MAN 2418/2419/2420/2421 Innovation and Business Development

APPLIES TO ACADEMIC YEAR 2014/2015

MAN 2418/2419/2420/2421 Innovation and Business Development


Responsible for the course
Peder Inge Furseth

Department
Department of Innovation and Economic Organisation

Term
According to study plan

ECTS Credits
30

Language of instruction
Norwegian

Introduction
Innovation is to create something new and selling it on the market. The new is what we will base future national income on. This requires understanding of current and future markets. The objective of the programme is that participants shall become better able to manage business development of new products, processes, concepts and services, and thereby creating extra value for their own performance unit and company. The programme provides a thorough and concrete review of theory and practice about the iinnovation process, and how to apply this for companies and institutions in new, demanding, and changing environments.

The programme focuses on understanding current, future, and non-existing markets, and solving the varied and complex managerial challenges in the work of developing and realising new business areas and business models. Such areas include the use of new technology, new marketing channels, new organisational forms and communication media, and, not least, the development of new products, processes and services.

Business development is also about restructuring an activity in such a way that the development work will yield a sufficient financial return.
Each participant must develop a project paper that applies insights from the programme to the development or business development of an innovation that is expected to give increased profitability for one’s own company, performance unit or for a customer/client.

Learning outcome
Target group
The programme is primarily intended for managers and middle managers who are working with innovation projects or innovation processes in new or mature businesses. The program is relevant whether one focuses on incremental, radical, or disruptive innovations. The programme is also relevant for public sector employees working with innovation, and overseeing innovation trends at a national, regional or local level or who are involved in the development of public services to the general public.


    Prerequisites
    Bachelor degree and at least four years’ work experience. Please confirm your acceptance of our Student Regulations


    Compulsory reading
    Books:
    Chesbrough, Henry, Wim Vanhaverbeke, and Joel West, eds.. 2006. Open innovation : researching a new paradigm. Oxford University Press. Kap 1. Zerox PARC: The achievements and limits of closed innovation, ss. 1-21
    Chesbrough, Henry. 2011. Open services innovation : rethinking your business to grow and compete in a new era. Jossey-Bass. 202 s
    Christensen, Clayton M., Michael E. Raynor. 2003. The innovator's solution : creating and sustaining sucessful growth. Harvard Business School Press. 200 s
    Goffin, Keith & Rick Mitchell. 2010. Innovation management : strategy and implementation using the pentathlon framework. 2nd ed. Palgrave Macmillan
    Govindarajan, Vijay, Chris Trimble. 2010. The other side of innovation : solving the execution challenge. Harvard Business Review Press. 180 s
    Keeley, Larry. 2013. Ten types of innovation : the discipline of building breakthroughs. Wiley. 229 s
    Osterwalder, Alexander and Yves Pigneur. 2010. Business model generation : a handbook for visionaries, game changers, and challengers. Wiley. Kan lese om boken på følgende nettside : http://www.apeofsteel.com/1269/book-review-business-model-generation

    Articles:
    Aslesen, Heidi W. 2009. The Innovation System of Norwegian Aquacultured Salmonids. I: Fagerberg, Jan, David C. Mowery and Bart Verspagen, eds., Innovation, path dependency and policy : the Norwegian case. Oxford University Press
    Bettencourt, Lance A., Anthony W. Ulwick. 2008. The customer-centered innovation map. Harvard Business Review. Mai
    Easterby-Smith, Mark ... [et. al.]. 2008. Absorptive capacity : a process perspective. Management learning. 39(5). s. 483-501
    Etzkowitz H. & James Dzisah. 2008. Unity and Diversity in High-tech Growth and Renewal : learning from Boston and Silicon Valley. European planning studies. 16(8). 15 s
    Four-five selected, new articles to be handed out in class - will be announced later
    Kanter, R. M.. 2006. Innovation: The classic traps. Harvard business review. 84 (11). p. 72-83
    Kim, W. Chan & Renée Mauborgne. 2004. 'Value innovation : the strategic logic of high growth. Harvard Business Review. Juli
    Todorova, G. & B. Durisin. 2007. Absorptive capacity: Valuing a reconceptualization. Academy of Management Review. 32 (3). 774-786

    Collection of articles:
    Afuah, Allan. 2003. Innovation Management. Oxford University Press. ss 13-46
    Akrich, M, M Callon and B Latour. 2002. The key to success in innovation. International Journal of Innovation Management. Vol 6(2). ss 187-225
    Amabile, Teresa M. Sept-okt 1998. How to kill creativity. Harvard Business Review, September-oktober 1998, side 77-87.. Harvard Business Review. ss 77-87
    Amabile, Teresa M. & Mukti Khaire. Okt 2008. Creativity and the role of the leader. Harvard Business Review. ss 101-109
    Amit, R and Zott. 2001. Value creation in e-business. Strategic Management Journal. Vol 22. ss 493-520
    Blaug, M. 2000. Entrepreneurship before and after Schumpeter. Oxford: The University Press. Kap 3 i R Swedberg, red. Entrepreneurship: The Social Science View
    Brandenburger, A M and H Stuart. 1996. Value based business strategy. Journal of Economics and Management Strategy. Vol 5(1). ss 5-24
    Chesbrough, Henry, Win Vanhaverbeke and Joel West. 2006. Open Innovation: Researching a New Paradigm. Oxford University Press. kap 1, 2, 10, 13 og 14
    Chesbrough, Henry. 2006. Open Business Models. Harvard Business School Press. Kap 5, ss 107-135 & kap 8, ss 187-216
    Drucker, P F. 1985. The discipline of Innovation. Harvard Business Review. ss 67-71
    Elliot, S. 2002. Electronic commerce: B2C strategies and models. Sussex: John Wiley. Kap 9 & 10
    Fjeldstad, Ø and . Andersen. 2003. Casting off the chains: Value shops and value networks. European Business Forum. (14). ss 47-53
    Furseth, Peder Inge. 2007. Innovasjonens hvem, hva og hvordan: Broen mellom idé og marked. Bergen, Fagbokforlaget. Side 199-222 i Tor Hernes og Anne Louise Koefoed: Innovasjonsprosesser: Om innovasjoners odyssé
    Gans, J and S Scott. 2002. The product market and the market for ideas: Commercialization strategies for technology entrepreneurs. Working paper Melbourne Business School, mimeo MIT Sloan School
    Hansen, Nohria and Tierney. 1999. What’s your strategy for managing knowledge?. Harvard Business Review. March-Apr. ss 106-116
    Hofer and Håkansson. 2003. Tapping into the Silicon Clique. European Business Forum. (14). ss 54-60
    Huy, N and H Mintzberg. 2003. The rhythm of change. Sloan Management Review. (44). ss 79-84
    Johnson, Christensen & Kagermann. Des 2008. Reinventing your business model. Harvard Business Review. s 2-10
    Kao, John. Mar 2009. Tapping the World's Innovation Hot Spots. Harvard Business Review. Vol 87, issue 3. pp 109-114
    Kassicieh, S E (et. al.). 2002. Factors differentiating the commercialization of disruptive and sustainable technologies. IEEE Transactions on Engineering Management. Vol 49, no 4. ss 375-386
    Kim & Mauborgne. 2005. Blue Ocean Strategy: From theory to practice. California Management Review. Vol 47, no 3. ss 105-121
    Porter, M. 2001. Strategy and the Internet. Harvard Business Review. March. ss 62-78
    Reve, T. & A. Sasson. 2012. Et kunnskapsbasert Norge. Oslo: Universitetsforlaget. Kap 17: Strategisk analyse av norsk næringsliv, side 311-342. Oslo: Universitetsforlaget
    Schumpeter, J.A. 1943. The process of creative destruction. 2. utgave. London: George Allen and Unwin. Prolog og kap 7 i Capitalism, socialism, and democracy. ss 81- 86
    Tushman, M and C A O´Reilly. 1996. The ambidextrous organization: Managing evolutionary and revolutionary change. California Management Review. 38(4). ss 8-30
    Utterback, J M.. 1994. Mastering the Dynamics of Innovation: How companies can seize opportunities in the face of technological change. Harvard Business School Press, Boston MA. 2 kap
    Van de Ven, A H et. al. 1999. The Innovation Journey. New York Oxford, Oxford University Press. Kap 4, ss. 95-124: 29 sider.

    Other:
    Andrew, James P and Harold L. Sirkin. 2006. Payback: Reaping the rewards of innovation. Harvard Business School Press. Ch 1: Overview, 22 s
    Di Muro, Fabrizio. 2009. Di Muro, Fabrizio; Strategic Planning at Apple. Case fra Richard Ivey School of Business, # 9B09A026
    Groysberg, Borin; David A. Thomas & Alison Berkeley Wagonfeld. 2009. Groysberg, Borin; David A. Thomas & Alison Berkeley Wagonfeld ; Keeping Google ”Googley”. Harvard Business School Case #9-409-039.
    Harvard Business School Cases; Apple Inc. in 2010 Sept 2010, nr 710467); Google (Nov 2006, nr 9-806-105), og 'Innovation Diffusion - Rogers' Five Factors' (Mai 2005, nr 505075)


    Recommended reading
    Books:
    Andersen, Svein S. 2013. Casestudier : forskningsstrategi, generalisering og forklaring. 2. utg. Fagbokforlaget
    Chesbrough, Henry. 2006. Open business models : how to thrive in the new innovation landscape. Harvard Business School Press. Kap 1-4, 6-7
    Collins, Jim. 2001. Good to great : why some companies make the leap - and others don't. Random House Business Books. 239 s
    Furseth, Peder Inge. 2010. Integrasjon av salgskanaler : serviceinnovasjon og strategi. Fagbokforlaget
    Gustafsson, Anders, Michael D. Johnson. 2003. Competing in a service economy : how to create a competitive advantage through service development and innovation. Jossey-Bass. 200 s
    Hargadon, Andrew. 2003. How breakthroughs happen : the suprising truth about how companies innovate. Harvard Business School Press. 150 s
    Wit, Bob de, Ron Meyer. 2010. Strategy : process, content, context : an international perspective. 4th ed. South-Western Cengage Learning. Kap 1: Introduction

    Journals:
    Bessant, J, R Lamming, H Noke & W Phillips. 2005. Managing innovation beyond the steady state. Technovation 25. ss 1366-1376
    Gehani, R R. 2007. Technology roadmapping for commercializing strategic innovations. Journal of technology management innovation. Vol 2(2). ss 31-45
    Lyons, R K.; Chatman, J A & C K Joyce. 2007. Innovation in services: Corporate culture and investment banking. California management review. Vol 50(1). ss 174-191
    Madanmohan, T R. 2005. Incremental technical innovations and their determinants. International journal of innovation management. Vol 9(4). ss 481-510
    Mansury, M A & J H Love. 2008. Innovation, productivity and growth in US business services: A firm-level analysis. Technovation 28. ss 52-62
    Oke, A. 2007. Innovation types and innovation management practices in services companies. International journal of operations and production management. Vol 27(6). ss 564-587
    Phillips, W, H Noke, J Bessant. & R Lamming. 2006. Beyond the steady state: Managing discontinuous product and process innovation. International journal of innovation management. Vol 10(2). ss 175-196
    Radnor, Z J & Noke. Hannah. 2006. Development of an audit tool for product innovation: The innovation compass. International journal of innovation management. Vol 10(1). ss 1-18
    Schoen, J, T W Mason., W A Kline & R M Bunch. 2005. The innovation cycle: A new model and case study for the invention to innovation process. Engineering management journal. Vol 17(3). ss 3-10
    Selden, L & I C MacMillan. 2006. Manage customer-centric innovation – systematically. Harvard Business Review. April. ss 108-116
    Slater, S F & J J Mohr. 2006. Successful development and commercialization of technology innovation: Insights based on strategy type. Journal of product innovation management. Vol 23. ss 26-33
    Wonglimpiyarat, J. 2005. Does complexity affect the speed of innovation?. Technovation 25. ss 865-882

    Other:
    2005. Van der Have, R; M. Toivonen & T. Tuominen; Dimensions of service
    2006. Everett, Euris Larry og Ingrid Furseth; Masteroppgaven. Hvordan begynne – og fullføre. Oslo: Universitetsforlaget


    Course outline
    Course module 1: Introduction to the field of innovation.
    Course module 2: Development of new products, processes and services.
    Course module 3: Business development of innovations
    Course module 4: Best practice and emerging trends in entrepreneurship and innovation in Silicon Valley
    Course module 5: Implementation of an adjusted business model for one’s own company or performance unit

    Computer-based tools
    None

    Learning process and workload
    The programme is structured as a process-oriented training that comprises 150 lecture hours distributed over four course modules of 25 hours each, and one module of 50 hours, all in one academic year (September-June). The modules are organised in the following three sub-programmes:
    1) Theory, and preparation for overseas studies (modules 1, 2 and 3)
    2) Studies overseas (San Francisco/Silicon Valley) (module 4)
    3) Follow-up work and project reporting (module 5)

    Throughout the course, the participants will be working on a business development project which will be submitted in the form of a project paper. Some of this work will take place in groups.

    he tutorials offered will differ somewhat between the various Master Programs. There will be personal tutorials and tutorials given in class. Generally the students may expect consulting tutorials rather than evaluation tutorials. The total tutorials offered are estimated to two hours per student in an ordinary Master programme. For students taking this programme as their final Master programme, the tutorials offered are estimated to a total of six hours.


    Examination
    The students are evaluated through a term paper, 18 credits, and an individual written exam, 12 credits. Both evaluations must be passed to obtain a certificate for the programme. The term paper may be written individually or in groups of up to three people.

    For students taking this programme as their final Master of Management Program, the following applies:
    The students are evaluated through a term paper, 24 credits, and a written individual exam, 6 credits. The term paper may be written individually or in groups of up to two people. Both evaluations must be passed to obtain a certificate for the programme.

    Examination code(s)
    MAN 24181 – term paper, counts 100% for the grade achieved in the MAN 2418 course, 18 credits.
    MAN 24191 - 5 hours’ written exam, counts 100% for the grade achieved in the MAN 2419 course, 12 credits.
    Both courses / exams must be passed to obtain a certificate for the programme.

    For students taking this programme as their final Master of Management Program, the following applies:
    MAN 24201 - Term paper, 24 credits; counts 100% for the grade achieved in the MAN 2420 course.
    MAN 24211 - 5 hours individual written exam, 6 credits; counts 100% for the grade achieved in the MAN 2421 course.
    Both courses / exams must be passed to obtain a certificate for the programme.

    Examination support materials
    No aids permitted

    Re-sit examination
    When the next ordinary exam is conducted

    Additional information
    The programme structure and framework

    The programme is structured as a process-oriented course that comprises 150 lecture hours distributed over six course modules of 25-30 hours each, all in one academic year. The modules are organised in the following three sub-programmes:
    1) Theory and preparation for overseas studies (modules 1, 2 and 3)
    2) Studies overseas (San Francisco, Berkeley & Silicon Valley) (module 4)
    3) Follow-up work and project reporting (module 5)

    Throughout the course, the participants will be working on a business development project which will be submitted in the form of a project paper. Some of this work will take place in groups.

    Part 1: Preparation and theory
    Preparation for the overseas studies (in California) consists of three ordinary course modules of 25 hours’ teaching each. About 80 per cent of the literature will be covered in lectures during modules 1-3. There will be a subject-matter progression through the first three modules. Module 1 will be an introduction to the disciplines of entrepreneurship and innovation theory. Module 2, which focuses on the development of new products, processes and services, represents the core topics of the course. The third module, which has business development as its main topic, also emphasises more elaborative literature that helps problematise key approaches, concepts and issues.

    During this period the participants must have carried out an active sifting of the literature and have applied parts of it to their work on the project paper, and they must prepare for their studies in California by selecting relevant companies to be visited, so that the necessary appointments can be made. They must also clarify their expectations and ambitions for their overseas studies by preparing questions and investigations based on whatever might be most relevant for their own project work as well as for their understanding of the wider contexts in which the work of innovation, business development and value creation takes place in California.

    The participants must develop their project paper through presentations and discussion in smaller groups during the course modules, and through improvements made as they encounter new relevant literature during the programme.

    The participants must undertake a simple self-evaluation which focuses on charting their leadership qualities and skills. Tasks, responsibilities and challenges will be determined on the basis of this throughout the course, which involves carrying out and being trained in management-related activities.

    Part 2: Studies overseas:
    The programme has a key focus on studies/investigations taking place in a location where there is much to learn and where BI has established an extensive professional and practical collaboration on implementing the course with local partners. In module 4 the participants will come into close contact with one of the world’s most innovative environments, study this at close quarters and apply insights derived from it in their project paper. These two modules will take place in San Francisco, Silicon Valley and Berkeley in northern California, and will take place in the course of one week.

    Our Academic Director at the Department of Innovation and Economic Organisation has built up a company network and contact network with partners in this region, e.g. with researchers at Haas School of Business at the University of California at Berkeley and Leavey School of Business at the Santa Clara University. We also collaborate actuvely with with Innovation Norway in San Francisco, which has an extensive contact network to exciting innovative enterprises in the region that can supplement our own network.

    The study/investigation period in California will comprise about a total of 50 hours and will be take place over one week. The course module will consist of 2/3 lectures and 1/3 company visits, field studies and group work with a focus on developing the participants’ project papers and provide insights into innovation and business development. Some of the company visits will be for all the participants, while others will be for smaller groups with a more specialised interest.

    During the program in California, there will be 3 days of plenary sessions, and 2 days of track sessions. Participants are expected to take the trak on Commercialization strategies. As there are several parallel tracks, some participants may, if they strongly desire, to follow one of the other tracks. The other track will be arranged if there are 10-15 external persons attending. The tracks are: Open innovation; service innovation; green business, multi-channel strategies, and experience economy. There are descriptions of these tracks available on the website for the San Francisco-seminar arranged by BI, on www.bi.no/sf09

    Part 3: Follow-up and project reporting
    Follow-up after the study period in San Francisco consists of one course module (module 5) which focuses on a summing up, presentations and discussions of the knowledge which the participants have acquired during the programme. The literature, the study tour, experiences and the continuing work on the project paper will provide a new insight and understanding of what difficulties and challenges are entailed in the work of innovation, business development and value creation in a company. This programme will point to solutions to such challenges.
    Part of the follow-up work will also be to complete the project paper and conduct a new evaluation of each participant’s management skills.

    Educational approach
    From a teaching point of view, the goal of the programme is to stimulate to process learning. Process learning has been defined as a definite goal partly because the programme participants are adults and competent people whose knowledge should be utilised during the learning process, and partly because the (Norwegian government’s) quality reform as well as education research underlines that process learning promotes a deeper and thus more useful and lasting type of knowledge. The focus of the programme will therefore shift from teaching to learning.

    Although theory is central to the first three modules of the programme, the participants will be expected to participate actively right from the start, sharing their experiences and reflections related to the project work. The participants must choose whether to work on a specific project from their own work situation or on a project unrelated to their own daily work. If they choose the latter, the course director will be able to suggest topics for them to work on. The topic chosen is likely to direct the attention of each participant. In order to stimulate to as much reflection as possible, the academic director therefore needs to make sure that the topics are formulated with a relatively wide scope. During the last two modules, the participants will be given plenty of time to apply and investigate the theoretical basis that was presented and discussed in the first modules of the programme.

    The programme is structured in such a way that goals, the practical framework, contents, students, course structure and evaluation are related to each other. The teaching goals for the programme, to promote learning as a process, has for instance resulted in teaching methods that allow for student activity. Specifically, each participant must for example write a brief reflection memo on what is most important from the module with regard to their own company.

    During the last part (3 hours) of modules 1-3, the participants will work in groups and will discuss the relevance of the module content for their own sub-paper. The participants and the ambulant lecturer will give feedback on each draft. In module 5, each participant will present a draft of the entire project paper for a group of eight people who provide final feedback concerning structure, reflections, the use of theory and presentation technique. The lecturer is present at the presentation and gives feedback. Formative evaluation is also used to ensure that the participants receive qualitative feedback that enables them to keep developing their project work. When the project work is completed it is submitted to the course director for a summative evaluation, and a grade is given.

    Management development
    Management development will be at the core of modules 1 and 5, but the topic will be inherent in the other modules as well.

    Products from the programme
    The programme participants will complete a project paper which is relevant for the development of new business areas or business models in their own company, performance unit or department. As an alternative the challenge can be related to other activities where the person is involved in the capacity of consultant, supplier, customer, etc.

    Academic resources
    The academic resources come primarily from the Department of Innovation and Economic Organisation at BI Norwegian Business School:
    Associate professor, Dr. polit. Peder Inge Furseth


    Module no Main topic Course structure Sub-paper for the project paper Evaluation scheme
    1 Introduction to the field of innovation Review of new theory before the whole class, 70%.
    Organisation of group work, 5%.
    Presentation of their own topics in groups, and preparation of a mind map/sketch of the project, 20%.
    Management development test, 5%.     		Clarify the problem in one’s own company, and explain why it is relevant.
    Relate this problem to the model for product and process innovation.     		Formative evaluation: student feedback in groups of four
    2 The development of new products, processes and services. Recapping main impressions from module 1, 5%.
    Reviewing new theory in class.
    Discuss the draft for sub-paper 2 in groups, 15%.     		Relate the presentation of the innovation process to one’s own company ( Van de Ven’s 12 points). Formative evaluation: student feedback in groups of four
    3 Business development of innovations Recapping main impressions from module 2: 5%
    Reviewing new theory in class: 80%.
    Discuss the draft for sub-paper 3 in groups: 15%.     		Go into one or two of Van de Ven’s points on the innovation process, and discuss this critically on the basis of supplementary and alternative literature. Formative evaluation: student feedback in groups of four. Submission of the first three sub-papers plus a reflection memo* for feedback from the lecturer.


    (* must contain thoughts on the learning process so far and expectations of how the overseas studies will benefit one’s own project paper)


    Module no. Main topic Course structure Sub-paper for the project paper Evaluation scheme
    4a Entrepreneurship, innovation, and e-business Introduction on expectations for the study tour
    One day reviewing theory, status and trends.
    Two days visiting companies. Discussions in class and in groups.     		What characterises innovation in various US industries or environments. Formative evaluation: Feedback from the lecturer on the group presentations before the class.
    4b New features in the use of IT One day presenting new models.
    Two days visiting companies. Daily discussions and solutions for students’ own problems.     		To what extent is knowledge of the US innovation environments relevant to your project paper? Formative evaluation: student feedback in groups of four.
    5 Implementation of an adjusted business model Theory review.
    Present a draft of the entire project paper in groups.
    Management development test, 5%.     		Develop a concrete strategy for the business development of an innovation. Formative evaluation: student feedback in groups of 7-8.
    Lecturer feedback to all the groups.


    There are two types of evaluations in this programme, formative and summative ones. The formative evaluations are of a qualitative nature only. They do not count towards the exam, but are intended as a stimulus to process learning. The exam (the summative evaluation) consists of the submission of the final project paper and a written six-hour exam. The project paper counts for 60 per cent and the six-hour exam for 40 per cent of the final grade.

    Attachment 2: Proposed programme for module 4:


    Main topics Loca-tion Morning sessions Afternoon sessions Evening
    (after 5:00)
    Forming an Integrated
    e-Business Strategy     		San Fran-cisco Kick Off and Introductions

    e-Business Trends and Best Practices

    Integrating
    CRM and Multi-Channel Strategy     		Silicon Valley: An
    e-Business Hot Spot with More Capital than Ideas

    e-Business Strategy:
    A Best Practice Case.
    (Connolly, Williams-Sonoma)     		Reception
    Exploiting Customer Centric Marketing (CCM) & Imple- menting CRM San Fran-cisco Recap session

    Models for CCM.
    Why CRM-strategies often fail, and what to do about it.

    Group work     		CRM in practice: Presenters from
    qrs.com and
    Bank of America



    Panel Session
    Technology Strategy for the next 1-3 years Silicon Valley Recap session

    Visit to SUN Microsystems     		Visit to IBM / eBay
    (Program break)
    Commer-
    sialising Product -, Process- and Service
    Innovations     		Berkeley Campus Recap session

    New Perspectives on Innovation

    Creating Product and Process Innovation     		Service Innovation: Case study.
    (company presentation)

    Innovation: A 10-Year Forecast     		Conference
    Dinner
    Implementing a Successful Multi-
    Channel Business     		San Fran-cisco Recap session

    Implementing Your Multi-Channel Strategy



    Group work     		Multi-Channel Business in Practice: Speakers from macys.com (Domecus) and Gap.com
    (Carbullido)

    Panel Session
    Conclusion: CRM and
    Multi-
    Channel Business     		San Fran-cisco Synthesis & Panel session. (programme ends 11:30 AM.) From SFO 9:20PM: LH459

    Semester

    Oversettelser