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2017/2018  KAN-CCBLI3001U  The Dynamics of Innovation, an Immersed Experience

English Title
The Dynamics of Innovation, an Immersed Experience

Course information

Language English
Course ECTS 7.5 ECTS
Type Elective
Level Full Degree Master
Duration Summer
Start time of the course Summer
Timetable Course schedule will be posted at calendar.cbs.dk
Max. participants 40
Study board
Study Board for BSc og MSc in Business, Language and Culture, MSc
Course coordinator
  • Course instructor - Sudhanshu Rai, associate professor, Department MSC, CBS. sr.msc@cbs.dk
    Sven Bislev - Department of Management, Society and Communication (MSC)
In case of any academic questions related to the course, please contact the course instructor or the academic director, Sven Bislev at sb.msc@cbs.dk.
Main academic disciplines
  • Entrepreneurship
  • Innovation
Last updated on 08-12-2017

Relevant links

Learning objectives
To achieve the grade 12, students should meet the following learning objectives with no or only minor mistakes or errors:
  • Demonstrate and describe the nature of innovation in emerging economy, as it is experienced
  • Demonstrate and indicate reflections about the strengths and benefits of innovation practice in
  • Apply and adapt the concepts of emerging economies theories to empirical examples
  • Demonstrate an application of the learnings from the immersed experience to innovation theories in general
  • Describe the manner in which innovation unfold as you have experienced it, demonstrate a critical appreciation of your own immersed experience, what have you learnt from this event
Course prerequisites
Completed Bachelor degree or equivalent. Students wanting to take this elective should have basic knowledge of economics, business economics, and innovation theories and be aware of diversity and open to new and different cultures. Having taken the course “Innovation in Flux, an emerging economy perspective” would be advantageous but not mandatory for enrolment.
The Dynamics of Innovation, an Immersed Experience:
Exam ECTS 7,5
Examination form Home assignment - written product
Individual or group exam Individual exam
Size of written product Max. 15 pages
Assignment type Project
Duration Written product to be submitted on specified date and time.
Grading scale 7-step scale
Examiner(s) One internal examiner
Exam period Summer, Ordinary exam: project report to be handed in by/on 12 July 2018
Retake exam: September/ October 2018
3rd exam attempt: November/ December 2018
Make-up exam/re-exam
Same examination form as the ordinary exam
Home project assignment, new exam question
Course content and structure

This course will focus on two aspects of our present day innovation discourse; first it will look at the context of an emerging economy and seek to understand how context creates challenges to interpreting and applying innovation theories developed in advanced economies. Second, with the help of immersion we will explore new ways of thinking about innovation from an emerging economy perspective. From this point of view our endeavor will be not to use templets of innovation popularly used but attempt to look at innovation from an idea to newness or novel perspective. Seeking constantly to reflect about how different is the emerging economy context and how does this context reflect on the process of innovation. How different is it from current theories, if there is indeed a difference or are the emerging economies simply copying and coping with the theories, while tinkering at the edges. This course is to provide the students an experience of innovation while using the literature as a scaffold to support the experience of the student’s innovative initiative during the unfolding of the course. The focus of this course is on immersed experience where the students will try out their understanding of innovation in a real empirical context.


Course structure:

Module 1, Copenhagen 11th June to 15th June 2018; This module will be conducted at CBS and last for 5 days, where the students will be exposed to innovation literature during contact sessions of 3 hours each. These contact sessions will focus the reading of relevant literature to prepare the student for the experience which is to come in the following weeks. This time will also be used to prepare for the immersed experience in relation to knowing more about the company, the problem and getting to know the group members.

Module 2, Ahmadabad, Ahmadabad University, 18th of June to 1st of July; This module will take place on location in India at Ahmadabad University campus, which will be the immersed aspect of this course focusing on experiencing innovation lasting for 2.5 weeks where the focus will be on understanding innovation in practice. During this immersed experience there would be two hours of contact sessions in the evening, where the focus will be on reflections about the experience of the day. There would be two days allocated for personal reflection, diary writing and appropriate readings to supplement the student’s experience.

Module 3, Copenhagen 2nd to 5th of July 2018; would be the concluding module and take place at CBS; this will last for 4 days with 3 contact hours per day. Here the focus will be on summarizing, crystalizing and internalizing the learning from the immersed experience and exploring the application relevant for each student context. This is also about asking the what did I learn question?

Students will be allocated companies in groups of 5 where they will work on the innovative problem of the enterprise. A typical day would include a short interaction about the day in the morning, followed by the students travelling to the company for their respective challenges. This would take about 6 hours. When the students return in the evening they will rest for a while before assembling in the evening for reflections about the days experience. Reflections sessions typically take place in the evening after dinner and can last for more than 2 hours. 

Teaching methods
The teaching methodology will take the format of workshop and seminars and is designed to be interactive, reflective and engaging. Contact hours will primarily focus on reflective thinking, critical appreciation and hands on experiential understanding of the innovation process through dialogue and analysis of learning by doing. The immersion in practice takes place in India and involves work with Indian organizations and businesses.
Feedback during the teaching period
Feedback is a critical part of this course work, the design of the course ensures at least 2 hours of feedback in a group format among the students per day. Seminar and workshop nature of the course ensures that ample feedback is given to the students during and after the course.
Student workload
Contact hours in Copenhagen 30 hours
Immersed experience, contact hours and feedback 110 hours
Student preparation 66 hours
Further Information

Students will have to pay their own air travel to India and back as well as accommodation in India. For further information, please contact the course instructor.


International students will also have to find and finance their accommodation in Copenhagen.



Expected literature

Mandatory readings:


A final list of readings will be posted 8 weeks before the start of the course.

Lecture 1; the idea of innovation and its context      

Hobday, M. (2005). Firm-level innovation Models: Perspectives on Research in Developed and Developing Countries. Technology Analysis and Strategic Management, 17 (2), pp. 121-146.

Cohen, W. M. & Levinthal, D. A. (1990): "Absorptive Capacity: A new Perspective on Learning and Innovation". Administrative Science Quarterly, Volume 35, Issue 1 pg. 128-152.

March, J. G. (1991): "Exploration and Exploitation in Organizational Learning". Organization Science 2, Special 71-87.

Lecture 2 the economics of innovation, in emerging economies

Barney, J. (1991). Firm Resources and Sustained Competitive Advantage. Journal of Management, 17 (1), pp. 99-120.

Beise, M. (2004). Lead Markets: Country-specific Success Factors of the Global Diffusion of Innovations. Research Policy, 33 (6/7), pp. 997-1018

Ruttan, V. W. (1959). Usher and Schumpeter on Invention, Innovation, and Technological Change. Quarterly Journal of Economics, 73, pp. 596-606.

Maclaurin, W. R. (1953): The Sequence from Invention to Innovation and its Relation to Economic Growth. Quarterly Journal of Economics 67 (1), pp. 97-111.

Arrow, K. (1962). Economic welfare and the allocation of resources for invention. The Rate and Direction of Inventive Activity: Economic and Social Factors, I, 609–626. http:/​/​doi.org/​10.1521/​ijgp.2006.56.2.191

Lecture 3 Early innovation models. 

Akiike, A. (2013). Where is Abernathy and Utterback Model? Annals of Business Administrative Science, 12, pp. 225-236.

Castellacci, F. (2008). Technological Paradigms, Regimes and Trajectories: Manufacturing and Service Industries in a New Taxonomy of Sectoral Patterns of Innovation. Research Policy, 37, pp. 978-994

Abernathy, W. J., & Utterback, J. M. (1978). Patterns of Industrial Innovation. Technology Review, 80 (7), pp. 40–47

Dosi, G. (1982). Technological Paradigms and Technological Trajectories. Research Policy, 11 (3), pp.147-62.

Hobday, M. (2005). Firm-level Innovation Models: Perspectives on Research in Developed and Developing Countries. Technology Analysis & Strategic Management, 17(2), 121–146. http:/​/​doi.org/​10.1080/​09537320500088666

Lecture 4 Disruptive innovations: an emerging economy perspective

Christensen, C. M. (2006). The ongoing process of building a theory of disruption. Journal of Product Innovation Management, 23(1), 39–55. http:/​/​doi.org/​10.1111/​j.1540-5885.2005.00180.x

Hang, C. C., Chen, J., & Subramian, A. M. (2010). Developing Disruptive Products for Emerging Economies: Lessons from Asian Cases. Research-Technology Management, 53 (4), pp. 21-26.

Chase, Robin. (2016) We need to expand the definition of disruptive innovation. Disruptive Innovation. Harvard Business Review. January,.

Hui, Gordon. (2014) How the Internet of Things Changes Business Models. Disruptive Innovation. Harvard Business Review. July 29,.

Lecture 5 Business model innovations and creative destruction, an emerging economy perspective

Casadesus-Masanell, Ramon and Tarziján. Jorge. (2012) When One Business Model Isn’t Enough. Harvard Business Review. Business Models. January–February  Issue

Chesbrough, Henry. (2010) Business Model Innovation: Opportunities and barriers. Long Range Planning 43  354-363.

Magretta, Joan. (2002) Why Business Models matter. Financial Management. Harvard Business Review,.

Teece, David J. (2010) Business Models, Business Strategy and Innovation. Long Range Planning 43  172-194

Wolcott, Robert C. (2016 )Does your Business Model look at the future or just defend the present? Information and Technology. Harvard Business Review. March 22,

Lecture 6 Open innovation and co-creation, Innovation as a living evolving idea

Baldwin, C., & von Hippel, E. (2011). Modeling a Paradigm Shift: From Producer Innovation to User and Open Collaborative Innovation. Organization Science

Chesbrough, H. (2006). Open Innovation: A New Paradigm for Understanding Industrial Innovation. Open Innovation: Researching a New Paradigm, 1–12. http:/​/​doi.org/​citeulike-article-id:5207447

Brugmann, J., & Prahalad, C. K. (2007). Cocreating business's new social compact. Harvard Business Review , 85 (2), 80-90

Leavy, B. (2012). Collaborative innovation as the new imperative - design thinking, value co-creation and the power of “pull”. STRATEGY & LEADERSHIP, 40(2), 25-34

Lee, M. S., Olson, D. L. & Trimi, S. (2012). Co-innovation: Convergenomics, collaboration, and co-creation for organizational values. Management Decision, 50(5), 817-831

Lecture 7 Low cost, high qualities, high impact innovation, and an emerging economy perspective

Govindarajan, V., & Ramamurti, R. (2011). Reverse Innovation, Emerging Markets, and Global Strategy. Global Strategy Journal, 1(3-4), pp. 191-205.

Sehgal V., Dehoff K., & Panneer G. (2010). The Importance of Frugal Engineering. Strategy + Business, 59, pp. 1-5.

Zeschky, M., Widenmayer, B., & Gassmann, O. (2011). Frugal Innovation in Emerging Markets. Research Technology Management, 54(4), pp. 38-45

Hart, S. L., & Christensen, C. M. (2002). The great leap: Driving innovation from the base of the pyramid. Sloan Management Review , 44 (1), 51-56.

Lecture 8 Innovative firms, best practices, success stories and what can we learn

Lindegaard, S. (2009). Open Innovation Versus User-driven Innovation: Lego and Toyota cases. Retrieved February 12, 2014 from the site: http:/​/​www.15inno.com/​2009/​01/​26/​open-innovation-versus-user-driven-innovation-lego-and-toyota-cases/​.

Khanna, T., & Palepu, K. G. (2006). Emerging Giants: Building world-class companies in developing countries. Harvard Business Review, 84(10), 60–69. http:/​/​doi.org/​10.1007/​BF02701255

Mukherji, S. (2011). SELCO: Solar Lightning for the Poor. – SELCO: Solar Ligthning for The Poor. UNDP Case Study, Retrieved from: http:/​/​www.growinginclusivemarkets.org/​media/​cases/​India_SELCO_2011.pdf   

Chesbrough, Henry and Rosenbloom, Richard S. The role of the business model in capturing value from innovation: evidence from Xerox Corporation’s technology spin-off companies. Industrial and Corporate Change, Volume 11, Number 3, pp. 529–555

Lecture 9 Innovation policies in emerging economies and their impact

Godin, B. (2007). National Innovation System: The System Approach in Historical Perspective. Published in Science, Technology, and Human Values, 34 (4), pp. 476-501.

Nemet, G. F. (2009). Demand-pull, technology-push, and government-led incentives for non-incremental technical change. Research Policy, 38(5), 700–709. http:/​/​doi.org/​10.1016/​j.respol.2009.01.004

Xuefeng, Liu, Yuying, Xie, Mangui, Wu. (2015) Innovation: Management, policy and practice. How latecomers innovate through technology modularization: Evidence from China’s Shanzhai industry. Innovation, 17:2, 266-280.

Freeman, C. (1995): The 'National System of Innovation' in Historical Perspective. Cambridge Journal of Economics 1995, 19, 5-2.

Lecture 10 A critical evaluation of innovation in flux, insights and conclusions

Sudhanshu Rai, Sutirtha Chatterjee, and Suprateek Sarker; (2011) ICT Innovation in Contemporary India: Three Emerging Narratives, ASCI Journal of Management 41(1): 53–64

Ramaswamy, V., & Gouillart F. (2010). Building the co-creative enterprise. Harvard Business Review, 10, 1-9

During this class the students along with the teacher will conclude on the learning process with an aim to draw some reflective conclusions.

Last updated on 08-12-2017