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2025/2026 BA-BSEMO2512U Introduction to Management Studies
| English Title | |
| Introduction to Management Studies |
Course information |
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| Language | English |
| Course ECTS | 7.5 ECTS |
| Type | Mandatory |
| Level | Bachelor |
| Duration | One Semester |
| Start time of the course | Autumn |
| Timetable | Course schedule will be posted at calendar.cbs.dk |
| Study board |
Study Board for Service and Markets
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| Teaching methods | |
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| Last updated on 26-06-2025 | |
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| Course content, structure and pedagogical approach | ||||||||||||||||||||
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The course aims to offer a comprehensive understanding of the business firm, including its organisational structure, business model, resources, internal operations, corporate governance, strategic choices, long-term development, and managerial decision-making across the firm’s life cycle. It also examines the firm's position within and across industries, highlighting how it interacts with and is influenced by its broader competitive environment. Hence, the course focus on three analytical levels – the individual decision-maker, the firm and the industry - and aims to provide students with a solid academic basis to support further learning in subsequent courses within the program
Organisational structure This part of the course explores the internal configuration of a business firm, including its hierarchy, roles, and the division of labor. Students will learn about different organisational structures such as functional, divisional, and matrix structures, and how these affect the firm’s efficiency and decision-making processes. The course will also highlight how an organisation’s structure evolves as the firm grows and adapts to changes in its business model and environment.
Business models, resources and internal operations The course explores the daily activities and core operations of a firm, including functions such as production, marketing, finance, and human resources. Students will gain an understanding of how operations are structured and coordinated, and how different kind of resources, both tangible and intangible, are allocated and utilised to support overall efficiency and organisational performance. The course also highlights how different business models shape operational priorities and value creation strategies.
Corporate governance Corporate governance refers to the systems and structures that guide a firm’s management and decision-making, ensuring that the interests of shareholders, stakeholders, and other parties are balanced. This part of the course will view the firm as a bundle of contractural relationships and cover topics like “agency problems”, executive compensation, and differences between entrepreneurial and managerial decision making. Managerial decisions play a crucial role in guiding the firm through different stages of its life cycle, from startup to maturity. The course explores the complexities of decision-making at various organisational stages and how leaders balance short-term needs with long-term objectives. Theories and models that assume we are fully rational (“the economic man”) are compared with theories that assume we are bounded rational and biased, providing explanations for why we deviate from the norm of rationality and efficiency.
Strategic choices and development This part focuses on the strategic decisions firms make to achieve competitive advantage and long-term growth. Students will explore various business strategies such as cost leadership, differentiation, and market expansion, as well as how firms adapt their strategies in response to changing market conditions. The course also discusses the process of strategic planning, the importance of innovation, and how firms evolve through different stages of growth.
Firm’s position in and between industries In this part of the course, students will examine how a firm positions itself within its own industry and in relation to others. The course will look at market positioning, competitive forces, and industry dynamics, helping students understand how firms navigate within multi-industry landscapes. Topics such as horizontal and vertical integration, diversification, and the role of strategic alliances will be covered, providing students with a framework for analysing how firms leverage their position to achieve success and competitive advantage. |
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| Research-based teaching | ||||||||||||||||||||
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CBS’ programmes and teaching are research-based. The following
types of research-based knowledge and research-like activities are
included in this course:
Research-based knowledge
Research-like activities
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| Description of the teaching methods | ||||||||||||||||||||
| The course combines various learning formats,
including lectures, e-learning modules, workshops, and a business
simulation game.
Students explore different aspects of firms and industries through four on-site lectures, which are complemented by company presentations, and six asynchronous, self-paced e-learning sessions. Students are organised into workshop groups of approximately 30–40 participants. Each group meets for five two-hour workshops and is further divided into smaller teams of 4-5 students, with each team assigned a specific case firm. Following each lecture and e-learning session, teams receive an assignment focused on a particular aspect of their case firm. They are expected to present their solutions during the corresponding workshops. All teams engage in a business simulation game where they formulate strategies, make managerial decisions, and compete with one another in a dynamic market environment. |
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| Feedback during the teaching period | ||||||||||||||||||||
| Students get feedback in several formats,
addressing the learning goals of the course.
-Weekly quizzes provide summative feedback on how well students have understood the concepts, models, and theories explored throughout the week. -Teams of 4–5 students work on assignments focused on a specific aspect of an assigned case company. These assignments aim to develop the ability to justify and apply selected concepts, models, and theories in analysing real-world phenomena within a particular firm or industry. During workshops, the student teams receive both qualitative peer-to-peer feedback and feedback from the teacher on their presentations. - Workshops also offer qualitative, whole-class feedback on selected topics, based on quiz results, to support students’ progression into the next parts of the curriculum. - Students participating in a business simulation game receive immediate, data-driven feedback on their decisions, helping them understand the impact of their strategies. They often get detailed performance reports that highlight strengths and areas for improvement. This feedback encourages reflection and supports the development of real-world business skills - Students can schedule individual meetings with lecturers during office hours to receive qualitative feedback on their understanding and use of concepts, models, and theories. |
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| Expected literature | ||||||||||||||||||||
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We will use two books, both available as e-books through the CBS
Library:
In addition, the reading list comprises a selection of articles, chapters, and cases. Students only have to pay for access to the simulation game (approx. 45 USD).
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