Universidad Nacional Abierta y a Distancia

Academic and Research Vice-rector

Course Syllabus Format

1. COURSE IDENTIFICATION

Faculty or Unit: Basic Science,

Initial: ECBTI
Technology and Engineering School
Level: Undergraduate Training Field: Disciplinary
Course: Strategic Management Code: 212053
Course Type: Theoretical Number of credits: 3
Course Designer: Karla Nathalia Triana Course Editor: Karla Nathalia Triana
Ortiz Ortiz
Development Day: November 1, 2018 Updating Date: December 03, 2019

Course Description:

Strategic Management is a theoretical course, which belongs to the common

disciplinary field. It is part of the component of Technology Management, providing
an strategic approach and management tools for organizational sustainability,
prioritizing the safety of people, equipment and facilities and the preservation of the
environment.

This course is developed with the aim of strengthen managerial skills to make
decisions of great impact, providing the students with the necessary tools to lead
corporate performance to achieve strategic goals, introducing key concepts and
principles of strategy, allowing them to propose solutions to situations in a real
world context.

Strategic Management is a 3 credits course, divided into three units. The first one
review general concepts and evaluation tools, the second one, formulation and
execution of the strategy at the company, finally, the third one, is geared towards
analyzing organizational behavior, in order to enhance the ability to communicate
and work effectively with others, identifying core skills of leadership.

2. TRAINING PURPOSES

Purpose of course training:

The course seeks to promote the appropriation of managerial skills that allow
students to lead companies, which are always on the leading edge of its economics
sectors, encouraging them to propose strategies that contribute to the sustainable
development of its social, economic and environmental surroundings. According to
this, the course attempts to achieve the following purposes:

 Build up student’s capabilities to formulate successful strategic directions and

strategies, developing a proper internal and external analysis of the
organizations.

 Strengthen student’s skills to create value and recurrent profitability, by

means of competitive advantages development.

 Encourage students to lead processes in its workplace, being able to make

decisions that guide a team to success, motivating others toward
organization’s vision.

Course Competences:

 The student determines the organization strategic direction and is able to

evaluate opportunities and threats as well as strengths and weakness
analyzing its internal and external situation.

 The student is able to formulate and implement corporate strategies from

innovation and competitive advantages, in order to create real value for the
organizations

 The student is capable of making decisions to lead a team towards the

organization’s goals, applying critical thinking and problem solving skills to the
analysis and resolution of change problems

3. Course Contents

Units/topics Required Bibliographic References

1. Strategic Murphy, S. P., & Taylor, P. J. (2018). A Board’s Mission, Vision
Management Vision: & Values: Trustees need to define their own obligations and
 Strategic aspirations to build a strong culture. Trustee, 71(3), pp 5-7,
direction: Retrieved from http://bibliotecavirtual.unad.edu.co/login?
Strategy,
url=http://search.ebscohost.com/login.aspx?
Strategic
direct=true&db=f5h&AN=128169838&lang=es&site=eds-live
Management,
Mission,
Vision, Values GÜREL, E., & TAT, M. (2017). SWOT Analysis: A Theoretical
Review. The Journal of International Social Research,
 Strategic Retrieved from http://bibliotecavirtual.unad.edu.co/login?
Analysis: url=http://search.ebscohost.com/login.aspx?
Internal and
direct=true&db=hus&AN=125204592&lang=es&site=eds-live
External
Analysis,
Value Chain, Triana Ortiz, K. (07,11,2018). Virtual Learning Object Strategy
PESTEL, Analysis Tools. Retrieved from:
Porter´s Five http://hdl.handle.net/10596/22209
forces, CPM,
SWOT Triana Ortiz, K. (15,08,2017). Porter´s Five forces. [Video].
Retrieved from: http://hdl.handle.net/10596/12882

2. Strategic Jeyarathmm, M. Strategic Management, (pp. 122-133) Global

Management Media, 2007. ProQuest Ebook Central, Retrieved
Formulation and from:http://bibliotecavirtual.unad.edu.co:2460/lib/unad-
Execution
ebooks/reader.action?
 Strategy
ppg=134&docID=3011305&tm=1502838885344
design and
execution:
Porter’s Hales, G., & Mclarney, C. (2017). Uber’s Competitive
Generic Advantage vis-à-vis Porter’s Generic Strategies. IUP Journal of
Strategies, Management Research, 16(4), 7–22. Retrieved from:
Blue Ocean http://bibliotecavirtual.unad.edu.co/login?
Strategy
url=https://bibliotecavirtual.unad.edu.co:2969/login.aspx?
Technology
and Value direct=true&db=buh&AN=126823931&lang=es&site=ehost-
Innovation live

 Strategic CASPARI, C., & CASPARI, M. (2016). Strategic Planning

Control: Moving Ideas to Practice. Camping Magazine, 89(2), 56.
 Strategic Retrieved from: http://bibliotecavirtual.unad.edu.co/login?
Plan, Balance url=http://search.ebscohost.com/login.aspx?
Scorecard direct=true&db=f5h&AN=114566120&lang=es&site=eds-live

Kaplan, R. S., & Norton, D. P. (2007). Using the Balanced

Scorecard as a Strategic Management System. Harvard
Business Review, 85(7/8), 150–161. Retrieved from:
http://bibliotecavirtual.unad.edu.co/login?
url=http://search.ebscohost.com/login.aspx?
direct=true&db=buh&AN=25358567&lang=es&site=eds-live

3. Organizational Bawany, S. (2015). Importance Of Leaders With The Right

Behavior Leadership Styles. Leadership Excellence Essentials, 32(9),
 Leadership 29. Retrieved from: http://bibliotecavirtual.unad.edu.co/login?
 Decision
url=http://search.ebscohost.com/login.aspx?
making
direct=true&db=f5h&AN=109525494&lang=es&site=eds-live
 Organizational
change
management Rosenzweig, P. (2013). What Makes Strategic Decisions
Different. (cover story). Harvard Business Review, 91(11), 88.
Retrieved from: http://bibliotecavirtual.unad.edu.co/login?
url=http://search.ebscohost.com/login.aspx?
direct=true&db=edb&AN=91571473&lang=es&site=eds-live

KETTER, P. (2018). Adaptability Is Key in the Future of

Work. TD: Talent Development, 72(10), 85. Retrieved from:
http://bibliotecavirtual.unad.edu.co/login?
url=http://search.ebscohost.com/login.aspx?
direct=true&db=f5h&AN=132194621&lang=es&site=eds-live

Additional bibliographic references for this course:

Unit 1:
MacLeod, L. (2016). Mission, Vision and Values Statements: The Physician Leader’s
Role. Physician Leadership Journal, 3(5), 18–25. Retrieved from
http://bibliotecavirtual.unad.edu.co/login?
url=http://search.ebscohost.com/login.aspx?
direct=true&db=buh&AN=117613807&lang=es&site=eds-live

Lewis, A. (Ed.). (2008). Focus on strategic management: Porter´s business

strategies in Japan, 37-44 Retrieved from:
https://bibliotecavirtual.unad.edu.co:2538/lib/unad-ebooks/reader.action?
ppg=38&docID=348624&tm=1540693010501

Unit 2:
Uzarski, D., & Broome, M. E. (2018). A Leadership Framework for Implementation of
an Organization’s Strategic Plan. Journal of Professional Nursing Retrieved from:
http://bibliotecavirtual.unad.edu.co/login?
url=http://search.ebscohost.com/login.aspx?
direct=true&db=edselp&AN=S8755722318301510&lang=es&site=eds-live

Unit 3:
Shao, Z., Feng, Y., & Hu, Q. (2017). Impact of top management leadership styles on
ERP assimilation and the role of organizational learning. Information &
Management, 54, 902–919 Retrieved from:
http://bibliotecavirtual.unad.edu.co/login?
url=http://search.ebscohost.com/login.aspx?
direct=true&db=edselp&AN=S0378720617300435&lang=es&site=eds-live

Simon, A. (2017). Beating The Pain Of Culture Change: How to do it? Leadership

Excellence Essentials, 34(9), 6. Retrieved from:
http://bibliotecavirtual.unad.edu.co/login?
url=http://search.ebscohost.com/login.aspx?
direct=true&db=f5h&AN=126842049&lang=es&site=eds-live

4. LEARNING STRATEGY

Description of learning strategy:

This course develops a case based learning strategy, allowing students to analyze
and understand organizational problems in a real context, establishing relations
between specific situations and the contents studied along the course, with the aim
of strengthening  its competences to propose creative and structured solutions.

Besides the students are able to build upon prior knowledge and experience,
developing its own understanding of each case, this learning strategy provides the
space to work collaboratively being part of a group, reinforcing its team working and
communication skills.

In order to develop the strategy, this course is divided into three moments:

1. Initial moment: Course recognition

2. Intermediate moment: Intermediate assessment and collaborative work,
divided into three units:
 Unit 1. Strategic Management Vision
 Unit 2. Strategic Management Formulation and Execution
 Unit 3. Organizational Behavior
3. Final moment: Individual final assessment

4. DISTRIBUTION OF ACADEMIC ACTIVITIES OF THE COURSE

Week Contents to develop Activity to develop according to the

1 and Course contents and
2 environments recognition
3 and Unit 1: Strategic
4 Management Vision:
 Strategic direction
 Strategic Analysis
5 and Unit 1: Strategic
6 Management Vision:
learning strategy
Phase 0: Recognize strategic management
in the real world context
Profile update, review of contents and
environments, personal presentation, skype
communication, video recording and
conclusions.
Phase 1: Analyze and evaluate
organizations’ situation and position
The student reads the references for Unit 1 at
the Knowledge Environment, also, analyzes
the case study, record video, describing the
problem, its causes and consequences,
identifying main aspects of the strategic
direction
Phase 1: Analyze and evaluate
organizations’ situation and position
  Strategic direction The collaborative group defines an strategic
 Strategic Analysis direction and applies different tools to develop
an internal and external analysis to establish
the firm’s situation
7 and Unit 2: Strategic Phase 2: Propose strategies to create
8 Management Formulation value
and Execution: The student reads the references for Unit 2 at
 Strategy design and the Knowledge Environment, also, analyzes
execution the case study, recording a video, describing
 Strategic Control the problem, its causes and consequences,
identifying main aspects of the strategic
direction
9 and Unit 2: Strategic Phase 2: Propose strategies to create
10 Management Formulation value
and Execution: The collaborative group designs a strategy,
 Strategy design and creates a plan and a Balanced Scorecard to
execution control its execution.
 Strategic Control
11 Unit 3: Organizational Phase 3: Lead organizations to its future
and Behavior: vision
12  Leadership The student reads the references for Unit 3 at
 Decision making the Knowledge Environment, also, analyzes
 Organizational the case study, recording a video, describing
change management the problem, its causes and consequences,
identifying leadership issues
13 Unit 3: Organizational Phase 3: Lead organizations to its future
and Behavior: vision
14  Leadership The collaborative group compares different
 Decision making leadership styles, also, analyzes the relevance
 Organizational of decision making in organizations to success
change management in an rapidly changing world
15 Unit 1, 2, 3 Phase 4: Evaluate strategic management
and contents appropriation
16 The student reviews all contents studied along
the course and solve the final assessment

5. STRATEGIES OF ACADEMIC SUPPORT

Description of academic support strategies to apply in this course

The course is developed on Virtual Learning Environments, where all participants can
facilitate assertive communication and a constructive discussion, interacting through
the following spaces:

Synchronous accompanying
- Via Skype: In order to answer questions or requirements, there is a
communication channel via Skype. Attendance hours at the Collaborative Learning
Environment.
- Webconference: Spaces where director, tutors and students can interact with
each other around a topic. Schedule times at the Collaborative Learning
Environment.

Asynchronous accompanying:
- Attendance at forums: Monitoring student performance, giving feedback,
answering questions and requirements.
- Corporate mail and Internal Messaging Service: Solve questions and
requirements sent by students.

6. COURSE ASSESSMENT PLAN

Highest Evaluatio
Assessm
WEEK Products to deliver according to Score/5 n
ent
NUMBER the Learning Strategy 00 Score/50
Stages
points 0 points
Individual:
Submit to Monitoring and Evaluation
1-2 Initial 25 5%
Environment a PowerPoint
presentation
350
Individual:
Submit to the Collaborative Learning
Intermed Environment - Unit 1 a YouTube link
3-6 iate Unit defining the problem. 25%
1 Collaborative:
Submits to the Monitoring and
Evaluation Environment a
PowerPoint presentation.
7 - 10 Intermed 25%
 Individual:
Submit to the Collaborative Learning
Environment - Unit 2 a YouTube link
iate Unit defining the problem.
2 Collaborative:
Submit to the Monitoring and
Evaluation Environment a
PowerPoint presentation.

Individual:
Submit to the Collaborative Learning
Environment - Unit 3 a YouTube link
Intermed
defining the problem in the case.
11 - 14 iate Unit 20%
Collaborative:
3
Submit to the Monitoring and
Evaluation Environment a
PowerPoint presentation.

Individual:
Solve the final assessment at the
15 - 16 Final 125 25%
Monitoring and Evaluation
Environment
Total Score 500 100%
Points