| Learning objectives |
To achieve the grade 12, students
should meet the following learning objectives with no or only minor
mistakes or errors: By the end of the course students should
demonstrate an ability to
- describe the view of strategy-as-a-practice and illustrate it
with examples
- explain contributions of IM (e.g. in the context of information
resource management, knowledge management, organizational learning,
innovation management, social media management) for organizational
strategizing and strategic decision making
- apply concepts to analyze the challenges of strategic IM in a
case setting
- explain empirical findings and practical problems with regards
to the role IM for organizational strategizing
- compare and contrast fundamental assumptions, possibilities and
limitations of theories and concepts
- assess and criticize the scope of theories and concepts as well
as their relevance for practice
|
| Examination |
|
Advanced
Strategic Information Management:
|
| Exam
ECTS |
7,5 |
| Examination form |
Oral exam based on written product
In order to participate in the oral exam, the written product
must be handed in before the oral exam; by the set deadline. The
grade is based on an overall assessment of the written product and
the individual oral performance. |
| Individual or group exam |
Individual oral exam based on written group
product |
| Number of people in the group |
2-4 |
| Size of written product |
Max. 15 pages |
| Assignment type |
Report |
| Duration |
Written product to be submitted on specified date and
time.
20 min. per student, including examiners' discussion of grade,
and informing plus explaining the grade |
| Grading scale |
7-step scale |
| Examiner(s) |
Internal examiner and second internal
examiner |
| Exam period |
Spring |
| Make-up exam/re-exam |
Same examination form as the ordinary exam
|
Description of the exam
procedure
Participants of the course will analyze a self-selected case
organization with the objective to empirically analyze the
discussed role of information practices for strategizing. The
approach and the results are documented as a project report and are
submitted before or at the specified deadline to form a basis for
an individual oral examination with a duration of 20
minutes.
|
|
| Course content and
structure |
|
In the course we explore recent alternative viewpoints on
strategy, building on Mintzberg's seminal
categorization of strategy as deliberate, emergent and
realized. In particular, we unfold how strategy can also be
conceived as a practice – something that organizations do
rather than have.
The concept of praxis emphasizes a concern for activity,
what people actually do in their work to strategize: they
continually identify opportunities, implement change and use
information. In this context, we discuss how micro-level
information practices link to higher-level strategic (and
political) intentions in the organization. We hence address the
question: How do Information Managers contribute to modern
organizational strategizing?
There are several domains where important contributions of IM can
be identified:
We start by discussing how data and information can be considered
as a resource and used for resource-based enterprise strategies to
yield competitive advantage. We focus on strategic aspects of
information audits and analysis of information
flows. Then we reflect on political influences on the
interpretation of data in the context of business intelligence,
strategic decision making, and organizational governance.
The specific conceptualization of knowledge in the organization
defies a simply resource perspective but is also leading to the
important strategic question of how to manage intangible
resources and strategic organizational learning.
Related to this is the notion of organizationalambidexterity, i.e., the capability to simultaneously
explore knowledge to identify new innovative opportunities and to
exploit knowledge, to capitalize on firms’ existing capabilities.
Information Management can further contribute in important ways to
the customer interface of an organization. We aim at extending our
knowledge on computer-mediated communication to strategic
social media management.
Participants of the course will analyze a self-selected case
organization with the objective to empirically analyze the
discussed role of information practices for strategizing. The
approach and the results are documented as a project report and are
submitted before or at the specified deadline to form a basis for
an individual oral examination with a duration of 20 minutes.
|
| Teaching methods |
| Based on the principles of
student-centred learning, the learning methods will be a mix of
interactive lectures, thought experiments, practical exercises as
well as group and class discussions. |
| Student workload |
| Lectures |
24 hours |
| Workshops |
8 hours |
| Preparation for Lectures |
48 hours |
| Preparation for Workshops |
12 hours |
| Preparation of Project Report |
90 hours |
| Preparation of Exam |
24 hours |
|
| Expected literature |
|
Mintzberg, Henry, and Alexandra McHugh. "Strategy formation
in an adhocracy." Administrative science quarterly
(1985): 160-197.
Huang, Jimmy, João Baptista, and Robert D. Galliers.
"Reconceptualizing rhetorical practices in organizations: The
impact of social media on internal communications."
Information & Management 50.2 (2013): 112-124.
Choudhury, V. and Sampler, J.L. (1997). “Information Specificity
and Environmental Scanning: An Economic Perspective,” MIS
Quarterly, 21(1), 25-53.
Crossan, M., & Berdrow, I. (2003). Organizational learning and
strategic renewal. Strategic Management Journal, 24(11),
1087-1105.
|
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