2024/2025 KAN-CCBLV1039U Designing Imaginative Business Models
English Title | |
Designing Imaginative Business Models |
Course information |
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Language | English |
Course ECTS | 15 ECTS |
Type | Elective |
Level | Full Degree Master |
Duration | One Semester |
Start time of the course | Autumn |
Timetable | Course schedule will be posted at calendar.cbs.dk |
Min. participants | 30 |
Max. participants | 35 |
Study board |
Study Board for BSc and MSc in Business, Language and Culture,
MSc
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Course coordinator | |
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Main academic disciplines | |
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Teaching methods | |
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Last updated on 16-02-2024 |
Relevant links |
Learning objectives | ||||||||||||||||||||||||||
At the end of the course and reflected in the
written exam report the student should be able to:
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Course prerequisites | ||||||||||||||||||||||||||
Students wanting to take this elective should
have basic knowledge of economics, innovation theory and an
elementary understanding of accounting principles. While economic
and innovation theories are strongly desirable, understanding
accounting principles will be useful. Students from all master
programs are invited to apply.
SEE HOW TO REGISTER FOR THE COURSE UNDER COURSE CONTENT AND STRUCTURE. THE COURSE IS ONLY OFFERED FOR STUDENTS ENROLLED AS FULLTIME STUDENTS AT CBS! |
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Prerequisites for registering for the exam (activities during the teaching period) | ||||||||||||||||||||||||||
Number of compulsory
activities which must be approved (see section 13 of the Programme
Regulations): 1
Oral presentations
etc.
Participation in the entire immersion experience - including submission of report and oral presentation of findings - in India |
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Examination | ||||||||||||||||||||||||||
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Course content, structure and pedagogical approach | ||||||||||||||||||||||||||
To sign up for the course a 1-page motivational letter must be send to: SB-BLC@cbs.dk no later than 23rd April 2024 at 23.59.
Also remember to sign up for the course through the online registration in the 1st registration round. You may find the registration deadlines on my.cbs.dk under Registration for electives.
This motivational letter is the qualifier and seats will be allocated based on the convincing nature of the motivational letter. This is because the seats are limited and the intensity of experience challenging. The key point to be addressed in the letter is why should you be given this opportunity? How will you make the best use of this opportunity? Remember to sign up for the course through the online registration at the same time you send in the letter.
Assuming an entrepreneurial intent begins with an aim to take advantage of an opportunity identified by the entrepreneur: he needs to determine the nature of the opportunity and efficacy of his assumptions. How he plans to take advantage of the state of the art in organizing for business, designing for generating value/ revenue. He needs to acknowledge his customers are diverse, in their mannerisms and habits, lifestyles, world views, all needing services that fit their current disposition. How should the entrepreneur address this diversity in the opportunity he notices. He needs to be sensitive to not only the physical design of his offering, the making of it and his value proposition for his service. The entrepreneur needs to be contextually embedded to the state of the art and the market for resources and materials. Posing a practical challenge requiring him to develop a customized offering, incorporating the softer aspects of the nature and preferences of his customers? In effect the product is shaped by the nature of his customers, their behavior and lifestyle. How to design novel business models that supports products and services that can help create new markets.
The course explores and creates a learning environment in which students can appreciate the importance and role of the business model in customizing and leveraging value. Business models are critical to the success of an innovation, hence learning how to understand and design a business model is critical for the growth of a business.The approach to business model will emerge from the context where the course is being taught, in relation to the Nordic 9. Linking innovative business models in this region to the world at large. The course has two components, the classroom activities in Copenhagen and an experiential part in India, where students will be exposed to real life challenges in developing business models. This will allow the student to embed themselves in a real business for a period of three weeks. India provides a vibrant as well as a challenging context to the task of understanding how business models can be designed for success. The Indian immersion can take place in relative safety and ease as the working language is in English and the context is known. The economic ecosystem is liberal and the business mechanics are internationally aligned in terms of entrepreneurship and entrepreneurial ecosystems.
The themes are as follows.
Classroom activities The classroom activities will take place in Copenhagen in an interactive, workshop mode. The activities will consist of lectures, workshops, group work, games. The class will be divided into groups, therefore we encourage students to be mindful and consider attending the classes as regularly as possible. Their participation in class activities will be beneficial to them as well as to their group members. Just reading the literature prescribed may not be sufficient to understand how to build a business model. During this period focus will be given on understanding the components of business models, its contexts, and the notion of value it can bring to the business. Emphasis in the classroom will be given to a theoretical understanding of a business model, focusing on learning how to frame the business model as a deployable artifact.
To capture learnings from both the classroom and later from immersion in India, students will each maintain a personal diary. This diary should be initiated at the beginning of the course and written into after the end of every session. The diary should have the student’s reflections and learnings after every class, their doubts, understanding and insights. This diary should be maintained throughout the course of the class.
Students will be requested to volunteer to write the scrum report. The scrum report is a document reflecting the class activities, learnings of the students in class, limitations of the lectures at every stage of the process: some additional multimedia references should be included in the scrum report relevant to the topic helping the class better understand the subject matter of that specific class, hence the scrum report is the students documentation of their learnings, critiques and additional information, including points not understood during the course of the class.
Further comments:
4-week immersion experience in India
Part 1
Part 2 Immersion
Some useful links from previous immersion experiences https://www.youtube.com/watch?v=Xly2r0H-QVM&t=147s |
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Description of the teaching methods | ||||||||||||||||||||||||||
The teaching methodology will take the format of
workshop, seminars and on location immersion and reflection
sessions designed to be interactive, reflective, and engaging.
Lectures (workshops and seminars) will primarily focus on
reflective thinking, critical appreciation, and hands on
experiential understanding of the business model literature.
Focusing on the idea of business model development process and its
deployment through dialogue and reflection.
An important part of this elective is the immersion aspect of the teaching methodology. How to apply their theoretical knowledge to the practical real-world scenario, during the four weeks of immersion students will reflect, appreciate how to adjust, redesign and modify what they have learnt in theory about business model and apply it to the real world. The focus during the immersion will be in trying to capture the challenges of the empirical context, show immersive resilience by adopting the theoretical understanding of what a business model is to practical challenges in continuing to support the innovative practices of the companies they are embedded. |
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Feedback during the teaching period | ||||||||||||||||||||||||||
Feedback will be given in three forms, the first being group feedback during class workshops and seminars. The second, personal feedback sessions during the immersion period. The third, collective feedback to the entire class during the reflection sessions each evening during the immersion process. Feedback is a critical part of the design of this course and it will be provided regularly during the entire duration of the course. | ||||||||||||||||||||||||||
Student workload | ||||||||||||||||||||||||||
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Expected literature | ||||||||||||||||||||||||||
Here are some indicative references, a fuller more comprehensive list will be provided one month prior to the course.
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