Engineering Tripos Part IIB, 4E4: Management of Technology, 2023-24
Module Leader
Lecturer
Dr L Mortara,
Timing and Structure
Michaelmas term. Eight sessions incorporating speakers. Assessment: 100% coursework. The Lectures will be held in LT1 and will not be recorded. A video, tailored for online learning, will be made available on Panopto every week
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
- place emphasis on frameworks and methods that are both theoretically sound and practically useful.
- provide students with both an understanding of the challenges 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 used to address market opportunities, and how technology management supports that process
- assess and utilise appropriate technology management methods in different contexts
- understand the core challenges of technology management and the practical means of dealing with them in an engineering context
Content
Introduction: Technology in the business context
- The objectives, content and procedure of the course.
- Technology in organisations and markets.
- How technology is managed to generate value – the link between technology and innovation.
- What are technology management processes and how are they used?
Strategic Technology Management: How do companies plan for future technology progression?
- 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.
Identification: How do companies keep up with scientific and technological developments?
- Technology intelligence and its role for organisations.
- Technology intelligence systems.
- How do the technology intelligence systems operate: the process.
Selection: How to select the right technology for the future?
- Selecting technology investments: specific problems.
- Tools and techniques for technology selection.
- How do companies manage a portfolio of R&D projects?
Acquisition: Different routes to acquire technology from partners
- The process of technology acquisition.
- Defining the motivation and what we want to acquire (e.g. Make or buy?).
- Assessing the match (Internal drivers, technology and partners’ characteristics).
- Deciding the setup of the acquisition.
Protection: Protecting technology to ensure future business opportunities
- The relevance of intellectual property (IP) in today’s technology and business context.
- How to manage and enforce IP strategically for technology related business problems.
- How to organize for effective IP management.
Exploitation: 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?
Technology managers:lessons from the trenches
· Invited speaker(s) will reflect on their experience in technology management: Topics covered include.
· Managing technology in organisations.
· Managing technology and innovation projects.
· The job of the technology manager.
REFERENCES
Additional resources for this module will be available from the course Moodle page.
Further notes
The order of lectures and lecturers might change at short notice. Please refer to the Moodle page for the latest update
Coursework
The coursework objective is for the students to demonstrate knowledge of the technology management approaches and tools explored in class by applying this understanding to a specific context (e.g. a company that is facing an emerging technology). Information on the specifics will be shared with the class at the start of the module. The context will be the basis to draft the coursework which reflects on technology management practices and approaches which could be relevant for managers, drawing upon module material supplemented with students' own research on both industrial practice & academic theory. The details of the coursework will be discussed in class at the start of the course.
| Coursework | Format |
Due date & marks |
|---|---|---|
|
Coursework Learning objective:
Your report and presentation will be assessed using the following criteria: −Application– Does the report illustrate an understanding and an ability to apply the technology management principles to specific situations, and consider alternative approaches? − Material –Does the report illustrate understanding of the material presented in the lectures and in the key readings? Is there evidence of additional reading and deepening of the concepts covered? −Organisation– Are the messages of the report clearly articulated? Do they clearly explain, in a substantiated way, how the technology management tools/approaches and practices work, and have been applied or could be applied? −Presentation– Is the document itself well presented, clearly structured, with appropriate referencing of supporting evidence, following the guidelines? |
Individual Details to be confirmed
Anonymously marked |
Friday 13th January 2023, 12:00 (noon) 100% of assessment for this module
|
Booklists
Please refer to the Booklist for Part IIB Courses for references to this module, this can be found on the associated Moodle course.
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.
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.
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: 26/09/2024 12:58
Engineering Tripos Part IIB, 4E4: Management of Technology, 2024-25
Module Leader
Lecturers
Dr L Mortara, Dr R Phaal, Dr C. Kerr, Dr F Tietze, Prof T Minshall
Timing and Structure
Michaelmas term. Eight 2-hour sessions incorporating industry speakers. Assessment: 100% exam
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 challenges 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 used to address market opportunities, and how technology management supports that process
- assess and utilise appropriate technology management methods in different contexts
- understand the core challenges of technology management and the practical means of dealing with them in an engineering context
Content
Introduction: Technology in the business context
- The objectives, content and procedure of the course
- Technology in organisations and markets
- How technology is managed to generate value – the link between technology and innovation
- What are technology management processes and how are they used?
Strategic Technology Management: How do companies plan for future technology progression?
- 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
Identification: How do companies keep up with scientific and technological developments?
- Technology intelligence and its role for organisations
- Technology intelligence systems
- How do the technology intelligence systems operate: the process
Selection: How to select the right technology for the future?
- Selecting technology investments: specific problems
- Tools and techniques for technology selection
- How do companies manage a portfolio of R&D projects?
Protection: Protecting technology to ensure future business opportunities
- The relevance of intellectual property (IP) in today’s technology and business context.
- How to manage and enforce IP strategically for technology related business problems.
- How to organize for effective IP management.
Acquisition: Different routes to acquire technology from partners
- The process of technology acquisition
- Defining the motivation and what we want to acquire (e.g. Make or buy?
- Assessing the match (Internal drivers, technology and partners’ characteristics)
- Deciding the setup of the acquisition
Exploitation: 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?
Technology managers: lessons from the trenches
· Invited speaker(s) will reflect on their experience in technology management: Topics covered include
· Managing technology in organisations
· Managing technology projects
· The job of the technology manager
· People in organisations
Resources
Additional resources for this module will be available from Moodle. Details will be given at the start of the module.
Further notes
The order of lectures and lecturers might change at short notice. Please refer to the Moodle page for the latest update
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.
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.
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: 24/09/2024 16:26
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:
|
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.
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.
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, 4E4: Management of Technology, 2024-25
Module Leader
Lecturers
Dr L Mortara, Dr Rob Phaal, Dr Clive Kerr, Prof Tim Minshall, Prof. F. Tietze
Timing and Structure
Michaelmas term. Eight sessions incorporating speakers. Assessment: 100% exam. The Lectures will be held in LT6
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
- place emphasis on frameworks and methods that are both theoretically sound and practically useful
- provide students with both an understanding of the challenges 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 used to address market opportunities, and how technology management supports that process
- assess and utilise appropriate technology management methods in different contexts
- understand the core challenges of technology management and the practical means of dealing with them in an engineering context
Content
Introduction: Technology in the business context
- The objectives, content and procedure of the course.
- Technology in organisations and markets.
- How technology is managed to generate value – the link between technology and innovation.
- What are technology management processes and how are they used?
Strategic Technology Management: How do companies plan for future technology progression?
- 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.
Identification: How do companies keep up with scientific and technological developments?
- Technology intelligence and its role for organisations.
- Technology intelligence systems.
- How do the technology intelligence systems operate: the process.
Selection: How to select the right technology for the future?
- Selecting technology investments: specific problems.
- Tools and techniques for technology selection.
- How do companies manage a portfolio of R&D projects?
Acquisition: Different routes to acquire technology from partners
- The process of technology acquisition.
- Defining the motivation and what we want to acquire
- Assessing the match (Internal drivers, technology and partners’ characteristics).
- Deciding the setup of the acquisition.
Protection: Protecting technology to ensure future business opportunities
- The relevance of intellectual property (IP) in today’s technology and business context.
- How to manage and enforce IP strategically for technology related business problems.
- How to organize for effective IP management.
Exploitation: 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?
Technology managers:lessons from the trenches
· Invited speaker(s) will reflect on their experience in technology and innovation management: Topics covered include.
· Managing technology in organisations.
· Managing technology and innovation projects.
· The job of the technology manager.
REFERENCES
Additional resources for this module will be available from the course Moodle page.
Further notes
The order of lectures and lecturers might change at short notice. Please refer to the Moodle page for the latest update
Booklists
Please refer to the Booklist for Part IIB Courses for references to this module, this can be found on the associated Moodle course.
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.
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.
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: 17/01/2025 14:16
Engineering Tripos Part IIB, 4E4: Management of Technology, 2017-18
Leader
Lecturers
Dr T Minshall, Dr Clive Kerr, Dr R Phaal & Dr F Tietze
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:
|
Individual Report Anonymously marked |
Friday 19th January 2018, 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.
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.
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: 10/10/2017 13:14
Engineering Tripos Part IIB, 4E3: Business Innovation in a Digital Age, 2020-21
Module Leader
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 |
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 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:
|
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
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.
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
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
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
- 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:
|
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
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.
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, 4E3: Business Innovation in a Digital Age, 2021-22
Module Leader
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:
|
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
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.
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, 2019-20
Module Leader
Lecturer
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. 7th ed. Boston: Pearson Ch. 6 ‘Enhancing Business Intelligence using Information Systems’ |
Printed book at: T58.5.V34 2016 |
|
LaValle, S. et al. (2011) |
“Big Data, Analytics and the Path from Insights to Value.” MIT Sloan Management Review, 52(2): pp. 21-32 |
E-article via ABI Inform Complete |
|
Zuboff, S. (2015) |
“Big Other: Surveillance Capitalism and the Prospects of an Information Civilization.” Journal of Information Technology, 30(1): pp. 75-89 |
E-article via Palgrave |
Session 4: Business model innovation and industry transformation
Session 4: Business model innovation
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 |
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 2nd 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:
|
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
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.
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, 2022-23
Module Leader
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
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
- 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:
|
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
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.
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
Pages
