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Strategic Management and Planning

Code: 102361
Credits: 6
2026/2027
Degree programme Type Course
Business Administration and Management OP 4

Contact lecturer

Name :
Dario Cottafava
Email :
dario.cottafava@uab.cat

Teaching staff

Dario Cottafava

Group languages

You can consult this information at the end of the document.

Prerequisites

It is advisable to take this course in the fourth year of the Bachelor’s Degree in Business Administration. A good level of English is recommended, as several readings, cases and teaching materials may be in English. No specific technical prerequisites are required, although basic familiarity with business strategy, sustainability, innovation, global supply chains and digital tools will be useful.

Objectives

The main objective of the course is to teach, expand and practise knowledge and techniques related to strategic management and planning in firms, organisations and territories facing complex sustainability transitions. The course aims to improve students’ skills and competences through the analysis and oral presentation of readings, work assignments, practical cases and applied strategic exercises related to the discipline.


The course approaches strategic management as a key competence for decision-making under conditions of ecological limits, geopolitical instability, technological disruption and social transformation. Firms do not operate in isolation: they are embedded in innovation ecosystems, global value chains, institutional environments, territories and socio-ecological systems. Therefore, strategy must be understood not only as competitive positioning, but also as the capacity to anticipate futures, manage uncertainty, build alliances, evaluate impacts and contribute to more resilient and sustainable development pathways.

The course connects the traditional foundations of strategic management (e.g. resources and capabilities, competitive advantage, diversification, planning and control, innovation, internationalisation, alliances and ICT strategy) with emerging topics and ethical issues such as worldviews & the ethics of innovation, strategic thinking & leadership, future studies & scenario planning, trends & macrotrends, planetary boundaries & doughnut economics, product, process &system innovation, critical raw materials & global supply-chain vulnerability, geopolitical stability & bioregional development, and local innovation ecosystems & the Five Capital Framework.


The central question of the course is: how can companies and organisations design strategies that remain competitive while contributing to sustainability transitions, territorial resilience and long-term socio-ecological value?

Learning outcomes

  1. Capacity to adapt to changing environments.
  2. Lead multidisciplinary and multicultural teams, implement new projects, coordinate, negotiate and manage conflicts.
  3. Select and generate the information needed for each problem, analyse it and make decisions based on this information.
  4. Make decisions in situations of uncertainty and show an enterprising and innovative spirit.
  5. A capacity of oral and written communication in Catalan, Spanish and English, which allows them to summarise and present the work conducted both orally and in writing.
  6. Organise work, in terms of good time management and organisation and planning.
  7. Assess the effect of different strategies on the competitiveness of a company.
  8. List the main competitors of a company.
  9. Classify the different ways in which a company can compete.
  10. List the basic stages and processes in the formulation and implementation of a business strategy.
  11. Apply the processes of formulating strategies to specific cases.
  12. Draft business plans.
  13. Relate business strategy to the objectives of the company and its breakdown into departments or units.
  14. Adapt the formulation and implementation of strategies to different settings, family companies or recently-created companies.
  15. Back up business strategy decisions.

Contents

THEORY

The course is organised into a ground-zero lecture and eight main blocks.

0. Ground-zero lecture. Worldviews, industrial revolutions and the ethics of strategy: This introductory lecture opens the course by examining how dominant worldviews, technological paradigms and ethical assumptions shape business strategy and innovation. It connects industrial revolutions, creative destruction, the spaceship Earth metaphor and the ethical question of whether innovation is always socially desirable.

  • 0.1. Worldviews, paradigms and strategic imagination
  • 0.2. Industrial revolutions, technological waves and creative destruction
  • 0.3. Spaceship Earth, limits to growth and the ethics of progress
  • 0.4. Ethics of innovation: positive, neutral or harmful innovation?
  • 0.5. From shareholder value to social, environmental and long-term value creation

1. Fundamentals of strategic management, strategic thinking and leadership: This block introduces strategy as the way firms relate to their environment, define long-term objectives, allocate resources and create value. It also introduces strategic thinking and leadership as key capabilities for decision-making under uncertainty.

  • 1.1. Concept and content of business strategy
  • 1.2. The strategic management process: analysis, formulation, implementation and control
  • 1.3. Levels of strategy: corporate, competitive/business and functional strategy
  • 1.4. Schools of strategic thinking: rational, organisational and integrative approaches
  • 1.5. Strategic thinking and leadership: vision, sensemaking, uncertainty and change

2. Resources, capabilities, competitive advantage and knowledge management: This block focuses on internal sources of competitive advantage, including tangible and intangible resources, organisational capabilities, knowledge and learning.

  • 2.1. Competitive advantage: cost, differentiation, hybrid and focus strategies
  • 2.2. Resource-based view and capabilities-based approaches
  • 2.3. Tangible and intangible resources: physical, financial, technological, human and organisational resources
  • 2.4. Strategic evaluation of resources and capabilities
  • 2.5. Intellectual capital, organisational learning, knowledge management and dynamic capabilities

3. Strategic foresight, scenario planning and sustainability transitions: This block introduces strategic foresight as a tool to anticipate uncertainty, explore alternative futures and support long-term strategic decision-making.

  • 3.1. Futures studies, strategic foresight and the role of anticipation in strategy
  • 3.2. Trends, megatrends, macrotrends, weak signals and wildcards
  • 3.3. Scenario planning and alternative futures under uncertainty
  • 3.4. Three Horizons framework and transition pathways
  • 3.5. Growth, post-growth, degrowth and sustainability transitions

4. Strategic planning, control systems and impact-oriented strategy: This block analyses how organisations formulate, implement and monitor strategic plans through resources, indicators, control systems and impact-oriented tools.

  • 4.1. Strategic management vs strategic planning
  • 4.2. Content, elaboration and implementation of strategic plans
  • 4.3. Strategic control: prior, present and posterior control
  • 4.4. Balanced Scorecard, KPIs and strategic dashboards
  • 4.5. Theory of Change and Five Capital Framework: from strategy to outcomes, capital stocks and impact

5. Strategic management of innovation, responsible innovation and sustainability strategy: This block analyses innovation as a strategic driver and explores how firms can orient innovation towards sustainability, responsibility and long-term value creation.

  • 5.1. Technology management and innovation management
  • 5.2. Product, process, organisational, business model and system innovation
  • 5.3. Incremental, radical, disruptive and transformative innovation
  • 5.4. Responsible Research and Innovation, eco-innovation and circular innovation
  • 5.5. Stakeholder-oriented, impact-driven and hybrid business models

6. Planetary boundaries, critical raw materials and global supply-chain geopolitics: This block connects strategy with ecological limits, material constraints, supply-chain dependencies and geopolitical instability.

  • 6.1. Spaceship Earth, planetary boundaries and doughnut economics
  • 6.2. Critical raw materials for digitalisation, renewable energy and industrial transitions
  • 6.3. Global value chains, strategic dependencies and geopolitical risk
  • 6.4. Circular supply strategies: reuse, repair, recycling, substitution and material efficiency
  • 6.5. Environmental justice, Indigenous rights and socio-environmental conflict in extraction zones

7. Internationalisation, strategic alliances and innovation ecosystems: This block examines how firms expand, collaborate and compete across countries and ecosystems through internationalisation, alliances and open innovation.

  • 7.1. Internationalisation strategy and the multinational firm
  • 7.2. Global, multidomestic and transnational strategies
  • 7.3. Entry modes: export, contractual systems, joint ventures and foreign direct investment
  • 7.4. Strategic alliances, cooperation and alliance portfolios
  • 7.5. Open innovation, innovation ecosystems and social network analysis with Kumu

8. ICT strategy, data-driven management, system dynamics and bioregional development: This block connects digital strategy, information systems, systems thinking and territorial transformation. It introduces tools for analysing complex strategic challenges and place-based development.

  • 8.1. ICT strategy and the strategic role of information systems
  • 8.2. Data-driven strategy, dashboards, AI and digital decision-making
  • 8.3. Blockchain, distributed systems and supply-chain transparency
  • 8.4. Region, bioregion, local development and territorial resilience
  • 8.5. Shared agendas, system dynamics and causal loop diagrams


GROUP WORK: SYSTEM DYNAMICS AND CAUSAL LOOP DIAGRAMS

Students will work in groups to analyse a strategic sustainability challenge affecting a firm, sector, territory or innovation ecosystem. Inspired by the shared-agenda approach and by system dynamics, the group work will use causal loop diagrams to understand the structure of the problem, identify feedback loops and propose strategic intervention points.

The group work will include:

  1. Definition of the strategic challenge and its territorial or sectoral context.
  2. Identification of the main actors and ecosystem relations.
  3. Development of a stakeholder or ecosystem map.
  4. Development of a causal loop diagram, identifying reinforcing and balancing loops.
  5. Identification of leverage points, risks, trade-offs and unintended consequences.
  6. Proposal of strategic alternatives for firms, public institutions, civil society or territorial actors.
  7. Short written report and oral presentation.

Possible group topics include:

  • critical raw materials and electric vehicles
  • lithium extraction, Indigenous rights and energy transition
  • textile value chains and circular fashion
  • food systems, organic waste and local bioeconomy
  • tourism pressure, housing and urban liveability
  • water scarcity, agriculture and industrial demand
  • AI infrastructure, energy consumption and data centres
  • university campuses as innovation ecosystems
  • renewable energy deployment and territorial conflicts
  • bioregional development and local production systems
  • post-growth strategies in mobility, housing or energy


INDIVIDUAL CLASSROOM EXERCISE (EXAMPLE LIST)

The following individual exercises may be developed during practical sessions. The list is indicative and may be adapted depending on the rhythm of the course.

  1. Trend, macrotrend and weak-signal analysis. Students select a sector and identify trends, macrotrends, uncertainties and weak signals, discussing their strategic implications.
  2. Scenario planning exercise. Students develop two or three alternative scenarios for a company, sector or territory, identifying key uncertainties, drivers of change and strategic implications.
  3. Three Horizons exercise. Students apply the Three Horizons framework to a sector such as mobility, textiles, food, energy, tourism or ICT.
  4. Ecosystem mapping. Students map the ecosystem around a firm, sector or territorial challenge, identifying companies, suppliers, public institutions, universities, NGOs, users, investors and local communities.
  5. EJAtlas case analysis. Students analyse one environmental conflict, identifying actors, contested resources, business strategies, environmental justice issues and possible strategic responses.
  6. Critical raw material supply-chain analysis. Students choose one critical raw material and reconstruct its extraction, processing, manufacturing, end-use, geopolitical risks and circular alternatives.
  7. Post-growth control wars debate. Students analyse strategic tensions between growth-oriented and post-growth approaches, considering markets, regulation, social conflict and ecological limits.
  8. Sustainability report analysis. Students critically analyse a company sustainability report, focusing on materiality, KPIs, climate targets, circular economy claims, stakeholder engagement and greenwashing risks.
  9. Theory of Change, Balanced Scorecard and Five Capital Framework. Students develop a Theory of Change for a sustainability-oriented business strategy and translate it into a Balanced Scorecard and a Five Capital Framework map.
  10. Social network analysis of a company ecosystem via Kumu. Students map a company ecosystem or alliance network and identify central actors, bridging actors, dependencies, clusters and alliance opportunities.
  11. Innovation type classification. Students classify examples of innovation as product, process, organisational, business model or system innovation, and discuss whether they are incremental, radical, disruptive or transformative.
  12. Strategic leadership mini-case. Students analyse a strategic transformation case and identify the leadership capabilities required to mobilise change, manage resistance and align stakeholders.
  13. Bioregional strategy canvas. Students analyse a territory in terms of ecological constraints, productive capacities, actors, resources and possible development pathways.
  14. Mini causal loop diagram. Students create an individual causal loop diagram for a strategic problem before developing the group work.
  15. Analysis of a ReImagined Futures causal loop diagram. Students select one public causal loop diagram or systems map developed by ReImagined Futures on Kumu and analyse its system boundaries, key variables, actors, reinforcing and balancing feedback loops, strategic tensions, unintended consequences, leverage points and connections with course concepts such as innovation ecosystems, circular economy, post-growth, environmental justice, critical raw materials, supply-chain resilience, bioregional development or shared agendas.

Learning activities and methodology

Title Hours ECTS Learning outcomes
Theoretical class sessions 32.5 1.3 1, 3, 4, 7, 8, 9, 10, 11, 12, 13, 14, 15
Practical class sessions 17 0.68 1, 2, 3, 4, 5, 6, 11, 12, 15
Tutorial time and follow up 10 0.4 1, 3, 4, 11, 12, 15
Study and activities on behalf of the student 83 3.32 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15

The developmenmt of this subject is based upon the following activities:

(1) Explanatory/theoretical sessions as developed by the professor in class, with the support of ICTs.

(2) Analysis and discussion of exercises, articles on the news, readings and/or practical case studies

(3) Preparation and presentation of practical cases and/or work assignments in class by the students

(4) Tutorials face-to face or online. 

 

Artificial Intelligence (AI) use

Restricted Use: For this course, the use of Artificial Intelligence (AI) technologies is permitted exclusively for support tasks, such as bibliographic or information searches. Students must clearly identify which parts have been generated using this technology, specify the tools used, and include a critical reflection on how these have influenced the process and the final outcome of the activity.

AI tools cannot replace the student in carrying out an activity/assignment, particularly in interpreting and drafting content or reaching conclusions.

Lack of transparency regarding the use of AI in any assessable activity will be considered academic dishonesty and may result in partial or total deduction of the activity’s grade, or more severe penalties in serious cases.

 

Annotation: within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Assessment

Continuous assessment activities

Title Weight Hours ECTS Learning outcomes
Mid term exam 20% 1.5 0.06 1, 3, 4, 5, 15
Course participation 30% 4 0.16 1, 2, 4, 5, 6, 7, 15
Final exam 50% 2 0.08 1, 3, 4, 7, 8, 9, 10, 11, 12, 13, 14, 15

In this elective subject, the final grade of the course will be formed by the following averaged/weighted partial grades:

1. Class participation: the right engagement in the course implies a regular level of class attendance (minimum of 75%) and the performance of exercices and programmed activites scheduled. Throughout the course, these issues will result in a grade that will represent 30% of the final course grade. It can include the preparation and presentation of work assignments.

2. A mid term exam: based upon a written exam to be issued in the mid term of the course. This grade will represent 20% of the course final grade.

3. A final exam (according to the official exams scheduling of the School). The student will be assessed based on all the course contents. This final exam grade will represent 50% of the course final grade. In order to apply the proportions of 30%, 20% and 50% of the final grade in this subject, it will be compulsory to obtain a result equal or higher than 3.5 in this final exam. If the mark of the final exam is lower than 3.5, the student will fail this subject without the opportunity to take the recuperation (re-take) exam.

At the end of the course, the professor/instructor will publish the final grades, as well as the date, time and place of the qualification review.

There will be a re-evaluation opportunity for all those students who have not passed the subject but have an averaged final grade equal or higher than 3.5 and lower than 5. In case of passing this re-evaluation, the course final grade will be 5.0 (APTO).

It will be considered as non evaluable a student who has not participated in any of the scheduled evaluation activites.

Calendar of evaluation activities

The dates of the evaluation activities (midterm exams, exercises in the classroom, assignments, ...) will be announced well in advance during the semester.

The dateof the final exam is scheduled in the assessment calendar of the Faculty.

\"The dates of evaluation activities cannot be modified, unless there is an exceptional and duly justified reason why an evaluation activity cannot be carried out. In this case, the degree coordinator will contact both the teaching staff and the affected student, and a new date will be scheduled within the same academic period to make up for the missed evaluation activity.\" Section 1 of Article 115. Calendar of evaluation activities (Academic Regulations UAB).

Students of the Faculty of Economics and Business, who in accordance with the previous paragraph need to change an evaluation activity date must process the request by filling out an Application for exams' reschedule https://eformularis.uab.cat/group/deganat_feie/nou-reprogramacio-de-proves

Grade revision process

After all grading activities have ended, students will be informed of the date and way in which the course grades will be published. Students will be also be informed of the procedure, place, date and time of grade revision following University regulations.

Retake Process

\"To be eligible to participate in the retake process, it is required for students to have been previously been evaluated for at least two thirds of the total evaluation activities of the subject.\" Section 3 of Article 112 ter. The recovery (UAB Academic Regulations). Additionally, it is required that the student to have achieved an average grade of the subject between 3.5 and 4.9.

The date of the retake exam willbe posted in thecalendar of evaluation activities of the Faculty. Students who take this exam and pass, will get a grade of 5 for the subject. If the student does not pass the retake, the grade will remain unchanged, and hence, student will fail the course.

Irregularities in evaluation activities

In spite of other disciplinary measures deemed appropriate, and in accordance with current academic regulations, \"in the case that the student makes any irregularity that could lead to a significant variation in the grade of an evaluation activity, it will be graded with a 0, regardless of the disciplinary process that can be instructed. In case of various irregularities occur in the evaluation of the same subject, the final grade of this subject will be 0\". Section 10 of Article 116. Results of the evaluation. (UAB Academic Regulations).

The completion of assessment activities is subject to the provisions set out in this course guide and in the "Policy of the School of Economics and Business on the Detection of Irregularities during Assessment Activities", which regulates the conditions under which assessment tasks are conducted and the procedures applicable in cases where indications of irregularities are detected. Students are encouraged to consult the policy.

COMPREHENSIVE EVALUATION

This subject/module does not offer the option for comprehensive evaluation.

Bibliography

COMPULSORY

Slides and materials provided by the professor.

Basic bibliography

  • Guerras-Martín, L. A., and Navas-López, J. E. (2022). La dirección estratégica de la empresa. Teoría y aplicaciones. 6th ed. Thomson-Civitas.
  • Grant, R. M. (2014). Dirección Estratégica. Conceptos, técnicas y aplicaciones. 8th ed. Thomson Reuters, Madrid.


OPTIONAL

Complementary bibliography:

  • Mintzberg, H., Ahlstrand, B., & Lampel, J. B. (2020). Strategy safari: The complete guide through the wilds of strategic management. Pearson Uk.
  • Ariño, A. (2007). Alianzas estratégicas: opciones para el crecimiento de la empresa. Estrategia financiera, 236(23), 40-51.
  • Dess, G., y Lumpkin, G. T. (2011). Dirección Estratégica. McGraw-Hill, Madrid.
  • Dess, G., Lumpkin, G. T., Eisner, A., & Lee, S. (2020). Strategic management: Text and cases 10th edition. McGraw-Hill Education.
  • García-Canal, E. (2004). El papel de las alianzas estratégicas en la internacionalización de la empresa española. Universia Business Review, 3, 70-83.
  • García, E., Rialp, A. y Rialp, J. (2007). Inversiones en TIC y estrategias de crecimiento empresarial, Centre d’Economia Industrial. Fundació Empresa i Ciència (UAB), Barcelona.
  • Guerras Martín, L. Á., & Navas López, J. E. (2020). Casos de dirección estratégica de la empresa. (6ª ed.). Thomson-Civitas, Madrid. EBOOK – Biblioteca UAB.
  • Johnson, G., Scholes, K. y Whittington, R. (2010).Dirección estratégica (7ª ed.). Pearson Prentice Hall: Madrid.
  • Jones, G.R. (2013). Teoría organizacional. Diseño y cambio en las organizaciones (7ª ed.). Pearson Prentice Hall.
  • Pla, J. (2016). Dirección internacional de laempresa. McGraw-Hill/Interamericana de España.
  • Pla, J. y León, F. (2004). Dirección de empresas internacionales. Pearson-Prentice Hall, Madrid.
  • Rialp, A, (2003): Fundamentosteóricos de la organización de empresas. Un enfoque interdisciplinar. Pirámide, Madrid.
  • Schaan, J.L., Kelly, M. y Tanganelli, D. (2012). Gestión de alianzas estratégicas. Pirámide, Madrid.
  • White, M. A., y Bruton, G. D. (2017). The management of technology and innovation: A strategic approach. Cengage Learning.

Worldviews, ethics and industrial revolutions

  • Boulding, K. E. (2013). The economics of the coming spaceship earth. In Environmental quality in a growing economy (pp. 3-14). RFF Press.
  • Kuhn, T. S. (1997). The structure of scientific revolutions (Vol. 962). Chicago: University of Chicago press.
  • Morton, T. (2013). Hyperobjects: Philosophy and Ecology after the End of the World. U of Minnesota Press.
  • Schumpeter, J. A. (2013). Capitalism, socialism and democracy. routledge.
  • Rifkin, J. (2014). The zero marginal cost society: The internet of things, the collaborative commons, and the eclipse of capitalism. Macmillan.

Strategic thinking, leadership and change

  • Kotter, J. P. (2012). Leading change. Harvard business press.
  • Tipurić, D. (2022). The enactment of strategic leadership: A critical perspective (p. 323). Springer Nature.
  • Senge, P. M. (2006). The fifth discipline: The art and practice of the learning organization. Broadway Business.
  • Meadows, D. (2008). Thinking in systems: International bestseller. chelsea green publishing.

Futures, scenario planning and sustainability transitions

  • Raworth, K. (2018). Doughnut economics: Seven ways to think like a 21st century economist. Chelsea Green Publishing.
  • Steffen, W., Richardson, K., Rockström, J., Cornell, S. E., Fetzer, I., Bennett, E. M., ... & Sörlin, S. (2015). Planetary boundaries: Guiding human development on a changing planet. science, 347(6223), 1259855.
  • Richardson, K., Steffen, W., Lucht, W., Bendtsen, J., Cornell, S. E., Donges, J. F., ... & Rockström, J. (2023). Earth beyond six of nine planetary boundaries. Science advances, 9(37), eadh2458.
  • Geels, F. W. (2002). Technological transitions as evolutionary reconfiguration processes: a multi-level perspective and a case-study. Research policy, 31(8-9), 1257-1274.
  • Schoemaker, P. J. (1995). Scenario planning: a tool for strategic thinking. MIT Sloan Management Review.
  • Larsen, N., Petersen, C. S., Lind, M., Kruse, M., Mogensen, K. Æ., Østergaard, S. F., Christiansen, S. W., Gordon, A. V., & Damhof, L. (2020). Using the future: Embracing uncertainty, improving decision-making and democratising tomorrow. Copenhagen Institute for Futures Studies.
  • Fischer, N., & Dannenberg, S. (2021). The social construction of futures: Proposing plausibility as a semiotic approach for critical futures studies. Futures, 129, Article 102729. https://doi.org/10.1016/j.futures.2021.102729

Innovation, responsible innovation and post-growth

  • Tidd, J., and Bessant, J. (2020). Managing Innovation: Integrating Technological, Market and Organizational Change. Wiley.
  • White, M. A., & Bruton, G. D. (2007). The management of technology and innovation: A strategic approach. Thomson/South-Western.
  • Stilgoe, J., Owen, R., & Macnaghten, P. (2020). Developing a framework for responsible innovation. In The ethics of nanotechnology, geoengineering, and clean energy (pp. 347-359). Routledge.
  • Pansera, M., & Fressoli, M. (2021). Innovation without growth: Frameworks for understanding technological change in a post-growth era. Organization, 28(3), 380-404.
  • Geels, F. W., Elzen, B., & Green, K. (2004). General introduction: system innovation and transitions to sustainability. In System innovation and the transition to sustainability-theory, evidence and policy (pp. 1-16). Edward Elgar.

Critical raw materials, supply chains, circular economy and capitals

  • Ellen MacArthur Foundation. (2013). Towards the Circular Economy.
  • Geissdoerfer, M., Savaget, P., Bocken, N. M., & Hultink, E. J. (2017). The Circular Economy–A new sustainability paradigm?. Journal of cleaner production, 143, 757-768.
  • Bocken, N. M., De Pauw, I., Bakker, C., & Van Der Grinten, B. (2016). Product design and business model strategies for a circular economy. Journal of industrial and production engineering, 33(5), 308-320.
  • European Parliament and Council of the European Union. (2024). Regulation (EU) 2024/1252 of the European Parliament and of the Council of 11 April 2024 establishing a framework for ensuring a secure and sustainable supply of critical raw materials and amending Regulations (EU) No 168/2013, (EU) 2018/858, (EU) 2018/1724 and (EU) 2019/1020. Official Journal of the European Union, L 2024/1252. http://data.europa.eu/eli/reg/2024/1252/o
  • International Energy Agency. (2023). Critical Minerals Market Review. https://www.iea.org/reports/critical-minerals-market-review-2023
  • International Energy Agency. (2021). The role of critical minerals in clean energy transitions. IEA. https://www.iea.org/reports/the-role-of-critical-minerals-in-clean-energy-transitions
  • Bebbington, A. (1999). Capitals and capabilities: A framework for analyzing peasant viability, rural livelihoods and poverty. World Development, 27(12), 2021–2044. https://doi.org/10.1016/S0305-750X(99)00104-7

Strategy, alliances, ecosystems and ICT

  • Talmar, M., Walrave, B., Podoynitsyna, K. S., Holmström, J., & Romme, A. G. L. (2020). Mapping, analyzing and designing innovation ecosystems: The Ecosystem Pie Model. Long range planning, 53(4), 101850.
  • Corazza, L., Truant, E., Cottafava, D., & Dhir, A. (2024). Higher education institutions and multistakeholders’ engagement: A longitudinal study of an anchor institution’s legitimacy and dynamism. IEEE Transactions on Engineering Management, 71, 13572–13585. https://doi.org/10.1109/TEM.2023.3265263
  • Thomas, E., & Pugh, R. (2020). From ‘entrepreneurial’ to ‘engaged’ universities: Social innovation for regional development in the Global South. Regional Studies, 54(12), 1631–1643. https://doi.org/10.1080/00343404.2020.1749586
  • Adner, R. (2017). Ecosystem as structure: An actionable construct for strategy. Journal of management, 43(1), 39-58.
  • Farinha, L., Ferreira, J., & Gouveia, B. (2016). Networks of innovation and competitiveness: A Triple Helix case study. Journal of the Knowledge Economy, 7, 259–275. https://doi.org/10.1007/s13132-014-0218-3
  • Cai, Y., & Etzkowitz, H. (2020). Theorizing the Triple Helix model: Past, present, and future. Triple Helix, 7, 189–226. https://doi.org/10.1163/21971927-bja10003

Bioregional and local development, shared agendas and systems thinking

  • Regenesis Group. (2016). Regenerative development and design: A framework for evolving sustainability. John Wiley & Sons.
  • Generalitat de Catalunya. (2023). Agendas compartidas de la RIS3CAT: retos y oportunidades desde la perspectiva de las entidades participantes.
  • Meadows, D. (2015). Leverage points-places to intervene in a system.
  • Berg, P. (1991). What is bioregionalism?. The Trumpeter, 8(1).

Software

Basic software usually included in any computer, such as Word, PowerPoint or equivalent, will be used. In addition, the course may use digital tools for strategic analysis, systems thinking and collaborative work, such as:

  • Miro or FigJam for collaborative mapping.
  • Kumu for ecosystem mapping and social network visualisation.
  • ReImagined Futures public Kumu maps for the analysis of existing causal loop diagrams and systems maps.
  • Loopy, Vensim PLE or Insight Maker for causal loop diagrams and system dynamics.
  • Excel, Google Sheets, Datawrapper, Flourish or Power BI for dashboards and strategic indicators.
  • EJAtlas, company sustainability reports and public databases for case analysis.
  • GitHub, Google Drive or collaborative folders for group work organisation.
  • Gephi for introductory social network analysis, where appropriate.
  • AI tools for brainstorming, translation, dashboard prototyping, scenario exploration and information structuring, always with transparency and critical reflection.


Course groups and languages

The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE

Type of teaching Group Language Semester Shift
(TE) Theory 1 Catalan/Spanish first semester morning-mixed
(PAUL) Classroom practices 1 Catalan/Spanish first semester morning-mixed