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2022/2023  KAN-CSIEO2020U  Entrepreneurship and Innovation in Context

English Title
Entrepreneurship and Innovation in Context

Course information

Language English
Course ECTS 7.5 ECTS
Type Mandatory (also offered as elective)
Level Full Degree Master
Duration One Quarter
Start time of the course First Quarter, Autumn
Timetable Course schedule will be posted at calendar.cbs.dk
Study board
Study Board for MSc in Social Sciences
Course coordinator
  • Andrew Popp - Department of Business Humanities and Law
Main academic disciplines
  • Entrepreneurship
  • Innovation
Teaching methods
  • Face-to-face teaching
Last updated on 09-02-2022

Relevant links

Learning objectives
Account for the theories of innovation and entrepreneurship presented in the course.
  • Discuss the strength and weakness of the theories of innovation and entrepreneurship presented in the course.
  • Reflexively apply the course’s theoretical positions in case analysis.
  • Discuss the role of innovation and entrepreneurship in society.
Entrepreneurship and Innovation in Context:
Exam ECTS 7,5
Examination form Written sit-in exam on CBS' computers
Individual or group exam Individual exam
Assignment type Written assignment
Duration 4 hours
Grading scale 7-point grading scale
Examiner(s) One internal examiner
Exam period Autumn
Aids Open book: all written and electronic aids, including internet access
Read more here about which exam aids the students are allowed to bring and will be given access to : Exam aids and IT application package
Make-up exam/re-exam
Same examination form as the ordinary exam
If the number of registered candidates for the make-up examination/re-take examination warrants that it may most appropriately be held as an oral examination, the programme office will inform the students that the make-up examination/re-take examination will be held as an oral examination instead.
Course content, structure and pedagogical approach

In this course we will explore entrepreneurship and innovation and the conditions which economic, societal and cultural context sets for entrepreneurial decision making. In doing so, we will encounter a number of entrepreneurs acting in different industries, all trying to make new markets for their products during moments of great technological, managerial and demographic transitions. Acting within a particular context, each succeeded in creating demand for new products. To accomplish this objective, most of these entrepreneurs also built effective organizations capable not only of meeting customers' needs profitably at a specific moment, but of continually anticipating and responding to these preferences as they developed and the broader environment changed.


For the lectures you are expected to read the assigned theoretical texts. Much of the learning will take place through student discussion of cases. To gain the most benefit from class sessions students should be prepared to take active part in discussions and contribute with their unique insights to enhance the learning of the entire class. Therefore, students are asked to read required cases prior to the session and to thoughtfully consider their ideas related to relevant assignment questions. Students may find it beneficial to discuss the cases as well as the theoretical readings in small groups before the class meets. 

Description of the teaching methods
The course has a case-based learning approach and we will be discussing a case in most sessions. Apart from cases the course readings will consist of a number of foundational texts – new and classical – from the fields of entrepreneurship and innovation theory. These texts will be discussed in lectures as a general introduction to these fields. In discussing the cases the theoretical readings will further be used to examine how moments of rapid, widespread socioeconomic change affects entrepreneurial opportunity; to examine how in such periods of change some have succeeded in exploiting new business opportunities; and to investigate how these opportunities grew into enduring, strategically effective organizations. Also we will explore how cognitive processes and limitations, decision biases, and other factors such as risk perceptions impact decision processes and decision quality in the entrepreneurial venture.
Feedback during the teaching period
Feedback will be given using a variety of means during the teaching period:

• Classroom teaching is highly interactive and based in dialogue, both between the instructor and students and between one student and another. The classroom thus provides a vital ongoing forum from feedback across the entirety of the teaching period through which students can assess their learning and understanding on a continuous basis

• I commit to providing open, no appointment necessary office hours on a regular, clearly advertised basis (public health measures permitting)

• I commit to providing extremely responsive feedback and consultation via email. During normal working times I will answer all student emails within 24 hours

• I will provide detailed examination preparation guidance

• I will provide feedback on examination performance on request, either via email or in person.
Student workload
Course activities (including preparation) 165 hours
Exam (including exam preparation) 41 hours
Last updated on 09-02-2022