BML209 MODULE HANDBOOK

2010-2011 BML209: Competitive Advantage in the Contemporary Service Environment

Course Outline & Assessment

BA Tourism Management Dr Andrew Clegg

Competitive Advantage

Competitive Advantage in the Contemporary Service Environment

Introduction

The aim of this module is to examine the importance of competitive strategy in securing a position of competitive advantage in the contemporary service environment. The module is designed to introduce students to basic management principles and contextualise approaches to competitive strategy and competitive advantage by examining indicative sectors across the service environment, such as tourism, events, retail, and hospitality. The module will also look at how competitive advantage is influenced by key issues such as entrepreneurship, particularly in relation to micro-business and SMEs, and how wider forces of globalisation are impacting on business strategy.

Learning Outcomes

Knowledge and Understanding: On successful completion of this module students will be able to: 

Define and explain the concepts of strategy and competitive advantage, and understand the need for strategic management within the service sector



Evaluate the influence of internal and external influences on the management function, competitive strategy and competitive advantage Critically evaluate business and entrepreneurial approaches to developing competitive strategy and competitive advantage

Learning Strategy



Communicate effectively in written form



Demonstrate research skills and interpret, evaluate and synthesise material

The key themes will be introduced around a lecture programme, augmented with the use of videos, in-class activities and group discussion to address the conceptual and applied aspects of the management process, competitive strategy and competitive advantage. To facilitate an understanding of these areas guest speakers draw from businesses across the local service sector will also form an important part of the module. The nature of the local tourism and business environment and the range of operators will serve to highlight aspects of entrepreneurial activity amongst micros and SMEs, and the types of motivational and attitudinal factors influencing the management process, the adoption of competitive strategy and business competitiveness.

p. 1

Competitive Advantage

Module Content

6/9/10:

Week 1:

Introduction

13/9/10:

Week 2:

Understanding Competitive Advantage and Competitive Strategy

20/9/10:

Week 3:

Analysing the Business Environment for Competitive Advantage: External Perspectives

27/9/10:

Week 4:

Analysing the Business Environment for Competitive Advantage: Internal Perspectives

4/10/10:

Week 5:

Entrepreneurship and Competitive Advantage

11/10/10:

Week 6:

Competitive Advantage through IT

18/10/10:

Week 7:

Globalisation, Internationalisation and Competitive Advantage

25/10/10:

Week 8:

READING WEEK

1/11/10:

Week 9:

Competitive Strategy: Sector Case Studies Presentations [1]

8/11/10:

Week 10: Competitive Strategy: Sector Case Studies Presentations [2]

15/11/10:

Week 11: Managing People for Competitive Advantage

22/11/10:

Week 12: Economic Restructuring and Competitive Advantage

All sessions for BML209 will be taught in Mordington 2.22. The specific learning outcomes for each session are provided on a weekly basis, and can be accessed and downloaded via the BML209 website.

Module Resources

In addition to journals and textbooks available in the libraries, additional module resources will be available via the BML209 homepage on Moodle.

Reading lists, online publications, weblinks and statistics are now available at www.tourisminsights.info. Resources are also available online via Business Source Premium, and useful journals can also be found at Chichester Public Library. You will be introduced to the resources available to you during the programme. If you run into problems please do not hesitate to ask the library staff for assistance or you could ask the Tourism Subject Librarian, Norma Leigh, for help.

Self-Directed Activities

As part of the 150 hours for each module, you will also be asked to complete short tasks that will form part of the next lecture session. While not assessed, these tasks are intended to support your own learning, and to explore specific tourism issues covered during the module. Specific tasks will be allocated on a weekly basis. It is essential that these tasks are completed, as student feedback resulting from these tasks will feature as an important part of the programme and, in particular, the surgery sessions.

They are also designed to encourage you to start reading and exploring the resources that you have to hand. p. 2

Competitive Advantage

Assessment

The assessment for this module will consist of an individual presentation organisation (30%)(1,050 word equivalent) and a research essay (70%)(2,450 words) examining aspects of competitive advantage discussed in the module.

Research Essay: The aim of the research essay (70%)(2,450 words) is to examine aspects of the strategic management process discussed in the module in relation to specific sectors within the service environment. You should address the following essay title: 1. With reference to examples draw across the service sector, illustrate the ways in which companies have sought to create a position of competitive advantage.

Guidelines The essay is asking you to compare and contrast how different sectors within the service environment have sought to create a position of competitive advantage.

Along a detailed discussion of competitive advantage you should also include some reference to the specific frameworks for competitive strategy discussed in the module (i.e. Porter and Poon). You need to compare approaches taken by the different sectors (e.g. the use of information technology), but also attempt to demonstrate the types of strategy that may be inherent to a specific sector.

Your answer must include reference to real world examples, and be supported by reference to the academic literature. You need to be selective in your choice of examples, and provide a succinct and coherent discussion. Emphasis must also be given to clear and accurate referencing. You must draw on a range of examples, and not merely concentrate on one specific sector.

The assessment criteria for the research essay are: 

Content quality and relevance in terms of applying specific aspects of the management process covered in the module, to the chosen business sector



Clear and logical structure, including introduction, main body and conclusion



Quality, choice and exposition of support material and case studies accurately referenced using appropriate referencing convention



Effective use of tables, figures and illustrations

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Competitive Advantage Individual Presentation: The aim of the presentation is to examine competitive strategy within the service sector, using the frameworks for competitive strategy discussed during the module. Students will be split into groups and asked to look at competitive strategy in key sectors such as retail, accommodation, attractions, transport (airlines and cruises) and travel intermediaries. The presentations will provide relevant examples that can be included in the research essay.

The assessment criteria for the presentation are: 

Structure and delivery of the presentation

 Depth,

knowledge and relevance of the subject in relation to the chosen

research essay  Ability to convey information accurately and succinctly  The use and quality of visual aids  Evidence

of background reading and the quality, choice and exposition of

support material The generic undergraduate marking criteria are provided overleaf.

Submission Dates

Key dates for your diary: - The presentations will take place on Monday 1st and 8th November.

- The research essay must be submitted by 1pm Wednesday 8th December.

Work must be submitted directly to Emma Clayfield, SEMAL programme administrator. Students are asked to ensure that the submission of their work is recorded and that they take away the blue module assessment copy sheet for their own records. Students are also reminded that they must submit an electronic of their work at the same time. Work failing to include an electronic copy will be regarded as a non-submission! In the event that you fail this module, the reassessment will consist of a resubmission of a 3,500 word research

Student Support

I can be found on the top of floor of the Mordington building (Room 2.19) on the Bognor Regis campus. If you have any problems please do not hesitate to come and see me. While I am usually around, consultancy work does take me off campus from time to time. Therefore while you are welcome to pop in informally, please email me to make an appointment (a.clegg@chi.ac.uk/tel: 812017) to guarantee that I am in to see you.

Evaluation

At the end of the module, you will have the opportunity to complete a module evaluation form to comment on the overall structure, content and quality of the programme. If you have any immediate concerns about the quality of the module then please do not hesitate to come and talk to me directly. The module evaluation form will be hyperlinked via the BML209 homepage on Portia. The module evaluation for 2009-2010 is available on the BML209 homepage. p. 4

Competitive Advantage

Student Conduct

The University’s Commitment Charter (Section C) sets out the codes of behaviour that staff and students can expect from one another. Every member of the University community is expected to uphold the Charter commitments and to help to maintain a respectful and constructive learning environment for themselves and for others.

In contact (class) time, and outside of it, the University expects you to show consideration towards other students and the staff of the University. In lectures, seminars and workshops it is your responsibility to avoid behaviour which distracts the learning process for yourself and others. Behaviours which may seem insignificant to you, such as whispering to friends, or texting during a seminar, are almost always noticed! They can have an accumulative, negative impact on the group and the tutor. Such behaviours signal lack of respect for others - even if this was not your intention.

To help illustrate these points, here are some behaviours that students and tutors have found distracting:  Talking or whispering in lectures, outside times set aside for group discussion  Talking

or whispering while other students are making points

 Interrupting  Habitually  Sending  Mobile  Using

other students or the tutor while they are talking

arriving late or leaving early (without forewarning the tutor)

and receiving texts

phones ringing

MP3 players

 Playing

electronic games

 Surfing

the net in class

Students whose behaviour disrupts a class persistently may be asked to leave the session. However we are sure that as adult learners you’ll use common sense and be willing to help create the best possible learning environment for everyone.

Attendance

Students are reminded that attendance at all modules is compulsory. If you miss a session, for what ever reason, you should complete and submit a student absence form to Emma Clayfield. This should be completed as soon as possible from the date of absence. You are reminded that persistent absence can potentially result in your deregistration from the module. The full University regulations regarding attendance can be found in your student handbook. You are also asked to arrive punctually for your lectures.

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Competitive Advantage

Undergraduate Assessment Criteria

%Grade

Characteristics of % grade band

FAIL

0%

Penalty grade for academic malpractice

1-9%

Of no relevance whatsoever to the objectives of the module assessment.

10-19%

Very little of any relevance or substance. Lacking in application or quality.

20-34%

An attempt has been made to address the relevant issues. However, it is still mainly of little relevance or is scanty and backed up with little or no evidence. The style may be inappropriate, with serious errors of grammar, spelling and structure. Displays some intellectual or practical application.

35-39%

Some relevant issues are addressed, however the answer is largely descriptive or anecdotal, or is backed up with little evidence. The style may be inappropriate, with serious errors of grammar, spelling and structure.

Inability to handle knowledge; limitations in practical skills.

A PASS GRADE

40-49%

The main issues have been addressed, but with some omissions. There is little theoretical content. The style may be inappropriate, with errors of grammar, spelling and structure. Limited in interpretative use of knowledge or in some practical skills.

A LOWER SECOND (2:2)

50-59%

A competent answer which addresses the main issues satisfactorily, but which may contain minor omissions or errors. Theoretical issues are addressed, but may be somewhat superficial. There is a degree of appreciation of the material, but this may show limited evidence of critical ability. The style is largely good. Good grasp of knowledge and practice with some limitations.

AN UPPER SECOND (2:1) 60-69%

All main issues addressed with clarity. There is evidence of wide reading.

The work is well organised with relevant arguments cogently developed and supported by appropriate evidence. There is evidence of considerable critical and analytical ability, with clear insights and competent evaluation of material. It is well presented and structured. The grammar and style are good. Good capacity to interpret and use material flexibly, no practical inadequacies. At the higher margin, work will not contain any errors or omissions.

FIRST CLASS

70-79%

Highly critical and analytical, well presented and structured, with a comprehensive and insightful exposition of relevant theory and research.

Demonstrates creative flair or excellent skill in performance linked with strong interpretative understanding.

80-89%

As 70-79, but makes innovative or original links with related theory and/ or research. May be of publishable quality. Creative flair combined with strong interpretative understanding.

90-100%

As 80-89 but highly original or innovative, or creates an entirely new synthesis of ideas. Of publishable quality. Creative flair combined with profound interpretative understanding.

PLAGARISM

Plagarism is taken extremely seriously by the University and you are reminded to ensure that you reference clearly and accurately in your work. University regulations relating to plagarism can be found in your student handbook. If you are ever in any doubt as to the best way of referencing source material then please seek guidance from your module tutor. p. 6