Instructor’s Resources Essay

Custom Student Mr. Teacher ENG 1001-04 15 May 2016

Instructor’s Resources

1.Philosophy Behind the Strategic Management Course

Strategic Management is the capstone course for business administration majors. Students learn new strategy formulation, implementation, and evaluation concepts and techniques. Students use this new knowledge, coupled with knowledge acquired from other courses, to chart the future direction of different organizations.

Strategic Management students analyze firms in different industries, make objective strategic decisions for companies, and justify those decisions through oral or written communication. Students recommend strategies for the organizations studied and specify how those strategies could best be implemented. Strategic Management is a challenging and exciting course for

Strategic Management is an interesting course to teach because the problems and issues of strategic management cover the whole spectrum of business, including finance, marketing, management, management information systems, production operations, economics, and statistics. Strategic management is an emerging and rapidly developing discipline. Weighing the pros and cons of alternative strategies entails a total enterprise perspective and a talent for judging how all relevant factors fit together. This is quite a contrast to other required and elective courses, which are generally concerned with a narrower, more specialized body of knowledge. Although the features of Strategic Management pose an instructional challenge, there is plenty of opportunity to make the study of strategic management the best course in the business curriculum.

There are different ways to teach a good course in Strategic Management. Some instructors supplement the text with a management simulation game; some instructors assign outside readings; some use experiential exercises in class; and some instructors invite guest speakers to class. Most Strategic Management professors use cases. The amount of class time devoted to lecture and case analysis varies considerably among instructors.

If you are experienced in teaching Strategic Management, you may have resolved many pedagogical issues to your own satisfaction. However, if this is the first time you are teaching Strategic Management, then the information provided in the next few pages could help you structure your own course.

2.Importance of Strategic Management Cases

Strategic Management cases represent the most commonly used method for applying strategic-management concepts and techniques in different types and sizes of organizations. A Strategic Management case typically describes the external conditions and internal situation facing a firm and presents sufficient information to develop, analyze, and choose among alternative strategies. Strategic Management can be a very exciting course with the use of just text and cases alone.

The 29 Strategic Management cases in the Thirteenth edition of Strategic Management represent the most up-to-date compilation of cases ever assembled in a policy text. The cases cover a broad spectrum of business and industry situations. All of the cases in this text are undisguised. The cases are about real organizations and real people. Most of the cases concern well-known firms.

Using the cases in this text, students do not have to put themselves back in time to understand the economic and political conditions surrounding the strategic decisions to be made. Students can go to their college library and easily find additional information to supplement all of the cases in this text. Students find current cases more interesting, more exciting, and more realistic than older cases. This fact adds a great deal of life and realism to Strategic Management when the Strategic Management text is used.

All of the cases in this text have been class tested to ensure that they are interesting, challenging, and effective for illustrating strategic-management concepts. I believe you will find the collection of cases to complement any approach you use in teaching Strategic Management at the undergraduate or graduate level. You will also find the teachers’ notes in the Case Solutions Manual to be exceptionally well done.

The 29 cases in this text are listed along with the respective case authors and their school affiliation. The industries represented by the cases are also given. The cases are listed below in the order in which they appear in the text. The case manual contains information about the topics that the individual cases cover.

Cases Included in the Thirteenth Edition of the Textbook

1. Walt Disney Company — 2009, Mernoush Banton
2. Merryland Amusement Park — 2009, Gregory Stone
3. JetBlue Airways Corporation — 2009, Mernoush Banton
4. AirTran Airways, Inc. — 2009, Charles M. Byles
5. Family Dollar Stores, Inc. — 2009, Joseph W. Leonard
6. Wal-Mart Stores, Inc. — 2009, Amit J. Shah and Michael L. Monahanat
7. Whole Foods Market, Inc. — 2009, James L. Harbin and Patricia Humphrey
8. Macy’s, Inc. — 2009, Rochelle R. Brunson and Marlene M. Reed
9. Yahoo! Inc. — 2009, Hamid Kazeroony
10. eBay Inc. — 2009, Lori Radulovich
11. Wells Fargo Corporation — 2009, Donald L. Crooks, Robert S. Goodman, and John Burbridge
12. Krispy Kreme Doughnuts (KKD) — 2009, John Burbridge and Coleman Rich
13. Starbucks Corporation — 2009, Sharynn Tomlin
14. The United States Postal Service (USPS) — 2009, Fred and Forest David
15. National Railroad Passenger Corporation (AMTRAK) — 2009, Kristopher J. Blanchard
16. Goodwill of San Francisco, San Mateo and Marin Counties — 2009, Mary E. Vradelis
17. Harley-Davidson, Inc. — 2009, Carol Pope and Joanne Mack
18. Ford Motor Company — 2009, Alen Badal
19. Kraft Foods Inc. — 2009, Kristopher J. Blanchard
20. Hershey Company — 2009, Anne Walsh and Ellen Mansfield
21. Johnson & Johnson — 2009, Sharynn Tomlin, Matt Milhauser, Bernhard Gierke, Thibault Lefebvre, and Mario Martinez
22. Avon Products Inc. — 2009, Rochelle R. Brunson and Marlene M. Reed
23. Molson Coors — 2009, Amit J. Shah
24. PepsiCo — 2009, John and Sherry Ross
25. Pfizer, Inc. — 2009, Vijaya Narapareddy
26. Merck & Company Inc. — 2010, Mernoush Banton
27. Nike, Inc. — 2010, Randy Harris
28. Callaway Golf Company — 2009, Amit J. Shah
29. Chevron Corporation — 2009, Linda Herkenhoff

A question that arises concerning cases is the appropriate number of cases to cover in an academic term. That can vary depending on factors such as whether a Strategic Management simulation game is used, how many written comprehensive case analyses are assigned, whether the class is divided into teams of students, and whether outside readings, class speakers, or videotapes are used. I personally find 10 cases to be an appropriate amount to cover, as indicated in the course syllabus presented in a few pages.

3.The McDonald’s Cohesion Case

This edition features a new Cohesion Case on McDonald’s Corporation. The Cohesion Case allows students to apply strategic-management concepts and techniques to a real organization as chapter material is covered in class. This integrative or cohesive approach readies students for case analysis. The Cohesion Case provides a continuous illustration of the interdependence of parts of the strategic-management process. Assurance of Learning Exercises at the end of each chapter apply concepts to the Cohesion Case.

4.Assurance of Learning Exercises

This is about the only Strategic Management text that offers strategic-management Assurance of Learning Exercises both on-line and at the end of chapters. The end-of-chapter Assurance of Learning Exercises are designed to get students involved, to increase students’ interest in the course, and to aid students in learning how to apply important concepts and techniques. The Assurance of Learning Exercises allow students to test newly learned theories, concepts, and analytical techniques. The exercises also help students make the transition from school to work more easily. The Assurance of Learning Exercises can be used for homework assignments, individual class work, group assignments, or extra-credit work. They offer a great change of pace in class.

On average, there are five exercises at the end of each chapter. A couple of the exercises apply chapter material to the McDonald’s Cohesion Case. At least one exercise applies chapter material to the student’s own college or university and at least one exercise instructs the student to contact or visit a local business to explore important strategic-management topics.

You will not be able to do all of the Assurance of Learning Exercises, due to time limitations in class, but take the time to do as many as possible. I personally devote about 15 minutes of each class to Assurance of Learning Exercises and assign students one exercise homework assignment for each class. Ask students to put answers to the Assurance of Learning Exercises either in their notes or on a separate sheet of paper rather than writing in the text itself. This would present a problem in usage of the text in later semesters if answers to the exercises were written in the text.

The Assurance of Learning Exercises Included in the Thirteenth Edition

Chapter 1:
Exercise 1A: Gathering Strategy Information
Exercise 1B: Strategic Planning for My University
Exercise 1C: Strategic Planning at a Local Company
Exercise 1D: Getting Familiar with SMCO
Chapter 2:
Exercise 2A: Evaluating Mission Statements
Exercise 2B: Writing a Vision and Mission Statement for McDonald’s Corporation Exercise 2C: Writing a Vision and Mission Statement for My University Exercise 2D: Conducting Mission Statement Research

Chapter 3:
Exercise 3A: Developing an EFE Matrix for McDonald’s Corporation Exercise 3B: The External Assessment
Exercise 3C: Developing an EFE Matrix for My University
Exercise 3D: Developing a Competitive Profile Matrix for McDonald’s Corporation Exercise 3E: Developing a Competitive Profile Matrix for My University Chapter 4:
Exercise 4A: Performing a Financial Ratio Analysis for McDonald’s Corporation Exercise 4B: Constructing an IFE Matrix for McDonald’s Corporation Exercise 4C: Constructing an IFE Matrix for My University

Chapter 5:
Exercise 5A: What Strategies Should McDonald’s Pursue in 2011-2013?
Exercise 5B: Examining Strategy Articles
Exercise 5C: Classifying Some Year 2009 Strategies
Exercise 5D: How Risky Are Various Alternative Strategies?
Exercise 5E: Developing Alternative Strategies for My University Exercise 5F: Lessons in Doing Business Globally
Chapter 6:
Exercise 6A: Developing a SWOT Matrix for McDonald’s
Exercise 6B: Developing a SPACE Matrix for McDonald’s
Exercise 6C: Developing a BCG Matrix for McDonald’s
Exercise 6D: Developing a QSPM for McDonald’s
Exercise 6E: Formulating Individual Strategies
Exercise 6F: The Mach Test
Exercise 6G: Developing a BCG Matrix for My University
Exercise 6H: The Role of Boards of Directors
Exercise 6I: Locating Companies in a Grand Strategy Matrix
Chapter 7:
Exercise 7A: Revising McDonald’s Organizational Chart
Exercise 7B: Do Organizations Really Establish Objectives?
Exercise 7C: Understanding My University’s Culture
Chapter 8:
Exercise 8A: Developing a Product-Positioning Map for McDonald’s Exercise 8B: Performing an EPS/EBIT Analysis for McDonald’s Exercise 8C: Preparing Projected Financial Statements for McDonald’s Exercise 8D: Determining the Cash Value of McDonald’s

Exercise 8E: Developing a Product-Positioning Map for My University Exercise 8F: Do Banks Require Projected Financial Statements? Chapter 9:
Exercise 9A: Preparing a Strategy-Evaluation Report for McDonald’s Corp. Exercise 9B: Evaluating My University’s Strategies
Chapter 10:
Exercise 10A: Does McDonald’s Have a Code of Business Ethics? Exercise 10B: The Ethics of Spying on Competitors
Exercise 10C: Who Prepares a Sustainability Report?
Chapter 11:
Exercise 11A: McDonald’s Wants to Enter Africa. Help Them. Exercise 11B:
Does My University Recruit in Foreign Countries? Exercise 11C: Assessing Differences in Culture Across Countries Exercise 11D: How Well Traveled Are Business Students at Your University?

5. Description of the Supplements for the Thirteenth Edition

Supplements are available for adopting instructors to download at Registration is simple and gives the instructor immediate access to new titles and new editions. Pearson’s dedicated technical support team is ready to help instructors with the media supplements that accompany this text. The instructor should visit for answers to frequently asked questions and for toll-free user support phone numbers. Supplements include:

Instructor’s Manual—This manual includes lecture objectives, outlines, and answers to all end-of-chapter material and Assurance of Learning exercises. In addition, several supplemental Assurance of Learning exercises and answers are included.

Case Instructor’s Manual—this solutions manual includes abstracts, discussion questions, and audits for each case.

PowerPoint Presentations – The PowerPoint slides highlight text learning objectives and key topics and serve as an excellent aid for classroom presentations and lectures.

Test Item File – This test bank features for each chapter on average 50 True/False questions, 50 Multiple-Choice questions, and 10 Essay questions with page references and difficulty level provided for each question. The Test Item File has been written specifically for this edition and is provided in MS Word, so that instructors can easily incorporate select questions into their own tests.

TestGen (test-generating program) – The test bank is also available on TestGen, a test-generating program that allows instructors to add, edit, or delete questions from the test bank; analyze test results; and organize a database of exams and student results.

Videos on DVD—The DVD contains video segments that illustrate the most pertinent topics in management today and highlight relevant issues in the news, demonstrating how people lead, manage, and work effectively; ISBN 0-13-612547-6.

Video Guide – The video guide provides a brief summary of each clip and suggested questions for discussion followed by possible answers.

MyManagementLab – MyManagementLab provides help beyond homework with a range of assessment options and tutorial resources that help students learn from their mistakes. Allowing you to teach a course your way, use this as an out-of-the-box resource for students who need extra help, or take full advantage of its advanced customization options. For more information, go to

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