The aim of this course is to provide you with a combination of theoretical and applied knowledge on the strategic management of technological innovation. We will examine both the challenges and opportunities firms face when using technological innovation for engaging in the creation and commercialization of new products, services, and processes. We will explore how companies create and implement technology management strategies by selecting projects, partners, and business models and designing and managing technology management processes accordingly.

At the completion of this course, students will be able to: Knowledge and Understanding: Recognize and recall how technology management and associated innovations impact organizations, industries, and society. Discuss how the nature and value of technology management can vary for different types of industries and different types of organizations. Applying Knowledge and Understanding: Implement theories, frameworks, and tools to understand and manage technology from the creation of ideas through to the commercialization of new products, processes, and services. Execute and implement concepts and tools in your organizations to experience, test, and learn the practices of technology management. Making Judgments: Check and critique contingency-based learning and judgment skills, understanding how to practice technology management in different organizational and industry contexts. Communication Skills: Plan and produce communications that reflect on and pitch key learnings Learning Skills: Engage in continuous learning to adapt technology management practices to evolving organizational and industry contexts.

The modules of the course will cover the following topics: Introduction to technology management Types of technological innovation Standards, modularity and platforms Generation and selection of ideas for technology projects Scenario planning and roadmapping Technology management: speed and timing Teams for technology management Organizational contexts for technology management User innovation and technology management Crowds and technology management Intellectual property and licensing Technology management simulation

This course has two types of reading: The course textbook: Strategic Management of Technological Innovation (6th edition) by Melissa Schilling. New York: McGraw-Hill Publishers. This book provides a comprehensive reference source for the language, theories, concepts and tools we will work through. Papers: These are intended to promote thinking about insights on theories, tools and issues not covered by the course text. The papers are: Hargadon, A. and Sutton, R.I., 2000. Building an innovation factory. Harvard Business Review, 78(3), pp.157-157. Ahlstrom, D., 2010. Innovation and growth: How business contributes to society. Academy of management perspectives, 24(3), pp.11-24. Bower, J., Christensen, C., 1995. Disruptive technologies: catching the wave. Harvard Business Review, (Jan-Feb), 43}53. Kamrad, B., Schmidt, G. and Ülkü, S., 2017. In Pursuit of Product Modularity: Impediments and Stimulants. California Management Review, 59(4), pp.97-113. Shapiro, C. and Varian, H.R., 1999. The art of standards wars. California management review, 41(2), pp.8-32. Nagji, B. & Tuff, G. 2012. Managing your innovation portfolio. Harvard Business Review, May: 67-74 Schilling, M., 2017. What's Your Best Innovation Bet? Harvard Business Review, 95(4), pp.86-93. Garvin, D.A. and Levesque, L.C., 2005. A note on scenario planning. Harvard Business Review Cases. Phaal, R., Farrukh, C.J. and Probert, D.R., 2004. Technology roadmapping—a planning framework for evolution and revolution. Technological forecasting and social change, 71(1-2), pp.5-26. Hamel, G. and Prahalad, C.K., 2005. Strategic intent. Harvard business review, 83(7), pp.148-161. Tellis, G.J. and Golder, P.N., 1996. First to market, first to fail? Real causes of enduring market leadership. MIT Sloan management review, 37(2), pp.65-75. McCarthy, I.P., Lawrence, T.B., Wixted, B. and Gordon, B.R., 2010. A multidimensional conceptualization of environmental velocity. Academy of Management Review, 35(4), pp.604-626. Sethi, R., Smith, D.C. and Park, C.W., 2002. How to kill a team’s creativity. Harvard business review, 80(8), pp.16-17. Segars, A.H., 2019. Creating a tribal approach for innovation in organizations. Business Horizons. Volume 62, Issue 3, May–June 2019, Pages 409-418 Brown, T., 2008. Design thinking. Harvard Business Review, 86(6), p.84. Chen, Y., 2017. Dynamic ambidexterity: How innovators manage exploration and exploitation. Business Horizons, 60(3), pp.385-394. Birkinshaw, J. and Gibson, C.B., 2004. Building an ambidextrous organisation. Advanced Institute of Management Research Paper, (003). Berthon, P.R., Pitt, L.F., McCarthy, I. and Kates, S.M., 2007. When customers get clever: Managerial approaches to dealing with creative consumers. Business Horizons, 50(1), pp.39-47. Thomke, S. and Von Hippel, E., 2002. Customers as innovators: a new way to create value. Harvard business review, 80(4), pp.74-85. Berthon, P., Pitt, L., Kietzmann, J. and McCarthy, I.P., 2015. CGIP: managing consumer-generated intellectual property. California Management Review, 57(4), pp.43-62. Prpić, J., Shukla, P.P., Kietzmann, J.H. and McCarthy, I.P., 2015. How to work a crowd: Developing crowd capital through crowdsourcing. Business Horizons, 58(1), pp.77-85 Alexy, O., Criscuolo, P. and Salter, A., 2009. Does IP Strategy Have to Cripple Open Innovation? MIT Sloan Management Review, 51(1), p.71. A Question of Utility: Intellectual Property, The Economist. 2015 Back Bay Battery Foreground Reading It is important that you carefully work through all the readings prescribed for each session. Doing so will help you to (i) make valuable contributions during sessions, (ii) participate in course exercises, and (iii) complete assignments effectively.

Mix synchronous and asynchronous TA consultations Group work Case Studies Flipped Classroom Project Work

In this course, you will be assessed through the following: Small group weekly assignments (30%, 9 points). Video group assignment (20%, 6 points). The schedule will be posted by me at the start of the course. For the video group assignment, you are required to make a 15-minute (maximum) narrated video presentation and upload this to a YouTube Channel that you create. The topic for your presentation is: What does a manager need to know about X? Where ‘X’ is a topic covered in the course. The criteria for this video presentation are as follows: Does the presentation inform a general manager about the topic, in an interesting and compelling way, and in such a fashion that as general managers we can all say, after the presentation: “I think I know the most important and fundamental things there are to know about X"? (3 points); Is the topic well presented by the group? Does it flow well, and is the audience engaged by it? (1 point); Does the presentation use good examples to explain and illustrate the concepts and theory (2 points). Individual contributions in the synchronous sessions and discussion forums (20%, 6 points) Individual written assessment (30%, 9 points). The aim of individual assignment is to provide you with an opportunity to reflect on and apply the course content. For this assignment you assume the role of a consultant who has been hired to do an audit of the company’s strategic approach to technology management. In this assignment you will present how you would audit the company’s strategic approach to technology management innovation management. You will not actually do or apply the audit, but instead you explain the steps involved in your audit, the key things you would ask and consider in these steps and how they all relate to each other. The report should be no more than 2,500 words. The assessment criteria are as follows: Quality of the writing, structure and style (3 points); Credibility of the audit framework (6 points). FOR NON-ATTENDING STUDENTS Students who are not able to attend asynchronous sessions for university-approved reasons must advise the professor of this before the start of the second week of the semester that the course is delivered in. Non-attending students, will complete all of assigned assessments that attending students complete at a schedule that suits them. The assigned assessments are: Complete the group weekly assignments as an individual (30%, 9 points). Complete the group video assignment as an individual (20%, 6 points). The schedule will be posted by me at the start of the course. For the video assignment, you are required to make a 15-minute (maximum) narrated video presentation and upload this to a YouTube Channel that you create. The topic for your presentation is: What does a manager need to know about X? Where ‘X’ is a topic covered in the course. The criteria for this video presentation are as follows: Does the presentation inform a general manager about the topic, in an interesting and compelling way, and in such a fashion that as general managers we can all say, after the presentation: “I think I know the most important and fundamental things there are to know about X"? (3 points); Is the topic well presented by the group? Does it flow well, and is the audience engaged by it? (1 point); Does the presentation use good examples to explain and illustrate the concepts and theory (2 points). Individual contributions to the discussion forums (20%, 6 points) Individual written assessment (30%, 9 points). The aim of individual assignment is to provide you with an opportunity to reflect on and apply the course content. For this assignment you assume the role of a consultant who has been hired to do an audit of the company’s strategic approach to technology management. In this assignment you will present how you would audit the company’s strategic approach to technology management innovation management. You will not actually do or apply the audit, but instead you explain the steps involved in your audit, the key things you would ask and consider in these steps and how they all relate to each other. The report should be no more than 2,500 words. The assessment criteria are as follows: Quality of the writing, structure and style (3 points); Credibility of the audit framework (6 points).

Active attendance at the course; Quality of the proposed issue for the thesis.