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2020/2021  KAN-CCMVI2065U  Leading Innovative Organizations

English Title
Leading Innovative Organizations

Course information

Language English
Course ECTS 7.5 ECTS
Type Elective
Level Full Degree Master
Duration Summer
Start time of the course Summer, Summer
Timetable Course schedule will be posted at calendar.cbs.dk
Max. participants 60
Study board
Study Board for MSc in Economics and Business Administration
Course coordinator
  • Ginger Grant - Department of Management, Society and Communication (MSC)
For academic questions related to the course, please contact instructor Ginger Grant at gg.msc@cbs.dk or gingergrant@me.com
Main academic disciplines
  • Innovation
  • Management
  • Organisation
Teaching methods
  • Online teaching
Last updated on 18/01/2021

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 their understanding of innovation management both theory and practice.
  • Describe the practices and principles of organizational culture transformation.
  • Articulate systemic change processes.
  • Explain organizational design principles.
  • Indicate a broad comprehension of concepts, theories, models and frameworks necessary to analyze the relationship between culture and climate.
Course prerequisites
Completed Bachelor's or Master's degree
Examination
Leading Innovative Organizations:
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-point grading scale
Examiner(s) One internal examiner
Exam period Summer, Ordinary exam: Home Assignment: 22 June-30 July 2021. Please note that exam will start on the first teaching day and will run in parallel with the course.
Retake exam: Home Assignment: 72-hour home assignment: 27-30 September 2021 – for all ISUP courses simultaneously
3rd attempt (2nd retake) exam: 72-hour home assignment: 22-25 November 2021 – for all ISUP courses simultaneously

Exam schedules available on https:/​/​www.cbs.dk/​uddannelse/​international-summer-university-programme-isup/​courses-and-exams
Make-up exam/re-exam
Same examination form as the ordinary exam
Retake exam: 72-hour home project assignment, max. 10 pages, NEW EXAM QUESTION. Exam form for 3rd attempt (2nd retake): 72-hour home project assignment, max. 10 pages, NEW EXAM QUESTION.
Course content, structure and pedagogical approach

Students are introduced to the practice of values-based leadership in organizational cultures for the practice of innovation management in public and private sector organizations. The course will explore the psychological life of organizations and how organizational culture and climate drive sensemaking (filtering, processing and attachment of meaning). Tools such as values-based learning/leadership, the role of design-driven innovation, innovation analytics and strategic planning frameworks using both domestic and international contexts will be explored. Both personal and collective values within an organization will be examined. The role of power will be explored. Discussions will center on organizational culture and organizational climate and the current status of their relationship in organizational learning.  How do we embrace productive tensions in cross-cultural communication and how might organizational design serve as conduit for social innovation? Most importantly, how can such a deeper understanding of corporate innovation culture drive strategy for a sustainable future?

 

The Preliminary Assignment will involve several ted-talks. Bring your observations and opinions on the speakers to our first class and be prepared to discuss.

 

Preliminary assignment: Ted talks to be posted.
 
Class 1: Why phenonmenon-driven research? Setting the stage for leading innovation practice. 
Class 2: Biophilia - Why should you care? Stakeholder analysis.
Class 2: Corporate Culture. Hindrance or Help?
Class 3: Innovation - change in meaning.
Class 4: Innovation - knowledge dissemination. Building 'Ba'.
Class 5: Culture or climate? Or both? More models of culture.
Class 6: Storytelling, data and otherwise. Narrative Paradigm Theory.
 
Feedback activity:
 
Class 7: Role of Design Thinking and HCD.
Class 8: Cultures of Creativity.
Class 9:  Leading Innovation. Bricolage. Open Innovation.
Class 10: Leading Innovation.  Archetypes.
Class 11: Trends and AI (Artifical or Augmented Intelligence) 

 

Description of the teaching methods
This year all courses are taught digitally over the Internet. Instructors will apply direct/live teaching through a link (like Skype, Team, Zoom). In some courses, pre-recorded material will also be used.
Feedback during the teaching period
A stop/start/continue exercise.
Moreover, a research question (problem formulation) must be handed in to the course instructor for her approval no later than 9 July 2021. The instructor will approve the research question (problem formulation) no later than 12 July 2021. The approval is feedback to the student about the instructor's assessment of the problem's relevance and the possibilities of producing a good report. No comments or response to proposed research questions will be made after 9 July 2021.
Student workload
Preliminary assignment 20 hours
Classroom attendance 33 hours
Preparation 126 hours
Feedback activity 7 hours
Examination 20 hours
Further Information

Preliminary Assignment: To help students get maximum value from ISUP courses, instructors provide a reading or a small number of readings or video clips to be read or viewed before the start of classes with a related task scheduled for class 1 in order to 'jump-start' the learning process.

 

Course timetable is available on https://www.cbs.dk/uddannelse/international-summer-university-programme-isup/courses-and-exams

 

We reserve the right to cancel the course if we do not get enough applications. This will be communicated on https://www.cbs.dk/uddannelse/international-summer-university-programme-isup/courses-and-exams in March 2021.

 

 

Expected literature

Mandatory readings:

 

Amabile, T., Conti, R., Coon, H., Lazenby, J., Herron, M. (1996). Assessing the Work Environment for Creativity. Academy of Management Journal.  Vol. 39(5); 1154-1184. (30 pages). Class 3.
Alvesson, M. and Spicer, A. (2012). A Stupidity-Based Theory of Organizations. Journal of Management Studies. Vol. 49(7): pp 1194-1220. (26 pages). Class 3.
Barker, R. and Gower, K. (2010). Strategic Application of Storytelling in Organizations. Journal of Business Communication. Vol. 47(3): pp. 295-312. (17 pages). Class. 6.
Beckman, S. and Barry, M. (2009). Design and Innovation through Storytelling. International Journal of Innovation Science. Vol. 1(4). pp. 151-160. (9 pages). Class 6.

Bogers, M., Chesbrough, H. and Moedas, C. (2018). Open Innovation: Research, Practices and Policies. California Management Review Vol 60(2): pp. 5-16. (11 pages). Class 9.

Browning, W.D., Ryan, C.O., Clancy, J.O. (2014). 14 Patterns of Biophilic Design. New York: Terrapin Bright Green LLC. pp. 1-64.  (64 pages). Class 2.
DeCiantis, C. and Grant, G. (2019). Awakening Leadership: The Outer Reaches of Inner Space. in Marques, J. (ed). The Routledge Companion Guide to Management and Workplace Spirituality. New York: Routledge. Pp. 124-139. (15 pages). Class 9.
Flyvberg, B. (2011). Making Social Science Matter. in Papanagnous, G. (ed). Social Science and Policy Challenges. Geneva: UNESCO Publishing. pp 25-56. (26 pages).
Class 2.
Gauntlett, D. and Thomsen, B. (2013). Cultures of Creativity: Nurturing creative mindsets across cultures. The LEGO Foundation. (48 pages). Class 8.
Grant, G. (2017). The untapped power of imagination in the workplace. in Neal, J. (ed). Handbook of Personal and Organizational Transformation. Berlin: Springer. pp 1-35. (35 pages). Class 3. Class 7.
Grant, G. and DeCiantis, C. (2020). What Pepper Can’t Do – and why you should care: in Marques, J. (ed). The Routledge Companion Guide to Inclusive Leadership. New York: Routledge. Pp. 13-25. (13 pages). Class 11.
Khanal, P., Bernard, JG, and Aubert, B. (2017). IT Enabled Frugal Effectuation. SIGMIS-CPR'17, June 21-23, 2017, Bangalore, India. pp. 71-87.  (7 pages). Class 9.
Kanter, R. (2011). The Institutional Logic of Great Global Firms. HBR working paper 11-119. For IESE Humanizaing the Firm conference, Barcelona, Spain, June 2010.  (35 pages). Class 3.
Nonaka, I. and Konno, N. (1998). The Concept of ͞Ba: Building a Foundation for Knowledge Creation. California Management Review. Vol. 40(3): pp. 40-54 (14 pages. Class 5.
Nonaka, I. and Toyama, R. (2007). Strategic Management as distributed practical wisdom (phronesis). Industrial and Corporate Change. Vol. 16(3): pp. 371-394 (23 pages). Class 5.

Peltier, C. (2018). An Application of Two-Eyed Seeing: Indigenous Research Methods with Participatory Action Research. International Journal of Qualitative Methods. Vol 17 pp. 1-12. (12 pages). Class 1.

Schein, E. (1990). Organizational culture. American Psychologist. Vol. 45(2): pp. 109-119. (10 pages). Class 3.
Schwarz, G. and Stensaker, I. (2014). Time to take off the theoretical straightjacket and (re-)introduce phenomenon-driven research. The Journal of Applied Behavioural Science. Vol 50(4): pp. 478-501. (23 pages). Class 1.
Taylor, J. and Carroll, J. (2010). Corporate Culture Narratives as the Performance of Organizational Meaning. Qualitative Research Journal. Vol. 10(1): 28-39 (11 pages). Class 6.
van Turnhout, K., Bennis, A., Craenmehr, S., Howerda, R., Jacobs, M., Niels, R., Zaad, L.m Hoppenbrouwers, S., Lenior, D., and Bakker, R. (2014). Design Patterns for Mixed-Method Research in HCI. NordiCHI-14, Oct 26-30, 2014. Helsinki. (10 pages). Class 7.
Verganti, R. (2008). Design, Meaning, and Radical Innovation: A metamodel and a research agenda. Journal of Product Innovation Management. Vol 25: pp. 436-456 (20 pages). Class 4.
Verganti, R. and Oberg, A. (2013). Interpreting and envisioning - a hermeneutic framework to look at radical innovation of meanings. Industrial Marketing Management. Vol. 42(1); pp. 86-95 (9 pages). Class 4.
Welter, C., Maurer, R., Wuebker, R. (2016). Bridging Behavioural Models and Theoretical Concepts: Effectuation and Bricolage in the Opportunity Creation Framework. Strategic Enterpreneurship Journal. Vol 10(5): pp 5-20.  (15 pages). Class 9.

 

 

Additional relevant readings:

 

Other course readings will be gathered from peer-reviewed journals and uploaded for students on CBS Canvas.  More may be provided before class begins and throughout the course.

 

Last updated on 18/01/2021