72923 - Strategic Alliances and Network

Learning outcomes

By the end of this course students are able to: - Develop a deeper understanding of the different types of alliances and networks - Recognize the key components of a learning-through-partners strategy - Understand the factors that make alliances and networks strategically important and critical for achieving sustainable competitive advantage

Course contents

The course is a module within the integrated exam titled "International Supply Chain Management."

This course offers an in-depth exploration of strategic alliances and business networks, with particular attention to their role in building sustainable competitive advantage. Students will analyze how companies use cooperative strategies to adapt to industry structures and create value across different functional areas.

The course focuses on understanding what makes alliances effective, on inter-partner learning dynamics, and on the tools needed to manage collaboration. It also addresses fundamental topics such as conflict management, partner selection, and negotiation processes, providing students with practical frameworks and skills applicable to designing, managing, and evolving alliances throughout their careers.

Course structure:

1. Introduction to Strategic Alliances and Networks
2. Theoretical Foundations
3. Formation of Strategic Alliances
4. Alliance Structuring and Design
5. Managing Strategic Alliances
6. Strategic Networks
7. Innovation through Alliances and Networks
8. Global Strategic Alliances
9. Challenges and Risks in Alliances and Networks
10. Future Trends in Strategic Alliances and Networks, Practical Applications, and Case Studies

Readings/Bibliography

For this course, we will rely on materials that are freely available online. The list of articles and their links is provided below. Students are advised that the materials are copyrighted and may not be shared or redistributed.

Required Readings:

- [Michael Porter], [What is strategy?], [1996], [HBR] – link: chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.uniba.it/it/docenti/somma-ernesto/whatisstrategy_porter_96.pdf

- [M.W. Johnson, C.M. Christensen, H. Kagermann], [Reinventing your business model], [2008], [HBR] – link: chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://radio.shabanali.com/reinventing-your-business-model.pdf

- [R. Moss Kanter], [Collaborative advantage: The art of alliances], [1994], [HBR] – link: https://it.scribd.com/document/802643564/Collaborative-advantage-the-art-of-alliances

- [R. Grant], [Analyzing Resources and Capabilities], [1994], [Book Chapter] – link: https://www.studocu.com/en-ie/document/university-of-limerick/strategic-management/chapter-5-contemp-strat-analysis-grant-m/120818163

- [W. Chan Kim and R. Mauborgne], [Blue Ocean Strategy], [2004], [HBR] – link: chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://motamem.org/wp-content/uploads/2018/04/blue-ocean-strategy-HBR.pdf

- [B. Gomes-Casseres], [How Alliances Reshape Competition], [2006], [Book Chapter] – link: chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://alliancestrategy.com/wp-content/uploads/BGC-ReshapeCompetition-Handbook061.pdf

- [H. Hoang and F.T. Rothaermel], [How to manage alliances strategically], [2016], [Sloan Management Review] – link: chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://virtuale.unibo.it/pluginfile.php/2760572/mod_resource/content/0/How%20to%20Manage%20Alliances%20Strategically.pdf

- [H.W. Chesbrough and M.M. Appleyard], [Open innovation and strategy], [2007], [California Management Review] – link: chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://virtuale.unibo.it/pluginfile.php/2760573/mod_resource/content/0/Open%20Innovation%20and%20Strategy.pdf

- [J. Hughes and J. Weiss], [Simple Rules for Making alliances Work], [2007], [HBR] – link: chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://eefam.gr/wp-content/uploads/2021/02/RulesForMakingAlliancesWork_15042016.pdf

- [H. Ibarra and M. Hunter], [How leaders create and use networks], [2007], [HBR] – link: chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.nyu.edu/content/dam/nyu/leadershipInitiative/images/Leadership%20Week/LeadershipWeek2018/lwresources/Grisel-HBR_HowLeadersCreate%26UseNetworks.pdf

Teaching methods

The main teaching methodologies used in the course are:

Lectures
Introduce the key concepts and theoretical framework needed to address the course topics, giving students the conceptual foundations on which to build practical analysis.

Group work
Encourage the exchange of different perspectives and the development of collaborative skills, replicating the dynamics through which complex problems related to strategic alliances and business networks are addressed in real business settings.

Case studies
Allow theoretical concepts to be applied to real business situations, developing critical analysis and problem-solving skills in concrete, non-simplified contexts.

Assessment methods

Assessment

While not mandatory, participation in group work is strongly encouraged. Course assessment will vary depending on (non-mandatory) participation in group activities, as detailed below:

Students who participate in group work
Final exam 60% – Group project 40%

Students who do not participate in group work
Final exam 100%

Exam and group project structure

The exam covers all assigned readings for non-attending students. For attending students, the readings do not include the last two articles on the list.

Attending students, who can earn up to 12 points from group work (4 points for each of the three activities), take a final test consisting of 9 multiple-choice questions.

• Each correct answer is worth 2 points
• Each incorrect answer results in a –0.25 point penalty
• Unanswered questions are worth 0 points

Non-attending students instead take an exam consisting of 13 multiple-choice questions (worth up to 26 points) and one open-ended question (worth up to 4 points).

For the team case analyses, students must organize themselves into groups of 4 or 5 members. The list of group members must be submitted at the end of the first session. The group work output consists of:

• a report (Word document), and
• a PowerPoint presentation.

The report must not exceed 3,000 words (tables, charts, and references are not included in the word count). Students are free to decide the format and structure of the report. The PowerPoint presentation must communicate the key messages to an audience of senior managers and potential investors (approximately 15 slides). Detailed guidelines will be provided during the first session.

The evaluation of the group project will depend on the team's ability to:

1. analyze the case in depth, identify relevant problems/strategic issues, and consistently apply course material;
2. conduct a rigorous quantitative and/or qualitative analysis of the phenomenon studied;
3. draw implications and propose realistic, actionable, and well-supported recommendations for senior executives;
4. outline an implementation plan and discuss which insights are generalizable, and under what conditions.

Exam rules

To take part in exam sessions, students must register through AlmaEsami. In case of registration issues, the instructor must be contacted before the lists close.

Grades will be published on AlmaEsami within 4–5 days of the exam. For each exam session, students have the option to reject the grade.

Students may take a (non-mandatory) mid-term during the break at the end of the first sub-cycle, and a second mid-term at the end of the course. The grades from the two mid-terms will be averaged to calculate the "final written exam" grade.

Students who pass the first mid-term with a grade ≥ 18 may take the second mid-term in the January or February session. The second mid-term may be taken only once. If a student does not pass the second mid-term (or chooses to retake it), they may only take the full exam from that point onward.

Grading scale

• < 18: fail
• 18–23: pass
• 24–27: good
• 28–30: very good
• 30 cum laude: excellent

OFA (Additional Learning Requirements)

Students with an OFA in Mathematics may not take either the full exam or the partial (mid-term) exams.

Erasmus

The following maximum number of students will be admitted to the course and exam:

• 20 Erasmus and Overseas students, and
• 10 UADE students,

in chronological order of registration.

Students with disabilities or SLD

Students with disabilities or specific learning disorders (SLD) are encouraged to disclose their condition in order to identify the best possible support in relation to their needs.

Teaching tools

Tools, platforms, and resources used during the course:

• Learning platform: Virtuale (virtuale.unibo.it), which hosts the slides and group work materials
• Presentation software: PowerPoint
• Communication tools: email, Teams, Virtuale forum
• Collaborative tools: none
• Other digital tools/software: none

Office hours

See the website of Andrea Lipparini