Decision Science
Objectives
During the course, our objective will be to answer the following important (and complex) question: How can we create more value by making better strategic decisions? We will focus on why strategic decisions often go badly, what quality looks like in strategic decisions, and what methods we can follow to reliably make high quality decisions. To foster student learning, students will be encouraged and required to (i) prepare, (ii) participate, and (iii) do project work. (i) Prepare includes reading (individual) and listening (in group settings). (ii) Participate includes listening and discussing in class and group settings. (iii) Project work includes constructively reviewing the contributions of others and making your own contributions to the group effort. Students should recognize that a substantial part of their learning will happen outside of the classroom and they need to be self-direct in making this happen. Our undertaking is broad and ambitious. For that reason, students should not be discouraged and, when in need, should see clarification in class or via appointment or e-mail with the Teaching Assistant or Course Instructor.
General characterization
Code
2674
Credits
3.5
Responsible teacher
Wayne Borchardt
Hours
Weekly - Available soon
Total - Available soon
Teaching language
English
Prerequisites
n/a
Bibliography
(Celona & McNamee, 2008): chapters 1, 2, and 3
(Spetzler et al., 2016): chapters 1, 2, and 3
(Howard & Abbas, 2016): preface and chapter 1
Teaching method
The main objectives of the lessons are to: (i) give students a structured and integrated overview of strategic
decision-making; (ii) explain the relevant analytical tools and concepts; and (iii) practically illustrate the application
of those tools and concepts with examples and a working case study. There are a set of assigned readings to broadly
acquaint students with the topics discussed. For each lecture, it is strongly suggested that students read the assigned
readings before class. It is further recommended that students discuss questions from the readings with their peers
and/or bring those questions into class for discussions.
Case discussions: the course is extensively case-based, namely with the use of the <
Evaluation method
The course assessment [total score possible of 20 points] will have three parts:
15% [3 points]: Questions and participation in class activities (individual)
50% [10 points]: Afriplex?s strategic analysis and recommendation project (group)
35% [7 points]: Written exam (individual)
Subject matter
The course consists of 6 lessons. Each lesson is 3 hours. Each lesson addresses some key questions (shown with asterisks *) and has sections (shown with numbering)
1: Introduction
2: Frameworks
3: Framing and Alternatives
4: Deterministic and probabilistic evaluation
5: Probabilistic and advanced evaluation
6: Other decision techniques and group presentation