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2026/2027 KAN-CSOAV1001U The Strategist’s Toolbox
| English Title | |
| The Strategist’s Toolbox |
Course information |
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| Language | English |
| Course ECTS | 7.5 ECTS |
| Type | Elective |
| Level | Full Degree Master |
| Duration | One Semester |
| Start time of the course | Autumn |
| Timetable | Course schedule will be posted at calendar.cbs.dk |
| Study board |
Study Board for Organisation, Strategy, Leadership and
People
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| Programme | MSc in Economics and Business Administration - Strategy, Organization and Leadership (SOL) |
| Course coordinator | |
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| Teaching methods | |
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| Last updated on 29-01-2026 | |
Relevant links |
| Learning objectives | ||||||||||||||||||||||||||||||||||||||||||||||||
After the course it is expected that students
can:
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| Course prerequisites | ||||||||||||||||||||||||||||||||||||||||||||||||
| Having taken some earlier course on strategic management will be useful, but is not strictly needed. | ||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites for registering for the exam (activities during the teaching period) | ||||||||||||||||||||||||||||||||||||||||||||||||
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Number of compulsory
activities which must be approved (see section 13 of the Programme
Regulations): 1
Compulsory home
assignments
Approval of 1 out of 2 assignments/activities 1. Individual oral feedback session 2. Individual oral feedback session The student will not have extra attempts to get the required number of compulsory activities approved prior to the ordinary exam. If the student has not received approval for the required number of compulsory activities or has been ill, the student cannot participate in ordinary exam. Prior to the retake the student will be given an extra attempt. The extra attempt is a 10 page home assignment that will cover the required number of compulsory activities. If approved, the student will be able to attend retake. Please note that students must have made an effort in the allocated assignments thoughout the course. Students that do not participate in the assignments (no show/U) are not entitled to the extra assignment and will have to wait until the next ordinary exam to complete the course. |
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| Examination | ||||||||||||||||||||||||||||||||||||||||||||||||
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This course has two individual exams:
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| Course content, structure and pedagogical approach | ||||||||||||||||||||||||||||||||||||||||||||||||
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This course combines strategic management content with professional development of the individual student as a strategist. Strategists are people who are involved in designing and implementing strategies. The strategic management content is approached through a distinct way of looking at organizational strategy, through the lens of strategic mechanisms. Mechanisms are the means through which strategy is designed and implemented. The strategic mechanisms will be approached through academic literature and in-class discussion of cases. Uniquely, the course contains a significant development component that is experiential in nature and put into place through gamification elements. Students will apply, reflect on, and improve the emotional, social and cognitive competencies they have in strategic roles. These competencies are primarily approached through a variety of games, including one large exercise where students participate in a strategic board game. This hands-on experience with strategic mechanisms is used in an assignment that students receive individual feedback on. The final exam combines these theoretical, case, and experiential elements. |
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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 | ||||||||||||||||||||||||||||||||||||||||||||||||
| Lectures
Games Case discussions Strategic board game simulation |
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| Feedback during the teaching period | ||||||||||||||||||||||||||||||||||||||||||||||||
| In-class feedback on student contributions to
discussion during lectures and case discussions.
Individual feedback based on the written self assessment of board game simulation. |
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| Student workload | ||||||||||||||||||||||||||||||||||||||||||||||||
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| Expected literature | ||||||||||||||||||||||||||||||||||||||||||||||||
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The literature is a mix of academic and more applied articles, as well as books that are used as background reading.These will include some of the following: Barney, J. B. (2018). Why resource‐based theory's model of profit appropriation must incorporate a stakeholder perspective. Strategic Management Journal, 39(13), 3305-3325; Kemp, A. (2024). Competitive advantage through artificial intelligence: Toward a theory of situated AI. Academy of Management Review, 49(3), 618-635; Boyatzis, R., Boyatzis, R. E., & Saatcioglu, A. (2008). A 20‐year view of trying to develop emotional, social and cognitive intelligence competencies in graduate management education. Journal of management development, 27(1), 92-108; Markides, C., & Sosa, L. (2013). Pioneering and first mover advantages: the importance of business models. Long Range Planning, 46(4-5), 325-334; O’Reilly, C. A., & Tushman, M. L. (2011). Organizational ambidexterity in action: How managers explore and exploit. California Management Review, 53(4), 5-22; Ott, T. E., Eisenhardt, K. M., & Bingham, C. B. (2017). Strategy formation in entrepreneurial settings: Past insights and future directions. Strategic Entrepreneurship Journal 11 (3), 306-325. Students who want to revisit their knowledge of strategic management or are new to the area may want to consult this textbook or a similar one: Grant, Robert M. (2025) Contemporary strategy analysis, twelfth edition. John Wiley & Sons, Chicester. |
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