Course Syllabus

BU481 – All Sections

Business Policy 1: Strategic Management
Lazaridis School of Business and Economics
Waterloo Campus
Fall 2023

INSTRUCTOR INFORMATION

Bramwell Daniel Hari Lynn Manu Nicole

Mather Waeger Stirbet Gazzola Mahbubani Davey
Makris
Office: TBD LH4099 LH4101 TBD LH2020 TBD
Email: bmather@ dwaeger@ hstirbet@wlu. [email protected] mmahbubani@wl
wlu.ca wlu.ca ca u.ca
Office Hours: TBD TBD By TBD Monday 4:00 TBD
Appointment – 5:00pm or
by
Appointment
Sections: B D A K and F F, G, and J C, H, and L

Faculty Assistant: Indera Singh or Sharon Han, LH2052 ([email protected] or [email protected])

COURSE DESCRIPTION
Business Policy (BU481) is the first of two courses dealing with strategic management and providing an
understanding of the process of strategy formulation and implementation. The course is case-oriented and
integrates concepts from other more specialized courses. Both BU481 and BU491 deal with managers’ choices
and activities as they seek to set and influence the overall direction of the business. BU481 focuses on the
operating challenges of formulating and implementing strategy from a general manager’s perspective. BU491
deals in greater detail with internationalization choices and firms’ international strategy.

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PREREQUISITES
• Year 4 or 5 standing in the Honours BBA programs for BBA students
• BU352 for non-BBA students.

COURSE OVERVIEW AND APPROACH

Strategic management is concerned with achieving superior firm performance and sustaining it over the long run.
The key decision maker is the general manager. BU481 provides you with practical strategy content and process
material so you can better understand how general managers take decisions to improve the competitive position
of their organizations and how you will work as part of organizations to achieve these goals.

Our organizing framework for strategic management is the Diamond-E model (Crossan et al., 2015, see Figure 1,
below). The Diamond-E represents core points and linkages for strategic thinking and analysis. Analysis of the
strategy- environment link suggests what the organization needs to do to be successful. The management
preferences-strategy link examines what the organization wants to do. The organization-resources-strategy links
suggest what the organization can do. These analyses flag gaps in the overall configuration of the organization and
its environment that need to be addressed to generate value and advantage. Embedded within each element of
the Diamond-E are multiple strategic management tools and concepts that enable you to come to terms with
strategic issues and to begin to understand what actions need to be taken to address them.

Figure 3.1: The Diamond-E Framework

Source: Crossan, Maurer, Rowe, & Rouse (2023), Strategic Analysis and
Action, 10th edition.

Strategy is different from other courses that emphasize the development of expertise related to a specific aspect
of the enterprise (e.g., finance, operations, marketing, accounting, etc.). Instead of focusing on a particular
functional area, this course provides you with a process for problem-solving and decision-making that
encompasses the entire organization and requires you to integrate and apply the knowledge gained from those
disciplines in order to develop an overall general management perspective. Strategy issues are characterized by
ambiguity, complexity, and uncertainty. Frameworks and tools allow us to deal with this reality but never
eliminate it. The course is as much about asking the right questions as it is about having the “right” answers. We
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will reach consensus on some issues, yet many among you will have differing interpretations on the most
appropriate course of action. As opposed to getting the right answer, our goal is to develop a solid, rigorous and
logical thought process that leads to a plausible and implementable answer.

COURSE GOALS AND LEARNING OUTCOMES

The primary objective of BU481 is to develop expertise in formulating (analysis) and implementing (action)
strategy. In addition, BU481 has the following objectives that you can expect to reach if you work thoughtfully
through the material presented in the cases, the textbook, assigned readings, and the class discussions:
1. Appreciate the value of taking a strategic view of a firm in business decision-making.
2. Demonstrate an understanding of and be able to apply key strategic concepts, frameworks and tools, to
make analysis-based strategic recommendations.
3. Understand the main functional areas of business and demonstrate an understanding of the integrative
nature of these areas at an advanced level.
4. Integrate the knowledge gained in earlier courses for the use of strategy and demonstrate the need to
consolidate different parts of a business for a higher performance.
5. Recognize the role of a general manager in leading strategy development and implementation.
6. Demonstrate the ability to analyze the external business environment, identify opportunities and develop
business plans (including option analysis and implementation) at an advanced level.
7. Recognize the role of ethical behaviour in the long-term direction of a firm.
8. Be able to communicate appropriately and persuasively both orally and in writing. This includes being able
to critique, debate, argue, persuade, and build consensus through crafting a structured argument backed by
evidence.
9. Write high quality memoranda and reports suitable for an executive audience.
10. Enhance team participation and leadership skills to be able to function effectively as part of an organization’s
strategy team.
11. Become comfortable with making decisions under uncertainty, in complex environments.

COURSE TOOLS AND LEARNING MATERIALS

The following printed resources are required for the course. They are available in the WLU Bookstore or
online. Each student must purchase their own individual materials.

1. Textbook: Strategic Analysis and Action, 10th edition, Crossan, Maurer, Rowe, and Rouse (CMRR) (Prentice
Hall, 2023) – Available in the bookstore
OR
Ebook: Strategic Analysis and Action, 10th edition, Crossan, Rouse, Rowe & Maurer

2. Cases: The cases for the course are listed in Exhibit 1. Students must purchase the cases themselves. Specific
instructions on how to order cases are at the end of this syllabus and posted on our MyLS course site. For ease
of ordering, we have created a coursepack (which is WAY cheaper than ordering them individually);
information on how to purchase it is included in Exhibit 1 but essentially click this link:
https://www.iveypublishing.ca/s/ivey-coursepack/a1R5c00000FvbfLEAR

3. Assigned articles to read, when legally allowed, will be posted on the MyLS system. Otherwise, they will be
provided through the library. The article list is provided in Exhibit 2 as well as on MyLS.

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MyLearningSpace
The “MyLearningSpace” (MyLS) technology will be used in this course. In addition to the email, news and grade
posting functionality, students will also find any handouts used by the instructor. Any information for the class
will be posted on MyLS and will be the primary way to communicate with the class.
METHOD OF INSTRUCTION

The course schedule, evaluation scheme, methodology, assessments, testing and final exam policies have been
planned based on current public health guidelines. Should these guidelines change, any adjustments will be
communicated to students.

Most classes involve discussion of business cases, while some classes will use exercises, videos and lectures. Each
case is a record of a strategic issue or issues faced by business managers. It contains the facts, opinions and
biases that business managers had to work with. Some cases present decision situations while others provide
the basis for in- depth discussion of particular issues and concepts. Lectures and exercises deal with the
conceptual and theory-based material found in the text and readings.

To maximize learning, students are expected to read and analyze the assigned material prior to class. At a minimum,
students should plan to spend at least two hours of preparation time for each class. Participating in study groups
prior to class can help you prepare your analysis and recommendations for class.

STUDENT EVALUATION

The overall grade for this course will be a composite of performance from the following components
(each item is presented in more detail below).

Class Contribution (Individual) 20%

Quiz 20%
Case Analysis Presentation (Group project) 25%
Final Examination (Individual) 35%
Total 100%

Assignment dates will be provided by your BU481 instructor. Your instructor has full discretion when evaluating
student performance and assigning grades. You are encouraged to consult the University Calendar to refresh
your awareness of general grading policies. Instructors endeavour to maintain consistency of grading across
courses and sections. However, there may be variation in grade distributions across sections, due to differences
in effort and ability. You are encouraged to talk to your instructor if you have questions or need further
clarification.

A ll deadlines, due dates, examination times and class times are set in Eastern Standard Time (EST). If you are in
another time zone you are responsible for making the adjustment to EST. This is only relevant if we are in remote
learning due to university-announced health protocols.

Students with disabilities or special needs should contact Laurier’s Special Needs Office regarding its services and
resources. All students are encouraged to review the Laurier Undergraduate Calendar for information regarding
student services available on campus.
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5
A. Class Contribution
You are expected to be present and prepared for every class, ready to share your views in the classroom
discussion. Think of our sessions less as a class in which you are a student than as a board meeting that you are
required to attend and contribute to meaningfully so that effective decisions can be reached on important
issues. The class contribution grade recognizes your contribution to the learning of your class colleagues.
Assessment of contribution follows the usual norms. People may be called upon to contribute (some faculty
make more or less use of the cold calling method), but it is safe to assume that waiting to be “cold-called” will
not earn you a satisfactory contribution grade. You will need to contribute voluntarily. Within this process,
students’ names may be divulged in the classroom to other members of the class. Students who are concerned
about such disclosure should contact the course instructor to identify whether there are any possible alternatives
to such disclosures.

Your instructor, your peers and you will evaluate your contribution in each class; however, the instructor has
the discretion for determining whether your assessment is accurate. Contribution will not be counted the first
week of classes, or for the quiz class. Of the remaining 21 classes, the 18 best participation marks will be retained
for the participation grade calculation. If you are in a section that only meets once a week (so 12, three-hour
classes), each three-hour class will count for two classes for participation purposes. Your ability to interact
constructively is important for successful career growth. An objective of BU481 is to develop your confidence
and skills in critique, debate, argument, and persuasion that will enable you as a graduate to add value in
workplace decision-making. Please do not be reticent about sharing novel ideas or creative solutions as they
frequently demonstrate depth of thought that is valuable in class and in work situations. At the same time, it
may not be possible for all students to contribute in every class. In grading class contribution, you will be assessed
according to the extent to which you have established a meaningful presence in the classroom, over the course
of the semester, by making solid contributions on a regular basis. Your goal should be to provide insights that
pass the "so-what" test. This can range from helping to sort out the key facts in a complex case to developing an
analysis that builds on prior comments, thereby moving the class discussion forward. Contribution has aspects
of both quantity and quality, with the focus on quality. With regards to quality some of the criteria are as follows:

Assessment Category Components of in-class contribution

4 Outstanding (O) A student makes a truly grounded and ground-breaking contribution that
lifts the learning experience to a new level of personal and professional
meaning for all the participants.
These are memorable, one-of-a-kind, in-the-moment “aha”-s that
punctuate how a class gets to experience strategy. These contributions are
rare and extremely valuable beyond the teaching point at hand.
You should not expect to receive a “4” every class.
3 Excellent (E) Comments add substantial value to the discussion.
Student breaks new ground and raises the flow of discussion to a higher
level, often by synthesizing material and applying multiple
lenses/techniques. Comments linked to those of others, facilitating the
flow of the discussion.
Student demonstrates knowledge of readings and other relevant course
material. Student incorporates relevant insights from other courses or
current affairs.
Adds energy and enthusiasm to the class.

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 2 Good (G) Comments advance the flow of the discussion (including responses to
questions from the instructor).
Student demonstrates clear grasp of case material. Information presented
is relevant to the discussion.
There is evidence of analysis rather than just the expression of opinion
(although some espousal of opinion is acceptable).
1 Present (P) Repeats what has already been said, adds no additional
value. Pure statement of case facts; relevance not made
clear.
Present, listening, but silent.
0 Absent (A) Absent from class.

Each class, your in-class contribution will be marked by the instructor and up to three of your peers. Your
instructor will spread as equally as possible the opportunity to evaluate your peers’ performance in a class over
the course of the term. For the class in which you take this evaluator role, you will receive a contribution mark
of at least “2”. However, a peer evaluator may contribute during that class and earn a higher contribution grade.
You are allowed, and encouraged, to contribute in the class when you are a peer evaluator. When your turn comes
to perform peer evaluation, you will receive a class list at the beginning of the class. Please keep track of
contributions and, at the end of the class, take 5 minutes to assign each participant a grade from 0 to 4 according
to the contribution chart above (for your convenience, this will be included in the peer evaluation form). Please
clearly write down who was absent that day. Place an asterisk next to those 2-3 students who you think
contributed the most to the class learning that class. Most importantly, please hand in your marked contribution
sheet to you instructor.

In addition, each student will perform a self-assessment for every class based on the same scale. There is a self-
evaluation form that should be filled out and handed to your instructor at the end of the class.

The instructor compares the average of the peer evaluators’ score and the student’s self-evaluation to his/her
evaluation of the student’s performance for each class and assigns the grade they feel is appropriate. You should not
expect to receive a “4” every class.

Your overall contribution grade will be a combination of class attendance and in-class contribution.

B. In–Class Quiz
During the semester there will be one announced quiz which will take place during Class 13; the quiz date for your
section is provided in the Course Schedule in MyLS. This quiz will be class learnings and is designed to
demonstrate a student’s learning and understanding of key strategy concepts and tools covered during the first
part of the term. It will take place during class time and will be fifty (50) minutes long, delivered through MyLS
or paper as per the instructor’s preference. Please ensure you bring your computer to that class. If you have
an ALC accommodation, you are responsible for ensuring time is booked with ALC to write the quiz in their
facilities if required. The quiz will cover content, including assigned article readings, textbook readings and class
slides, from classes one to twelve inclusive. Students will not be tested on case-related information.

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If a student misses the quiz because of illness, or for some other unexpected major life event, such as a death or
a serious illness in their immediate family, the student must complete both of the following steps:
1. Give immediate email notice of student illness or unexpected major life event to the instructor prior to
the scheduled quiz start time.
2. Within 48 hours of the start time of the quiz, complete the self-declaration form found here
https://web.wlu.ca/illness/

It is academic misconduct to submit a false self-declaration form. If other contradictory information becomes
known to the instructor, the student may be asked for further evidence to corroborate the existence of the
illness or unexpected major life event. Students will be required to write a make-up quiz. Students who require
academic accommodations to be put in place, for disability-related reasons, need to follow the process outlined
by the Accessible Learning Centre.

Additional information about the quiz will be provided in class and on the course MyLS page under Content -
Evaluation - Quiz.

C. Case Analysis Memo and Presentation (CAM)

This assignment involves the creation of a Case Analysis Memo, based on a case provided by the course
instructor. The case is provided on MyLS under Content – Evaluation – Case Analysis Memo (CAM).
Each student will be involved in a CAM assignment and presentation which is a group project. Within
it the student will present his/her analysis, recommendation and implementation plan to the
situation posed in an assigned case. This assignment, and the associate case, is described more fully
in a separate handout, ‘CAM Instruction Sheet’, located in MyLS under ‘Evaluation Information – Case
Analysis Memo’. Groups are self-selected by the students through MyLS; each student is responsible
for finding their own group within the class. Group sizes should be 6 members. Maximum group size
may be adjusted by your instructor based on class size. Due to time constraints for the number of
CAM presentations that can be done in-class your instructor may limit the number of groups in your
class to a maximum of ten groups. The assignment must be submitted as an MLS electronic version
through Turn-it-in. The due date for this assignment is in the handout.

In the case where a CAM report is not handed in on time all students in the group can receive a penalty
at the discretion of the instructor.

D. Final Examination
The final examination will be a two and one half hour case exam held during the final exam period. The date and
location of the final exam will be announced when available. The case exam tests the student’s ability to apply
strategy concepts and tools to evaluate business situations and make an analytical based recommendation(s).
The best preparation for the final exam is to have done the preparation for each case in class. Additional
information about the final exam will be provided by your instructor closer to the date. Further details on the final
exam will be available on MyLS closer to the exam date.
Requests for a deferred final examination must be made by filing a petition using the process and form described
here:
https://students.wlu.ca/academics/exams/deferred-exams.html
https://wlu.ca1.qualtrics.com/jfe/form/SV_88MrVTvGZlg6phk

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COURSE EXPECTATIONS

Studying the experiences of real companies and the actions of practicing general managers develops insight into,
and good judgment about, complex strategy situations. We accomplish this using the case method in this course.
To the extent possible, we must place ourselves into the strategic management situations depicted in the cases −
decide what we would do in the circumstances, why, and explain our proposed course of action.

To get the most from this course you will need to engage actively in the entire learning process. This means
devoting time and energy to preparation before class, and then during class, listening to others, engaging with
their ideas and being willing to put forward and explain your point of view. Collective reasoning and discovery
are critical to the successful application of the case method. Detailed note-taking during case discussions can be
counterproductive to your own learning if it prevents you from participating in the in-class conversation;
however, make sure that you consolidate your learning from the class.

Every BU481 class is a learning session. The norms we follow are very simple: Any conduct that is not acceptable
in a professional business meeting is not acceptable in a BU481 session. That means you will be bound by
company rules. This applies to your general conduct, attitude and classroom behaviour including relationships
with classmates. Professionalism is a good trait in life and developing discipline and good habits is part of the
purview of this strategic management course.

From an instructor perspective, BU481 instructors will be fair and objective in relations with students and in
grading of student assignments. They will be available for student consultation, indicating the posting and
observance of reasonable office hours.

Attendance at all sessions in this course is expected. Circumstances may arise which make it impossible for you
to attend (e.g., illness). As a professional courtesy you are expected to advise your instructor in advance of your
absence. Additional information about Laurier policy around attendance for mid-terms and exams and protocols
around documented illness can be found through the Laurier course calendar:
https://academic-calendar.wlu.ca/section.php?cal=1&s=901&sp=3124&ss=3753&y=77.

Preparing for Class

The study questions and any readings assigned with each case (posted on MyLS) are designed to guide and
stimulate your analysis and preparation. During class, it will be assumed that you have done the readings and the
associated analysis. You will be called upon to apply the tools and concepts contained in the readings to the
issues at hand during case analysis. Strategic management concepts and models are tools to aid your analysis and
understanding. Informed discussion of case- specific strategic issues can be assisted by reference to relevant
models and concepts. Lectures throughout the course will supplement the case discussion.

Ground Rules
The case discussion process works best if we are prepared to observe some basic ground rules. Most of the case
studies we will be working on in this course are undisguised. We will be dealing with real people and real
companies. This encourages engagement in the case situations and facilitates follow-up on developments
subsequent to the case events. It also creates some potential disadvantages that we need to minimize. The
process of analyzing, discussing and learning from cases depends in a significant way on discovery − discovering
what the opportunities and problems in the case are as it stands in the time period covered by the case, evaluating
the possible ways of dealing with issues, and thinking about the lessons that can be drawn from the case. The
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value of this process is diminished if we short-circuit it by jumping ahead to find out ‘what happened’ before we
have done our best to understand the case − individually, in study groups and in the classroom. Similarly, we lose
something when someone with special knowledge of the situation does not respect the necessary process of
analysis. In addition, seeing what a company actually did after the period covered by the case does not necessarily
represent the best strategic choice. It is not uncommon for managers to make poor choices or for good choices
to be overtaken by unfortunate events.

Ground Rule #1: Do not call the company. Do not go on the internet, or otherwise attempt to find out ‘what
happened’ in the case situation. It is not just the subsequent events that matter. Rather, it is the learning and
discovery process − your thoughts, analysis and engagement with the case issues that has implications for our
collective learning.

Ground Rule #2: If you already know something about the industry, the company or even the case events, use
this knowledge carefully with your colleagues (and for that matter, test it carefully before you use it yourself!).
If you do have special knowledge please let your instructor know and you will be called upon to help us out in
class at an appropriate time.

Ground Rule #3: Your friends in other sections who have already discussed the case in class, may offer to assist
you with understanding the case. Engaging in such activities is strongly discouraged. Not only does it impair your
learning, but it can also disrupt your section’s learning. It is not the “right” answer that is most important here.
It is the process of getting to an appropriate answer that will provide short and long term benefit to you as a
strategist.

Ground Rule #4: During class your attention should be focused on the discussion that is taking place in the
classroom and learning from, listening, and contributing to that process. Thinking and developing new ways of
thinking is what should be occurring during class. In order to minimize the need for note-taking, copies of
relevant slides will be provided through MyLS after the lecture. You are encouraged to take a few minutes at the
end of class, or at the end of the day to reflect upon what you learned from the class.

Ground Rule #5: There are times where the instructor may ask you to put away your laptops and electronic
gadgets in order to fully participate in the case/in class discussion. Your instructor will make sure that no learning
will be compromised as you are “unplugged”.

Ground Rule #6: If it is found that students use any forbidden sources (for example but not limited to purchased
case solutions, teaching notes) in the preparation and submission of any BU481 evaluations, it will be considered
plagiarism. It will be at the instructor’s discretion to take that into consideration when deciding grades. All
students are responsible for their own individual work and that of their team.

Ground Rule #7: Perhaps the most important rule is that you show respect when you are in class. This includes
being in your seat, prepared to begin the discussion when the class is scheduled to start. We expect you to be
respectful to your peers, your instructor and the people in the cases (because they are real too). We all may
make mistakes in class. Your instructors will ask you to take risks in this course in order to push yourself and your
learning. Show respect when someone else makes mistakes while trying to push the boundaries of our learning.

WEEKLY SCHEDULE

As there are numerous sections of BU481, please refer to the MyLS page for your section for the
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course outline and weekly schedule.
PRIVACY WARNINGS AND RECORDINGS

Zoom classes (if we need to have them) may be recorded so that they may be viewed again by clicking Cloud
Recording. The red button on the screen is notice to you that the class is being recorded. Students, instructors,
IA’s and program administrators may view the recordings for teaching, grading, misconduct investigations and
other administrative and academic purposes. You are not authorized to make a copy of the recorded class; it is
provided for viewing purposes of students enrolled in the class and further distribution of sharing is strictly
prohibited. You are also not authorized to record or live stream any class or meeting with the course instructor
without their explicit permission. Failure to follow these rules will result in an academic penalty and will be
referred to the Associate Dean, Undergraduate Programs.

UNIVERSITY AND COURSE POLICIES

• Academic Integrity/Misconduct (cheating): Laurier is committed to a culture of integrity within and beyond
the classroom. This culture values trustworthiness (i.e., honesty, integrity and reliability), fairness, caring,
respect, responsibility and citizenship. Together, we have a shared responsibility to uphold this culture in our
academic and nonacademic behaviour. The University has a defined policy with respect to academic
misconduct. As a Laurier student you are responsible for familiarizing yourself with this policy and the
accompanying penalty guidelines, some of which may appear on your transcript if there is a finding of
misconduct. The relevant policy can be found at Laurier's academic integrity website along with resources to
educate and support you in upholding a culture of integrity. Ignorance is not a defense.
See: https://students.wlu.ca/academics/academic-integrity/index.html

• Special Needs: Students with disabilities or special needs are advised to immediately contact Laurier’s
Accessible Learning Centre for information regarding its services and resources. Students are encouraged to
review the Academic Calendar for information regarding all services available on campus.

• Plagiarism: Wilfrid Laurier University uses software that can check for plagiarism. If requested to do so by the
instructor, students are required to submit their written work in electronic form and have it checked for
plagiarism. (Approved by Senate May 14, 2002)

• Classroom Use of Electronic Devices: Technological devices may include: laptops; tablets; cell phones; and
so forth. Use of technology by students and instructors is permitted during class provided it is used for
educational purposes. Students are encouraged to make informed decisions regarding technology use during
class and assessment.

• The educational materials developed for this course, including, but not limited to, lecture notes and slides,
handout materials, examinations and assignments, and any materials posted to MyLearningSpace, are the
intellectual property of the course instructor. These materials have been developed for student use only
and they are not intended for wider dissemination and/or communication outside of a given course.
Posting or providing unauthorized audio, video, or textual material of lecture content to third-party
websites violates an instructor’s intellectual property rights, and the Canadian Copyright Act. Recording
lectures in any way is prohibited in this course unless specific permission has been granted by the
instructor. Failure to follow these instructions may be in contravention of the university’s Student Non-
Academic Code of Conduct and/or Code of Academic Conduct and will result in appropriate penalties.
Participation in this course constitutes an agreement by all parties to abide by the relevant University
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 Policies, and to respect the intellectual property of others during and after their association with Wilfrid
Laurier University.

• Late Assignment Policy: Students are expected to hand in assignments on the due dates provided in the course
outline. Any late assignments may be assessed a penalty at the discretion of the instructor up to and including
zero.

• In class and final Examinations – Students are strongly urged not to make any commitments (i.e., vacation)
on days that have been identified for in class evaluations or during the examination period. Students are
required to be available for examinations during the examination periods of all terms in which they register
(See Academic Regulations – “Examinations” in the academic calendars).

KITCHENER/WATERLOO

Student Food Bank | www.wlusu.com/food-bank/

All students are eligible to use this service to ensure they’re eating healthy when overwhelmed,
stressed or financially strained. Anonymously request a package online 24-7. All dietary
restrictions accommodated.
Foot Patrol | 519.886.FOOT (3668)
A volunteer operated safe-walk program, available Fall and Winter, daily from 6:30pm to 3am.
Teams of two are assigned to escort students to and from campus by foot or by van.
http://www.wlusu.com/foot-patrol/
Peer Connect | 1.866.281.PEER (7337)
A confidential listening, referral, and information line available during evening hours to provide
support and resources. Sunday to Thursday, 12pm – 2am | Friday to Saturday 12pm – 3am
http://www.wlusu.com/peer-help-line/
The Wellness Centre | 519-884-0710, x3146
The Wellness Centre supports students’ physical, emotional and mental health needs. Located on
the 2nd floor of the Student Services building, booked and same-day appointments are available
Monday to Wednesday 8:30 am – 7:30 pm, Thursday to Friday 8:30 am-4:15 pm. Contact: x3146,
[email protected] or @LaurierWellness. After hours crisis support available 24/7 - “Good 2 Talk”
1-866-925-5454.

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EXHIBIT 1: CASES FOR IN CLASS AND HOW TO ORDER THEM THROUGH IVEY PUBLISHING

All these cases are available through Ivey Publishing. Details on how to purchase the cases are
provided on the subsequent page.

Case Title Provider Number

1. Tesla Inc. Ivey MH0067
2. Porter Airlines Ivey 9B10M039

3. Tony Hsieh at Zappos: Structure, Ivey IN1249

Culture and Radical Change
4. Harlequin: The Mira Decision Ivey 9B05M037
(Condensed)
5. Lincoln Electric Co. Ivey 376028
6. Cupcakes by Lizbeth: flash Available on MyLS
in the baking pan or here
to stay

7. Trader Joe’s Ivey 714419

8. Ratios Tell a Story (2021) Ivey UVA-C-2456

9. Walt Disney Co.: The Ivey 701035

Entertainment King
10. The LEGO Group: Building Ivey 9B11M086
Strategy

ACQUIRING CASES FROM IVEY

Please see the step-by-step instructions below to purchase the materials required for your course.
Course: BU481– Fall 2023
September 1, 2023 - January 31, 2024
B. Mather, D. Waeger, H. Stirbet, L. Gazzola, M. Mahbubani, N. Davey Makris

1. Go to the Ivey Publishing website at www.iveypublishing.ca

2. Log in to your existing account or click "Register" to create a new account and follow the prompts to complete
the registration. If registering, choose the "Student" role.
3. Click on this link or copy into your browser: https://www.iveypublishing.ca/s/ivey-
coursepack/a1R5c00000FvbfLEAR
4. Click "Add to Cart".
5. Go to the Shopping Cart (located at the top of the page), click "Checkout", and complete the checkout process.
6. When payment has been processed successfully, an Order Confirmation will be emailed to you immediately
and you will see the Order Confirmation screen.
7. Once you have completed your order, click on your username on the top right --> Orders --> Purchases

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DIGITAL LEARNING EXPERIENCES: If a digital learning experience is included in your coursepack, you will be able
to go directly to the course through a link on the purchased order.
IMPORTANT: Access to downloadable files will expire on the course end date, so be sure to save a copy on your
computer. The downloadable file is a PDF document that can be opened using Adobe Reader. This material is for
your personal use only and is not to be shared, reproduced, or distributed in any form.

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EXHIBIT 2: COURSE READINGS (in addition to the textbook)

Name of Article Authors Publisher Location to be found

Financial Ratios WLU MyLS

Harvard Business Review

“How Competitive Forces (1979); Vol. 57; Issue 2
M. Porter WLU Online Library
Shape Strategy” (March), p. 137-145

Harvard Business Review

(1996); Vol. 74; Issue 6
“What is Strategy” M. Porter WLU Online Library
(Nov/Dec), p. 61-78

“Generic Strategies” MyLS

Harvard Business Review

(2008); Vol. 86; Issue 7/8
“Competing on Resources” Collis & Montgomery WLU Online Library
(July/Aug.), p. 140-150

“Evaluating Strategic Alternatives G. Day MyLS

“From Competitive Harvard Business Review

Advantage to Corporate (1987); Vol. 65; Issue 3
M. Porter WLU Online Library
Strategy” (May/June), p. 43-59

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