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Syllabus
AG BM 308W (GWS) Strategic Decision Making in Agribusiness (3) This course utilizes case studies to investigate strategic decision making among agribusiness firms, highlighting how information and market power shape strategies.
Prerequisites: AG BM 101, AG BM 102, and AG BM 106
Overview | Objectives | Materials | Library Resources | Technical Requirements | Class Rules | Course Requirements | Grading | Course Schedule | Academic Integrity | Accommodating Disabilities | Additional Policies
Overview
Competition is fierce among agrifood firms because supply exceeds demand for most agricultural commodities and food products. Consumers have choices, and because of the information technology (IT) revolution, your competitors are not just the firms around the corner, but also those around the world. The world is flatter; metaphorically speaking, Mumbai is now a suburb of Boston. The agrifood landscape is littered with failed products and businesses that were once market leaders.
Thomas Friedman, author of the bestselling book, The World Is Flat, describes how the world has changed: “When I was a child I was told to eat all the food on my plate because there were hungry children in India and China. Today I tell my children to finish their homework because there are children in India and China competing with you for the same job” (Friedman, 2005). It is more important today than ever before for agribusiness managers to know what it takes to survive in this faster, flatter market environment if they want to stay in business. And the pace of change is just revving up. As Andrew Grove of INTEL said, “Only the paranoid survive, and you cannot be paranoid enough!” (Grove, 1996). This environment of rapid change is why your business education is incomplete without a course in strategic management.
To succeed in this environment, an agrifood firm must have a sustainable competitive advantage in the market so it will be the first choice of:
- customers when they buy,
- employees when they decide where to work, and
- investors when they decide to invest their capital.
This course covers the five forces (as described by Michael Porter) that affect a firm’s competitive advantage, and demonstrates how agribusiness managers can formulate a strong position in the market by
- asking the right questions,
- making the right decisions, and
- efficiently and effectively implementing their strategic decisions.
An agribusiness firm’s sustainable competitive advantage allows it to maximize its long-run profits. Profit maximization leads to the firm maximizing its return on invested capital (ROIC). When a firm is maximizing its ROIC, the price of its stock should increase.
Course Objectives
At the end of the course, you should be able to do the following:
- Explain what strategic management is and why it is important to the long-term success of an agribusiness.
- Define Porter’s Five Forces Model and explain how it is used in strategic management.
- Analyze and evaluate whether an agribusiness firm has a sustainable competitive advantage.
- Formulate a strategic plan for an agribusiness.
- Evaluate a “hot topic” and determine whether the topic would impact the strategic plan.
- Access and use the wealth of business information available online and in the library to develop and evaluate a firm’s strategic plan.
- Present arguments persuasively in both oral and written formats for an agribusiness mutual fund’s decision to buy or not buy a stock (i.e., become a solid critical thinker who can express himself or herself in writing business memos and in an oral report).
Our definition of a critical thinker is one who is comfortable operating at all six levels of Bloom's Taxonomy of the cognitive domain: knowledge, comprehension, application, analysis, synthesis, and evaluation.
In short, you will become a thinker, decision maker, and communicator.
Required Course Materials
The following textbook is required and may be purchased from MBS Direct:
- Coulter, M. (2013). Strategic management in action (6th ed.). Pearson. ISBN: 9780132620673.
Optional Course Materials
The following textbook is highly suggested and may be purchased from MBS Direct or a vendor of your choice. If you are interested, this text is also available as an app and can be purchased for a minimal fee.
- Strunk, W., Jr., & White, E. B. (2000). The elements of style (4th ed.). Longman. ISBN: 9780205309023.
For pricing and ordering information, please see the Barnes & Noble College website.
Materials will be available at Barnes & Noble College approximately three weeks before the course begins. It is very important that you purchase the correct materials. If your course requires one or more textbooks, you must have exactly the correct text required (edition and year).
Library Resources
Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can
- access magazine, journal, and newspaper articles online using library databases;
- borrow materials and have them delivered to your doorstep—or even your desktop;
- get research help via email, chat, or phone using the Ask a Librarian service; and
- much more.
You can view the Online Students' Library Guide for more information.
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and services. Once you have a Penn State account, you will automatically be registered with the library within 24–48 hours. If you would like to determine whether your registration has been completed, visit the Libraries home page and select My Account.
Technical Requirements
| Operating System | Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems. To determine if your operating system is supported, please review Canvas' computer specifications. |
|---|---|
| Browser | Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using. Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites. |
| Additional Canvas Requirements | For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications. |
| Additional Software | All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint. |
| Hardware | Monitor: Monitor capable of at least 1024 x 768 resolution |
| Mobile Device (optional) | The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements. |
Student Education Experience Questionnaire (SEEQ)
During the semester you will receive information for completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.
If you need technical assistance at any point during the course, please contact the Service Desk.
For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!
Class Rules
- We expect you to participate in class activities, including discussions.
- We teach under the assumption that you have completed the necessary readings and assignments prior to participating in class discussions.
- We expect you to turn in all assignments on time. A 10% penalty will be assessed for each day an assignment is late. Please refer to the Course Schedule for assignment due dates.
Course Requirements
Essays (250 words)
You will write more than ten 250-word essays at 10 points each. The ten highest grades will count toward your grade. A 250-word essay is about 1-1.5 pages double-spaced. The result does not have to be a highly polished paper, but it should be logically organized and not contain any misspellings or serious grammar errors. In business, brevity is good. A point will be deducted for each misspelled or incorrectly used word. Refer to the Course Schedule for due dates.
These essays will be assigned throughout the course on a variety of topics (check the Course Schedule for when essays are assigned). These assignments have several objectives. First, they get you in the habit of thinking. Second, they get you in the habit of writing down what you are thinking. Third, they force you to put your thoughts into a logical sequence. And fourth, they get you to present your ideas in a persuasive manner. Learning to think strategically takes time. These essays immerse you in thinking strategically. Once you master this ability, the rest of the course will make more sense.
The first couple of essays are based on readings from the textbook and other assignments. As we evaluate companies, you will write essays on “hot topics” or issues that could potentially change the strategic direction of a company. Ultimately, we want to know what you would do if you were a senior executive or the CEO and had to actually make strategic decisions that could make or break your company.
Business Memos (Company Evaluations)
Note: There are multiple due dates for the Business Memo assignment, so be sure to complete each part of the assignment by the due dates listed in the Course Schedule.
You will analyze eight different agribusiness companies. For each company, you will write a business memo (each worth 100 points) from the perspective of a market analyst working for a mutual fund that specializes in agribusiness firms. Your ultimate goal is to recommend to your supervisor—which will be your instructor(s)—whether we should add this firm to our portfolio.
Assume that a major chunk of your bonus each year will be based on how well the firms you recommend perform. (The learning link is that the strength of a firm’s sustainable competitive advantage and execution of its strategic plan are reflected in the price of its stock).
Use the Company Evaluation Grading Rubric provided in class as an outline for your memo to ensure that you cover all the relevant topics. Arrange the facts in your memo so they build a logical argument that supports your conclusion to buy or not buy the stock for our mutual fund. You should plan on using resources available to students from the Business Library Database.
Please use the following process to submit business memos:
One-Page Summary Business Memos
Before the company discussion begins, submit a one-page summary memo to the designed assignment that describes the company background, products, and market positioning. Follow a six Cs format that includes company, consumers, competitors, category, customers, and channels. This part of the case is worth a maximum of 10 points. Completing the one-page memo will prepare you for the class discussion. Refer to the Course Schedule for due dates.
Class Discussion
Interactive class discussions will take place in virtual class sessions (using Collaborate), which will be announced by the instructor. In preparation for the discussion, complete the readings for the week and submit the One-Page Summary Business Memo assignment prior to the sessions.
During the online sessions, the class will discuss the company being analyzed for the week, including the following:
- the company's background;
- the market positioning;
- the six Cs (company, consumers, competitors, category, customers, and channels) for the company;
- the internal and external analysis (also known as SWOT analysis: strengths, weaknesses, opportunities, and threats) for the company; and
- any other related information you may need to complete the analysis for that week.
If you are unable to attend the virtual class session, you are required to review the recorded session, write a one-page synopsis (which can also include any other thoughts you have about the company that were not addressed during the session), and post your response to a designated discussion forum. We advise that you work in Word to write your synopsis and then copy and paste your work into the discussion forum post. Each student will then need to respond to at least two other students.
If you attend and participate in the virtual class session, posting and responding to peers in the discussion forum is optional.
You will need to participate in at least five of the eight business memo discussions. If you do not participate in at least five of the sessions, you will be awarded zero points for each missed discussion assignment. If you participate in more than five of the business memo discussions, the highest five grades will be counted toward your final grade. Participation in each of the five business memo discussions is worth a maximum of 10 points each.
Final Business Memos
Finally, you will need to submit an additional three-page section to your one-page summary memo. Refer to the Course Schedule for due dates. The three-page section is worth 70 points and follows the Company Evaluation Grading Rubric, including your recommendation of whether to buy or not buy the stock. You should combine the one-page summary memo with the three-page section and submit your final document (no more than four pages) to the designed assignment. Remember that this final memo is going to be read by your boss, so it should be engaging and flow from section to section. Required graphs and tables count as part of the four-page total. Be sure to discuss and reference them in the body of the memo.
The remaining 10 points will be assigned based on the quality of your writing (flow, spelling, grammar, etc.).
Strategic Management Project
For the Strategic Management Project, you will randomly be assigned to work in a group consisting of four to five students. Each group will select an agribusiness firm from a list of choices around mid-semester. Each group will work together to analyze the group's chosen company and will submit a written report, similar to the Business Memo format.Each group will also complete a 15-20 minute video recording of the entire presentation.
You will conduct a peer evaluation of each team member, including an evaluation of yourself.
We will conduct a 360-degree feedback evaluation of each report, meaning that teams will be assigned to review and evaluate each other's presentations on an individual basis using an evaluation form.
See a breakdown of the project below. Refer to the course schedule for due dates.
Team Selection and Company Selection
Team selection: You will randomly be assigned to a group of four or five students (your instructor will inform you when this occurs).
Company selection: Each team will choose, on a first-come-first-served basis, an agribusiness firm from the following list:
- Dunkin' Donuts
- Kellogg's
- Buffalo Wild Wings
- Snyder's-Lance
- Green Mountain Coffee
- Starbucks
- General Mills
- Sonic Corporation
- McDonald's
- ConAgra Foods
Once your team selects a company, one member of the team should respond to the Agribusiness Company Selection Discussion Forum with your team's selection. If another team has already selected a company from the list, your team must choose another company.
Teams will choose their company for the group project during Week 6. Refer to the Course Schedule for the due date.
Report
The Strategic Management Group Report will be similar to the company business memos. However, in this report the one-page summary will be included as part of the business memo (instead of being completed earlier in the week prior to a virtual class discussion). Note: A virtual class discussion is not scheduled for this week. Your report should be a total of four pages in length. Additionally, refer to the Strategic Management Report Evaluation Grading Rubric which explains the instructor's expectations and grading scheme.
Presentation
Use your Strategic Management Report to assist you in the creation of your team's presentation. Each team will need to complete a 15-20 minute video recording of its entire presentation and upload it to YouSeeU.com. Contact your group members and decide how your group will complete the Strategic Management Project Group Presentation assignment. Note: A virtual class discussion is not scheduled for this week. Additionally, refer to the Strategic Management Presentation Evaluation Grading Rubric, which explains the instructor's expectations and grading scheme. Finally, team presentations will be viewed and evaluated by other classmates.
Peer Evaluation
After your team has completed the Strategic Management Project, you will need to complete a peer evaluation of every team member, including yourself.
Presentation Review and Evaluation
We will conduct a 360-degree feedback evaluation of each report. Students in Teams 1, 2, and 3 will review and evaluate each other's presentations on an individual basis. Students in Teams 4, 5, and 6 will do the same. If there are more than six teams, the instructor will provide information regarding the team reviews and evaluations.
Each student is required to review the assigned recorded team presentations other than their own (teams are mentioned above) by accessing the YouSeeU course space and evaluating the presentations using an evaluation form.
Your participation in viewing and evaluating the team presentations will count toward your overall grade. Please keep in mind that since there are no assigned readings or lecture notes for Week 15, the team presentations and their review and evaluation will serve as the lesson for this last week of class. Individual student ratings for the team presentations will not be disclosed by the instructor to any other students in the course.
Refer to the Course Schedule for due dates.
Grading
| Categories | Type | Points | Assignment breakdown |
|---|---|---|---|
| Business Memos (Company Evaluations): One-Page Summary Memos | Individual | 80 |
Eight one-page summary business memos (company evaluations) worth 10 points each Total of 80 points |
| Business Memos (Company Evaluations): Class Discussion | Individual | 50 |
Class discussions worth 10 points each
|
| Final Business Memos | Individual | 640 |
Eight three-page business memos worth 80 points each Total of 640 points |
| 250-Word Essays | Individual | 100 |
Ten or more 250-word essays worth 10 points each
Total of 100 points |
| Strategic Management Project Written Report | Team | 100 | Total of 100 points |
| Strategic Management Project Presentation | Team | 100 | Total of 100 points |
| Strategic Management Project Presentation Review and Evaluation | Individual | 50 | Total of 50 points |
| Strategic Management Project Peer Evaluation | Individual | 50 | Total of 50 points |
| Total | 1170 | Total of 1170 points |
| Letter grade | Percentage |
|---|---|
| A | 94-100 |
| A- | 90-93 |
| B+ | 88-89 |
| B | 84-87 |
| B- | 80-83 |
| C+ | 77-79 |
| C | 70-76 |
| D | 60-69 |
| F | < 60 |
Please refer to the University Grading Policy for Undergraduate Courses for additional information about University grading policies.
If, for reasons beyond the student's control, a student is prevented from completing a course within the prescribed time, the grade in that course may be deferred with the concurrence of the instructor. The symbol DF appears on the student's transcript until the course has been completed. Non-emergency permission for filing a deferred grade must be requested by the student before the beginning of the final examination period. In an emergency situation, an instructor can approve a deferred grade after the final exam period has started. Under emergency conditions during which the instructor is unavailable, authorization is required from one of the following: the dean of the college in which the candidate is enrolled; the executive director of the Division of Undergraduate Studies if the student is enrolled in that division or is a provisional student; or the campus chancellor of the student's associated Penn State campus.
For additional information please refer to the Deferring a Grade page.
Course Schedule
Note: All due dates reflect North American eastern time (ET).
The schedule below outlines the topics we will be covering in this course, along with the associated time frames and assignments.
- Course begins: January 9, 2017
- Course ends: April 28, 2017
- Course length: 16 weeks
| Semester Break | Enjoy the break! |
|---|---|
|
Time frame |
March 6 to March 12, 2017 |
Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please go to the Graduation Information on the My Penn State Online Student Portal.
Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.
Academic Integrity
According to Penn State policy G-9: Academic Integrity , an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.
Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity ). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.
How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and
personal integrity; respect other students' dignity, rights, and
property; and help create and maintain an environment in which all
can succeed through the fruits of their own efforts. An environment
of academic integrity is requisite to respect for oneself and
others, as well as a civil community.
In cases where academic integrity is questioned, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.
All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page .
Accommodating Disabilities
Penn State welcomes students with disabilities into the University's educational programs. Every Penn State campus has resources for students with disabilities. The Student Disability Resources (SDR) website provides contacts for disability services at every Penn State campus. For further information, please visit the SDR website.
In order to apply for reasonable accommodations, you must contact the appropriate disability resources office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation based on the documentation guidelines. If the documentation supports your request for reasonable accommodations, your campus's disability resources office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.
Additional Policies
For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.
Military
Veterans and currently serving military personnel and/or dependents with unique circumstances (e.g., upcoming deployments, drill/duty requirements, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.
Privacy
In order to protect your privacy, course access is limited to those individuals who have direct responsibility for the quality of your educational experience. In addition to the instructor, a teaching assistant or college administrator may be provided access in order to ensure optimal faculty availability and access. World Campus technical staff may also be given access in order to resolve technical support issues.
Student Responsibilities
- Students are responsible for online course content, taking notes, obtaining other materials provided by the instructor, taking tests (if applicable), and completing assignments as scheduled by the instructor. As a general rule, students should plan on logging into the course at least three times per week and spending at least three hours per course credit per week on the course, e.g., if the course is three credits, the student should plan on spending at least 9-12 hours per week on the course, just as they would in a residence course.
- Students are responsible for keeping track of changes in the course syllabus made by the instructor throughout the semester.
- Students are responsible for monitoring their grades.
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Students must contact their instructor (and teammates when working on any collaborative learning assignments) as soon as possible if they anticipate missing long periods of online time due to events such as chronic illnesses, death in the family, business travel, or other appropriate events. The instructor will determine the minimal log on time and participation required in order to meet course responsibilities. In the event of other unforeseen conflicts, the instructor and student will arrive at a solution together.
- Requests for taking exams or submitting assignments after the due dates require documentation of events such as illness, family emergency, or a business-sanctioned activity.
- Conflicts with dates on which examinations or assignments are scheduled must be discussed with the instructor or TA prior to the date of the examination or assignment.
- Students are responsible for following appropriate netiquette (network etiquette) when communicating with their instructor and classmates. For reference, see the Academic Success Kit.
- Behaviors that disrupt other students’ learning are not acceptable and will be addressed by the instructor.
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For severe and chronic problems with student disruptive behavior, the following will be applied for resolution:
- Senate Committee on Student Life policy on managing classroom disruptions: Office of Student Accountability and Conflict Response.
- Penn State Principles
Disclaimer: Please note that the specifics of this Course Syllabus are subject to change, and you will be responsible for abiding by any such changes. Your instructor will notify you of any changes.