Master in Management and Industrial Strategy
Management of Innovation – MoI
(for a regenerative and distributive economy)
Manuel Laranja
1. Introduction
Management of Innovation for a regenerative and distributive economy is an activity that involves knowledge resources and capabilities, as well as practices associated with the development of new or improved products, services, processes or business models that incorporate social and environmental impact considerations.
This course is designed to provide students with a broad perspective on the key issues involved in the effective management of innovation for sustainability and including market not just technological factors but essentially organisational and new circular, sustainable regenerative and distributive business models.
2. Intended Learning Goals
Upon successful completion of the MoI course, students should:
a) Have a wide vision of the nature, sources, opportunities and impacts of innovation for social and environmental sustainability.
b) Understand innovation models for managing development of new product / process / businesses in a regenerative and distributive social and economic context.
c) Become familiar with practices and tools associated to Design Thinking, Systems Thinking and business models oriented towards the circular, sustainable, regenerative and distributive economy.
d) Understand specific issues associated to profound and transformative systemic innovation that contributes to sustainability as well as ethical problems associated to technology and innovation management.
3. Programme
v. 2023
|
Week |
Theme |
|
1
17 feb |
Introduction. Course organisation. Group formation. Group work assignment and workshops functioning
What is innovation?
|
|
2
24 feb |
Innovation impacts and cycles |
|
3
3 mar |
Innovation models (the three frames) |
|
4 10 mar
|
Innovation and systems level socio-technical transitions The limits of frames 1 & 2 and the need for a 3rd frame model of transformative innovation |
|
5
17 mar |
Workshop 1 Mapping Impacts, Risks and Ambitions (room F1 101) |
|
6
24 mar |
Innovation driven by Design. Design Thinking for Sustainability |
|
7
31 mar |
Sustainable by design Orienting product innovation for sustainability |
|
7 apr
|
(Easter Holidays) |
|
8
14 apr |
Business Model Innovation for a regenerative and distributive economy |
|
9
21 apr |
Workshop 2 Know your Business Model (as is!) (room F1 101) |
|
10
28 apr |
Workshop 3 Design of Regenerative and Distributive Business Models (room F1 101) |
|
11
5 may |
Profound innovation Theory U: transforming people, organisations and society
|
|
11
12 may |
Group presentations |
|
13
19 may |
Group presentations |
4. Teaching Methodology
All classes involve a mix of theory and practice and involve lectures plus individual and group work, as well as discussions and debates in class. “Liberating and Structures”, and participatory methods will be used to facilitate discussion within the class room.
Every class starts with questions and debate and therefore, students are required to study the materials before coming to class in order to be able to productively participate.
Materials for each class include: designated book chapters, articles, videos, lecture notes and case studies. Most of the materials will be posted on the class Web site. The debate discussions and group-project activities take place against a background of conceptual materials, which include selected readings and brief lectures pertaining to the theme in each session.
5. Groups and group project assignment
Groups of 7 - 9 persons, please kick free riders out! Large groups means somewhat higher requirements not lower! Singles will not be considered.
A student that does not register in a group by the end of Week 2, will be randomly allocated to a group. Additional members may be allocated randomly to groups that are short of members in total.
Each group must choose a company to be studied. Direct access to the company is an advantage but the group can also work with secondary information. The company does not need to be identified i.e. the group may maintain the company anonymous. For example it is sufficient to say “consumer goods company” or “professional services company”.
The group’s general objective is to identify transformative ideas to help this company to become regenerative and distributive, and then to identify barriers and possibilities to change the company current business model.
The exercise is ambitious and it is organized as a journey of assessing the business current impacts, generating transformative ideas, and exploring the barriers and possibilities for business redesign.
The whole journey is divided in three steps:
Step 1. Mapping impacts, risks and ambitions
• Mapp positive and negative impacts of your business on social and ecological issues;
• Identify where social and ecological pressures create risks on your business
• Define your regenerative and distributive “disruptive transformative ambitions”
Step 2. Know your Business Model “as is”
• Fill the 9 blocks of the Economic BMC by answering the questions
• Extend the 9 blocks to include social and environmental impacts. Add purpose. Complement by answering the questions
• Further extend and add the governance/ownership and supplier/client relationship blocks by answering the questions
Step 3. Design of Regenerative and Distributive Business Models
• Confront your current business model with your “disruptive transformative ambitions”. Which aspects block or can unblock changes your disruptive transformative ideas
• What does your business needs to stop doing. What does it needs to start doing?
During classes there will be dedicated workshops to support the steps of the group group assignment. Please bring your laptops and/or an A3 version of the Canvas to these sessions. Bring post-its and pens!
Report – Deliver a power point report. The report should integrate the issues covered in the three steps. It is important to structure the contents clearly. Include graphs, photos from the canvas and other visual materials where appropriate and make use of formatting tools. Please ensure that you properly cite all the sources of material that you draw upon. Maximum thirty (30) Power point-slides
Presentation - Each group does a 10 minutes presentation of the work undertaken for the Group Project Assignment (last two sessions of the semester). Students are encouraged to be creative in the delivery and presentation of their group assignment. Possibility to earn one point on top of the mark for the report
The Group Project Assignment (report and presentation) will be marked on the basis of the following criteria:
· Analysis: quality of the research. The extent to which is based on evidence. Own perspective on topic is well exposed.
· Information sources: the extent and relevance of the use of multiple information sources. Source criticism is applied. References need to be clearly connected to facts presented.
· Presentation and debate in class: presentation is clear and easy to follow. Corrective feedback is taken in account.
Plagiarism will not be tolerated. The report must be submitted by email in before the first exam date (up to 5th June!!)
6. Assessment
Assessment comprises:
· exam 40%,
· group project assignment presentation and report 50%.
· self and peer evaluation – each team classifies their work and each of its members 10%
++individual participation in the class: may give the student up to +-2 points on top of its final mark!
The exam is designed to assess students’ understanding of the lectures class, the course book, articles and other materials referenced in the lectures. It also assesses application of the knowledge learnt in the group project assignment
The exam consists of essay questions and concept explanations. It may also contain multiple choice questions. Check the exam dates and bring an exam sheet for the exam!
The group project assignment require students to apply what they learn in class in a particular transformative business model project towards a regenerative and distributive economy.
Group assignment delivery: up to 5th june (includes self and peer evaluation)
Date of presentation: last two sessions 12th + 19th may
Individual participation in class discussions is used to evaluate the students’ preparation work. This individual participation evaluation is based on interactive discussions and debate, i.e. bringing own perspectives into discussion, arguing them clearly, asking questions, being prepared for sessions.
7. Readings
Tidd, J., J. Bessant and K. Pavitt (2005). Managing Innovation: Integrating Technical, Market and Organizational Change, 3rd edition Wiley 2005 (not the latest edition but is freely available in pdf 582 pp)
Tidd, Joe e John Bessant (2009), Managing Innovation – Integrating technological, market and organizational change, 4ª ed., John Wiley & Sons, Chichester]
Burgelman, Robert A., Clayton M. Christensen e Steven C. Wheelwright (2009), Strategic Management of Technology and Innovation, 5ª edição, McGraw-Hill, Nova Iorque.
Kelley & Litt. (2002), The Art Of Innovation: Success Through Innovation the IDEO Way. Profile Business; New Ed edition
Blank, S. 2013. Four Steps to the Epiphany K&S Ranch; 2nd edition
Richard Owen, John R. Bessant, Maggy Heintz (2013). Responsible Innovation: Managing the Responsible Emergence of Science and Innovation in Society. Willey
Joyce, A. and Paquin R. (2016) The triple layered business model canvas: A tool to design more sustainable business models. Journal of Cleaner Production. 135 · June 2016, DOI: 10.1016/j.jclepro.2016.06.067
Scharmer, C. Otto (2007) Theory U: Leading from the Future as it Emerges. The Society for Organizational Learning, Cambridge, USA.
8. Instructions for Readings
Some of these readings may take a long time to cover. Therefore, students are advise to approach the readings strategically, in terms of how they were addressed in the class, as opposed to reading them as a text from beginning to end. Students should take what was covered in the lectures as the base and departure from there to study the readings that fill in and clarify the lectures.