Objectives and competences
Students systematicaly and in-detail enhance theoretical knowledge on the concept of life cycle in economy, growth and development of an enterprise, and management of changes in enterprises Gain the ability to integrate already acquired knowledge on governance and management with new knowledge on dynamic enterprises and other organizations, and ways of their establishing.Students know how to apply the acquired theoretical knowledge in the field of development of a dynamic enterprise, which allow them to critically evaluate research, advanced scholarship and methodologies as well as autonomy and originality in analysis and synthesis in solving problems in the field of development of a dynamic enterprise.
Content (Syllabus outline)
- In-depth study of life cycle, developmental cycle and growth cycle of an enterprise
- Characteristics of enterprises in different life cycle phases (pioneering enterprise, growing enterprise, mature enterprise and an enterprise in turning phase)
- Management particularities of enterprises in pioneer, growth, mature and turning phases
- Management and sustainable development in the life cycle of an enterprise
- Crisis and crisis management
- Characteristics of dynamic enterprise
- Process and institutional dimensions of governance and management with emphasis on their hierarchy for achieving required dynamics.
- Implementation of dynamic enterprise (including definition of its life cycle phase and governance and management measures)
Learning and teaching methods
- Lectures
- Guided classes (practical examples and illustration)
- Independent research work
- Individual consultations with teachers
- In dividual and group case studies
- Brainstorming
- The World Cafactive individual and group work
Intended learning outcomes - knowledge and understanding
Upon completion of the course, students will be able to:
1. Explain and interpret profound and systematic knowledge on particularities of enterprises and other organizations in different phases of life cycle, developmental cycle and growth cycle, and management particularities adjusted to these different phases, as well as on dynamic enterprises and other organizations, and ways of their establishing, and apply theoretical/research-based knowledge (e.g. life cycle theories, management theories) in this field. (PILO 2a).
2.Identify and analyze ethical dilemmas of development and dynamization of an enterprise and demonstrate a proactive approach in finding solutions to these dilemmas in collaboration with others. (PILO 3c, 4c)
3.Select and apply a wide range of techniques / methodologies applicable to their own work (e.g. metodologies to determine the stage of life/developmental cycle), which enables assessment of target level of dynamics and needed measures for establishing the dynamic enterprise. (PILO 1a, 2a)
4.Critically analyze complex, incomplete or contradictory areas of knowledge and report effectively the results of an analysis of a life cycle and dynamics of an enterprise. (PILO 2c, 3b)
5.Apply knowledge of enterprises and other organizations in different phases of life cycle, developmental cycle and growth cycle, and management particularities adjusted to these different phases, as well as on dynamic enterprises, and ways of their establishing, critically evaluate research, advanced scholarship and methodologies and justify alternative approaches and considering ethics and sustainability. (PILO 2a, 4c)
6. Solve problems independently and originallyin the area of dynamic enterprises by considering ethics and sustainability (PILO 4a, 4b).
The PILO label (i.e., Programme Intended Learning Outcomes) defines the contribution of each listed intended learning outcome of a course towards achieving the general and/or subject-specific competencies or learning outcomes acquired through the programme.
Intended learning outcomes - transferable/key skills and other attributes
Upon completion of the course, students will be able to:
1. Explain and interpret profound and systematic knowledge on particularities of enterprises and other organizations in different phases of life cycle, developmental cycle and growth cycle, and management particularities adjusted to these different phases, as well as on dynamic enterprises and other organizations, and ways of their establishing, and apply theoretical/research-based knowledge (e.g. life cycle theories, management theories) in this field. (PILO 2a).
2.Identify and analyze ethical dilemmas of development and dynamization of an enterprise and demonstrate a proactive approach in finding solutions to these dilemmas in collaboration with others. (PILO 3c, 4c)
3.Select and apply a wide range of techniques / methodologies applicable to their own work (e.g. metodologies to determine the stage of life/developmental cycle), which enables assessment of target level of dynamics and needed measures for establishing the dynamic enterprise. (PILO 1a, 2a)
4.Critically analyze complex, incomplete or contradictory areas of knowledge and report effectively the results of an analysis of a life cycle and dynamics of an enterprise. (PILO 2c, 3b)
5.Apply knowledge of enterprises and other organizations in different phases of life cycle, developmental cycle and growth cycle, and management particularities adjusted to these different phases, as well as on dynamic enterprises, and ways of their establishing, critically evaluate research, advanced scholarship and methodologies and justify alternative approaches and considering ethics and sustainability. (PILO 2a, 4c)
6. Solve problems independently and originallyin the area of dynamic enterprises by considering ethics and sustainability (PILO 4a, 4b).
The PILO label (i.e., Programme Intended Learning Outcomes) defines the contribution of each listed intended learning outcome of a course towards achieving the general and/or subject-specific competencies or learning outcomes acquired through the programme.
Readings
Temeljna:
• Duh, M. (2025). Razvoj dinamičnega podjetja. Zapiski predavanj. Maribor: EPF.
• Pümpin C., Prange J. (1995). Usmerjanje razvoja podjetja (ali izvirnik: Management der Unternehmensentwicklung, 1991). Gospodarski vestnik, Ljubljana. Strani: 229-241.
• MER Revija za management in razvoj, 2000, 2 (4-5)
• Kropfberger, D. (2003). Od reaktivnega kriznega managementa k proaktivnemu managementu priložnosti. V Belak J, soavtorice in soavtorji, Integralni management in razvoj podjetja. Maribor: Založba MER v Mariboru, str. 137-152.
Za izpopolnitev potrebnih izhodiščnih znanj za študij predmet:
• Duh, M. (2015). Upravljanje podjetja in strateški management. Ljubljana: GV Založba.
• Duh, M. & Primec, A, (2024). Investigating the effectiveness of endogenous and exogenous drivers of the sustainability (re)orientation of family SMEs in Slovenia: qualitative content analysis approach. Sustainability, 16(17), 1-27.
• Belak J, soavtorice in soavtorji (2003). Integralni management in razvoj podjetja. Maribor: Založba MER v Mariboru.
• Belak, J. (2010). Integralni management. Maribor: Založba MER v Mariboru.
Dopolnilna literatura za razširitev znanja z izbranimi tematskimi področji bo določena individualno glede na izbrano seminarsko raziskavo.
Additional information on implementation and assessment Note:
Written exam can be replaced with two partial exams.
