About the Author:
Author Jeffrey S. Harrison provides an authoritative voice of practical experience to this book. He serves as the W. David Robbins Chair of Strategic Management in the Robins School of Business at the University of Richmond. Prior to his current appointment, he served on the faculty at Cornell University. Dr. Harrison's research interests include strategic management and business ethics, with particular expertise in the areas of mergers and acquisitions, diversification, strategic alliances, and stakeholder management. Much of his work has been published in prestigious academic journals, such as ACADEMY OF MANAGEMENT JOURNAL, STRATEGIC MANAGEMENT JOURNAL, and JOURNAL OF BUSINESS ETHICS. He helped create the Stakeholder Strategy Interest Group at the Strategic Management Society and has served in a variety of leadership roles in that group. He has authored or coauthored ten books and has served as a management consultant or trainer for dozens of respected companies.
As Professor of Management at Clemson University, author Caron St. John also serves as the Interim Associate Dean for Graduate Programs and Innovation and Director of MBA Programs and the Spiro Center for Entrepreneurial Leadership for the university. Her research interests address the competitive, technology, and operations strategies of both entrepreneurial and established firms. Her work has been published in ACADEMY OF MANAGEMENT REVIEW, STRATEGIC MANAGEMENT JOURNAL, ORGANIZATION RESEARCH METHODS, JOURNAL OF OPERATIONS MANAGEMENT, and PRODUCTION AND OPERATIONS MANAGEMENT. She has coauthored two textbooks in strategic management and is very active in executive and graduate education, particularly in the areas of strategy, entrepreneurship, and innovation management.
Review:
I wanted a text that was well-written, current, and concise and one that would lend itself to supplementing and updating with current materials, both print and electronic. The brief Harrison/St. John fits perfectly.
The length allowed for in depth discussion, and provided the instructor with a higher level of certainty that students were in fact, reading the material.
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