Facing unprecedented levels of change, complexity and volatility, and navigating the resultant disruption dynamics in the execution of strategy is one of the biggest challenges for senior leaders. As such, the dominant paradigm of strategy execution scholarship, grounded in the once pioneering structural control view, is now evolving to embrace a more emergent perspective grounded in an adaptive conception. In addition, the traditional process perspective on strategy has been augmented and extended in recent years with the advent of the strategy as practice (SAP) perspective, with its more micro level focus on actors and practices, and novel insights emerge at the intersection of strategy process and practices as combinatory frameworks (SAPP). The module intentionally takes an integrative perspective of dominant and emerging paradigms, models and frameworks from both scholarship and practice in developing a critical and situated perspective on strategy implementation. Drawing on numerous cutting-edge perspectives advocating next practice, it explores the challenges of strategy execution, why it matters and how to chart an implementation trajectory through complex contextual dynamics.

The syllabus is drawn from contemporary models, theories and frameworks which foreground strategy implementation in context, and integrate emerging perspectives on strategy process and strategy-as-practice. Deepening this contextual perspective, it explores organisations as political systems, before critically examining both the traditional and the nascent scholarship on stakeholder engagement in complex environments. This is followed by an exploration of multiple models of strategy execution and change, consideration of the role of history, path dependency and the cultural web. Complimenting this is cutting edge research problematising time and temporality in strategy execution and in professional practices, with a particular focus on the exploration of paradoxes and intertemporal trade-offs. Finally, the module explores seminal models and frameworks related to strategic control, evaluation and organisational resilience, learning and agility.

On successful completion of this module, students will be able to: 1. Critique dominant and emerging paradigms of strategy process, strategy-as-practice and strategic change as they relate to the implementation of strategy 2. Analyse strategy execution capability within a specific context and produce customised recommendations 3. Problematise time and temporality in strategy execution, with a particular focus on the exploration of paradoxes and intertemporal trade-offs.

On successful completion of this module, students will be able to: 1. Critique dominant and emerging paradigms of strategy process, strategy-as-practice and strategic change as they relate to the implementation of strategy 2. Analyse strategy execution capability within a specific context and produce customised recommendations 3. Problematise time and temporality in strategy execution, with a particular focus on the exploration of paradoxes and intertemporal trade-offs. Engage in reflective (and reflexive) practice regarding salient learning events, meta-cognition and situated practice

On successful completion of this module, students will be able to: N/A

The approach to learning, teaching, and assessment is meticulously designed to align with the module learning outcomes, the level of study and the profile of the candidates, carefully scaffolding a rich and challenging learning experience that fosters both engagement and the achievement of the University's graduate attributes. The module is delivered in a highly interactive manner, foregrounding reciprocal questioning, cognitive disequilibrium and leveraging peer interaction, coupled with deep engagement with seminal scholarship and practice thought leadership. Graduate attributes will be developed in the following ways: Agile: Students are expected to be agile in their learning through independent study, self-directed learning and coursework; Articulate: Students will become articulate in expressing advice through the use of in-class discussions, presentations and written coursework; Courageous: Students will be required to participate openly in class discussions, group work and assessments that require them to step outside their comfort zone; Curious: Students will be encouraged to be curious in their acquisition of knowledge of through practical examples, coursework and in-class groupwork; Responsible: Students will develop a sense of responsibility through class discussions on various ethical and sustainable issues and challenges.