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| Language |
English |
| Course ECTS |
7.5 ECTS |
| Type |
Mandatory (also offered as elective) |
| Level |
Full Degree Master |
| Duration |
One Semester |
| Start time of the course |
Spring |
| Timetable |
Course schedule will be posted at
calendar.cbs.dk |
| Study board |
Study Board for BSc and MSc in Business, Language and Culture,
MSc
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| Programme |
Master of Science in Business, Language and
Culture |
| Course
coordinator |
- Sudhanshu Rai - Department of Management, Society and
Communication (MSC)
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| Main academic
disciplines |
- Entrepreneurship
- Globalisation and international business
- Innovation
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| Teaching
methods |
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Last updated on
24-06-2024
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| Learning objectives |
- Demonstrate an understanding of what innovation is.
- Demonstrate an understanding of innovation in practice.
- Demonstrate an understanding of how to work with innovation
under constraints.
- Demonstrate and speculate theorizing how you might want to
apply innovation theories in an Asian context.
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| Course prerequisites |
Students wanting to take this elective should
have basic knowledge of economics, business economics, and
innovation theories.
In addition; the students should also bring to class a box of
discarded items from their home to be used in class. This box and
its items are important for the progression of the class. It is
important to note that students should keep the items small, easy
to work with, easy to disassemble into components for
reconstruction purposes. This box of discarded domestic items will
be used as resource material for understanding innovation and its
practice.
Each student will bring this box of discarded objects to the first
class. |
| Examination |
|
New Frontiers
or More of the Same: Understanding Innovation in Asian Emerging
Economies:
|
| Exam
ECTS |
7,5 |
| Examination form |
Home assignment - written product |
| Individual or group exam |
Individual exam |
| Size of written product |
Max. 10 pages |
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A written individual assignment based on the
student’s product report, the demonstration of the student’s
innovation initiatives, an outcome of class contact hours. The
students will present their innovation, the purpose of the product,
which problem they solve and how they are going to go forward. To
substantiate these ideas, the students must be able to integrate
theory when and if relevant, or provide critique when and if
relevant to support their innovation output.
The examination will be conducted based on a prototype and product
explanation report where the students will document the process of
the innovation using several theories during the various stages of
their development. This report should be in sync with the
innovation journey they have experienced, the learning from their
out station engagement. This implies the innovation journey report
which the students will write will have literature references,
their experiential narration and analysis, reflections from class
room innovation activities. I expect all students to actively take
part in class innovation initiatives that they have
undertaken. |
| Assignment type |
Project |
| Release of assignment |
Subject chosen by students themselves, see
guidelines if any |
| 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 |
| Make-up exam/re-exam |
Same examination form as the ordinary exam
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Description of the exam
procedure
The purpose of the examination is to determine the level of
understanding the student has acquired from the literature, class
discussions and feedback sessions, personal diary, scrum report,
and the empirical experience built around the creation of an
artifact during the class hours. The examination is an experiential
report, which integrates theory, class insights/activities and
group work. This report is a reflective statement of how the
students have learnt, what inspired the students during the lecture
and how have they made sense of that inspiration in the context of
their own innovation in practice group work.
Students should focus on explaining their experience in the most
comprehensive manner, not dwelling on the right or wrong answer.,
They should integrate all aspects of the class experience in
a convincing innovative report which integrates the insights from
the literature, scrum report, personal diary, the groups innovative
experience, demonstrating that the individual has indeed reflected,
showed understanding of the prescribed readings and is able to
synthesis different aspects of experience in a coherent reflective
innovative journey, where the learning’s from the lecture, the
personal diary and the literature is well put together in support
of the individuals innovative expression of the journey. It is
worth noting that being a regional course, the focus on Asia will
need to be reflected on theoretically, meaning students would need
to show appreciation of an Asian context in relation to their
innovative journey; while acknowledging that the context of the
experience is in Denmark, the innovation hypothesis diverse and its
application dependent on the way groups and students engage with
class activities.
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| Course content, structure and pedagogical
approach |
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The focus of this course is to expose the student to the dynamic
nature of the emerging economies. Why they are dynamic, what impact
does this dynamic nature have on innovation and how do the emerging
Asian economies engage with innovation. Are they actually
innovative or simply reengineer innovative ideas from other parts
of the world? Do they understand what it takes to innovate?
We will start from current innovation ideas and then move on to
emerging economies with a focus on how they engage with 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.
Central to the students learning are:
The literature, (those articles that inspired the student most
and why).
Reflections from the workshops (the scrum report is a document
prepared by students about each class, how it flowed, the issues
discussed, the ideas missed and additional literature from the web
which could be useful for the topic).
The personal diary (where the students records his or her
personal reflections about the class, what they learnt, what they
are unclear about and need feedback from the resource person or the
group on and questions that they would like addressed in feedback
sessions during the next class).
And finally their experiences from the group itself, (how their
and the group innovative idea evolved, what were the challenges and
how did the group use the literature to help address the innovative
journey). :
All students will be required to build something innovative during
class hours in groups while they use theories to understand and
critically evaluate the relevance of literature in the context of
practice.
The course themes are as follows;
- Emerging economies and developing countries, is there a case
for this difference, a critical appreciation.
- Understanding the nature of flux in emerging economies
- The economics of innovation in emerging economies
- The markets for innovation in emerging economies
- The process of innovation
- Types of innovation, co-creation, frugal innovation etc in
emerging economies
- Challenges and obstacles
- The business of innovation and opportunities
- Synchronous and a-synchronous innovation in emerging
economies
- Innovation policies and their impact
- Innovative firms, best practices, success stories and what can
we learn
- Entrepreneurial leadership and innovative potential, connecting
the dots.
- Focusing on the idea and building a business; exploring
entrepreneurial capacity from the innovation.
- A critical evaluation of innovation in flux, an emerging
economy perspective, insights and conclusions
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| Description of the teaching methods |
The teaching methodology will take the format of
workshop and seminars and is designed to be interactive, reflective
and engaging with importance given to feedback. 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 class workshop will unfold in three modules, of 45 minutes
each. The first module will be dedicated to group work, with the
resource person shuffling between groups, providing feedback and
engaging the students in their group work, listening to the
students’ ideas., The second module will be dedicated to a game,
the game will be designed in a way to bring out the key theme of
the class workshop, and the third module will be dedicated to
lectures which will in a workshop mode deliver the key ideas from
the literature. This structure will be maintained throughout the
course. |
| Feedback during the teaching period |
| This class is designed to be interactive;
therefore students must be committed to working in groups and
asking questions at every stage of their innovative journey. Giving
feedback and receiving feedback is an important part of the course
design therefore students must be prepared to seek and receive
feedback from the resource person. Furthermore additional
one-to-one feedback sessions can be prearranged by the student at
the end of every class, for a period of maximum 15 min per
face-to-face session. This will take place at the resource persons
office. |
| Student workload |
| Lectures |
30 hours |
| Preparation and exam |
176 hours |
| Total |
206 hours |
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| Expected literature |
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General reference book for the course;
These two books to be used as reference books for the course
Book 1
Godin, B. (2015). Innovation Contested: The Idea of Innovation
Over the Centuries. Routledge. Retrieved
from
https://books.google.com/books?id=kIscBgAAQBAJ&pgis=1
Book 2
Acemoglu, D., & Robinson, J. (2013). Why Nations Fail: The
Origins of Power, Prosperity, and Poverty. Retrieved December 9,
2015, from
http://www.amazon.com/Why-Nations-Fail-Origins-Prosperity/dp/0307719227
Complete literature list will be available on
Canvas.
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