Computer Science Department | Drexel CCI



ENTP 385-001: Innovation in Established Organizations (3 credits)Summer 2015/2016Course Instructor and Contact InformationInstructor: Dr Zahed SubhanLecture/Class Room: Pearlstein 206; Tuesday, Thursday 12:30 pm – 1.50 pmOffice: 402 Pearlstein, 318 Market Street, Philadelphia, PA, 19104Office hours: Tuesday, Thursday 2.00 pm – 3:00 pm or by appointment (please email instructor to schedule out of office hours appointments)Email: zs86@drexel.eduOffice phone: 215.571.4808 Cell: 610.202.5389Required Course Materials:You will be required to access a course textbook that should be available in the campus bookstore: 1828800120015Innovation and Entrepreneurship. 3rd Edition. John Bessant and Joe Tidd. ISBN: 978-1-118-99309-500Innovation and Entrepreneurship. 3rd Edition. John Bessant and Joe Tidd. ISBN: 978-1-118-99309-5The textbook will be used throughout the course and provide you information required to complete short weekly quizzes. Your reading will also allow you to become familiar with more material than the 10-week term allows us to do in our face-to-face class sessions. During class lectures and discussions, I do not intend to simply regurgitate what is in the textbook (there is little point in that), rather I will focus on key issues and subject matter that I believe are particularly important for you to appreciate and understand. Thus, your reading of the textbook will supplement and augment subject matter covered in class.I will post any other relevant course materials and readings to Blackboard as appropriate.COURSE BACKGROUND AND OVERVIEWThis course addresses selected challenges and opportunities related to managing innovation in established organizations. We will move from an overview of the role of creativity and innovation to the managerial strategies and tactics for fostering innovation in organizations to developing your own ability to innovate should you anticipate/consider employment opportunities in an established organization. To do this, the course is addresses particular areas including: Entrepreneurial Goals and ContextRecognizing the OpportunityFinding the resourcesDeveloping the ventureCreating valueIn short, understanding entrepreneurship, innovation and how both may be achieved in and established organizations with potentially highly defined and rigid organizational structures.This course will aid students in identifying where they should focus efforts to improve innovation in established organizations and provide managerial tools to improve innovation within any firm. The lessons will be applicable in any setting. Learning Objectives and Outcomes: By the end of this course, students should be able to:? Understand innovation management from a strategic perspective.? Describe the field of "innovation management" and understand its relevance tosustainable competitive advantage especially in a global economy.? Apply creative problem solving and idea generation models? Recognize contemporary innovation tools and understand the challenges involved? Apply relevant theories to the management of innovation in organizations.? Analyze business challenges involving innovation management? Critically assess and evaluate innovation policies and practices in organizationsespecially from a cultural and leadership point of view? Be aware of current international innovation and creativity development trends.? Explain why innovation is essential to organizational strategy – especially in aglobal environment.? Apply knowledge of innovation management to critique existing strategies andpractices in organizations and to develop creative new approachesPrimary deliverables from the course will be 10 short weekly quizzes based upon your reading of selected chapters in the course textbook, and three real life case study projects. All case study projects will be developed as presentations (PPT, Prezi). You will be asked to analyze innovation challenges faced by three major established firms:KodakPepsiCoStarbucksUnfortunately, because of copyright laws, cases must be purchased by students on the following site: Note on the Case Method: We will review this particular methodology further in class; however, I have included some useful pointers below:The case method forces you as students of business to grapple with exactly the kinds of decisions and dilemmas managers confront every day. In doing so, it redefines the traditional educational dynamic in which the professor dispenses knowledge and students passively receive it. You cannot learn by just listening to lectures! The case method creates a classroom in which students succeed not by simply absorbing facts and theories, but also by exercising the skills of leadership and teamwork in the face of real problems. Under the guidance of your professor, you will work together to analyze and synthesize conflicting data and points of view, to define and prioritize goals, to persuade and inspire others who think differently, to make tough decisions with uncertain information, and to seize opportunity in the face of doubt.What is a Business Case?Typically, a business case is a detailed account of a real-life business situation, describing the dilemma of the "protagonist"—a real person with a real job who is confronted with a real problem. Faculty and their research assistants spend weeks at the company that is the subject of the case, detailing the background of the situation, the immediate problem or decision, and the perspectives of the managers involved. The resulting case presents the story exactly as the protagonist saw it, including ambiguous evidence, shifting variables, imperfect knowledge, no obvious right answers, and a ticking clock that impatiently demands action.How does the case study method work?From years of previous educational experience, most people are accustomed to large, passive lectures, and problem sets with an unclear relationship to actual business situations. Questions are assigned in advance and students are expected to analyze the case and propose solutions that are practical, based on the case information written and utilize the content of the course learned to date. The goal of case studies is to come up with a high level of insight, sound recommendations and creative solutions. Cases rarely ends with a tidy solution to the protagonist's dilemma, but more often with a deep appreciation of the complex factors at play, a clear idea of how to apply appropriate techniques to analyze and assess the problem, and new insights into how to deal with the untidy uncertainties of real business.Drexel Strategic Learning Priorities:Students graduating from Drexel University demonstrate competency in a field of study evidenced by achievement of a set of program-‐specific learning outcomes. In addition, they also demonstrate meaningful progress in six core intellectual and practical skill areas (communication; creative and critical thinking; ethical reasoning; information literacy; self-directed learning; technology use) and five experiential and applied learning areas (global competence; leadership; professional practice; research, scholarship, and creative expression; responsible citizenship).Learning in these core areas supports, and is integrated with, learning in their disciplines. Students exhibit levels of competency in each of these areas appropriate to their program of study, their individual interests, and their abilities. The Drexel Student Learning Priorities provide the framework for a broad education across disciplines and lay the foundation for a successful future.This course contributes to several of the DSLP practical and experiential skills areas. The areas most impacted through the course are communication (oral and written), creative expression, critical thinking, self-directed learning and professional practice as evidenced by the learning objectives. Deliverables and grading:Note: There are no “examinations” required for this course, however, you will be required to complete 10 short weekly quizzes based upon your reading of selected chapters of the course textbook (see above for textbook details). In addition ALL (3) group assignments must be completed in order to receive a C grade or higher. For the weekly quizzes, in the absence of a legitimate excuse, you must complete at least 8 out of 10 weekly quizzes to receive credit for the Quiz “Assignment” (i.e. you will be permitted to miss only 2 quizzes, in the absence of a legitimate excuse). Overview of Course Assignments 1. Weekly Quizzes: There are 10 short weekly quizzes (10 multiple choice questions each quiz) administered via Blackboard. These should be completed according to the detailed course schedule (essentially, 1 quiz each week). All 10 quizzes should be attempted. 2. Kodak and the Digital Revolution. Case Questions:Evaluate Kodak’s strategy in traditional photography. Why has the company been so successful throughout the history of the industryCompare traditional photography to digital imaging. What are the main structural differences? Will digital imaging replace traditional imaging? How have value creation and value appropriation changed in digital photography relative to traditional photography?Evaluate Kodak’s response to Sony’s introduction of the Mavica in 1981. Was it appropriate?How would you assess Fisher’s attempt to transform Kodak? Why did it fail?What is Kodak’s current position in digital imaging? Would Kodak’s position be different had the company adopted a different digital imaging strategy in the eighties and the nineties? Evaluate Kodak’s strategy from the mid-1980’s onward.Your team PPT presentation must also be posted to Blackboard in order to receive credit.Note: At least 2 members of your team must act as presenters with ALL team members being available to answer questions from the class and your instructor after the presentation. A grading rubric will be posted to Blackboard that should be informative as regards how your presentations will be evaluated. 3. PepsiCo: The Challenge of Growth Through Innovation. Case Questions:What was PepsiCo’s strategy before Roger Enrico, the new CEO, took over? What is PepsiCo’s new corporate strategy under Enrico? What are the implications of the new “world view” of PepsiCo? How did PepsiCo make the transformation? What specific processes and leadership issues does this strategy change raise for you? What do you think of Enrico as a strategist and leader? What can you learn and apply from PepsiCo’s strategy change process? Your team PPT presentation must also be posted to Blackboard in order to receive credit.Note: At least 2 members of your team must act as presenters with ALL team members being available to answer questions from the class and your instructor after the presentation. A grading rubric will be posted to Blackboard that should be informative as regards how your presentation will be evaluated. 4. Trouble Brews at StarbucksWhen Howard Schultz launched Starbucks, who was the target market, how was Starbucks positioned and what decisions about product, price, distribution and promotion supported this positioning? Wall Street and Starbucks management placed great emphasis on the company’s ability to continue its impressive growth rate. What were some of the growth initiatives undertaken by Starbucks and how did they fuel company growth? It’s clear that, in general, the company’s growth initiatives were sound in terms of generating the growth expected by Wall Street. But which of Starbucks’ initiatives, in retrospect, were sound decisions for the brand and which were inconsistent with brand positioning? What role should foreign expansion play in Starbucks’ strategy? How should Starbucks define its target market and positioning after its decline in 2007? Evaluate the actions taken to reinvigorate Starbucks. Does Starbucks still need to be entrepreneurial? If so, what does this mean? Again, you will be asked to complete this assignment in teams via PPT presentation. Your team PPT presentation must also be posted to Blackboard in order to receive credit.Note: At least 2 members of your team must act as presenters with ALL team members being available to answer questions from the class and your instructor after the presentation. A grading rubric will be posted to Blackboard that should be informative as regards how your presentations will be evaluated. Grading I expect significant class participation because the important thing is to learn from each other. Your grade in class will be determined as follows:Individual AssignmentsWeekly quizzes 25% Team Assignments Kodak Case 20%PepsiCo Case 20%Starbucks Case 20%Participation, Engagement, Attendance 15%Total 100%Course Grading Weighting:The figure at the end of each course requirement above is the percentage of the overall grade for the course that the particular requirement represents.Drexel Grading ScaleGrade NumericalGrade PointsA+98-1004.0A94-974.0A-90-933.67B+87-893.33B83-863.0B-80-822.67C+77-792.33C73-762.0C-70-721.67D+67-691.33D60-661.0F0-590.00AU0.0INC0.0W0.0CR0.0NCR0.0The letter grades are given for individual courses, and grade points are used to compute GPAs for each student at the end of each term, on both a term and a cumulative basis. Earned grades of F (not assigned administratively) are permanent and cannot be changeSummer 15/16: Detailed Class Schedule DateSessionTopicActivitiesPreparation/ReadingJune 21stTuesday1Introduction, Course Overview and ExpectationsThe Entrepreneurial Revolution?Opening DiscussionDiscuss Course & Student ExpectationsLecture / DiscussionChapter 1 Quiz (The Innovation Imperative) due by Sunday June 26thCome ready to talk about yourself and learn about others in classThink of something completely unique about yourself or that you’ve done (that you can share with the rest of us, that is)June 23rdThursday2Entrepreneurial DNAKodak Case Study Assigned (i.e. case questions provided to student groups)Lecture / DiscussionTextbook chapter June 28thTuesday3Types of InnovationExploiting InnovationLecture / DiscussionTextbook chapter 5 Quiz(Entrepreneurial Creativity) due by Sunday July 3rd)Textbook chapter June 30thThursday4Becoming an entrepreneurial leaderLecture / DiscussionTextbook chapter July 5th Tuesday5Constructing the entrepreneurial cultureStudent Group Presentations: Kodak 1Lecture / Discussion Textbook chapter 6(Sources of Innovation) due by Sunday, July 10thTextbook chapter July 7thThursday6Student Group Presentations: Kodak 2 Lecture / DiscussionTextbook chapterJuly 12thTuesday7Kodak debrief by instructorLecture/DiscussionTextbook chapter 7(Search Strategies for Innovation) due by Sunday, July 17thTextbook chapter July 14thThursday8Developing strategyLecture/DiscussionTextbook chapter July 19thTuesday9Building the organization structurePepsiCo Case Assigned (i.e. case questions provided to student teams)Lecture/DiscussionTextbook chapter 8(Building the Case) due by Sunday, July 24thTextbook chapter July 21stThursday10Managing the entrepreneurial organizationLecture/DiscussionTextbook chapter July 26thTuesday11Encouraging intrapreneurship and corporate venturingLecture/DiscussionTextbook chapter 9(Leadership and Teams) due by Sunday July 31stTextbook chapter July 28thThursday 12Student Group Presentations: Pepsico Case (1) Lecture/DiscussionTextbook chapter August 2ndTuesday13Student Group Presentations: Pepsico Case (2)Lecture/DiscussionTextbook chapter 10(Exploiting Networks) due by Sunday, August 7thTextbook chapterAugust 4thThursday14Pepsico debrief by instructorLecture / DiscussionTextbook chapterAugust 9thTuesday15Building value through acquisitions and diversificationLecture / DiscussionTextbook chapter 11(Developing New Products and Services) due by Sunday, August 14thTextbook chapterAugust 11thThursday16Generating Creative IdeasStarbucks Case Study Issued (i.e. case questions provided to student teams)Lecture / DiscussionTextbook chapterAugust 16thTuesday17Protecting Innovation (IP)Lecture/DiscussionTextbook chapter 12(Creating New Ventures) due by Sunday, August 14thTextbook chapterAugust 18thThursday18Innovation and MarketingLecture / DiscussionTextbook chapterAugust 23rdTuesday19Student Group Presentations: Starbucks 1Lecture / DiscussionTextbook chapter 15(Learning to Manage Innovation and Entrepreneurship) due by Sunday, August 21stTextbook chapterAugust 25thThursday20Student Group Presentations: Starbucks 2Starbucks debrief by instructorCourse Procedures:Dropping a Course: The last day for dropping a course is end of week 2. You may withdraw from a course until week 7.Disability: Students with disabilities requesting accommodations and services at Drexel University need to present a current accommodation verification letter (AVL) to faculty before accommodations can be made. AVL's are issued by the Office of Disability Resources (ODR). For additional information, go to the ODR website at Following is the ODR contact information:Physical Address: 3201 Arch Street, Suite 210, Philadelphia, PA 19104Mailing Address: 3141 Chestnut Street, 81-210, Philadelphia, PA 19104Phone: 215-895-1401TTY: 215-895-2299Fax: 215-895-1402Academic Honesty Policy: All students are expected to abide by Drexel University’s policies. If an act of academic dishonesty is determined to have occurred, for a first offense, one of the following sanctions will be imposed, depending on the severity of the offense:Reduction of a course gradeAn “F” for the assignment or examFailure for the entire course with the inability to withdraw, orOther action deemed appropriate by the faculty member.Examples include, but are not limited to, requiring the student to re-take the exam, re-complete an assignment, or complete an assigned exercise. The decision of the faculty member and the department head shall be reported to the Office of Judicial Affairs, which is responsible for maintaining student conduct records. The incident will result in an official disciplinary record for the student(s).Any academic honesty infraction beyond a first offense is subject to the sanctions described above, as well as to disciplinary sanctions that may be imposed through the University judicial process, administered through the Division for Student Life and Administrative Services/Office of Judicial Affairs. These sanctions may include suspension or expulsion from the University. Drexel UniversityStudent Handbook, 2013-2014 edition: : All graded activities will require students to perform against the standard of professionalism, which implies (at least): accuracy, neatness, correct written and spoken form and style, punctuality, resourcefulness, and creativity.APA: Where applicable, all submitted papers must be double-spaced, 12 point font and in proper APA style. Students are required to follow the Publication Manual of the American Psychological Association, 5th edition(2001).Due Dates: Assignments are due the date listed. Late assignments will receive a point penalty equivalent to one letter grade. After one week the assignment will not be accepted and a zero grade will be recorded. As regards the weekly, quizzes in this course, quizzes must be completed by the due date (in the absence of a legitimate excuse). Students will not be permitted to complete the quiz after the due date has passed (again, in the absence of a legitimate excuse acceptable to your instructor).DISCLAMER: THE INSTRUCTOR RESERVES THE RIGHT TO MAKE CHANGES TO THE SYLLABUS. ................
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