msc strategy,consulting & digital transformation

1

MSc STRATEGY,CONSULTING & DIGITAL TRANSFORMATION

2019-2020

2

INDEX

ECTS CREDITS ............................................................................................................................................................... 4

20_M2_LI_SCD_S1_CCO_MGT_1193: STRATEGY & BUSINESS MODELING ................................................................ 6

20_M2_LI_SCD_S1_SEM_MGT_4877: MERGERS & ACQUISITIONS & STRATEGIC ALLIANCES ................................... 8

20_M2_LI_SCD_S1_SEM_MGT_152: STRATEGIC ANALYSIS & CRITICAL THINKING (SACT) ...................................... 10

20_M2_LI_SCD_S1_CCO_FIN_158: FINANCIAL ACCOUNTING & REPORTING .......................................................... 12

20_M2_LI_SCD_S1_CCO_MGT_4820: RESEARCH METHODS.................................................................................... 14

20_M2_LI_SCD_S1_CCO_MGT_252: CHANGE MANAGEMENT ................................................................................ 16

20_M2_ONL_SCD_S1_CCO_4821: ONLINE SPREADSHEET MODELING ..................................................................... 18


20_M2_ONL_SCD_S1_CCO_4448: ONLINE FINANCIAL ACCOUNTING ....................................................................... 21

19_M2_LI_BM_S1_CCO_5642: IMPACT OF ARTIFICIAL INTELLIGENCE ON BUSINESS & SOCIETY ........................... 22

20_P0_LI_BM_S1_CCO_CCS_4499: SOCIO-CULTURAL FRANCE ................................................................................ 24

20_M2_LI_BM_S1_CCO_FLE_1345: IC - FLE ............................................................................................................... 26


20_M2_LI_SCD_S1_CONS_155: CRACKING BUSINESS CASES: TECHNIQUES & CAPABILITIES .................................. 30

20_M2_LI_SCD_S1_TS_5804: FUNDAMENTALS OF RISK MANAGEMENT ................................................................ 32

20_M2_LI_SCD_S1_DO_5805 : TRANSFORMATION WITH ARTIFICIAL INTELLIGENCE ............................................. 33

20_M2_LI_SCD_S1_SDCI_4443: STRATEGY DEFINITION & COMPETITIVE INTELLIGENCE ........................................ 35

20_M2_LI_SCD_S0_CONS_1203: DIGITAL TRANSFORMATION (BY CAPGEMINI INVENT) ........................................ 37

20_M2_LI_SCD_S0_TS_5806: FINANCIAL MODELING WITH EXCEL .......................................................................... 39

20_M2_LI_SCD_S0_PTA_5807: LEVERAGING YOUR ECOSYSTEM FOR COMPETITIVE ADVANTAGE ........................ 40

20_M2_LI_SCD_S0_SDCI_4869: GLOBAL DNA .......................................................................................................... 41

20_M2_LI_SCD_S2_CCO_4871: DIGITAL MARKETING STRATEGY ............................................................................. 43

20_M2_LI_SCD_S2_CCO_4446: ADVANCED EXCEL & INTRODUCTION TO VBA ....................................................... 45

20_M2_LI_SCD_S2_CCO_MGT_1199: IT STRATEGY .................................................................................................. 46

20_M2_LI_SCD_S2_CCO_MGT_1200: STRATEGIC DECISIONS IN OPERATIONS & SUPPLY CHAIN ........................... 48

20_M2_LI_SCD_S2_CCO_FIN_4878: ADVANCED CORPORATE FINANCE .................................................................. 50

20_M2_LI_SCD_S2_CONS_4867: BUSINESS ETHICS .................................................................................................. 52

19_P0_LI_BM_S2_CCO_CCS_1333: FAMILY BUSINESS .............................................................................................. 53

20_M2_LI_BM_S2_CCO_FLE_1345: IC - FLE ............................................................................................................... 57



20_M2_LI_SCD_S2_CONS_ 4879: ORGANIZATION PERFORMANCE FOR CONSULTANTS: ASSESSMENT AND IMPROVEMENT .......................................................................................................................................................... 62

3

20_M2_LI_SCD_S2_TS_5808 : INTRODUCTION TO FINANCIAL MARKETS ................................................................64

20_M2_LI_SCD_S2_TS_5809: FINTECH, BITCOIN & BLOCKCHAIN ........................................................................... 65

20_M2_LI_SCD_S2_PTA_4868: OPERATIONAL EXCELLENCE TO MASTER VARIABILITY ........................................... 67

20_M2_LI_SCD_S2_PTA_5810: DIGITAL TECHNOLOGIES IN OPERATIONS ............................................................... 69

19_M2_LI_SCD_S2_SDCI_4880: INNOVATION MANAGEMENT ................................................................................ 70

20_M2_LI_SCD_S2_SDCI_1198: GLOBAL RISK MANAGEMENT ................................................................................. 72

4

ECTS CREDITS

HOURS EDHEC IC/DD INC

Strategy & Business Modeling 30 4 4 4

Mergers & Acquisitions & Strategic Alliances 30 4 4 4

Strategic Analysis & Critical Thinking 30 4 4 4

Financial Accounting & Reporting 30 4 4 4

Research Methods 15 NC NC

Change Management 15 2 2 2

Online Spreadsheet Modeling 15 NC NC

TICD 20 8 8

Online Financial Accounting 15 NC NC

Impact of Artificial Intelligence on Business & Society 15 2 2 2

SPECIALISATION INTERNSHIP 2

Socio-Cultural France 30 7

Online Spreadsheet Modeling 15 2

Online Financial Accounting 15 2

French (Language Course) 30 5

French (Language Course) - for IC students 15 NC

CONSULTING CONCENTRATION

Cracking Business Cases : Techniques & Capabilities 15 2 2 2

OR

FINANCE & INVESTMENT STRATEGIES CONCENTRATION

Fundamentals of Risk Management 15 2 2 2

OR

DIGITAL OPERATIONS CONCENTRATION

Transformation with Artificial Intelligence 15 2 2 2

OR SDCI CONCENTRATION

Strategy Definition & Competitive Intelligence 15 2 2 2

SEMESTER 1 230 32 30 38

ONLY FOR STUDENTS STUDYING FOR THE FULL YEAR - CREDITS EARNED IN SEMESTER 2 CONSULTING CONCENTRATION

DIGITAL TRANSFORMATION (BY CAPGEMINI INVENT) 21 4 4

OR


FINANCIAL MODELING WITH EXCEL 21 4 4

OR


LEVERAGING YOUR ECOSYSTEM FOR COMPETITIVE ADVANTAGE

21 4 4

5

OR

SDCI CONCENTRATION

GLOBAL DNA 21 4 4

OPTIONAL

INTENSIVE TRACK

INTENSIVE TRACK 30 NC NC

SEMESTRE 2

HOURS EDHEC IC/DD INC

Digital Marketing Strategy 15 2 2 2

Advanced Excel & VBA 15 2 2 2

IT Strategy 21 4 4 4

Strategic Decisions in Operations & Supply Chain 15 2 2 2

Advanced Corporate Finance 30 4 4 4

Business Ethics 15 2 2 2

TICD 20 6 6

Family Business 30 8

French (Language Course) 30 5

French (Language Course) - for IC students 15 NC

Online Spreadsheet Modeling 15 2

Online Financial Accounting 15 2

Organization Performance for consultants : assessment & improvement 30 4 4 4

OR


Introduction to Financial Markets 15 2 2 2

FinTech, Bitcoin & Blockhain 15 2 2 2

OR


Operational Excellence to Master Variability 15 2 2 2

Digital Technologies in Operations 15 2 2 2

OR

SDCI CONCENTRATION

Innovation Management 15 2 2 2

Global Risk Management 15 2 2 2

SEMESTER 2 182 30 30 37

Master Project 30 30

Rapport de stage 13

Internhip / Work Experience 15

YEAR 412 105 105 75

6

20_M2_LI_SCD_S1_CCO_MGT_1193: STRATEGY & BUSINESS MODELING NUMBER OF HOURS: 30 SEMESTER: 1 INTERNATIONAL PROGRAMME: 4 ECTS COURSE COORDINATOR + MAIL: Denis DAUCHY ([email protected])

COURSE OBJECTIVES In front of the new business landscape (industries disruptions, competition between business models, etc.), strategic thinking and methodologies are more than ever unavoidable for exploring effective ways of value creation. This courses will wrap up the structure and grids for strategic analysis, will create opportunities for strategic thinking and communication training and will introduce the new business model frameworks.

LEARNING OUTCOMES After having taken this course, participants will be able to/are expected to know or understand (knowledge-based outcomes):

Strategic analysis, formulation and execution

Business models generation and transformation

More specifically, participants should be able to (skill- and competency-based outcomes):

Solve a business problem and demonstrate their critical thinking

Grasp a business situation from a strategic and business model perspectives

Judge what is at stake for a company value creation sustainability and make recommendations in accordance

Make a team synthesis and communicate through an effective story line

PREREQUISITES Basic knowledge of strategic analysis grids.

COURSE CONTENT

SESSION N° TOPIC

1 Introduction on strategy

2 Business problem solving

3 Company core features and purpose

4 Industry and business system analysis

5 Internal potential identification

6 Current strategies assessment

7 Introduction to business modelling

8 Value proposition

9 Revenue model

10 Operational and economic alignment

TEACHING & LEARNING METHODS Each session alternates interactive lectures, real business situation illustrations, class discussions, business cases studies, presentations and team-works.

ASSESSMENT METHODS

ASSESSMENT % OF THE TOTAL MARK

DURATION LEARNING OUTCOME EVALUATED

mailto:[email protected]

7

Business case 1 10% 3 hours Knowledge of strategic structure, Business problem solving

Business case 2 30% 10 hours Understanding of strategy and business model frameworks, making a diagnostic,

judging what is at stake, making an effective presentation

Individual exam 60% 3 hours Understanding of strategy and business model frameworks, grasping a business

situation, making a diagnostic and recommendations, crafting a business model

READINGS Compulsory: articles on blackboard site Recommended:

Exploring corporate strategy – Johnson, Whittington and Scholes - Prentice Hall Ninth edition 2011.

Playing to win. How strategy really works – A Lafley, R Martin – HBR Press - 2013

What I didn’t learn in Business School / How strategy works in the real world – Barney & Clifford – HBR Press2010.

Blue Ocean Strategy, Kim & Mauborgne, Harvard Business School Publishing 2005.

Business Model Generation, Alexander & Pigneur, John Willey & Sons 2015.

Seizing the white space Business model innovation for growth and renewal, Johnson, Harvard Business Press2010

7 étapes pour un business model solide, Dauchy, 3Ième Ed. Dunod 2018

8

20_M2_LI_SCD_S1_SEM_MGT_4877: MERGERS & ACQUISITIONS & STRATEGIC ALLIANCES NUMBER OF HOURS: 30 SEMESTER: 1 INTERNATIONAL PROGRAMME: 4 ECTS COURSE COORDINATOR + MAIL: Louis MULOTTE ([email protected]) & Jeffrey J. REUER ([email protected])

COURSE OBJECTIVES Despite their promise and increasing popularity, M&A and Strategic alliances are not without risks and shortcomings. In this course, we will analyze in depth these two growth strategies and compare their merits vs. demerits. Both strategies may indeed enable firms to achieve and sustain growth by boosting sales, profits and stock prices. In reality, however, most of M&A and Strategic alliances fail, destroy shareholder value and inflict financial damage on one or all firms involved. Being able to successfully initiate, design and implement M&A and Strategic alliances has then become a key source of competitive advantage. In order to foster your own ability and strategic thinking skills in this regard, this course will introduce you to quantitative and qualitative analytical tools. Each of them will be applied to real-world situations via case studies and a group project. This course is relevant for students wishing to pursue careers as managers, entrepreneurs or consultants.

LEARNING OUTCOMES By the end of the course, participants should be able to:

Perceive and assess the opportunities and challenges associated with M&A and alliances;

Implement each acquisition/partnering phase: identify the right target/partner, negotiate and design theM&A/partnership, and implement the M&A/partnership

Evaluate the performance of M&A and Strategic Alliances.

PREREQUISITES Basic course in Strategic Management.

COURSE CONTENT

SESSION N° TOPIC

1-R External corporate development activities

1-M Horizontal expansion through acquisitions

2-R Vertical expansion through acquisition

2-M Business development through acquisitions

M&R Group Project

3-R Valuing and structuring equity alliances

3-M Learning through alliances

4-R Executing M&A

4-M learning through acquisitions

M&R Group Project

TEACHING & LEARNING METHODS The course combines lectures, case studies, a group project, and readings of academic and business articles. A key objective is for you to develop your own personal synthesis and approach for identifying and addressing problems that managers face in M&A and strategic alliances. Needless to say, preparing before attending classes gives you the best way to practice in lieu of actually designing and managing M&A and strategic alliances. For this reason, questions are provided for each case to assist you in your preparation and analysis.



9

ASSESSMENT METHODS

ASSESSMENT

% OF THE

TOTAL MARK


Preparation 20% Throughout

the course

Preparation involves not just thorough analysis, but also

developing a personal position on the issues raised.

Participation 20% Throughout

the course

Involvement in the class discussion. Relevance of the

contributions made. Quality of interactions with other

participants

Group

project 20%

The last

session of

the course

Criteria are professionalism, extent of knowledge conveyed,

logical flow and structure, and use of information.

Final Exam 40%

The end of

the

semester

Through this exam, we evaluate your ability to understand and

apply the concepts and frameworks presented in class sessions

READINGS Academic and business articles as well as cases in this document will be made available to you.

10

20_M2_LI_SCD_S1_SEM_MGT_152: STRATEGIC ANALYSIS & CRITICAL THINKING (SACT) NUMBER OF HOURS: 30 SEMESTER: 1 INTERNATIONAL PROGRAMME: 4 ECTS COURSE COORDINATOR + MAIL: Marc KITTEN ([email protected])

COURSE OBJECTIVES This seminar is designed to equip the students with the skills necessary to think analytically and critically. Students will be able to develop strategy and management consulting skills, but their success in the course rests upon their individual contribution, involvement and intensive practice beyond class. This workshop‐presentation will focus on successful strategies and effective approaches in solving consulting problems as the conditions of a real client engagement will be reproduced.

LEARNING OUTCOMES After having taken this course, participants will be able to further develop their ability to master the techniques that were developed by McKinsey, BCG and Bain and are systematically used by their consultants in their client engagements.

After taking this course, participants should be able to (knowledge-based outcomes):

Acquire proficiency in pyramid thinking applied to both problem-solving and communication;

Become familiar with systematic quantification in the analytical process;

Apply the Pareto principle to all aspects of the consulting work and build upon ever-changing workinghypotheses


Apply the techniques that were developed by McKinsey, BCG and Bain to specific cases; these techniques aresystematically used by their consultants in their client engagements;

Apply a tested problem solving methodology with problem definition, identification and structuring of issuesusing pyramid thinking and issue trees, prioritisation, primary and secondary research, issue analysis, andsynthesis;

Deliver effective business communication and support to decision making that includes the translation of thesolution into memorable written and oral messages delivered in a tailored way to the audience.

PREREQUISITES The programme weighs the ability to perform basic calculations and analysis in situations of incomplete information, thus requiring quantitative skills and the ability to make reasonable assumptions while dealing with ambiguity. Students also need an understanding of the basic functioning of the firm (finance, marketing, operations, human resources, strategy) that their studies should have equipped them with.

COURSE CONTENT

SESSION N° TOPIC

1 Introduction and team dynamics

2 Problem-solving methodology – Problem definition

3 Problem-solving methodology – Logic trees

4 Problem-solving methodology - Prioritisation

5 Problem-solving methodology – Data research

6 Problem-solving methodology – Issue analysis

7 Problem-solving methodology - Synthesis

8 Communication


11

9 Client presentation

10 Feedback and wrap up

TEACHING & LEARNING METHODS The case study was specifically developed for the program with alternating of short lectures, work in small teams and class interactions. This is an intense workshop that requires the presence of the students. There is no obvious alternative to participation and engagement.

ASSESSMENT METHODS



Team presentations

50% Sequential (15’ per team)

Ability to apply business problem solving methodologies to full multi-disciplinary live business case study and present

credible recommendations

Individual contribution

to the project and to the

team

50% Continuous Ability to contribute to the consulting team and project in both skills and will

READINGS Compulsory readings (texts will be provided. Please read before the workshop). They are not necessary for the workshop, but they contribute to prepare you. They also give you a great opportunity to see how the top strategy consultancies prepare their public reports. Previous students highly recommend their reading:

I - 01 - Bain Training - Problem Solving

I - 02 - Bain Training - Presentations

I - 03 - BCG - Supply chain

I - 04 - McKinsey Quarterly - Problem solving - Untangling underperformance

I - 05 - McKinsey Quartertly - How Companies Approach InnovationRecommended additional readings:

Barbara Minto: “The Minto pyramid principle” (McKinsey seminal work)

Gene Zelazny: “Say it with charts”

Vault Guide to the Top European Consulting Firms, latest Edition: European Edition

The Boston Consulting Group on Strategy: Classic Concepts and New Perspectives by Carl W. Stern and MichaelS. Deimler

The McKinsey Mind - Understanding and Implementing the Problem-Solving Tools and ManagementTechniques of the World's Top Strategic Consulting Firm by Ethan M. Rasiel and Ph.D., Paul N. Friga

Selected examples of interesting industry articles and reports from top consultancies:

I - 07 – Brief - Bain 2019 – Carbon imperative

I - 08 - Report – Bain 2019 - Managing a Micro-battles Portfolio

I - 09 - Report - BCG 2014 - Value-Based Hospital

I - 10 - Article - BCG 2018 - Quantum_Computing_Infographic

I - 11 - Article - Candesic 2019 - Digitalisation in Mental Health

I - 12 - Report - Candesic 2017 - Inexorable rise in antimicrobial resistance

I - 13 - Report - McKinsey 2017 - Global Migration Impact-Executive summary

I - 14 - Brief - McKinsey 2019 - Digital-identification

I - 15 - Report - Oliver Wyman 2019 - Banks and the Next Recession

I - 16 - Report - Oliver Wyman 2016 – BrexitN.B. Students are advised to subscribe to top-tier strategy consulting firms’ newsletters: www.bcg.com - www.mckinsey.com - www.bain.com

http://www.bcg.com/

http://www.mckinsey.com/

http://www.bain.com/

12

20_M2_LI_SCD_S1_CCO_FIN_158: FINANCIAL ACCOUNTING & REPORTING NUMBER OF HOURS: 30 SEMESTER: 1 INTERNATIONAL PROGRAMME: 4 ECTS COURSE COORDINATOR + MAIL: Arnt VERRIEST ([email protected])

COURSE OBJECTIVES The course provides an overview of financial accounting concepts and practices, including a firm’s balance sheet, income statement, cash flow statement, equity statement and disclosure footnotes. The syllabus aims at teaching students how to read, analyze, and interpret financial reports and financial accounting numbers at an advanced level in order to make informed business and trading decisions. Specifically, students are taught how they should, in a meaningful fashion, analyze and interpret a firm’s financial position in light of its profitability, solvency and liquidity, with specific attention to the cash flow statement. In addition, the course elaborates on specific accounting topics including among others deferred taxes, revenue recognition, accounting for R&D, goodwill, SG&A and intangible assets. Moreover, the course aims at showing students how to assess liquidity and credit risk and predict business termination or bankruptcy. Finally, the course also prepares students how to employ accounting numbers in corporate valuation.

LEARNING OUTCOMES After having taken this course, participants will be able to/are expected to (knowledge-based outcomes):

Read and interpret a firm’s core financial statements at an advanced level.More specifically, participants should be able to (skill- and competency-based outcomes):

Analyze financial reports on the core aspects of financial statement analysis: liquidity, solvency and profitability

Link financial statements with each other, with firm’s business environment, with its industry and with itsfinance decisions

Interpret footnotes on intangible assets, inventories, receivables, fixed assets, revenues, cost of sales, SG&A,research and development, minority interests and restructuring expenses

PREREQUISITES Harvard online module (Online Financial Accounting) counts for 1 lecture and needs to be taken prior to the start of the course.

COURSE CONTENT

SESSION N° TOPIC

1 Introduction to Financial Reporting and Financial Statements (Balance Sheet)

2 Financial Statements: Income Statement, Equity Statement and Cash Flow Statement

3 Financial Statement Analysis: probability

4 Financial Statement Analysis: Liquidity and Solvency + Exercises on FSA

5 Specific Items on Operating Income

6 Specific Items on Operating Assets

7 Advanced Accounting Topics: Deferred Taxes and Fair Value Accounting

8 Business Game: Financial Statement Detective

9 Red Flags in Financial Disclosures + Wrap-Up

TEACHING & LEARNING METHODS

Intensive exercises on financial statement analysis

Case-study on the use of financial performance metrics within the company

Class discussions on various financial accounting topics – participation encouraged

13

ASSESSMENT METHODS



Team Assignment 20% Homework All

Business Game 20% During Lecture 8 All

Final Exam 60% 2 hours All

READINGS The textbook for the class is “Financial Accounting for MBAs” by Easton, Wild, Halsey and McAnally. We’ll be using the 6th edition. The textbook is a necessary part of the course materials. If you can get hold of the 5th or the 4th edition, that will work too.

14

20_M2_LI_SCD_S1_CCO_MGT_4820: RESEARCH METHODS NUMBER OF HOURS: 15 SEMESTER: 1 INTERNATIONAL PROGRAMME: 0 ECTS COURSE COORDINATORS + MAIL: Christine COISNE ([email protected]) & Anne WITTE ([email protected])

COURSE OBJECTIVES This on-line distance learning module is introduced in an offline session whose purpose is to present the master project objectives, structure and content. Another 2 offline sessions address the specifics of the consulting project. Once students have been assigned a master project supervisor, they progress online and build their work in regular interaction with their supervisor.

LEARNING OUTCOMES After having taken this course, participants will be able to (knowledge-based outcomes):

Understand the research cycle and the scientific methodMore specifically, participants should be able to (skill- and competency-based outcomes):

Identify primary data resources for industry research

Formulate a value-added question and address it either in the form of a master project or in the form of aconsulting project

PREREQUISITES Three years of general business courses or Bac + 4 Business Administration, Engineering, Social Sciences.

COURSE CONTENT The course is delivered online in four sequences and requires students to read chapters (Cf “book content) and view online lecture/slides, culminating in a final exam in quiz format in December.

SESSION N° TOPIC

September Offline session

Presentation of master project: objectives, content and rationale

September General Introduction

Research Basics Read Adams, John, Raeside, R., Khan, Hafiz T. A.(2014) Research Methods for Business and Social Science Students, London: Sage. Chapter 1 & 2 Introduction to Research Methodology

October Data Basics

Read Adams, John, Raeside, R., Khan, Hafiz T. A.(2014) Research Methods for Business and Social Science Students, London: Sage. Chapter 3 (The Research Cycle) & 4 (Literature Review)

October Offline sessions

Presentation of Consulting Project: problem statement, analysis and recommendations.

October Value and Idea Creation

Read Adams, John, Raeside, R., Khan, Hafiz T. A.(2014) Research Methods for Business and Social Science Students, London: Sage. Chapter 5 Sampling Read Adams, John, Raeside, R., Khan, Hafiz T. A.(2014) Research Methods for Business and Social Science Students, London: Sage. Chapter 6 & 7 Primary and Secondary Data

November Formats & Sources

Read Adams, John, Raeside, R., Khan, Hafiz T. A.(2014) Research Methods for Business and Social Science Students, London: Sage. Chapter 15 (Conducting Research) & 16 (Writing & Presenting the Dissertation)

December Survey Testing

Read Adams, John, Raeside, R., Khan, Hafiz T. A.(2014) Research Methods for Business and Social Science Students, London: Sage. Chapter 8 (Surveys)

December Online Quiz



15


An online distance learning module available on blackboard with video links, articles to read and powerpointpresentations

A required book which is consultable at a distance online via your EDHEC library account as an e-book. Thisitem will guide you as to how to prepare assignments in this course, but also how to conduct consulting andacademic research which will be useful for your master project. Adams, John, Raeside, R., Khan, Hafiz T.A.(2014) Research Methods for Business and Social Science Students, London: Sage. (see particularly chapters1-8).

Students are also invited to read chapters not tested in this module such as qualitative research, interviewsand focus groups and correlation and regression, depending on their master project focus.

ASSESSMENT METHODS Student progress and viewing time can be tracked through the blackboard system and may generate bonus or penalty points for final grades. In addition to these resources, there is one compulsory quiz (see official course schedule) to check progress.



Online Final Exam

100% PASS or FAIL

30 minutes LO1, LO2, LO3, LO4

READINGS Adams, John, Raeside, R., Khan, Hafiz T. A.(2014) Research Methods for Business and Social Science Students, London: Sage.

16

20_M2_LI_SCD_S1_CCO_MGT_252: CHANGE MANAGEMENT NUMBER OF HOURS: 15 SEMESTER: 1 INTERNATIONAL PROGRAMME: 2 ECTS COURSE COORDINATOR + MAIL: Martijn JUNGST ([email protected])

COURSE OBJECTIVES One of the clichés in the business world of today is the assertion that ‘change is everywhere’ and companies are well advised to ‘adapt continuously to the environment’. As with all clichés, these clearly carry an element of truth. Indeed, changes of political and technological nature have made the business environment of many companies more uncertain. The question of whether and how to adapt therefore becomes prominent. After all: haven’t we all learned that organizations must change in order to survive? But should organizations really change and adapt constantly? Isn’t this very costly and inefficient? What are the performance implications of changing? Especially in an area that is too hyped, it is important to stop and think for a moment to critically evaluate what it is we really know about changes in organizations, where they come from and what their effects are. Then, perhaps we get an idea of how to intervene and help organizations to change in a way that furthers their performance. The business world is better served with people who can look through the hypes and critically evaluate what is happening and what may be done.


LO 1: Understand change theories with regard to organizations

LO 2: Understand and apply the necessary steps of change programs


LO 3: Develop a critical perspective on the role of change agents (‘consultants’)

LO 4: Implement a change initiative throughout a complex organizational institution

PREREQUISITES The students are expected to have a comprehensive knowledge of the fundamental concepts in Strategic Management and Organizational Behaviour.

COURSE CONTENT

SESSION N° TOPIC

1 Debunking the myths of Change Management

2 Practical Tools in Change Management

3 Implementing Projects for Change

4 Cultural Change

5 Digital Change

TEACHING & LEARNING METHODS Students will be asked to make presentations, prepare cases and participate in exercises. The course success depends partly upon student commitment and willingness to participate fully.

17

ASSESSMENT METHODS



Class Participation

60% During the course

LO1 and LO2

Project 40% Hand-in project at the

end of the course

LO3 and LO4

READINGS

Nadler D. N., The CEO’s second act (2007) Harvard Business Review.

Kotter, J. (2007), Leading change: why transformation efforts fail, Harvard Business Review, 85(1): 96-103(reprint of 1995 article).

Schein, E. H., Coutu, D. L., (2002). Anxiety of Learning: An Interview with Edgar H. Schein. Harvard BusinessReview.

https://cb.hbsp.harvard.edu/cbmp/product/R0203H-PDF-ENG

18

20_M2_ONL_SCD_S1_CCO_4821: ONLINE SPREADSHEET MODELING NUMBER OF HOURS: 15 SEMESTER: 1 INTERNATIONAL PROGRAMME: 0 ECTS COURSE COORDINATOR + MAIL: Jérémie LANIEZ ([email protected])

COURSE OBJECTIVES The updated Spreadsheet Modeling course teaches students how to use Microsoft Excel 2013 as both a reporting tool and a modeling tool for solving business problems. It is appropriate for both beginning and experienced users of Microsoft Excel. The course begins with an in-depth tour of the Excel environment and includes many helpful shortcuts and tips for mastering the functions in Excel. Students apply this knowledge to creating spreadsheet models, powerful tools for analyzing data and making business decisions. The course is set in a fictional bakery specializing in French pastries. Students use the features of Microsoft Excel to study product costs, determine pricing, and track payroll. They build spreadsheet models to help make informed business decisions. The course closes with the Monte Carlo simulation, a tool for understanding the effect of uncertainty on business decisions.


How to create reports and spreadsheet models to support decision-making and solve business problemsMore specifically, participants should be able to (skill- and competency-based outcomes):

Use Microsoft Excel 2013 effectively to support decision-making and to solve business problems

PREREQUISITES Basic knowledge of Excel.

COURSE CONTENT

SESSION N° TOPIC

1 The Excel environment

2 Working with Data : basic techniques

3 Increasing spreadsheet readability

4 Excel formulas

5 Useful Excel functions

6 Charts

7 Importing data into Excel

8 The art of spreadsheet modelling

9 Using Excel Solver

10 Three Dimensional Formulas and the Table Feature

11 Monte Carlo simulation

TEACHING & LEARNING METHODS Harvard Business Publishing Online Course: course topics are presented in a highly interactive format with narrated animations and self-correcting exercises designed to engage students in the learning process and help them understand complex concepts quickly.

ASSESSMENT METHODS



Completion of 100% Self-paced LO1, LO2

19

module PASS or FAIL Pass mark: 70%

READINGS See bibliography included in module.

20

20_M2_ONL_SCD_S1_CCO_5858: ONLINE SPREADSHEET MODELING NUMBER OF HOURS: 15 SEMESTER: 1 INTERNATIONAL PROGRAMME: 2 ECTS COURSE COORDINATOR + MAIL: Jérémie LANIEZ ([email protected])






COURSE CONTENT

SESSION N° TOPIC




4 Excel formulas


6 Charts







ASSESSMENT METHODS



Completion of module

100% Self-paced Pass mark: 70%

LO1, LO2


21

20_M2_ONL_SCD_S1_CCO_4448: ONLINE FINANCIAL ACCOUNTING NUMBER OF HOURS: 15 SEMESTER: 1

INTERNATIONAL PROGRAMME: 0 ECTS COURSE COORDINATOR + MAIL: Christine COISNE ([email protected])

COURSE OBJECTIVES The primary objective of the introductory section is to increase understanding of the relationships among the financial statements used to describe a business. The section covers a range of topics including key accounting terms and concepts, understanding the balance sheet, and analyzing the statement of cash flows.


Better understand the relationships between financial statementsMore specifically, participants should be able to (skill- and competency-based outcomes):

Analyse the impact of financial data on business

PREREQUISITES Basic Finance and Accounting.

COURSE CONTENT

ONLINE TOPIC

Section1 Self-paced

Overview of Financial Reports- Balance Sheet. Income Statement. Statement of Cash Flows. Accrual Accounting: Accrual vs. Cash-Basis. GAAP. IFRS. Principles vs. Rules.

Section 2 Self-paced

The Balance Sheet - Assets. Liabilities. Owner's Equity. The Accounting Equation. Concepts: Dual Aspect, Historical Cost. Ratios: Current Ratio and Total Debt to Equity Ratio


The Income Statement - Link to Balance Sheet. Retained Earnings and Dividends. Concepts: Realization, Matching, and Conservatism. Recording Transactions: Cash and Credit Sales. Expenses. Salaries. Utilities. Rent. Depreciation. Amortization. Operating Expenses. Debt Service. Ratios: Gross Margin Percentage and Return on Sales Percentage. Accounting Records. Double-entry Accounting. Journal Entries: Debits and Credits. Ledger: T-Accounts. Adjusting and Closing Entries. Preparing the Balance Sheet and Income Statement


The Statement of Cash Flows - Direct Method. Indirect Method. Net Income. Operating Cash Flows. Recap the Indirect Method. Relation to the Balance Sheet. Interpretation. Analysis of Indirect Statement

TEACHING & LEARNING METHODS Self-paced online learning module to complete before the start of the Financial Accounting and Reporting course.

ASSESSMENT METHODS




100% PASS or FAIL

Self-paced Pass mark : 70%

LO1, LO2

READINGS Financial Accounting for MBAs by Easton, Wild, Halsey and McAnally, 6th edition.

22

19_M2_LI_BM_S1_CCO_5642: IMPACT OF ARTIFICIAL INTELLIGENCE ON BUSINESS & SOCIETY NUMBER OF HOURS: 15 SEMESTER: 1 INTERNATIONAL PROGRAMME: 2 ECTS COURSE COORDINATOR: Michel PHILIPPART ([email protected])

COURSE OBJECTIVES Artificial Intelligence is one of the most disruptive technologies emerging today. This course will form managers to understand the impacts of AI, separate the vision from the practical application and structure transformative initiatives.

LEARNING OUTCOMES After having taken this course, participants are expected to:

Identify the potential of Artificial Intelligence (AI) from a managerial rather than a technical point of view(LO1)

Understand the key concepts of AI (LO2)

Exercise critical thinking when assessing the potential of AI (LO3)

More specifically, participants should be able to

Assess the impact of AI on current industrial models (LO4)

Identify the ethical challenges and risks of incorporating AI in a corporate strategy (LO5)

Articulate recommendations to create value in specific industries (LO6)

PREREQUISITES None.

COURSE CONTENT

SESSION N°

DURATION TOPIC TYPE OF COURSE

TYPE OF GROUP (P – P/)

CONTENT PREPARATORY WORK

IT ROOMS

SOFTWARE

1 8 hours Introduction to Artificial

Intelligence

CM P Lecture, Inspirational Speech Group work

None. Students must come to the course with a mean to access Internet

No No

2 7 hours Answers to contemporary

topics in AI

TD Cohort Presentation and evaluation of group contributions

Lectures on Blackboard Interviews Group work

No No

TEACHING & LEARNING METHODS The course will use multiple instructive methods such as:

Lectures

Case Study

Class discussions

Peer coaching exercise

Self-learning exercises and self-assessment, peer presentation.

23

ASSESSMENT METHODS

ASSESSMENT NATURE % OF THE TOTAL MARK

DETAILS DURATION LEARNING OUTCOME

EVALUATED

AI Case (in groups)

Group 50% Analyze a current topic in AI based on interviews and

documentation

In-class presentation

LO1, LO3, LO4, LO6

Individual AI Assessment

Individual 30% Multiple choice quizzes Peer review report

Individual LO2

Quality of Peer Evaluation

Individual 20% Each participant will have to assess 3 other groups

and provide a short feedback.

Individually assigned

LO5, LO6

READINGS Recommended readings will be posted on Blackboard.

24

20_P0_LI_BM_S1_CCO_CCS_4499: SOCIO-CULTURAL FRANCE NUMBER OF HOURS: 30 SEMESTER 1 INTERNATIONAL PROGRAMME - 7 ECTS COURSE COORDINATOR: Martijn JUNGST ([email protected])

COURSE OBJECTIVES In alignment with the shift from the former socialist president Francois Hollande to left-leaning fiscal conservative president Emmanuel Macron, France is ready for a change. We ‘need a strong France with a sense of its own destiny’ (Macron, 2017). To succeed in the French dynamic knowledge based business environment, individuals need to understand the unique French socio-cultural environment. As a potential future French manager, you will need to understand the French workers’ rights and draw the links between business and political ideals. Hence, the primary objective of the course socio-cultural France is to develop the necessary skills to understand the complexity of French business behaviours.

LEARNING OUTCOMES After having taken this course, participants will be able to (knowledge-based outcomes) Describe the historical events that determined contemporary French business (LO 1). Analyze the dynamic and complex socio-cultural environment in which French business takes place (LO 2). More specifically, participants should be able to (skill- and competency-based outcomes) Conduct business within France (LO 3). Discuss contemporary issues within France (LO 4).

PREREQUISITES Three years of general business courses or Bac + 3 Business Administration.

COURSE CONTENT

SESSION TOPIC

1 The French Culture

2 Life in Contemporary France

3 The National Competitive Advantage of France

4 The Political Climate in France

5 France and the EU

6 Social Capital in France

7 Innovation in France

8 Leadership in France

9 Design Thinking in France

10 Country Consultant

TEACHING & LEARNING METHODS The course will use a variety of teaching and learning methods: online lectures, online quizzes, in-class discussions, groupwork, and presentations.

ASSESSMENT METHODS



In-class Participation 20% Continuous during the course.

LO 1, LO 2

Country report 30% Presentation and hand-in report during the dast session.

LO 3, LO 4

Final written exam (2h) 50% At the end of the term. LO 1, LO 2

25

READING Matthew Moran (2011) Opposing Exclusion: The Political Significance of the Riots in French Suburbs (2005–2007), Modern & Contemporary France, 19:3, 297-312. Porter, M.E. (1990) The Competitive Advantage of Nation, Harvard Business Review, March-April. Sairoff, A. (1999) Corporatism in 24 industrial democracies : meaning and measurement, European Journal of Political Research, 36, 175 – 205. Vivien Schmidt (2003) French capitalism transformed, yet still a third variety of capitalism, Economy and Society, 32:4, 526-554. Vivien A. Schmidt (2006) Procedural democracy in the EU: the Europeanization of national and sectoral policy-making processes, Journal of European Public Policy, 13:5, 670-691.

26

20_M2_LI_BM_S1_CCO_FLE_1345: IC - FLE NB HEURES : 30 SEMESTRE : 1 RESPONSABLE DU COURS : Lucie BENAGROUBA ([email protected])

OBJECTIFS DU COURS Acquérir un niveau élémentaire à expérimenté en langue française tels que définis par le CECRL. Pouvoir faire face aux situations quotidiennes de la vie académique, sociale ou professionnelle. En partant d’une analyse du niveau de départ en Français, nous poursuivons ensemble le processus d’apprentissage de la langue cible.

OBJECTIFS D’APPRENTISSAGE Après avoir suivi ce cours, les participants devraient être capables de connaître ou de comprendre (résultats fondés sur les connaissances) : Les actes de communication quotidienne dans un contexte professionnel. Présenter l’entreprise, son organisation, son activité, son marché, sa politique commerciale ainsi que sa situation financière, ses résultats ; exprimer des quantités, indiquer l’évolution, faire des comparaisons, interpréter et commenter des tableaux, des graphiques. Parler du cadre et des conditions de travail : le poste de travail, les horaires, les salaires, les congés, les relations avec les collègues, etc. Connaître les principaux acteurs socio-économiques du monde du travail en France. Découvrir les principales institutions et personnages-clés de la vie politique française et comprendre les relations entre ces institutions.

Plus précisément, les participants devraient être capables de (résultats fondés sur les compétences) : Exprimer des points de vue personnels sur des thèmes ayant trait aux études ou à des aspects sociaux et culturels. Produire un texte narratif, informatif ou argumenté. Rechercher un emploi, un stage : lire/rédiger une petite annonce, un CV, une lettre de candidature, mener/passer un entretien d’embauche. Acquérir les notions de base pour comprendre la vie sociale en France, les nouvelles tendances et les défis qui attendent le monde du travail en France et dans le monde.

PRÉREQUIS Niveau A1 à C1 du CECRL : le contenu des cours est décliné en différents groupes de niveaux.

CONTENU DU COURS Niveau beginner

SESSION TOPIC

1 Parler de soi (1) / Se présenter

2 Parler de soi (2) / Les loisirs

3 Parler de soi (3) / Parler de son état physique

4 Acheter (1) / L’alimentation

5 Acheter (2) / Les vêtements

6 Acheter (3) / A la banque

7 Se repérer dans le temps / la date et l’heure

8 Se repérer dans l’espace / La géographie en France et les directions


27

Niveau elementary

SESSION TOPIC

1 Test de placement / Présentation des étudiants, présentation du cours, des outils et des modalités d’évaluation

2 Comprendre le monde du travail en France (1)/ Moi et mon environnement immédiat

3 Comprendre le monde du travail en France (2)/ Parler de son projet de carrière

4 Comprendre le monde du travail en France (3)/ le courrier électronique en entreprise

5 Communication orale (1) / Echanger dans les commerces, avec les banques,

6 Communication orale (2) / Organiser un voyage.

7 Communication orale (3) Présenter une personnalité

8 A la découverte de la France / La répartition des zones d’activité sur le territoire

Niveau intermediate

SESSION TOPIC

1 Test de placement. Présentation des étudiants, présentation du cours, des outils et des modalités d’évaluation

2 La Pub (1) / Analyse d’images, vocabulaire de la photographie et du cinéma.

3 La Pub (2) / Présenter une publicité de son pays

4 La Pub (3) / les expressions idiomatiques et les jeux de mots

5 La ville (1) / Le vocabulaire urbain

6 La ville (2) / Décrire un changement

7 La ville (3) / Les marqueurs temporels

8 L’Art et la Culture (2) / Exprimer ses goûts et ses émotions

Niveau Advanced

SESSION TOPIC

1 Test de placement. Présentation des étudiants, présentation du cours, des outils et des modalités d’évaluation

2 Les marques et le marketing (1) / la notion de genre dans la publicité Commenter, citer, expliquer

3 Les marques et le marketing (2) / Reportage sur Jean Paul Goude

4 Les marques et le marketing (3) / La créativité dans le marketing

5 Le monde du travail (1) / cv et lettre de motivation, préparation de simulation d’entretiens d’embauche. La nominalisation

6 Le monde du travail (2) / Mini-projet : à la rencontre d’un professionnel

7 Le monde du travail (3) / Avantages et inconvénients du télétravail

8 Thème au choix En fonction des attentes des apprenants (1)

MÉTHODES PÉDAGOGIQUES Pédagogie de la tâche, telle que définie par le CECRL. Documents authentiques extraits d’articles, chansons, documents audiovisuels d’actualité ou de fiction. • Activités issues des méthodes Rond-Point (éd. maison des langues), Tout va Bien (Clé International) etEcho (Clé International).• Sites web.• Documents multimédias disponibles sur le blog : https://pro2fle.wordpress.com/ , Kahoot, Padlet• Approche inductive de la grammaire (exemples en situation puis identification et théorisation parl’apprenant).• Exercices en situation : jeux de rôles plus ou moins dirigés, débats, simulations de réunions.• Alternance de travail individuel et travail en groupe.

https://pro2fle.wordpress.com/

28

MÉTHODES D’ÉVALUATION

ÉVALUATION TYPE % DU TOTAL DE LA NOTE

DURÉE OBJECTIF D’APPRENTISSAGE ÉVALUÉ

Contrôle Continu 100 %, constitué de :

Evaluation des compétences étudiées (80%),

participation (20 %)

variable Capacité linguistique complète en fonction du niveau et des savoirs et savoir-faire abordés en cours

Respecter des deadlines Travailler en groupe, Savoir-apprendre

LECTURE

29

20_M2_ONL_SCD_S1_CCO_5845: ONLINE FINANCIAL ACCOUNTING NUMBER OF HOURS: 15 SEMESTER: 1 INTERNATIONAL PROGRAMME: 2 ECTS COURSE COORDINATOR + MAIL: Christine COISNE ([email protected])






COURSE CONTENT

ONLINE TOPIC










ASSESSMENT METHODS




100% Self-paced Pass mark : 70%

LO1, LO2


30

20_M2_LI_SCD_S1_CONS_155: CRACKING BUSINESS CASES: TECHNIQUES & CAPABILITIES NUMBER OF HOURS: 15 SEMESTER: 1 INTERNATIONAL PROGRAMME: 2 ECTS COURSE COORDINATOR + MAIL: Marc KITTEN ([email protected])

COURSE OBJECTIVES This course equips the students with the methodologies of strategy and management consulting. Students will be shown what to practise to develop their consulting skills, but their success rests upon their individual contribution, involvement and intensive practice beyond the class. This workshop‐presentation will focus on successful strategies and effective approaches in solving consulting problems, more specifically for consulting case interviews, although the logic is the same as in real client engagements.


Understand the recruiting process at strategy and management consultancies and the central place of the casestudy

Understand the expectations of the recruiters and the skills they are looking for

Prepare themselves for the case study and learn how to "crack the case"More specifically, participants should be able to (skill- and competency-based outcomes):

Crack the case

Show the specific skills recruiters are looking for

Develop a robust structured recommendation when confronted with any business problem

PREREQUISITES Strategic Analysis and Critical Thinking course.

COURSE CONTENT

SESSION N° TOPIC

1 Management consulting industry and the recruiting process. Skills to develop and show

2 Strategy cases, « brainteasers » and « guesstimates »

3 Review of the methodologies for acing the case

4 Examples of cases (McKinsey, BCG, Bain, Oliver Wyman, AT Kearney, Roland Berger, etc.)

5 Structuring and communicating a solution – review and practice

TEACHING & LEARNING METHODS Workshop in the form of an interactive lecture with numerous individual and group class exercises, mostly consulting recruiting cases from the top strategy consultancies.

Limited in-class lectures

Individual case preparations

Group case preparations

One-to-one simulations and exercises

Group simulations or role plays in front of class

Individual presentations to classThis is a busy and very practical workshop that requires the presence of the students. There is no obvious alternative to participation and engagement.


31

ASSESSMENT METHODS



Individual coursework

75% Between day 2 and day 3 (2 hours recommended)

Application of business problem solving methodologies to short case study

Participation 25% During the whole course Ability to ask the right questions, to present credible recommendations based on convincing analysis

READINGS Highly recommended readings (texts will be provided. Please read before the workshop): II - 01 - Bain - Ace the case II - 02 - Bain Management Tools II - 03 - BCG matrix and McKinsey-GE matrix II - 04 - BCG Diamond framework II - 05 - Booz - Communication skills for MBAs II - 06 - McKinsey 2001 - War for Talent II - 07 - McKinsey MACS framework II - 08 - McKinsey 7S model II - 09 - McKinsey Health Metrics II - 10 – A.T.Kearney - Strategy chessboard

Recommended additional readings: Vault Guide to the Case Interview and Vault Case Interview Practice Guide 2 (vault.com) Wetfeet - Ace your Case - 5 books (wetfeet.com) Case in Point: Complete Case Interview Preparation by Marc Cosentino (CaseQuestions.com) Ace the Case - 3 e-books (AceTheCase.com) Crack the Case: How to Conquer Your Case Interviews, by David Ohrvall Barbara Minto - The Minto Pyramid Principle

32

20_M2_LI_SCD_S1_TS_5804: FUNDAMENTALS OF RISK MANAGEMENT NUMBER OF HOURS: 15 SEMESTER: 1 INTERNATIONAL PROGRAMME: 2 ECTS COURSE COORDINATOR + MAIL: Fabrice GUEZ ([email protected])

COURSE OBJECTIVES This course will allow you to have a global vision of the organization of risk management within a financial institution and to know the different types of risks, roles and responsibilities of people involved in risk management.


Understand the different types of risks: market, credit, operational and liquidity LO1

Understand the key steps of a methodology for calculating, managing and monitoring large risk categories LO2

Apprehend the risk measures and risk indicators LO3

Apprehend the limitations of risk measures LO4

Know the regulatory changes in progress LO5More specifically, participants should be able to (skill- and competency-based outcomes):

Acquire a global vision of risk factors by activity LO6

Assess risks on market transactions: position risk and counterparty risk LO7

Apprehend the notions of VaR and VaR techniques LO8

Use the measurement tools and techniques of credit risk management LO9

PREREQUISITES Students are required to have a previous experience in a finance-related assignment.

COURSE CONTENT SESSION TOPIC

1 The concept of risk and risk factors 2 Market risk

3 Credit Risk

4 Operational risks

TEACHING & LEARNING METHODS The course is based on a blended approach that integrates face-to-face and online learning. The course is composed of online videos and quizzes plus 10 hours of face-to-face learning. Blended learning involves the watching of short videos that enables students to get a first exposure to the course content on their own before the face-to-face classes. Face-to-face class time is then more devoted to interactive learning activities.

ASSESSMENT METHODS ASSESSMENT TYPE % OF THE TOTAL

MARK DURATION LEARNING OUTCOME EVALUATED

Group assignment 40% During the course LO6 to LO9

Final exam 60% 1h30 LO1 to LO5

READINGS Lecture Slides

Lecture slides are the most important course material and will be available at the beginning of the course. Books The books listed below provide some references for the topics covered in the course:

The Essentials of Risk Management, Second Edition by Michel Crouhy et Dan Galai

Risk Management and Financial Institutions by John C. Hull

33

20_M2_LI_SCD_S1_DO_5805 : TRANSFORMATION WITH ARTIFICIAL INTELLIGENCE NUMBER OF HOURS: 15 SEMESTER: 1 INTERNATIONA PROGRAM: 2 ECTS COURSE COORDINATOR : Michel PHILIPPART ([email protected]); COURSE INSTRUCTOR : Eytan MESSIKA ([email protected])

COURSE OBJECTIVES Because of its potential for business disruption, Artificial Intelligence (AI) needs to move from a field of expertise for highly technical experts to a management field. This course will present the origins and applications of AI and its ecosystem to allow future business leaders to harness the power of this complex and novel field.

LEARNING OUTCOMES After having taken this course, participants are expected to (knowledge-based skills):

Identify the different levels of artificial intelligence from machine learning to deep learning (neural networks)

Understand the ecosystems of Artificial IntelligenceMore specifically, participants should be able to (skill- and competency-based outcomes):

Create a rigorous analysis to generate and choose/adopt the appropriate AI strategies.

Articulate recommendations to integrate the potential of AI in their business models

Manage cross-functional teams blending technical and business experts.

PREREQUISITES Students are expected to have a working understanding of the key concepts and methods of statistics and strategic management. Anaconda Navigator (explanation given on Day 1).

COURSE CONTENT

SESSION N° TOPIC

1 Introduction

2 Technology landscape

3 Ecosystems

4 Applications

5 CSR stakes

LEARNING METHODS This course uses an approach mixing cases, role plays, hands-on exercises to experiment with the presented concepts, and examples from recent events supported by structured material.

ASSESSMENT METHODS



Cases 40% 5 hours Identification of key issues Development of actionable recommendations

Individual in-class examination

60% 1h30 Knowledge of key terms and tools of supplier management.

Synthesis of facts to recommend a course of action.

READINGS Compulsory (will be provided prior to the beginning of classes):

HBR-How to Spot a Machine Learning Opportunity, Even If You Aren't a Data Scientist

HBR -What Every Manager Should Know About Machine Learning

HBR -Machine Learning Is No Longer Just for Experts



34

HBR -AI May Soon Replace Even the Most Elite Consultants

HBR: Inventory Management in the Age of Big Data

HBR: AI Will Change Radiology, but It Won't Replace Radiologists

HBR: Recruit Japan: Harnessing Data to Create Value

Ajay Agrawal, 2016, Machine Learning and the Market for Intelligence, Harvard Business Publishing

Mike Del Balso; Nick Adams; Shivon Zilis; Jerry Kaplan 2016 Leadership Forum: Machine Learning 101, RotmanManagement

Recommended (available on line in pdf format): Peter Flash, Simply Logical: Intelligent Reasoning by Example. Ian Goodfellow and Yoshua Bengio and Aaron Courville, Deep Learning, MIT Press 2016 http://www.deeplearningbook.org

35

20_M2_LI_SCD_S1_SDCI_4443: STRATEGY DEFINITION & COMPETITIVE INTELLIGENCE NUMBER OF HOURS: 15 SEMESTER: 1 INTERNATIONAL PROGRAMME: 2 ECTS COURSE COORDINATOR + MAIL: Hugo BONY ([email protected])

COURSE OBJECTIVES The course endows students / future professionals with strategy definition methods within corporations: why companies do it, with whom, how... It also provides - through a broad range of real strategy cases taken from different sectors – methods to approach various problematics. The course provides also a comprehensive view of competitive intelligence, a central piece of today’s corporate behavior to survive and develop in a globalized economy. This includes explaining the theory behind competitive intelligence, presenting the importance of data collection and analysis so as to leverage it to predict and influence the future. The course includes also an introduction to lobbying. A group project is to be prepared over a long period of time so as students experiment the concepts presented during the seminar on a real case (Learning by doing approach).


Apprehend the concepts and techniques of strategy definition

Understand how to identify relevant sources of intelligence given a specific business context

Understand the basics of lobbyingMore specifically, participants should be able to (skill- and competency-based outcomes):

Perform strategic analysis using a given set of approaches

Create strategic watch

Define a strategy considering a given context (megatrends, regulatory framework, competition, NGOs...)

Deliver and present recommendations


COURSE CONTENT SESSION N° TOPIC

1 Strategy definition / Lobbying introduction / Projects presentation

2 Building an influence strategy

3 Strategies in different environments

4&5 Competitive Intelligence

6 Main project presentation

TEACHING & LEARNING METHODS The course will involve several teaching and learning methods:

In-class interactive lectures

Case studies

Class discussions

Group projects (without and with presentation)

ASSESSMENT METHODS ASSESSMENT % OF THE

TOTAL MARK DURATION LEARNING OUTCOME EVALUATED

Short group project

10%

1/2 day to prepare the presentation

during Session 2

Understanding of basics of influence strategy

Written examination

50% 1h30 Understanding of key concepts detailed during lectures

Ability to analyse a simple situation and make strategy proposals


36

Main group project

40%

~6 weeks to prepare

1h presentation + discussion

Ability to analyse a complex business situation, to derive an influence strategy considering all stakeholders, and to be challenged

Bonus points 1h Ability to contribute to a discussion and challenge wisely

READINGS COMPULSORY: Transparency International report: Lobbying in Europe, hidden influence, privileged access. RECOMMENDED : OECD brochure: TRANSPARENCY AND INTEGRITY IN LOBBYING.

J'\E D HEC Psus1NEss scHooL

20_M2_LI_BM_Sl_CCO_S642: IMPACT OF ARTIFICIAL INTELLIGENCE ON BUSINESS &

SOCIETY NUMBER OF HOURS: 15

SEMESTER: 1

INTERNATIONAL PROGRAMME: 2 ECTS

COURSE COORDINATOR: Michel PHILIPPART - [email protected]

COURSE OBJECTIVES

Artificial Intelligence is one of the most disruptive technologies emerging today. This course will form managers to understand the impacts of

Al, separate the vision from the practical application and structure transformative initiatives.

LEARNING OUTCOMES

After having ta ken this course, participants are expected to: • ldentify the potential of Artificial Intelligence (Al) from a managerial rather than a technical point of view (LOl)• Understand the key concepts of Al (L02)• Exercise critical thinking when assessing the potential of Al (L03)• More specifically, participants should be able to• Assess the impact of Al on current industrial models (L04)• ldentify the ethical challenges and risks of incorporating Al in a corporate strategy (LOS)• Articulate recommendations to create value in specific industries (L06)

PREREQUISITES

None.

COURSE CONTENT

SESSION TOPIC PREPARATORY WORK

1 (8h) Introduction to Artificial Intelligence None. Students must corne to the course

(Lecture, lnspirational Speech, Group work)

2 (7h) Answers to contemporary topics in Al

(Presentation and evaluation of group contributions)


The course will use multiple instructive methods such as: • Lectures• Case Study• Class discussions• Peer coaching exercise• Self-learning exercises and self-assessment, peer presentation.

ASSESSMENT METHODS

ASSESSMENT % OF THE DETAILS

TOTAL MARK

Al Case (in groups) S0% Analyze a current topic in Al based on

interviews and documentation

lndividual Al 30% Multiple choice quizzes

Assessment Peer review report

lndividual Quality 20% Each participant will have to assess 3 other

of Peer Evaluation groups and provide a short feedback.

READINGS

Recommended readings will be posted on Blackboard.

with a mean to access Internet

Lectures on Blackboard

Interviews, Group work

DURATION LEARNING

OUTCOME

EVALUATED

ln-class presentation LOl, L03, L04, L06

lndividual L02

lndividually assigned LOS, L06

37

20_M2_LI_SCD_S0_CONS_1203: DIGITAL TRANSFORMATION (BY CAPGEMINI INVENT) NUMBER OF HOURS: 21 SEMESTER: 0


COURSE OBJECTIVES Capgemini Invent has been the MSc sponsor since its creation and has committed to providing students with the best quality teaching and tutoring necessary to mirror the capabilities used in consulting. To refine consulting methodology and to achieve consistent understanding of digital business transformation are the 2 objectives behind the seminar.


Understand the structure of a digital transformation project, from strategic analysis to design andimplementation phases

Capitalize on all knowledge / experience derived from both master classes and professional experience, inorder to practice consulting skills in a real-life environment


Conduct analysis to help align top management with organizational transformation

Master consulting skills such as conducting meetings, problem-solving, transformation map, plan-do-review,priority matrix

Prepare and lead steering committees


COURSE CONTENT

SESSION N° TOPIC

1 Program Management, Business Ethics, innovation and IoT

2 Lean Management - Digital Operations – Design Thinking

3 Digital Marketing and purchasing

4 Culmination Day

TEACHING & LEARNING METHODS Students will be presented Capgemini Invent’s digital transformation expertise through interactive sessions. In parallel, case studies will be given to groups of students in order to challenge their learning. All along this process, “advisory consultants” will be dedicated to each group to coach them and share their own experience. During each phase of the project, students will be evaluated on the case they will present in front of a steering committee composed of one management consultant and one professor.

ASSESSMENT METHODS



SteerCo 1 30% 30 minutes per group

All


All


All

38

READINGS “Triggers” written by Xavier Hochet and André-Benoît de Jaegère, edited by Odile Jacob Digital Transformation by Capgemini Consutling.

39

20_M2_LI_SCD_S0_TS_5806: FINANCIAL MODELING WITH EXCEL NUMBER OF HOURS: 21 SEMESTER: 1 & 2

INTERNATIONAL PROGRAMME: 4 ECTS COURSE COORDINATORS + MAIL: Fabrice GUEZ ([email protected])

COURSE OBJECTIVES A financial model is simply a tool that is built in Excel® to forecast a business’ financial performance into the future. This forecast is typically based on the company’s historical performance, assumptions about the future, and requires preparing an income statement, balance sheet, cash flow statement and supporting schedules. Financial modeling is a fundamental skill for finance professionals and Microsoft Excel® remains the dominant analytical tool for finance professionals, mainly because of its flexibility and reliability. A financial model can be then used to answer what if questions or make projections. This course will be dedicated to teach students how to design a financial model, and to identify and represent relationships between variables of a financial problem.

LEARNING OUTCOMES

After having taken this course, participants will be able to/are expected to (skill and competency-based outcomes): Construct financial models in Excel® Analyze financial problems with the help of Excel® Identify variables and design Create a spreadsheet model adopting a systematic approach Apply judgment on model output

PREREQUISITES Excel® Basic knowledge.


1 What is financial modeling 2 Excel tips and tricks / Excel-Shortcuts 3 Creating 3-Statement Projections with Excel® 4 Format and Model layout: Historical results and assumptions 5 Build the cash flow statement - Valuation Overview - DCF analysis 6 LBO Model 7 Revisions

ASSESSMENT METHODS



Continuous assessment

40% Throughout the course

EXCEL Exercises

Final exam 60% 2h00 EXCEL Case Study

READINGS. « Financial Modeling », Simon Benninga, The MIT Press; fourth edition (April 18, 2014).

40

20_M2_LI_SCD_S0_PTA_5807: LEVERAGING YOUR ECOSYSTEM FOR COMPETITIVE ADVANTAGE NUMBER OF HOURS: 21 SEMESTER: 0 INTERNATIONAL PROGRAMME: 4 ECTS COURSE COORDINATOR: Michel PHILIPPART ([email protected])

COURSE OBJECTIVES The largest spend area for most industries is in Operations. This field is undergoing heavy transformation with the emergence of new digital driven approaches. The course will illustrate how those new tools are applied in different industries and change the competitive landscape, developing new partnerships and ecosystems.

LEARNING OUTCOMES: After having taken this course, participants will be able to/are expected to (knowledge-based outcomes):

Understand the opportunities and challenges of the impact of digital technologies on operations (LO1)

Understand the tools recently introduced to change the management of operations (LO2)More specifically, participants should be able to (skill- and competency-based outcomes):

Build strategies that leverage the digital transformation of operations (LO3)

Apply this digital transformation to multiple functions and industries, such as production, services, ordistribution (LO4)

PREREQUISITES Students are expected to have a M1 level understanding of the key concepts and methods of Strategic Management (i.e.: competitive advantages, business model, strategic frameworks like the RBT) and Finance (i.e.: understanding of financial statements, investment decisions, short vs. long term, etc.) and followed the M2 Course “Strategic Decisions in Operations and Supply Chain.

COURSE CONTENT The course content can evolve to reflect contemporary topics and incorporate technology evolutions:

SESSION N° TOPIC

1 Introduction to Digital Transformation of operations: stakes, tools. The 4 D’s Model

2 Digital Transformation of operations in Pharmaceuticals

3 Digital Transformation of operations in Retail

4 Operational Assets: Brick vs. Platform

5 Digital Transformation of operations in Banking: impact of new digital tools on customer experience

6 Transformation Challenges to Digitalize: Infrastructure

7 Transformation Challenges to Digitalize: Governance and Culture

TEACHING & LEARNING METHODS This course uses an approach mixing cases, role plays, hands-on exercises to experiment with the presented concepts, and examples from recent events supported by structured material.



Cases solved in groups during class sessions, including peer

evaluation

40% 10 hours LO3 and LO4

Individual final exam

60% 1h30 LO1 and LO2

READINGS Compulsory readings will be posted on Blackboard prior to each session.


41

20_M2_LI_SCD_S0_SDCI_4869: GLOBAL DNA NUMBER OF HOURS: 21 SEMESTER: 0 INTERNATIONAL PROGRAMME: 4 ECTS COURSE COORDINATOR + MAIL: Christine COISNE ([email protected])

COURSE OBJECTIVES GLOBAL DNA is a complex business simulation aimed at the following objectives:

Understand corporate motivations for competing globally

Prepare to assume international management responsibilities

Perform in transnational and intercultural environments


Understand strategic options outside a domestic market (LO1)

Investigate strategic complexities when operating across borders and learn how regional currency, taxationand regulatory issues impact decision making (LO2)

Explore the alignment of decision-making across both corporate functions and international business units(LO3)


Supervise business development processes (LO4)

Master tools for decision-making (LO5)

Acquire soft skills of use in global management (LO6)

PREREQUISITES Strategy and Business Modeling course - Strategic Analysis and Critical Thinking course.

COURSE CONTENT

SESSION N° TOPIC

Sessions 1 & 2 Practice rounds

Sessions 3 to 8 Competition rounds

Sessions 9 & 10 Final rounds

TEACHING & LEARNING METHODS Through a realistic, engaging, hands-on learning experience, students explore why companies choose to compete internationally. As they gain insight into multinational operations, they are challenged by differing market conditions and their influence on strategy. Global DNA allows students to apply what they have learned, supporting their strategic thinking with tactical implementation. Computer simulation – Learning by doing.

ASSESSMENT METHODS

ASSESSMENT % OF THE TOTAL MARK DURATION LEARNING OUTCOME EVALUATED

Pre-work 20% 3 hours LO1, LO2, LO3

Simulation 40% 24 hours LO4, LO5, LO6

Comp-XM 40% 3 hours LO1 through LO6

Pre-work: Executive Development Program (EDP): every student will be asked to go through the EDP, a graded Self-Directed Onboarding tool. This multimedia-rich resource is modeled on real-world, job-rotation training that introduces students to their Global DNA simulation. Case studies on a fictional company, dealing with the fallout from a range of tactical missteps, lead students through the self-directed onboarding process. Using interactive tutorials,

42

students learn key concepts as well as how to use the simulation interface. The simulation results: this is a team based measure that assesses the team’s

performance in the simulation using multiple success measures. Comp-XM: an individual comprehensive assessment that includes managing a simulated company as well as answering questions from a fictional board of directors.

READINGS All students are required to read the Managers’ Guide, an online tool that helps students become familiar with rules of the Global DNA business simulation.

43

20_M2_LI_SCD_S2_CCO_4871: DIGITAL MARKETING STRATEGY NUMBER OF HOURS: 15 SEMESTER: 2 INTERNATIONAL PROGRAMME: 2 ECTS COURSE COORDINATOR + MAIL: Constantinos COURSARIS ([email protected])

COURSE OBJECTIVES From social media to search engine optimization of a company’s website, brands have increased their digital marketing budget by 50% in just over 1 year (Marketing Charts 2018). In this course, you will be exposed to the strategic role of digital platforms and the associated communications they enable between brands, consumers, and other market players. Whether for B2B or B2C, brands can create value via digital marketing efforts ranging from content marketing to big data and analytics. The course combines the case-based teaching with a comprehensive project to develop your digital marketing expertise.

LEARNING OUTCOMES After having taken this course, participants will be able to/are expected to know or understand (knowledge-based outcomes): The steps involved in developing an informed Digital Marketing Strategy. The diversity that exists among digital platforms and their varied fit in creating value for the brand.

More specifically, participants should be able to (skill- and competency-based outcomes): Consider design aspects of a website and how a user's online experience can affect the bottom line of that site, regardless of it being an e-commerce site or not. Describe customer personas; identify micro-moments that help target customers achieve their objectives; employ a content matrix to develop sufficient content to meet customer needs across important micro-moments; and evaluate the potential for disruptive product/service design, based on reshaping the customer journey. Leverage customer stories to shape brand attitudes. Perform financial analysis on marketing activities and tie those activities to sales; understand the creative and promotional process behind the making of a viral marketing video; develop a deeper understanding of earned, versus paid, social media strategies; and create actionable insights from marketing data. Summarize the different ways websites get traffic and the role social media can play in building traffic. Outline the different models for social media promotion, including both ethical and non-ethical strategies for building social presence. Explain how social media analytics provide insights for marketing. Describe key performance indicators available from Facebook and Twitter analytics.

PREREQUISITES There are no prerequisites for this course. Prior exposure to Marketing concepts is desirable.


1 Introductions & Course Overview

2 B2C Digital Marketing Strategy

3 Customer Experience & Digital Marketing

4 Viral Marketing & Analytics

5 Social Media Strategy

TEACHING & LEARNING METHODS The course relies on the case method in line with Harvard University’s pedagogical model. It means that the course most important takeaways do not happen in a top-bottom fashion from the instructor to the students, but instead are expected to organically emerge from the rich discussions and debates that the instructor will coordinate thanks to the students’ preparation of the case analysis. A final project will afford students the opportunity to consider course concepts in an integrated manner, delve deeper in the analysis, and provide an informed Digital Marketing Strategy for a well-known, global brand. Please make sure to write down your first and last name (in clear, thick letters, i.e. use a marker, not a pen) in front

44

of you to help your instructor calling on you by your name. All course material will be available on Blackboard. We will use Workplace

(EDHEC Planet) for course related, out-of-class communication.

ASSESSMENT METHODS ASSESSMENT % OF THE TOTAL


Participation 40% (i.e. 10% per session)

During class Student comprehension of discussed concepts. Aptitude to analyse business situations related to Digital

Marketing.

Project 40% At the end of class

Demonstration of topic mastery through the completion of a comprehensive analysis of a business case related to Digital

Transformation via Digital Marketing

Final exam 20% 1h30 Mastery of discussed concepts

READINGS Please read the cases and prepare your individual answers before coming to class. You will be given time during each session to convene with your group members and consolidate answers.

45

20_M2_LI_SCD_S2_CCO_4446: ADVANCED EXCEL & INTRODUCTION TO VBA NUMBER OF HOURS: 15 SEMESTER: 2

INTERNATIONAL PROGRAMME: 2 ECTS COURSE COORDINATOR + MAIL: Jérémie LANIEZ ([email protected])

COURSE OBJECTIVES Excel is quite a formidable software and it is often under-exploited. And yet, it allows huge productivity gains in data management and most jobs require its use at an advanced level. This course aims at giving students a comprehensive skill set to master the mains aspects of Excel, including a basis in VBA programming.


Recognize and customize advanced tools in an Excel Workbook;

Design and use hyperlinks, dynamic pictures, controls, charts and pivot tables.


Design complete and interactive spreadsheets and user forms to resolve repetitive tasks or complex datamanagement challenges using macro recording and basic VBA procedures.

PREREQUISITES Harvard Spreadsheet Modeling Online course: Excel.

COURSE CONTENT

SESSION N° TOPIC

1 Harvard Spreadsheet modelling: Excel ONLINE

2 & 3 Advanced Excel & introduction to VBA

4 VBA

TEACHING & LEARNING METHODS The sessions will be carried out in a computer room and will alternate between short lectures and hands-on exercises.

ASSESSMENT METHODS



Exam 100% 2 hours LO1, LO2, LO3

READINGS Recommended: Excel 2016 Bible, John Walkenbach, Wiley.

46

20_M2_LI_SCD_S2_CCO_MGT_1199: IT STRATEGY NUMBER OF HOURS: 21 SEMESTER: 2 INTERNATIONAL PROGRAMME: 4 ECTS COURSE COORDINATOR + EMAIL: Mohamed-Hédi CHARKI ([email protected])

COURSE OBJECTIVES Information Technology (IT) providers such as SAP have long been endowing firms with new IS and applications to deal with fast-growing needs in information management and processing. According to McKinsey and Co, IT has an unprecedented level of complexity that has triggered mounting inconsistency in delivery and service causing dissatisfaction and risk lowering information systems (IS). In the same vein, Bain and Co reported that few firms have been able to reach the full potential of their IT investments and activities in light of stalled IS initiatives leading to disappointing bottom-lines and executive dissatisfaction. In order to handle the above-mentioned concerns, this course aims at endowing the students with the necessary capabilities that will allow them to understand the steps and the challenges that accompany the development of IT Strategy.

LEARNING OUTCOMES. After having taken this course, participants will be able to/are expected to (knowledge-based outcomes):

Understand the steps associated with IT Governance

Comprehend the drivers of the make or buy decision of IT

Make sense of the usefulness of SAP Enterprise Resource Planning SystemsMore specifically, participants should be able to (skill- and competency-based outcomes):

Calculate the Total Cost of Ownership of an IT solution

Reengineer Business Processes & IT Architecture

Use Advanced ERP systems to achieve business performance

PREREQUISITES The students are expected to have a comprehensive knowledge of the fundamental concepts of the introductory course to Management Information Systems.


1 Deciding on IT: what’s in IT Governance?

2 IT Acquisition Strategy: shall I make or shall I buy IT?

3 CRM initiatives and Business Process Reengineering

4 Business Process Reengineering

5 Introducing ERPsim Advanced Manufacturing and SAP Lumira Analytics

6 Serious Game with Enterprise Resource Planning Systems (Part 1)

7 Serious Game with Enterprise Resource Planning Systems (Part 2)

TEACHING & LEARNING METHODS The course relies on the case method derived from Harvard’s teaching method.


TOTAL MARK


Engagement 25% 12 hours Aptitude to analyse business situations where IT plays a key role

Final Exam 50% 2 hours Capacity to solve strategic IT challenges

ERPSim Advanced

Manufacturing Serious Game

25% 8 hours Learn how to use advanced SAP ERP Systems for business success


47

The ERPSim Advanced Manufacturing Serious Game ERPSim is an online simulation where students will play with SAP ERP in order to compete in the German market of muesli breakfast. In the manufacturing simulation, participants are responsible for operating a make-to-stock manufacturing company. You will have the opportunity to get your hands on ERP as it is used in real context while trying to achieve operational excellence. All details will be provided in class and the simulation will occur in computer rooms.

READINGS

Please read the cases and prepare the material of ERPsim Advanced Manufacturing game before coming to class.

48

20_M2_LI_SCD_S2_CCO_MGT_1200: STRATEGIC DECISIONS IN OPERATIONS & SUPPLY CHAIN NUMBER OF HOURS: 15 SEMESTER: 2 INTERNATIONA PROGRAM: 2 ECTS COURSE COORDINATOR: Michel PHILIPPART ([email protected])

COURSE OBJECTIFS Most firms rely on complex supply chains to feed their operations and deliver on the promises made to their clients, making that supply network the largest resource in financial terms. This course explores the key issues associated with the design and management of supply chain to achieve the efficient integration of suppliers, factories, warehouses and stores. The demand for integration and cooperation between different actors will therefore be more accentuated.

LEARNING OUTCOMES After having taken this course, participants are expected to (knowledge-based outcomes):

Understand the role of operations and supply chain in managing all the resources of the firm to support itsmultiple objectives

Evaluate and balance the multiple objectives of suppliers and operational networks to meet the client’sexpectations

Understand ethical challenges associated with global supply chains as part of a CSR policy

More specifically, participants should be able to (skills-based outcomes):

Create a rigorous analysis to generate the appropriate operational strategies.

Articulate recommendations to optimize global multi-tiered networks of suppliers

Measure and manage performance across the entire supply chain.

PREREQUISITES Students are expected to have a M1 level understanding of the key concepts and methods of Strategic Management (i.e.: competitive advantages, business model, strategic frameworks like the RBT) and Finance (i.e.: understanding of financial statements, investment decisions, short vs. long term, etc.).

COURSE CONTENT

SESSION N° TOPIC

1 Introduction to Operations as a strategic asset

2 New product introduction

3 Service Level and Inventory Decisions

4 Selecting Organization Forms for your network

5 CSR in global supply chain networks

TEACHING AND LEARNING METHODS This course uses an approach mixing cases, role plays, hands-on exercises to experiment with the presented concepts, and examples from recent events supported by structured material.

ASSESSMENT METHODS



Cases solved in groups during class sessions, including

peer evaluation

40% 10 hours Identification of key issues. Synthesis of facts to recommend a course of action. Development of

actionable recommendations.

Individual final exam 60% 1h30 Knowledge of key terms and tools of supplier management

49

READINGS COMPULSORY: Articles and reports on Blackboard, to read prior to each session.

Iansiti, M. 2015, June 30. The History and Future of Operations. Harvard Business Review

Aoki, K., & Lennerfors, T. T. 2013, September 1. The New, Improved Keiretsu. Harvard Business Review.

Rangan, V.K., Chase, L., Karim, S., 2015. The Truth About CSR. Harvard Business Review.

Porter, M. E. 1996. What Is Strategy? Harvard Business Review, 74(6): 61–78.

Harvard Core Courseso Operations Management Reading: Operations Strategyo Operations Management Reading: Designing, Managing, and Improving Operationso Operations Management Reading: Strategic Sourcingo Operations Management Reading: Managing Inventory

RECOMMENDED ARTICLES:

Barney, J. B. (2012). Purchasing, supply chain management and sustained competitive advantage- Therelevance of resource-based theory. Journal of Supply Chain Management, 48(2), 3-6.

Gulati, R., & Singh, H. (1998). The architecture of cooperation Managing coordination costs and appropriationconcerns in strategic alliances. Administrative science quarterly, 43(4), 781-814

Hult, G.T.M., Ketchen, D.J., Arrfelt, M., 2007. Strategic supply chain management: Improving performancethrough a culture of competitiveness and knowledge development. Strategic Management Journal 28, 1035–1052.

SUGGESTED MANUAL: The following reference manuals are intended for students who want to explore further the topics of Purchasing and Supply Management.

Van Weele, A., 2014. Purchasing and Supply Chain Management, 6th edition. ed. Cengage Learning EMEA,Andover.

Monczka, R., Handfield, R., Giunipero, L., Patterson, J., 2015. Purchasing and Supply Chain Management.Cengage Learning.

50

20_M2_LI_SCD_S2_CCO_FIN_4878: ADVANCED CORPORATE FINANCE NUMBER OF HOURS: 30 SEMESTER: 2 INTERNATIONAL PROGRAMME: 4 ECTS COURSE COORDINATORS: Frédéric JACQUET ([email protected])

COURSE OBJECTIVES Course objective is to gain proficiency regarding key topics that Corporate finance teams are facing nowadays:

Managing the digitalization of the financial processes and transitioning the business into the digital age

Managing the financial and structuring issues related to M&A key investment decisions (Value and Valuecreation, M&A process, governance).

LEARNING OUTCOMES Learning Outcomes in relation to Finance Transformation:

Understand the changing role of the Corporate finance function in a digital world (knowledge-based)

Define and implement solutions for the digitalization of finance and business processes (competency-based)Learning Outcomes in relation to M&A key investment management:

Perform Company Valuation in an M&A environment (competency-based)

Analyse and prioritize key investment decisions, and adapt to shareholder concerns (competency-based)

Drive and customize an external growth process to a specific situation (competency-based).

PREREQUISITES Prior to joining this Advanced Corporate course, students shall be familiar with Corporate finance fundamentals:

Financial statements structure, purpose and interactions (income statement, balance sheet and cashflowstatement), financial analysis ratios

Capital budgeting: time-value of money and Net Present Value (NPV) calculation.

COURSE CONTENT SESSION

N° TOPIC

1 Course Introduction (objectives, topics, marks) Finance transformation. Process dematerialisation (O2C, P2P, R2R, T&E), performance management enhancing (BI, EPM), robotization (RPA). Technology, V cycle and agile methodology, stakeholders’ management, risks & impacts, change

2 Dematerialisation & automatization of a Purchase-to-Pay process

3 Cost of Equity / Cost of Capital calculation (CAPM) Valuation general concepts & techniques Enterprise Value versus Equity Value, Net Debt adjustment Valuation relative methods (multiples), intrinsic methods (DCF FCFF, Net Assets and NAV) M&A Process overview.

4 Sell-side Corporate valuation Sell-side pitch & M&A mandate

5 M&A deals structuring (total vs partial acquisition, earnout mechanism, share payment, asset deal …)

6 Review and analysis of latest M&A deals structuring

7 Submitting an indicative offer (LOI Letter of Intent): buy-side valuation, investment analysis & shareholder presentation, indicative offer terms

8 Negotiating the Firm Offer. Due Diligence findings and impact: SPA warranties, restatements and price impact, synergies and value, price adjustment mechanism, firm offer negotiation

9 Exam Preparation & wrap-up of the course


51

TEACHING & LEARNING METHODS Course is based on a flipped classroom approach:

Most of the course time is dedicated to in-class case studies and exercises: students will work in teams of 4 to6 and will deal with real-life situations during each course.

Manuals, videos and e-learning modules will be provided prior to each course for students to be prepared forthe in-class case studies.



Continuous assessment 25% During the course ALL

Final Exam 75% 2 hours ALL

READINGS Reference textbooks:

Corporate Finance, Berk and DeMarzo (3rd edition)

Corporate Finance, Theory and Practice (4th edition).

52

20_M2_LI_SCD_S2_CONS_4867: BUSINESS ETHICS NUMBER OF HOURS: 15 SEMESTER: 2 INTERNATIONAL PROGRAMME: 2 ECTS COURSE COORDINATOR + MAIL: Geert DEMUIJNCK ([email protected])

COURSE OBJECTIVES This course aims at providing a better understanding and framing of ethical issues related to business and economic questions. It specifically focuses on domain-related issues, like ethical challenges in consulting.


Ethical issues related to business and the economy, especially issues concerning their domain of specialization.

The aim of the course is not to provide precise answers to specific questions, but to raise the awareness ofhow important these issues are in business, as well as the willingness and the competence to analyse them(LO1)


Analyse a case from an ethical perspective (LO2)

Read an ethical argumentation (LO3)

Capacity to assess and to evaluate the normative framework of consultancy firms (LO4)

PREREQUISITES The only important prerequisite is intellectual honesty, i.e. the willingness to be led where the arguments lead you, even if you feel uncomfortable with the conclusions. Discomfort should sharpen our critical reflection, but not prevent us from thinking.

COURSE CONTENT

SESSION N° TOPIC

1 What is business ethics

2 Profession

3 Cases

4 The normative framework of consulting firms

5 A practitioner’s view

TEACHING & LEARNING METHODS In class lectures

Class discussions

Case discussion and presentation

ASSESSMENT METHODS



Class participation 40% 15 minutes Presentation and

class work

Insight in the meaning of ethics for a profession LO4, Moral discourse

Individual take home exam

60% One week, hand in on blackboard

LO1,LO2, LO3

READINGS Reading material will be posted on Blackboard.


53

19_P0_LI_BM_S2_CCO_CCS_1333: FAMILY BUSINESS NUMBER OF HOURS: 30 SEMESTER: 2 INTERNATIONAL PROGRAMME : 8 ECTS COURSE COORDINATOR: Anne E.WITTE ([email protected])

Family-owned and -run businesses dominate in most economies. According to latest figures, around 83 percent of French businesses are family businesses. Similarly, worldwide family businesses account for around 70 to 90 percent of all businesses. In the US, family businesses constitute 85 percent of private sector employment and one-third of the S&P 500. The probability is high that many students will pursue careers in or with family businesses. Jobs in investment banking, wealth management, consulting and management all relate to some extent to family businesses. However, few understand this special type of business as family firms (both private and publicly-traded) face unique challenges. These difficulties are primarily related to the interaction of family, management and ownership - particularly where the family wishes to preserve its influence and control from generation to generation. Goal of the course is therefore to familiarize students with the notion of a family business and its challenges, as well as to provide more specific exposure to family firms in France and worldwide.

The learning objectives of the course are to:

Learn and raise awareness why a family firm is a distinctive form of organization

Increase students’ understanding of family firms and their role in the economy

After having taken this course, participants will be able to/are expected to know or understand (knowledge-based outcomes):

The major issues and problems of family businesses as well as basic ideas how these challenges can besolved to improve family business performance

Improve students’ team building and business case writing skills

More specifically, participants should be able to (skill- and competency-based outcomes)

Develop skills related to data gathering on family businesses, as well as critical and analytical thinking

Actively seek and propose for solutions to common family business challenges (competencies relatedto consulting family businesses)

Enhance students’ future entrepreneurial and managerial capabilities in a family business context

Basic understanding of the fundamental theories in management as taught in the introductory courses in management (e.g. agency theory, resource-based view, stewardship theory, etc.)

The following outline is only tentative and can be changed. Reason is that there might be some high-profile guest- speakers from Family Businesses and/or Consultants coming to our class. Due to their busy schedules we need to stay flexible and adjust to them. Please check blackboard regularly and pay attention to in-class announcements which I will make in due time. Presence during guest speaker-events is mandatory.

COURSE OBJECTIVES

LEARNING OUTCOMES

PREREQUISITES

COURSE CONTENT


54

SESSION N°

DURATION TOPIC TYPE OF

COURSE

TYPE OF GROUP (P – P/)

CONTENT PREP.WORK IT ROOMS

SOFTWARE

1 Introduction to the topic of Family Business

CM Incoming Course introduction, Definition and a Characteristics of a Family Business, Economic Relevance of Family Firms, Overview on Advantages and Disadvantages of Family Businesses, Examples of Specific Challenges

No No

2 Family Businesses as Dynamic Systems

CM Incoming Family Businesses as Systems, Ownership/Family/Busi ness, Identity, Attachment, Cohesion, Emotions

No No

3 Succession CM Incoming Management and Ownership Succession, Planning for the Transfer of Power, Specific Challenges and Problems in the Succession Process

No No

4 Innovation, Continuous Entrepreneurship

CM Incoming QUIZ + Preservation of Entrepreneurship and Innovation over Generations

No No

5 Strategic Planning and Non- Family Managers/Employ ees, Financial Considerations, Performance, and Valuation of the Family Business

CM Incoming Integration of Non- family Members into the Family Business, Creating Commitment, Justice Perceptions, Performance studies, Financial and Emotional Value, Socio-emotional Wealth

No No

55

Corporate Governance and Professionalizatio n in Family Businesses

CM Incoming Guest speaker - Effectiveness of boards, Designing of Family Governance, Family Council, Family Assembly, Family Constitution, Prevention of Conflicts between Family Members, Independent Directors in Family Firms

No No

Lectures, demonstrations by videos, guest speakers and live case teaching methods (tentative), Socratic dialogue, reading, case-based discussions, and group exercises.

ASSESSMENT NATURE % OF THE TOTAL MARK

DETAILS DURATION LEARNING OUTCOME

EVALUATED



40% Includes preparation, presentation, and individual participation + 1 QUIZ

During the course and guest speaker events (tentative)

all

Final project Final assessment

60% Final project: Developing a case study of a family business

End of course (Due date to be announced and submitted via URKUND)

all

As the final project, students will work in teams and develop a case on a family business of their choice. They will research information on the family and the business, either by public sources (see below) or by means of data collection and interviews. The cases should revolve and describe a specific challenge a family business faces or has faced in the past. The challenge may be (but is not limited to) one of the topics we covered in class. In any case it should be related to family business specific topics. More details will be provided in class. During one of the last sessions each student team will have the opportunity to present their case in order to receive feedback from their classmates and the professor on their case. The written case will need to be submitted electronically to the URKUND anti-plagiarism system (Information on Blackboard).

Anderson, Ronald C. and David M. Reeb, 2003. Founding-Family Ownership and Firm Performance: Evidence from the S&P 500. Journal of Finance 58(3), 1301-1327. Anderson, Ronald C. and David M. Reeb, 2004. Board Composition: Balancing Family Influence in S&P 500 Firms. Administrative Science Quarterly 49(2), 209-237. Bernhard, F. & Labaki, R. (2016). To sell or not to sell? The financial and socio-emotional dilemma of the ownership decision in the family business. In Arora, A. & Bacouel-Jentjens, S. (eds.), International Fragmentation: Impacts and Prospects for Manufacturing, Marketing, Economy, and Growth (pp. 141-151). London: Palgrave-Macmillan. Carney, M. (2005). Corporate governance and competitive advantage in family-controlled firms. Entrepreneurship Theory and Practice, 29(3), 249-265. Kets de Vries, M. F., & Simmons, S. (2010). Envy me? The rise and fall of Gucci. Strategy, process, content, context: An international perspective, 4th edn. Andover, UK: Cengage Learning. Lins, Karl V., Paolo Volpin and Hannes F. Wagner, 2013. Does Family Control Matter? International Evidence from the 2008-2009 Financial Crisis. Review of Financial Studies 26(10), 2583-2619. Pérez-González, Francisco, 2006. Inherited Control and Firm Performance. American Economic Review 96(5), 1559-1588.


ASSESSMENT METHODS

READINGS

56

Poza, E. J. (2013). Family business: Cengage Learning. Randel S. Carlock, and John L. Ward, 2007. Strategic Planning for the Family Business, Palgrave Macmillan. Sharma, P., Blunden, R., Labaki, R., Michael-Tsabari, N., & Algarin, J. (2013). Analyzing family business cases: Tools and techniques. Case Research Journal, 33(2), 1-20. Zellweger, T. (2017). Managing the family business: theory and practice. Edward Elgar Publishing. Technical notes and cases (e.g. The Gucci case) will be provided during the course.

RESOURCES FOR FINAL PROJECT Reading material and slides will be uploaded on Blackboard. Here are potential sources to research family businesses: Business Source Complete (EBSCO) Business Source Complete is the world's definitive scholarly business database, providing the leading collection of bibliographic and full text content. As part of the comprehensive coverage offered by this database, indexing and abstracts for the most important scholarly business journals back as far as 1886 are included. In addition, searchable cited references are provided for more than 1,300 journals. EconLit with Full Text (EBSCO) EconLit with Full Text contains all of the indexing available in EconLit, plus full text for more than 480 journals, including the American Economic Association journals with no embargo (American Economic Review, Journal of Economic Literature, and Journal of Economic Perspectives). This database also contains many non-English full- text journals in economics & finance.

Emerald: Access to a growing collection of over 120,000 articles from more than 212 high quality business and management journals. Research from the world’s leading business and management publisher that connects theory with practical application. High quality peer reviewed articles from a publisher with over 40 years’ experience.

Factiva: 8000 new sources from 118 countries in 22 languages with same-day full text access to major newspapers and business magazines as well as 25 000 company reports.

JSTOR: (Journals storage)JSTOR offers multi-disciplinary and discipline-specific collections that include complete runs of academic journals as well as select monographs, transactions, and conference proceedings.

SAGE: SAGE publishes more than 520 journals in Business, Humanities, Social Sciences, and Science, Technology and Medicine.

DIANE: Extensive coverage of company, financial and economic data from France’s major markets.

INTERNET RESOURCES FOR BUSINESS IN FRANCE Ipsos is a French company which produces market reports and surveys on consumer behaviour and society, in France. It undertakes consultancy work for a fee, but the site contains some fascinating brief free reports which may be interesting for business or marketing students researching France. For example, there are reports on the growing number of people over 50; attitudes to the EU and to work. Ipsos is part of a global organisation called Ipsos-ASI, The Advertising Research Company. The site is in French, but there is a slightly different English version too. http://www.ipsos.fr/

Altema is a French online resource for market research and consumer behaviour. Each dossier is written by staff from a French chamber of commerce and presents a picture of the national market for a product, a leisure activity or of market segments. The latest reports deal with issues like adolescent consumers (and how they are defined), the fashion for staying in, wine consumption in France, and the dream which country cottages represent. Altema is the brainchild of RESIS (Réseau d'Informations Stratégiques pour les entreprises), an organisation set up by the French chambers of commerce, to identify consumer trends, market development, and company strategies worldwide. A very useful resource for anyone researching French markets. Altema is supported by the European Commission. NB. The site is only in French. http://www.altema.com/altema/

http://www.ipsos.fr/

http://www.altema.com/altema/

57

20_M2_LI_BM_S2_CCO_FLE_1345: IC - FLE NB HEURES : 15 SEMESTRE : 2 RESPONSABLE DU COURS : Lucie BENAGROUBA ([email protected])

OBJECTIFS DU COURS Acquérir un niveau élémentaire à expérimenté en langue française tels que définis par le CECRL. Pouvoir faire face aux situations quotidiennes de la vie académique, sociale ou professionnelle. En partant d’une analyse du niveau de départ en Français, nous poursuivons ensemble le processus d’apprentissage de la langue cible.

OBJECTIFS D’APPRENTISSAGE Après avoir suivi ce cours, les participants devraient être capables de connaître ou de comprendre (résultats fondés sur les connaissances) : Les actes de communication quotidienne dans un contexte professionnel. Présenter l’entreprise, son organisation, son activité, son marché, sa politique commerciale ainsi que sa situation financière, ses résultats ; exprimer des quantités, indiquer l’évolution, faire des comparaisons, interpréter et commenter des tableaux, des graphiques. Parler du cadre et des conditions de travail : le poste de travail, les horaires, les salaires, les congés, les relations avec les collègues, etc. Connaître les principaux acteurs socio-économiques du monde du travail en France. Découvrir les principales institutions et personnages-clés de la vie politique française et comprendre les relations entre ces institutions.

Plus précisément, les participants devraient être capables de (résultats fondés sur les compétences) : Exprimer des points de vue personnels sur des thèmes ayant trait aux études ou à des aspects sociaux et culturels. Produire un texte narratif, informatif ou argumenté. Rechercher un emploi, un stage : lire/rédiger une petite annonce, un CV, une lettre de candidature, mener/passer un entretien d’embauche. Acquérir les notions de base pour comprendre la vie sociale en France, les nouvelles tendances et les défis qui attendent le monde du travail en France et dans le monde.

PRÉREQUIS Niveau A1 à C1 du CECRL : le contenu des cours est décliné en différents groupes de niveaux.

CONTENU DU COURS Niveau beginner / semestre 2

SESSION TOPIC

1 Décrire un lieu / Raconter un voyage fait ou à faire

2 Raconter ou comprendre une expérience vécue (1) / Comparer, les temps du passé

3 Raconter ou comprendre une expérience vécue (2) / A la découverte des métiers,

4 Raconter ou comprendre une expérience vécue (3) / Présenter une expérience professionnelle

5 Parler de ses projets (1) / Présenter son parcours universitaire

6 Parler de ses projets (2) / L’expression du futur

7 Parler de ses projets (3) / Exprimer un souhait, un but et une conséquence

8 Bilan et réemploi des compétences acquises en cours d’année Jeux de rôle pour la pratique de l’oral, remédiation

58

Niveau elementary / semestre 2

SESSION TOPIC

1 La santé (1) / La consultation chez le médecin ; la notice de médicament ;

2 La santé (2) / Analyse d'images publicitaires de produits pharmaceutiques

3 La santé (3) / Parler des problèmes d’environnement

4 L’apparence (1) / Décrire un look, le dresscode en entreprise

5 L’apparence (2) / Les grands couturiers et l'industrie du luxe en France

6 Thème au choix en fonction des attentes des apprenants (1)

7 Des clefs pour comprendre la France et les Français (1) / Le principe de laïcité, l’État providence, le droit de grève, les valeurs de la République…

8 Bilan et réemploi des compétences acquises en cours d’année

Niveau intermediate / semestre 2

SESSION TOPIC

1 Le Monde du travail (1) / Le vocabulaire de l’entreprise, les secteurs d’activité

2 Le Monde du travail (2) / Mini-projet : à la rencontre d’un professionnel

3 Le Monde du travail (3) / Simulations de situations professionnelles

4 L’environnement (1) / le vocabulaire de l’environnement et la question du greenwashing,

5 L’environnement (2) / Les pesticides dans l’agriculture

6 L’innovation technologique (1) / La description, Matériaux et formes

7 L’innovation technologique (2) / Expression du but


Niveau Advanced / semestre 2

SESSION TOPIC

1 Les inégalités (1) / Les types d’inégalités sociales et professionnelles

2 Les inégalités (2) / Débats sur des sujets choisis par les apprenants

3 Les inégalités (3) / Débats sur des sujets choisis par les apprenants

4 Actualité internationale – Les forces en présence (1) / La presse en France et dans le monde

5 Actualité internationale – Les forces en présence (2) / Revue de presse

6 Actualité internationale – Les forces en présences (3) / Exprimer un point de vue sur un thème d’actualité

7 La communication en entreprise (1) / Le mail professionnel


MÉTHODES PÉDAGOGIQUES Pédagogie de la tâche, telle que définie par le CECRL. Documents authentiques extraits d’articles, chansons, documents audiovisuels d’actualité ou de fiction. • Activités issues des méthodes Rond-Point (éd. maison des langues), Tout va Bien (Clé International) etEcho (Clé International).• Sites web.• Documents multimédias disponibles sur le blog : https://pro2fle.wordpress.com/ , Kahoot, Padlet• Approche inductive de la grammaire (exemples en situation puis identification et théorisation parl’apprenant).• Exercices en situation : jeux de rôles plus ou moins dirigés, débats, simulations de réunions.• Alternance de travail individuel et travail en groupe.

https://pro2fle.wordpress.com/

59

MÉTHODES D’ÉVALUATION

ÉVALUATION TYPE % DU TOTAL DE LA NOTE

DURÉE OBJECTIF D’APPRENTISSAGE ÉVALUÉ

Contrôle Continu 100 %, constitué de :

Evaluation des compétences étudiées (80%),

participation (20 %)

variable Capacité linguistique complète en fonction du niveau et des savoirs et savoir-faire abordés en cours

Respecter des deadlines Travailler en groupe, Savoir-apprendre

LECTURE

60

20_M2_ONL_SCD_S2_CCO_5434: ONLINE SPREADSHEET MODELING NUMBER OF HOURS: 15 SEMESTER: 2

INTERNATIONAL PROGRAMME: 2 ECTS COURSE COORDINATOR + MAIL: Jérémie LANIEZ ([email protected])






COURSE CONTENT

SESSION N° TOPIC




4 Excel formulas


6 Charts







ASSESSMENT METHODS




100% Self-paced Pass mark: 70%

LO1, LO2



61

20_M2_ONL_SCD_S2_CCO_5435: ONLINE FINANCIAL ACCOUNTING NUMBER OF HOURS: 15 SEMESTER: 2







COURSE CONTENT

ONLINE TOPIC










ASSESSMENT METHODS




100% Self-paced Pass mark : 70%

LO1, LO2


62

20_M2_LI_SCD_S2_CONS_ 4879: ORGANIZATION PERFORMANCE FOR CONSULTANTS: ASSESSMENT AND IMPROVEMENT NUMBER OF HOURS: 30 SEMESTER: 2 INTERNATIONAL PROGRAMME: 4 ECTS COURSE COORDINATOR: Lorraine UHLANER ([email protected])

COURSE OBJECTIVES The objective of this course is to learn how to analyze a firm’s organization health, in order to make better (and evidence-based) recommendations.

LEARNING OUTCOMES After having taken this course, participants will be able to:

Gain and apply knowledge about the key elements making up models of Organization health and their relationship to financial performance. Develop recommendations to help organizations improve their effectiveness.

PREREQUISITES Enrolled in the Consulting concentration of the MSc in Strategy, Consulting and Digital Transformation.


1-2 Course Introduction. HCC Simulation

3 HCC Simulation: linking business and human capital Introduction to McKinsey’s OHI Model.

4 OHI: the first 5 elements: Direction/Leadership/Culture/Capabilities/Motivation

5 OHI continued: Coordination and control, accountability

6 Competitive Analysis (GE model); OHI: The renewal elements

7 Organization Effectiveness models: Life stage models

8 Organization effectiveness models: Open systems theory.

9 Capstone presentations

10 Simulation presentations (final project)

TEACHING & LEARNING METHODS Pedagogical tools will include lectures, simulations and case analysis.



Individual assessment 60% Continuous assessment including Capstone assignment

LO1 and LO2

Final group project 40% Simulation presentation

LO1

READINGS PREVIEW: Human Capital Challenge. Megalearning Company.

Gagnon, S., John, E. and Theurissen, R. (2017). Organizational health: A fast track to performanceimprovement. McKinsey Quarterly, September, pp. 1-10.

Keller, S. and Price, C. excerpts from Beyond Performance: How Great Organizations Build UltimateCompetitive Advantage, Hoboken, NJ: John Wiley and Sons.

Chatman, J.A., and Ha, S.E. (2003). Leading by Leveraging Culture. California Management Review, 45, 4, pp.20-34. (4).

63

Keller, S., & Meaney, M. (2017). Attracting and retaining the right talent.McKinsey&Company, November, pp. 1-9.

Dewhurst, M., Guthridge, M., & Mohr, E. (2009). Motivating people: Getting beyond money.McKinsey&Company, November, pp. 1-5.

Palmer, R., & Schaninger, B. (2018). The link between meaning and organizational health. McKinsey Quarterly,October, pp. 1-2.

Goler, L., Gale, J. & Grant, A. (2016). Let’s not kill performance evaluations yet. Harvard Business Review,Reprint R1611G, pp. 1-6.

Cappelli, P. & Tavis, A., (2016). The performance management revolution. Harvard Business Review, ReprintR1610D, October, pp. 1-11.

Buckingham, M. and Goodall, A. (2015). The Big Idea: Reinventing performance management. HarvardBusiness Review (HBR.Org), April. Reprint R1504B pp. 1-10.

Simons, R., (2017). Strategy Execution Module 3: Using information for performance management and control.Harvard Business School. 9-117-103, pp. 1-22.

Barsh, J., Capozzi, M.M. and Davidson, J., 2008, “Leadership and Innovation,” McKinsey Quarterly, Number 1,pp. 37-47.

McKinsey&Company (2018). The five trademarks of agile organizations. Report, January. McKinsey&CompanyOrganization, pp. 1-19.

Martin, R.L. 2010 “Drawing a line between strategy and execution almost guarantees failure,” HarvardBusiness Review, July –August, pp. 64-71.

Mankins, M.C. & Davis-Peccoud, J., 2013, “Boiling-frog affliction and other ills: Using combination therapies toimprove organization performance”, Decision Insights, Bain&Company.

Raynor, M.E. & Ahmed, M., 2013 “Three Rules: How exceptional companies think”, Deloitte Review, Issue 13,33-41.

Flamholtz, E.G. and Randle, Y. (2007), Successful Organizational Development and Growing Pains,Management Online Review, 1-9.

Excerpts from Hendrickson, L. Uhlaner and Psarouthakis, J. (1998) Dynamic Management of Growing Firms: AStrategic Approach, second edition, Ann Arbor: The University of Michigan Press

64

20_M2_LI_SCD_S2_TS_5808 : INTRODUCTION TO FINANCIAL MARKETS NUMBER OF HOURS: 15 SEMESTER: 2

INTERNATIONAL PROGRAMME: 2 ECTS COURSE COORDINATOR + MAIL: Fabrice GUEZ ([email protected])

COURSE OBJECTIVES This course will allow the students to understand the role and the different activities of the financial markets and

to acquire a vision of the actors, the organization and the products of the financial markets. Thanks to this course, students will apprehend the products processed in the markets and the associated risks.


Know the actors, the organization and the products of the financial markets

Understand the difference between OTC and Listed markets

Master the market mechanisms and the main uses of financial products

Know how to use derivatives as risk hedging instruments and instruments of speculation

Understand the principle of discounting and the actuarial model

Understand the basics of pricing derivatives

Know the principles of managing a portfolio of derivatives

PREREQUISITES Students are required to have previous experience in a finance-related job.


1 Actors of Financial Markets

2 Products of Financial Markets

3 Study of An OTC Market: The Fixed Income Market

4 Study of an Organized Market: The Equity Market

5 Introduction To Asset Management

TEACHING & LEARNING METHODS The course is based on in-class lectures and case studies.



Group assignment 40% During the course ALL

Final exam 60% 1h30 ALL

READINGS Lecture Slides

Lecture slides are the most important course material and will be available at the beginning of the course. Books The book listed below provides some references for the topics covered in the course: OPTIONS, FUTURES, AND OTHER DERIVATIVES 10th Edition by John C. Hull

65

20_M2_LI_SCD_S2_TS_5809: FINTECH, BITCOIN & BLOCKCHAIN NUMBER OF HOURS: 15 SEMESTER: 2

INTERNATIONAL PROGRAMME: 2 ECTS COURSE COORDINATOR + MAIL: Fabrice GUEZ (([email protected])

COURSE OBJECTIVES Since its emergence, FinTech has been considered a disruptive force within the financial industry, one to prepare for, or even defend against. New players such as start-ups and technology firms are challenging traditional players in finance, bringing democratization, inclusion and disruption. This course is designed to enable students to understand the complex interaction of finance, technology and regulation. It provides an introduction to FinTech through the impact of cryptocurrencies, blockchain and big data on financial institutions. Students will develop a broad understanding of the recent FinTech development and benefit from hands-on problem-solving experiences that can be useful for FinTech applications and innovation.

LEARNING OUTCOMES After successfully completing this course, students will be able to (knowledge-based outcomes):

Understand recent FinTech developments and analyse their impact on financial services

Describe how data is reshaping finance

Understand the technologies underlying cryptocurrencies and blockchainsMore specifically, participants should be able to (skill- and competency-based outcomes):

Engage in the process of FinTech innovation

PREREQUISITES Students are required to have previous experience in a finance-related assignment. Indeed, this course is intended to rely largely on the strategy and financial skills acquired by students over previous courses in the program. There is no coding or technical pre-requisite. Intellectual curiosity is very welcome!


1 What is FinTech?

2 How Big Data is reshaping finance

3 The building blocks of Bitcoin

4 From Bitcoin to Crypto-Assets

5 Blockchain for financial institutions

TEACHING & LEARNING METHODS This course will be taught through lectures, with a strong emphasis on a lively dialogue between students and the lecturer. Each session will include a practical case study. Students are encouraged to bring their laptop as we will explore various online research and data sources throughout the course. Reading materials will be handed at the end of each session. Students will form groups at the beginning of the course to work on a case study that will be presented in-class at the end of session 5.



Group Project 40% Throughout the course

All

Final exam 50% 1,5 hours All

Class participation 10% Throughout the course

All

READINGS Compulsory readings will be distributed in class. Recommended readings:


66

"Data Smart: Using Data Science to transform Information into Insight"by John W. Foreman

"Bitcoin: A Peer-to-Peer Cash Electronic System" by Satoshi Nakamoto -

"Mastering Bitcon: unlocking digital currencies" by Andreas Antonopoulos

67

20_M2_LI_SCD_S2_PTA_4868: OPERATIONAL EXCELLENCE TO MASTER VARIABILITY NUMBER OF HOURS: 15 SEMESTER: 2 INTERNATIONAL PROGRAMME: 2 ECTS COURSE COORDINATOR: Michel PHILIPPART ([email protected]) COURSE INSTRUCTOR: Cédric VERBEECK ([email protected])

COURSE OBJECTIVES Operational Excellence is the execution of the business strategy more consistently and reliably than the competition. Firms with deep operational capability run their businesses better and provide superior customer service. These firms reap the rewards of larger market share, higher profits, and better returns. As a future consultant, you need to have a deep understanding of the company’s operations, which sources of variability affect them and how to mitigate the effect of variability. The strategic value of (digital) operations is too important to ignore. In this course, we will focus on five topics: the strategic importance of operations management; quality management; the impact of variability; lean management; and revenue management. To ensure practicality, we will put the theory to test by showing how it works in practice.


Understand the impact of variability and flexibility on the outcome of operations (LO1)

Understand the importance of revenue and quality management (LO2)More specifically, participants should be able to (skill- and competency-based outcomes):

Applying mathematical methods to waiting and loss problems in an operations management context (LO3).

Synthesizing various operational excellence topics into case-specific improvement report (LO4)

PREREQUISITES An advanced level of English and good analytical skills.


1 Capacity management

2 Process variability

3 Lean management

4 Enterprise 4.0

5 Queuing theory

TEACHING & LEARNING METHODS The course will involve the following teaching and learning methods:

In-class lectures

Case studies

Class assignments



Individual Assignments 60% During the course

Knowledge testing of concepts and problem solving techniques (LO1+2).

Team Assignments 40% During the course

Improve business operations by reducing variability. (LO3+4)



68

READINGS Recommended readings:

Matching Supply with Demand, Gérard Cachon and Christian Terwiesch, McGraw Hill, 3rd International edition,2012.

Core curriculum, Operations Management reading: Managing Queues, Elliott N. Weiss 2013

69

20_M2_LI_SCD_S2_PTA_5810: DIGITAL TECHNOLOGIES IN OPERATIONS NUMBER OF HOURS: 15 SEMESTER: 2 INTERNATIONA PROGRAM: 2 ECTS COURSE COORDINATOR: Michel PHILIPPART ([email protected])

COURSE OBJECTIVES This course will demonstrate that the most promising, value building, transformative applications of digital technologies is a firm’s operation. It will take a fact-based approach to demonstrate the value creation potential of blockchain technologies, the Internet of Things, Industry 4.0, Additive Manufacturing.

LEARNING OUTCOMES After having taken this course, participants are expected to (knowledge-based outcomes):

Understand the key principles of new digital based technologies applied to operations (LO1)

Understand how value is created with digital technologies in operations and resources management (LO2)o Blockchaino Internet of things.o Additive manufacturing


Identify efficiency and value creation opportunities in business environments (LO3)

PREREQUISITES Students are expected to have a M1 level understanding of the key concepts and methods of Strategic Management (i.e.: competitive advantages, business model, strategic frameworks like the RBT) and Finance (i.e.: understanding of financial statements, investment decisions, short vs. long term, etc.)

COURSE CONTENT The course content can evolve to reflect contemporary topics and incorporate technology evolutions

SESSION N° TOPIC

1 Applications of Blockchain in Supply Chain Management

2 Applications of Blockchain in Finance and Services

3 3-D Printing and Additive Manufacturing: impact on supply chain networks and service level

4 Introduction to IoT and IoT ecosystems for personal and domestic applications

5 Industry 4.0 and Industrial IoT

TEACHING METHODS This course uses an approach mixing cases, hands-on exercises to experiment with the presented concepts, and examples from recent events supported by structured material.



Cases solved in groups during class sessions, including peer

evaluation

40% Continuous assessment

LO1, LO2 and LO3

Individual final exam

60% 1h30 LO1 and LO2

READINGS Compulsory: will be provided prior to the beginning of classes.


70

19_M2_LI_SCD_S2_SDCI_4880: INNOVATION MANAGEMENT NUMBER OF HOURS: 15 SEMESTER: 2 INTERNATIONAL PROGRAMME: 2 ECTS COURSE COORDINATOR + MAIL: Lorraine UHLANER ([email protected])

COURSE OBJECTIVES Via innovation theory and case study analysis, students will learn to analyse and apply various innovative management techniques used for both start-up (initial commercialization) and established firms, including those either bringing about, or having to face competition with respect to digital transformation.

LEARNING OUTCOMES After having taken this course, participants will be able to:

Predict whether a commercialization effort is likely to succeed or fail.

Define, critique, compare, and recommend innovative strategies (open vs. closed; disruptive vs. breakthrough;digital vs. analog) used in business for product and service creation

PREREQUISITES M1 course on Business Development and Innovation or equivalent.


1 Management of Innovation: Introduction Part I: Managing the new product process

2 Part II: Managing the new product process

3 Knowledge Management

4 Open innovation vs. Closed innovation

5 Disruptive Innovation vs. Breakthrough Innovation

TEACHING & LEARNING METHODS This course will use a combination of lectures, discussions, cases and in-class exercises.

ASSESSMENT METHODS

ASSESSMENT % OF THE TOTAL MARK DURATION LEARNING OUTCOME EVALUATED

Group work 50% Throughout the

module

LO1, LO2

Final project 50% After the course LO2

READINGS Kahn, K. B. (2018). Understanding innovation. Business Horizons, 61, 453-460. Harmancioglu, N., McNally, R.C., Calantone, R.J., and Durmusoglu, S. S. (2007). Your new product development (NPD) is only as good as your process: an exploratory analysis of new NPD process design and implementation, R&D Management, 37 (5), pp. 399- 424. HBP: Early Tests of Business Potential: Stage-gates and quick kills, an excerpt from Innovator’s Toolkit, 10 Practical Strategies to Help You Develop and Implement Innovation, Harvard Business Press, Boston, MA). Day, G.S. (2007). Is it real? Can we win? Is it worth doing? Harvard Business Review. Chesbrough, Henry (2003) Excerpt from Open Innovation: The New Imperative for Creating and Profiting from Technology, Cambridge, MA: Harvard Business School Press, xvii-xxviii. (Introduction to Open Innovation). Brossard, M., Erntell, H., and Hepp, D., (2018). Accelerating product development: the tools you need now. McKinsey & Company Operations. Grunlund, J., Sjodin, D. R.,& Frishammar, J. (2010) Open Innovation and the Stage-Gate Process: A Revised Model for New Product Development, California Management Review, 52, 106-131.


71

Newell, Sue, Robertson, Maxine, Scarbrough, Harry, and Swan, Jacky excerpt from Chapter 6: Community Approaches to managing knowledge work, in,

Newell, Sue, Robertson, Maxine, Scarbrough, Harry, and Swan, Jacky, Managing Knowledge Work, Palgrave, MacMillan, pp118-139. (Also includes the Case: Buckman Labs).

Schlagwein, D., & Bjorn-Andersen, N. (2014). Organizational learning with crowdsourcing: The revelatory caseof LEGO, Journal of the Association for Information Systems, 15, special issue, pp. 754-778.

Deloitte Insights, 2018 Digital media trends survey, 12th edition. A report by the Center for Technology, Media& Telecommunications.

Christensen, C.M., Raynor, M. and McDonald, R., (2015). What is Disruptive Innovation? Harvard BusinessReview, December 2015.

Ganas, J., (2016). The Disruption Dilemma, Fall. Rotmanmagazine.ca, pp. 27-31.

Nylen, D. and Holmstrom, J. (2015). Digital innovation strategy: A framework for diagnosing and improvingdigital product and service innovation, Business Horizons, 58, 57-67.

CASES

Case 1: Elite: the Digital Mattress Company, IMD, IMD932, IMD-7-1984

Case 2: Three-Five Photonics

Case 3: Mindtree: A Community of Communities, Harvard Business School 9-311-049

Case 4: Lego Products: Building Customer Communities through Technology, WDI Publishing case W93C26(Michigan Ross School of Business)

Case 5: Harvard Business School Case 9-813-073: Bonnier: Digitalizing the Media Business.

Case 6: Disruption in Detroit: Ford, Silicon Valley and Beyond, BerkeleyHaas Case Series, B5875.

72

20_M2_LI_SCD_S2_SDCI_1198: GLOBAL RISK MANAGEMENT NUMBER OF HOURS: 15 SEMESTER: 2 INTERNATIONAL PROGRAMME: 2 ECTS COURSE COORDINATOR + MAIL: Bertrand MONNET ([email protected])

COURSE OBJECTIVES Cybercrime, financial crime, fraud, corruption, terrorism, counterfeiting…: multinational companies are continuously targeted by mafias and terrorist organizations, as well as by internal fraudsters, corrupted public agents, non-ethical competitors and fraudulent suppliers. Far from being exotic nor trivial, illicit business has become strategic for top managers, since it can impact any company in all of its dimensions: revenues, brand, IP, assets, products, resources, strategy, governance, and of course people. From mafias to corrupted officials and its own employees: who are the predators of a company? The first objective of the course is to deliver an exhaustive analysis of the major risks generated by economic crime. From pure security to organizational and strategic solutions: how to manage the risks generated by economic crime? The second objective of the course is to present the multiple risk management solutions that companies set up to cope with such risks.


Detect the exposure of a company to economic crime, and especially to financial crime, fraud, corruption andcybercrime.


Identify the efficient risk management solutions to be mobilized by companies exposed to economic crime.

PREREQUISITES None.

COURSE CONTENT

SESSION N° TOPIC

1 Introduction + Risk Analysis 1

2 Risk Analysis 2

3 Risk Analysis 3

4 Risk Management 1

5 Risk Management 2

TEACHING & LEARNING METHODS In-class lectures Case studies Class discussions E-learning sessions



Individual assignment 100% 3 to 5 hours ALL

READINGS The Paradox of Honesty: How Multinationals Contribute to the Spread of Organised Crime, in Milliot, E. & N.

Tournois (eds).

The Paradoxes of Globalisation, Basingstoke (UK): Palgrave-McMillan, 2010 – Véry, Monnet.

73

M@n@gement, : Identification and Economic Analysis of GovernanceMechanisms in Legally Registered Mafia Firms, 2012 - Duplat, Véry, Monnet.

Les nouveaux pirates de l’entreprise – CNRS Editions, 2010 – Monnet, Véry (in French).

Global economic crime survey 2016 – PWC.