Course Syllabus

BU481 – All Sections

Business Policy 1: Strategic Management
Lazaridis School of Business and Economics
Waterloo Campus
Winter 2022

INSTRUCTOR INFORMATION

Karin Schnarr Lynn Gazzola Manu Mahbubani

Office: LH4111 LH2020

Email: kschnarr@[Link] lgazzola@[Link] mmahbubani@[Link]
Office Hours: MW: 5:30-6:15 W: 10-11 T: 11:30 – 12:30
Sections: M N, R P, Q

Faculty Assistant: Indera Singh, LH2052 (isingh@[Link])

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 the managers
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 the specific dimensions of international strategy.

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
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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 1: The Diamond-E Framework

Source: Crossan, Rouse, Rouse, & Maurer (2015), Strategic Analysis and
Action, 9th 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 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

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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 his or her own individual materials.

1. Textbook: Strategic Analysis and Action, 9th edition, Crossan, Rouse, Rowe, and Maurer (CRRM)
(Prentice Hall, 2015) – Available in the bookstore
OR
Ebook: Strategic Analysis and Action, 9th edition, Crossan, Rouse, Rowe & Maurer

2. BU481 Fall 2021 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 will be posted on
MyLS. For ease of ordering, we have created a coursepack; information on how to purchase it is included in
Exhibit 1.

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.

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 primary way to communicate with the class.
Our class schedule, readings and discussion questions also appear on MyLS so check it regularly!

METHOD OF INSTRUCTION

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

Classes will be held online during January 2022 and in person for the rest of the semester.

Online classes be held using Zoom meetings through MyLS. You will need access to a working computer, camera,
microphone and the internet to participate in classes. To join the class, enter the Zoom meeting that has been
setup on MyLS. You must use your Laurier email id to enter the meeting. Once in you will be asked to register
before entering.

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 15%
Case Analysis Memorandum (Group project) 25%
Final Examination (Individual) 40%
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.
If you are not in the Eastern Standard Time zone and require accommodation for class attendance you must
contact your instructor within forty-eight hours of the start of the first class. Your instructor may record lecture
classes and make them available for a period forty-eight hours after the end of class after which time the
recording will be deleted.

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 Calendar for information regarding student services available
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on campus.

A. Class Contribution
In-class contribution is worth 20% of your final mark. 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.
For online classes:
• Please have your camera turned on during class. The best practice is to have your camera on when
talking as it provides the listener with additional cues.
• When you are not talking, please mute your microphone to background noise.

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, for the quiz class, and one of the CAM presentation classes. Of the remaining 20
classes the 18 best participation marks will be retained for the participation grade calculation. 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.

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 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.
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, even necessary at times).
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, for in-person classes please hand in your marked contribution sheet to you instructor.
For online classes please email it your instructor.

In addition, each student will perform a self-assessment for every class based on the same scale. For in-
person classes There is a self-evaluation form that should be filed out and handed to your instructor at
the end of the class. For online classes a self-evaluation quiz in the Quizzes section of MyLS should be
answered after class. A separate self-evaluation quiz has been setup for each class.

Contribution in Chat will carry less weight, generally one mark lower, than verbal contribution. Your
instructor will provide you additional details.

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.
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B. In–Class Quiz
During the semester there will be one announced quiz; the quiz date for your section is provided in the
Course Outline and Schedule in MyLS. This quiz will be based on assigned preparation for class and is
designed to demonstrate a student’s learning and understanding of key strategy concepts and tools
covered during the term. It will take place during class time and will be fifty (50) minutes long.
The quiz will cover content, including assigned article readings, textbook readings, and class slides,
from classes one to twelve inclusive.
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
[Link]

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 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. The quiz will be worth 20% of the total
grade in BU481.

C. Case Analysis Memorandum (CAM) and Presentation.

This assignment has two parts. A Case Analysis Memo, worth 20%, and a presentation, worth 5%.

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 between 6-7 members. 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.

There will be a presentation by each group during the following week’s classes.

D. Final Examination
The final examination will be a two and one half hour case exam held during the final exam period. The
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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:
[Link]
[Link]

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:
[Link]

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
8
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 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 may be provided through MyLS. 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
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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
course outline and weekly schedule.

PRIVACY WARNINGS AND RECORDINGS

Zoom classes 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. Recordings of classes will be deleted one week after the relevant class.

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: [Link]/academicintegrity

• Special Needs: Students with disabilities or special needs are advised to 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 may are required to submit their written work in electronic form and have it
checked for plagiarism. (Approved by Senate May 14, 2002)

• Intellectual Property: The educational materials developed for this course, including, but not limited
10
 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 Code of Student 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 Policies, and to respect the intellectual property of others during and
after their association with Wilfrid Laurier University.

• 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 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.

• 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 | [Link]/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.

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 Foot Patrol | [Link] (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.
[Link]
Peer Connect | [Link] (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
[Link]
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,
wellness@[Link] or @LaurierWellness. After hours crisis support available 24/7 - “Good 2 Talk”
1-866-925-5454.

EXHIBIT 1: CASES FOR IN CLASS AND ASSIGNMENTS

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

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. Xioami: Designing an Ivey SCG-527

Ecosystem For the Internet
of Things

8. Trader Joe’s Ivey 714419

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9. Walt Disney Co.: The Ivey 701035
Entertainment King
10. The LEGO Group: Building Ivey 9B11M086
Strategy

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ACQUIRING CASES FROM IVEY

Greetings,

This message explains how to purchase materials needed for your course.
Course: Policy 1
Professor(s): Manu Mahbubani, Karin Schnarr, David Swanston
Starting: Jan 05, 2021
Ending: May 01, 2021
1. Go to the Ivey Publishing website at [Link]
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 User" role.
3. Click on this link or copy into your browser: [Link]
coursepack/a1R5c00000F21X0EAJ/bu481
4. Click "Add to Cart".
5. You may choose to order in either print or digital format.
o To order the material in digital format, check "digital download" and click "OK".
o To order a printed copy for delivery, enter the print quantity required and click "OK".
Please note that shipping charges will apply.
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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

“How Competitive Forces Harvard Business Review

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

Harvard Business Review

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

“Generic Strategies” MyLS

Harvard Business Review

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

“Evaluating Strategic
G. Day MyLS
Alternatives

“From Competitive Harvard Business Review

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

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