Unit convenor and teaching staff |
Unit convenor and teaching staff
Lecturer
Norma Harrison
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Credit points |
Credit points
4
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Prerequisites |
Prerequisites
((Admission to MBA or MMgmt or GradDipMgt or MSocEntre) and 24cp) or (admission to PGCertMBAExt or GradCertMgtPostMBA or MSusDev or GradCertSocEntre)
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
Innovation can happen through new products and services, new markets and new processes. Within this context, today’s innovators are seen as entrepreneurs as well, and in this unit, the key theories and research on innovation and entrepreneurship are reviewed and synthesized with emphasis on the practice of both these areas applied in a broader context. Areas covered include the study of innovation as a process; sources, adoption and diffusion of innovation; open innovation; risks of technology transfer; social entrepreneurship; creation of growth and sustainability; and interfaces between innovation, entrepreneurship and business competitiveness.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
There is no final examination for this subject.
Assignments are required to be submitted in iLearn.
No extensions will be granted. Penalty may apply to late submissions except for cases in which an application for special consideration is made and approved.
You are encouraged to participate during class discussions of topic content and cases, through responses to questions posed by the lecturer, syndicate group representatives, and contributing extra information which will enhance group learning. Please note that class “contribution” and not simply “participation” will be graded; there is a subtle but important difference between the two. I am sure that all of you have significant work experience to contribute to the class and to make the class a more productive learning experience for us all!
Name | Weighting | Hurdle | Due |
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Presentation and discussion | 40% | No | As per unit schedule below |
Deep Dive Activities | 30% | No | Sessions 5, 7-10 |
Final project | 30% | No | Please view details below |
Due: As per unit schedule below
Weighting: 40%
Format: Case presentation and discussion
Due: In sessions where cases are allocated (see unit schedule below).
Weighting: Total 40% (20% for text chapter cases and 20% for HBS cases)
There are two groups of cases. Class participants should analyse all these cases and be prepared to discuss the related questions in class as scheduled above.
Prior to class discussion for each of these HBS cases (except for IDEO), there may be a short test.
Please note that these questions are given essentially as a guide to the analysis of the cases. **Please do not limit your case analysis only to these questions.**
Case 1: Apple – Design thinking and innovation
Having moved from being a sophisticated designer and integrator of hardware and software to becoming a pioneer in new ways of accessing and music, telephone “applications”, shopping and, perhaps, publishing, Apple reflects a business model that has challenged assumptions about how these industries make money. How has this all happened?
1. Why has Apple been so successful? What do you attribute it to?
2. Is there a systematic “approach” to innovation at Apple? If yes, how would you characterise it? Can it be imitated? If no, why not?
3. Imagine that Apple’s management is running your organisation – or the last organisation that you have worked for. What would that be like? What would change? What obstacles would be encountered? What would it be like to work there?
Case 2: Threadless – The business of community
This case is about a Chicago-based online t-shirt company, Threadless, that involves its community of over 500,000 users in nearly all aspects of the innovation and product development process. Users submit designs to be printed, users evaluate designs, provide feedback and also vote for the best designs. The users are also active purchasers of the t-shirts that are eventually produced by Threadless. Recently, the company has been invited by a “Large Retailer” to become a supplier for them – with the intent of carrying winning Threadless design t-shirts nationwide.
This is an online multi-media case that involves reading textual material and exhibits on-line. Please allow 45 minutes to prepare the case. First read all the text in each section and look at all the supporting exhibits. Then watch the video for that section. Watching the community member video gallery in the community section of the case is optional.
1. What are the similarities and differences between a community-driven product development process and a traditional product development process inside a firm?
2. What are the motivations for community members to participate? What is Threadless offering to their community members?
3. How are winning designs currently selected? Figure 1 and Table 1 show sample designs and their relative scores. How would you go about selecting winning designs?
4. What are the barriers to entry for this kind of a business?
5. In what product arenas beyond t-shirts can this model work? How might this model for innovation and product development work in your business?
6. What should Threadless do about the offer from “Large Retailer”?
Case 4: Tesla Motors – Disrupting the Auto Industry?
This case is set at the end of 2015. Tesla had recently made the cover of Forbes magazine as ‘the world’s most innovative company’. It had launched the Roadster model, the Model S, and was preparing to launch the Model X. The company was potentially on the verge of transforming the auto industry, with aggressive plans to expand into batteries and ultimately commercialise the Model 3—an electric vehicle for the mass market.
1. What features make the auto industry attractive or unattractive? Why would Tesla enter such an industry? What are the risks to Tesla in entering such a difficult industry and successfully commercializing electric vehicles??
2. Is Tesla a ‘disruptive technology' in the sense that Clay Christensen describes?
3. Is Tesla foolish to pioneer a new architecture and make everything itself? Does this lower or increase the risk?
4. Why is Tesla’s factory so different from other factories around the world?
5. Why has Tesla opened up its patents? What are the pros and cons of such a move? If it’s willing to open the patents, why are there no tours of the Gigafactory? What does this tell us about Tesla’s strategy?
6. New companies often struggle because they try to do too many things at once. Tesla is already making all its own components, charging stations, dealerships and repair centres. Should it have diversified into Tesla Wall? Is this a distraction from the core or is it a plus?
7. What factors do you think are most important for predicting Tesla’s future success? Do you think electric vehicles will disrupt internal combustion engine vehicles? Do you believe that electric vehicles can grow share from less than 1 percent to more than 33 percent of new cars sold in the United States in 10 years? Why or why not?
Due: Sessions 5, 7-10
Weighting: 30%
Format: Team organisation and all activities supporting the deep dive innovation method
Your large class group will simulate the deep dive innovation approach. The methods/phases discussed in session 3 are an important introduction to the deep dive so please try not to miss session 3.
As mentioned in point 2 of the presentation and discussion assessment above, please examine the IDEO case (unit note 7) closely and observe the deep dive video. Roles for the deep dive exercise must be defined within your group.
You may then emulate this innovation process for one of the following:
Due: Please view details below
Weighting: 30%
Length: 20 pages maximum
Format: Presentation in class + report or agreed equivalent (see below)
Due: Presentation: Session 10; Report: Submission in iLearn at 12:00pm noon (Sydney Time), Monday, 12 March 2018
Weighting: Total 30% (10% class presentation in session 10 + 20% for final report submission)
The final class presentation will be made in session 10 - see assessment criteria in iLearn. The final report should be submitted in the MGSM897 iLearn page by the due date as listed in the box above. Effective “innovative” and unique approaches will attract a higher assessment. The method of recording the process phases and final outcome of your deep dive phases is flexible, e.g., written report, filmed events, etc., as well as individual reflections on methods used in this unit.
**IMPORTANT: With your final submission, please provide me, on the first page, with a clear, written indication of your group’s activity throughout this project as well as the contribution of each group member to the assignment submission, i.e., by student name, exact contribution of each member (section and percentage contribution). Your submission will be graded only if this page is provided (as per Macquarie University policies).**
An example of what is to be expected on the first page can be found on iLearn.
Schilling, M.A. (2016). Strategic Management of Technological Innovation, 5th Edition. McGraw Hill, ISBN: 9781259539060
Please contact HKMA to collect your required textbook.
**Except for unit note no. 7, all unit notes below are optional (but are very interesting and current). Also note that more unit notes may be provided during the course of this unit.
The web page for this unit can be found at: https://ilearn.mq.edu.au/login/MGSM
Access to a personal computer is required to access resources and learning material from iLearn.
It will be assumed that the assigned reading for each session has been done prior to class. Class time will be spent ensuring that you have understood this material and exploring new developments and extensions to the basic concepts.
General lecture content and case discussions, as well as project preparations will be used as methods for active participatory learning. The grade you obtain for them together with the participation grade will measure the effectiveness of the learning process. The primary output measures are the project assessment, case study report and discussion, tests and class participation and contribution. There is no final examination.
The mode of assessment will test your skills through a number of ways during this unit: situation investigation and analysis, report writing, verbal and written presentations, the ability to work effectively in teams, and participation in class discussions.
If you are unable to attend a class session or have to arrive late or leave early, please let me know before the session concerned as this will have an obvious impact on class discussion contribution and planned syndicate work. If this situation occurs you should also arrange with a fellow class member to collect any handouts and other information for you.
Please be familiar with the contents of the MGSM Student Handbook on our MGSM Student Website and iLearn pages. Various search engines are also available through the Macquarie University Library and will provide valuable assistance in searches of journal articles through the internet.
Formal assessment for this unit is designed to recognise both individual and team effort. This is consciously done to reflect the business environment where effective teamwork is essential to the achievement of individual success.
This unit is case study-oriented and, therefore, a large majority of the sessions comprise case-study discussions. The rest of the sessions are used to introduce, review and integrate conceptual material. Students are required to analyse and extensively discuss all cases in this unit. We will devote some time emulating “The deep dive” approach and this will be the basis of your group project.
The unit is broadly conducted with the following elements:
A good analysis style includes problem definition, discussion of issues and conclusions, proposed alternatives, recommendation, and plan of action. Data analysis is almost always essential to good conclusions. However, it is most effective if this is separated from the discussion.
Problem definition
This statement is what your presentation is about. It defines the business problem you believe needs to be addressed (e.g., situation improved, decision taken). It defines what you are going to analyse and not your view of root cause, which follows later. The problem may be stated as long and short-term problems, if appropriate.
Issues
Each issue is a factor where a conclusion about it either supports your recommendation or plan of action. In this section, identify each issue, define it if necessary, and state the conclusion. Support it with minimal discussion that is required to make the point. Do not repeat case facts except to make a point. Issue titles or headings (in powerpoint) are helpful to a reader or observer.
Alternatives
Stated alternatives identify the primary management decision that must be made and the real choice facing management. Together with the problem definition, alternatives define the business focus. Many decisions may be required; however, alternatives highlight the pivotal choice. Lesser decisions can be included within the plan of action without identifying alternatives. Credible alternatives must be real possibilities that show depth of understanding. Arguments used here are most powerful if they reference issues fully discussed and conclusions already drawn.
Recommendation
The recommendation proposes the general decision to be taken, and usually represents the selection of one of the alternatives listed above. Justification must also be provided for choosing that alternative.
Action plan
The action plan should flesh out the specific decisions or activities to be undertaken. This really identifies what the recommendation comprises. Generally, it is helpful if key actions have been included in the issues discussion.
Case analysis study questions
They will be used to guide class discussions. As such, use these questions to help identify key issues, but do not allow them to become your only analysis. Rather, independently analyse each case from a business standpoint, using the tools you have learned as well as good business sense.
Students are required to attend all classes.
The unit will be presented over 2 BLOCK weekends as follows:
Time of class: | Friday | 6:00pm - 10:00pm (HKT) |
Saturday | 2:00pm - 10:00pm (HKT) | |
Sunday | 9:00am to 5:00pm (HKT) |
Session | Date | Topics and group presentations/cases | Textbook chapters and unit note readings |
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1 | 2 February 2018 |
The strategic management of innovation Design thinking and innovation Linking creativity, innovation and entrepreneurship Case 1: Apple - please prepare this individually initially |
Unit notes: 1-3 Text: Schilling, Ch 1 |
2 | 3 February 2018 |
Industry dynamics of innovation Sources of innovation Types & patterns of innovation Standards battles and design dominance Case 2 (Grp 1): Emerging battle in Mobile Payments, p 67 Timing of entry Case 3 (Grp 2): From SixDegrees.com to Facebook, p 89 |
Unit notes: 4-5 Text: Schilling, Ch 2-5 |
3 | 3 February 2018 |
Intro to deep dive: Innovation as a process |
Unit notes: 6-7 (including IDEO case) |
4 | 4 February 2018 |
Formulating & implementing innovation strategy Collaboration strategies Protecting innovation Case 4 (Grp 3): Digital music distribution, p 183 Organising for innovation Case 5 (Grp 4): Google, p 211 |
Text: Schilling, Ch 6-10 |
5 | 4 February 2018 |
Crowdsourcing & user-generated content; Case 6: Threadless - please view interactive website and prepare In-class deep dive activity (1) |
Unit notes: 8-10 Text: Schilling, Ch 11-12 |
6 | 9 February 2018 |
Disruptive innovation Case 7 (Grps 3 & 4):
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Text: Schilling, Ch 13 Unit notes: 11-16 |
7 | 10 February 2018 |
Sustainability-driven innovation, social entrepreneurship Case 8 (Grps 1 & 2): Ending HIV? Sangamo Biosciences, Text p 153 In-class deep dive activity (3) |
Unit notes: 17-18 |
8 | 10 February 2018 | In-class deep dive activity (2) |
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9 | 11 February 2018 |
In-class deep dive activity (3) |
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10 | 11 February 2018 |
Deep dive final group presentation Individual and group reflections Subject review |
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