will apply course concepts and tools throughout the four days to develop a prototype growth strategy for the live case study organisation. Following the residential, your team will refine and further develop your growth strategy recommendations for the live case.

The post-residential stage comprises Weeks 5 to 10 of the course. In this stage, you will continue to enhance your learning about the course concepts and tools through an online simulation, online discussions and peer feedback from the cohort. Your ability to apply the course concepts and tools will be assessed through: (i) a written assessment for your team's recommended growth strategy of the live case study organisation, and (ii) a final project featuring a video presentation of your recommended growth strategy for your own organisation. Also, you will be assessed throughout the course on your participation. To help structure your growth strategy for your own organisation, you will write a one-page summary for this individual final project and receive feedback from your cohort peers on your summary.

5. Course Resources

Learning resources

You have the following resources to help you learn:

  1. The course materials. You will do much of your learning in the weeks before and after the residential, and by completing learning activities as they arise.
  2. Your classes during the residential with your Class Facilitator, who will guide your learning by conducting class discussion, answering questions, providing insights from his or her practical experience and understanding of theory, providing you with feedback on your assignments, and directing discussions and debates that will occur between you and your co-participants in the classroom.
  3. Your co-participants. Your colleagues in the online classes in Moodle and residential are an invaluable potential source of learning for you. Their work and life, and their willingness to debate and discuss the course materials, the facilitator and your views, represent a great learning opportunity. They bring much valuable insight to the learning experience.
  4. In addition to course-based resources, please also refer to the AGSM Learning Guide (available in Moodle) for tutorials and guides that will help you learn more about effective study practices and techniques.

Other resources

UCo

UCo is AGSM's Campus in the Cloud, a social platform that connects students, staff and faculty - enabling you to engage with each other across your courses and the AGSM outside of the formal Moodle setting. AGSM also uses this private network to communicate with you about extracurricular opportunities and events, and general updates on programs and courses. Enrolled students can access UCo using their zID and zPass at link

BusinessThink

BusinessThink is UNSW's free, online business publication. It is a platform for business research, analysis and opinion. If you would like to subscribe to BusinessThink, and receive the free monthly e-newsletter with the latest in research, opinion and business then go to http://www.businessthink.unsw.edu.au.

6. Course Evaluation & Development

Continual Course Improvement

The AGSM surveys students each time a course is offered. The data collected provides anonymous feedback from students on the quality of course content and materials, class facilitation, student support services and the program in general. Students are encouraged to provide this feedback as it is taken into account in all course revisions.

Student Response

Students rated the course very highly and also identified a couple of areas for improvement. The two key areas suggested for improvement include: (1) changing Assessment 3 to avoid the numerous difficulties associated with video creation and submission and (2) ensuring the readings are searchable and can be highlighted digitally.

Response to Student Feedback

Assessment 3 was modified and no longer includes a video component. This change will  enable students to focus on their individual growth strategy without needing to spend time on "technical" video production and submission issues. For the second issue, AGSM Education Support staff are converting as many of the readings as possible into searchable pdf files that can also be highlighted digitally. However, please note that a few of the readings are scanned image files that cannot be converted into searchable files using Optical Character Recognition. We will continue working on this issue.  

7. Course Schedule

For AGSM academic calendars and key dates please visit https://www.business.unsw.edu.au/agsm/students/resources/timetables-and-key-dates
Week Activity Topic Detail/Engagement Assessment Task
Week 1 Application and Reflection questions, Quiz 1aUnits 1-3: Readings, videos, podcasts

Assessment 1a: Quiz on Units 1-3 (5%) Completion by end of week*

* Quizzes 1a MUST be completed by 3pm one day prior to the commencement of the residential. They will not be available after this time. Complete these each week and do not leave them to the last minute.

Assessment 1: Quizzes : Quiz 1a
Week 2 Application and Reflection questions, Quiz 1bUnits 4-6: Readings, videos, podcasts

Assessment 1b: Quiz on Units 4-6 (5%) Completion by end of week*

* Quizzes 1b MUST be completed by 3pm one day prior to the commencement of the residential. They will not be available after this time. Complete these each week and do not leave them to the last minute.

Assessment 1: Quizzes : Quiz 1b
Week 3 Application and Reflection questions, Quiz 1cUnits 7-8: Readings

Assessment 1c: Quiz on Units 7-8 (5%) Completion by end of week*

* Quizzes 1c MUST be completed by 3pm one day prior to the commencement of the residential. They will not be available after this time. Complete these each week and do not leave them to the last minute.

Assessment 1: Quizzes : Quiz 1c
Week 4 Residential: four days, Assessment 4Live case, cohort peers,

Assessment 4: Quality of residential participation (5%)

Assessment 4 : Course participation : Task 1: Quality of participation during the four-day residential
Week 5 Teamwork on live case growth strategy report
Week 6 Teamwork on live case growth strategy report

Assessment 2: Live case growth strategy written report - team (30%) due by 3pm Sydney time on**:

  • Cohort X Monday 18 February (Week 7)
  • Cohort Y Monday Monday 4 March (Week 7)

** These dates allow the same number of days for all cohorts between the residential and submission.

Assessment 2: Live Case Growth Strategy Paper : Live case growth strategy paper
Week 7 Online simulation, online discussion, Assessment4Unit 9

Assessment 4: Simulation participation (5%) due on Friday by 11am Sydney time

Assessment 4 : Course participation : Task 2: Participation in post-residential simulation
Week 8 One-page summary of Individual Growth StrategyCohort peers

Share one-page summary of your Individual Growth Strategy with team mates and provide feedback on your team members' one page summaries BEFORE the team video-conference with course facilitator

Assessment 3: Individual Growth Strategy Paper : Individual growth strategy paper
Week 9 Work on Individual growth strategy paper

Assessment 4: Team participation peer assessment (10%) due on Friday by 3pm Sydney time

Assessment 4 : Course participation : Task 3: Team participation during course activities
Week 10 Work on Individual growth strategy paper

Assessment 3: Individual growth strategy paper (35%) due on Friday by 3pm Sydney time

Assessment 3: Individual Growth Strategy Paper : Individual growth strategy paper

8. Policies and Support

Information about UNSW Business School protocols, University policies, student responsibilities and education quality and support.

Program Learning Outcomes

The Business School places knowledge and capabilities at the core of its curriculum via seven Program Learning Outcomes (PLOs). These PLOs are systematically embedded and developed across the duration of all coursework programs in the Business School.

PLOs embody the knowledge, skills and capabilities that are taught, practised and assessed within each Business School program. They articulate what you should know and be able to do upon successful completion of your degree.

Upon graduation, you should have a high level of specialised business knowledge and capacity for responsible business thinking, underpinned by ethical professional practice. You should be able to harness, manage and communicate business information effectively and work collaboratively with others. You should be an experienced problem-solver and critical thinker, with a global perspective, cultural competence and the potential for innovative leadership.

All UNSW programs and courses are designed to assess the attainment of program and/or course level learning outcomes, as required by the UNSW Assessment Design Procedure. It is important that you become familiar with the Business School PLOs, as they constitute the framework which informs and shapes the components and assessments of the courses within your program of study.

PLO 1: Business knowledge

Students will make informed and effective selection and application of knowledge in a discipline or profession, in the contexts of local and global business.

PLO 2: Problem solving

Students will define and address business problems, and propose effective evidence-based solutions, through the application of rigorous analysis and critical thinking.

PLO 3: Business communication

Students will harness, manage and communicate business information effectively using multiple forms of communication across different channels.

PLO 4: Teamwork

Students will interact and collaborate effectively with others to achieve a common business purpose or fulfil a common business project, and reflect critically on the process and the outcomes.

PLO 5: Responsible business practice

Students will develop and be committed to responsible business thinking and approaches, which are underpinned by ethical professional practice and sustainability considerations.

PLO 6: Global and cultural competence

Students will be aware of business systems in the wider world and actively committed to recognise and respect the cultural norms, beliefs and values of others, and will apply this knowledge to interact, communicate and work effectively in diverse environments.

PLO 7: Leadership development

Students will develop the capacity to take initiative, encourage forward thinking and bring about innovation, while effectively influencing others to achieve desired results.

These PLOs relate to undergraduate and postgraduate coursework programs.  Separate PLOs for honours and postgraduate research programs are included under 'Related Documents'.

Business School course outlines provide detailed information for students on how the course learning outcomes, learning activities, and assessment/s contribute to the development of Program Learning Outcomes.

RELATED DOCUMENTS

 

UNSW Graduate Capabilities

The Business School PLOs also incorporate UNSW graduate capabilities, a set of generic abilities and skills that all students are expected to achieve by graduation. These capabilities articulate the University’s institutional values, as well as future employer expectations.

UNSW Graduate CapabilitiesBusiness School PLOs
Scholars capable of independent and collaborative enquiry, rigorous in their analysis, critique and reflection, and able to innovate by applying their knowledge and skills to the solution of novel as well as routine problems.
  • PLO 1: Business knowledge
  • PLO 2: Problem solving
  • PLO 3: Business communication
  • PLO 4: Teamwork
  • PLO 7: Leadership development

Entrepreneurial leaders capable of initiating and embracing innovation and change, as well as engaging and enabling others to contribute to change
  • PLO 1: Business knowledge
  • PLO 2: Problem solving
  • PLO 3: Business communication
  • PLO 4: Teamwork
  • PLO 6: Global and cultural competence
  • PLO 7: Leadership development

Professionals capable of ethical, self-directed practice and independent lifelong learning
  • PLO 1: Business knowledge
  • PLO 2: Problem solving
  • PLO 3: Business communication
  • PLO 5: Responsible business practice

Global citizens who are culturally adept and capable of respecting diversity and acting in a socially just and responsible way.
  • PLO 1: Business knowledge
  • PLO 2: Problem solving
  • PLO 3: Business communication
  • PLO 4: Teamwork
  • PLO 5: Responsible business practice
  • PLO 6: Global and cultural competence

While our programs are designed to provide coverage of all PLOs and graduate capabilities, they also provide you with a great deal of choice and flexibility.  The Business School strongly advises you to choose a range of courses that assist your development against the seven PLOs and four graduate capabilities, and to keep a record of your achievements as part of your portfolio. You can use a portfolio as evidence in employment applications as well as a reference for work or further study. For support with selecting your courses contact the UNSW Business School Student Centre.




Academic Integrity and Plagiarism

Academic Integrity is honest and responsible scholarship. This form of ethical scholarship is highly valued at UNSW. Terms like Academic Integrity, misconduct, referencing, conventions, plagiarism, academic practices, citations and evidence based learning are all considered basic concepts that successful university students understand. Learning how to communicate original ideas, refer sources, work independently, and report results accurately and honestly are skills that you will be able to carry beyond your studies.

The definition of academic misconduct is broad. It covers practices such as cheating, copying and using another person’s work without appropriate acknowledgement. Incidents of academic misconduct may have serious consequences for students.

Plagiarism

UNSW regards plagiarism as a form of academic misconduct. UNSW has very strict rules regarding plagiarism. Plagiarism at UNSW is using the words or ideas of others and passing them off as your own. All Schools in the Business School have a Student Ethics Officer who will investigate incidents of plagiarism and may result in a student’s name being placed on the Plagiarism and Student Misconduct Registers.

Below are examples of plagiarism including self-plagiarism:

Copying: Using the same or very similar words to the original text or idea without acknowledging the source or using quotation marks. This includes copying materials, ideas or concepts from a book, article, report or other written document, presentation, composition, artwork, design, drawing, circuitry, computer program or software, website, internet, other electronic resource, or another person's assignment, without appropriate acknowledgement of authorship.

Inappropriate Paraphrasing: Changing a few words and phrases while mostly retaining the original structure and/or progression of ideas of the original, and information without acknowledgement. This also applies in presentations where someone paraphrases another’s ideas or words without credit and to piecing together quotes and paraphrases into a new whole, without appropriate referencing.

Collusion: Presenting work as independent work when it has been produced in whole or part in collusion with other people. Collusion includes:

  • Students providing their work to another student before the due date, or for the purpose of them plagiarising at any time
  • Paying another person to perform an academic task and passing it off as your own
  • Stealing or acquiring another person’s academic work and copying it
  • Offering to complete another person’s work or seeking payment for completing academic work

Collusion should not be confused with academic collaboration (i.e., shared contribution towards a group task).

Inappropriate Citation: Citing sources which have not been read, without acknowledging the 'secondary' source from which knowledge of them has been obtained.

Self-Plagiarism: ‘Self-plagiarism’ occurs where an author republishes their own previously written work and presents it as new findings without referencing the earlier work, either in its entirety or partially. Self-plagiarism is also referred to as 'recycling', 'duplication', or 'multiple submissions of research findings' without disclosure. In the student context, self-plagiarism includes re-using parts of, or all of, a body of work that has already been submitted for assessment without proper citation.

To see if you understand plagiarism, do this short quiz: https://student.unsw.edu.au/plagiarism-quiz

Cheating

The University also regards cheating as a form of academic misconduct. Cheating is knowingly submitting the work of others as their own and includes contract cheating (work produced by an external agent or third party that is submitted under the pretences of being a student’s original piece of work). Cheating is not acceptable at UNSW.

If you need to revise or clarify any terms associated with academic integrity you should explore the 'Working with Academic Integrity' self-paced lessons available at: https://student.unsw.edu.au/aim.

For UNSW policies, penalties, and information to help you avoid plagiarism see: https://student.unsw.edu.au/plagiarism as well as the guidelines in the online ELISE tutorials for all new UNSW students: http://subjectguides.library.unsw.edu.au/elise. For information on student conduct see: https://student.unsw.edu.au/conduct.

For information on how to acknowledge your sources and reference correctly, see: https://student.unsw.edu.au/referencing. If you are unsure what referencing style to use in this course, you should ask the lecturer in charge.


Student Responsibilities and Conduct

Students are expected to be familiar with and adhere to university policies in relation to class attendance and general conduct and behaviour, including maintaining a safe, respectful environment; and to understand their obligations in relation to workload, assessment and keeping informed.

Information and policies on these topics can be found on the 'Managing your Program' website.

Workload

It is expected that you will spend at least ten to twelve hours per week studying for a course except for Summer Term courses which have a minimum weekly workload of twenty to twenty four hours. This time should be made up of reading, research, working on exercises and problems, online activities and attending classes. In periods where you need to complete assignments or prepare for examinations, the workload may be greater. Over-commitment has been a cause of failure for many students. You should take the required workload into account when planning how to balance study with employment and other activities.

We strongly encourage you to connect with your Moodle course websites in the first week of semester. Local and international research indicates that students who engage early and often with their course website are more likely to pass their course.

View more information on expected workload

Attendance

Your regular and punctual attendance at lectures and seminars or in online learning activities is expected in this course. The Business School reserves the right to refuse final assessment to those students who attend less than 80% of scheduled classes where attendance and participation is required as part of the learning process (e.g., tutorials, flipped classroom sessions, seminars, labs, etc.).

View more information on attendance

General Conduct and Behaviour

You are expected to conduct yourself with consideration and respect for the needs of your fellow students and teaching staff. Conduct which unduly disrupts or interferes with a class, such as ringing or talking on mobile phones, is not acceptable and students may be asked to leave the class.

View more information on student conduct

Health and Safety

UNSW Policy requires each person to work safely and responsibly, in order to avoid personal injury and to protect the safety of others.

View more information on Health and Safety

Keeping Informed

You should take note of all announcements made in lectures, tutorials or on the course web site. From time to time, the University will send important announcements to your university e-mail address without providing you with a paper copy. You will be deemed to have received this information. It is also your responsibility to keep the University informed of all changes to your contact details.



Student Support and Resources

The University and the Business School provide a wide range of support services and resources for students, including:

Business School Education Quality and support Unit (EQS)
The EQS offers academic writing, study skills and maths support specifically for Business students. Services include workshops, online resources, and individual consultations.
Level 1, Room 1033, Quadrangle Building.
bschoolconsults@unsw.edu.au
02 9385 7577 or 02 9385 4508

Business School Student Centre
The Business School Student Centre provides advice and direction on all aspects of admission, enrolment and graduation.
Level 1, Room 1028 in the Quadrangle Building
02 9385 3189

UNSW Learning Centre
The UNSW Learning Centre provides academic skills support services, including workshops and resources, for all UNSW students. See their website for details.
Lower Ground Floor, North Wing Chancellery Building.
learningcentre@unsw.edu.au
02 9385 2060

Educational Support Service
Educational Support Advisors work with all students to promote the development of skills needed to succeed at university, whilst also providing personal support throughout the process. Check their website to request an appointment or to register in the Academic Success Program.
John Goodsell Building, Ground Floor.
advisors@unsw.edu.au
02 9385 4734

Library services and facilities for students
The UNSW Library offers a range of collections, services and facilities both on-campus and online.
Main Library, F21.
02 9385 2650

Moodle eLearning Support
Moodle is the University’s learning management system. You should ensure that you log into Moodle regularly.
externalteltsupport@unsw.edu.au
02 9385 3331

UNSW IT
UNSW IT provides support and services for students such as password access, email services, wireless services and technical support.
UNSW Library Annexe (Ground floor).
itservicecentre@unsw.edu.au
02 9385 1333

Disability Support Services
UNSW Disability Support Services provides assistance to students who are trying to manage the demands of university as well as a health condition, learning disability or who have personal circumstances that are having an impact on their studies. Disability Advisers can arrange to put in place services and educational adjustments to make things more manageable so that students are able to complete their course requirements. To receive educational adjustments for disability support, students must first register with Disability Services.
Ground Floor, John Goodsell Building.
disabilities@unsw.edu.au
02 9385 4734

UNSW Counselling and Psychological Services
Provides support and services if you need help with your personal life, getting your academic life back on track or just want to know how to stay safe, including free, confidential counselling.
Level 2, East Wing, Quadrangle Building.
counselling@unsw.edu.au
02 9385 5418


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