Objectives and competences
Students Systematically and in -detail enhance theoretical knowledge on the concept of life cycle in economy, growth and development of an enterprise. Gain the ability to integrate already acquired knowledge on growth and development 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) and management concepts adjusted to these different phases
- Management and sustainable development in the life cycle of an enterprise
- Crisis and crisis management
- Characteristics of dynamic enterprise
- Implementation of dynamic enterprise (including definition of its life cycle phase)
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 Cafe
- Active individual and group work
Intended learning outcomes - knowledge and understanding
Student:
1.Has depth and systematic understanding of knowledge on particularities of enterprises and other organizations in different phases of life cycle, developmental cycle and growth cycle, as well as on dynamic enterprises and other organizations, and ways of their establishing, and can work with theoretical/research-based knowledge (e.g. life cycle theories) at the forefront of their academic discipline. (PILO 2a).
- 2.Has the awareness and ability to manage the implications of ethical dilemmas of development and dynamization of an enterprise and work pro-actively with others to formulate solutions. (PILO 3c, 4c)
- 3.Has a comprehensive understanding 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. With critical awareness can undertake analysis of complex, incomplete or contradictory areas of knowledge and communicate effectively the results of an analysis of a life cycle and dynamics of an enterprise.(PILO 2c, 3b)
- 5.Has a level of conceptual understanding of of enterprises and other organizations in different phases of life cycle, developmental cycle and growth cycle, as well as of dynamic enterprises’ characteristics, and ways of their establishing, that will allow her/himthem to critically to evaluate research, advanced scholarship and methodologies and argue alternative approaches and considering ethics and sustainability. (PILO 2a, 4c)
6.Demonstra autonomy and originality in problem solving in the area of dynamic enterprises. Can act autonomously in planning and implementing tasks at a professional level, making decisions in complex and unpredictable situations and 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
Student:
1.Has depth and systematic understanding of knowledge on particularities of enterprises and other organizations in different phases of life cycle, developmental cycle and growth cycle, as well as on dynamic enterprises and other organizations, and ways of their establishing, and can work with theoretical/research-based knowledge (e.g. life cycle theories) at the forefront of their academic discipline. (PILO 2a).
- 2.Has the awareness and ability to manage the implications of ethical dilemmas of development and dynamization of an enterprise and work pro-actively with others to formulate solutions. (PILO 3c, 4c)
- 3.Has a comprehensive understanding 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. With critical awareness can undertake analysis of complex, incomplete or contradictory areas of knowledge and communicate effectively the results of an analysis of a life cycle and dynamics of an enterprise.(PILO 2c, 3b)
- 5.Has a level of conceptual understanding of of enterprises and other organizations in different phases of life cycle, developmental cycle and growth cycle, as well as of dynamic enterprises’ characteristics, and ways of their establishing, that will allow her/himthem to critically to evaluate research, advanced scholarship and methodologies and argue alternative approaches and considering ethics and sustainability. (PILO 2a, 4c)
6.Demonstra autonomy and originality in problem solving in the area of dynamic enterprises. Can act autonomously in planning and implementing tasks at a professional level, making decisions in complex and unpredictable situations and 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. (2024). Razvoj dinamičnega podjetja (brez poglavja o procesni in institucionalni razsežnosti upravljanja in vodenja za doseganje dinamičnosti). 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, štev. 4-5, l. 2000.
• 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.
• 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 - Active research work
- Course paper
- OR Presentation report and course paper
- Written exam or mid-term exams
Active research work . Individual active work under the supervision of a teacher
Course paper - Individually written course paper with presentation and oraloral defence; students must achieve at least 56% of all points
Presentation report and course paper - Individual preparation of report on planned research and independently written course paper with written defence. Students must achieve at least 56% of all points
Written exam or mid-term exams - Written exam or two mid-term exams with questions for examining theoretical knowledge in the field: students must achieve at least 56% of all points
Active work on case studies - Students can achieve additional points with active participation in discussions and preparations of written paper on the case. Achieved points are added to the total number of points achieved with fulfilling previously listed obligations.
