INNOVATION AND ENTREPRENEURSHIP

Transcription

1 M-ESC E INNOVATION AND ENTREPRENEURSHIP (Fall Session) full distance learning COORDINATOR PROFESSORS Prof. Corinne GRENIER OFFICE Room A 405 TELEPHONE Corinne Grenier (section 1), Sajjad Jasimuddin (section 2), Hillary Collins (section 3), Omer Farooq (section 4 and section 5) OFFICE HOURS CLASSROOM(S) COURSE HOURS See below in the text Any date planned through Not concerned Non concerned COURSE DELIVERABLE DUE DATE WEIGHT ON FINAL GRADE Case Study (collective) See below 40% QUIZ (individual) See below 20% Final examination (individual) The date will be done by the Program 40% Euromed Management et ses professeurs vous encouragent à considérer vos Pro-Acts, vos missions entreprises et vos stages comme des occasions privilégiées pour l application des réflexions, des théories, des concepts et des outils présentés durant ce cours

2 2 Innovation and Entrepreneurship INTRODUCTION AND OBJECTIVES Course Purpose & Objectives In the current hypercompetitive and dynamic environments, compagnies must be able to create its markets and the competition rules for tomorrow so as to either maintien its competitive position or to invent the new markets of growth. Innovation is not any more one particular moment in the development of the company ("one new product every 5 years ") but a continuous process of growth, drawn by technological innovations (IT) and customers expectations (mass customisation, communities..). Companies must then be able to regularly rebalance their businesses portfolio (Product Innovation) and to reconceive their innovative processes (models of management, decision making, design...). The innovating company is also a learning based company, in connection with its environment. The innovating company must have the capabilities to manage strategic, organizational and cultural ambivalences (exploration vs. exploitation; analyze vs. inventiveness; competition vs. co-operation...); The aim of the course is to present the various innovation processes set up by the companies and to draw the attention to the specificities and the difficulties of the innovation management and of the innovative company. The core course will be also the occasion to look further into the characteristics of the innovation processes of certain industrial sectors (biotechnology and health/pharmacy, autocar, IT offer...). The link between innovating company and learning based company will be explained. Course Contribution to Programme Learning Goals GM6 - Innovation is of main issue for companies and any other kind of structures and services nowadays. Any student has to understand how critical but risky and complex innovation management is. This course is directly in line with the LG n 6 of the ESC Master Program (Develop, and practice, a sense for innovation, entrepreneurship and creativity); and the final examination of the course has been chosen to measure this LG. GM2 - The content of the course helps students develop a strategic perspective of the companies development and on the importance of working on a collective basis within companies when development of complex projects (such as innovating projects) are concerned. GM4 - However innovation is under sustainable questioning when ability of change of professionals and individuals is concerned and when financial and economic pressures for innovation success may disturb professionals and individuals. Understanding of these questionings may provide students a responsible and valuable skill for business leaders confronted with leading discourse on innovation and management of innovation. Course Contribution to Application of Critical Thinking The traditional Innovation course has changed. Innovating projects management is rather seen as multi-professional team-based process and as democratised process (when users and other key leaders are integrated in the project itself). Critical thinking on how to work within cognitive and social distributed organisation is concerned. This questions also the involvement of numerous actors, since innovation is not the business of the top-management yet. Finally, innovation process leads to consider organisations differently. Companies are not developing innovation by themselves, within their boundaries, but with a large network of partners, actors, users, consumers. Companies have to manage a set of stakeholders and to

3 Innovation and Entrepreneurship 3 acknowledge that innovation may perturb or have critical consequences for its environment. Students should better understand the impacts of any innovation in its environment and the extent to which companies may protect their capabilities in innovation management and development. Course Description Innovation; radical and incremental innovation; innovation-based strategy and imitationbased strategy; innovating project management; linear model for innovation project management; concurrent model for innovating project management; portfolio of projects; roadmaps; assessment criteria of innovating projects and projects portfolio; models of innovation diffusion; speed of innovation diffusion (Rogers model); users communities, lead-users; democratizing innovation; communities of practices; learning organisation; learning process; innovating organization; ambidextrous and hybrid organization; intrapreneurship; COURSE MATERIAL Binder Detailed class notes are provided on Moodle platform. On Moodle platform, you have access to the PPT and the readings of the course. For each of the four tracks of the course, an outline presents the objectives and the content of the track, the readings for the track (articles, or chapters of books, videos), a list of the main concepts and the access to the QUIZ (one quiz to do per track). Electronic pedagogical resources 1. Compulsory: Articles quoted in the PPT of each track (and accessible through Moodle or via Cyberlibris, if book chapters) 2. Not compulsory: additional readings quoted in the PPT of each track (and accessible through Moodle or via Cyberlibris); among them: a. The English textbook: Managing Innovation Integrating Technological, Market and Organizational Change, of Joe Tidd and John Bessant (2009), 4 th edition, John Wiley and Sons (via Cyberlibris) b. The French textbook: Management de l innovation, Séverine Le Loarne and Sylvie Blanco (coordinated by) (2009), Pearson Education (available at the Infothèque) COURSE CONTENTS AND TIMETABLE The course is organized around 4 tracks: N Track Content Track 1 The strategy of innovating enterprises, Partnership and Innovation Track 2 Process of innovation, management of innovating projects and

4 4 Innovation and Entrepreneurship Track 3 Track 4 management of multi projects portfolio, assessment of innovating projects management Diffusion of the innovation, new patterns for the adoption and diffusion of the innovation (sociological and economic approaches), co-design of innovation Innovating organisation as learning organisation, KM, communities of practices, intrapreneurship The teaching modes The course is taught on an e-learning principle, through the Moodle Platform, where students could have access to all the materials of the course and can ask questions to their coaches (via the forum). Mode of communication with your coach Two modes of communication are at the disposal of the coaches and of the students: - The news forum: general information on the course (date of the final exam...) is given by Corinne Grenier, the professor in charge of the course. Any student or any coach can not post information. - The Discussion forum: this forum is really dedicated to the communication between the students of each section and their coach. On this forum, students can ask questions to their coaches; they can discuss with other students also. And their coaches post information on the course he is in charge of (course section), such as: dates for the different assignments, advice for the quiz, the case study or the final exam... Please check regularly this forum. Normally, each student has access to the forum of his own course section. COURSE CONTENT AND PLANNING Timetable of session teaching deadlines for the assignments Track Deadline for the QUIZ Case study Track 1 October 19 (including this day) Track 2 November 2 (including this day) Track 3 November 16 (including this day) Track 4 November 30 (including this day) November 23 (including this day)

5 Innovation and Entrepreneurship 5 These dates are compulsory and no delay will be accepted (excepted the normal cases included in the Pedagogical Rules, for instance hospital stay). In case of no respect of these deadlines, a mark of 0/20 will be given. For information: the date of the final exam is not yet known. It will be announced by the Program around mi-november. The final exam usually takes place during the first ten days of December. EVALUATION OF STUDENT PERFORMANCE The evaluation of this course emphasizes the students understanding of the main issues of innovation for companies, the way of designing, conducting and diffusing innovating projects and what innovating organizations should be. The evaluation is made through the following assignments: QUIZ (one QUIZ per track, each of the 20% four quiz worth 5% of the final note) Done individually Case study 40% Done collectively per group of 4 students Final examination 40% Done individually TOTAL 100 % Below are the instructions for making assignments. All these instructions must be carefully respected. In case of no respect, a grade of 0/20 will be done. The case study (40%) collective work The case study is realised by group of 4 students (maximum). It counts for 40% of the final grade. The case study must be done in English. The coach of each section of students will give a list of companies on which the case study will be made (information given through the Discussion Forum). The template and the instructions for making the case study are as follows: General instruction: in case of no respect of all these instructions, a mark of 0/20 is done:. per group of 4 students (except in circumstances clearly accepted by the professor)

6 6 Innovation and Entrepreneurship. follow the template of the case study (and especially the structure of the document and the length of each party as indicated). case study done on one of the companies listed by the coach. send the document to the coach in a.doc format (Word format) to the coach. respect the deadline. written in English For information the addresses of the coaches are: o For students of section 1 : Corinne Grenier: corinne.grenier@euromedmanagement.com o For students of section 2: Sajjad Jasimuddin: sajjad.jasimuddin@euromedmanagement.com o For students of section 3: Hilary Collins: hilary.collins@euromedmanagement.com o For students of section 4: Omer Farooq: muhammadomer.farooqmuhammadomer@euromed-management.com o For students of section 5: Omer Farooq: muhammadomer.farooqmuhammadomer@euromed-management.com Template of the case study Name of the company : xxxxxxxxxxxxx Short description of the company (activities, locations, size, competitive position, organigram ) no more than 20 lines Describe the departments and other structural arrangements (projects groups, Strategy Department, R&D Department ) involved in the Innovation process - no more 20 lines Choose one product to analyze and answer the following questions:. Describe the product no more 5 lines. Justify the degree of innovativity no more 10 lines. Explain the strategic reasons the company has developed this product no more 10 lines. Describe the process of innovating product development (the teams in charge of, the external partners or users involved, the duration of the process.) no more 20 lines. Propose (and explain the reason-why) 6 criteria to evaluate the innovating project management no more 20 lines. Analyze this process of development: how explain the success (or the failure ) of this process development? What recommendations to make to the company either (in case of success) to learn from this experience, or (in case of failure) to improve the management of innovation? no more than 20 lines. In addition: send either one article from a professional journal or an Youtube testimony (conference ) which illustrates innovation process or innovation strategy of the chosen company

7 Innovation and Entrepreneurship 7 The deadline to send the coach the case study is November, 23 (including this day). The QUIZ (individual assignment, 20%) Per track, one quiz must be done. Each QUIZ worth 5% of the final mark (all the four QUIZ worth 20% of the final mark). How to proceed: Before the deadline, click on QUIZ icon located at the end of each track page. Students will receive their grades as well as a short answer after the deadline. The final examination (40%) individual work The final examination takes the form of one dissertation on innovation issues. It can be done either in English or in French. It is done in a distancial manner (no physical location at Marseilles is required). Students must answer the questions by mobilizing the relevant concepts and models learnt during the course. They also must illustrate their answer with relevant and well described examples. The Grading criteria of the final examination are: 1 criteria: understanding the concepts of the course 2 criteria: application of the concepts and the models learnt during the course 3 criteria: relevance of the examples 4 criteria: presentation, grammar and spelling. Students will receive general instructions from the Program few days before the date of the final exam. If students need additional information on the way to proceed, they have to contact the Program. FOR INFORMATION THE LEARNING GOALS PROCESS The core course Innovation has been chosen for the measurement of the LG n 6 of the ESC Master Program: Develop, and practice, a sense for innovation, entrepreneurship and creativity. The measurement Point: the final examination (see above for the description of this examination). The assessment rubrics

8 8 Innovation and Entrepreneurship Classification Exceeds requirements Meets requirements Below requirements (Range) (3) (2) (1) 1 criteria (20%) Excellent knowledge and Appropriate knowledge Limited and/or Understanding the depth of understanding of and understanding of superficial knowledge of concepts of the course principles and concepts principles and concepts key principles and 2 criteria (30%) Application of Theory 3 criteria (30%) Relevance of the examples 4 criteria (20%) Presentation, Grammar and Spelling Extensive evidence of relevant and perceptive application of theory, and/or empirical results, where applicable Excellent illustration to the theory. Comprehensive comments and analysis both on the examples and theory Excellent, well-directed presentation, logically structured, using correct grammar and spelling Clear evidence of relevant application of theory, and/or empirical results, where applicable Appropriate analysis between its own example and the theory. Orderly presentation and structure with acceptable grammar and spelling concepts No evidence of relevant application of theory and/or empirical results Has example, but no relevance with the theory or no example is given Poor presentation and structure, grammar and spelling

9 Innovation and Entrepreneurship 9 Biographical Sketch of Corinne Grenier Dr. Corinne Grenier received degrees from the French famous high School Sciences Po of Paris, from the University of Paris-Assas (masters in Law). She has defended her PhD doctorate at the University of Paris-Dauphine in 1997 and her Habilitation à Diriger des Recherches (Qualification to supervise doctoral dissertations) at the University of Paris-Dauphine in She is working with Euromed Management since 2002, November. She is a senior professor in Strategy, Innovation, KM and Networking practices. She was associate dean for the Faculty during the period. She is still involved in the Team in charge of the Accreditations Processes (in charge of measuring the Learning Goals of the programs and the qualification of the faculty). Dr. Corinne Grenier is the scientific coordinator of the Cluster (quasi-chair) in Health and Social matters. The cluster covers: Two programs (one specialized master in Social and Medical structures management, MS MSAS and the Social and Medical structures management Option of the PMG program), research activities (on French healthcare networks, on innovation in Elderly people establishments, on innovation in social activities within these establishments, and in comparing modes of organizing and governing homebased care and cure services for elderly people between Canada (Ottawa province) and France (Marseille area); a part of these research activities are financed (by Korian, the main French company involved in elderly people establishments, by the Regional authorities in charge of the networks, and by a public research contracts founded by the Canadian Authorities), research diffusion and communication: the cluster is used to organize either professional conferences on critical issues of the field, and academic colloquium (on Aging in 2008, on Innovation in 2009, on organizational and territorial jointpractices in 2010 and on Performance and well-being in 2011). Dr. Corinne Grenier has co-edited three books, one with B. Laborel (Les MDPH Une organisation innovante dans le champ médico-social, Edition Eres), one with N. Levratto and B. Paranque (L Euro-Méditerranée, de l espace géographique aux modes de coordination socio-éconmiques, 2007, L Harmattan), and the other one with A. Smida and B. Cadet (Les décisions les décisions sous contraintes, 2003, P.U. de Caen). She has published two chapters in a French book on innovation (edited by Pearson Education), and numerous articles in refereed reviews (on healthcare network design and management, on diversity in designing organization, on ICT in the Textile districts ). She has coordinated (with colleagues) two special issues in a French refereed review (on the basis of some communications presented during the annual colloquium of the Health and Social Cluster). She is a member of the scientific Comité de lecture of two French refereed reviews and acts as reviewer for some refereed reviews and numerous international conferences.

10 10 Innovation and Entrepreneurship Dr. Corinne Grenier s research deals with management, innovation and governance aspects in healthcare networks and in professional networks. Key aspects of this research relate to coordination at the local level and organizational forms of proximity management. She belongs to the Doctoral School in management of the University of Aix-Marseille III. Dr. Corinne Grenier is involved in companies and networks development. She had accompanied the textile sub-contractors in implemented ICT (EDI) from She is now accompanying various actors in designing and managing healthcare networks (based in Marseille, the Aube Department) and she helps the experimentation of one new kind of network (based around Marseille) with the Local authorities in charge of the experimentation and the actors involved in the management if this network.

11 Innovation and Entrepreneurship 11 FRAUDE ACADEMIQUE Définition La fraude académique est un manquement à l éthique. «Il s agit d un acte qui a été réalisé en utilisant des moyens déloyaux destinés à surprendre un consentement, à obtenir un avantage matériel ou moral indu ou réalisé avec l intention d échapper à l exécution des Lois» (Source : Dictionnaire Juridique des Lois in http : // Le plagiat est un emprunt à un auteur consistant à s en attribuer indument la paternité par copie, imitation ou détournement, partiel ou total. Il résulte d un un acte de fraude commis par un ou plusieurs étudiants ou participants lorsque celui-ci ou ceux-ci : - S attribue(nt) un travail, écrit ou oral, dont il n est (ne sont) pas l auteur (en tout ou partie), en omettant toute référence de citations à l auteur ou au détenteur de l œuvre. - Présente(nt) des données de toutes natures, falsifiées ou inventées. - Emprunte(nt) l identité d un auteur en s en attribuant le contenu et/ou le support sans en faire mention explicite. - S approprie(nt) le travail créatif de quelqu un d autre en le présentant comme le sien. - S accapare(nt) des extraits de textes, des images, des données, etc., provenant de sources externes en les intégrant à son propre travail sans en mentionner la provenance. - Résume(nt) l idée originale d un auteur en l exprimant dans ses (leurs) propres mots, mais en omettant d en citer la source. - Commet(tent) un acte de tricherie dans le cadre d une évaluation académique. Un plagiat concerne aussi bien : - Un article ou un ouvrage académique. - Un exercice ou une étude de cas. - Une étude ou rapport. - Un mémoire ou une Thèse. - Tout document dont l étudiant n est pas l auteur et dont il s attribue la paternité. Sanctions. Un étudiant ou participant ayant commis une fraude académique, ou y ayant participé, est sanctionné par le professeur responsable du cours. Celui-ci peut appliquer les deux premiers niveaux de sanctions mentionnées ci-dessous. Le professeur transmet un rapport de sanction au programme dont relève le plagiaire. Celui-ci est informé et/ou convoqué par le Directeur du Programme ou son représentant pour audition préalable à la convocation éventuelle devant le Conseil de Discipline d Euromed Management qui peut décider de l application des sanctions de troisième et quatrième niveau. L étudiant ou le participant, reconnu coupable de fraude académique, est passible des sanctions suivantes :

12 12 Innovation and Entrepreneurship - Appliquées par le professeur responsable du cours, membre de la Faculté d Euromed Management (1 er et 2 e niveau): Une note de zéro au travail concerné assujettie d un avertissement formel ; Une note de zéro à l ensemble du cours ou du module dont relève le travail concerné assujettie d un avertissement formel. - Appliquées par le Conseil de Discipline d Euromed Management (3 e et 4 e niveau). Une exclusion temporaire du programme pour une période de un à deux semestres. Une exclusion définitive du programme. Nb : Un acte de plagiat avéré au sein d une Institution partenaire peut conduire à l application des ces sanctions inscrites dans les règlements d Euromed-Management nonobstant la décision du partenaire.