Innovation management is turning ideas for new products or services to commercial success. This transformation process is typically multi-disciplinary in nature, which means that in practice people from different backgrounds and with various specializations work together.
The innovation process combines creativity and arts, marketing and technology, psychology and organizational design, law in relation to patents and to government regulation, and many more fields of expertise. All these different perspectives must be used to select the few good ideas out of hundreds of ideas and to turn those good ideas into commercially successful, yet responsible, applications.
After this course students will be able to:
- Recognize and use the main (responsible) Innovation Management terminology and concepts.
- Describe and recognize different types of innovation.
- Be able explain the adoption life cycle and innovation adoption at the individual level.
- Define, explain and stimulate individual and group creativity.
- Be able to describe what an innovation strategy is, why it is important, and which tools and methods can be employed to craft a responsible innovation strategy.
- Describe what an innovation portfolio is and how to effectively and optimally select innovation projects.
- Explain the importance of teams, team structures and networks for pursuing innovation.
- Explain what a culture for innovation consists of.
The timetable can be found in the right menu, under files ENG/ bestanden DUTCH.
Tuesdays 10:00 – 13:00 in second half November, December
Quizzes are to be made in the week prior to class.
Each week, two groups present their work on a case.
There is no quiz, nor are there group presentations, for the first lecture.
Mode of instruction
The full course consists of 7 classes. The central educational approach for this course is blended learning in which face-to-face classroom methods are combined with computer-mediated activities. In specific, the Innovation Management MOOC of RSM will be used to teach the students the basic concepts and theories of innovation management.
This online learning is complemented with face-to-face workshops. During those workshops the emphasis is on application of the concepts in the context of responsible innovation. In these sessions, we will discuss a specific case related to responsible innovation management or work on a specific assignment. In order to be able to participate in these classes students are required to read the case, to read background literature (in the form of articles) and to hand in assignments based on the case and the literature.
Total course load 3 EC x 28 hours = 84 hours
- Lectures: 24 hours
- Study of compulsory literature & assignments: 60 hours
- Individual assignments
- Groups assignments
- Class participation
The individual assignments are aimed at applying the theory that is taught in the MOOC. There will be five online quizzes, each relating to one or more MOOC episode and related articles. Together these five tests account for 40% of the grade. The second component of the final grade relates to the cases. A team of students will be assigned to a case, which they will analyze from a specific (theoretical) angle. They hand-in a written report and share their findings in-class through an (interactive) presentation. The report comprises 70% of the case grade, the presentation 30%. The presentations will be evaluated through a combination of peer assessment (50%) and traditional assessment by the lecturer (50%). The full group case assignment (including presentation and written report) accounts for 40% of the final grade for the course. The written report consists of:
- an overview of the case, relevant to your discussion,
- a discussion of (your answers to) the questions,
- evidence from the case, scientific literature, the company website and other materials,
- proper formatting, layout and use of language.
The evaluation criteria of presentations/videos are the following:
The expected output is a video or class presentation of 15 minutes.
- The presentation / video is well structured and has a clear message
- The presentation / video has a convincing and well substantiated message
- The presentation / video demonstrates that the students adequately apply the theory to the case
- The presentation / video uses theoretical arguments to support the conclusion
- The presentation / video is original and creative
- The presentation / video is fun to watch
- The presentation / video is insightful and clearly demonstrates the added value of the students’ insights
- The students demonstrate that they did additional research to support their findings (e.g. additional theory, desk-research to learn more about the company, etc.)
The third component of the grade refers to class participation. Students are evaluated based on their displaying constructive engagement in class discussions and preparation of all the class materials before class.
- 20 % of the grade: Class participation and preparation: through constructive engagement in class discussions the student can show that they prepared all the class materials beforehand.
- 40% of the grade: 5 Individual quizzes
- 40% of the grade: Case Assignment (Group) + presentation
The students are allowed one re-sit per examination. It is not allowed to re-sit an examination or assignment for which they have received a pass (6,0 or higher). It is allowed to re-sit an examination or assignment which they haven't done during the first occasion. The re-sit format needs to be discussed with the teacher of the course in line with examination regulations.
In case the student is granted an extra re-sit by the Board of Examiners, this re-sit has to take place within study year 2018-2019. This means the students have to complete the minor within one study year.
How and when an exam review will take place will be disclosed together with the publication of the exam results at the latest. If a student requests a review within 30 days after publication of the exam results, an exam review will have to be organized.
In this course, Blackboard is used to present course information, notify of changes to the course and to make course materials available. Students can access Blackboard with their Leiden University (guest) accounts.
Nidumolu, R., Prahalad, C. K., & Rangaswami, M. R. (2009). Why sustainability is now the key driver of innovation. Harvard business review, 87(9), 56-64.
West, M. A. (2002). Sparkling fountains or stagnant ponds: An integrative model of creativity and innovation implementation in work groups. Applied psychology, 51(3), 355-387.
Klingebiel, R., & Rammer, C. (2014). Resource allocation strategy for innovation portfolio management. Strategic Management Journal, 35(2), 246-268.
Blank, S. (2013). Why the lean start-up changes everything. Harvard business review, 91(5), 63-72.
Grönlund, J., Sjödin, D. R., & Frishammar, J. (2010). Open innovation and the stage-gate process: A revised model for new product development. California management review, 52(3), 106-131.
Catmull, E. (2008). How Pixar Fosters Collective Creativity. Harvard business review, 86(9), 64-72.
Eisenhardt, K. M., Kahwajy, J. L., & Bourgeois, L. J. (1997). How management teams can have a good fight. Harvard business review, 75, 77-86.
Students need to register for the minor at their home university and in uSis Leiden, and for each individual course in uSis Leiden.
Registration Studeren à la carte and Contractonderwijs