Guía docente de Flexibilidad y Cambio Estratégico (MA9/56/6/29)

• Models applied to business environment related to flexibility and strategic change.
• Main recent contributions to the field.
• Real-case scenarios.
• Successful managerial practices.
• New lines of research.

In the case of using AI tools for tasks, essays, and deliverables, the student must adopt an ethical and responsible use of such tools. The “Recommendations for the Use of Artificial Intelligence at the UGR" must be followed. They can be seen here:
https://ceprud.ugr.es/formacion-tic/inteligencia-artificial/recomendaciones-ia#contenido0

• Understand the relevant theories, trends and debates related to the field.
• Apply and extend existing theories to solve real problems.
• Propose and solve research questions in such a way applicable to strategic change matters.
• Understand the network of firms that work together to design, produce and deliver products and services.
• Realize the benefits and problems arising from outsourcing decisions.
• Understand major challenges related to effective supply chain management.
• Recognize the importance of product and service designs in the supply chain process.
• Acquire a global view of the opportunities that exist through cooperation and collaboration in the network.
• Assimilate the servitization process inherent to the current business landscape.
• Interpret the possibilities of value co-creation derived from a strategic network.

THEORY SYLLABUS:

PART 1. Navigating Strategic Environments and Strategic Foundations of Change and Flexibility

• Chapter 1: Diagnosing Strategic Environments
• Chapter 2: Foundations of Competitive Advantage

PART 2. Organizational Flexibility and Adaptive Capabilities     

• Chapter 3: Understanding Flexibility and Dynamic Capabilities      
• Chapter 4: Organizational Design, Agility and Ambidexterity

PART 3. Culture and Change in Organizations      

• Chapter 5: Change Management 
• Chapter 6: Organizational Culture

PART 4. Industry 4.0, Servitization and Strategic Transformation

• Chapter 7: Industry 4.0 and Digital Transformation
• Chapter 8: Servitization and Product-Service Innovation as a Change Strategy

PART 5. Strategies for Cooperation, Outsourcing and Value Co-creation

• Chapter 9: Ecosystems and Strategic Networks

• The practical component of the course is designed to enhance students’ understanding through an applied and interactive learning approach. A variety of activities will be conducted throughout the course to promote analytical thinking, collaborative work, and the development of practical skills. These activities may include case discussions, group exercises, simulations, short presentations, and structured debates. The aim is to encourage active engagement and create opportunities for students to apply concepts, share perspectives, and learn through dialogue and participation.

• In the final sessions, students will deliver oral presentations on selected topics, followed by peer feedback and discussion. This format helps build communication, critical thinking, and academic reasoning skills.

• Active participation is essential and will be taken into account in the overall assessment. Participation involves regular involvement in class discussions, teamwork, and reflective contributions throughout the course.

• Baines, T., & Lightfoot, H. (2013). Made to serve: How manufacturers can compete through servitization and product service systems. John Wiley & Sons.
• Chopra, S., & Meindl, P. (2016). Supply chain management: Strategy, planning, and operation. Person
• Pettigrew, A. M., Whittington, R., Melin, L., Sanchez-Runde, C., Van den Bosch, F. A., Ruigrok, W., & Numagami, T. (Eds.). (2003). Innovative forms of organizing: International perspectives. Sage.

• Baines, T., Ziaee Bigdeli, A., F Bustinza, O., Shi, V. G., Baldwin, J., & Ridgeway, K. (2017). Servitization: revisiting the state-of-the-art and research priorities. International Journal of Operations and Production Management, 37(2), 256-278.
• Bustinza, O.F., C. Parry, G., & Vendrell-Herrero, F. (2013). Supply and demand chain management: The effect of adding services to product offerings. Supply Chain Management: An International Journal, 18(6), 618-629.
• Bustinza, O. F., Bigdeli, A. Z., Baines, T., & Elliot, C. (2015). Servitization and competitive advantage: the importance of organizational structure and value chain position. Research-Technology Management, 58(5), 53-60.
• Bustinza, O., Vendrell Herrero, F., Gomes, E., Lafuente González, E. M., Opazo-Basáez, M., Rabetino, R., & Vaillant, Y. (2018). Product-service innovation and performance: unveiling the complexities. International Journal of Business Environment, 10(2), 95-111.
• De Propris, L. (2016). A fourth industrial revolution is powering the rise of smart manufacturing. UK: The Conversation Trust. Retrieved from http://theconversation.com/a-fourth-industrial-revolution-is-powering-the-rise-of-smart-manufacturing-57753
• Kempf, K. G., Keskinocak, P., & Uzsoy, R. (Eds.). (2011). Planning production and inventories in the extended enterprise: a state of the art handbook (Vol. 1). Springer Science & Business Media.
• Macintyre, M., Parry, G., & Angelis, J. (Eds.). (2011). Service design and delivery. Springer Science & Business Media.
• Meyer, E. (2016). The culture map: Breaking through the invisible boundaries of global business. PublicAffairs.
• Parry, G., Bustinza, O. F., & Vendrell-Herrero, F. (2012). Servitisation and value co-production in the UK music industry: an empirical study of consumer attitudes. International Journal of Production Economics, 135(1), 320-332.
• Seifert, D. (2003). Collaborative planning, forecasting, and replenishment: How to create a supply chain advantage. AMACOM Div American Mgmt Assn.
• Stadtler, H. (2015). Supply chain management: An overview. In Supply chain management and advanced planning (pp. 3-28). Springer Berlin Heidelberg.
• Vandermerwe, S., & Rada, J. (1988). Servitization of business: adding value by adding services. European Management Journal, 6(4), 314-324.
• Vendrell-Herrero, F., Bustinza, O.F., Parry, G., & Georgantzis, N. (2017). Servitization, digitization and supply chain interdependency. Industrial Marketing Management, 60, 69-81.
• Wise, R., & Baumgartner, P. (1999). Go downstream: the new profit imperative in manufacturing. Harvard business review, 77(5), 133-141

• For more than a century, Institute for Supply Management® (ISM) has impacted supply management and the purchasing profession through best in class education, certification, leadership development and research: https://www.instituteforsupplymanagement.org/
• The centre of excellence in research and practice on servitization and advanced services: https://www.advancedservicesgroup.co.uk/

Article 18 of the UGR Assessment Policy and Regulations establishes that the ordinary assessment session (convocatoria ordinaria) will preferably be based on the continuous assessment of students, except for those who have been granted the right to a single final assessment (evaluación única final), which is an assessment method that only takes a final exam into account.

In the ordinary assessment, it will be conducted an ongoing evaluation of student training in order to assess (shown in parenthesis the weight of each item in the final assessment):

• Individual test (50%): A single comprehensive test will assess students' understanding of the theoretical content covered throughout the course, including material from both lectures and seminars. The test may consist of multiple-choice, open-ended and/or true/false questions, evaluating conceptual knowledge and the ability to apply it in practical contexts. A minimum score of 4 out of 10 is required in the individual test to include the marks from oral presentations and participation in the final grade. 
• Oral presentations (30%): Students will present a research project related to the course content, from either an academic or managerial perspective. Projects will be completed individually or in groups, as determined by the instructor 
• Active participation in discussion sessions and the degree of interest of the interventions (20%): It will consider the level of student involvement in the subject matter and the degree of ongoing monitoring of the development of the course. Attendance to seminars is compulsory to reach the highest marks

Article 19 of the UGR Assessment Policy and Regulations establishes that students who have not passed a course in the ordinary assessment session (convocatoria ordinaria) will have access to an extraordinary assessment session (convocatoria extraordinaria). All students may take part in this extraordinary assessment session, regardless of whether or not they have followed continuous assessment activities. In this way, students who have not carried out continuous assessment activities will have the opportunity to obtain 100% of their mark by means of an exam and/or assignment.

The extraordinary assessment will comprise:

• Individual test (100%): A single comprehensive test will assess students' understanding of the theoretical content covered throughout the course, including material from both lectures and seminars. The test may consist of multiple-choice, open-ended and/or true/false questions, evaluating conceptual knowledge and the ability to apply it in practical contexts.

In the resit exam (extraordinary assessment), students who followed the continuous assessment system will receive the highest final grade between:

a) the resit exam grade (100%), or

b) the weighted average of the resit exam (50%) combined with their previously earned grades for presentations (30%) and participation (20%).

Article 8 of the UGR Assessment Policy and Regulations establishes that students who are unable to follow continuous assessment methods due to justifiable reasons shall have recourse to a single final assessment (evaluación única final), which is an assessment method that only takes a final exam into account.

In order to opt for a single final assessment (evaluación única final), students must send a request, using the corresponding online procedure, to the coordinator of the master’s programme, in the first two weeks of the course or in the two weeks following their enrolment (if the enrolment has taken place after the classes have already begun). The coordinator will communicate this information to the relevant teaching staff members, citing and verifying the reasons why the student is unable to follow the continuous assessment system.

In this case, the assessment will comprise:

• Individual test (100%): A single comprehensive test will assess students' understanding of the theoretical content covered throughout the course, including material from both lectures and seminars. The test may consist of multiple-choice, open-ended and/or true/false questions, evaluating conceptual knowledge and the ability to apply it in practical contexts.

• Inclusion and diversity: In the case of students with disabilities or other specific educational support needs (NEAE), the tutoring system will be adapted to these needs, following the recommendations of the inclusion area at the University of Granada. Departments and centers will establish appropriate measures to ensure that tutorials take place in accessible locations. Additionally, at the request of faculty, support can be requested from the competent unit at UGR for special methodological adaptations. Information of interest for students with disabilities and/or Specific Educational Support Needs (NEAE):
  https://ve.ugr.es/servicios/atencion-social/estudiantes-con-discapacidad
• All materials associated with this course (which will be made available through the PRADO platform of the University of Granada) are for the exclusive use of students enrolled in the course “Operations Management”. Therefore, their reproduction or distribution, in whole or in part, by any means or device (including non-official sharing platforms) is strictly prohibited. Any improper conduct will constitute a violation of current regulations and may lead to the corresponding legal responsibilities.
  In this regard, the dissemination of class materials (in whole or in part) in whose creation the course instructors have participated will be considered plagiarism and/or a criminal offense. This includes: maps, texts (including the content of slides), graphs, outlines, figures, etc. The unauthorized appropriation of copyright is a crime and will therefore entail the corresponding penalties and legal measures.
• Recording and/or capturing of sessions, as well as their reproduction or distribution, in whole or in part, by any means or device, is strictly prohibited. Any improper conduct will constitute a violation of current regulations and may result in corresponding legal responsibilities.