MGIC01

INTERNATIONAL CORPORATE STRATEGY

FALL 2021
Instructor Contact Information:

Name: Professor Kristina McElheran

Office: online
Office hours: Wednesdays 2:00-3:00 and by appointment
Email: k.mcelheran@utoronto.ca (best contact method)
Class day/time: Monday 9:00 – 11:00 AM
Class location: online, synchronous
Course website: Quercus
TA: Upasana Saha
TA Email: upasana.saha@mail.utoronto.ca

Course Description:
This course introduces the basics of business strategy, with an emphasis on how globalization and
multinational status impacts firm strategy. It offers an overview of the important theoretical
approaches to strategy and certain current trends in the business environment that impact strategic
decisions. It provides students with conceptual tools for assessing and formulating business strategy.
It also introduces issues related to implementing strategy once formulated and the challenges of
conducting and sustaining business strategy in international contexts and over time.

The course is strongly based in case analysis. Strategic decisions are always deeply embedded in a
particular context, thus strategy cannot be studied without grounding the analysis in particular cases
and histories. Techniques for grappling with the complexity of real-world information and
distinguishing relevant from irrelevant information will hone students’ critical thinking and analysis
skills. Students will be required to write 2 case analyses during the term and the mid-term and final
group paper will be based on cases. Grades will also depend significantly on in-class participation, as
modern business environments require the ability to articulate and defend managerial decisions in real-
time. The class will provide a safe and developmental environment in which to build and nurture these
critical communication skills.

The ultimate goal of this course is to improve students’ decision-making and critical thinking
capabilities through the acquisition and internalization of strategy tools and through active discussion
and debate with peers. The emphasis of the course, and particularly of class discussion, is on rigorous
thinking and learning rather than finding the “right” answer.

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Organization of the Course:
The organization of this course is online synchronous, with some supplemental asynchronous
components (e.g., “How to Analyze a Case”) as listed in the detailed schedule, below, and as need
arises throughout the term.

Prerequisite(s):

Prerequisite(s): Minimum of 10.0 credits including MGAB02H3/(MGTB06H3) and MGIA01H3/

(MGTB07H3) and MGFB10H3/(MGTB09H3) and MGIB02H3/(MGTB25H3)

Textbook/Required Course Materials:

• Readings – all required readings are available in electronic form on the portal or as part of the HBS
course pack (see below) or from Ivey (see below).

• Harvard Business School Cases – HBS cases may be bought online via the HBS course pack for this
class. Purchase HBS cases by clicking on https://hbsp.harvard.edu/import/864143.

NOTE: The cases in the course pack are marked “optional” only to grant students flexibility
in the timing or sourcing of materials (i.e., when and where you buy them)– NONE OF THESE
ARE OPTIONAL FOR PREPARING FOR THE COURSE UNLESS SPECIFICALLY
NOTED ON THE SYLLABUS. You will be responsible for all of the content in the course pack,
as well as the materials provided on Quercus.

If you have any technical difficulties please contact HBS directly at: 1-800-810-8858 or
techhelp@hbsp.harvard.edu

• Ivey Cases – Ivey cases can be bought online via https://www.iveycases.com. You will need to first
register with Ivey Publishing and you can search by quoting the case number and the case name listed
on the latter pages of the course outline.

This is copyrighted material. Do not distribute or post course materials. Please keep in mind you
are getting an academic rate for these cases and represent the intellectual property of the writers.

In preparation for each class session, you are expected to have completed the assigned readings AND
written up responses to the reflection questions to contribute to the class discussion. This is to be done
in the week preceding class.

Lecture Notes and Other Announcements:

All notes and announcements will be posted to the Quercus website. Slides from class will be posted
after class, with any copyrighted material (e.g., course facts) suppressed. The course content is
copyrighted and not for distribution. Do not download or distribute the slides. High-level
concepts and facts may be cited with appropriate attribution.

NOTICE OF VIDEO RECORDING AND SHARING (FIPPA):

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This course, including your participation, will be recorded on video and will be available to students in
the course for viewing remotely and after each session. Recordings will be available for up to two
weeks after the synchronous class, unless otherwise announced.

Course videos and materials belong to your instructor, the University, and/or other sources depending
on the specific facts of each situation, and are protected by copyright. Do not download, copy, or share
any course or student materials or videos without the explicit permission of the instructor.

No recordings are to be maintained or distributed outside of the course.

Evaluation and Grading:

Component Weight/Value Due Date

Participation 20% Weekly. Come prepared to

participate fully in discussion of the
assigned reading and questions.

Have your camera on, if possible.

Participate in the Discussion Board

in advance of class. Details given
in class.

Initial Paired Case Write-up 10% “Case Analysis” outline due by the
start of class September 20th

Paired write up due September 26th.

“Weekly-ish” Memos 15% (5% each) Due by midnight the day (Sunday)
before class.

Four opportunities to write three

for marks.

Individual Case Analysis 20% November 7th.

Final Group Paper 35% December 6th.

Participation
In-class participation provides an essential opportunity to practice and nurture the communication and
thinking skills required in today’s firms. Classroom discussions will be structured to provide a safe yet
developmental setting in which to hone verbal communication skills, real-time analytical thinking, and
norms of interacting that foster productive work environments in real organizations.

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This case-based learning model depends critically on both before-class preparation and in-class
discussion to arrive at the insights for which they were designed. We will discuss in detail on the first
day of class what this means for specific in-class speaking opportunities, which may entail some
combination of:

• In-class contributions to the case discussion and constructive reactions to classmate

contributions

• Prepared comments based on the case readings, in part derived from the discussion questions
and memo assignments (see below)

Active participation based on preparation and reflection will be necessary to receive a high grade
in this course. The quality of in-class learning depends on everyone doing their fair share and
taking risks.

If you have ongoing or anticipated problems attending class synchronously, schedule a meeting
with the professor immediately to discuss whether this can be accommodated or not.

Paired Case Write-Up

In order to ground our case-based approach to the course, we will start the term with a preliminary case
analysis. To ensure that the class has a shared foundation in this particular skill, the first effort will be
structured as a paired writing assignment. It will proceed in stages:

1) Watch the videos provided on “How to Analyze a Case” within the first week of class. Come to
the second class prepared to discuss the videos and how to structure a case write-up.

2) Submit an individually-written draft outline of what a case analysis should ideally cover. This
should be 1-2 pages, single spaced, 11-12 point font (Times New Roman), with one-inch
margins in Word format. You may start to fill in elements for the Porter Airlines case, if that
helps your preparation, but specific case details are not required. It will be graded on a
done/not-done basis (a reasonable effort is required to count as “done”). This is due by the
start of the second class.

3) In the second week of the course, you will apply this foundation in case analysis to the Porter
Airlines case. You will be paired up randomly with another student in the class to combine
thoughts, refine, and submit a joint write-up. This paired write-up will be graded and will
receive rich comments for improvement. This is due before we discuss the case synchronously
in class 3.

4) The individual component is meant to be developmental and serve as a commitment device to

keep up with the class from week 1. That said, it may affect each student’s final mark on this
assignment, regardless of the joint grade. A missing outline will result in a reduction of the
paired assignment final grade. For example, a student missing the rough outline but receiving
an “A” on the joint paper will receive an “A-minus” for their final mark on this
assignment.

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Memos

Throughout the term, brief memos addressing core case and reading concepts will be assigned to a)
provide a commitment device for full preparation for class, b) identify and reward students who have a
solid grasp of the content but who may be struggling with verbal communication or the Zoom
platform, c) provide a vehicle for higher-frequency feedback on how you are fulfilling the expectations
of the course.

By midnight on the day before a case or article will be discussed in class, your memo will be due
on the Quercus website. This is to be at least 2 and less than 3 pages in length, double-spaced, 11-
12 point font (Times New Roman), with one-inch margins.

There are four opportunities to write memos; three will count toward the final grade. You may choose
any three opportunities, per your schedule and interests. If you want to improve on a memo mark, you
make discard one and replace it with one of the other four memos. (Note that this means you will need
to attempt all four).

No late or make-up memos will be accepted, as they cover material we will discuss in class.

Individually-Written Case Analysis

Students will be required to write one individually-written case analysis during the term. The case
write-up provides essential practice for the case-based final paper. This is to be at least 5 and less
than 6 pages in length, double-spaced, 11-12 point font (Times New Roman), with one-inch
margins. Further details will be addressed in class.

Final Paper

The final part of the course grade will come from a lengthier case analysis that is prepared and
submitted in groups of TWO. The paper is to be 8-10 pages in length and contain all of the elements
of case analysis that will be covered over the course of the term, but in more depth. This is to be
double-spaced, 11-12 point font (Times New Roman), with one-inch margins. Further details will
be addressed in class.

Policy on Missed Assignments/Examinations:

No late memos will be accepted. No exceptions.

We will be discussing the cases in class, so late memos would be able to copy the in-class discovery
unfairly. Any missed memo assignment should be made up at another opportunity. (Note that this
makes waiting a risky strategy). A missed assignment for a valid excused absence with
documentation (https://www.utsc.utoronto.ca/registrar/verification-illness-or-injury) may be made up
with an alternative written assignment. Any late assignment without documentation will face a two-
grade deduction (e.g., from A- to B) per day that it is late.

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Statement on Equity, Diversity, and Inclusion (EDI)

The University of Toronto is committed to equity, human rights and respect for diversity. All members
of the learning environment in this course should strive to create an atmosphere of mutual respect
where all members of our community can express themselves, engage with each other, and respect one
another’s differences. U of T does not condone discrimination or harassment against any persons or
communities.

If you have questions or concerns on issues related to EDI, please contact the Equity, Diversity and
Inclusion Office: https://www.utsc.utoronto.ca/edio/

Academic Support

UTSC Library:
The BRIDGE and the UTSC Library are operating online! We are offering our full suite of programs
and services to support students, staff, and faculty in their studies, research projects, and experiential
learning initiatives.

Visit The BRIDGE @ Quercus (https://q.utoronto.ca/courses/157077) to:

- Participate in virtual events and competitions
- Get research and data analytics help
- Access data and academic research tools and tutorials
- Get support in entrepreneurship and the New Venture Program
- To learn more about Work Integrated Learning

To find out more about the UTSC Library’s support for students during the University closure, please
visit: https://utsc.library.utoronto.ca/

For all other inquiries, please email thebridge@utsc.utoronto.ca or email your Liaison Librarian,
Mariana Jardim mariana.jardim@utoronto.ca

Health & Wellness Centre:

The Health & Wellness Centre provides professional and confidential medical, nursing, counselling,
health promotion, and education services to all UTSC students. These services are offered in a safe,
caring, respectful, and empowering environment that is directed toward optimizing your personal,
academic, and overall wellbeing.. To access these services, please use the following url:
https://www.utsc.utoronto.ca/hwc/health-wellness-centre and when visiting the Health & Wellness
Centre, please bring a valid T-card and Health card.

Academic Advising and Career Centre:

The Academic Advising and Career Centre (AA&CC) at UTSC integrates developmental advising,
learning/study skills, career counselling, and employment coaching. To reach out to them please use
the following url: https://www.utsc.utoronto.ca/aacc/

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AccessAbility Services
The University provides academic accommodations for students with disabilities in accordance with
the terms of the Ontario Human Rights Code. This occurs through a collaborative process that
acknowledges a collective obligation to develop an accessible learning environment that both meets
the needs of students and preserves the essential academic requirements of the University’s courses
and programs.

Students with diverse learning styles and needs are welcome in this course. If you have a disability that
may require accommodations, please feel free to approach me and/or the Accessibility Services office.
https://www.utsc.utoronto.ca/ability/welcome-accessability-services

English Language Development Centre:

The English Language Development Centre (ELDC) helps students develop the critical thinking,
vocabulary and academic communication skills essential for achieving academic and professional
success. Personalized support includes: RWE (for academic writing); Communication Cafés (oral);
Discussion Skill-Building Cafés; Vocabulary Cafés; seminars/workshops; personal ELD consultations;
drop-in sessions. http://ctl.utsc.utoronto.ca/eld/

The Writing Centre:

The Writing Centre (TWC) offers invaluable services to students (learn to become a better writer!) and
offers many different kinds of help: drop-in sessions, individual consultations, workshops, clinics, and
online writing handouts. http://ctl.utsc.utoronto.ca/twc/

Tutorial Sessions and Room Information

There is no tutorial for this class.

Academic Misconduct

Academic integrity is essential to the pursuit of learning and scholarship in a university. The
University treats cases of cheating and plagiarism very seriously. The University of Toronto’s Code of
Behaviour on Academic Matters
(http://www.governingcouncil.utoronto.ca/Assets/Governing+Council+Digital+Assets/Policies/PDF/p
pjun011995.pdf) outlines the behaviours that constitute academic dishonesty and the processes for
addressing academic offences. Any student caught engaging in such activities will be subject to
academic discipline ranging from a mark of zero on the assignment, test or examination to dismissal
from the university as outlined in the Code of Behavior on Academic Matters. Any student abetting or
otherwise assisting in such misconduct will also be subject to academic penalties. If you like to find
out more information regarding university advice for ‘How not to plagiarize’, please use the following
url: https://advice.writing.utoronto.ca/using-sources/how-not-to-plagiarize/

More generally, the link below includes a lot of useful advice for students on academic writing:
https://advice.writing.utoronto.ca/

For information and resources on Academic Integrity, visit: https://www.utsc.utoronto.ca/vpdean/faq-0

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 Detailed Course Outline:

Class DATE TOPIC READINGS PREPARATION

(To be completed in advance of the associated class) & DUE DATES
1 Sept. 13, First Day - “What is Strategy?” by Michael Porter, Harvard
2021 Logistics, Business Review Nov/Dec 1996, pp. 61- 78.
Classroom (Quercus)
Norms, etc.
- “How to Analyze a Case” videos (Quercus)
Introduction -
What is
Strategy?

2 Sept. 20, Elements of - “The Five Competitive Forces that Shape Strategy” Notes/Outline on
2021 Strategy by Michael Porter, Harvard Business Review, “How to Analyze
January 2008, pp. 78-93. (Quercus) a Case” due by
How to Analyze start of class 2
a Case - “Industry Analysis,” Chapter 2 of Foundations of (September 20th)
Strategy by Grant, et al. 2015 Wiley (Canadian
Edition). (Quercus)

Optional video:

- “The Five Competitive Forces That Shape Strategy”,

video on YouTube at:
http://www.youtube.com./watch?v=mYF2_FBCvXw

3 Sept. 27, Tools for - Porter Airlines Paired write-up

2021 Environmental (Ivey Case 9B10M039/HBS Case 910M39) due September
Analysis 26th (midnight)
- “Learning by the Case Method” by John Hammond
(HBS course pack)

4 Oct. 4, Industry - Internationalizing the Cola Wars (A) The Battle Memo 1 due by
2021 Structure and for China and Asian Markets (HBS coursepack) October 3rd
International (midnight)
Considerations - “The Horizontal Boundaries of the Firm,” Chapter
2 in Besanko, et al. Economics of Strategy, 2013
Wiley (6th Edition) pp. 61-77. (Quercus)

Oct 11, Thanksgiving – No Class--

2021

5 Oct. 18, Tools for - IDEO Product Development (HBS course pack) Memo 2 due by
2021 Internal October 17th
Analysis: - Watch IDEO Video of the “Deep Dive” (Quercus) (midnight)
Resources and
Capabilities - “Looking Inside for Competitive Advantage” by Jay
Barney, Academy of Management Executive, 1995
vol. 9 # 4, pp 49-61.

6 Oct. 25, Low Cost - Airborne Express (HBS course pack) Bring
2021 Strategy - Watch the “Night Moves” video (Quercus) spreadsheet to
class (no Memo)

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 Optional: “Strategies to fight Low-Cost Rivals” by
Nirmalya Kumar, Harvard Business Review, December
2006.
7 Nov 1, Differentiation - “How Much Does Industry Matter, Really?” By No Memo this
2021 & New Market McGahan and Porter, Strategic Management week – use slack
Strategies Journal, 1997. for case analysis
prep (this is
- “Creating New Market Space by Kim and
Mauborgne, Harvard Business Review, 1999. coming faster
than you realize!)
- “Core Economics” Blog on Blue Ocean
Strategy:
https://economics.com.au/2012/03/29/blue-
ocean-strategy-actually-it-doesnt-matter-what-
color-your-ocean-is/

8 Nov 8, Differentiation - Review Porter’s “Generic Strategies” video

2021 II, Mid-Course - Prepare for in-Class Group Activity on
Consolidation Differentiation and Blue Ocean (see Quercus
for details)

Optional Reading:

- “Can you Say What Your Strategy Is?” by

Collis and Rukstad (2008) available on Quercus.

9 Nov 15, Case-Specific - Mother Earth: Great Design, Great Values (IMB Individual case
2021 Topics Case 347, available in HBS Course pack) analysis due Nov
14th (midnight)

Final Paper
Group Requests
Due Nov 16th

10 Nov 22, Purpose, - Patagonia Case (HBS course pack) Memo 3 due Nov
2021 Mission, and 21th (midnight)
Sustainability - “Purpose Drives Performance” by Claudine
Gartenberg, IESE Insight (HBS course pack)
11 Nov. 29, Platform - Responding to the Wii? Memo 4 due Nov
2021 Strategy & Intro (HBS course pack) 28th (midnight)
to Strategy in
the Digital Age - Ch 7 from Information Rules by Shapiro and
Varian, 1999 (Quercus)

- Anja Lambrecht and Catherine E. Tucker, “Can Big

Data Protect a Firm from Competition?” (2015)
available on SSRN (Quercus)

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 Optional:
“Network Effects are Not Enough” by Hagiu and
Rothman, Harvard Business Review 2016.

- “Finding the Platform in Your Product” by Hagiu

and Altman, Harvard Business Review 2017.

12 Dec 6, Assessment of - “Strategy and Society” by Porter and Kramer (HBS

2021 Strategy in course pack)
Society,
- “The Use and Abuse of Analogies” By Gavetti and
Course Review Rivkin (HBS course pack)
and Conclusion
FINAL GROUP PAPER Due December
**Group Requests Due November 16th** 6th in class
**Case Announced November 16th***

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