IA2

Engineering Tripos Part IIB, 4E4: Management of Technology, 2018-19

Leaders

Prof T Minshall and Dr L Mortara

Lecturers

Prof T Minshall, Dr L Mortara, Dr C Kerr, Prof Rick Mitchell, Dr R Phaal

Timing and Structure

Michaelmas term. Eight 2-hour sessions incorporating industry speakers. Assessment: 100% coursework

Aims

The aims of the course are to:

provide students with an understanding of the ways in which technology is brought to market by focusing on key technology management topics from the standpoint of an established business as well as new entrepreneurial ventures.
place emphasis on frameworks and methods that are both theoretically sound and practically useful.
provide students with both an understanding of the issues and the practical means of dealing with them in an engineering context.

Objectives

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

have a thorough appreciation of how technology is brought to address market opportunities, and how technology management supports that process.
assess and utilise appropriate technology management methods in different contexts.
understand the core issues of technology management and the practical means of dealing with them in an engineering context.

Content

Introduction: Technology in the business context

Technology origins and evolution.
How technology generates value.
What are technology management processes and how are they used?

Developing new technologies: Managing research and development (R&D) and intellectual property rights (IPR)

How do you manage a portfolio of R&D projects?
What are the key aspects of IPR, and how are they managed?
How do you put a value on R&D projects and IPR?

Making money from new technologies: How to choose the right business model

What are the different ways in which an idea can be brought to market?
Why do most innovations reach the market through new firms rather than established firms?
How do new and established firms work together?

Resources to bring ideas to market: 'Make versus Buy' (MvB) and strategic alliances

Strategic context for MvB and partnering decisions.
Tools and techniques to support MvB decisions.
Working in partnership with other organisations.

New product introduction (NPI)

Structuring the NPI process.
New product life cycles, time-to-market and metrics.
Completing an NPI project on time and within budget.

Open approaches to innovation

Why open approaches have become very common
What are the different types of open innovation?
What are the challenges in managing open models of innovation?

Planning for the future: Technology strategy and planning

Strategic technology management.
Planning for the future by linking technology, product and market considerations - Technology Roadmapping (TRM).
Scenario planning tools to help manage the uncertainties of the future.

Technology management in practice

A panel of experienced technology managers will share lessons, and respond to queries posed by students.

REFERENCES

Additional resources for this module will be available from Camtools. Details will be given at the start of the module.

Coursework

For the coursework, students are required to research and write a report of approximately 3,000 words on a specific management of technology theme provided in the first lecture of the module. The report should draw upon module material supplemented with students' own research on both industrial practice & academic theory.

Coursework	Format	Due date & marks
Final report Coursework 1 brief description Learning objective: Demonstrate understanding of the core Technology Management concepts delivered during the module; Demonstrate awareness of Technology Management concepts applied within different contexts; Demonstrate competence at producing a Masters level academic report.	Individual Report Anonymously marked	Friday 18th January 2019, 12:00 (noon) 100% of assessment for this module

Coursework

Format

Due date

& marks

Final report

Coursework 1 brief description

Learning objective:

Demonstrate understanding of the core Technology Management concepts delivered during the module;
Demonstrate awareness of Technology Management concepts applied within different contexts;
Demonstrate competence at producing a Masters level academic report.

Individual

Report

Anonymously marked

Friday 18th January 2019, 12:00 (noon)

100% of assessment for this module

Booklists

Please see the Booklist for Group E Courses for references for this module.

Examination Guidelines

Please refer to Form & conduct of the examinations.

UK-SPEC

This syllabus contributes to the following areas of the UK-SPEC standard:

Toggle display of UK-SPEC areas.

GT1

Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.

IA1

Apply appropriate quantitative science and engineering tools to the analysis of problems.

Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.

KU1

Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.

KU2

Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.

S1

The ability to make general evaluations of commercial risks through some understanding of the basis of such risks.

S2

Extensive knowledge and understanding of management and business practices, and their limitations, and how these may be applied appropriately to strategic and tactical issues.

P3

Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).

P5

Awareness of nature of intellectual property and contractual issues.

US4

An awareness of developing technologies related to own specialisation.

Last modified: 18/11/2018 18:45

Engineering Tripos Part IIB, 4E3: Business Innovation in a Digital Age, 2021-22

Module Leader

Karla Sayegh

Timing and Structure

Michaelmas term. Assessment: Coursework / 1 Individual Paper 100%

Aims

The aims of the course are to:

Analyse the approaches, challenges and trade-offs involved in developing and implementing digital innovation
Examine how digital technologies such as platforms, artificial intelligence (AI) and big data are transforming work and organizations.

Objectives

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

understand the distinctive characteristics of digital technologies
explain how digital platforms have changed strategic thinking, firm economics and business models
analyse how different types of organizations can create, navigate and leverage ecosystems for innovation
evaluate the potential of data and algorithms in transforming knowledge work
explain the mechanisms and challenges of knowledge collaboration for innovation
explain the benefits and challenges of open innovation in established firms
understand the planned and unintended consequences of digital technologies in organizations
think critically about the organisational and societal challenges triggered by the emergence of new technologies

Content

Today, household names such as Apple, Alphabet (Google), Facebook and Amazon continue to outperform their competitors and dominate markets. A core reason: digital innovation. Now more than ever, emerging digital technologies, such as robotics, cloud computing, web-enabled platforms and sophisticated learning algorithms that exploit massive digital trace data, are enabling innovation in unprecedented ways. Digital innovation has not only transformed products and services but has also upended business models, ways of working, forms of organizing and the ability to access ideas and expertise beyond organizational boundaries. However, digitally-enabled innovation is challenging because organizations may need to shift away from the very capabilities that underpinned their past successes. In the digital era, managers and professionals need to think differently about fundamental aspects of their business such as its strategy and associated business models, marketing approaches, culture change, the coordination of expertise and organisational structure.

In this module, you will analyse the approaches, challenges and trade-offs involved in developing and implementing digital innovation. You will also examine how digital technologies such as digital platforms, artificial intelligence (AI) and big data are transforming work and organizations. You will learn by analysing real-world problems and situations across a range of organizations and industries through case studies. Class time will be devoted primarily to applying key concepts and analytical tools via case discussions.

MODULE OUTLINE

Session 1: Introduction to innovation in a digital age

Session 2: Platforms and ecosystems – part 1

Session 3: Platforms and ecosystems – part 2

Session 4: Algorithms and work

Session 5: Open innovation

Session 6: Knowledge collaboration for innovation

Session 7: Technology and the changing nature of work

Session 8: Student presentations and peer-reviews

Please note that all sessions will be highly interactive and discussion-based. In every session, we will sense-make about real business problems via case studies both collectively and in small groups. Therefore, you are expected to come to class having prepared the assigned case study for that session.

MODULE OUTLINE

Session 1: Introduction to innovation in a digital age

- Understanding what innovation means

- Identifying the distinctive characteristics of digital technologies

- Introduction to the course, what to expect and how we will work

*Pre-reading*
Garud, R., Tuertscher, P., & Van de Ven, A. H. (2013).	Perspectives on innovation processes. The Academy of Management Annals, 7(1), 775-819.
Yoo, Y. et al. (2012)	“Organizing for Innovation in the Digitized World.” Organization Science, 23(5): pp. 1398-1408.

Supplemental reading

Christensen, C.M et al. (2015)

“What Is Disruptive Innovation?” Harvard Business Review. 2-11.

Christensen, C.M et al. (2013)

Christensen, Clayton M. The innovator's dilemma: when new technologies cause great firms to fail. Harvard Business Review Press, 2013. Chapter 11.

Session 2: Digital innovation: Platforms and ecosystems

- Understanding the new logic platforms: strategy, structure, business models

- Platform strategy – how to launch a platform

- Leveraging ecosystems

*Pre-reading*
Van Alstyne, M., Parker, G., and Choudhary, S. (2016)	‘Pipelines, platforms, and the new rules of strategy.” Harvard Business Review.
Cusumano, M., Yofie, D., and Gawer, A. (2020)	‘The Future of Platforms’. Special Issue on Disruption 2020, MIT Sloan Management Review, Spring 2020, Vol. 61, No. 3, pp. 46-54.

*Case Study*
Markovich, S., Meagher,E. (2015)	“OurCrowd: Growing a Crowdfunding Platform in a VC World.” Harvard Business Publishing.

*Supplemental reading*
Jacobides, M. (2019)	“In the platform economy, what’s your strategy?” Harvard Business Review.
McGrath, R. and McManus, R. (2020)	“Discovery-driven Digital Transformation: Learning your way to a new business model” Harvard Business Review.

Session 3: Platforms and ecosystems (cont’d)

- How to launch a platform

- How to grow and scale a platform

- The importance of context

*Pre-reading*
Wu, A., Clough, D, and Kaletsky, S. (2019)	“Nascent Platform Strategy: Overcoming the Chicken-or-Egg Dilemma.” Harvard Business Review.
Zhu, F. and Iansiti, M.	“Why Some Platforms Thrive and Others Don't” Harvard Business Review

Case Study

Jelassi, T., Kordy, A., Ode, H., Podkolzine, R., and Vamala, S. (2018)

“Nestle: Developing a Digital Nutrition Platform For Japan.” Harvard Business Publishing.

*Supplemental reading*
Yoffie, D. B., Gawer, A., & Cusumano, M. A. (2019)	“A study of more than 250 platforms a reveal why most fail.” Harvard Business Review.

Session 4: Data and Algorithms

- Big data and business intelligence

- Ethical issues of algorithmic and data-driven ways of working

- AI and organizations: decision making, power and control

*Pre-reading*
Faraj, S., Pachidi, S., & Sayegh, K. (2018)	“Working and organizing in the age of the learning algorithm.” Information and Organization, 28(1): pp. 62-70
Foutaine, T., McCarthy, B.,& Saleh, T. (2019)	“Building the AI-powered Organziation: Technology isn’t the biggest challenge; Culture Is.” Harvard Business Review.
*Case study*
Greenstein, S. & Gulick, S.	“Zebra Medical Vision.” Harvard Business Publishing.

Session 5: Open innovation

- What is open innovation

- Crowdsourcing

- Challenges to open collaboration

*Pre-reading*
Boudreau, K. J., & Lakhani, K. R. (2013).	“Using the Crowd as an Innovation Partner.” Harvard Business Review,” 91(4), 60-69.
King, A., & Lakhani, K. R. (2013).	“Using open innovation to identify the best ideas. MIT Sloan Management Review,” 55(1), 41
Lifshitz-Assaf, H., Tushman, M., & Lakhani, K. R. (2018)	“A study of NASA scientists shows how to overcome barriers to open innovation.” Harvard Business Review.
*Case study*
Lakhani, K. Hutter, K., Pokrywa, H.S., Füller, J.	Open Innovation at Siemens. Harvard Business Publishing. 613100-PDF-ENG

Session 6: Knowledge collaboration for Innovation

- The role of knowledge in innovation

- Producing novel products, services and processes across knowledge boundaries

- Cross-functional teams and complex collaboration

*Pre-reading*
Carlile, P. (2004)	“Transferring, Translating, and Transforming: An Integrative Framework for Managing Knowledge Across Boundaries” Organization Science.
Faraj, S., Sayegh, K., and Rouleau, L. (2018)	“Knowledge collaboration in organizations: from information processing to social knowing.” In: Galliers, R.D. and Stein, M.K. (eds.) The Routledge companion to management information systems. London: Taylor and Francis, pp.370-386.
*Case Study*
Garvin, D. and Taahilyani, R. (2011)	“Mindtree: A community of communities.” Harvard Business Publishing.

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

- Technology bringing about new ways of working and organizing

- Collaborating with technology

- Organizational and cultural barriers and enablers to digital innovation

*Required reading*
Faraj, S., Renno, W., & Bhardwaj, A. (2021).	“Unto the breach: What the COVID-19 pandemic exposes about digitalization.” Information and Organization, 31(1).
Bailey, D. E., & Barley, S. R. (2020).	"Beyond design and use: How scholars should study intelligent technologies." Information and Organization 30(2).
Pisano, G. (2019)	"The Hard Truth About Innovative Cultures." Harvard Business Review.
*Case study*
Pachidi, S., Berends, H., Faraj, S., & Huysman, M. (2021).	Make way for the algorithms: Symbolic actions and change in a regime of knowing. Organization Science, 32(1), 18-41.

Session 8: Student presentations

Learning points of the session:

- Practice presentation skills

- Receive feedback on individual paper

- Practice reviewing skills

Preparation before the session:

Prepare the slides of your presentation (10 min) and practise.

Send your slides to the lecturer and to your reviewer by Monday November 30 at 500pm.

Read the slides of your classmate and prepare feedback (max 5 min).

During the session:

You will present the main ideas of your paper to the class.

You will receive feedback from the lecturer and a classmate.

You will provide feedback to each other on how each paper can be further developed.

Further notes

REQUIRED READING

All students are required to read a number of articles (~3-4) before each session. There are three types of readings:

Academic journal articles. Articles in peer-reviewed academic journals focused on producing novel theoretical contributions to the field of organisational studies and information systems.

Practitioner articles. Based on research, these articles focus on the implications of theory for the practice of management. They often provide actionable guidance regarding salient organisational issues or problems.

(Teaching) Case studies are analytical narratives of real-world business problems/challenges/dilemmas facing a protagonist in an organization. They are designed to offer valuable, contextualized application of concepts and analytical tools. Learning is achieved through collective in-class discussion based on analysis, data-driven argumentation and creative exchanges. Cases provide the context for problem framing, external/internal analysis and well-argued solutions. They also allow for concepts and frameworks to be applied in order to arrive at well-reasoned recommendations.

Coursework

COURSEWORK

The 4E3 module will be assessed by the following means:

Written paper, individual (100% of total mark). This component of the assessment is made up of a final term paper.

Coursework

Format

Due date & marks

Final term paper

The individual paper assignment will include a 2,500-3,000 word paper on an agreed upon topic. Students will investigate and report on how digital technology is driving innovation and change in a particular industry or domain of the student’s choosing (e.g. digital goods in the entertainment sector, mobile applications in banking, etc.). Students are expected to apply the concepts discussed in class and where appropriate, explicitly draw on the articles provided in the module as well as other relevant articles from their own research. The written submission needs to be grounded in the appropriate literature on the topic. 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...).

Learning objectives:

Deepen understandings of the concepts, frameworks and/or tools on digital innovation.
Apply approaches and lessons learned from the class to a specific phenomenon.
Improve analytical and writing skills.

Individual

Report

anonymously marked

TBA (via moodle)

[60/60]

Examination Guidelines

Please refer to Form & conduct of the examinations.

UK-SPEC

This syllabus contributes to the following areas of the UK-SPEC standard:

Toggle display of UK-SPEC areas.

GT1

IA1

Apply appropriate quantitative science and engineering tools to the analysis of problems.

IA2

Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.

KU1

Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.

KU2

Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.

S1

The ability to make general evaluations of commercial risks through some understanding of the basis of such risks.

P3

Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).

US4

An awareness of developing technologies related to own specialisation.

Last modified: 29/09/2021 12:33

Engineering Tripos Part IIB, 4E3: Business Innovation in a Digital Age, 2025-26

Module Leader

Karla Sayegh

Timing and Structure

Lent term. Assessment: Coursework / 1 Individual Paper 100%

Aims

The aims of the course are to:

Analyse the approaches, challenges and trade-offs involved in developing and implementing digital innovation
Examine how digital technologies such as platforms, artificial intelligence (AI) and big data are transforming work and organizations.

Objectives

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

Identify the key dimensions and types of business innovation
Evaluate how digital platforms influence strategic thinking and business models
Assess how organizations build, manage, and/or participate in innovation ecosystems
Examine the opportunities and implementation challenges of predictive and generative AI in work and organizations
Analyse value and barriers to open innovation and develop mechanisms to enable it within organizations
Evaluate knowledge collaboration processes critical for innovation
Assess how digital technologies reshape work practices and organizational processes
Interpret and evaluate the planned and unintended consequences of digital transformation
Critically reflect on the broader organizational and societal implications of emerging technologies

Content

In today’s rapidly evolving landscape, emerging digital technologies—such as robotics, cloud computing, digital platforms, and advanced predictive and generative AI—are enabling innovation in profound and unprecedented ways. These technologies are not only reshaping products and services but are fundamentally disrupting traditional business models, organizational structures, modes of collaboration, and access to talent and expertise.

Yet, digitally enabled innovation presents complex challenges. Organizations may need to unlearn deeply embedded capabilities that once drove their success. They must also navigate the hype surrounding new technologies while critically assessing their broader implications for both organizations and society. In this context, innovation is no longer just about new offerings—it requires rethinking strategy, culture, organizational design, workforce development, and cross-disciplinary collaboration.

In this module, you will examine the strategic role of digital platforms and ecosystems, predictive and generative artificial intelligence (AI), open innovation and knowledge integration and how they have reshaped strategic thinking, work and organizing. Through real-world case studies and interactive discussions, you will analyze the trade-offs and complexities involved in initiating, implementing, and scaling digital transformation initiatives. By the end of the course, you will be equipped with conceptual frameworks and analytical tools to critically engage with digital innovation and apply them to contemporary business challenges.

MODULE OUTLINE

Unit 1: Introduction to innovation in a digital age

- What innovation means

- The transformative impact of digital technologies

- Introduction to the course, what to expect and how we will work

Unit 2: Platforms and ecosystem

- The new logic of platforms: strategy, structure, business models

- How to launch and scale transaction platforms

- Leveraging ecosystems

Unit 3: Platforms and ecosystems (cont’d)

- How to grow and scale an innovation platform

- Ecosystem strategies

- The importance of context

Unit 4: Predictive algorithms and the future of work

- Launching and scaling an AI business

- AI and organizations: workforce, processes and structures

- Critical evaluation

Unit 5: Generative algorithms and the future of work

- Implementing Gen AI in organizations: why and how

- Gen AI and organizations: workforce, processes and structures

- Critical evaluation

Unit 6: Open innovation

- The value of open innovation and why it works

- How to design and execute an OI initiative – OI as digital transformation

- Challenges to open collaboration

Unit 7: Knowledge collaboration for Innovation

- The role of knowledge in innovation

- Producing novel products, services and processes across knowledge boundaries

- Cross-functional teams and complex collaboration

Unit 8: Paper peer-review

- Practice presentation skills

- Receive feedback on individual paper

- Practice reviewing skills

Further notes

REQUIRED READING

All students are required to read a number of articles (~3-4) before each session. There are three types of readings:

Academic journal articles. Articles in peer-reviewed academic journals focused on producing novel theoretical contributions to the field of organisational studies and information systems.

Practitioner articles. Based on research, these articles focus on the implications of theory for the practice of management. They often provide actionable guidance regarding salient organisational issues or problems.

(Teaching) Case studies are analytical narratives of real-world business problems/challenges/dilemmas facing a protagonist in an organization. They are designed to offer valuable, contextualized application of concepts and analytical tools. Learning is achieved through collective in-class discussion based on analysis, data-driven argumentation and creative exchanges. Cases provide the context for problem framing, external/internal analysis and well-argued solutions. They also allow for concepts and frameworks to be applied in order to arrive at well-reasoned recommendations.

Coursework

The 4E3 module will be assessed by the following means:

Written paper, individual (100% of total mark). This component of the assessment is made up of a final term paper.

Coursework

Format

Due date & marks

Final term paper

The individual paper assignment will include a 2,500-3,000 word paper on an agreed upon topic. Students will investigate and report on how digital technology is driving innovation and change in a particular industry or domain of the student’s choosing (e.g. digital goods in the entertainment sector, mobile applications in banking or heathcare etc.). Students are expected to apply the concepts discussed in class and where appropriate, explicitly draw on the articles provided in the module as well as other relevant articles from their own research. The written submission needs to be grounded in the appropriate literature on the topic. 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...).

Learning objectives:

Deepen understandings of the concepts, frameworks and/or tools on digital innovation.
Apply approaches and lessons learned from the class to a specific phenomenon.
Improve analytical and writing skills.

Individual

Report

TBA (via moodle)

[60/60]

Examination Guidelines

Please refer to Form & conduct of the examinations.

UK-SPEC

This syllabus contributes to the following areas of the UK-SPEC standard:

Toggle display of UK-SPEC areas.

GT1

IA1

Apply appropriate quantitative science and engineering tools to the analysis of problems.

IA2

Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.

KU1

Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.

KU2

Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.

S1

The ability to make general evaluations of commercial risks through some understanding of the basis of such risks.

P3

Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).

US4

An awareness of developing technologies related to own specialisation.

Last modified: 07/09/2025 18:26

Engineering Tripos Part IIB, 4E3: Business Innovation in a Digital Age, 2022-23

Module Leader

Karla Sayegh

Timing and Structure

Michaelmas term. Assessment: Coursework / 1 Individual Paper 100%

Aims

The aims of the course are to:

Analyse the approaches, challenges and trade-offs involved in developing and implementing digital innovation
Examine how digital technologies such as platforms, artificial intelligence (AI) and big data are transforming work and organizations.

Objectives

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

understand the distinctive characteristics of digital technologies
explain how digital platforms have changed strategic thinking, firm economics and business models
analyse how different types of organizations can create, navigate and leverage ecosystems for innovation
explain the benefits and challenges of open innovation in established firms
explain the mechanisms and challenges of knowledge collaboration for innovation
evaluate the potential of data and algorithms in transforming knowledge work
understand the planned and unintended consequences of digital technologies in organizations
think critically about the organisational and societal challenges triggered by the emergence of new technologies

Content

Now more than ever, emerging digital technologies, such as robotics, cloud computing, quantum computing, digital platforms and sophisticated learning algorithms that exploit massive trace data, are enabling innovation in unprecedented ways. Digital innovation has not only transformed products and services but has also upended business models, ways of working, forms of organizing and the ability to access ideas and expertise. However, digitally-enabled innovation is challenging because organizations may need to shift away from the very capabilities that underpinned their past successes. In the digital era, managers and professionals need to think differently about fundamental aspects of their business such as its strategy and associated business models, marketing approaches, organizational structures and incentives, cultures and the coordination of expertise.

In this module, you will learn about digital platforms and ecosystems, artificial intelligence (AI), open innovation and knowledge integration and how they have transformed strategy-making, decision-making, business models, collaboration, expertise, work and organizing. You will also analyse the challenges and trade-offs involved in developing, implementing and scaling digital transformation initiatives. Finally, you will apply key concepts and analytical tools to real world business problems through interactive discussions of case studies.

MODULE OUTLINE

Session 1: Introduction to innovation in a digital age

Session 2: Platforms and ecosystems – part 1

Session 3: Platforms and ecosystems – part 2

Session 4: Algorithms and work

Session 5: Open innovation

Session 6: Knowledge collaboration for innovation

Session 7: Technology and the changing nature of work

Session 8: Student presentations and peer-reviews

MODULE OUTLINE

Session 1: Introduction to innovation in a digital age

- Understanding what innovation means

- Identifying the distinctive characteristics of digital technologies

- Introduction to the course, what to expect and how we will work

*Pre-reading*
Garud, R., Tuertscher, P., & Van de Ven, A. H. (2013).	Perspectives on innovation processes. The Academy of Management Annals, 7(1), 775-819.
Yoo, Y. et al. (2012)	“Organizing for Innovation in the Digitized World.” Organization Science, 23(5): pp. 1398-1408.

*Supplemental reading*
Christensen, C.M et al. (2015)	“What Is Disruptive Innovation?” Harvard Business Review. 2-11.
Christensen, C.M et al. (2013)	Christensen, Clayton M. The innovator's dilemma: when new technologies cause great firms to fail. Harvard Business Review Press, 2013. Chapter 11.

Session 2: Digital innovation: Platforms and ecosystems

- The new logic platforms: strategy, structure, business models

- How to launch and scale platforms

- Leveraging ecosystems

*Pre-reading*
Van Alstyne, M., Parker, G., and Choudhary, S. (2016)	‘Pipelines, platforms, and the new rules of strategy.” Harvard Business Review.
Jacobides, M. (2019)	“In the platform economy, what’s your strategy?” Harvard Business Review.

*Case Study*
Markovich, S., Meagher,E. (2015)	“OurCrowd: Growing a Crowdfunding Platform in a VC World.” Harvard Business Publishing.

*Supplemental reading*
Cusumano, M. A., Yoffie, D. B., and Gawer, A. (2020)	“The Future of Platforms.” MIT Sloan Management Review, 61(3): pp. 46-54
McGrath, R. and McManus, R. (2020)	“Discovery-Driven Digital Transformation: Learning Your Way to a New Business Model” Harvard Business Review. 98(3): pp. 124-133

Session 3: Platforms and ecosystems (cont’d)

- How to launch a platform

- How to grow and scale a platform

- The importance of context

*Pre-reading*
Wu, A., Clough, D, and Kaletsky, S. (2019)	“Nascent Platform Strategy: Overcoming the Chicken-or-Egg Dilemma.” Harvard Business Review.
Hagiu, A. (2014)	“Strategic decisions for multi-sided platforms.” MIT Sloan Management Review
Zhu, F. and Iansiti, M.	“Why Some Platforms Thrive and Others Don't” Harvard Business Review

Case Study

Jelassi, T., Kordy, A., Ode, H., Podkolzine, R., and Vamala, S. (2018)

“Nestle: Developing a Digital Nutrition Platform For Japan.” Harvard Business Publishing.

*Supplemental reading*
Yoffie, D. B., Gawer, A., & Cusumano, M. A. (2019)	“A study of more than 250 platforms a reveal why most fail.” Harvard Business Review.
Cennamo, C. and Sekol, D (2021)	“Can the EU Regulate Platforms Without Stifling Innovation?” Harvard Business Publishing.

Session 4: Data and Algorithms

- Big data and business intelligence

- Ethical issues of algorithmic and data-driven ways of working

- Digital transformation with AI

*Pre-reading*
Faraj, S., Pachidi, S., & Sayegh, K. (2018)	“Working and organizing in the age of the learning algorithm.” Information and Organization, 28(1): pp. 62-70
Foutaine, T., McCarthy, B.,& Saleh, T. (2019)	“Building the AI-powered Organziation: Technology isn’t the biggest challenge; Culture Is.” Harvard Business Review.
*Case study*
Greenstein, S. & Gulick, S.	“Zebra Medical Vision.” Harvard Business Publishing.

*Supplemental reading*
Lebovitz, S, Levina, N., Lifshitz-Assaf, H., (2021)	“Is AI ground truth really true?” MISQ, 45(3): pp. 1501-1525
Mohlmann, M. and Henfridsson, O. (2019)	“What people hate about being managed by algorithms” Harvard Business Publishing.
Joshi, M., Su, N., Austin, R. (2021)	"Why so many data science projects fail to deliver” MIT Sloan Management Review.

Session 5: Open innovation

- What is open innovation (OI)

- How to design and execute an OI initiative – OI as digital transformation

- Challenges to open collaboration

*Pre-reading*
Boudreau, K. J., & Lakhani, K. R. (2013).	“Using the Crowd as an Innovation Partner.” Harvard Business Review,” 91(4), 60-69.
King, A., & Lakhani, K. R. (2013).	“Using open innovation to identify the best ideas. MIT Sloan Management Review,” 55(1), 41
Lifshitz-Assaf, H., Tushman, M., & Lakhani, K. R. (2018)	“A study of NASA scientists shows how to overcome barriers to open innovation.” Harvard Business Review.
*Case study*
Lakhani, K. Hutter, K., Pokrywa, H.S., Füller, J.	Open Innovation at Siemens. Harvard Business Publishing. 613100-PDF-ENG

Session 6: Knowledge collaboration for Innovation

- The role of knowledge in innovation

- Producing novel products, services and processes across knowledge boundaries

- Cross-functional teams and complex collaboration

*Pre-reading*
Carlile, P. (2004)	“Transferring, Translating, and Transforming: An Integrative Framework for Managing Knowledge Across Boundaries” Organization Science.
Faraj, S., Sayegh, K., and Rouleau, L. (2018)	“Knowledge collaboration in organizations: from information processing to social knowing.” In: Galliers, R.D. and Stein, M.K. (eds.) The Routledge companion to management information systems. London: Taylor and Francis, pp.370-386.
*Case Study*
Garvin, D. and Taahilyani, R. (2011)	“Mindtree: A community of communities.” Harvard Business Publishing.

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

- Technology bringing about new ways of working and organizing

- Collaborating with technology

- Organizational and cultural barriers and enablers to digital innovation

*Required reading*
Faraj, S., Renno, W., & Bhardwaj, A. (2021).	“Unto the breach: What the COVID-19 pandemic exposes about digitalization.” Information and Organization, 31(1).
Bailey, D. E., & Barley, S. R. (2020).	"Beyond design and use: How scholars should study intelligent technologies." Information and Organization 30(2).
Pisano, G. (2019)	"The Hard Truth About Innovative Cultures." Harvard Business Review.
*Case study*
Pachidi, S., Berends, H., Faraj, S., & Huysman, M. (2021).	Make way for the algorithms: Symbolic actions and change in a regime of knowing. Organization Science, 32(1), 18-41.

Session 8: Student presentations

Learning points of the session:

- Practice presentation skills

- Receive feedback on individual paper

- Practice reviewing skills

Preparation before the session:

Prepare the slides of your presentation (10 min) and practise.

Send your slides to the lecturer and to your reviewer in advance

Read the slides of your classmate and prepare feedback (max 5 min).

During the session:

You will present the main ideas of your paper to the class.

You will receive feedback from the lecturer and a classmate.

You will provide feedback to each other on how each paper can be further developed.

Further notes

REQUIRED READING

All students are required to read a number of articles (~3-4) before each session. There are three types of readings:

Academic journal articles. Articles in peer-reviewed academic journals focused on producing novel theoretical contributions to the field of organisational studies and information systems.

Practitioner articles. Based on research, these articles focus on the implications of theory for the practice of management. They often provide actionable guidance regarding salient organisational issues or problems.

(Teaching) Case studies are analytical narratives of real-world business problems/challenges/dilemmas facing a protagonist in an organization. They are designed to offer valuable, contextualized application of concepts and analytical tools. Learning is achieved through collective in-class discussion based on analysis, data-driven argumentation and creative exchanges. Cases provide the context for problem framing, external/internal analysis and well-argued solutions. They also allow for concepts and frameworks to be applied in order to arrive at well-reasoned recommendations.

Coursework

COURSEWORK

The 4E3 module will be assessed by the following means:

Written paper, individual (100% of total mark). This component of the assessment is made up of a final term paper.

Coursework

Format

Due date & marks

Final term paper

The individual paper assignment will include a 2,500-3,000 word paper on an agreed upon topic. Students will investigate and report on how digital technology is driving innovation and change in a particular industry or domain of the student’s choosing (e.g. digital goods in the entertainment sector, mobile applications in banking or heathcare etc.). Students are expected to apply the concepts discussed in class and where appropriate, explicitly draw on the articles provided in the module as well as other relevant articles from their own research. The written submission needs to be grounded in the appropriate literature on the topic. 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...).

Learning objectives:

Deepen understandings of the concepts, frameworks and/or tools on digital innovation.
Apply approaches and lessons learned from the class to a specific phenomenon.
Improve analytical and writing skills.

Individual

Report

anonymously marked

TBA (via moodle)

[60/60]

Examination Guidelines

Please refer to Form & conduct of the examinations.

UK-SPEC

This syllabus contributes to the following areas of the UK-SPEC standard:

Toggle display of UK-SPEC areas.

GT1

IA1

Apply appropriate quantitative science and engineering tools to the analysis of problems.

IA2

Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.

KU1

Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.

KU2

Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.

S1

The ability to make general evaluations of commercial risks through some understanding of the basis of such risks.

P3

Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).

US4

An awareness of developing technologies related to own specialisation.

Last modified: 22/11/2022 14:24

Engineering Tripos Part IIB, 4E3: Business Innovation in a Digital Age, 2019-20

Module Leader

Stella Pachidi

Lecturer

Stella Pachidi

Timing and Structure

Michaelmas term. Assessment: Coursework / 1 Individual Paper 100%

Aims

The aims of the course are to:

Get acquainted with the practices and processes of innovating in the digital era.
Get exposed to various impacts of digital innovations on individuals, organisations and industries.
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 work and organisational 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
understand how open innovation can help organizations enhance their innovative capabilities

Content

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: Tuesday 15 October, 16:00-18:00

· Introduction to Innovation in a Digital Age

· Structure: lecture and class discussion

Session 2: Tuesday 22 October, 16:00-18:00

· Digital Innovation: Platforms and Ecosystems

· Structure: lecture and class discussion

Session 3: Tuesday 29 October, 16:00-18:00

· Data and Information in the Digital Age

· Structure: lecture and class discussion

Session 4: Tuesday 5 November, 16:00-18:00

· Business model innovation and industry transformation

· Structure: lecture and class discussion

Session 5: Tuesday 12 November, 16:00-18:00

· Knowledge and Innovation

· Structure: lecture and class discussion

Session 6: Tuesday 19 November, 16:00-18:00

· Digital Innovation and the changing nature of work and organising

· Structure: lecture and class discussion

Session 7: Tuesday 26 November, 16:00-18:00

· Open innovation

· Structure: lecture and class discussion

Session 8: Tuesday 3 December, 16:00-18:00

· Student presentations

· Structure: individual presentations and class discussion

Session 1: Introduction to Innovation in a Digital Age

Session 1: Introduction to innovation in a digital age

Learning points of the session:

- Introduction to the course, what to expect and how we will work

- Examining the concept of innovation and how we can conceptualise it

- Understand the relevance of innovation to business in today’s dynamic world

- Understand disruptive innovation

- Discuss the shifting role of digital technology

- How digital technologies change the way companies innovate

- The range of transformations triggered by digital technology

Mandatory reading material and preparation before the session

Background reading
Garud, R., Tuertscher, P., & Van de Ven, A. H. (2013).	Perspectives on innovation processes. The Academy of Management Annals, 7(1), 775-819.	E-article via Business Source Complete
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

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
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
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

Session 2: Digital Innovation: Platforms and Ecosystems

Session 2: Digital innovation: Platforms and ecosystems

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

Reading after the lecture (optional)

Van Alstyne, M. W., Parker, G. G., & Choudary, S. P. (2016).	Pipelines, Platforms, and the New Rules of Strategy. Harvard Business Review, 94(4)	E-article via Business Source Complete
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

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
Pachidi, S., & Huysman, M. (2017)	“Organizational intelligence in the digital age”. In (Galliers, R., & Stein, M.-K.) The Routledge Companion to Management Information Systems.	E-book via iDiscover Printed book
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)

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
Valacich, J. and Schneider, C. (2015)	Information Systems Today: Managing in the Digital World. 7^th 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

Learning points of the session:

- Reviewing key frameworks for creating new business models

- Business model innovation

- Complementarities to business model innovation

- Emergence of new practices and impact for the industry

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
Thompson, M. (2015)	NHS Jobs: Using digital platforms to transform recruitment across the English & Welsh National Health Service Case 315-268-1	VLE

Reading after the lecture (optional)


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

Learning points of the session:

- The role of knowledge in innovation

- Producing novelty across knowledge boundaries

- Cross-functional teams and complex collaboration

- Collaboration and innovation across organisational boundaries

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
Barrett, M., Kim, H.S.A.. & Prince, K.	M-PESA Power : Leveraging Service Innovation in Emerging Economies 911-007-1	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
Seely Brown, J. and Duguid. P. (2000)	The Social Life of Information. Boston: Harvard Business School Press Ch. 3	Printed book at: HM851.B76
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 Innovation and the changing nature of work and organising

Session 6: Digital innovation and the changing nature of work and organising

Learning points of the session:

- IT and new ways of working and 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
Case study
Pachidi, S. (2017)	“Introducing data analytics in TelCo Sales Medium”	VLE

Reading after the lecture (optional)

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
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
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
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 7: Open innovation

Session 7: Open innovation

Learning points of the session:

- What is open innovation

- Crowdsourcing

- Citizen science

- Challenges in open collaboration

Mandatory reading material and preparation before the session

Background reading
Boudreau, K. J., & Lakhani, K. R. (2013).	Using the Crowd as an Innovation Partner. Harvard Business Review, 91(4), 60-69.	E-article via Business Source Complete
Case study
Lakhani, K. Hutter, K., Pokrywa, H.S., Füller, J.	Open Innovation at Siemens. 9-613-100	VLE

Reading after the lecture (optional)

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
Afuah, A., & Tucci, C. L. (2012).	CROWDSOURCING AS A SOLUTION TO DISTANT SEARCH. Academy of Management Review, 37(3), 355-375	E-article via Business Source Complete
Hargadon A and Sutton RI. (1997).	Technology brokering and innovation in a product development firm. Administrative Science Quarterly 42: 716-749.	E-article via ABI Inform Complete
Jeppesen, L. B. and K. R. Lakhani (2010).	"Marginality and Problem-Solving Effectiveness in Broadcast Search." Organization Science 21(5): 1016-1033.	E-article via JSTOR

Session 8: Student presentations

Session 8: Student presentations

Learning points of the session:

- Practise presentation skills

- Receive feedback on individual paper

- Practise reviewing skills

Preparation before the session:

Prepare the slides of your presentation (10min) and practise.

Send your slides to the lecturer and to your reviewer by Monday December 2^nd at 10:00.

Read the slides of your classmate and prepare feedback (max 5 min).

During the session:

You will present the main ideas of your paper to the class.

You will receive feedback from the lecturer and a classmate.

You will provide feedback to each other on how each paper can be further developed.

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 the following means:

Written paper, individual (100% of total mark). This component of the assessment is made up of a final term paper.

Coursework	Format	Due date & marks
Final term paper The individual paper assignment will include a 2,500-3,000 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. Learning objective: Reach a deeper understanding of the concepts and theories discussed in the class. Learn how to apply the theories and lessons learned from the class on an in-depth analysis of a specific phenomenon. Develop further analytical and writing skills.	Individual Report anonymously marked	Tuesday 10 December 16:00 (via moodle) [60/60]

Coursework

Format

Due date

& marks

Final term paper

The individual paper assignment will include a 2,500-3,000 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.

Learning objective:

Reach a deeper understanding of the concepts and theories discussed in the class.
Learn how to apply the theories and lessons learned from the class on an in-depth analysis of a specific phenomenon.
Develop further analytical and writing skills.

Individual

Report

anonymously marked

Tuesday 10 December 16:00 (via moodle)

[60/60]

Examination Guidelines

Please refer to Form & conduct of the examinations.

UK-SPEC

This syllabus contributes to the following areas of the UK-SPEC standard:

Toggle display of UK-SPEC areas.

GT1

IA1

Apply appropriate quantitative science and engineering tools to the analysis of problems.

IA2

Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.

KU1

Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.

KU2

Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.

S1

The ability to make general evaluations of commercial risks through some understanding of the basis of such risks.

P3

Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).

US4

An awareness of developing technologies related to own specialisation.

Last modified: 25/10/2019 14:20

Engineering Tripos Part IIB, 4E3: Business Innovation in a Digital Age, 2017-18

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:

Get acquainted with the practices and processes of innovating in the digital era.
Get exposed to various impacts of digital innovations on individuals, organisations and industries.
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
understand how open innovation can help organizations enhance their innovative capabilities

Content

LECTURE SYLLABUS

Session 1: Wednesday 11 October, 15:00-17:00

· Introduction to Innovation in a Digital Age

· Structure: lecture and class discussion

Session 2: Wednesday 18 October, 15:00-17:00

· Digital Innovation: Platforms and Ecosystems

· Structure: lecture and class discussion

Session 3: Wednesday 25 October, 15:00-17:00

· Data and Information in the Digital Age

· Structure: lecture, group presentation and class discussion

Session 4: Wednesday 1 November, 15:00-17:00

· Business model innovation and industry transformation

· Structure: lecture, group presentation and class discussion

Session 5: Wednesday 8 November, 15:00-17:00

· Knowledge and Innovation

· Structure: lecture, group presentation and class discussion

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

· Digital Innovation and the changing nature of work and organising

· Structure: lecture, group presentation and class discussion

Session 7: Wednesday 22 November, 15:00-17:00

· Digital transformations and open innovation

· Structure: guest lecture, group presentation and class discussion

Session 8: Wednesday 29 November, 15:00-17:00

· Student presentations

· Structure: Each individual presentation will be followed by a short discussion in the class.

Session 1: Introduction to Innovation in a Digital Age

Session 1: Introduction to Innovation in a Digital Age

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
Garud, R., Tuertscher, P., & Van de Ven, A. H. (2013).	Perspectives on innovation processes. The Academy of Management Annals, 7(1), 775-819.	E-article via Taylor & Francis online
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

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
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
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

Session 2: Digital Innovation: Platforms and Ecosystems

Session 2: Digital Innovation: Platforms and Ecosystems

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

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

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
Pachidi, S., & Huysman, M. (2017)	“Organizational intelligence in the digital age”. In (Galliers, R., & Stein, M.-K.) The Routledge Companion to Management Information Systems. Forthcoming
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)

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
Valacich, J. and Schneider, C. (2015)	Information Systems Today: Managing in the Digital World. 7^th 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

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
Thompson, M. (2015)	NHS Jobs: Using digital platforms to transform recruitment across the English & Welsh National Health Service Case 315-268-1	VLE

Reading after the lecture (optional)


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

Learning points of the session:

- Knowledge and organisation

- Cross-functional teams and complex collaboration

- Collaboration and innovation across organisational boundaries

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
Barrett, M., Kim, H.S.A.. & Prince, K.	M-PESA Power : Leveraging Service Innovation in Emerging Economies 911-007-1	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
Seely Brown, J. and Duguid. P. (2000)	The Social Life of Information. Boston: Harvard Business School Press Ch. 3	Printed book at: HM851.B76
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 Innovation and the changing nature of work and organising

Session 6: Digital Innovation and the changing nature of work and organising

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

Case study
Pachidi, S. (2017)	“Introducing data analytics in TelCo Sales Medium”	VLE

Reading after the lecture (optional)

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
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
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
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 7: Digital Business Transformation and Open Innovation: Guest Lecture

Session 7: Digital Business Transformation and Open Innovation: Guest Lecture

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
Boudreau, K. J., & Lakhani, K. R. (2013).	Using the Crowd as an Innovation Partner. Harvard Business Review, 91(4), 60-69.	E-article via Business Source Complete
Case study
Lakhani, K. Hutter, K., Pokrywa, H.S., Füller, J.	Open Innovation at Siemens. 9-613-100	VLE

Reading after the lecture (optional)

Van Alstyne, M. W., Parker, G. G., & Choudary, S. P. (2016).	Pipelines, Platforms, and the New Rules of Strategy. Harvard Business Review, 94(4)	E-article via Business Source Complete
Afuah, A., & Tucci, C. L. (2012).	CROWDSOURCING AS A SOLUTION TO DISTANT SEARCH. Academy of Management Review, 37(3), 355-375	E-article via Business Source Complete
Hargadon A and Sutton RI. (1997).	Technology brokering and innovation in a product development firm. Administrative Science Quarterly 42: 716-749.	E-article via ABI Inform Complete
Jeppesen, L. B. and K. R. Lakhani (2010).	"Marginality and Problem-Solving Effectiveness in Broadcast Search." Organization Science 21(5): 1016-1033.	E-article via JSTOR

Session 8 : Student Presentations

Session 8: Student Presentations

Learning points of the session:

Practise presentation skills

Receive feedback on individual paper

Practise reviewing skills

Preparation before the session

Prepare the slides of your presentation (5min) and practise. Send your slides with notes below each slide to the lecturer by 10:00am on Monday 27 November.

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.

· 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 the following means:

Written paper, individual (60% of total mark). This component of the assessment is made up of a final term paper.
Presentation, 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 (20%) and discussing another team’s presentation (5%) during one of the sessions 3-7.

Coursework

Format

Due date & marks

Final term paper

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.

Learning objective:

Reach a deeper understanding of the concepts and theories discussed in the class.
Learn how to apply the theories and lessons learned from the class on an in-depth analysis of a specific phenomenon.
Develop further analytical and writing skills.

Individual

Report

anonymously marked

Wednesday 13 December 16:00 (via moodle)

[65/100]

Presentation

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 the lecturer and classmates. This presentation should be approximately 5 mins long with an additional 5 mins for questions. More information will be provided during the course.

Learning objective:

Learn about digital transformations in various industries from your classmates’ presentations.
Receive feedback on your paper.
Practice presentation skills.

Individual Presentation

[non] anonymously marked

Submit slides by Monday 27 November at 10:00. Present during the session on Wednesday 29 November.

[10/100]

Group case analysis

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 3-7. 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.

Case study presentations should be 10-mins long and will be followed by a 5-minutes critique by the response group. 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.

Learning objective:

Apply the theories learned to a real case.
Develop analytical skills.
Practice presentation skills.

Group Presentation

[non] anonymously marked

Submit slides to the lecturer and discussant team by Tuesday at 09:00 in the week of your assigned group presentation. Present in the session as you have been assigned.

[20/100]

Group case discussion

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 3-7. 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.

Learning objective:

Apply the theories learned to a real case.
Develop analytical and reviewing skills.
Practice presentation skills.

Group Presentation

[non] anonymously marked

Submit your review and present in the session as you have been assigned.

[5/100]

Examination Guidelines

Please refer to Form & conduct of the examinations.

UK-SPEC

This syllabus contributes to the following areas of the UK-SPEC standard:

Toggle display of UK-SPEC areas.

GT1

IA1

Apply appropriate quantitative science and engineering tools to the analysis of problems.

IA2

Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.

KU1

Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.

KU2

Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.

S1

The ability to make general evaluations of commercial risks through some understanding of the basis of such risks.

P3

Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).

US4

An awareness of developing technologies related to own specialisation.

Last modified: 08/09/2017 14:39

Engineering Tripos Part IIB, 4E3: Business Innovation in a Digital Age, 2023-24

Module Leader

Karla Sayegh

Timing and Structure

Michaelmas term. Assessment: Coursework / 1 Individual Paper 100%

Aims

The aims of the course are to:

Analyse the approaches, challenges and trade-offs involved in developing and implementing digital innovation
Examine how digital technologies such as platforms, artificial intelligence (AI) and big data are transforming work and organizations.

Objectives

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

understand the distinctive characteristics of digital technologies
explain how digital platforms have changed strategic thinking, firm economics and business models
analyse how different types of organizations can create, navigate and leverage ecosystems for innovation
explain the benefits and challenges of open innovation in established firms
explain the mechanisms and challenges of knowledge collaboration for innovation
evaluate the potential of data and algorithms in transforming knowledge work
understand the planned and unintended consequences of digital technologies in organizations
think critically about the organisational and societal challenges triggered by the emergence of new technologies

Content

MODULE OUTLINE

Session 1: Introduction to innovation in a digital age

Session 2: Platforms and ecosystems – part 1

Session 3: Platforms and ecosystems – part 2

Session 4: Algorithms and work

Session 5: Open innovation

Session 6: Knowledge collaboration for innovation

Session 7: Technology and the changing nature of work

Session 8: Student presentations and peer-reviews

MODULE OUTLINE

Session 1: Introduction to innovation in a digital age

- Understanding what innovation means

- Identifying the distinctive characteristics of digital technologies

- Introduction to the course, what to expect and how we will work

*Pre-reading*
Garud, R., Tuertscher, P., & Van de Ven, A. H. (2013).	Perspectives on innovation processes. The Academy of Management Annals, 7(1), 775-819.
Yoo, Y. et al. (2012)	“Organizing for Innovation in the Digitized World.” Organization Science, 23(5): pp. 1398-1408.

*Supplemental reading*
Christensen, C.M et al. (2015)	“What Is Disruptive Innovation?” Harvard Business Review. 2-11.
Christensen, C.M et al. (2013)	Christensen, Clayton M. The innovator's dilemma: when new technologies cause great firms to fail. Harvard Business Review Press, 2013. Chapter 11.

Session 2: Digital innovation: Platforms and ecosystems

- The new logic of platforms: strategy, structure, business models

- How to launch and scale platforms

- Leveraging ecosystems

*Pre-reading*
Van Alstyne, M., Parker, G., and Choudhary, S. (2016)	‘Pipelines, platforms, and the new rules of strategy.” Harvard Business Review.
Jacobides, M. (2019)	“In the platform economy, what’s your strategy?” Harvard Business Review.

*Case Study*
Markovich, S., Meagher,E. (2015)	“OurCrowd: Growing a Crowdfunding Platform in a VC World.” Harvard Business Publishing.

*Supplemental reading*
Cusumano, M. A., Yoffie, D. B., and Gawer, A. (2020)	“The Future of Platforms.” MIT Sloan Management Review, 61(3): pp. 46-54
McGrath, R. and McManus, R. (2020)	“Discovery-Driven Digital Transformation: Learning Your Way to a New Business Model” Harvard Business Review. 98(3): pp. 124-133

Session 3: Platforms and ecosystems (cont’d)

- How to launch a platform

- How to grow and scale a platform

- The importance of context

*Pre-reading*
Wu, A., Clough, D, and Kaletsky, S. (2019)	“Nascent Platform Strategy: Overcoming the Chicken-or-Egg Dilemma.” Harvard Business Review.
Hagiu, A. (2014)	“Strategic decisions for multi-sided platforms.” MIT Sloan Management Review
Zhu, F. and Iansiti, M.	“Why Some Platforms Thrive and Others Don't” Harvard Business Review

Case Study

Jelassi, T., Kordy, A., Ode, H., Podkolzine, R., and Vamala, S. (2018)

“Nestle: Developing a Digital Nutrition Platform For Japan.” Harvard Business Publishing.

*Supplemental reading*
Yoffie, D. B., Gawer, A., & Cusumano, M. A. (2019)	“A study of more than 250 platforms a reveal why most fail.” Harvard Business Review.
Cennamo, C. and Sekol, D (2021)	“Can the EU Regulate Platforms Without Stifling Innovation?” Harvard Business Publishing.

Session 4: Data and Algorithms

- Big data and business intelligence

- Ethical issues of algorithmic and data-driven ways of working

- Digital transformation with AI

*Pre-reading*
Faraj, S., Pachidi, S., & Sayegh, K. (2018)	“Working and organizing in the age of the learning algorithm.” Information and Organization, 28(1): pp. 62-70
Foutaine, T., McCarthy, B.,& Saleh, T. (2019)	“Building the AI-powered Organziation: Technology isn’t the biggest challenge; Culture Is.” Harvard Business Review.
*Case study*
Greenstein, S. & Gulick, S.	“Zebra Medical Vision.” Harvard Business Publishing.

*Supplemental reading*
Lebovitz, S, Levina, N., Lifshitz-Assaf, H., (2021)	“Is AI ground truth really true?” MISQ, 45(3): pp. 1501-1525
Mohlmann, M. and Henfridsson, O. (2019)	“What people hate about being managed by algorithms” Harvard Business Publishing.
Joshi, M., Su, N., Austin, R. (2021)	"Why so many data science projects fail to deliver” MIT Sloan Management Review.

Session 5: Open innovation

- What is open innovation (OI)

- How to design and execute an OI initiative – OI as digital transformation

- Challenges to open collaboration

*Pre-reading*
Boudreau, K. J., & Lakhani, K. R. (2013).	“Using the Crowd as an Innovation Partner.” Harvard Business Review,” 91(4), 60-69.
King, A., & Lakhani, K. R. (2013).	“Using open innovation to identify the best ideas. MIT Sloan Management Review,” 55(1), 41
Lifshitz-Assaf, H., Tushman, M., & Lakhani, K. R. (2018)	“A study of NASA scientists shows how to overcome barriers to open innovation.” Harvard Business Review.
*Case study*
Lakhani, K. Hutter, K., Pokrywa, H.S., Füller, J.	Open Innovation at Siemens. Harvard Business Publishing. 613100-PDF-ENG

Session 6: Knowledge collaboration for Innovation

- The role of knowledge in innovation

- Producing novel products, services and processes across knowledge boundaries

- Cross-functional teams and complex collaboration

*Pre-reading*
Carlile, P. (2004)	“Transferring, Translating, and Transforming: An Integrative Framework for Managing Knowledge Across Boundaries” Organization Science.
Faraj, S., Sayegh, K., and Rouleau, L. (2018)	“Knowledge collaboration in organizations: from information processing to social knowing.” In: Galliers, R.D. and Stein, M.K. (eds.) The Routledge companion to management information systems. London: Taylor and Francis, pp.370-386.
*Case Study*
Garvin, D. and Taahilyani, R. (2011)	“Mindtree: A community of communities.” Harvard Business Publishing.

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

- Technology enabling new ways of working and organizing

- Collaborating with technology

- Organizational and cultural barriers and enablers to digital innovation

*Required reading*
Faraj, S., Renno, W., & Bhardwaj, A. (2021).	“Unto the breach: What the COVID-19 pandemic exposes about digitalization.” Information and Organization, 31(1).
Bailey, D. E., & Barley, S. R. (2020).	"Beyond design and use: How scholars should study intelligent technologies." Information and Organization 30(2).
Pisano, G. (2019)	"The Hard Truth About Innovative Cultures." Harvard Business Review.
*Case study*
Pachidi, S., Berends, H., Faraj, S., & Huysman, M. (2021).	Make way for the algorithms: Symbolic actions and change in a regime of knowing. Organization Science, 32(1), 18-41.

Session 8: Student presentations

Learning points of the session:

- Practice presentation skills

- Receive feedback on individual paper

- Practice reviewing skills

Preparation before the session:

Prepare the slides of your presentation (10 min) and practise.

Send your slides to the lecturer and to your reviewer in advance

Read the slides of your classmate and prepare feedback (max 5 min).

During the session:

You will present the main ideas of your paper to the class.

You will receive feedback from the lecturer and a classmate.

You will provide feedback to each other on how each paper can be further developed.

Further notes

REQUIRED READING

All students are required to read a number of articles (~3-4) before each session. There are three types of readings:

Academic journal articles. Articles in peer-reviewed academic journals focused on producing novel theoretical contributions to the field of organisational studies and information systems.

Practitioner articles. Based on research, these articles focus on the implications of theory for the practice of management. They often provide actionable guidance regarding salient organisational issues or problems.

(Teaching) Case studies are analytical narratives of real-world business problems/challenges/dilemmas facing a protagonist in an organization. They are designed to offer valuable, contextualized application of concepts and analytical tools. Learning is achieved through collective in-class discussion based on analysis, data-driven argumentation and creative exchanges. Cases provide the context for problem framing, external/internal analysis and well-argued solutions. They also allow for concepts and frameworks to be applied in order to arrive at well-reasoned recommendations.

Coursework

COURSEWORK

The 4E3 module will be assessed by the following means:

Written paper, individual (100% of total mark). This component of the assessment is made up of a final term paper.

Coursework

Format

Due date & marks

Final term paper

The individual paper assignment will include a 2,500-3,000 word paper on an agreed upon topic. Students will investigate and report on how digital technology is driving innovation and change in a particular industry or domain of the student’s choosing (e.g. digital goods in the entertainment sector, mobile applications in banking or heathcare etc.). Students are expected to apply the concepts discussed in class and where appropriate, explicitly draw on the articles provided in the module as well as other relevant articles from their own research. The written submission needs to be grounded in the appropriate literature on the topic. 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...).

Learning objectives:

Deepen understandings of the concepts, frameworks and/or tools on digital innovation.
Apply approaches and lessons learned from the class to a specific phenomenon.
Improve analytical and writing skills.

Individual

Report

anonymously marked

TBA (via moodle)

[60/60]

Examination Guidelines

Please refer to Form & conduct of the examinations.

UK-SPEC

This syllabus contributes to the following areas of the UK-SPEC standard:

Toggle display of UK-SPEC areas.

GT1

IA1

Apply appropriate quantitative science and engineering tools to the analysis of problems.

IA2

Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.

KU1

Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.

KU2

Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.

S1

The ability to make general evaluations of commercial risks through some understanding of the basis of such risks.

P3

Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).

US4

An awareness of developing technologies related to own specialisation.

Last modified: 13/10/2023 09:47

Engineering Tripos Part IIB, 4E3: Business Innovation in a Digital Age, 2020-21

Module Leader

Karla Sayegh

Timing and Structure

Michaelmas term. Assessment: Coursework / 1 Individual Paper 100%

Aims

The aims of the course are to:

Understand how digitally-enabled innovation emerges inside organizations and across ecosystems.
Analyse and assess the effects of digitally-enabled innovation on strategizing, work and organizing and the management of expertise.

Objectives

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

explain different dimensions of business innovation
evaluate innovation processes and practices inside organizations
analyse how digital technologies may enable or constrain organizational innovation
explain how digital platforms have changed strategy-making and firm economics
analyse how organizations create and/or navigate ecosystems to innovate
analyse how digital technologies bring about new work practices
understand the planned and unintended consequences of digital technologies in organizations
explain the barriers of knowledge collaboration
explain the mechanisms of knowledge collaboration needed to innovate
assess the cultural drivers and barriers to digital innovation
evaluate how digital technologies afford new ways of organising and change the nature of work
think critically about the organisational and societal changes triggered by the emergence of new technologies

Content

Why do some organizations outperform others and come to dominate the marketplace? Innovation is at the core of the answer. Now more than ever, emerging digital technologies, such as web-enabled platforms and sophisticated learning algorithms that exploit massive digital trace data, are driving and scaling innovation in unprecedented ways. Digitally-enabled innovation has not only transformed products and services but has also upended business models, strategic thinking, ways of working, forms of collaborating and the ability to access ideas and expertise beyond organizational boundaries. The emerging field of digital innovation takes an integrative, cross-disciplinary perspective to support general managers (rather than functional managers in areas such as R&D, production, HR, marketing and IT and so forth) in nurturing new ideas and successfully implementing them or bringing them to market.

The aim of this course is twofold: First, students will understand how digitally-enabled innovation emerges inside organizations and across ecosystems. Second, students will analyse and assess the effects of digitally-enabled innovations on strategizing, work and organizing and the management of expertise.

MODULE OUTLINE

Session 1: Tuesday 13 October, 16:00-18:00

Introduction to innovation in a digital age
Structure: interactive lecture and class discussion

Session 2: Tuesday 20 October, 16:00-18:00

Digital innovation: Platforms and ecosystems
Structure: interactive lecture, group work and class discussion

Session 3: Tuesday 27 October, 16:00-18:00

Business model innovation
Structure: interactive lecture, group work and class discussion

Session 4: Tuesday 3 November, 16:00-18:00

Data and algorithms
Structure: interactive lecture, group work and class discussion

Session 5: Tuesday 10 November, 16:00-18:00

Knowledge and innovation
Structure: interactive lecture, group work and class discussion

Session 6: Tuesday 17 November, 16:00-18:00

Open innovation
Structure: interactive lecture, group work and class discussion

Session 7: Tuesday 27 November, 16:00-18:00

Digital innovation and the changing nature of work and organising
Structure: interactive lecture, group work and class discussion

Session 8: Tuesday 1 December, 16:00-18:00

Student presentations
Structure: individual presentations and class discussion

Session 1: Introduction to Innovation in a Digital Age

Session 1: Introduction to innovation in a digital age

Learning points of the session:

- Introduction to the course, what to expect and how we will work

- The transformative impact of digital technologies

- Understanding what innovation means

Mandatory reading material and preparation before the session

Required reading
Garud, R., Tuertscher, P., & Van de Ven, A. H. (2013).	Perspectives on innovation processes. The Academy of Management Annals, 7(1), 775-819.	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
Drucker, P. F. (1998)	“The Discipline of Innovation.” Harvard Business Review, 76(6): pp. 149-157	E-article via Business Source Complete

Session 2: Digital Innovation: Platforms and Ecosystems

Session 2: Digital innovation: Platforms and ecosystems

Learning points of the session:

- Platform economics

- Platform strategies

- Innovating in ecosystems

Mandatory reading material and preparation before the session

equired reading
Van Alstyne, M., Parker, G., and Choudhary, S. (2016)	‘Pipelines, platforms, and the new rules of strategy.” Harvard Business Review.	E-article via Informs
Jacobides, M. G. (2019)	“In the Ecosystem Economy, What’s Your Strategy? Harvard Business Review. 97(5): pp. 128-137.	E-article via Business Source Complete
Yoffie, D. B., Gawer, A., & Cusumano, M. A. (2019)	“A study of more than 250 platforms a reveal why most fail.” Harvard Business Review.	E-article via Business Source Complete

Case Study
Gupta, S. (2020)	“Amazon in 2020.” Harvard Business Publishing. 514025-PDF-ENG	VLE

Session 3: Business Model Innovation

Session 3: Business Model Innovation

Learning points of the session:

- Creating new business models

- Shifting to new business models

- Emergence of new practices and impact for the industry

Mandatory reading material and preparation before the session

Required reading

Teece, D. J. (2010)

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

E-article via ScienceDirect

McGrath, R. and McManus, R. (2020)

“Discovery-driven Digital Transformation: Learning your way to a new business model” Harvard Business Review. May-June: pp.124-133.

E-article via Business Source Complete

Case Study

Jelassi, T., Kordy, A., Ode, H., Podkolzine, R., and Vamala, S. (2018)

“Nestle: Developing a Digital Nutrition Platform For Japan.” Harvard Business Publishing.

IMD956-PDF-ENG

VLE

Session 4: Data and Algorithms

Session 4: Data and Algorithms

Learning points of the session:

- Big data and business intelligence for competitive advantage

- Ethical issues of algorithmic and data-driven ways of working

- AI and organizations: decision making, power and control

Mandatory reading material and preparation before the session

Required reading

Davenport, M. (2006)	“Competing on analytics.” Harvard Business Review.	E-article via Business Source Complete
Faraj, S., Pachidi, S., & Sayegh, K. (2018)	“Working and organizing in the age of the learning algorithm.” Information and Organization, 28(1): pp. 62-70	E-article via Business Source Complete
Foutaine, T., McCarthy, B.,& Saleh, T. (2019)	“Building the AI-powered Organziation: Technology isn’t the biggest challenge; Culture Is.” Harvard Business Review.	E-article via Business Source Complete
Case study
Greenstein, S. & Gulick, S.	Zebra Medical Vision. Harvard Business Publishing. 619014-PDF-ENG	VLE

Session 5: Knowledge and Innovation

Session 5: Knowledge and innovation

Learning points of the session:

- The role of knowledge in innovation

- Producing novelty across knowledge boundaries

- Cross-functional teams and complex collaboration

Mandatory reading material and preparation before the session

Required reading
Carlile, P. (2004)	“Transferring, Translating, and Transforming: An Integrative Framework for Managing Knowledge Across Boundaries” Organization Science.	E-article via JSTOR
Edmundson, A. (2012)	“Teaming on the Fly” Harvard Business Review.	E-article via Business Source Complete
Case study
Garvin, D. and Taahilyani, R. (2011)	“Mindtree: A community of communities.” . Harvard Business Publishing. 311049-PDF-ENG	VLE

Session 6: Open Innovation

Session 6: Open innovation

Learning points of the session:

- What is open innovation

- Crowdsourcing

- Challenges to open collaboration

Mandatory reading material and preparation before the session

Background reading
Boudreau, K. J., & Lakhani, K. R. (2013).	“Using the Crowd as an Innovation Partner.” Harvard Business Review,” 91(4), 60-69.	E-article via Business Source Complete
King, A., & Lakhani, K. R. (2013).	“Using open innovation to identify the best ideas. MIT Sloan Management Review,” 55(1), 41	E-article via Business Source Complete
Lifshitz-Assaf, H., Tushman, M., & Lakhani, K. R. (2018)	“A study of NASA scientists shows how to overcome barriers to open innovation.” Harvard Business Review.	E-article via Business Source Complete
Case study
Lakhani, K. Hutter, K., Pokrywa, H.S., Füller, J.	Open Innovation at Siemens. Harvard Business Publishing. 613100-PDF-ENG	VLE

Session 7: Open innovation

Session 7: Digital Innovation and the Changing Nature of Work and Organising

Learning points of the session:

- Technology bringing about new ways of working and organizing

- Collaborating with technology

- Organizational and cultural barriers and enablers to digital innovation

Mandatory reading material and preparation before the session

Required 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
Anthony, S. D., Cobban, P., Nair, R., & Painchaud, N. (2019).	“Breaking down the barriers to Innovation.” Harvard Business Review, 97(6). 11 pages.
Pisano, G. (2019)	"The Hard Truth About Innovative Cultures." Harvard Business Review.
Case study
Pachidi, S. (2017)	“Introducing data analytics in TelCo Sales Medium”	VLE

Session 8: Student Presentations

Session 8: Student Presentations

Learning points of the session:

- Practise presentation skills

- Receive feedback on individual paper

- Practise reviewing skills

Preparation before the session:

Prepare the slides of your presentation (10 min) and practise.

Send your slides to the lecturer and to your reviewer by Monday, November 30 at 500pm.

Read the slides of your classmate and prepare feedback (max 5 min).

During the session:

You will present the main ideas of your paper to the class.

You will receive feedback from the lecturer and a classmate.

You will provide feedback to each other on how each paper can be further developed.

Further notes

REQUIRED READING

All students are required to read a number of papers (3-4) before each session. There are three types of readings

Academic journal articles. Articles in peer-reviewed academic journals focused on producing novel theoretical contributions to the field of organisational studies and information systems.

Practitioner articles. Based in research, these articles focus on the implications of theory to the practice of management. They often provide actionable guidance regarding salient organisational issues or problems.

(Teaching) Case studies are analytical narratives of real-world business problems/challenges/dilemmas facing a protagonist in an organization. They are designed to generate discussions that offer valuable learnings and concepts through collective analysis, data-driven argumentation and creative exchanges. Cases provide the context for problem framing, external/internal analysis and well-argued solutions. They provide a 'real-world' opportunity to apply concepts and frameworks in order to arrive at well-reasoned recommendations.

Coursework

COURSEWORK

The 4E3 module will be assessed by the following means:

Written paper, individual (100% of total mark). This component of the assessment is made up of a final term paper.

Coursework

Format

Due date & marks

Final term paper

Learning objective:

Deepen understandings of the concepts, frameworks and tools covered in the class.
Apply approaches and lessons learned from the class to a specific phenomenon.
Improve analytical and writing skills.

Individual

Report

anonymously marked

Tuesday, 8 December 16:00 (via moodle)

[60/60]

Examination Guidelines

Please refer to Form & conduct of the examinations.

UK-SPEC

This syllabus contributes to the following areas of the UK-SPEC standard:

Toggle display of UK-SPEC areas.

GT1

IA1

Apply appropriate quantitative science and engineering tools to the analysis of problems.

IA2

Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.

KU1

Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.

KU2

Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.

S1

The ability to make general evaluations of commercial risks through some understanding of the basis of such risks.

P3

Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).

US4

An awareness of developing technologies related to own specialisation.

Last modified: 16/09/2020 22:04

Engineering Tripos Part IIB, 4E3: Business Innovation in a Digital Age, 2024-25

Module Leader

Karla Sayegh

Timing and Structure

Michaelmas term. Assessment: Coursework / 1 Individual Paper 100%

Aims

The aims of the course are to:

Analyse the approaches, challenges and trade-offs involved in developing and implementing digital innovation
Examine how digital technologies such as platforms, artificial intelligence (AI) and big data are transforming work and organizations.

Objectives

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

understand the distinctive characteristics of digital technologies
explain how digital platforms have changed strategic thinking, firm economics and business models
analyse how different types of organizations can create, navigate and leverage ecosystems for innovation
explain the benefits and challenges of open innovation in established firms
explain the mechanisms and challenges of knowledge collaboration for innovation
evaluate the potential of data and algorithms in transforming knowledge work
understand the planned and unintended consequences of digital technologies in organizations
think critically about the organisational and societal challenges triggered by the emergence of new technologies

Content

MODULE OUTLINE

Session 1: Introduction to innovation in a digital age

Session 2: Platforms and ecosystems – part 1

Session 3: Platforms and ecosystems – part 2

Session 4: Algorithms and work

Session 5: Open innovation

Session 6: Knowledge collaboration for innovation

Session 7: Technology and the changing nature of work

Session 8: Student presentations and peer-reviews

MODULE OUTLINE

Session 1: Introduction to innovation in a digital age

- Understanding what innovation means

- Identifying the distinctive characteristics of digital technologies

- Introduction to the course, what to expect and how we will work

*Pre-reading*
Garud, R., Tuertscher, P., & Van de Ven, A. H. (2013).	Perspectives on innovation processes. The Academy of Management Annals, 7(1), 775-819.
Yoo, Y. et al. (2012)	“Organizing for Innovation in the Digitized World.” Organization Science, 23(5): pp. 1398-1408.

*Supplemental reading*
Christensen, C.M et al. (2015)	“What Is Disruptive Innovation?” Harvard Business Review. 2-11.
Christensen, C.M et al. (2013)	Christensen, Clayton M. The innovator's dilemma: when new technologies cause great firms to fail. Harvard Business Review Press, 2013. Chapter 11.

Session 2: Digital innovation: Platforms and ecosystems

- The new logic of platforms: strategy, structure, business models

- How to launch and scale platforms

- Leveraging ecosystems

*Pre-reading*
Van Alstyne, M., Parker, G., and Choudhary, S. (2016)	‘Pipelines, platforms, and the new rules of strategy.” Harvard Business Review.
Jacobides, M. (2019)	“In the ecosystem economy, what’s your strategy?” Harvard Business Review.

*Case Study*
Markovich, S., Meagher,E. (2015)	“OurCrowd: Growing a Crowdfunding Platform in a VC World.” Harvard Business Publishing.

*Supplemental reading*
Cusumano, M. A., Yoffie, D. B., and Gawer, A. (2020)	“The Future of Platforms.” MIT Sloan Management Review, 61(3): pp. 46-54
McGrath, R. and McManus, R. (2020)	“Discovery-Driven Digital Transformation: Learning Your Way to a New Business Model” Harvard Business Review. 98(3): pp. 124-133

Session 3: Platforms and ecosystems (cont’d)

- How to launch a platform

- How to grow and scale a platform

- The importance of context

*Pre-reading*
Wu, A., Clough, D, and Kaletsky, S. (2019)	“Nascent Platform Strategy: Overcoming the Chicken-or-Egg Dilemma.” Harvard Business Review.
Hagiu, A. (2014)	“Strategic decisions for multi-sided platforms.” MIT Sloan Management Review
Zhu, F. and Iansiti, M.	“Why Some Platforms Thrive and Others Don't” Harvard Business Review

Case Study

Jelassi, T., Kordy, A., Ode, H., Podkolzine, R., and Vamala, S. (2018)

“Nestle: Developing a Digital Nutrition Platform For Japan.” Harvard Business Publishing.

*Supplemental reading*
Yoffie, D. B., Gawer, A., & Cusumano, M. A. (2019)	“A study of more than 250 platforms a reveal why most fail.” Harvard Business Review.
Cennamo, C. and Sekol, D (2021)	“Can the EU Regulate Platforms Without Stifling Innovation?” Harvard Business Publishing.

Session 4: Data and Algorithms

- Big data and business intelligence

- Ethical issues of algorithmic and data-driven ways of working

- Digital transformation with AI

*Pre-reading*
Faraj, S., Pachidi, S., & Sayegh, K. (2018)	“Working and organizing in the age of the learning algorithm.” Information and Organization, 28(1): pp. 62-70
Foutaine, T., McCarthy, B.,& Saleh, T. (2019)	“Building the AI-powered Organziation: Technology isn’t the biggest challenge; Culture Is.” Harvard Business Review.
*Case study*
Greenstein, S. & Gulick, S.	“Zebra Medical Vision.” Harvard Business Publishing.

*Supplemental reading*
Lebovitz, S, Levina, N., Lifshitz-Assaf, H., (2021)	“Is AI ground truth really true?” MISQ, 45(3): pp. 1501-1525
Mohlmann, M. and Henfridsson, O. (2019)	“What people hate about being managed by algorithms” Harvard Business Publishing.
Joshi, M., Su, N., Austin, R. (2021)	"Why so many data science projects fail to deliver” MIT Sloan Management Review.

Session 5: Open innovation

- What is open innovation (OI)

- How to design and execute an OI initiative – OI as digital transformation

- Challenges to open collaboration

*Pre-reading*
Boudreau, K. J., & Lakhani, K. R. (2013).	“Using the Crowd as an Innovation Partner.” Harvard Business Review,” 91(4), 60-69.
King, A., & Lakhani, K. R. (2013).	“Using open innovation to identify the best ideas. MIT Sloan Management Review,” 55(1), 41
Lifshitz-Assaf, H., Tushman, M., & Lakhani, K. R. (2018)	“A study of NASA scientists shows how to overcome barriers to open innovation.” Harvard Business Review.
*Case study*
Lakhani, K. Hutter, K., Pokrywa, H.S., Füller, J.	Open Innovation at Siemens. Harvard Business Publishing. 613100-PDF-ENG

Session 6: Knowledge collaboration for Innovation

- The role of knowledge in innovation

- Producing novel products, services and processes across knowledge boundaries

- Cross-functional teams and complex collaboration

*Pre-reading*
Carlile, P. (2004)	“Transferring, Translating, and Transforming: An Integrative Framework for Managing Knowledge Across Boundaries” Organization Science.
Faraj, S., Sayegh, K., and Rouleau, L. (2018)	“Knowledge collaboration in organizations: from information processing to social knowing.” In: Galliers, R.D. and Stein, M.K. (eds.) The Routledge companion to management information systems. London: Taylor and Francis, pp.370-386.
*Case Study*
Garvin, D. and Taahilyani, R. (2011)	“Mindtree: A community of communities.” Harvard Business Publishing.

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

- Technology enabling new ways of working and organizing

- Collaborating with technology

- Organizational and cultural barriers and enablers to digital innovation

*Required reading*
Faraj, S., Renno, W., & Bhardwaj, A. (2021)	“Unto the breach: What the COVID-19 pandemic exposes about digitalization.” Information and Organization, 31(1).
Leonardi, P. (2023)	Helping your Employees Succeed with Generative AI. Harvard Business Review. November-December 2023. 1-11.
Pisano, G. (2019)	"The Hard Truth About Innovative Cultures." Harvard Business Review.
*Case study*
Pachidi, S., Berends, H., Faraj, S., & Huysman, M. (2021).	Make way for the algorithms: Symbolic actions and change in a regime of knowing. Organization Science, 32(1), 18-41.

Session 8: Student presentations

Learning points of the session:

- Practice presentation skills

- Receive feedback on individual paper

- Practice reviewing skills

Preparation before the session:

Prepare the slides of your presentation (10 min) and practise.

Send your slides to the lecturer and to your reviewer in advance

Read the slides of your classmate and prepare feedback (max 5 min).

During the session:

You will present the main ideas of your paper to the class.

You will receive feedback from the lecturer and a classmate.

You will provide feedback to each other on how each paper can be further developed.

Further notes

REQUIRED READING

All students are required to read a number of articles (~3-4) before each session. There are three types of readings:

Academic journal articles. Articles in peer-reviewed academic journals focused on producing novel theoretical contributions to the field of organisational studies and information systems.

Practitioner articles. Based on research, these articles focus on the implications of theory for the practice of management. They often provide actionable guidance regarding salient organisational issues or problems.

(Teaching) Case studies are analytical narratives of real-world business problems/challenges/dilemmas facing a protagonist in an organization. They are designed to offer valuable, contextualized application of concepts and analytical tools. Learning is achieved through collective in-class discussion based on analysis, data-driven argumentation and creative exchanges. Cases provide the context for problem framing, external/internal analysis and well-argued solutions. They also allow for concepts and frameworks to be applied in order to arrive at well-reasoned recommendations.

Coursework

COURSEWORK

The 4E3 module will be assessed by the following means:

Written paper, individual (100% of total mark). This component of the assessment is made up of a final term paper.

Coursework

Format

Due date & marks

Final term paper

The individual paper assignment will include a 2,500-3,000 word paper on an agreed upon topic. Students will investigate and report on how digital technology is driving innovation and change in a particular industry or domain of the student’s choosing (e.g. digital goods in the entertainment sector, mobile applications in banking or heathcare etc.). Students are expected to apply the concepts discussed in class and where appropriate, explicitly draw on the articles provided in the module as well as other relevant articles from their own research. The written submission needs to be grounded in the appropriate literature on the topic. 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...).

Learning objectives:

Deepen understandings of the concepts, frameworks and/or tools on digital innovation.
Apply approaches and lessons learned from the class to a specific phenomenon.
Improve analytical and writing skills.

Individual

Report

anonymously marked

TBA (via moodle)

[60/60]

Examination Guidelines

Please refer to Form & conduct of the examinations.

UK-SPEC

This syllabus contributes to the following areas of the UK-SPEC standard:

Toggle display of UK-SPEC areas.

GT1

IA1

Apply appropriate quantitative science and engineering tools to the analysis of problems.

IA2

Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.

KU1

Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.

KU2

Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.

S1

The ability to make general evaluations of commercial risks through some understanding of the basis of such risks.

P3

Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).

US4

An awareness of developing technologies related to own specialisation.

Last modified: 14/10/2024 18:56

Engineering Tripos Part IIB, 4D17: Plate & Shell Structures, 2025-26

Leader

Professor K A Seffen

Timing and Structure

Lent term. 14 lectures. Assessment: 100% Exam

Objectives

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

understand the kinematical properties of curved surfaces;
understand the load-carrying mechanisms for plates and shell structures;
formulate the governing equations of deformation for small displacement behaviour;
identify the benefits and limitations associated with closed-form solutions;
appreciate the difference between stretching and bending effects in shells;
appreciate the effects of geometrical non-linearity;
be aware of the current state-of-the art in advanced shells;
understand the nature of stability, instability and multistability in shells, and their practical exploitation.

Content

This module introduces the mechanics of plates and shells: thin-walled elastic surfaces that are important components of many structures and engineering devices. Key kinematical concepts are introduced for describing the initial and deformed shape of surface, either to make the description more succinct, or to reveal essential/invariant properties: these include the familiar Mohr’s circle, surfaces of revolution, and the Gaussian curvature. The relationship between internal strains and external shape is revealed for conventional smooth elastic shells. The manufacture of traditional engineering shells is reviewed, and their constitutive response is formulated: more “advanced” shell materials are introduced, including smart materials. The imperatives of equilibrium, compatibility and Hooke’s law are presented for deriving the final governing equations of deformation for circular and rectangular plates undergoing small displacements—a fraction of the thickness of shell. The distinction between bending and stretching responses of the shell is tackled through the membrane hypothesis and extended, first, to axisymmetrical pipe problems, and then to panel buckling under end-wise compression, which introduces geometrically non-linear behaviour. This is extended in cases of more compliant shells where displacements are expected to be much larger—of the order of the thickness, requiring more elaborate analysis techniques for tractable solutions: two approaches are presented, including an introduction of inextensibility theory. Finally, the behaviour and analysis of multistable shells are introduced: these show dramatic shape-changing properties, which may be exploited in novel “morphing” structures.

Geometry and kinematics of surfaces (4L)

Properties of curves and surfaces: curvature and twist.
Mohr’s circle of curvature and twist.
Kinematics of surfaces of revolution and circular plates.
Gaussian curvature: extrinsic and intrinsic viewpoints, principal radii of curvature.
Inextensibility of creased sheets: simple surface strain, Gauss’ Theorema Egregium.
Mixed/hierarchical kinematics: corrugated and compliant shells.

Materials (2L)

Traditional engineering materials: metals, composites and natural materials, methods of manufacture, applications.
Constitutive laws: bending and stretching generalised Hooke’s laws, thermal effects.
Bending and stretching strain energy densities.
Advanced engineering materials: review of smart/actuating materials, applications.
Natural shells: growth and bio-mimicry, constitutive laws.

Loading of shells: small displacement theories (3L)

Bending of circular and rectangular plates: imperatives of equilibrium, Hooke’s Law, and compatibility.
Surfaces of revolution: membrane hypothesis and bending-stretching interaction in pipes.
Two-surface idealisation and panel buckling.

Loading of shells: large displacement theories (3L)

Non-linear methods: solutions by inspection and substitution; the lenticular plate.
Inextensibility Theory.

Unloaded shells: multistability (2L)

Applications.
Analytical modelling: effects of material constitution, pre-stress, actuation and shape.

Booklists

Please see the Booklist for Group D Courses for references for this module.

Examination Guidelines

Please refer to Form & conduct of the examinations.

UK-SPEC

This syllabus contributes to the following areas of the UK-SPEC standard:

Toggle display of UK-SPEC areas.

GT1

IA1

Apply appropriate quantitative science and engineering tools to the analysis of problems.

IA2

Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.

KU1

Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.

KU2

Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.

E1

Ability to use fundamental knowledge to investigate new and emerging technologies.

E2

Ability to extract data pertinent to an unfamiliar problem, and apply its solution using computer based engineering tools when appropriate.

P1

A thorough understanding of current practice and its limitations and some appreciation of likely new developments.

P3

Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).

US1

A comprehensive understanding of the scientific principles of own specialisation and related disciplines.

US3

An understanding of concepts from a range of areas including some outside engineering, and the ability to apply them effectively in engineering projects.

US4

An awareness of developing technologies related to own specialisation.

Last modified: 11/06/2025 17:44

Search form

IA2

Leaders

Lecturers

Timing and Structure

Aims

Objectives

Content

Introduction: Technology in the business context

Developing new technologies: Managing research and development (R&D) and intellectual property rights (IPR)

Making money from new technologies: How to choose the right business model

Resources to bring ideas to market: 'Make versus Buy' (MvB) and strategic alliances

New product introduction (NPI)

Open approaches to innovation

Planning for the future: Technology strategy and planning

Technology management in practice

REFERENCES

Coursework

Booklists

Examination Guidelines

UK-SPEC

GT1

IA1

IA2

KU1

KU2

S1

S2

P3

P5

US4

Module Leader

Timing and Structure

Aims

Objectives

Content

MODULE OUTLINE

Further notes

Coursework

Examination Guidelines

UK-SPEC

GT1

IA1

IA2

KU1

KU2

S1

P3

US4

Module Leader

Timing and Structure

Aims

Objectives

Content

MODULE OUTLINE

Further notes

Coursework

Examination Guidelines

UK-SPEC

GT1

IA1

IA2

KU1

KU2

S1

P3

US4

Module Leader

Timing and Structure

Aims

Objectives

Content

MODULE OUTLINE

Further notes

Coursework

Examination Guidelines

UK-SPEC

GT1

IA1

IA2