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

This course offers an in-depth exploration of strategic alliances and business networks, focusing on their role in building sustainable competitive advantage. Students will examine how firms use cooperative strategies to adapt to industry structures and create value across functional areas. Emphasis is placed on understanding what makes alliances effective, the dynamics of partner learning, and the tools needed to manage collaboration. The course also covers essential 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.

Structure of the course:

1 Introduction to Strategic Alliances and Networks

2 Theoretical Foundations

3 Formation of Strategic Alliances

4 Structuring and Designing Alliances

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 and 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 instructional approaches used in the course are:

- Lectures

- Group Work

- Case Studies

Assessment methods

Though not compulsory, class attendance and participation in team-work assignments is strongly encouraged.

Course evaluation will be different depending on the non-compulsory participation in team-work assignment, as detailed in the following:

Students participating in team-work assignments:

Component Weight (%)

Final Exam 60

Group Project 40

Students who do not participate in team-work assignments:

Component Weight (%)

Final Exam 100

Group Project -

- Final 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 items on the list. Attending students, who can earn up to 12 points from group work (4 points for each of the three team assignments), take a final test consisting of 9 multiple-choice questions. Each correct answer is worth 2 points; each incorrect answer incurs a penalty of –0.25 points; unanswered questions receive 0 points.

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

As to team case analyses, students will be requested to distribute in groups of 4/5. The list of group members is due at the end of the first lecture. The outcome of the team analysis is a report (Word document) and a Powerpoint presentation. The project report should have no more than 3,000 words (tables, graphs and references do not contribute to the word count). Students can decide the format and the structure of the report. The PPT presentation should convey the key messages to an audience of high-level businessmen and potential investors (approximately 15 slides). Detailed guidelines for project works will be delivered during the very first session.

The evaluation of the group project depends on how in depth and correctly groups will: 1) analyze the case, identify key problems/strategic issues, and logically apply the course material to the phenomenon under investigation; 2) provide a thorough and rigorous quantitative and/or qualitative analysis of the phenomenon; 3) draw implications and suggest realistic, workable, well-supported recommendations for high-level executives; 4) outline an implementation plan and discuss which insights are generalizable and under what conditions.

- Exam policy:

To take part in the exam sessions, students must register on AlmaEsami. In case of any difficulties with registration, please contact the instructor before the registration deadline. Grades will be posted on AlmaEsami within 4–5 days after the exam. For each exam session, students have the option to decline their grade.

Students can attend a mid-term exam (not compulsory) during the break at the end of the first sub-cycle, and then the second mid-term exam at the end of the course. The grades of the two mid-term exams will be averaged to compute the “final written exam” grade.

Those who positively pass the first mid-term exam (i.e. grade greater or equal to 18), have the chance to take the second mid-term exam either in the January or February session. The second mid-term can be taken only once. Therefore, if a student does not pass the second mid-term exam (or opts for a re-take), s/he can attend only total exams from that moment on.

Grading scale:

< 18: failed

18-23: sufficient

24-27: good

28-30: very good

30 e lode: outstanding

OFA: students with OFA in Math cannot sustain either total or partial exams.

Erasmus: at most 20 Erasmus and Overseas students, and 10 UADE students, selected in chronological order, will be admitted to the course and the exam.

Students with disability or specific learning disabilities (DSA) are required to make their condition known to find the best possible accommodation to their needs.

Teaching tools

Tools, platforms, or resources used during the course:

- Learning platform: Virtuale (virtuale.unibo.it) contains the slides and the team-work assignments

- Presentation software: PowerPoint

- Communication tools: Email; Teams; Forum on Virtuale

Office hours

See the website of Andrea Lipparini