Undergraduate Teaching

Engineering Tripos Part IIB, 4E3: Information Systems, 2016-17

Engineering Tripos Part IIB, 4E3: Information Systems, 2016-17

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Module Leader

Stella Pachidi

Lecturer

Stella Pachidi

Timing and Structure

Michaelmas term. Assessment: Coursework / 1 Individual Paper 65% / 1 Individual Presentation & Review 10% / Group Case Study Analysis 25%

Aims

The aims of the course are to:

  • Learn how information technology (IT) can change radically the way people work, the business processes of organisations and the industries in which they operate.
  • Get acquainted with the practices and processes of innovating in the digital era.
  • Reflect on the challenges that people and organisations face in the digital era, and develop a critical thinking about the role of technology in social and organisational change more generally.

Objectives

As specific objectives, by the end of the course students should be able to:

  • understand different aspects of business innovation, including product innovation, process innovation and business model innovation
  • understand the distinctive character of digital technologies as integral enablers of digital innovation
  • get acquainted with the organisational aspects of digital innovation
  • understand digital platform thinking
  • explore how organizations create ecosystems to innovate
  • get to know the possible advantages and challenges of analytics and big data
  • critically reflect on how data-based practices influence decision making and power relations
  • understand how digital technologies allow for the emergence of new practices
  • analyse how digital innovation relates to industry transformation
  • think critically about the organisational and societal changes triggered by the emergence of new technologies
  • understand how IT helps organisations improve their internal operations and achieve competitive advantage
  • analyse how organisational members appropriate new technologies introduced in the workplace
  • critically assess how digital technologies afford new ways of organising and change the nature of work

Syllabus

The aim of this course is twofold: First, students will get acquainted with the practices and processes of innovating in the digital era. Second, students will be exposed to various impacts of digital innovations on individuals, organisations and industries, and will develop a critical thinking about the role of technology in social and organisational change more generally.

 

The course examines how firms are adopting a plethora of images for innovation in order to effectively compete globally in a digital age. Innovation is recognised as a multi-dimensional concept which must be strategically managed in the firm. Process innovation remains important and is increasingly enabled by knowledge and service design. Furthermore, firms must be creative in developing a more holistic view of business model innovation if they hope to achieve some level of sustainable competitive advantage. In so doing, firms are adopting new strategies and are increasingly looking at different forms of collaboration and partnering across the globe. They need to develop strategies for leveraging university-industry partnerships particularly where emerging industries are developing. Firms should also develop an open approach to innovation in both opening up their innovations for collaborative exploitation by partners, as well as developing competence and capabilities in building and leveraging an ecosystem for innovation. Finally, firms are increasingly seeking to innovate in new markets in the most unlikely of places, such as at the ‘bottom of the pyramid’. These approaches to innovation require a shift in mindset, significant experimentation and the formation of new local-global collaborative partnerships for innovation. 

 

LECTURE SYLLABUS

 

Session 1: Wednesday 12 October, 15:00-17:00

·       Introduction to Innovation in a Digital Age

·       Structure: lecture and class discussion

 

Session 2: Wednesday 19 October, 15:00-17:00

·       Digital Innovation: Platforms and Ecosystems

·       Structure: lecture and class discussion

 

Session 3: Wednesday 26 October, 15:00-17:00

·       Data and Information in the Digital Age

·       Structure: lecture, group presentation and class discussion

 

Session 4: Wednesday 2 November, 15:00-17:00

·       Business model innovation and industry transformation

·       Structure: lecture, group presentation and class discussion

 

Session 5: Wednesday 9 November, 15:00-17:00

·       Knowledge and Innovation

·       Structure: lecture, group presentation and class discussion

 

Session 6: Wednesday 16 November, 15:00-17:00

·       Digital Business Transformation (Guest Lecture by Yuval Dvir, Google)

·       Structure: guest lecture, group presentation and class discussion

 

Session 7: Wednesday 23 November, 15:00-17:00

·       Digital Innovation and the changing nature of work and organising

·       Structure: lecture, group presentation and class discussion

 

Session 8: Wednesday 30 November, 15:00-17:00

·       Student presentations and peer reviews

·       Structure: Each individual presentation will be followed by a short review from a classmate. 

Session 1: Introduction to Innovation in a Digital Age

Session 1: Introduction to Innovation in a Digital Age

 

Wednesday 12 October, 15:00-17:00

 

Learning points of the session:

 

- Introduction to different types of business innovation

- Disruptive innovation

- Discuss the shifting role of digital technology

- How digital technologies change the way companies innovate

- Get to know Business Information Systems

- Get a grip of how digital technologies change social and organisational life

 

Mandatory reading material and preparation before the session

 

Background reading

Sawhney, M., Wolcott, R. C. and Arroniz, I. (2006)

“The 12 Different Ways for Companies to Innovate.” MIT Sloan Management Review, 47(3): pp. 75-81

E-article via

ABI Inform Complete

Wang, P. (2010)

“Chasing the Hottest IT: Effects of Information Technology Fashion on Organizations.” MIS Quarterly, 34(1): pp. 63-85

E-article via Business Source Complete

Case study

Farhoomand, A. (2012)

Nintedo: Disruptor Being Disrupted.

Case HKU983

VLE

 

Reading after the lecture (optional)

 

Christensen, C. M., Raynor, M. and McDonald, R. (2015)

“What is Disruptive Innovation?” Harvard Business Review, 93(12): pp. 44-53

 

E-article via Business Source Complete

Drucker, P. F. (1998)

“The Discipline of Innovation.” Harvard Business Review, 76(6): pp. 149-157

E-article via Business Source Complete

Iansiti, M. and Lakhani, K. R. (2014)

“Digital Ubiquity: How Connections, Sensors, and Data Are Revolutionizing Business.” Harvard Business Review, 92(11): pp. 90-99

E-article via Business Source Complete

Valacich, J. and Schneider, C. (2015)

Information Systems Today: Managing in the Digital World. 7th ed. Boston: Pearson

Ch. 2 ‘Gaining competitive advantage through information systems’

Ch. 4 ‘Enabling Business-to-Consumer Electronic Commerce’

Printed book at: T58.5.V34 2016

 

 

 

Session 2: Digital Innovation: Platforms and Ecosystems

Session 2: Digital Innovation: Platforms and Ecosystems

 

Wednesday 19 October, 15:00-17:00

 

Learning points of the session:

 

-What is digital innovation?

-The architecture of digital innovation

-Generativity and digital platforms

-Innovating in ecosystems

 

Mandatory reading material and preparation before the session

 

Background reading

Yoo, Y., Henfridsson, O. and Lyytinen, K. (2010)

“Research Commentary - The New Organizing Logic of Digital Innovation: An Agenda for Information Systems Research.” Information Systems Research, 21(4): pp. 724-735

E-article via Business Source Complete

Yoo, Y. et al. (2012)

“Organizing for Innovation in the Digitized World.” Organization Science, 23(5): pp. 1398-1408

E-article via Informs

Case study

De Meyer, A. and Williamson, P. (2015)

Alibaba Group's Taobao: From Intermediary to Ecosystem Enabler

Case 314-139-1

VLE

 

 

Reading after the lecture (optional)

 

Ghazawneh, A. and Henfridsson, O. (2013)

“Balancing Platform Control and External Contribution in Third-Party Development: The Boundary Resources Model.” Information Systems Journal, 23(2): pp. 173-192

E-article via Business Source Complete

Weill, P. and Woerner, S. L. (2015)

“Thriving in an Increasingly Digital Ecosystem.” MIT Sloan Management Review, 56(4): pp. 27-34

E-article via ABI Inform Complete

Evans, D. S., Hagiu, A. and Schmalensee, R. (2006)

Invisible Engines: How Software Platforms Drive Innovation and Transform Industries. Cambridge, MA: MIT Press

E-book via MIT Press

 

Printed book at: QA76.76.A63 E92 2006

Henfridsson, O., Mathiassen, L. and Svahn, F. (2014)

“Managing Technological Change in the Digital Age: The Role of Architectural Frames.” Journal of Information Technology, 29(1): pp. 27-43

E-article via ABI Inform Complete

 

 

Session 3: Data and Information in the Digital Age

Session 3: Data and Information in the Digital Age

 

Wednesday 26 October, 15:00-17:00

 

Learning points of the session:

 

- The power of data - enhancing business intelligence using IS

- Gaining competitive advantage with big data

- Ethical issues of data-based ways of working

- IT and organisational issues: decision making, power and control

 

Mandatory reading material and preparation before the session

 

Background reading

Newell, S. and Marabelli, M. (2015)

“Strategic Opportunities (and Challenges) of Algorithmic Decision-Making: A Call for Action on the Long-Term Societal Effects of ‘Datification’.” The Journal of Strategic Information Systems, 24(1): pp. 3-14

E-article via ScienceDirect

Case study

Applegate, L. M. et al. (2012)

Bonnier: Digitalizing the Media Business. Harvard Business School, 9-813-073

VLE

 

 

Reading after the lecture (optional)

 

Valacich, J. and Schneider, C. (2015)

Information Systems Today: Managing in the Digital World. 7th ed. Boston: Pearson

Ch. 6 ‘Enhancing Business Intelligence using Information Systems’

Printed book at: T58.5.V34 2016

LaValle, S. et al. (2011)

“Big Data, Analytics and the Path from Insights to Value.” MIT Sloan Management Review, 52(2): pp. 21-32

E-article via ABI Inform Complete

Zuboff, S. (2015)

“Big Other: Surveillance Capitalism and the Prospects of an Information Civilization.” Journal of Information Technology, 30(1): pp. 75-89

E-article via Palgrave

 

 

 

 

Session 4: Business model innovation and industry transformation

Session 4: Business model innovation and industry transformation

 

Wednesday 2 November, 15:00-17:00

 

Learning points of the session:

 

- Business model innovation

- Emergence of new practices and impact for the industry

- Understand the relationship of digital innovation and industry transformation

 

Mandatory reading material and preparation before the session

 

Background reading

Teece, D. J. (2010)

“Business Models, Business Strategy and Innovation.” Long Range Planning, 43(2-3): pp. 172-194

E-article via ScienceDirect

Case study

Hettich, E., and Müller-Stewens, G.

Tesla Motors Business Model Configuration

314-132-1

VLE

 

Reading after the lecture (optional)

 

Lucas Jr, H. C. et al. (2013)

“Impactful Research on Transformational Information Technology: An Opportunity to Inform New Audiences.” MIS Quarterly, 37(2): pp. 371-382

E-article via Business Source Complete

Amit, R. and Zott, C. (2012)

“Creating Value Through Business Model Innovation.” MIT Sloan Management Review, 53(3): pp. 41-49

E-article via ABI Inform Complete

Orlikowski, W. J. and Scott, S. V. (2013)

“What Happens When Evaluation Goes Online? Exploring Apparatuses of Valuation in the Travel Sector.” Organization Science, 25(3): pp. 868-891

E-article via Informs

Barrett, M. et al. (2015)

“Service Innovation in the Digital Age: Key Contributions and Future Directions.” MIS Quarterly, 39(1): pp. 135-154

E-article via Business Source Complete

 

 

Session 5: Knowledge and Innovation

Session 5: Knowledge and Innovation

 

Wednesday 9 November, 15:00-17:00

 

Learning points of the session:

 

- Knowledge and organisation

- Cross-functional teams and complex collaboration

- Collaboration and innovation across organisational boundaries

- Open Innovation

 

 

Mandatory reading material and preparation before the session

 

Background reading

Carlile, P. (2004)

Transferring, Translating, and Transforming: An Integrative Framework for Managing Knowledge Across Boundaries

E-article via JSTOR

Case study

Lakhani, K., and Carlile, P. (2012)

Myelin Repair Foundation: Accelerating Drug Discovery Through Collaboration

Case 9-610-074

VLE

 

 

Reading after the lecture (optional)

 

Brown, J. S. and Duguid, P. (2001)

“Knowledge and Organization: A Social-Practice Perspective.” Organization Science, 12(2): pp. 198-213

E-article via Business Source Complete

Dougherty, D. and Dunne, D. D. (2012)

“Digital Science and Knowledge Boundaries in Complex Innovation.” Organization Science, 23(5): pp.1467-1484

E-article via Informs

Lee, J. and Berente, N. (2012)

“Digital Innovation and the Division of Innovative Labor: Digital Controls in the Automotive Industry.” Organization Science, 23(5): pp. 1428-1447

E-article via Informs

Catmull, E. (2008)

“How Pixar Fosters Collective Creativity.” Harvard Business Review, 86(9): pp. 64-72

E-article via Business Source Complete

 

 

Session 6: Digital Business Transformation: Guest Lecture by Yuval Dvir, Google

Session 6: Digital Business Transformation: Guest Lecture by Yuval Dvir, Google

 

Wednesday 16 November, 15:00-17:00

 

Learning points of the session:

 

- Understand how digital technologies can support business processes

- How digital technologies can help gain competitive advantage

- The relationship between digital technologies and organisational change

- Transforming organisations with digital technologies: Resistance and workarounds

 

 

Mandatory reading material and preparation before the session

 

Background reading

Garud, R., Kumaraswamy, A., & Sambamurthy, V. (2006)

Emergent by design: Performance and transformation at Infosys Technologies. Organization Science, 17(2), 277-286.

E-article via JSTOR

Case study

Barrett, M. and Prince, K. (2006)

The EPC Network (I): putting RFID into action in the retail supply chain.

Case 906-006-1

VLE

 

 

 

 

Reading after the lecture (optional)

 

 

 

 

Orlikowski, W. (1992)

Learning From Notes: Organizational Issues in Groupware Implementation. Sloan School of Business, MIT

E-paper via MIT

Boudreau, M-C. and Robey, D. (2005)

“Enacting Integrated Information Technology: A Human Agency Perspective.” Organization Science, 16(1): pp. 3-18

E-article via Business Source Complete

Hammer, M. (2004)

“Deep Change: How Operational Innovation Can Transform Your Company.” Harvard Business Review, 82(4): pp. 84-93

E-article via Business Source Complete

 

 

 

 

Session 7 : Digital Innovation and the changing nature of work and organising

Session 7: Digital Innovation and the changing nature of work and organising

 

Wednesday 23 November, 15:00-17:00

 

Learning points of the session:

 

- IT in the workplace

- New ways of organizing

- Collaborating with IT

- Mobility and teleworking

- Virtual work

 

Mandatory reading material and preparation before the session

 

Background reading

Zammuto, R. F. et al. (2007)

“Information Technology and the Changing
Fabric of Organization.” Organization Science, 18(5): pp. 749-762

E-article via Business Source Complete

Malhotra, A., Majchrzak, A., Carman, R., & Lott, V. (2001).

Radical innovation without collocation: A case study at Boeing-Rocketdyne. MIS Quarterly,25(2): pp. 229-249.

E-article via JSTOR

Case study

Metiu A. (2005)

“Shield: Product Development in a Distributed Team”

Case INS561

VLE

 

Reading after the lecture (optional)

 

Seely Brown, J. and Duguid. P. (2000)

The Social Life of Information. Boston: Harvard Business School Press

Ch. 3

Printed book at: HM851.B76

Bailey, D. E., Leonardi, P. M. and Barley, S. R. (2012)

“The Lure of the Virtual.” Organization Science, 23(5): pp. 1485-1504

 

E-article via Informs

Barrett, M. et al. (2012)

“Reconfiguring Boundary Relations: Robotic Innovations in Pharmacy Work.” Organization Science, 23(5): pp. 1448-1466

E-article via Informs

Barley, S. R., Meyerson, D. E. and Grodal, S. (2011)

“E-mail as a Source and Symbol of Stress.” Organization Science, 22(4): pp. 887-906

E-article via Informs

 

 

 

 

Session 8 : Student Presentations

Session 8: Student Presentations

 

Wednesday 30 November, 15:00-17:00

 

Learning points of the session:

 

Practise presentation skills

Receive feedback on individual paper

Practise reviewing skills

 

Preparation before the session

 

(a) Prepare the slides of your presentation and practise. Send your slides with notes below each slide to the lecturer and to your reviewer by 15:00pm on Monday November 28.

(b) Read the paper of your classmate and write constructive feedback (about 1/2 A4 page).

 

During the session:

 

 

Each individual presentation will be followed by the peer-review.

Further notes

REQUIRED READING

All students are required to read a number of papers before each session. These can be found in the course outline. There are four types of reading material:

·       Background reading material is necessary for the students to follow the lecture and must be read in advance.

·       Case studies are reports from studies on real cases performed and reported by scholars. All students are expected to have read the case studies in advance, in order to participate in class discussion.

·       Optional reading material can be read after each session and is expected to help the students in understanding the topic further, as well as in preparing their individual papers.

 

Coursework

The 4E3 module will be assessed by 3 means:

  • Written paper, individual (65% of total mark). This component of the assessment is made up of a final term paper.
  • Presentation and peer review, individual (10% of total mark). Presentation based on your individual paper and peer review.
  • Case study presentation and discussion, team (25% of total mark). Presenting a case study (10%) and discussing another team’s presentation (5%) during one of the sessions 3-6. Participating in the virtual work project with presentation and discussion (10%) in session 7.

 

The individual paper assignment will include a 3,000-word paper on an agreed topic. Students will investigate and report on the effects of digital innovation in transforming a particular industry (e.g. digital goods in the entertainment sector, mobile applications in banking, etc.). Students are expected to apply the concepts discussed in the lectures. It is expected that students will, where appropriate, explicitly draw on the articles provided in the course as well as other relevant articles from their own research. The written work you submit for assessment needs to be grounded in the appropriate scholarly literature. Please, make sure that your work is carefully referenced in accordance with the Harvard system. (http://www.blogs.jbs.cam.ac.uk/infolib/2013/10/04/advice-on-plagiarism-a...) More information is provided in a separate document and will be presented in the first session.

During the final lecture session, each student will give a short presentation of the main arguments of his/her individual paper, in order to receive feedback from one classmate. This presentation should be approximately 10 mins long with an additional 5 mins for questions. Also, each student will review the presentation of another student and prepare comments (about 1/2 A4 page) on the argumentation, to provide after the presentation of that paper. More information will be provided during the course.

The presentation and review will be assessed as part of the individual class participation mark. Individual class participation will also be assessed based on the student’s comments in class discussions and case study presentations.

Course participants will be assigned into groups once the overall class size has been finalised. Each student group will be assigned a case study which they will be required to read and think about prior to the class, and present their viewpoints and analysis to the class in sessions 3-6. Each member of the team must present to be eligible for grading. Only exceptions include exceptional circumstances such as illness covered by a doctor’s certificate.

Each team will also be assigned a turn to act as a ‘response’ group, leading the discussion and question time following a case presentation in sessions 3-6. This will be an assessed exercise and forms part of the class participation mark. Each member of the team should contribute to critiquing the case presentations. Once again, the only exceptions include exceptional circumstances such as illness covered by a doctor’s certificate.

Case study presentations should be 20-mins long and will be followed a 10-minute discussion session. Each presenting group should send the lecturer (s.pachidi@jbs.cam.ac.uk) and the response group a copy of their case presentation (with notes below each slide) the day before their in-class presentation. 

Finally, all students will participate in the virtual work project. This project is co-organised together with a class at VU University Amsterdam. Course members will collaborate virtually with students from Amsterdam, in order to analyse a case study and prepare a presentation of their analysis and viewpoints. The presentations will be discussed in session 7. It is mandatory for the students to be present in that session, to be eligible for grading. The team formation will be different from that for the other case studies. More details will be provided in a separate document in the start of the course.

Assessment

Please refer to Form & conduct of the examinations.

UK-SPEC

The UK Standard for Professional Engineering Competence (UK-SPEC) describes the requirements that have to be met in order to become a Chartered Engineer, and gives examples of ways of doing this.

UK-SPEC is published by the Engineering Council on behalf of the UK engineering profession. The standard has been developed, and is regularly updated, by panels representing professional engineering institutions, employers and engineering educators. Of particular relevance here is the 'Accreditation of Higher Education Programmes' (AHEP) document which sets out the standard for degree accreditation.

The Output Standards Matrices indicate where each of the Output Criteria as specified in the AHEP 3rd edition document is addressed within the Engineering and Manufacturing Engineering Triposes.

Last modified: 13/09/2016 16:57