INNOVATION AND BUSINESS MODELS

Learning Objectives are: A. Competencies and B. Knowledge and Skills

A. Competencies (according to EQF standard of the European Union). Students will be able to develop and boost at least five of the 8 key competencies for lifelong learning provided by the EU. Specifically, the five competencies are:

a) Multilingual competence;

b) Digital competence;

c) Personal, social and learning to learn competence;

d) Civic competence;

e) Entrepreneurship competence

• The course is entirely taught in English; in class activities and home assignments will be performed in English; exams will be held in English; so, attending students will become more familiar with English as a second language [competence a)]
• The use of social media and of the Web to discuss posted articles, videos or news in a small dedicated group on Facebook and on Studium Unict platform in addition to the utilization of Power Point (or Prize or similar applications) for presentations in class will enhance the existing digital competencies of students [competence b)]
• Case studies to be analyzed in class or at home through short assignments and presentations/discussions in class will boost both the learning to learn and the sense of initiative and entrepreneurship [competencies c) and e)]. Furthermore, outdoor activities, tour factories and interaction in class with business testimonials will boost the competencies (c), (d) and (e)

B. Knowledge and skills (according to the Descriptors of Dublin).

• Knowledge and understanding. Students will be able to learn the most important theoretical and conceptual categories that illustrate a "strategic management approach" to innovation and technological innovation: industry dynamics of technological innovation, formulation of technological innovation strategy, and implementation of technological innovation strategy, with a specific focus on emerging technologies. In addition, they will be able to learn the logic of business modeling, the concept of business model and the specific framework of business model canvas
• Applying knowledge and understanding. Students will be able to apply what they have learned using examples and cases that illustrate the "strategic management approach" to innovation and technological innovation, including emerging technologies. In addition, they will be able to use business model and business model canvas as visual thinking methods to illustrate how firms create, distribute and get back value generated for customers, suppliers, employees and other stakeholders
• Making judgements. By means of presentations in class, contributions to class discussions and home/class assignments, students will be able to understand whether firms use innovation or not to create value for customers and other stakeholders; how innovation is employed to increase competitiveness at a firm-level and how it can shape industries boundaries and their competitive dynamics; what are the innovation processes within the business model of a firm.
• Communication skills. Thanks to presentations and discussions in class, students will be able to boost their oral communication skills, also in a non-native language
• Learning skills. Students will be able to learn how to learn, since innovation is by definition a multi-faceted topic that continuosly changes and evolves over time

The course consists of in class activities as well as of home assignments. The core activity is the lecture held in class by the Instructor (face-to-face lecture) and via TEAMS Microsoft (virtual lecture) in an interactive and hybrid mode that facilitates the learning process of student. Videos from the web will be presented in class to stimulate discussion, and short case studies or additional readings can be submitted to students to facilitate a more practical view of the discipline. Due to the interactive nature of the course, the mentioned in-class activities and home assignments are important as well to monitor the learning process of students in preparation to the final exam

The course is entirely taught in English. So, a previous good knowledge of English as second language is required. Students are also expected to have attended classes and to have passed exams of the managerial disciplines learned during the first year of the graduate program's attendance.

Attendance is a requirement, even if it's not a mandatory. Each class will consist of a lecture provided by the Instructor as well as of a presentation and of a discussion from two opponent groups (presenters and discussants), while the other students are encouraged to intervene in discussion with questions about issues and contents. Occasionally, testimonials from companies are invited to do a presentation in class or outdoor activities can be organized through factories tours. Due to the restrictions of Covid-19, some activities are facilitated via Microsoft TEAMS

1. Introduction to Innovation
2. Introduction to a Strategic Management Approach to Technological Innovation (from the textbook)
3. Source of Innovation (from the textbook)
4. Types and Patterns of Innovation (from the textbook)
5. Standards Battles and Design Dominance (from the textbook)
6. Timing of Entry (from the textbook)
7. Business Models and Business Model Canvas (from the on line readings)
8. Emerging Trends in Innovation (from on line readings and additional materials provided by the Instructor and the Students)

1. Textbook: Melissa Schilling, Strategic Management of Technological Innovation, 5th edition, McGraw Hill Education, 2017.
2. On line Readings: selected by the Instructor and available through Studium, the website, the group on Facebook and Microsoft TEAMS.

For those students attending regularly the course, the final grade will be the result of Class Participation and Group Activities (50%) and Final Exam (50%). Class Participation will be evaluated on the basis of a regular attendance in class (also via Microsoft TEAMS) and an active and smart contribution to all class activities and discussions. Occasional home/class assignments will be considered as well. Group Activities will be evaluated according to the quality of working projects; such projects include the contents of the book that will be presented and/or discussed in class, but additional readings and extended concepts are more than welcome. Students will be organized in small teams which will present in class a working project (or a chapter drawn from the textbook) and discuss a different working project (or a book chapter) presented by another group. In addition, they can present and discuss other readings provided by the Instructor or they can conduct additional research on some Trending Topics on Innovation. The Final Exam will consist of an oral conversation about the topics of the class and the contents of the textbook and the assigned readings. The fluency in English will be considered as a part of the final grade in addition to the quality, the effectiveness and the technicalities of the discussion. A good critical thinking about the discussed topics is very appreciated. Students are expected to answer "discussion questions" posted at the end of each chapter of the textbook and to debate on the contents of the assigned readings and additional documents provided by the Instructor and posted either on Studium Unict platform or the FB Group

For the other students, the Exam will consist of an oral conversation about the contents of the textbook and the assigned readings. The fluency in English will be considered as a part of the final grade in addition to the quality, the effectiveness and the technicalities of the discussion. A good critical thinking about the discussed topics is very appreciated. Students are expected to answer "discussion questions" posted at the end of each chapter of the textbook and to debate on the contents of the assigned readings and additional documents provided by the Instructor and posted either on Studium Unict platform or the FB Group

A sample of Discussion Questions posted at the end of each chapter

1. Why innovation is so important for firms to compete in many industries? (from Chapter 1)
2. What are some of the advantages and disadvantages of (a) individuals as innovators, (b) firms as innovators, (c) universities as innovators, (d) government institutions as innovators, (e) non profit organizations as innovators? (from Chapter 2)
3. Are well-established firms or new entrants more likely to (a) develop and/or (b) adopt new technologies? Why? (from Chapter 3)
4. Are dominant designs good for consumers? Competitors? Complementors? Suppliers? (from Chapter 4)
5. What are some advantages of entering a market early? Are there any advantages to entering a market late? (from Chapter 5)

Open questions about open business models, business models as models and the business model canvas of Osterwalder and Trending Topics on Innovation as well as Emerging Technologie