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Responsible Innovation Management


Admission requirements



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. The course uses a variety teaching materials: lectures, moocs, case studies, workshops, articles, explainer video’s and podcasts.

Course objectives

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 to 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.

  • Describe how to use and create open innovation in an innovation funnel.

  • Explain the importance of teams, team structures and networks for pursuing innovation.

  • Explain what a culture for innovation consists.


The timetable can be found in the right menu, under files

Mode of instruction

  • Lecture

Assessment method


  1. Individual assignments (online quiz (5x)) (40%)
  2. Groups assignments (case assignment & presentation) (40%)
  3. Class participation (20%)


The individual assignments are aimed at applying the theory that is taught in the lectures and MOOC. There will be five online quizzes, each relating to one or more MOOC episodes 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 65% of the case grade, the presentation/ discussion 35%. 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 third component of the grade (20%) refers to class participation and small in-class assignments. Students are evaluated based on their displaying constructive engagement in class discussions and preparation of all the class materials before class.


The resit will exist of a special quiz, combing insights from the whole course—thus, covering the content of all 5 separate quizzes.

Inspection and feedback

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.

Reading list

Blank, S. (2013). Why the lean start-up changes everything. Harvard business review, 91(5), 63-72.

Catmull, E. (2008). How Pixar Fosters Collective Creativity. Harvard business review, 86(9), 64-72.

Christensen, C. et al. (2016) Know Your Customers' "Jobs to Be Done"

Harvard Business Review, 94 (9), 54-62

Harrison, S. et al. (2019) Marvel’s Blockbuster Machine. Harvard Business Review. 97 (6), p136-145.

Hamel, Gary; Zanini, Michele. (2018) The End of Bureaucracy. Harvard Business Review. 96 (6), p50-59

Liedtka, J. (2018) Why design thinking works. Harvard Business Review. 96 (5), p72-79

Mazzucato, M. (2018): Mission-Oriented Research & Innovation in the European Union ; A Problem- Solving Approach to fuel innovation led growth. European Commission Directorate-General for Research and Innovation

Porter, M. E. and Heppelmann, J.E. (2014) How smart, connected products are transforming competition. Harvard Business Review. 92 (11), p63-88.

Porter, M. E. and Heppelmann, J.E. (2015) How smart, connected products are transforming companies. Harvard Business Review. 93 (10), p96-116.

Schilling, A. and Hill, C.W.L (1998) Managing the New Product Development Process: Strategic Imperatives . Academy of Management Executive 12 (3), p 67-81.

Sullivan, T. (2011) Embracing Complexity. Harvard Business Review, 89 (9) p89-92

Thomke, S. (2001). Enlightened Experimentation: The New Imperative for Innovation. Harvard Business Review, 79 (2) p67-75


Students need to register for the minor at their home university and in uSis Leiden, and for each individual course in uSis Leiden.

Enrolment through uSis is mandatory.
General information about uSis is available on the website

Registration Studeren à la carte and Contractonderwijs

Not applicable.


Minor coordinator: Lotte Pet

Teacher: Lija Groenewoud- van Vliet


Not applicable.