72908 - Strategic Alliances and Network

Learning outcomes

Course Objectives:

• Help students develop a deep understanding of:
  • The meanings of different types of alliances and networks
  • The reasons why companies engage in these alliances and networks
  • The methods used to implement them effectively
• Provide tools to understand what differentiates a strategic alliance or network from a generic one
• Demonstrate how studying alliances and networks helps to better understand the structure of industrial sectors
• Identify the fundamental elements for an effective study of the complex nature of cooperation strategies
• Recognize the components of a learning strategy through partners and apply them to various functional areas and contexts
• Learn concepts and techniques related to conflict management, partner selection, and negotiation processes
• Provide the analytical tools that can be used in the future for designing, managing, and redesigning alliances and networks

Course contents

Course Outline: Strategic Alliances and Networks

1. Introduction to Strategic Alliances and Networks

• Definition and Importance
• Historical Perspective and Evolution
• Types of Strategic Alliances and Networks

2. Theoretical Foundations

• Theories of Cooperation and Competition
• Resource-Based View
• Transaction Cost Economics
• Social Network Theory

3. Formation of Strategic Alliances

• Motivations for Forming Alliances
• Partner Selection Criteria
• Types of Alliances (e.g., Joint Ventures, Equity Alliances, Non-Equity Alliances)
• Case Studies on this topic

4. Structuring and Designing Alliances

• Governance Structures
• Contractual Agreements
• Equity vs. Non-Equity Alliances
• Legal and Ethical Considerations

5. Managing Strategic Alliances

• Alliance Management Practices
• Trust and Relationship Management
• Conflict Resolution and Negotiation
• Performance Measurement and Control

6. Strategic Networks

• Definition and Types of Networks
• Network Dynamics and Evolution
• Network Structures and Their Impact on Performance
• Case Studies on Strategic Networks

7. Innovation through Alliances and Networks

• Collaborative Innovation
• Knowledge Sharing and Learning
• Intellectual Property Management
• Case Studies on Innovation Alliances

8. Global Strategic Alliances

• Cross-Cultural Considerations
• International Joint Ventures
• Global Supply Chain Networks
• Case Studies on Global Alliances

9. Challenges and Risks in Alliances and Networks

• Common Pitfalls and Failures
• Risk Management Strategies
• Exit Strategies
• Case Studies on Alliance Failures

10. Future Trends in Strategic Alliances and Networks

• Digital and Technological Impact
• Industry 4.0 and Strategic Alliances
• Sustainable and Social Alliances
• Emerging Trends and Case Studies

11. Practical Applications and Case Studies

• Real-World Examples
• Industry-Specific Alliances
• Student Presentations on Selected Case Studies

Readings/Bibliography

The instructor will distribute to each student, during the first lesson, a list of articles and cases useful for learning about the course topics.

Teaching methods

The course includes various methods to achieve its educational objectives:

• Lectures by the instructor.
• Reading articles on the theory and practice related to the formation and management of strategic alliances and networks among companies. These readings provide a starting point for analyzing the various cases discussed during the course. Students are encouraged to propose ideas and share their viewpoints.
• Discussion of case studies to help students assess the effectiveness of strategies and actions concerning strategic alliances in a context similar to that of a real organizational team.
• Teamwork to give students the opportunity to develop the relational skills necessary to operate in modern organizations and to approach case studies with the richness of perspectives typical of working groups.

Assessment methods

Attendance and Study Materials:

Attendance is not mandatory. The study materials are the same for both attending and non-attending students.

Final Exam:

• Non-attending students will be evaluated based on a final written exam (maximum 30 points) that includes a multiple-choice section and a section of open questions. There is no oral exam.

• Attending students will be evaluated based on a final written exam (maximum 22 points) consisting of fewer multiple-choice questions and a section of open questions, which must be supplemented with two team projects (maximum 8 points). A student is considered attending if they participate in both team projects and miss no more than two out of the ten scheduled classes.

• Attending students may request an additional oral exam for honors.

• Attending students may also request to write a thesis on this subject.

Team Projects:

Each team will consist of 6-7 students. A team leader will be selected to send the instructor the list of team members at the end of the first session. Each team, based on the assigned case, must:

• Analyze the case, identify the main issues, and apply the concepts developed during the course to the observed phenomenon.
• Provide a thorough and rigorous quantitative and/or qualitative analysis of the phenomenon.
• Draw implications and suggest realistic, feasible, and well-supported recommendations for the benefit of managers.
• Define an implementation plan and discuss which elements are generalizable and under what conditions.

The result of the teamwork is a report (Word document) and a presentation (PowerPoint document). The report should not exceed 2,500 words (excluding tables and charts). The PPT presentation should summarize the key messages of the work for a hypothetical audience of managers and potential investors (about 15 slides). Students will decide the format and structure of the documents. Detailed guidelines for the team projects will be provided during the first class.

Class Participation and Discussion:

Active participation is an essential part of this course. All students must contribute. They should prepare the assigned cases for discussion and readings before each session. The questions underlying the discussion will be clarified by the instructor before each session. Organizing study groups can be helpful for better class discussion. Evaluation of class participation and discussion will emphasize mastery of concepts and the possession of critical thinking, synthesis, and evaluation skills.

Grading Scale:

The grading scale is as follows:

• <18: Insufficient
• 18-23: Sufficient
• 24-27: Good
• 28-30: Excellent
• 30 and 30L: Outstanding

Teaching tools

The instructor will provide interested students with references to access supporting educational materials.

Office hours

See the website of Andrea Lipparini