Permalink
2013/2014 BA-HA_HU5B Competitive Intelligence and Advanced Market Research
| English Title | |
| Competitive Intelligence and Advanced Market Research |
Course information |
|
| Language | English |
| Exam ECTS | 7.5 ECTS |
| Type | Elective |
| Level | Bachelor |
| Duration | Summer |
| Course period | Please check www.cbs.dk/summer for the course schedule. |
| Time Table | Please see course schedule at e-Campus |
| Study board |
Study Board for BSc in Economics and Business
Administration
|
| Course coordinator | |
|
|
| Main academic disciplines | |
|
|
| Last updated on 07-05-2013 | |
| Learning objectives | |||||||||||||||||||||
At the end of the course the student
should be able to:
|
|||||||||||||||||||||
| Course prerequisites | |||||||||||||||||||||
| This course should be accessible to all senior undergraduate students. | |||||||||||||||||||||
| Prerequisites for registering for the exam | |||||||||||||||||||||
|
Compulsory assignments
(assessed approved/not approved)
Mandatory Mid-term Assignment: Mid-term oral group presentation (using a method of personal choice from the four methods examined, present a short case using visual narrative, teams to compare and contrast effectiveness of analysis and presentation). |
|||||||||||||||||||||
| Examination | |||||||||||||||||||||
|
|||||||||||||||||||||
| Course content and structure | |||||||||||||||||||||
| This undergraduate level course in
competitive intelligence and advanced market research will prepare
the student for either entry into the workforce as a business
analyst or provide a foundation for graduate work. The course will
also explore recent trends in the marketplace such as the use of
transmedia, visual narrative and visual analytics that enhance the
work of the analyst. Emphasis will be placed on the
student's ability to communicate complex data in narrative form
and various presentation tools and skills will be introduced and
practiced. The aim of this course is to train students to
critically evaluate complex market data through the use of analytic
tools and then present the analysis.
Students are presented with a comprehensive overview of the role of a business analyst or consultant. The course will be structured as follows: Lesson 1 Course overview/Introduction to Competitive Intelligence and Market Research (analysis as a component in the intelligence cycle, competitive analysis and decision-making, shifting organizational priorities) Lesson 2 Setting the Stage for the Brand (competitive context facing contemporary organizations, contemporary context facing the analyst, using the Nine Forces (Porter/PESTEL) Lesson 3 Understanding the Customers of Analysis (defining the problem, identifying the scope of the analysis, managing internal and external networks, perceptual learning, using Competitive Positioning analysis) Lesson 4 Defining the Analysis Problem and Process (perceptions, beliefs, assumptions, projections and synthesis, working with SERVO (strategy, environment, resources, values, organization) Lesson 5 Developing Personas and Due Diligence (art of effective communication, packaging results using McKinsey's 7S (structure, strategy, systems, style, staff, skills, shared values) Lesson 6 Mid-term oral group presentation (using a method of personal choice from the four methods examined, present a short case using visual narrative, teams to compare and contrast effectiveness of analysis and presentation) Lesson 7 Applying the FAROUT method and rating system (Future-Oriented; Accurate; Resource Efficient; Objective; Useful and Timely) Lesson 8 Social Innovation and Phronesis (build/strengthen competitive advantage using Strategic Relationship Analysis and linkages/extensions to enhancing the community in which the organization resides) Lesson 9 Trend Analysis and Transmedia Extension (explore current conditions for potential economic development and how organizations might use transmedia to enhance competitive advantage) Lesson 10 Creative Approach to Strategy (aspects of scenario planning) Lesson 11 Review Each lesson contains a lecture, scenario presentation and discussion. Students are expected to be active participants in the learning experience as opposed to passive receptacles for information. The course's development of personal competences: Students are expected to be active participants in the learning experience. Clear and concise communication will be stressed. In addition to the material covered in the lectures, students will develop practical research and analytical skills as well as tools and techniques to enhance formal business presentations. |
|||||||||||||||||||||
| Teaching methods | |||||||||||||||||||||
| Lectures, seminars, exercises, case
study discussions, and student presentations.
Preliminary Assignment: To help students get maximum value from ISUP courses, instructors provide a reading or a small number of readings to be read before the start of classes with a related task or tasks in the first two classes in order to 'jump-start' the learning process. Each student will be required to read the following article and be prepared to participate in a group discussion on ‘phronesis’ as strategy in the first class. Nonaka, Ikujiro and Toyama, Ryoko. ‘Strategic Management as distributed practical wisdom (phronesis)’. Industrial and Corporate Change, vol. 16: 3 (pp 371-394). |
|||||||||||||||||||||
| Expected literature | |||||||||||||||||||||
| Textbook:
Fleisher, Craig S. and Bensoussan, Babette E. 2007. Business and Competitive Analysis: Effective Application of New and Classic Methods. Toronto: Pearson Education. 473 pages (exclusive of references). [Note: Originally published by the Society for Competitive Intelligence Professionals and I have used this book to train business analysts for the Stock Exchange. An excellent reference tool for the students.] Nonaka, Ikujiro and Toyama, Ryoko. 'Strategic Management as distributed practical wisdom (phronesis)'. Industrial and Corporate Change, vol. 16: 3 (pp 371-394). Will be made available on LEARN |
|||||||||||||||||||||
Last updated on
07-05-2013