| Competences |
| Type A | Code | Competences Specific |
| A2 | Manage the financial and / or accounting area of any organization, public or private, and provide an interrelated overview of both areas. | |
| A5 | Find, analyze and interpret quantitative and qualitative information of a financial, accounting, economic, social and legal nature that is relevant to the taking of business decisions. | |
| Type B | Code | Competences Transversal |
| B2 | Effective solutions to complex problems | |
| B5 | Teamwork, collaboration and sharing of responsibility | |
| Type C | Code | Competences Nuclear |
| C4 | Be able to express themselves correctly both orally and in writing in one of the two official languages of the URV |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A2 |
Understand and apply the concepts, tools and financial and/or accounting information when establishing targets and carrying out internal and external strategic analysis. Understand and apply the concepts and tools for formulating and implementing business and corporate strategies that incorporate financial and/or accounting information. | |
| A5 |
Analyze and interpret information for taking strategic decisions. Analyze business cases and the problems of strategic decisions in current companies from a global and senior Management perspective. Design actions that Provide appropriate solutions regarding the company's competitivi | |
| Type B | Code | Learning outcomes |
| B2 |
Provide alternative solutions to a problem and evaluate risks and advantages. Understand problems and be able to break them down into manageable parts. Present possible solutions that are mostly effective at solving problems. | |
| B5 |
Participate actively and share information, knowledge and experience. Accept and comply with the rules of the group. | |
| Type C | Code | Learning outcomes |
| C4 |
Produce grammatically correct written texts Produce well-structured, clear and rich written texts Produce written texts that are appropriate to the communicative situation |
| Contents |
| Topic | Sub-topic |
| SUBJECT 1 FOUNDATIONS OF STRATEGY |
1.1. Strategy concept 1.2. Levels of strategy 1.3. Business, industry and market concept 1.4. Strategic objectives: The creation of value |
| SUBJECT 2 INTERNAL STRATEGIC ANALYSIS | 2.1. The value chain 2.2. Analysis of resources and capabilities 2.3. Strategic assessment of resources and capabilities |
| SUBJECT 3 EXTERNAL STRATEGIC ANALYSIS | 3.1. The competitive structure of the industry 3.2. Porter's competitive forces model 3.3. Porter's strategic groups 3.4. Global Productivity Surplus (EPG) 3.5. Defense and attack strategies |
| SUBJECT 4 FORMULATION OF THE COMPETITIVE STRATEGY | 4.1. Generic competitive strategies 4.2. The competitive advantage in costs: Experience effect 4.3. The competitive advantage in differentiation 4.4. Bowman's strategic watch 4.5. Business models: Business Model Canvas 4.6. Innovation in business models: The blue oceans |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
2 | 0 | 2 | ||||||
| Lecture |
|
25 | 31 | 56 | ||||||
| Problem solving, exercises in the classroom |
|
26 | 29 | 55 | ||||||
| Presentations / oral communications |
|
1 | 15 | 16 | ||||||
| Projects |
|
2 | 15 | 17 | ||||||
| Personal attention |
|
2 | 0 | 2 | ||||||
| Multiple-choice objective tests |
|
1 | 0 | 1 | ||||||
| Practical tests |
|
1 | 0 | 1 | ||||||
| (*) On e-learning, hours of virtual attendance of the teacher. (**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||||||||
| Methodologies |
| Description | |
| Introductory activities | Presentation of the subject and the teaching staff. Convey the objectives pursued. Detail the contents of the subject. Explain the work methodology that will be followed. Communicate and make clear the evaluation criteria and system. |
| Lecture | Presentation in the classroom by the teaching staff of the theoretical content of the subject, but with the active participation of the students. Part of the theoretical content of the subject will have to be prepared by the students on their own. |
| Problem solving, exercises in the classroom | Analysis and resolution in the classroom of problems, exercises and practical cases related to the subject matter. Practical activities to relate and consolidate theoretical knowledge in its application, with a fundamentally professional perspective. |
| Presentations / oral communications | Oral presentation of the contents of the monographic work carried out as a team (project) in previously recorded video (.mp4) format (may also incorporate power point slides and/or other elements). |
| Projects | Monographic work carried out as a team, to respond to a strategic challenge posed by the MAPFRE company. |
| Personal attention | Time that the teaching staff devotes to the attention and resolution of doubts and inquiries about the subject, both theoretical and practical. This attention is carried out in the teacher's office during the established attention hours. |
| Personalized attention |
| Description |
|
Time that the teaching staff devotes to the attention and resolution of doubts and inquiries about the subject, both theoretical and practical, of the students. In addition, the teacher directs and guides the students' learning process, as well as offers the appropriate instructions for the correct preparation of the teaching activities to be developed by the students. This attention is carried out in the teacher's office during the established attention hours. |
| Assessment |
| Methodologies | Competences | Description | Weight | ||||||
| Presentations / oral communications |
|
Oral presentation of the contents of the monographic work carried out as a team (project) in video format (.mp4) previously recorded. The recorded video must be delivered through a Moodle task. It also scores in this section, only in the case of finalist teams of the MAPFRE Challenge prize that participate in the Final Gala, the face-to-face oral presentation. |
10% | ||||||
| Projects |
|
The project consists of developing a monographic work as a team (4-5 members, all from the same class group), in order to solve and contribute original and innovative ideas, argued, reasoned and justified about a strategic challenge posed by the company MAPFRE . Throughout the course, 4 class sessions will be held by the MAPFRE mentors to provide information on the challenge and the methodology to be used. The best works submitted will go to a final organized by MAPFRE, where the best team will receive a prize from MAPFRE. | 30% | ||||||
| Multiple-choice objective tests |
|
Part of the Comprehensive Test (final exam) of the theoretical content of the subject, through a type of test, where questions answered incorrectly deduct points. |
30% |
||||||
| Practical tests |
|
Part of the Comprehensive Test (final exam) of the subject's practical content, consisting of solving exercises and practical cases. | 30% | ||||||
| Others |
| Other comments and second exam session | |||
|
To pass the subject in the 1st call, you must obtain at least 5 points, out of a maximum of 10, in the sum of the grades weighted by the percentages established and obtained in the different parts of the evaluation system (all of them mandatory). There is no minimum grade in any part of the assessment system. The qualification in the 2nd call will be obtained as the one that turns out to be higher between the following two: a) The grade obtained in the theoretical and practical comprehensive test that takes place in the 2nd call (100% of the final grade is obtained from this test: 50% the theoretical part and 50% the practical part). The comprehensive test or final exam of the 2nd call will follow the same scheme and structure as that of the 1st call. b) The weighted average between the grade of the comprehensive test taken in the 2nd call (which weighs 30% the theoretical part and 30% the practical art) and the marks obtained in the 1st call in the 2 continuous assessment activities of the 'APL (which together weigh 40%). During the completion of the comprehensive tests (exams), both of the 1st call and the 2nd call and, if applicable, of the additional call, students will not be able to have within their reach any type of telematic communication and transmission device of data (if applicable, they must be turned off and saved. ). |
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| Sources of information |
| Basic |
NAVAS, J. E. I GUERRAS, L. A. , La dirección estratégica de la empresa. Teoría y aplicaciones., 2007 (o última edició), Madrid: Thomson-Civitas. |
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| Complementary |
BUENO CAMPOS, E. et al., Dirección estratégica:Desarrollo de la estrategia y análisis de casos., 2006, Madrid: Pirámide.
FERNÁNDEZ SÁNCHEZ, E., Dirección estratégica de la empresa: Fundamentos y puesta en práctica., 2005, Madrid: Delta.
GRANT, R. M., Dirección estratégica: Conceptos, técnicas y aplicaciones., 2006 (o última edició), Madrid: Thomson-Civitas.
JOHNSON, G.; SCHOLES, K. i WHITTINGTON, R. , Dirección estratégica. Análisis de la estrategia de las organizaciones., 2006 (o última edició), Madrid: Pearson Prentice Hall.
MENGUZZATO, M. i RENAU PIQUERAS, J. J. , La dirección estratégica de la empresa: Un enfoque innovador del management , 1991, Barcelona: Ariel Economía.
PORTER, M. E., Estrategia competitiva. Técnicas para el análisis de los sectores industriales y de la competencia., 2009 (o última edició), Madrid: Pirámide.
PORTER, M. E., Ventaja competitiva. Creación y sostenimiento de un desempeño superior., 1987 (o última edició), México: CECSA
PORTER, M. E., Ser competitivo: Nuevas aportaciones y conclusiones. , 2003 (o última edició), Bilbao: Deusto.
STRATEGOR, Estrategia, estructura, decisión, identidad: Política general de la empresa., 1995, Barcelona: Masson.
THOMPSON, A. A. Jr.;STRICKLAND III, A. J. i GAMBLE, J. E. , Administración estratégica:Teoría y casos., 2012 (o última edició), México: McGraw-Hill.
Strickland III , A.J.; Janes,A.; Thompson,A.A.; Sutton, C.; , Gamble,J.; Peteraf,M.A., Administración estratégica: Teoría y casos, 2018 (o última edició), McGraw-Hill
Chiavenato, I., Planeación estratégica: Fundamentos y aplicaciones, 2017 (o última edició), McGraw-Hill
David,F.R.i David,F.R., Conceptos de administración estratégica, 2017 (o última edició), Pearson
Hill,C.W.L. i Jones,G.R., Administración estratégica, 2014 (o última edició), McGraw-Hill
Johnson, G.; Scholes,K. i Whittington,R., Dirección estratégica, 2006 (o última edició), Pearson
Ribeiro, D. i Peris-Ortiz, M., Casos de dirección estratégica, 2012 (o última edició), Pearson |
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| Recommendations |
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.