Critically evaluate how companies strategically manage innovation dilemmas to achieve sustainable competitive advantages

The Assessment Task
Write an academic essay (1800 words) to address the essay question and use the essay title given below:
“Critically evaluate how companies strategically manage innovation dilemmas to achieve sustainable competitive advantages”
Guidelines on writing your academic essay
1. A sample academic essay format is provided in page 6 of this document. Anonymous marking and Turnitin default settings will be applied to ES1; please do NOT add your student identification details (name, SID etc.) to the digital copy of your work.
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2. Your understanding of the module content coverage is assessed by the written work titled above. The topic area for this essay question within the strategic management is businesses
creating sustainable competitive advantages. Pay special attention to MBV (Market-base View) versus RBV (Resource-based View) theoretical debate to comprehend the key arguments on how companies can create competitive advantages.
3. The focus of your academic essay should be: How companies of various sizes and operating within various industries strategically manage innovation dilemmas to achieve sustainable competitive advantages. You are advised to concentrate on the academic literature, however you should also use relevant company examples to provide evidence to your points. Please ensure the relationship between the companies and the literature is clear.
4. Be critical and analytical! Critically read sources then evaluate key concepts, analyse business examples within constructed arguments in writing.
5. References throughout your essay should be presented in the Harvard Referencing format. Check this link for more info –
6. Use insights and company examples from reputed and reliable sources for supporting evidence. Show evidence of research from academic and practitioner sources 
Learning Outcomes
On successful completion of this assessment, you will be able to:
a. Research, evaluate and present several contemporary debates or issues in strategic management, focusing on the relationship between theoretical work in the field and a range of experience within organisations and industry sectors.
c. Select and explain key aspects of strategy which are complex, coherent and detailed.
d. Coherently collate, critically evaluate and make and justify links between strategy and how organisations implement it, whilst integrating reference to literature effectively within work.
e. Create successful relationships within groups and actively/constructively engage through the provision of meaningful contributions, which is substantially supported by theory, evidence or argument.
f. Identify and meet objectives and actively fulfil own responsibilities whilst engaging other

Critically reflect on how the course, and your completion of the course assessments, has helped you to further your personal, academic, and workrelated goals.

Topic: Critically reflect on how the course, and your completion of the course
assessments, has helped you to further your personal, academic, and workrelated
goals. (500 words)
This reflection can be written in first person.
Referencing & Research: It is expected that students will search for and utilise a range of current (published in the
last 8 years) academic literature (e.g. peer-reviewed journal articles, book chapters, authoritative websites) to
strengthen and substantiate all writing. Reference material is used to support writing; direct concepts and
quotations need to be appropriately acknowledged through the use of correct formatting and in-text citations.
Students should familiarise themselves with the expectations of appropriate use of APA 7th Edition referencing.
You may use the following questions to structure your reflection: (purple are responses I have for you to
make reference to as you write your answers but feel free to change it. It is only there as a guide)
1. What were your personal goals for this course? Discuss how well you met your personal goals. If your goals
changed, discuss how and if unforeseen goals emerged, and describe what they were.
a. personal goal: An autistic adult who is passionate to work in the community to better serve the diverse
leaders of tomorrow, whilst enhancing their own personal wellbeing.
2. What have you learned and how have you grown through participation in the course. What aspects of the
course have made a lasting impact on your knowledge, attitudes and behaviours?
a. What have you learned
o All students with ASD need educational adjustments
o Although there are a number of strategies which have been proven to be successful, a
careful analysis of the pupil’s learning needs must have taken place to understand how
ASD will affect each individual pupil’s perspective, motivation and preferred ways of
working.
o There are no two people with ASD who will be exactly alike. Therefore, it is imperative
for educators to develop effective intervention strategies for students with ASD.
o most students with ASD will benefit from a structured and explicitly outlined teaching
approach with clear expectations (Dixon et al., 2017). Structure and predictability can
reduce anxiety and stress and, in some cases, challenging behaviour (Pittman, 2007).
This structured teaching approach needs to be supported, where appropriate, by visual
materials.
o The physical learning environment impacts significantly on students on the autism
spectrum because of their sensory sensitivities (Smith-Myles, 2005). It is important to
provide as predictable and as calm an environment as possible. As a general rule, aim for
a clutter-free environment to cut down on distraction and confusion.
o Students with ASD have significant social communication problems. Social
communication problems refer to the effective use and understanding of
communication in a social context including non-verbal communication, such as eye
gaze, facial expressions, body language, gestures and tone of voice. Also, they may
appear to know a lot of words and use them correctly but often comprehension of
meaning is lacking (Smith, 2012). Therefore, simplifying language is often necessary.
o There will also be a need to plan the social environment and be aware of strategies to
support pupils to negotiate the hidden social curriculum of the classroom. Anxiety may
also be an issue as children and young people on the autism spectrum may experience
significant social interaction difficulties that need to be addressed before they are ready
to learn. Social-emotional learning is fundamental to the success of every component of
the teaching and learning program of the classroom. It is essential for students on the
autism spectrum (Dixon, et al. 2017).
b. How have you grown through participation in the course
As an educator the journey I began in November 2021 has taken me to places I never thought was
possible. By reaching out and seeking professional guidance, I was able to not only open up an
avenue to critical resources for people with autism, but also improve the educational experiences of
autistic children as well as those of their mainstream classmates too.
c. What aspects of the course have made a lasting impact on your knowledge, attitudes and
behaviours
o Youth with autism are especially vulnerable during this transitional period because of their
difficulties with communication and social interaction, a greater reliance on others for aid,
and a high rate of additional mental and physical health problems.
o How life turns out is not solely a function of an individual’s behaviours, symptoms and their
abilities. Everyone is embedded in social contexts like families, schools, neighbourhoods and
organizations. However, the vast majority of research on autism studies individual
development and treatment without much regard for social context.
3. How will you use the information gained in the course to support students with autism in your professional
workplace? Feel free to highlight changes in your teaching practice.
To key to supporting for the students with autism in my workplace is to try and piece together the jigsaw
which led to the problematic event. To do this, I will need to look at the A-B-Cs: Antecedents (what
happened before), Behaviour (of the student) and Consequences. I like to minimise any unnecessary
paperwork because if there has been an example of an autistic student struggling with behaviour, I need to
identify the most significant events in the fastest possible time. I then need to act quickly to de-escalate a
potentially unsafe incident from occurring while also calculating the best course of action for all people
involved.
References (some of these references are more than 8 years and cannot be used, need to change)
1. Dixon, R., Woodcock, S., Tanner, K. Woodley, L. & Webster, A. 2017. Teaching in Inclusive School
Environments, (2nd ed.) Macksville: David Barlow Publishing.
2. Pittman, M. 2007. Helping Pupils with Autistic Spectrum Disorders to Learn, London: SAGE
Publications.
3. Smith, T. 2012. Making Inclusion Work for Students with Autism Spectrum Disorders: An EvidenceBased
Guide, NY: The Guilford Press.
4. Smith-Myles,B., Cook, K., Miller, N.E.,Rinner, L. & Robbins, L.A. 2005. Asperger Syndrome and
Sensory Issues, Shawnee Mission KS: Autism Asperger Publishing Co.
There needs to be at least 6 references.
Information about the course and course assessments
• Course: Autism
• Assessment task 1: Your task is to identify the key issue/s within the statement “Autism should not be viewed as a
disability, but as part of the range of human difference”and present a persuasive essay that considers evidence both for
and against the statement. You will choose a position, for or against the statement, and will use evidence to integrate
your own and others’ ideas to support the position taken, while also addressing the opposing arguments in a
professional manner.
• Assessment task 2: The purpose of this task is to provide opportunity for students to demonstrate knowledge and
understanding of the key concepts of a chosen e

compare and contrast how structural functionalist theory would make sense of these media images and messages.

For this discussion, start by watching/listening the following:
Cat’s in the Cradle (Links to an external site.)
https://www.youtube.com/watch?v=7OqwKfgLaeA
National Fatherhood Initiative PSA (Links to an external site.)
https://www.youtube.com/watch?v=jZ7r772_Ak8
In your initial post, compare and contrast how structural functionalist theory would make sense of
these media images and messages. Be sure to use the key terms, concepts, and core assumptions of the
theory in your post and identify some of the strengths and limitations of using this theory when
analyzing the interpersonal relationships in these families.

Apply theories and concepts from social psychology, behavioral ethics, and critical thinking to the case study you choose.

Apply theories and concepts from social psychology, behavioral ethics, and critical thinking to the case study you choose. Focus on theories dealing with culture and nature and the self.
o Self-Serving Bias: Sanjuan, P., & Magallares, A. (2014). Coping strategies as mediating variables between self-serving attributional bias and subjective well-being. Journal of Happiness Studies, 15(2), 442-453.

Directions
Once you’ve completed the interactive media piece, use the template to write your paper and submit it in the Assessment 2 area. In your paper, include the following:
• Summarize the case study.
• Describe credible and scholarly sources relevant to a particular theory.
• Apply a social psychological theory to a chosen case study.
• Explain how social psychological research studies relate to a particular social psychological theory.
• Apply an ethical reasoning concept to a chosen case study.
• Apply a critical thinking concept to a chosen case study.
• Address the appropriate audience and use discipline-specific language.
• Use APA-style citations and book and journal references.

Assessment 2 Template

Delete all instructions from the template
before submitting your paper for grading.
Full
Full Title of Paper
Case Study
Provide a brief overview of the case study in your own words to inform the reader what this case is about. Explain how this case study includes a focus on the self and/or self-control. Assume the reader has no previous knowledge of the case. Use your own words to make your paper original; avoid quoting from the case study language.
Explain in your own words (not quoting sources) the social psychology concept you selected that will be applied to this case study. Include at least one citation and reference to tell the reader the source of this concept (for example, Baumeister & Bushman, 2017).

Research Support
Research Summary
Summarize each of your research articles. Briefly describe the research methods and the relevant findings. This demonstrates that your chosen concept is a recognized social psychology concept. It elevates your concept above less reputable concepts (for example, pseudoscience or “junk science”) for which there is little or no scholarly supportive research evidence.
Research Interpretation
Provide your own interpretation of how each of your cited research findings recognizes your selected social psychology concept. Paraphrase in your own words (no quoting) from the abstract or discussion section of the articles what the authors concluded that supports your concept as a recognized social psychology concept. (For example, Smith & Jones (2018) concluded that the XYZ concept was shown to have a significant measurable effect in this research.)
Application of (Social Psychology Concept Name)
Apply the social psychology concept to the case study. Describe how the concept is evident in your case. What information, thoughts, feelings, or actions described in the case study indicate that your chosen concept is evident? Avoid fabricating circumstances or mind-reading in an effort to justify your application. Evidence for the concepts is included in each case study.
Ethical Reasoning Application
Each case study has at least one ethical issue to consider. Utilizing the elements of behavioral ethics, apply at least one ethical reasoning concept to your chosen case study.
Ethical Concept
Provide a brief description of the ethical concept that is evident in your case study, and include a citation and reference to the source of your information about the concept. This section reveals your understanding of the ethical concept.
Supportive Evidence
Describe the relevant details from the case study that support your conclusion that this ethical issue is applicable in your case. This section reveals your ability to identify the clues or markers that indicate the presence of the ethical concept.
Critical Thinking Application
Each case study displays at least one critical thinking issue. Utilizing the standards of critical thinking, identify and apply at least one critical thinking concept in your case study.
Critical Thinking Issue
Provide a brief description of the critical thinking issue that is evident in your case study, and include a citation and reference to the source of your information about the concept. This section reveals your understanding of the critical thinking concept.
Supportive Evidence
Describe the relevant details from the case study that support your conclusion that this critical thinking issue is applicable in your case. This section reveals your ability to identify the clues or markers that indicate the presence of the critical thinking concept. 

References (separate page)
Baumeister, R. F., & Bushman, B. J. (2021). Social psychology and human nature (5th ed.). Cengage.

analyze, in detail, the business strategy of a chosen organization in the form of an individual report.

SUMMATIVE ASSIGNMENT
This module is assessed through a summative coursework assignment to be
completed individually. Students are tasked with identifying a strategic issue that can potentially impact one or more of the firm’s business strategies. Following the formative assessment, the summative objective is to utilize the various lenses, tools, concepts, and theories explained throughout the module to provide a sophisticated critique of the firm’s manner of engaging within a particular competitive market and/or strategic activity. Remember that strategic analyses serve a crucial purpose in companies in determining the business strategy’s appropriateness for the future. Bear this in mind while writing a strategic analysis report and ensure that the report concludes with strategic recommendations and insights for the chosen company.
Students are required to analyze, in detail, the business strategy of a chosen
organization in the form of an individual report. This summative assessment will require students to think critically, analyze, evaluate, and apply concepts and theories taught during the module. Students should apply their research skills in finding information and use the initiative to develop insights into the business strategy adopted by a given organization. Students should be capable of providing a thorough reflection on the implications of their findings to the firm and any future strategic objectives.
Students are reminded that they are expected to assess the strategic complexities and conditions needed to achieve, maintain, sustain, or develop a competitive advantage within the selected business segment and the strategic issue the firm is facing. Students must select appropriate tools to justify analyses and display a critical appreciation for the tools employed. Students must display evidence of their ability to link practical observations with theoretical arguments found within the academic debates. Students must also be able to justify recommendations based on the analyses provided and the academic literature. Students will be assessed based on their arguments’ elegance and their ability to link observations with recommended solutions to the identified strategic issue.

Write a report from a small research study that draws upon published research within a chosen organisation theory and primary material which students will have to generate for the purpose of this module

Module Overview
This module reviews recent and ongoing developments in the areas of
management and organisation theory. The module involves an examination of
current debates concerning the nature and role of leadership and
management in shaping organisational practices in the public and private
sectors. The aim of the module is to develop a critical appreciation of
contemporary issues in organisation theory and be able to produce a literature
review indicating contribution to the specialist field.
The student will also design and perform a related pilot study in the selected
specialist domain. Assessment is based on an individual project report (ECA
100%).
The module forms a substantive part of the taught element of the DBA and
will be delivered as a block over 5 days. Participants will prepare for sessions
through guided reading and will build upon the module
delivery through independent research and study,
There will be 6 Indicative subject related sessions involving a mixture of short
lectures, practical workshops, and group activities. They will also be
encouraged to draw upon, describe and evaluate cognate events and issues
in their own workplace and/or related to the module research project.
There will be two laboratory sessions where participants will be provided with
opportunities to develop their literature review skills related to a specific
domain. Participants will be required to read and engage with the relevant
literature especially found in high ranking journals.
A session at the close of the taught block will take place when participants
will reflect on the indicative module content and discuss their assignment topic
with the module tutor.
Participants will receive on going support outside of the classroom including a
small amount of individual supervision related to specific topic domains and
d
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be guided about other scheduled learning concerned with reflective writing
skills.
Aims:
The aim of the module is to develop a critical appreciation of contemporary
issues in organisation theory and apply research skills in order to produce a
literature review signposting preferred theoretical underpinning and conclude
with indications about the student’s contribution to the field and practice. The
literature review will be followed by a practical pilot study that will test validity
of selected academic frameworks related to the specialist field.
Outline Content:
The module is structured around 3 key interrelated themes:
internationalisation and globalisation, organisational practices, theory of
management. Due to the nature of the module and a focus on emerging
management issues the content may change year-on-year however a typical
content is likely to include: HR & Organisational development (OD) in its
broadest sense, Sociological perspectives on organisation, Change theory,
Comparative management theory, Psychology in organisations, Reflective
practice. These elements will be covered over several workshop sessions.
Learning outcomes:
On successful completion of the module students will be able to:
Personal and Transferable Skills
1. Self critically reflect and develop own learning to improve practice.
2. Select relevant tools to research complex or contentious information
relevant to a target audience.
Research, Knowledge and Cognitive Skills
3. Work at the forefront of the discipline to develop new knowledge and
contribute to the theoretical discourse.
4. Undertake critical analysis and evaluation to develop or adapt advanced
methodological approaches.
Professional Skills
5. Analyse and manage ethical dilemmas, works proactively with others to
formulate and implement solutions.
6. Autonomously adapt own performance to work effectively in multiple
contexts.
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Schedule – refer to the timetable
Assessment
A 10,000 word report from a small research study that draws upon published
research within a chosen organisation theory and primary material which
students will have to generate for the purpose of this module.
The report will include: A literature review of relevant published research with
clear indication of contribution to the chosen field and a related small pilot
study.
Report, should include:
Literature review 2,500 words 30% of marks
§ Outline of the chosen topic, rationale and relevance to the participant’s
professional doctoral studies and organisational practice.
§ A relevant review of literature from high quality journals to include
recent academic views and the student’s contribution to knowledge.
Pilot study 6,000 words 50% of marks
§ Short outline of research methodology, methods and sample
§ Data capture, analysis and findings and conclusions
Reflections section 1,500 words 20% of marks
§ A reflective narrative that focusses on how the findings and
conclusions from this study could be used to inform the student’s future
research, e.g. doctoral thesis.
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Recommended Reading List
BookAgile strategy management: techniques for continuous alignment and
improvement9781466596078Authors: Lyngso, Soren
Publishers: Auerbach Publications
Date: 2014
JournalJournal of business research0148-2963
BookBusiness research methods and statistics using SPSS9781412945301Authors: Burns, Robert
B., Burns, Richard A.
Publishers: SAGE
Date: 2008
BookQuantitative methods for business, management & finance9781137376558Authors: Swift,
Louise, Piff, Sally
Publishers: Palgrave Macmillan
Date: 2014
BookBusiness research methods9780199668649Authors: Bryman, Alan, Bell, Emma
Publishers: Oxford University Press
Date: 2015
JournalJournal of Management Inquiry
JournalOrganization Studies0170-8406
JournalJournal of organizational change management0953-4814
BookSystematic approaches to a successful literature review9780857021359Authors: Booth,
Andrew, Papaioannou, Diana, Sutton, Anthea
Publishers: SAGE
Date: 2011
BookInternational encyclopedia of organization studies: 1Authors: Clegg, Stewart R., Bailey, James
R.
Publishers: Sage
Date: 2008
BookInternational encyclopedia of organization studies: 3Authors: Clegg, Stewart R., Bailey, James
R.
Publishers: Sage
Date: 2008
BookInternational encyclopedia of organization studies: 2Authors: Clegg, Stewart R., Bailey, James
R.
Publishers: Sage
Date: 2008
BookInternational encyclopedia of organization studies: 4Authors: Clegg, Stewart, R., Bailey, James
R.
Publishers: Sage
Date: 2008
BookSystematic reviews in the social sciences: a practical guide9781405121101Authors: Petticrew,
Mark, Roberts, Helen
Publishers: Wiley-Blackwell
Date: 2006
BookManaging change: a critical perspective9781843982418Authors: Hughes, Mark, Hughes, Mark,
Chartered Institute of Personnel and Development
Publishers: Charter

European Union Law

Joe  is  the  managing  director  of  a  food-processing  company  based  in  Copenhagen, Denmark. He has a new product on the market called the  “Fish-supper”, a frozen fish-based pie, which can only be prepared by cooking it in a microwave for 90 seconds. Danish  customers  are  very  fond  of  it  and  the  business  is  doing  well.    Joe  wants  to export the “Fish-supper” to other European markets, especially into the Netherlands. He is confident that the Dutch public, who like fish, will love the frozen food concept and the fact that it can be cooked in 90 seconds.

Joe packs a lorry with 30,000 “Fish-suppers” and sends them to the Netherlands. On arrival at the Dutch borders, the Dutch Customs and Excise, stop the consignment and carry out an inspection for which a fee of Euro 2000 is charged. They then decide to turn  the  lorry  back  to  Copenhagen.  The  official  explanation  is  contained  in  a  letter saying: “For  the  protection of human  health,  the  fact  that  the “Fish-supper”  can only  be cooked in a microwave and be ready to eat in 90 seconds could put consumers at risk, especially young children, and the elderly”.

The lorry turns back and heads to the ferry terminal to return to Denmark. Before the driver  reaches  the  terminal,  he  is  confronted  by  angry  demonstrators  protesting against fish imports. He misses the ferry’s departure and as a result of the delay, the freezing  equipment  of  the  lorry  malfunctions  and  the  “Fish-suppers”  start  to  decay. The smell is awful and Dutch police confiscate the lorry and its contents and escort it to a location for safe disposal of the rotting fish products.

The  driver  calls  Joe,  who  upon  hearing  the  news  has  a  nervous  breakdown.  His girlfriend,  Anna,  a  law  student,  calms  him  down  and  informs  him  that  he  has  rights under EU law. Anna discovers the following: The Director of the Dutch Customs and Excise did nothing to inform the driver of the lorry that there was a planned demonstration in the area.

Advise Joe and Anna on any issues arising in relation to the situation. 

MAXIMUM 2000 word count (Excluding footnotes/references)

ARE LIBERALISM AND NATIONALISM COMPATIBLE

ARE LIBERALISM AND NATIONALISM COMPATIBLE

WRITE A  MINIMUM OF MORE THAN 5 REFERENCES BOTH FROM BOOKS AND FROM JOURNALS ,NO REFERENCES FROM WEBSITES , MINIMUM OF 2000 WORDS ASSIGNMENT ,

Describe the law enforcement agencies under the jurisdiction of the Department of Homeland Security and their responsibilities.

Complete the following CJi Interactive activities located on the student website:

Ch. 5 > Learning Modules
History and Professionalism of the Police
Modern American Policing Eras
Levels of Law Enforcement
Police Organization
Policing Styles
Ch. 5 > Myths & Issues Videos
Issue 1: Women and Minorities in Law Enforcement
Ch. 5 > Simulation
Create an 8- to 10-slide Microsoft® PowerPoint® presentation, with speaker notes, on the police and law enforcement. Include the following in your presentation:

Present a timeline of the historical development of police agencies and their jurisdiction.
Address the relationship between the historical development of police agencies and policing styles.
Describe the law enforcement agencies under the jurisdiction of the Department of Homeland Security and their responsibilities.
Address the primary purposes of police patrol.
Describe the role of police in contemporary society.
Explain at least two issues facing today’s police departments.
Include information learned from the CJi Interactive activities in your presentation.

Format your presentation consistent with APA guidelines.

How does the portrayal of Willy Loman’s life indirectly and directly affect the expectations of his sons, Happy and Biff?

Develop a 5-6 page reserach essay on the play story attached based on the following topic and reserach question:

TOPIC: Father & Sons

RESERACH QUESTION: How does the portrayal of Willy Loman’s life indirectly and directly affect the expectations of his sons, Happy and Biff?

The theme as it relates to sons and fathers, suggests that the main character, a father of two sons, strives to make his children what he would have them to be instead of who they individually chose to be. Not realizing that his own behavior primarily contributed to their rift.

Be sure to include dramatic elements used (i.e. foreshadowing, soliloquy, unities, conflict, symbols, style, tone, setting, irony, imagistic language, tragic, realism, etc.)

Also be sure to use the following as resource:

Ribkoff, Fred. “Shame, Guilt, Empathy, and the Search for Identity in Arthur Miller’s Death of a Salesman.” Modern Drama 43.1 (Spring 2000): 48-55. Rpt. in Contemporary Literary Criticism. Ed. Janet Witalec. Vol. 179. Detroit: Gale, 2004. Literature Resources from Gale. Web. 29 Oct. 2013.

<http://go.galegroup.com/ps/i.do?id=GALE%7CH1100052928&v=2.1&u=lincclin_ircc&it=r&p=LitRG&sw=w&asid=779113bdf4431884ecafa453c90a444e&gt;

Avoid Wikipedia, ask.com, blogs, and study guides of any kind.