SUBJECT OUTLINE

Name of Subject 1 (Subject Code 1)

Immersion: Value Creation and Competitive Strategies (MBAG IMM 207)
(Use a separate outline template for each subject in the course)
SECTION 1 – GENERAL INFORMATION

1.1 Administrative details

Associated higher Duration Level Subject
education awards (for example, one (for example, introductory, Coordinator
(for example, Bachelor, semester, full year) intermediate, advanced level, 1st year,
Diploma) 2nd year, 3rd year)
Master of Business 12 Months Term 2 To be decided
Administration (Global)

1.2 Core or elective subject

Indicate if the subject is a
core subject
elective subject
other (please specify below):

1.3 Subject weighting

Using the table below, indicate the credit point weighting of this subject and the credit point total for the course of
study (for example, 10 credit points for the subject and 320 credit points for the course of study).
Subject credit points Total course credit points
Example: 10 credit points Example: 320 credit points
1 credit point 44 credit points

1.4 Student workload

Using the table below, indicate the expected student workload per week for this subject.
No. timetabled hours per No. personal study hours per Total workload hours per week***
week* week**
18 18 36
*Total time spent per week at lectures, tutorials, clinical and other placements etc.
**Total time students are expected to spend per week in studying, completing assignments, etc.
***That is, * + ** = workload hours.
For those students requiring additional English language support, how many additional hours per week is it
expected that they will undertake?
Additional English language support: _____ hours per week

1.5 Delivery mode

Tick all applicable delivery modes for the subject:
Face to face on site
E-learning (online)
Intensive (provide details)
This is an immersion subject that will be completed in 5 days with 18 hours of total contact with the students.

Block release (provide details)

 Work-integrated learning activity
Mixed/blended
Distance/independent learning (untimetabled)
Full-time
Part-time
External
Fast track (provide details)

Other (please specify)

1.6 Pre-requisites and co-requisites

Are students required have undertaken a prerequisite or co-requisite subject for this subject?
Yes No
If YES, provide details of the prerequisite or co-requisite requirements below.
Marketing Management 2

1.7 Other resource requirements

Do students require access to specialist facilities and/or equipment for this subject (for example, special computer
access, physical education equipment)?
Yes No
If YES, provide details of specialist facilities and/or equipment below.

SECTION 2 – ACADEMIC DETAILS

2.1a AQF Mapped Course Learning
Course Master of Business Administration (Global)
name:
AQF Level 9 Learning outcomes
specification
Knowledge Graduates of a Master’s Degree (Coursework) Graduates of MBA (Global) will be equipped with:
will have :  the latest disciplinary and interdisciplinary
 a body of knowledge that includes the business and management knowledge to aid
understanding of recent developments in a planning and control in a dynamic global
discipline and/or area of professional practice environment
 knowledge of research principles and methods  the principles and methods of research for
applicable to a field of work and/or learning the purpose of responsible investigation from
an applied perspective in the field of Business
 Skills Graduates of a Master’s Degree (Coursework) Graduates of MBA (Global) will :
will have:  Global Intelligence: understand business
 Cognitive skills to demonstrate mastery of issues and acquire disciplinary and
theoretical knowledge and to reflect interdisciplinary skills to responsibly solve
critically on theory and professional practice problems in local and global contexts
or scholarship  Creativity, Innovation: seek effective
 cognitive, technical and creative skills to alternative solutions by improvising, and
investigate, analyse, and synthesize complex thinking “outside of the box”
information  Decision Making: think critically and reason
 problems, concepts, and theories and to analytically to acquire skills to make
apply established theories to different bodies reasoned and sound business decisions
of knowledge or practice  Effective Communication: attain professional
 cognitive, technical, and creative skills to written and verbal communication skills
generate and evaluate complex ideas and tailored to the needs of various audiences as
concepts at an abstract level well as for impromptu purposes. To develop
 communication and technical research skills effective interpersonal communication:
to justify and interpret theoretical mindful listening, empathy and reliability
propositions, methodologies, conclusions and  Teamwork and Leadership: work effectively
professional decisions to specialist and non- with others to provide business solutions with
specialist audiences an appreciation of various cultural, economic,
 technical and communication skills to design, political and technological aspects
evaluate, implement, analyse and theorise
about developments that contribute to
professional practice or scholarship
Application Graduates of a Master’s Degree (Coursework) Graduates will demonstrate the application of
of will demonstrate the application of knowledge knowledge and skills:
knowledge & skills:  with sound decisions with the use of tools
and skills  with creativity and initiative to new and models to solve complex business
situations in professional practice and/or for situations
further learning  apply creative and innovative techniques to
 with high level personal autonomy and address new issues and generate ideas for
accountability sustainable growth
 to plan and execute a substantial research-  plan and execute research based project/s
based project, capstone experience and/or within their respective areas of expertise and
piece of scholarship specialisation with a high level of personal
autonomy and accountability

2.1.b MBA (Global) Mapping of course learning Outcomes and Graduate Attributes
MBA (Global) Course Learning Goals and Outcomes AQF Level 9
Learning Outcome 1: Knowledge of business and management
Students should be equipped with the latest disciplinary and interdisciplinary business and management
knowledge to aid planning and control in a dynamic global environment
Learning Outcome 2: Knowledge of research methods and principles
Students should be equipped with the principles and methods of research for the purpose of responsible
investigation from an applied perspective in the field of Business
Learning Outcome 3: Global intelligence
Students will understand business issues and acquire disciplinary and interdisciplinary skills to responsibly
solve problems in local and global contexts
 Learning Outcome 4: Creativity and Innovation
i. Students should seek effective alternative solutions by improvising, and thinking “out of the box”
ii. Students should apply creative and innovative techniques to address new issues and generate ideas
for sustainable growth
Learning Outcome 5: Decision making
i. Students should think critically and reason analytically to acquire skills to make reasoned and sound
business decisions

ii. Students should make sound decisions with the use of tools and models to solve complex business
situations
Learning Outcome 6: Effective communication
Students should attain professional written and verbal communication skills tailored to the needs of various
audiences as well as for impromptu purposes. Students should develop effective interpersonal
communication: mindful listening, empathy, and reliability
Learning Outcome 7: Teamwork and Leadership
i. Students should be able to work effectively with others to provide business solutions with an
appreciation of various cultural, economic, political and technological aspects
Learning Outcome Goal 8: Research Competence
Students should plan and execute research based project/s within their respective areas of expertise and
specialisation with a high level of personal autonomy and accountability

2.1.c Mapping of course learning outcomes/ graduate attributes, subject learning outcomes and assessments
Course Learning Goals & Outcomes and Subject Learning Outcomes (SLO) Assessment Item
Graduate Attributes On successful completion of this subject, the
students will be able to:
1 Knowledge of business and A Recognize the strategic role of value  Class participation
management creation  SBR- Group
 SBR – Individual
 Reflective Paper
2 Knowledge of research methods Not addressed Not addressed
and principles
3 Global intelligence B Compare and contrast value creation,  Class participation
shareholders value and firm value in global  SBR- Group
firms  SBR – Individual
 Reflective Paper
4 Creativity and innovation C Use innovate value creation strategies to  Class participation
secure competitive advantage over rivalry  SBR- Group
firms  SBR – Individual
 Group Assignment
(Presentation and
Defence)
 Reflective Paper
5 Decision making D Plan, introduce and implement  Class participation
competitive strategies for value creation  SBR- Group
  SBR – Individual
 Reflective Paper
6 Effective communication E Communicate the value created effectively  Class participation
to relevant stakeholders  SBR- Group
 SBR – Individual

7 Teamwork and leadership F Execute effective strategic leadership in  SBR- Group

value creation  SBR – Individual
 Group Assignment
(Presentation and
Defence)

8 Research competence Not Addressed Not Addressed

2.1.d Assessment tasks

Subject Learning Outcomes Assessment tasks
(SLO)
On successful completion of Type * When assessed – Weighting
this subject, the students will year, session and (% of total marks for
be able to: week subject)

SLO C, F Group Assignment (Presentation All Sessions 20%

and Defence)

SLO A,B,C,D,E, F SBR- Group Session 1 & 4 10%

SLO A,B,C,D,E, F SBR - Individual Session 1 & 4 10%
SLO A,B,C,D, E Class Participation All Sessions 20%

SLO A,B,C,D Reflective Paper Post Course 40%

TOTAL 100%
2.2 Session Wise Details
Session Topic Pre-session Readings Pedagogy
Day 1 Articles: Engaged learning
Morning 1. Mastering the Building Blocks of Strategy (McKinsey) -
https://www.mckinsey.com/business-functions/strategy-and-
Frame – the quest for corporate-finance/our-insights/mastering-the-building-blocks-
growth of-strategy
2. The Value of Value Creation (McKinsey) -
https://www.mckinsey.com/business-functions/strategy-and-
corporate-finance/our-insights/the-value-of-value-creation#
3. The Elements of Value
After
Noon Articles: Engaged learning
1. Innovating for Shared Value
2. How to Drive Value Your Way Group
3. 181 Top CEOs Have Realized That Companies Need a Purpose Assignment
Beyond Profits (Presentation and
Defence)
Case: Comedy Nights with Kapil: Maintaining Value Creation (SBR)
SBR- Group
SBR – Individual
Day 2 Think – about potential Articles: Engaged learning
Morning sources of future value 1. Growth Opportunities for Brands During the COVID-19 Crisis
2. A Leadership Mindset for Uncertain Times Group
Assignment
Case: (Presentation and
1. Driving Transformation at the Majid Al Futtaim Group Defence)

Articles Engaged learning

After 1. Are You Undervaluing Your Customers?
Noon 2. Why Now Is The Time for “Open Innovation” Group
Assignment
Case: (Presentation and
1. How Corporates Co-innovate with Startups: The BMW Startup Defence)
Garage
Day 3 Design – a set of Videos: Engaged learning
Morning alternative strategic 1. Designing Your Value Proposition
options into one (https://www.youtube.com/watch?v=pwRL4GiA8Ek) Group
winning strategy Assignment
Articles: (Presentation and
1. Value Proposition Canvas Explained Defence)
(https://interaction.net.au/articles/value-proposition-canvas-
explained/)
2. Competition: The Right Mindset—Michael Porter: Why being
unique is better than being the best.
3. How to Manage an Aggressive Competitor?

Case:
1. Nintendo Switch: Shifting from Market-Competing to Market-
Creating Strategy
 Session Topic Pre-session Readings Pedagogy
Guest: Engaged learning
After Asad Raza – Global CEO, The Art of Shaving (Procter & Gamble)
Noon

Day 4 Do – commit to deliver Article: Engaged learning

Morning 1. How I remade GE
Group
Case: Digital Transformation at GE: What Went Wrong? (SBR) Assignment
(Presentation and
Defence)

SBR- Group
After SBR – Individual
Noon
Article: Engaged learning
1. The Secrets to Successful Strategy Execution
2. Good Leadership Hinges on “Organizational Intelligence” Group
Assignment
Case: (Presentation and
1. How Peloton Built the Foundation for Enduring Success (A) Defence)

Day 5 Evolve – adapt to new Articles: Engaged learning

Morning realities and start a 1. Learning From The Future
new strategy Reflective Paper
development cycle Guest: Raya Bidshari, Founder & CEO, Awecademy

2.3 Prescribed and recommended readings

Provide below, in formal reference format, a list of the prescribed and recommended readings for the
subject.
Prescribed Readings:
Articles

1. McKinsey & Company (2013). Mastering The Building Blocks Of Strategy. McKinsey Quarterly
<https://www.mckinsey.com/business-functions/strategy-and-corporate-finance/our-insights/mastering-the-
building-blocks-of-strategy>
2. McKinsey & Company (2020). The Value of Value Creation. McKinsey Quarterly
<https://www.mckinsey.com/business-functions/strategy-and-corporate-finance/our-insights/the-value-of-value-
creation#>
3. Almquist, E., Cleghorn, J., & Christensen, K. (2018). The Elements of Value. Rotman Management Magazine
<https://store.hbr.org/product/the-elements-of-value/rot360?sku=ROT360-PDF-ENG>
4. Pfitzer, M., Bockstette, V., & Stamp, M. (2013). Innovating for shared value. Harvard Business Review, 91(9), 100-
107.
5. Jacobides, M. G., & MacDuffie, J. P. (2013). How to drive value your way. Harvard Business Review, 91(7), 92-100.
6. Gartenberg, C & Serafeim, G (2019). 181 Top CEOs Have Realized That Companies Need a Purpose Beyond Profits.
Harvard Business Review <https://store.hbr.org/product/181-top-ceos-have-realized-companies-need-a-purpose-
beyond-profit/H054GE>
7. Knowles, J, Ettenson, R, Lynch, P & Dowlens, J. (2020). Growth Opportunities for Brands During the COVID-19
Crisis. MIT Sloan Management Review <https://store.hbr.org/product/growth-opportunities-for-brands-during-
the-covid-19-crisis>
 8. Anthony, S & Duncan, D (2020). A Leadership Mindset for Uncertain Times. Rotman Management Magazine
<https://store.hbr.org/product/a-leadership-mindset-for-uncertain-times>
9. Markey, R (2020). Are You Undervaluing Your Customer?. Harvard Business Review
<https://store.hbr.org/product/the-loyalty-economy/R2001B>
10. Dahlander, L & Wallin, M (2020). Why Now Is The Time for “Open Innovation”. Harvard Business Review <
https://store.hbr.org/product/why-now-is-the-time-for-open-innovation/H05O0I>
11. Mansfield, T. (2019). Value Proposition Canvas Explained: How to Match your Services to Customer Needs.
<https://interaction.net.au/articles/value-proposition-canvas-explained>
12. Magretta, J. (2011). Competition: The Right Mind-Set--Michael Porter: Why Being Unique Is Better Than Being the
Best. Harvard Business Press Chapters. HBP. 8888BC-PDF-ENG
13. Immelt, J. R. (2017). How I Remade GE. Harvard Business Review <http://hbr.org/2017/09/inside-ges-
transformation#how-iremade-ge>
14. Neilson, G, Martin, L & Powers, E (2008). The Secrets to Successful Strategy Execution. Harvard Business Review
<https://store.hbr.org/product/the-secrets-to-successful-strategy-execution/R0806C>
15. Yip, G & Phillips, N (2020). Good Leadership Hinges on “Organizational Intelligence” Harvard Business Review
<https://store.hbr.org/product/good-leadership-hinges-on-organizational-intelligence/H05OTS>
16. Scoblic, J.P. (2020). Learning From The Future. Harvard Business Review <https://store.hbr.org/product/emerging-
from-the-crisis/R2004B>

Cases
1. Pandey, N & Singh, G (2014). Comedy Nights with Kapil: Maintaining Value Creation. Ivey Publishing Case.
W14459-PDF-ENG
2. Srinivasan, S & Cekin, E (2020). Driving Transformation at the Majid Al Futtaim Group. Harvard Business School
Publishing Case. 121002-PDF-ENG
3. Neissing, J, Capron, L, Furr, N & Balze, P (2019). How Corporates Co-innovate with Startups: The BMW Startup
Garage. INSEAD. IN1626-PDF-ENG
4. Kim, W.C, Mauborgne, R & Olenick, M (2019). Nintendo Switch: Shifting from Market-Competing to Market-
Creating Strategy. INSEAD. IN1575-PDF-ENG
5. Austin, R & Pelow, G (2019). Digital Transformation at GE: What Went Wrong? Ivey Publishing Case. W19499-PDF-
ENG
6. Sherman, L (2020). How Peloton Built the Foundation for Enduring Success (A). Columbia Business School. CU274-
PDF-ENG

Videos
1. Osterwalder, A. (2018). Designing your value proposition. <http://www.youtube.com/watch?v=pwRL4GiA8Ek>

3. Other Matters

3.a Engaged Learning

Engaged Learning is defined as interactive, high impact, application-based problem solving in which students
directly participate in their learning, facilitated by faculty. It includes any/all of the following (this list is not
exhaustive):
 Case discussions
 Exercises
 Simulations
 Role plays
 Live, in-class projects
 Field work
3.b Student Board Room (SBR)

The SBRs are required part of this unit and help reinforce teamwork, preparation, leadership and in-class
contribution. SBRs are designed to be evaluated as another type of contribution/participation.

1.SBR teams will be formed for specified duration and will be reshuffled periodically. Each SBR group will have an
elected team leader (CEO).
2.The SBRs teams will meet prior to each SBR for the following:
a. To discuss assignments for the next class (not to review previous classes). The assignments
(readings/articles/cases/videos…) are given by faculty as part of the required preparation. The purpose is for
students to work in their SBR team to get prepared for the next class.
b. SBR team leaders are required to write meeting minutes that summarize the discussion and assess each
team member’s contribution.
i. These minutes will be submitted to faculty at assigned time before the start of each the SBR
session.
ii. Faculty will use the meeting minutes to call on teams and gauge their actual preparation, as
compared to the team’s meeting minutes. This will be one of several inputs to student participation
and contribution in class.
3. The rubric below will be applicable for assessing SBR contribution applicable to all units.

Group Assessment
Group No:
Subject:
Case:
Date:
Parameter Score (0-10) “10” being highest score Comments, if any
and “0” being the lowest

Use of a relevant framework

Understanding of key issues
Decision Making
Clear Presentation
Articulation of thoughts
Average Score

Individual Assessment
Individual assessment will be assessed objectively and scientifically based on direct questions by faculty.
Assessment will involve contribution to the group work and ability to articulate and communicate their
ideas.

3.c Assessment of Class Participation

Subject: Rubric for assessing Class Participation / Contribution applicable to all units. This rubric is a scoring tool that
clearly characterizes the performance of class participation / contribution of a student and to provide formative feedback,
to support and guide.

The section on the “Prepared for Learning” will be assessed objectively and scientifically e.g. through in-class quizzing
using tools such as “Socrative”.

Score (<4/10 score) (4 to < 6 /10 score) (6 to < 8 /10 score) (8 to 10 /10 score)
“10” being highest
score and “0” being
the lowest
Measurement Fail/Low Pass Satisfactory Good Excellent

Prepared for Student does not come Student demonstrates Student comes to Student comes to
Learning (45%) to class with an a surface class with an attitude class with an attitude
attitude to learn and understanding of the to learn and familiar to learn, well versed
does not demonstrate assigned readings and with assigned on the assigned
any familiarity with is able to ask and readings and is able readings and is able
assigned readings answer questions to ask and answer to ask and answer
questions questions
Student is not able to Student can only Student does not Student actively
Level of answer questions. respond if questions volunteer but able to contributes to class
engagement Appears to be sleeping are repeated or when answer all questions discussion
(45%) in the class clarifications provided without any
assistance
Class decorum and Student makes Students occasionally Student listens to Student never makes
behaviour (10%) inappropriate or makes inappropriate others without disruptive or
disruptive comments or disruptive interrupting and inappropriate
comments rarely make comments
inappropriate or
disruptive comments
Note: Rubric prepared after referring to several Australian and American University teaching excellence and resource
centres

Process to administer this tool:

I. Course Coordinator (PC) is expected to share this rubric with the concerned instructor and students before start
of a particular subject.
II. PC expected to add this note with student pictures (see Annexure 1) as well detailed picture profile of the class
in the welcome kit and hand it over to instructor at the beginning of a particular subject.
III. Instructor is expected hand over these sheets with marks after completing the last session to PC.
IV. PC is expected to share marks on to grade book and provide students two days’ time to get back to instructor for
any clarifications, conclude the process within 5 days of completion of the subject.
3.d. Assessment of Group Work/Assignment/Presentation
This rubric describes a set of components for assessing written group work / assignment as well group presentation (to
be filled by the instructor). Marks will vary among group members while assessing group presentation.

Group No:
Name of the Subject:
Date:
 Measurement Score ( 1- 10) Comments if any
“10” being highest score and “0”
being the lowest
Use of a relevant framework
Analysis of data / information
Understanding of key issues
Quality of content (extent of research and
relevance)
Quality of recommendation (feasibility and
impact)
Quality of Presentation

Visual – Group effort

Oral Presentation & defence – Individual effort

Student 1:_________________

Student 2:_________________

Student 3:_________________

Student 4:_________________

Total / Average score

Student 1:
Student 2:
Student 3:
Student 4:
Note: Rubric adopted from SBR document

Process to administer this tool:

I. Course Coordinator (PC) is expected to share this rubric with the concerned instructor and students before start
of a particular subject.
II. Instructor is expected hand over these sheets with marks after completing assessment to PC.
III. PC is expected to share marks on to grade book and provide students two days’ time to get back to instructor for
any clarifications, conclude the process within 5 days of completion of the assessment.

3.e Assessment of Reflective Paper

The subject concludes with the final individual reflective paper, seeking comprehensive answers to main questions with
several sub-sections. The format and content of questions will closely resemble with the exercises, cases, and write-ups
etc., distributed in the class. The rationale of the final individual evaluation is to assess the student understanding of the
knowledge, skills and their application imparted in the subject in relation to achievement of the learning outcome and
goals of the course and the learning outcome described in this subject outline.

3.f Quality Assurance by demonstrating the achievement of course learning outcome and goals and learning outcome
of the individual subject.
S P Jain monitors the quality of student learning and student experience for its entire course. For this purpose, both
internal audit by designated academic staff and external audit by external examiners of good standing from reputed
universities are conducted periodically. These audits are conducted to determine the extent to which both course and
subject learning goals and outcomes are achieved. For this purpose, test check of answer scripts and other assignments
are also undertaken periodically. The reports arising as a result of these audits will be used to implement changes aimed
at improving the quality of S P Jain courses.