Menü
Positionsanzeige
Inhalt

[ 986CABUCB2S22 ] SE (*)CB2: Innovation management
Versionsauswahl
(*) Leider ist diese Information in Deutsch nicht verfügbar.
Workload Ausbildungslevel Studienfachbereich VerantwortlicheR Semesterstunden Anbietende Uni
3 ECTS M1 - Master 1. Jahr Betriebswirtschaftslehre Matthias Fink 1 SSt Johannes Kepler Universität Linz
Detailinformationen
Anmeldevoraussetzungen (*)SE BC2: Induction: Team development UND SE BC1: Foundations of management UND KS BC3: Foundations of management science
Quellcurriculum Masterstudium Leadership and Innovation in Organizations 2024W
Ziele (*)
  • This seminar invites students to put themselves into the shoes of innovation managers.
  • It provides a tripartite model of key areas in innovation management: innovation governance (i.e. constraining innovation), creative people (i.e. nurturing ideation and creative development), open innovation (i.e. knowledge brokerage and innovation eco systems)
  • The seminar uses a reversed classroom approach to enable students to move beyond passive knowledge and instead own, apply, experiment with and expand state-of-the-art knowledge about innovation management.

Learning Outcomes

On successful completion of this seminar, students will have the ability to:

  • LO1: Students understand creativity and innovation in organizational contexts with a particular focus on their relevance, antecedents and consequences, and (limited) manageability.
  • LO2: Students under¬stand the necessity of and challenges in constraining creativity and innovation as means to achieving efficiency and mitigating risk. Moreover, they can list, compare and appraise state-of-the-art innovation management tools for achieving strategic alignment efficiency and mitigating risk.
  • LO3: Students understand the key principles of successfully managing and leading creative individuals.
  • LO4: Students understand the importance of as well as the major approaches to managing open innovation and innovation eco-systems.
  • LO5: Students can collaborate in teams to apply heuristic models to real life cases of creativity and innovation in organizations. In particular, in so doing, they manage to identify key problems, examine their root causes, and design potential solutions.
  • LO6: Students are capable of acquiring scientific knowledge from primary sources, by summarizing articles, determining their key messages and critically evaluating them.
  • LO7: Students can analyze academic literature for its practical implications and assess the associated risks and benefits.
  • LO8: Students can succinctly formulate, explain and justify their opinion about topical aspects of (managing) creative people and processes.
Lehrinhalte (*)Innovation has become a ubiquitous, if not inflationary term, and yet little is known about how ‘the new enters into the world’. For the most part, innovation management has focused on mitigating innovation risks and keeping the unknown in check — a most necessary yet insufficient agenda for management and organization in the 21st century, where continuous renewal of products, services, business models and organizations has become a business essential.

This seminar focuses on two critical aspects of managing innovation: first, managing creative pro-cesses, that is known procedures (or systems) likely to yield unknown high-quality out¬comes, more specifically, results that prove both new and valuable; second, managing creative people, that is individuals and collectives capable of conceiving and executing exceptionally creative ideas, where ‘creative’ again refers to the astonishing blend of new and valuable.

This seminar is specifically designed for students with a general interest in taking responsibility for innovation in an already-established company and, by extension, in managing and leading particu¬larly creative people.

Beurteilungskriterien (*)
  • Presence during the workshop is mandatory. Class participation is evaluated (max. 22 points).
    —>LO5, LO6, LO7, LO8
  • In the pre-workshop exam students answer open questions about the core readings. To participate in the work¬shop, students must pass the exam (reach a minimum of 27 points).
    —> LO1, LO2, LO3, LO4, LO6, LO7
  • Post-workshop assignments—detailed instructions are given during the workshop.
    —> LO1, LO2, LO3, LO4
  • The final grade is based on the total points from the exam (max. 54 points), the post-workshop assignment (max. 24 points), and class partic¬i¬pa¬tion (max. 22 points).
Points100-8786-7574-6362-5049-0
GradeExcellent “Sehr Gut”Good “Gut”Satisfying “Befriedigend”Sufficient “Genügend”Fail “Nicht genügend”
Lehrmethoden (*)This seminar builds predominantly on dialogue in class. Following a reverse-classroom approach, stu-dents prepare for these dialogues by carefully reading foundational texts. Short lectures, real-life cases and video analyses are offered to aid deeper understanding and practical application of course contents. Also, on-the-spot team exercises are essential to the workshop-style teaching in this seminar.
Abhaltungssprache Englisch
Literatur (*)Topic 1: Innovation Governance — Keeping Innovation in Check

How can organization ensure innovation activities actually support their corporate strategies? How can the risk of innovation be assessed and mitigated? How to measure (capacity for) innovation? How to manage innovation projects? What role do organization structures play in enabling and constraining innovation?

Core Readings

  • Davilla, T, MJ Epstein & R Shelton. 2005. Making Innovation Work. Upper Saddle River, New Jersey: Wharton School Publishing. Chapters 2 & 6.
  • Cooper, RG. 2001. Winning at New Products. New York: Perseus. Chapter 5
  • Cooper, RG, SJ Edgett & EJ Kleinschmid. 2002. Optimizing the Stage-Gate Process: What Best-Practice Companies Do I & II. Research Technology Management, 45/5: 21-27 & 45/6: 43-49.
  • Adams, R, J Bessant & R Phelps. 2006. Innovation Management Measurement: A Review. Interna-tional Journal of Management Reviews, 8/1: 21-47.
  • Maletz, MC & N Nohria. 2001. Managing in the Whitespace. Harvard Business Review, 79/2: 103-111.

Further Readings

Advancing Stage-Gate Processes

  • Cooper, R. G. 2014. What’s Next? After Stage. Research-Technology Management, 57 (1): 20-31.
  • Cooper, RG & AF Sommer. 2016. The Agile–Stage-Gate Hybrid Model: A Promising New Approach and a New Research Opportunity. Journal of Product Innovation Management, 33/5: 513-526.

Agile Product Development

  • Kniberg, H. 2011. Lean from the Trenches: Managing Large-Scale Projects with Kanban. Frisco, TX: Pragmatic Bookshelf.
  • Ovesen, N. 2012. The Challenges of Becoming Agile: Implementing and Conducting Scrum in Inte-grated Product Development. Aalborg: Department of Architecture and Design, Aalborg University.

Organizational Structuring for Innovation

  • Brown, S, & KM Eisenhardt. 1997. The Art of Continuous Change: Linking Complexity Theory and Time-paced Evolution in Relentlessly Shifting Organizations. Administrative Science Quarterly, 42/1: 1-34.
  • Tushman, ML & CA O'Reilly. 2004. The Ambidextrous Organization. Harvard Business Review, 82/4: 74-81.
  • Gibson, C & J Birkinshaw. 2004. The Antecedents, Consequences, and Mediating Role of Organ¬i¬za-tional Ambidexterity. Academy of Management Journal, 47/2: 209-226.

Topic 2: Creative People — Individual and Network Aspects

What is the role of social relations in innovation? How does intrinsic and ex¬trinsic motivation influ¬ence creativity? What characterizes implementation and diffusion (i.e. back-end innovation) as com¬pared to ideation and invention (i.e. front-end innovation)?

Core Readings
This topic directly continues and deepens topics already addressed in the course ‘Under¬standing Innovation’ (CB2–KS). Therefore, the following core readings are identical to the already-read core readings of the course.

  • Amabile, TM. 1998. How to Kill Creativity in Organizations. Harvard Business Review, 76/5: 76–87.
  • Baas, M, CKW De Dreu & BA Nijstad. 2008. Supplemental Material for a Meta-Analysis of 25 Years of Mood–Creativity Research: Hedonic Tone, Activation, or Regulatory Focus? Psychological Bulle-tin, 134/6: 779-806.
  • Dyer, JH, HB Gregersen & CM Christensen. 2009. The Innovators DNA. Harvard Business Review, 87(12): 61-67.
  • Elsbach, KD & AB Hargadon. 2006. Enhancing Creativity through "Mindless" Work: A Framework of Workday Design. Organization Science, 17/4: 470-483.
  • Scott, G, LE Leritz & MD Mumford. 2004. The effectiveness of creativity training: A meta-analysis. Creativity Research Journal, 16/4: 361-388.
  • Obstfeld, D. 2005. Social Networks, the Tertius lungens Orientation, and Involvement in Innovation. Administrative Science Quarterly, 50/1: 100–130.
  • Perry-Smith, JE. 2006. Social yet Creative: The Role of Social Relationships in Facilitating Individual Creativity. Academy of Management Journal, 49/1: 85–101.
  • Sosa, ME. 2011. Where Do Creative Interactions Come From? The Role of Tie Content and Social Networks. Organization Science, 22/1: 1–21.
  • Perry-Smith, JE & PV Mannucci. 2017. From Creativity to Innovation: The Social Network Drivers of the Four Phases of the Idea Journey. Academy of Management Review, 42/1: 53-79.

Further Readings

Fundamentals

  • Amabile, TM. 1996. Creativity In Context: Update To The Social Psychology Of Creativity. Boulder, CO: Westview. Chapers 2, 4 & 6.
  • Csikszentmihalyi, M. 1999. Implications of a Systems Perspective for the Study of Creativity. In R. J. Sternberg (Ed.), Handbook of Creativity. New York et al.: Cambridge University Press: 313-335.
  • Sawyer, RK. 2006. Explaining Creativity: The Science of Human Innovation. Oxford: Oxford Univer-sity Press. Chapters 2, 3 & 4.
  • Ward, TB. 2004. Cognition, creativity, and entrepreneurship. Journal of Business Venturing, 19/2: 173-188.

Leading for Innovation

  • Shalley, CE & LL Gilson. 2004. What leaders need to know: A review of social and contextual factors that can foster or hinder creativity. The Leadership Quarterly, 15/1: 33–53.
  • Amabile, TM & SJ Kramer. 2011. The Power Of Small Wins. Harvard Business Review, 89/5: 70-80

Emotions and Social Support in Creativity

  • Madjar, N, GR Oldham & MG Pratt. 2002. There’s No Place Like Home? The Contributions of Work and Nonwork Creativity Support To Employees' Creative Performance. Academy of Management Journal, 45/4: 757–767.
  • George, JM & J Zhou. 2007. Dual Tuning in a Supportive Contex: Joint Contributions of Positive Mood, Negative Mood, and Supervisory Behaviors to Employee Creativity. Academy of Management Journal, 50/3: 605–622.

Social Networks

  • Granovetter, M. 1973. The Strength of Weak Ties. American Journal of Sociology, 78/6: 1360-1380.
  • Burt, R. 2005. Brokerage and Closure. New York: Oxford University Press. Chapters 1 and 3

Topic 3: Innovative Organization Culture — A Design–Driven Approach

What kind of organization culture enhances the creative process of continuously conceiving and implementing ideas both new and valuable? How so? And what can executives do to develop such a culture in their organization? In other words, what does it take to enable an organization to act as if it were a designer?

Core Readings

  • Beckman, SL & M Barry. 2007. Innovation as a Learning Process. California Management Review, 50/1: 25-56.
  • Bauer, RM & WM Eagan. 2013. Design Thinking as Multi-Epistemic Intelligence in Organization. In I King & J Vickery (Eds.), Experiencing Organisations: New Aesthetic Perspectives 137-156. Oxfordshire, UK: Libri.
  • Elsbach, KD & I Stigliani. 2018. Design Thinking and Organizational Culture: A Review and Frame-work for Future Research. Journal of Management, 44/6: 2274–2306

Further Readings

More on Design-Driven Innovation

  • Bauer, RM & WM Eagan. 2010. Designing — Innovation at the Cross¬roads of Structure and Process. In M Shamiyeh (Ed.), Creating Desired Futures: How Design Thinking Innovates Business: 145-163. Basel-Boston-Berlin: Birkhäuser
  • Camacho, M. 2016. David Kelley: From Design to Design Thinking at Stanford and IDEO. She Ji: The Journal of Design, Economics, and Innovation, 2/1: 88–101
  • Beckman, SL & M Barry. 2007. Innovation as a Learning Process. California Management Review, 50/1: 25-56.
  • Verganti, R. 2011. Designing Breakthrough Products. Harvard Business Review, 89/10: 114-120.

Other Culture-Relevant Models of the Creative Process

  • Isaksen, SG & DJ Treffinger (2004): Celebrating 50 Years of Reflective Practice: Versions of Creative Problem Solving. The Journal of Creative Behavior, 38/2, pp. 75–101
  • Lifshitz Assaf, H, S Lebovitz, L Zalmanson. 2018. The Importance of Breaking Instead of Compress-ing Time in Accelerated Innovation: A Study of Makeathons’ New Product Development Process. Work¬ing paper. New York: New York University

Continuos Improvement Culture

  • Liker, JK. 2004. The Toyota Way. New York: McGraw-Hill. Chapters 1, 3, 4, 7-14, 18–20.
  • Spear, S & HK Bowen. 1999. Decoding the DNA of the Toyota Production System. Harvard Business Review, 77/5: 96-106.
  • Spear, S. 2004. Learning to Lead at Toyota. Harvard Business Review, 82/5: 78-86.

Topic 4: Open Innovation — Transcending Firm Boundaries

Core Readings

  • Chesbrough, HW. 2006. Open Innovation: A New Paradigm for Industrial Organization. In HW Chesbrough, W Vanhaverbeke & J West (Eds.). Open Innovation. Oxford: Oxford University Press: 1-12
  • Bogers, M, HW Chesbrough & C Moedas. 2018. Open Innovation: Research, Practices and Policies. California Mangement Review, 60/2: 5-16

Further Readings

More on ‘Open Innovation’

  • Chesbrough, HW & AR Garman. 2009. How Open Innovation Can Help You Cope in Lean Times. Harvard Business Review, 87/12: 68-76.
  • Chesbrough, HW & S Brunswicker. 2013. Managing open innovation in large firms. Stuttgart: Fraunhofer

User Innovation

  • Lilien, GL, PD Morrison, K Searls, M Sonnack & E von Hippel. 2002. Performance Assess¬ment of the Lead User Idea-Generation Process for New Product Development. Management Science, 48/8: 1042-1059.
  • Hippel, E von. 2016. Free Innovation. Cambridge, MA: MIT Press
  • Cova, B, RV Kozinets & B Cova. 2007. In B Cova, RV Kozinets & A Shankar (eds.). Tribes, Inc.: The New Paradigm of Consumer Tribes. In Consumer Tribes. Oxford & Burlington, MA: Butterworth-Heinemann: 3-26.
  • Langner, B & VP Seidel. 2015. Sustaining the Flow of Ex¬ternal Ideas: The Role of Dual Social Identity across Communities and Organizations. Journal of Product Innovation Management, 32/4: 522–538.

Inter-organizational Innovation

  • Dyer, JH & K Nobeoka. 2000. Creating and Managing a High-Performance Knowledge-Sharing Net-work: The Toyota Case. Strategic Management Journal, 21/3: 345-367.
  • Powell, WW, KW Koput & L Smith-Doerr. 1996. Interorganizational Collaboration and the Locus of Innovation: Networks of Learning in Biotechnology. Administrative Science Quarterly, 41: 116-145.
  • Ranga, M & H Etzkowitz. 2013. Triple Helix Systems: an analytical framework for innovation policy and practice in the Knowledge Society. Industry & higher Education, 27/3: 237-262.

All core readings are available for download here.

Lehrinhalte wechselnd? Nein
Sonstige Informationen (*)For quality assurance and improvement purposes, please participate in all JKU course evaluations and surveys!
Äquivalenzen (*)986CABUCB2S19: CB2 Understanding innovation
Präsenzlehrveranstaltung
Teilungsziffer 20
Zuteilungsverfahren Direktzuteilung