KELLEY  SCHOOL  OF  BUSINESS  

 
J375—Strategic  Management  
Fall  2017  Course  Syllabus  
 
Class  Meetings:      
Start  –  End  Dates   Section   Day  /  Time   Classroom  
8/21/17  –  12/15/17   10540   TuTh  /  8:00  –  9:15   HH3059  
8/21/17  –  12/15/17   11176   TuTh  /  11:15  –  12:30     HH3006  
8/21/17  –  12/15/17   10968   TuTh  /  13:00  –  14:15   HH3006  
 
Professor:     Eric  Zhao      
Office:  HH  3115  
ericzhao@indiana.edu  (email  preferred  to  phone)  
Phone:  812-­‐856-­‐7947  
      Office  Hour:  Tue.  9:30-­‐10:30am  
 
Course  Objective  
 
Strategy  is  the  deliberate  search  for  a  plan  of  action  that  will  develop  a  business’s  competitive  
advantage  and  compound  it.    Competitive  advantage  often  hinges  upon  the  capability  of  assessing  a  
situation,  identifying  alternative  actions,  and  evaluating  and  selecting  an  optimal  alternative  for  the  
specific  context.    Strategic  decisions  become  less  straightforward  and  more  difficult  to  make  when  
there  are  important  tradeoffs  presented  by  those  alternatives—Strategic  Paradoxes.    As  a  
manager,  entrepreneur  and  leader,  you  often  face  conflicts  and  competing  demands  from  various  
stakeholders,  and  contexts  infused  with  strategic  tensions.    This  course  focuses  on  the  formulation  
and  implementation  of  organizational  strategies  across  industries,  markets,  and  societies  where  
such  tensions  prevail.    It  aims  to  introduce  you  the  foundational  strategic  frameworks  as  well  as  a  
portfolio  of  contemporary  strategic  tools,  enabling  you  to  understand  the  dynamics  of  a  wide  
variety  of  business  relationships  and  improve  your  ability  to  make  those  critical  yet  difficult  
strategic  decisions.      
 
Upon  completing  this  course,  you  should  be  able  to:  (A.)  perform  a  situational  assessment  of  a  
company’s  environment  –  both  internally  and  externally  (aligns  with  Undergraduate  Program  
learning  goals  1  and  3);  (B.)  systematically  apply  appropriate  strategic  frameworks/tools  to  
evaluate  alternatives  to  solve  complex  business  problems  (aligns  with  goals  2,  3  and  7);  (C.)  
develop  recommendations  based  on  analytical  assessment  of  the  alternatives  (aligns  with  goals  3  
and  5);  (D.)  understand  the  integral  role  of  business  in  addressing  grand  social  challenges  (aligns  
with  goals  1  and  2);  and  (E.)  nurture  your  team  spirit  and  communication  skills  (aligns  with  goals  4  
and  6).    This  course  is  designed  according  to  the  undergraduate  program  learning  goals  (see  the  
Appendix).  
 
Required  Readings  and  Materials  
1.    Articles:  Uploaded  on  Canvas  under  “Files”      
HBS  cases:  http://cb.hbsp.harvard.edu/cbmp/access/66258226  
2.    Back  Bay  Battery  Simulation  (link  provided  in  due  time)  
Book:  “The  innovator’s  dilemma”  (2016  edition)  on  Amazon  or  from  the  Bookstores  
3.    Participation  platform:  www.forclass.com  (self-­‐registration  links  provided  on  Canvas)  

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Course  Schedule  
 
Session   Topic  /  Readings  and  Exercises  
1. Tue.  –  Aug.  22  Course  Introduction    
Part  I:  Strategy  Foundations  
What  is  Strategy?  
Read:    
1.  Porter  1996,  “What  is  strategy?”  
2. Thu.  –  Aug.  24     2.  Hambrick  &  Fredrickson  2001,  “”Are  you  sure  you  have  a  strategy?”  
3.  Mankins  &  Steele  2005,  “Turning  great  strategy  into  great  performance”  
 
Exercise  (in  class):  Writing  a  Business  Plan  
External  Environment    
Read  
1.  Porter  2008,  “The  five  competitive  forces  that  shape  strategy”  
3. Tue.  –  Aug.  29     2.  Grundy  2006,  “Rethinking  and  reinventing  Michael  Porter’s  five  forces  
model”  
 
Case:  Chinese  Fireworks  Industry  
4. Thu.  –  Aug.  31   No  Class—Team  Assignment  
Internal  Capabilities  
Read  
1.  Barney  1995,  “Looking  inside  for  competitive  advantage”  
5. Tue.  –  Sep.  5   2.  Miller,  Eisenstat,  &  Foote  2002,  “Strategy  from  the  inside  out:  Building  
capability-­‐creating  organizations”  
 
Game  (in  class):  Build  Skyscrapers  
Strategic  Pace:  First-­‐Mover  Advantages?  
Read:    
1.  Lieberman  &  Montgomery  1988,  “First-­‐mover  advantages”  
6. Thu.  –  Sep.  7    
2.  Suarez  &  Lanzolla  2005,  “The  half-­‐truth  of  first-­‐mover  advantage”  
 
Team  Building  (in  class):  Affinity  Map  
Strategic  Scope:  International  Strategy  
Read  
1.  Gupta  &  Govindarajan  2001,  “Converting  global  presence  into  global  
7. Tue.  –  Sep.  12   competitive  advantage”  
2.  Prahalad  &  Bhattacharyya  2011,  “How  to  be  a  truly  global  company”  
 
Exercise  (in  class):  Trip  to  Mintana  
8. Thu.  –  Sep.  14   No  Class—Reflect  on  Part  I  
Review  of  Part  I  
 
9. Tue.  –  Sep.  19   Applying  Foundational  Frameworks  to  a  Case  
 
Case:  Electronic  Arts:  The  Blockbuster  Strategy    
 
 

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 Part  II:  The  Power  of  Strategic  Paradoxes  
Understanding  Hybrid  Organizations  
Read:    
1.  Porter  &  Kramer  2006,  “Strategy  and  Society”  
2.  Prahalad  &  Hart  2002,  “The  fortune  at  the  bottom  of  the  pyramid”  
10. Thu.  –  Sep.  21    
3.  Battilana  et  al.  2012,  “In  search  of  the  hybrid  ideal”  
4.  Fast  Company  2014,  “Generation  flux’s  secret  weapon”  
 
Exercise  (in  class):  Finding  Your  Mission  
11. Tue.  –  Sep.  26     No  Class—Strategic  Theories  and  Frameworks  Teach  Back  Prep  
Strategic  Theories  and  Frameworks  Part  I  
Read:    
1.  Porter  1996,  “What  is  strategy”  
12. Thu.  –  Sep.  28   2.  Miller  1986,  “Configurations  of  strategy  and  structure”  
3.  Miller  1996,  “Configurations  revisited”  
4.  Barney  1991,  “Firm  resources  and  sustained  competitive  advantage”  
5.  Zuckerman  1999,  “The  categorical  imperative”  
Strategic  Theories  and  Frameworks  Part  II  
Read:    
6.  Govindarajan  &  Trimble  2012,  “Reverse  innovation”  
13. Tue.  –  Oct.  3   7.  Mitchell,  Agle,  &  Wood  1997,  “Stakeholder  theory”  
8.  Thornton  &  Ocasio  1999,  “Institutional  logics”  
9.  Prahalad  &  Bettis  1986,  “The  dominant  logic”  
10.  Christensen  &  Bower  1996,  “Customer  power”  
Debate  #1:  Patagonia—profitability  and  environment  
14. Thu.  –  Oct.  5  
Patagonia  should  (not)  adopt  the  Product  Lifecycle  Initiative  
Debate  #2:  PepsiCo—profitability  and  nutrition  
15. Tue.  –  Oct.  10  
PepsiCo  will  (not)  succeed  with  a  focus  on  nutritious  foods  
Debate  #3:  Foxconn—profitability  and  labor  conditions  
16. Thu.  –  Oct.  12     It  is  a  good  strategy  for  Foxconn  to  (not)  follow  developed-­‐market  health,  
safety,  and  labor  practices  and  requirements.  
No  Class—  Strategic  Innovation  Simulation  “Back  Bay  Battery”  Prep  
17. Tue.  –  Oct.  17   Read:    
Book:  “The  innovator’s  dilemma”  
18. Thu.  –  Oct.  19   Practice  Competition:  Introductory  Scenario  (in-­‐class  exercise,  2  attempts)  
Strategic  Theories  and  Frameworks  Part  III  
1. Disruptive  vs.  Sustaining  Innovations  
19. Tue.  –  Oct.  24   2. Deliberate  vs.  Emergent  Strategies  
3. Aggregate  Project  Planning  Framework  
4. Impatient  for  Profit,  Patient  for  Growth    
20. Thu.  –  Oct.  26   Practice  Competition:  Advanced  Scenario  (in-­‐class  exercise,  2  attempts)  

21. Tue.  –  Oct.  31     Strategic  Innovation  Simulation  “Back  Bay  Battery”  
Formal  Competition:  Advanced  Scenario  (take-­‐home  exam,  3  attempts)  
22. Thu.  –  Nov.  2  
23. Tue.  –  Nov.  7   No  Class—Simulation  Reports  Preparation  
24. Thu.  –  Nov.  9   Simulation  Debrief  and  Experience  Sharing    

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 Debate  #4:  Compartamos—profitability  and  poverty  
25. Tue.  –  Nov.  14    
The  most  effective  way  to  alleviate  poverty  at  a  global  scale  is  (not)  to  
increasingly  transform  microfinance  into  a  commercial  proposition  
Debate  #5:  AMPATH—sustainability  and  global  health  
26. Thu.  –  Nov.  16  
AMPATH  should  (not)  scale  up  the  HCT  program  
27. Tue.  –  Nov.  21   No  Class—Thanksgiving  
28. Thu.  –  Nov.  23   No  Class—Thanksgiving  
29. Tue.  –  Nov.  28   Final  Presentation  Coaching  (No  Class)  
30. Thu.  –  Nov.  30   Final  Presentation  I  
31. Tue.  –  Dec.  5   Final  Presentation  II  
32. Thu.  –  Dec.  7  Course  Wrap-­‐Up—Reflections  on  J375  and  Applications  to  YOUR  Career  
Read:  “The  Ambidextrous  CEO”    
Strategic  Tool:  The  Paradoxical  Thinking  Test  (take-­‐home  exercise)  
Course  Evaluations  
 
Communication  
 
I  will  expect  that  you  will  check  both  Canvas  and  your  Email  daily.    You  can  expect  the  same  of  me.    I  
will  use  Canvas  messaging  as  the  primary  means  to  communicate  with  you  regarding  the  course.    
For  matters  outside  of  the  course,  however  (e.g.,  career  guidance,  Kelley  activities,  industry  
questions),  I  may  choose  to  communicate  with  you  directly  via  email.    I  will  check  my  office  
voicemail  much  less  frequently,  and  would  prefer  you  choose  NOT  to  use  that  method  of  contacting  
me  unless  previously  arranged.  
 
 
Course  Evaluation  
 
Framework  Teach  Back  (team)   10  points  
Debate  (team)         20  points  
Simulation  Competition  (individual)   20  points  
Simulation  Report  (individual)   10  points  
Final  Presentation  (team)     20  points  
Participation  (individual)     20  points  
 
Total           100  points  
 
 
1.    Framework  Teach  Back  (team)  –  10  points  
 
During  Classes  on  Sep.  28  &  Oct.  3,  you  will  be  expected  to  prepare  a  briefing  for  your  classmates  on  
an  assigned  strategic  theory/framework.    You  will  work  on  this  briefing  in  teams,  which  will  be  
assigned  before  Class  5.    The  purpose  behind  the  teach  back  is  two-­‐fold:  (1)  It  allows  us  to  
collectively  preview  all  the  theories/frameworks  used  in  the  second  part  of  the  course  and  get  right  
into  the  active  learning  of  applying  them  to  cases,  and  (2)  it  lightens  the  load  on  your  classmates  by  
giving  them  guidance  on  the  key  ideas  behind  the  strategic  theory/framework  you  researched.    This  
assignment  requires  that  each  team  member  read  the  assigned  theory/framework,  and  then  
collectively  work  within  the  team  to  prepare  a  brief  10-­‐minute  instructional  presentation  to  the  
rest  of  the  class.    The  presentation  is  meant  to  answer  the  following  three  questions:  
 

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 • What  are  the  key  ideas  embedded  in  this  theory/framework?  
• What  are  the  key  assumptions  behind  this  theory/framework?  
• What  business  scenarios  are  most  appropriate  for  this  theory/framework?  
 
Your  teach  back  will  be  graded  solely  on  the  depth,  and  quality  of  insight  you  provide  to  the  class.    
The  purpose  of  this  assignment  is  NOT  to  evaluate  your  MS  PowerPoint  skills,  but  rather  give  you  
the  opportunity  to  practice  an  informational  presentation  and  assess  your  level  of  understanding  
with  the  content.      
 
You  will  decide  how  many  slides  you  need  to  deliver  the  core  ideas,  but  you  will  have  a  strict  10-­‐
minute  time  limit,  which  must  include  time  for  Q&A  from  the  class.    Your  slides  are  to  be  uploaded  
to  Canvas  in  the  appropriate  assignment  by  11:59pm  the  day  before  the  class.    In  order  to  receive  
credit  for  this  assignment,  your  class  section  number,  team  number  and  full  names  must  appear  
on  the  cover  page  of  the  slides.      
 
PLEASE  only  submit  1  version  of  your  Teach  Back  per  team.    I  will  go  strictly  by  the  timestamp  of  
your  submission  in  Canvas  to  determine  if  your  Teach  Back  met  the  deadline  or  not.    Late  
submissions  will  automatically  lose  50%  of  the  available  points  possible  for  this  assignment.      
 
 
2.    Debate  (team)  –  20  points  
 
Why  Debate?    
The  art  of  debating  has  a  long  history,  particularly  in  institutions  of  higher  education.    Debates  are  
useful  tools  for  helping  students  to  clarify  their  own  thinking,  since  one  must  give  thought  to  both  
sides  when  preparing  one's  case.    Moreover,  debating  sharpens  intellectual  skills  by  forcing  
debaters  to  build  logical  and  coherent  arguments  to  support  their  position.    A  number  of  other  
benefits  accrue  from  engaging  in  debates,  for  instance:  (1)  learning  how  to  muster  data  to  support  
contentions,  (2)  sharpening  one's  skill  at  oral  presentations,  and  (3)  learning  to  think  on  your  feet.    
 
Finally,  debates  can  be  understood  as  one  method  for  resolving  conflicts.    Debates  are  particularly  
appropriate  for  the  topics  outlined  for  this  course,  since  there  are  no  clear-­‐cut  answers  to  many  of  
the  questions  regarding  the  relationships  between  corporations,  strategy,  and  society.    None  of  
these  topics  are  black  and  white,  but  reflect  varying  shades  of  gray.    Thus,  in  hearing  two  sides  to  an  
argument,  you  also  learn  to  develop  an  appreciation  of  the  varying  number  of  arguments  that  can  
exist.    
 
Debate  Structure  and  Requirements    
You  will  work  with  the  same  team  members  you  have  worked  with  in  the  framework  teach  back  
class.    Each  team  (4-­‐5  students)  will  be  assigned  a  topic,  date,  and  position.    Each  debate  will  consist  
of  two  teams,  each  of  which  will  defend  an  opposing  position  (affirmative  and  negative)  on  one  of  
the  assigned,  controversial  statements.    The  debates  will  follow  the  format  below:    
 
5  minutes  warm  up  and  engage/motivate  your  supporters  
5  minutes  Constructive  speech  by  the  affirmative  side    
5  minutes  Constructive  speech  by  the  negative  side    
5  minutes  Rebuttal  by  the  affirmative    
5  minutes  Rebuttal  by  the  negative    
30  minutes  Debating  from  the  audience  
20  minutes  Audience  vote  for  the  winner  and  professor  wrap-­‐up  

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As  you  can  see,  the  debate  will  be  divided  into  two  periods  consisting  respectively  of  constructive  
speeches  and  rebuttals.    In  a  constructive  speech  one  side  lays  out  its  argument  by  raising  issues  and  
making  points  that  support  its  position.    During  the  rebuttals  each  team  will  attempt  to  attack  the  
other  group’s  position  while  shoring-­‐up  or  rebuilding  its  own.    
 
You  may  structure  the  delivery  of  the  constructive  speech  and  rebuttals  however  you  like,  but  one  
team  member  must  deliver  the  constructive  speech  and  all  can  participate  in  the  rebuttals.    During  
the  debate,  while  one  member  is  speaking,  other  teammates  may  help  to  collect  and  prepare  
relevant  information  and  feed  the  rebuttals.    Team  members  will  sit  together  on  one  side  of  the  
podium  and  communicate  by  passing  notes.    
 
In  addition  to  actively  debating  yourself,  as  the  discussion  leader,  you  are  also  supposed  to  engage  
and  convince  your  classmates.    Those  who  have  voted  for  your  position  before  class  will  be  seated  
on  your  side.    Your  goal  is  to  motivate  them  to  actively  participate  in  the  debate  and  support  your  
position.    I  will  ask  your  classmates  whether  they  would  like  to  switch  position  on  four  occasions:  
(1)  after  the  audience  engagement  during  warm  up,  (2)  after  the  two  constructive  speeches,  (3)  
after  the  two  rebuttals,  and  (4)  after  the  class-­‐wide  debate.    Whether  you  win  or  lose  the  debate  
depends  on  the  number  of  supporters  you  have  at  the  end  of  the  class.    
 
I  will  strictly  enforce  time  limits.    When  time  is  called,  the  speaker  must  cease  speaking  
immediately.    I  will  grade  you  on  the  basis  of  your  argument,  your  performance,  and  your  apparent  
preparedness,  in  addition  to  whether  you  win  or  lose  the  debate.    However,  winning  is  tantamount  
to  having  made  the  most  persuasive  case.    
 
How  to  Prepare  for  the  Debate  
Debates  require  a  substantial  amount  of  advanced  preparation.    The  preparation  is  of  two  types:  (1)  
research  on  the  substantive  topic  and  construction  of  a  case  and  (2)  rehearsal  for  the  debate  itself.  
 
To  prepare  a  case  (either  affirmative  or  negative)  the  team  must  give  thought  to  the  issues  involved.    
In  general,  one  must  analyze  the  claim  or  topic  to  be  debated  in  order  to  discover  which  issues  are  
relevant.    For  instance,  suppose  you  were  debating  the  topic,  "Downsizing  contributes  to  the  health  
of  an  economy."    Relevant  issues  would  include  the  following:  (1)  What  is  downsizing?  (2)  How  is  
downsizing  accomplished?  (3)  Of  what  does  a  healthy  economy  consist?  (4)  For  whom  is  the  
economy  healthy?  and  (5)  What  time  horizon  is  implied?    By  identifying  issues,  one  structures  the  
task  of  collecting  the  data  and  the  nature  of  the  argument  that  will  be  used  to  build  the  case.    I  
suggest  that  teams  give  some  initial  thought  to  the  issues  involved  before  actually  beginning  
research.    However,  the  team  should  recognize  that  their  research  will  raise  issues  that  the  team  
has  not  previously  considered.    The  team  must  maintain  enough  flexibility  to  follow  new  leads.  
 
Building  a  case  consists  largely  of  doing  research  on  the  topic  and  the  issues  involved  and  then  
organizing  the  information  into  a  coherent  argument  that  supports  your  stance.    During  the  
research,  the  team  will  amass  information  from  published  sources  and/or  from  interviews  with  
experts  on  the  topic.    Your  goal  is  to  fashion  an  argument  that  you  can  support  with  evidence.    
Evidence  usually  consists  of  facts,  expert  opinions,  statistical  trends,  analogies,  and  examples.    
When  conducting  your  research  and  developing  your  argument,  you  must  try  to  anticipate  what  the  
opposite  side  will  claim.    If  you  are  to  effectively  counter  your  opponents’  arguments  you  must  be  
able  to  dispute  those  claims  on  either  logical  or  empirical  grounds.    This  ability  will  be  particularly  
critical  when  deciding  what  issues  to  raise  in  the  constructive  speeches  and  during  the  rebuttals.    
 

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I  strongly  suggest  that  you  take  notes  on  the  reading  you  do  and  that  you  organize  the  notes  by  
issues  or  main  points.    If  you  use  note  cards  to  record  the  information  you  can  more  easily  
reorganize  the  data  to  construct  a  coherent  argument.    Moreover,  notecards  will  be  useful  during  
the  debate  itself.    Since  it  is  often  difficult  to  remember  facts  and  statistics,  if  these  are  written  on  
note  cards  they  are  less  likely  to  be  forgotten  and  they  can  be  easily  passed  to  speakers  during  
rebuttals  when  other  team  member  deem  them  relevant.    
 
Debates  are  interactive  and  their  content  evolves.    While  you  may  know  exactly  what  you  will  say  
during  your  constructive  speech,  your  rebuttals  must  be  tailored,  by  definition,  to  what  the  other  
team  has  said.    Consequently,  you  must  feel  comfortable  enough  with  the  material  to  think  on  your  
feet.    For  this  reason  teams  should  rehearse  for  the  debate.    During  these  rehearsals,  you  should  
attempt  to  simulate  the  opposing  side’s  arguments  and  practice  rebutting  the  points  they  might  
raise.    Rehearsals  are  also  useful  for  refining  your  oral  presentation  and  for  monitoring  your  style  of  
address.    
 
I  strongly  urge  each  team  to  begin  preparation  for  the  debate  well  ahead  of  the  debate  itself.    You  
will  receive  a  group  debate  grade  that  all  members  will  share.  
 
Team  Debate  Grading  Rubric  
Normally,  the  winning  team  will  gain  a  higher  mark  than  the  losing  team.    The  exact  grade  will  be  
given  according  to  the  following  rubric:  
 
 
Criteria   Total     Your  Grade   Comments  
(20  points)  
1.  Preparation  and  Research   5      
• Extent  of  research  and  overall  knowledge  of  subject  
• Ability  to  use  and  interpret  facts  to  support  points  
2.  Development  of  Argument   10      
• Ability  to  develop  supportive  line  of  reasoning  
• Relevance  of  points  
• Ability  to  defend  and  counterattack  opposing  view  
• Ability  to  motivate  and  engage  your  supporters  
3.  Presentation  Skills   5      
• Poise  and  articulation  
• Use  of  time  
• Ability  to  work  together  as  a  group  on  the  spot  
 
 
3.    Simulation  competition  (individual,  20  points)  &  report  (individual,  10  points)  
 
Strategic  Innovation  Simulation:  Back  Bay  Battery  
This  simulation  is  designed  to  bridge  theories  in  innovation  and  the  impact  of  an  emerging,  
disruptive  technology  to  the  real-­‐world  context  in  which  managers  must  make  investment  
decisions  about  innovative  new  technologies  under  conditions  of  uncertainty.    It  simulates  the  
challenges  associated  with  making  investment  choices  between  mature  and  emerging  technologies  
under  uncertain  and  highly  constraining  real-­‐world  conditions.      
 

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During  the  simulation,  you  play  the  role  of  a  president  at  Back  Bay  Battery,  Inc.,  a  manufacturer  of  
nickel  metal  hydride  (NiMH)  batteries.    The  President’s  responsibility  is  to  determine  the  
appropriate  timing  and  level  of  R&D  expenditure  for  both  the  existing  NiMH  battery  technology  and  
a  new,  potentially  disruptive,  ultracapacitor  energy  storage  technology.    Throughout  the  simulation,  
you  are  forced  to  respond  to  constant  evolution  in  the  end-­‐user  markets  for  the  two  energy  storage  
technologies.    In  each  round  of  play,  you  must  process  several  sources  of  information  which  
requires  the  effective  identification  of  the  most  critical  pieces  of  data  for  diagnosis,  strategy  
development,  and  decision  making;  all  while  meeting  both  short-­‐term  and  long-­‐term  performance  
requirements  for  the  business.    While  the  performance  evolution  does  not  track  the  real-­‐world  case,  
the  plethora  of  numerical  indicators  exposes  you  to  decision  making  in  real-­‐life  management  
situations.    
 
The  President’s  Dilemma  
As  the  president  of  Back  Bay  Battery,  you  face  the  classic  innovator’s  dilemma.    While  Back  Bay  has  
a  successful  business  that  is  generating  reasonable  profits  from  NiMH  batteries,  a  new  technology  
in  the  form  of  ultracapacitors  looms  on  the  horizon.    For  its  existing  customers,  ultracapacitors  are  
a  long  way  from  meeting  current  customer  needs  which  prioritizes  things  like  energy  density,  self-­‐
discharge  rate,  and  cost.    Certainly  none  of  them  could  envision  dropping  in  ultracapacitors  as  a  
replacement  anytime  soon.    While  it  seems  that  the  company  should  have  learned  this  lesson  once  
before  with  Li-­‐ion  batteries,  those  were  much  more  of  a  sustaining  improvement  to  existing  lines,  
and  the  high  growth  of  the  overall  portable  power  market  masked  the  issue  as  Back  Bay  settled  into  
a  comfortable  niche  that  was  uniquely  well  served  by  NiMH  technology.      
 
Back  Bay  has  been  spending  to  reduce  NiMH  self-­‐discharge,  leading  to  substantial  improvements  
over  the  last  two  years.    Not  making  an  investment  in  self-­‐discharge  performance  would  potentially  
cause  the  company  to  be  disadvantaged  relative  to  its  competition.    It  could  spend  R&D  money  in  
other  areas  as  well.    Process  improvement  is  most  likely  to  lead  to  manufacturing  yield  
improvement  and  lower  product  costs.    If  it  wants  to  keep  improving  energy  density  that  is  
probably  one  of  the  more  expensive  and  long-­‐range  R&D  programs  it  could  choose.      
 
Another  pressure  you  face  at  Back  Bay  Battery  is  that  the  product  manager  at  a  major  power  tools  
manufacturer,  who  happens  to  be  one  of  your  largest  and  best  customers,  has  been  encouraging  
your  company  to  focus  on  the  specific  needs  for  an  upcoming  refresh  of  its  consumer  power  tools  
line.    The  customer  is  looking  for  higher  power  density  and  lower  unit  battery  costs,  as  it  is  feeling  
market  pressure  from  Asian  competitors.    He  has  been  shopping  for  competitive  NiMH  batteries  
sourced  in  China  and  has  made  clear  to  Back  Bay  the  importance  of  remaining  price  competitive.    
The  NASA  demonstration  of  an  ultracapacitor-­‐powered  drill  caught  his  attention,  and  the  rapid  
recharge  time  for  ultracapacitors  was  very  appealing  if  only  the  storage  capacity  was  much  larger.    
Focusing  on  this  customer  would  consume  essentially  all  of  the  company’s  limited  R&D  resources.      
 
The  big  question  for  you  is  what  to  do  about  ultracapacitors.    Investing  heavily  in  ultracapacitor  
R&D  at  this  point  might  severely  tax  the  company’s  ability  to  stay  competitive  in  NiMH,  yet  it  seems  
that  the  manager  must  start  investing  soon  or  risk  missing  a  new  technology  wave.    But  none  of  its  
current  customers  seem  to  have  much  interest;  rather  they  are  pressuring  the  company  for  better  
pricing  and  improved  performance  in  NiMH.    How  to  balance  investment  decisions  and  maintain  
the  health  of  the  current  business  while  developing  options  for  the  future  represents  the  central  
challenge  for  you  in  the  simulation.      
 
Performance  Evaluation  of  the  President  

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What  makes  the  management  challenge  particularly  acute  is  that  one  of  the  performance  metrics  is  
cumulative  profit  over  a  period  of  eight  simulated  years  of  investment.    You  have  to  balance  these  
criteria  against  what  you  perceive  as  the  best  interests  for  the  long-­‐term  health  of  the  business,  
which  is  not  necessarily  the  same  thing.    However,  you  are  also  assessed  against  specific  short-­‐term  
financial  criteria  which  include  not  exceeding  a  negative  sales  variance  of  greater  than  -­‐50%  in  a  
single  year  or  -­‐20%  for  more  than  three  years.    Also,  if  the  division  loses  money  for  three  years,  as  
represented  by  total  profit  over  a  sliding  three-­‐year  window,  you  will  be  fired.    This  requires  you  to  
carefully  determine  appropriate  sales  projections  for  both  technologies,  and  it  also  prevents  you  
from  inflating  sales  estimates  to  justify  a  higher  R&D  spend.    As  in  real  life,  balancing  spending  with  
a  realistic  sales  estimate  is  critical,  as  well  as  not  forecasting  unrealistic  sales  projections  to  secure  
funding.      
 
Simulation  Workflow  
There  is  Simulation  Foreground  Reading  which  establishes  the  context  of  the  simulation.    It  is  
advised  that  you  read  this  material  prior  to  playing  the  simulation.    You  should  also  take  ample  time  
to  review  the  introductory  video  and  to  familiarize  yourself  with  the  user  interface.      
 
You  should  not  try  to  rigorously  associate  current  conditions  in  the  battery  market  with  how  
information  and  data  are  presented  within  the  context  of  the  simulation.    The  simulation  is  only  a  
model  and  is  not  intended  to  portray  actual  market  conditions.      
 
You  should  schedule  a  sufficient  amount  of  time  to  conduct  the  simulation.    We  have  two  classes  
devoted  to  your  simulation  exercises  (four  attempts)  and  two  extra  classes  for  formal  competition.    
You  will  be  able  to  play  the  game  up  to  three  times  (three  attempts)  in  formal  competition.    In  fact,  a  
lot  of  learning  occurs  through  playing  the  simulation  more  than  once.    If  you  are  “fired”  from  the  
simulation,  you  should  be  encouraged  to  play  the  simulation  again.    You  competition  score  will  be  
graded  based  on  your  best  single  performance  among  the  three  attempts.    This  performance  
will  be  a  function  of  your  ability  to  improve  two  performance  metrics:  “Total  Cumulative  Profit”  and  
the  “UC  Revenue  Growth  Rate.”    After  the  formal  competition,  you  are  required  to  submit  a  brief  
report  where  you  reflect  on  your  simulation  strategy  and  experience.    
 
 
4.    Final  Presentation  (team)  –  20  points  
 
The  final  assignment  of  this  course  is  a  team  presentation.    In  the  final  presentation,  you  will:  

1. Select  an  organization  (or  a  set  of  related  organizations)  that  is  using  some  form  of  
strategies  to  help  solve  some  form  of  societal  problems.    
§ I  encourage  you  to  think  broadly  in  terms  of  societal  problems;  however  the  
information  you  use  to  develop  your  paper  must  be  publicly  available  and  non-­‐
confidential.  If  you  think  there  are  ethical  issues  arising  as  you  work  on  your  paper,  
discuss  them  with  me  as  soon  as  possible.    
2. Based  on  what  you  have  learned  from  the  readings  and  cases  in  this  course,  review  
the  organization’s  current  strategy  and  discuss  its  effects  on  the  organization’s  
financial  performance  as  well  as  its  effectiveness  in  solving  the  social  problems.      
§ You  might  want  to  identify  some  competing  demands  (e.g.  making  profits  vs.  
poverty  alleviation)  imposed  on  organizations  trying  to  solve  social  problems  
and  examine  how  they  deal  with  such  competing  pressures.  
3. Relying  on  your  analysis,  recommend  a  new  or  modified  strategy  which  may  help  the  
organization  better  achieve  its  financial  and  social  goals  and  defend  them  and  discuss  

Page  9  of  16  

 
 implementation  steps.      
4. You  may  consider  applying  one  or  more  strategy  frameworks  discussed  in  this  course  
depending  on  your  specific  choice  of  organizations  and  social  problems.    
 
You  have  10  minutes  to  present  and  5  minutes  Q&As.    Please  dress  up  professionally.    The  Final  
Presentation  will  be  evaluated  using  the  templates  below.    

Criteria   Points  (20)  

1.  A  societal  problem  and  organization(s)  trying  to  solve  the   5  
problem  are  identified  
2.  Strategies  employed  by  the  organization(s)  and  their  effectiveness   5  
are  discussed  
3.  How  the  strategies  could  be  improved   5  
4.  Where  and  how  the  data  are  collected   5  
 

 
5.    Participation  (individual)  –  20  points  
 
Your  active  participation  in  each  session  is  not  only  expected,  but  required  for  you  to  do  well  in  this  
course.    Required  readings  for  each  session  are  listed  in  the  course  outline.    You  are  expected  to  
have  not  only  read  the  materials,  but  prepared  the  analytics  to  address  the  issues  raised  in  each  
class.    Only  by  doing  that  will  you  be  able  to  make  valued  contributions  to  the  discussion  in  class.    
You  are  free  to  form  study  groups  of  any  size  to  discuss  the  cases  prior  to  class  with  your  peers.    
However,  once  you  are  in  the  classroom,  it  is  your  individual  performance  that  will  be  evaluated.  
 
Your  participation  will  be  evaluated  by  two  means.    First,  you  are  supposed  to  actively  participate  
in  pre-­‐class  preparation  through  ForClass  (www.forclass.com),  the  first  and  only  fully  integrative,  
cloud-­‐based  learning  platform.    The  main  benefit  ForClass  provides  is  improved  student  
engagement  through  accountability.    The  night  (11:59pm)  before  each  class,  you  are  required  to  
submit  your  answers  to  guiding  questions  I  post  on  ForClass.    Your  ForClass  record  accounts  for  10  
points.      
 
Second,  in-­‐class  participation  (10  points)  as  an  opportunity  for  you  to  further  articulate  and  
clarify  your  thoughts.    You  will  be  evaluated  not  on  the  frequency  of  your  contributions  alone,  but  
equally  if  not  more  importantly,  on  the  insightfulness  of  your  remarks.  
 
In  general,  students  contribute  to  positive  learning  environments  by:  
-­‐ Being  an  active  participant,  not  a  dominating  participant  
-­‐ Being  a  good  listener  and  demonstrating  respect  for  other’s  opinions.  
-­‐ Making  thoughtful  or  insightful  comments,  and  not  just  speaking  to  be  heard.  
-­‐ Building  on  other’s  comments  
-­‐ Asking  questions,  not  just  giving  answers  
-­‐ Identifying  key  assumptions  underlying  discussion  points  and  arguments  
-­‐ Contributing  positively  to  in  session  group  work.  
 
To  receive  enough  points  to  earn  an  “A”  for  class  contribution,  it  is  expected  that  you  take  on  a  
leadership  role  in  participation.    This  includes,  but  is  not  limited  to:  (1)  asking  pertinent  and  
revealing  questions,  (2)  integrating  your  analysis  of  the  case  into  the  discussion,  (3)  bringing  in  
material/information  from  outside  sources  (e.g.,  data  that  was  used  in  your  analysis),  and  (4)  

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challenging  fellow  students  in  a  constructive  manner.    Students  earning  an  “A”  are  also  expected  to  
have  nearly  perfect  attendance.  
 
“B”  is  an  average  grade  indicating  that  you:  (1)  attend  class  regularly,  (2)  have  answered  questions  
appropriately  when  called  on  in  class,  and  (3)  have  taken  an  active  role  by  contributing  in  other  
relevant  ways  to  the  in-­‐class  discussion.    These  contributions  include,  but  are  not  limited  to,  
volunteering  to  start  class  discussions,  or  answering  questions  directed  toward  the  group  in  
general.    
 
Grades  below  “B”  indicate  lower  levels  of  participation  including  failure  to  answer  questions  
correctly  when  called  upon,  failure  to  contribute  in  other  significant  ways  to  the  in-­‐class  discussion,  
evidence  of  not  preparing  the  case  prior  to  class,  and/or  failure  to  attend  the  class  regularly.  
I  am  more  interested  in  the  quality  of  your  contributions  than  I  am  in  the  quantity.    All  things  being  
equal,  a  student  who  contributes  meaningful  insight  less  frequently  will  receive  a  higher  
contribution  score  than  the  student  who  consistently  makes  remarks  that  miss  the  point.  
 
Each  class  period,  I  will  randomly  assign  2  or  more  “scribes”  to  assist  with  documenting  the  in-­‐class  
discussion.    Each  scribe  will  receive  full  contribution  credit  for  the  day,  and  will  be  responsible  for  
documenting  the  sequential  order  of  contributions  from  participants  in  a  simple  Excel  template.    
The  scribes  are  responsible  for  sending  me  their  notes  by  11:59pm  the  day  of  the  class  to  receive  
full  credit  for  the  day.    Please  upload  your  scribe  sheets  to  Canvas.  
 
 
Grade  Distribution  
 
Final  grades  will  follow  the  standard  J375  Grade  Distribution  as  published  below.  Any  questions  
regarding  your  grades  need  to  be  raised  within  12  hours  after  the  grades  are  posted.  I  realize  how  
important  grades  are  to  you.    My  belief  is  that  this  standard  distribution  is  the  most  equitable  way  
of  creating  a  challenging  course,  while  also  providing  for  a  fair  allocation  of  grades.    Note  that  this  
distribution  is  supposed  to  be  used  by  every  professor  teaching  J375.  
 
Letter% Percent% Percentage%
4.0%Scale
Grade Grade Allocated
A+ 97%100 4
A 93%96 4 20
A% 90%92 3.7 25
B+ 87%89 3.3 25
B 83%86 3 20
B% 80%82 2.7 5
C+ 77%79 2.3 5
C 73%76 2
C% 70%72 1.7
D+ 67%69 1.3
D 63%66 1
D% 60%%62 0.7  
 
 
 

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Classroom  Expectations  
 
Seating  &  Attendance  
 
You  are  to  sit  in  the  same  seat  for  the  entire  period  of  the  course.    This  will  not  only  assist  me  in  
learning  your  names  as  quickly  as  possible,  but  it  will  also  ensure  you  are  receiving  accurate  credit  
for  your  in-­‐class  participation.    If  you  have  a  very  strong  preference  as  to  your  seating,  I  suggest  you  
come  to  class  a  few  minutes  early  on  the  second  day  of  class.    Upon  completing  a  seating  chart  in  
class,  your  seat  will  be  confirmed  for  the  remainder  of  the  course.    You  are  responsible  for  the  
course  content,  and  I  believe  the  easiest  way  to  master  the  content  is  to  attend  every  class  session.    
However,  you  are  responsible  for  your  own  learning,  and  as  such  I  will  not  explicitly  keep  
attendance.    Keep  in  mind,  a  significant  portion  of  your  grade  is  based  on  course  participation,  and  
too  many  absences  will  negatively  impact  your  ability  to  “outperform”  your  peers  in  this  area.      
 
I  am  fully  supportive  of  the  University’s  policy  with  respect  to  religious  holiday  observances  
(http://enrollmentbulletin.indiana.edu/pages/relo.php).    Students  seeking  accommodations  for  
religious  observances  can  find  the  necessary  forms  at  (http://vpfaa.indiana.edu/forms/index.shtml).    
This  form  should  be  filled  out  and  returned  to  me  as  early  in  the  semester  as  possible.    Irrespective  
of  the  reason  for  your  absence,  I  would  encourage  you  to  schedule  some  time  with  me,  or  a  student  
who  did  attend  class,  for  refreshers  on  any  class  sessions  you  may  have  missed.  
 
Proper  Use  of  Technology  
 
Technology  can  be  an  incredible  enabler.    To  ensure  its  effective  usage  in  this  course,  the  following  
guidelines  have  been  established:  
• Accessing  either  online  social  networking  (Facebook,  Twitter,  LinkedIn,  etc.),  Instant  
Messaging  (MSN  Messenger,  WhatsApp,  WeChat,  etc.),  or  Email  (Outlook,  Google,  Yahoo,  
etc.)  is  not  permitted  while  class  is  in  session.    You  will  receive  1  warning  per  course.    After  
your  first  warning,  you  will  be  asked  to  excuse  yourself  from  the  classroom  for  each  offense.  
• Cell  phones  must  be  on  silent  mode  or  vibrate  while  class  is  in  session.    If  you  receive  a  call  
during  class  that  appears  to  be  Urgent,  you  may  excuse  yourself  from  the  classroom  to  
answer  the  call.    Please  do  not  be  disruptive  to  the  class  upon  departing  or  re-­‐entering  the  
classroom.  
• SMS  Texting  while  class  is  in  session  is  strictly  forbidden.      
• Laptops  should  be  used  primarily  for  viewing  class  material  or  taking  notes.    Occasional  
searches  for  information  related  to  course  content  may  be  necessary.    This  is  quite  different  
from  internet  surfing,  however,  which  is  forbidden  while  class  is  in  session.  
 
Food  in  the  Classroom  
 
Bringing  food  to  the  classroom  is  restricted  to  nutritional  bars  and  fruit  only.    All  other  food  items  
are  simply  a  distraction  to  those  of  us  focused  on  engaging  in  a  graduate  level  coursework  here  at  
Kelley  and  are  not  permitted.    If  you  have  a  specific  dietary  concern  I  need  to  be  aware  of,  please  
contact  me  outside  of  class  to  discuss.    
 
Guests  in  the  Classroom  
 
If,  for  any  reason,  you  would  like  to  bring  a  guest  to  class,  you  must  first  seek  my  approval  prior  to  
the  day  of  the  class.    Unannounced  guests  (Kelley  hosts,  prospective  students,  family  members,  etc.)  
may  not  be  permitted  to  join  our  class  sessions  without  prior  approval.  

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General  Professional  Conduct  
 
Constructive  Feedback  
My  goal  is  to  make  this  a  course  that  you  would  recommend  to  your  friends  because  of  its  inherent  
value  in  preparing  you  for  a  career  in  your  chosen  field.    Student  input  in  making  this  course  more  
effective  in  accomplishing  that  goal  is  always  welcome.    Please  DO  NOT  wait  for  student  
evaluations.    I  would  like  the  opportunity  to  respond  and  adjust  to  your  feedback  as  quickly  as  
possible.    If  you  don’t  feel  comfortable  sharing  your  feedback  with  me  directly,  you  are  always  
welcome  to  share  your  comments/suggestions  directly  with  the  Department  of  Management  &  
Entrepreneurship  (Chairperson:  Dr.  Tim  Baldwin,  Administrative  Assistant:  Lisa  G.  Ness).    Some  
suggestions  may  be  easily  adjusted  for  in  the  current  semester,  while  others  may  be  logistically  
insurmountable.    Nevertheless,  it’s  critical  you  take  ownership  for  your  learning,  and  feel  
comfortable  providing  me  with  suggestions  for  improving  the  learning  environment.  
 
You  Are  in  Charge  
Ultimately,  you  are  responsible  for  your  own  learning.    You  are  also  expected  to  monitor  your  own  
progress  and  keep  track  of  your  performance.    If  you  are  having  problems  related  to  your  
understanding  of  the  course  material,  contact  me  immediately.    These  problems  can  often  be  
resolved  by  attending  supplemental  review  sessions,  which  I  will  gladly  help  to  arrange  with  you.    
If,  after  attending  these  sessions,  the  problem  is  still  not  resolved,  you  may  be  encouraged  to  work  
with  a  private  tutor.    I  will  work  directly  with  you  should  you  inquire  more  directly  about  this  
option.  
 
Extraordinary  Circumstances  
During  the  semester,  some  of  you  may  experience  unexpected  and  serious  personal  circumstances  
(e.g.,  illness,  death  of  a  family  member,  etc.).    These  circumstances  may  adversely  affect  your  
academic  performance.    I  pledge  to  work  with  you  during  these  times,  but  I  must  be  informed  
immediately  of  any  extraordinary  situation  that  you  think  may  be  detrimental  to  your  performance.    
Any  such  conditions  will  not  be  considered  in  assigning  grades  or  as  part  of  an  appeals  process  if  
the  information  is  not  brought  to  my  attention  in  a  timely  fashion.  
 
Sexual  Misconduct  Policy  
As  your  instructor,  one  of  my  responsibilities  is  to  help  create  a  safe  learning  environment  on  our  
campus.    Title  IX  and  our  own  Sexual  Misconduct  policy  prohibit  sexual  misconduct.    If  you  have  
experienced  sexual  misconduct,  or  know  someone  who  has,  the  University  can  help.    
If  you  are  seeking  help  and  would  like  to  speak  to  someone  confidentially,  you  can  make  an  
appointment  with:    
The  Sexual  Assault  Crisis  Service  (SACS)  at  812-­‐855-­‐8900  
Counseling  and  Psychological  Services  (CAPS)  at  812-­‐855-­‐5711  
Confidential  Victim  Advocates  (CVA)  at  812-­‐856-­‐2469  
IU  Health  Center  at  812-­‐855-­‐4011  
 
More  information  about  available  resources  can  be  found  here:    
http://stopsexualviolence.iu.edu/help/index.html    
 
It  is  also  important  that  you  know  that  federal  regulations  and  University  policy  require  me  to  
promptly  convey  any  information  about  potential  sexual  misconduct  known  to  me  to  our  campus’  
Deputy  Title  IX  Coordinator  or  IU’s  Title  IX  Coordinator.    In  that  event,  they  will  work  with  a  small  

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number  of  others  on  campus  to  ensure  that  appropriate  measures  are  taken  and  resources  are  
made  available  to  the  student  who  may  have  been  harmed.    Protecting  a  student’s  privacy  is  of  
utmost  concern,  and  all  involved  will  only  share  information  with  those  that  need  to  know  to  
ensure  the  University  can  respond  and  assist.      
 
I  encourage  you  to  visit  stopsexualviolence.iu.edu  to  learn  more.  
 
 
Note:  This  syllabus  may  be  subject  to  further  modifications  at  the  Professor’s  discretion.  
 
 
 
 
 
 
 
 
 
 

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 APPENDIX  
 
Bloomington  Undergraduate  Program  Learning  Goals  
 
and  Student  Learning  Outcomes  (SLOs)  
 
1.  An  Integrative  Point  of  View  
Evaluate  and  make  business  decisions  taking  into  account  the  interdependent  relationships  among  
competitive  and  environmental  conditions,  organizational  resources,  and  the  major  functional  areas  
of  business.      
   
• SLO  1.1:  Identify  the  relationships  between  two  or  more  business  functions;  explain  how  
actions  in  one  functional  area  affect  other  functional  areas.  
• SLO  1.2:  Describe  how  the  relationships  among  the  functional  areas  relate  to  the  goals  of  the  
organization.  
• SLO  1.3:  Use  integrative  techniques,  structures,  or  frameworks  to  make  business  decisions.  
 
2.  Ethical  Reasoning  
Recognize  ethical  issues,  describe  various  frameworks  for  ethical  reasoning,  and  discern  the  tradeoffs  
and  implications  of  applying  various  ethical  frameworks  when  making  business  decisions.  
   
• SLO  2.1:  Identify  the  ethical  dimension(s)  of  a  business  decision.  
• SLO  2.2:  Recognize  the  tradeoffs  created  by  application  of  competing  ethical  theories  and  
perspectives.  
• SLO  2.3:  Formulate  and  defend  a  well-­‐supported  recommendation  for  the  resolution  of  an  
ethical  issue.  
 
3.  Critical  Thinking  and  Decision  Making  in  Business  
Identify  and  critically  evaluate  implications  of  business  decisions  for  organizational  stakeholders  and  
the  natural  environment.  
 
• SLO  3.1:  Recognize  the  implications  of  a  proposed  decision  from  a  variety  of  diverse  
stakeholder  perspectives.  
• SLO  3.2:  Evaluate  the  integrity  of  the  supporting  evidence  and  data  for  a  given  decision.  
• SLO  3.3:  Analyze  a  given  decision  using  critical  techniques,  structures,  or  frameworks.  
   
Goal  4:  Communication  and  Leadership  
Communicate  effectively  in  a  wide  variety  of  business  settings  employing  multiple  media  of  
communications.  
     
• SLO  4.1:  Deliver  clear,  concise,  and  audience-­‐centered  individual  and  team  presentations.  
• SLO  4.2:  Write  clear,  concise,  and  audience-­‐centered  business  documents.  
• SLO  4.3:  Effectively  participate  in  informational  and  employment  interviews.  
• SLO  4.4:  Articulate  one’s  unique  value  proposition  to  a  given  audience.  
 
   

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Goal  5:  Quantitative  Analysis  and  Modeling  
Systematically  apply  tools  of  quantitative  analysis  and  modeling  to  make  recommendations  and  
business  decisions.  
   
• SLO  5.1:  Use  appropriate  technology  to  solve  a  given  business  problem.  
• SLO  5.2:Analyze  business  problems  using  appropriate  mathematical  theories  and  techniques.  
• SLO  5.3:  Explain  the  role  of  technologies  in  business  decision  making  analysis,  or  modeling.  
• SLO  5.4:  Structure  logic  and  frame  quantitative  analysis  to  solve  business  problems.  
 
Goal  6:  Team  Membership  &  Inclusiveness  
Collaborate  productively  with  others,  functioning  effectively  as  both  members  and  leaders  of  teams.  
   
• SLO  6.1:  Facilitate  team  meetings  and  collaborate  effectively  in  both  face-­‐to-­‐face  and  virtual  
interactions.  
• SLO  6.2:  Identify  and  employ  best  team  practices.  
• SLO  6.3:  Assess  and  offer  feedback  on  one’s  own  effectiveness  as  well  as  one’s  team  members’  
effectiveness  with  respect  to  productivity  and  relationship-­‐building  in  both  oral  and  written  
formats.  
• SLO  6.4:  Articulate  and  analyze  the  value  of  inclusivity  in  a  variety  of  business  settings.  
 
Goal  7:  Cultural  awareness  and  global  effectiveness  
Become  conversant  with  major  economic,  social,  political,  and  technological  trends  and  conditions  
that  influence  the  development  of  the  global  economy  and  demonstrate  competence  in  the  cultural,  
interpersonal  and  analytical  dimensions  of  international  business.  
 
• SLO  7.1:  Identify  the  risks  and  opportunities  associated  with  determining  and  implementing  
optimal  global  business  strategies.  
• SLO  7.2:  Integrate  international,  regional,  and  local  non-­‐market  forces  into  strategic  decisions  
of  multinational  corporations.  
• SLO  7.3:  Analyze  obstacles  resulting  from  cultural  differences  and  recommend  leadership  
approaches  that  leverage  diversity  to  enhance  business  performance.  
• SLO  7.4:  Identify  the  personal  and  contrasting  attitudes,  values,  and  beliefs  that  shape  business  
relationships.  
 
 

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