| Learning objectives |
To achieve the grade 12, students
should meet the following learning objectives with no or only minor
mistakes or errors: To be awarded the highest mark (12), the
student, with no or just few insignificant shortcomings, must
fulfill the following learning objectives
- The student should be able to account for the selected theories
including technology market insights, financing technology
venturing, intellectual property, business model(s), risk
assessment, and the entrepreneurial product development model.
- The student should be able to discuss the strength and
weaknesses of those theories with respect to analyzing commercial
potential.
- The student should be able to apply the correct theory in
converting a patent owned and provided by the Danish University of
Technology but selected by the student into a business case with
strong commercial potential.
- The student should be able to present analytical argumentation
that supports the choice of go-to-market strategy for the business
case and the operational business model of this strategy.
- The student should be able to distinguish different view on
market-customer/user-technology relationships and the implications
for entrepreneurship and the go-to-market strategy.
- The student should be able to create and present a convincing
business plan for the business case based on the patent and the
go–to–market strategy
|
| Examination |
|
Commercialization of high tech concepts – entrepreneurship
and science in action:
|
| Exam ECTS |
7,5 |
| Examination form |
Oral exam based on written product
In order to participate in the oral exam, the written product
must be handed in before the oral exam; by the set deadline. The
grade is based on an overall assessment of the written product and
the individual oral performance. |
| Individual or group exam |
Group exam, max. 4 students in the
group |
| Size of written product |
Max. 10 pages |
| Assignment type |
Project |
| Duration |
Written product to be submitted on specified date and
time.
20 min. per student, including examiners' discussion of grade,
and informing plus explaining the grade |
| Grading scale |
7-step scale |
| Examiner(s) |
Internal examiner and second internal
examiner |
| Exam period |
Autumn |
| Make-up exam/re-exam |
Same examination form as the ordinary
exam
|
|
| Course content and
structure |
|
The course is an advanced course in entrepreneurship,
challenging and engaging, with the aim of bringing together
students with different background to work creatively to produce a
commercialization plan for a patent/projects provided by DTU.
The classes are organized and thought in collaboration between CBS
and DTU. The course is divided in two macro sections. In the first
part, there will be an intense focus on theories and methodologies,
while in the second one the students will concentrate their efforts
in writing a commercialization plan for the chosen technology.
The groups are formed by CBS and DTU students, in order to mix
competences to achieve an understanding of the technology and its
business potentialities in order to design, organize and possibly
implement the business plan. Each group will be assigned to a coach
to consult his/ her expertise during the process.
Guest lectures, entrepreneurs, professors and inventors are invited
to present real- life experience.
Group work: the groups will be formed by students with
different background and competences, and will be constituted on
the basis of the choice of the cases presented in the first
lessons.
The students are expected to form a group able to work together and
combining the different skills, explaining the value of the
product/ service presented and the potential to commercialize it.
The course aims to develop critical and analytical capabilities in
the students. Some projects can turn into a bankruptcy or a total
failure, but the students can still receive top grades if they are
able to explain and justify the processes and critically to analyze
what went wrong.
If the students feel motivated and see a potential in the project,
they can continue the collaboration with the inventor/ team within
the modalities presented on the first day of class.
CBS students have also to prepare a log, a diary where they track
and reflect upon the decisions made in the project. The templates
for the log will be provided at the beginning of the
course.
|
| Teaching methods |
TEACHING
For each section there will be the two professors (one from DTU and
one from CBS) present.
The teachers have decided to divide the course in Q1 and Q2: Q1 is
allocated for teaching and Q2 for writing and developing the
business plan.
The students will be asked to interact in class by presenting the
progression of their work, working in articles and cases provided
by the teachers with the objective to create a link between the
literature and their project.
As methodology and process to be followed during the class, we
propose actor network theory. The aim of this methodology is to
follow scientists and engineers through the society, by studying
science and technology in the making, how discoveries are made
operational in practice. The leading theme is how to create value
with an innovation or a patent, understanding how to develop
resources and purposes in action.
Attendance in the classes is not mandatory but highly
recommended. |
| Expected literature |
- Sahlman, W. 1997. “How to Write a Great Business Plan.” Harvard
Business Review
- The Strategy and Tactics of Pricing: A Guide to Growing More
Profitably (4th Edition) some of these Chapters 3, 4, 5, 7 , 10,
13
- Moore, G. Crossing the Chasm. Revised ed. New York, NY: Harper
Collins, 1999 - chapter 1 "High-Tech Marketing Illusion,"
and chapter 2 "High-Tech Marketing Enlightenment,
- Foster, R. "The S Curve: A New Forecasting Tool."
Chapter 4 in Innovation: The Attacker's Advantage. New York,
NY: Summit Books
- Gans, J., and S. Stern. "The Product Market and the Market
for Ideas: Commercialization Strategies for Technology
Entrepreneurs." Research Policy 32, no. 2 (2003):
333-350.
- Latour, B (1993). The Pasteurization of
France. Harvard University Press paperback
edition: Boston Cpt. 1
- Latour, B., (1991), 'Technology is society made
durable', in Law, J., (Eds.), A sociology of monsters:
essays on power, technology and domination, Routledge
- Callon, M, Meadel C. and Rabeharisoa V. (2002) The economy of
qualities. Economy and SocietyVol. 31 (2) May 2002:
194–217
- Dogovona, L. and Renault M.E. (2009). What do business models
do? Innovation devices in technology entrepreneurship. Research
Policy 38: 1559-1570
- Callon (1986). Some elements of the sociology of
translations: domestication of the scallops of St. Brieuc Bay,
in John Law, power, action and belief: a new sociology of
knowledge? London, Routledge, 1986, pp. 196-223
- Latour, B. (1987). Science in Action. Harvard
University Press: Boston, chpt 3
- Kreiner, K. Tryggestad (2002). The co- production of chip and
society: unpacking packaged knowledge. Scandinavia Journal of
Management – vol. 18 (3), pp. 421-449
- MAkrich, MCallon, BLatourand AMonaghan (2002)The key to
success in innovation part I: the art of interessement.
Journal of Innovation Management 6
- MAkrich, MCallon, BLatourand AMonaghan (2002) The key to
success in innovation part II: the art of choosing good
spokespersons InternationalJournal of Innovation Management 6,
207-225
- Goffin, Varnes (2011) Beyond the voice of
customers.
|
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