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1 MODULE DESCRIPTOR TITLE International Sports Strategy SI MODULE CODE S (SEM1 Occ A home) (Occ A Singapore) CREDITS 15 LEVEL 7 JACS CODE 870 SUBJECT GROUP Sport DEPARTMET Sport MODULE LEADER Chris Moriarty MODULE STUD HOURS (based on 10 hours per credit)* Scheduled Learning and Teaching Activities Placement (if applicable) Independent Guided Study 24 n/a MODULE AIM Total umber of Study Hours The aim of this module is to develop your understanding of the critical trends in the global sports industry, and the factors which underlie these trends to equip you to manage and lead at the strategic level in sport organisations. The module will provide the opportunity to analyse the strategy and performance of international sport businesses, federations and organisations in some detail, allowing you to bring together contexts and concepts in understanding complex management issues. MODULE LEARIG OUTCOMES By engaging successfully with this module you will be able to: assess the influence of complex national and international sports markets on an organisation's potential for success and competitive advantage critically appraise the three primary core resources (human, physical and financial) of an organisation, the international resources, capabilities and competences of the organisation, considering the competitive environment and risks of international operations. process complex datasets to identify strategic issues in the international and global sport industry, suggest alternative courses of action and present well-supported recommendations for future action use strategic thinking approaches, including those at the forefront of the subject, to identify creative and original solutions to management problems IDICATIVE COTET The indicative module content includes: THE STRATEG PROCESS AD STRATEGIC THIKIG The nature of strategic management, of strategy, the strategy process and the strategic context, the role of the management structure.
2 STRATEG AALSIS Organisational aims & objectives; the concept of "mission" and its relevance to organisational strategy; different types of organizations & objectives (profit maximizing, not-for-profit, etc.); - External environmental assessment - the remote environment, the market environment, the industry environment and national competitiveness (Porter's Five Forces, PEST, Porter's diamond, Rugman's double diamond); Internal environmental analysis, resources and capabilities; the resource-based view of the firm; Functional and business level strategies, strategic positioning; Analysis of the environment and strategy issues in key regions of the world (EU, orth America, BRIC countries, and other emerging markets); Theories of success and explanations of successful strategies, alternative views on the sustainability of a competitive advantage (scale vs. positioning approaches, the resourcebased view vs. operational effectiveness approach); Situational analysis (the SWOT and. TOWS matrices). STRATEG FORMULATIO Limited vs. substantive growth strategies (diversification, integration, mergers and acquisitions). STRATEG IMPLEMETATIO Country selection and market entry approaches International business strategy (localization strategy, international strategy, global standardization strategy, transnational strategy) and entry routes to foreign markets; Strategic orientations (ethnocentric, polycentric, regiocentric, geocentric predispositions); Structures and control systems in an international context (organizational structures; the integration v. responsiveness matrix; the global factory); International production strategy (R&D and innovation, international logistics, different kinds of global production systems, strategic management of international production strategy); Content of the module is open and flexible to allow for developments in the topic, and changing professional and world situations. LEARIG, TEACHIG AD ASSESSMET - STRATEG AD METHODS Lectures will be used to present key terminology and theoretical arguments, and will offer you the opportunity to develop knowledge and understanding of the concepts and ideas associated with sport psychology as it applies to athletic performance and coaching. Lectures will be accompanied by activities designed to enhance your understanding, such as tutor-directed activities and reading from key resources. Seminars will be used to supplement your understanding of lecture material using more interactive methods of learning, such as small-group discussions and presentations to peers. These sessions will often provide opportunities for you to reflect on your learning, as well as assessment of both a formative (used for your development, but doesn't count towards your grade) and summative (formally assessed work that does contribute to your grade) nature. Student-Directed Learning will take the form of your own self-selected activities. There will be a wide range of resources available on Blackboard which you may choose to use to develop your skills and application of theory. Interactivity with tutors and peers will create a dialogue rich environment and provide regular and timely feedback. The effective and innovative use of e-learning technology will be used
3 to create variety and maintain interest in the learning materials provided e.g. the use of audio and video podcasts, and interactive tutorials. The aim of this approach is to provide you with an educational environment which maximises opportunities for learning and enables you to develop as an autonomous learner, taking an active role in the learning process and responsibility for your own personal and professional development. ou will be encouraged to discuss ideas throughout the programme and will be regularly challenged by peers and course tutors to question, explain and explore the topics under consideration. ou will be expected to critically reflect upon the development of your professional practice and that of others to demonstrate learning which will be evidenced within your e portfolio. Application of learning and justifications for changes in practice will be strengthened by the use of critical analysis, case studies, and examples of innovation, problem solving, questioning and presentations. Throughout your module you will receive support for your academic, professional and personal development from your Course Leader, Module Leader and tutors and your Academic and Professional Adviser (APA). our APA will support you in reviewing your ongoing academic progress and support personal and professional development. Formative assessment tasks (i.e. tasks that are designed to support your understanding of the module materials, but that don't contribute to your module grade) will be undertaken and shared with your peers studying the module. These may include case-studies, written précis and/or summaries, in-class-presentations and quizzes. They will be moderated by module tutors for completion, level of understanding and the level of interaction with other students on the relevant discussion forums. ASSESSMET TASK IFORMATIO Task o.* Short Description of Task SI Code EX/CW/PR Task Weighting % Word Count or Exam Duration** 1 Individual report CW 30% Individual report CW 70% 2000 TASK 1: ou will be required to create a 1000 word report which will identify key strategic drivers in the global environment for a chosen sport organisation. TASK 2 In-module retrieval available ou will be required to produce a 2000 word report which will identify and justify international strategic options for the chosen sport organisation selected in Task 1. our report must also critically evaluate market entry methods and critically discuss the international and global-level business strategy options. FEEDBACK ou will receive feedback on your work that is both formative (enhances your learning) and summative (relates to your grade and performance in the module) in various ways. These might include:
4 Verbally, within sessions and following presentation assessments (i.e. on the day) Online, using discussions boards and other Blackboard tools such as Grade Centre Through annotation on written assignments In written form, in the form of a standard feedback/forward sheet In written form, in the form of an annotated marking grid Formative feedback will be provided throughout the course in both verbal and written forms and linked to tutor-directed activity. Final marks and summative feedback will be published within a time period according to University guidance. Feedback will correspond directly to the published assessment criteria and will highlight areas of good practice and areas for development. LEARIG RESOURCES FOR THIS MODULE (ICLUDIG READIG LISTS) BARTLETT C. A., GHOSHAL S, BEAMISH P (2007), Transnational Management: Test, Cases and Reading in Cross-Border Management, McGraw-Hill CHAPPELET, J. & BALE, E. (2005), Strategic and performance management of Olympic sport organisations, Champaign, Illinois, Human Kinetics DE WIT, B., AD MEER, R. (2010), STRATEG: Process, Content, Context: An International Perspective, Andover: South-Western Cengage Learning EMER, Paul (2011) The Sports Management Toolkit. Abingdon, Routledge HAMILL, J (Author), CAMPBELL, D (Author), PURDIE, T (Author), STOEHOUSE, G (Editor) (2004) Global and Transnational Business, Wiley Inkpen, JOHSO, Gerry and SCHOLES, Kevan (2011) Exploring Corporate Strategy. Harlow: Prentice Hall LASSARRE, P (2007) Global Strategic Management, Palgrave - Macmillan. LUSSIER, Robert & KIMBALL, David. (2004) Sport Management: Principles, Applications, Skill Development. Mason, Ohio (USA): Thomason South-Western. FRAS, J.G. & MELLAHI, K. 2011, Global strategic management, Oxford, Oxford University Press. RAMASWAM, K (2005) Global Strategy: Creating and Sustaining Advantage Across Borders, Oxford, Oxford University Press SLACK, Trevor. (1997) Understanding Sport Organisations: The Application of Organisation Theory, Leeds: Human Kinetics VA AGTMAEL, A (2007) The Emerging Markets Century, Simon & Schuster. WHEELE, T.L. & HUGER, J.D. 2012, Strategic management and business policy: toward global sustainability, Pearson, Boston, [Mass.]. WESTERBEEK, H. & SMITH, A. (2003), Sport business in the global marketplace, Basingstoke, Palgrave Macmillan,
5 WITCHER, Barry. & CHAU, Vinh Sum. (2010) Strategic Management Principles and Practice Andover: South-Western Cengage Learning
6 SECTIO 2 MODULE IFORMATIO FOR STAFF OL MODULE DELIVER AD ASSESSMET MAAGEMET IFORMATIO MODULE STATUS - IDICATE IF A CHAGES BEIG MADE EW MODULE EXISTIG MODULE - O CHAGE Title Change Level Change Credit Change Assessment Pattern Change Change to Delivery Pattern Date the changes (or new module) will be implemented 09/2014 MODULE DELIVER PATTER - Give details of the start and end dates for each module. If the course has more than one intake, for example, September and January, please give details of the module start and end dates for each intake. Module Begins Module Ends Course Intake 1 29/09/ /01/2015 Course Intake 2 08/01/2018 May 2018 Course Intake 3 DD/MM/ DD/MM/ Is timetabled contact time required for this module? Are any staff teaching on this module non-shu employees? If yes, please give details of the employer institution(s) below What proportion of the module is taught by these non-shu staff, expressed as a percentage? MODULE ASSESSMET IFORMATIO Indicate how the module will be marked *Overall PERCETAGE Mark of 50% *Overall PASS / FAIL Grade *Choose one only module cannot include both percentage mark and pass/fail graded tasks SUB-TASKS Will any sub-tasks (activities) be used as part of the assessment strategy for this module? If sub-tasks / activities are to be used this must be approved within the Faculty prior to approval. Subtask / activity marks will be recorded locally and extenuating circumstances, extensions, referrals and deferrals will not apply to sub-tasks / activities. FIAL TASK According to the Assessment Information shown in the Module Descriptor, which task will be the LAST TASK to be taken or handedin? (Give task number as shown in the Assessment Information Grid in Section 1 of the Descriptor) Task o. 2 O-STADARD ASSESSMET PATTERS MARK 'X' I BOX IF MODULE ASSESSMET PATTER IS O STADARD, eg MODEL B, ALL TASKS MUST BE PASSED AT 50%.
7 B: on-standard assessment patterns are subject to faculty agreement and approval by Registry Services - see guidance. notes. CHECKED Date July 2014 Reason Checked Against SI
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