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"parsedDate": "2011", "numChildren": 23 }, "data": { "key": "5DX5TD5R", "version": 1, "itemType": "forumPost", "title": "MGMT715 Readings posts spring session 2011", "creators": [], "abstractNote": "This course focuses on the strategic management of technology and innovation in established firms. The conceptual framework of the course is an evolutionary process perspective on technology strategy and innovation. The fundamental ideas underlying this evolutionary perspective are (1) that a firm's technology strategy emerges from its technological competencies and capabilities, (2) that technology strategy is shaped by external (environmental) and internal (organizational) forces, and (3) that the enactment of technology strategy, through the experience that it generates, serves to further develop the firm's technological competencies and capabilities. Within this evolutionary perspective, the course draws on strategic management, economics and organization theory for analytical tools to address important challenges faced by managers in technology-based firms.\n\nThe course is research and theory-based but practice-oriented. Thus, our case discussions of various real life situations will require in-depth analysis to be complemented with specific action recommendations and a willingness to commit oneself to a specific course of action. Using the cases, we will take on the perspective of various functional groups (such as R&D, manufacturing, marketing) and different levels of general management (business, project, corporate) involved in the process of technological innovation. We will examine what the key activities of each of the functional groups and management levels are, how these activities interlock, and how such complex systems of activities can be managed effectively.\n\t\n\nTextbook\n\nBurgelman, R. A., Christensen, C. M. and Wheelwright, S. C., Strategic Management of Technology and Innovation, Fifth Edition, McGraw-Hill/Irwin, 2009. ISBN 978-0-07-338154-1.\n\nCourse Goals\n\n * Become aware of the range, scope, and complexity of the issues and problems related to the strategic management of technology and innovation\n * Understand the \"state of the art\" of the strategic management of technology and innovation\n * Develop a conceptual framework for assessing and auditing the innovative capabilities of a business organization\n * Develop insight concerning the skills necessary to be effective as a general manager in the innovation process\n * Practice in defining and working out strategic management problems related to technological innovation and corporate entrepreneurship\n\nCourse Objectives\n\n * Compare, contrast, and utilize different conceptual frameworks for understanding innovation and change in organizations\n * Provide meaningful feedback similar to an editor of a professional or trade journal\n * Lead and facilitate discussion and develop pertinent, theoretically interesting discussion environment\n * Conduct a field study suitable to publication in a professional or trade journal\n\n\nAttaining the Course Objectives\n\nTo pursue the course objectives effectively, the following are required:\n\n 1. Prepare assigned readings and cases\n 2. Acitvely participate in weekly discussions forums\n 3. Lead a reading and/or case discussion\n 4. Complete a field project culminating in a publishable research case\n\n\t \n\nCourse Structure\n\nThe course structure follows the structure of the textbook, which consists of five parts. We will be studying the first three parts of the text (as well as the summary section, Part 5) which focuses upon the macro issues of technology and innovation.\n\nPart I: Introduction: Integrating Technology and Strategy\n\nIn this part of the course we will focus on how senior managers integrate knowledge about the key issues relating to the firm's technology with business and corporate strategy. We will also examine what general managers need to know about technology strategy to successfully run a high-technology firm.\n\nPart II: Design and Evolution of Technology Strategy\n\nThis part of the course discusses the various factors that impact a company’s technology strategy. It comprises five sections. We first focus on distinctive technological competencies and capabilities and how they drive technology strategy. We then examine the contextual forces that affect the evolution of a company’s technology strategy. These include the developmental trajectory of relevant technologies, the firm’s industry context, the firm’s internal organizational context, and the firm's strategic actions.\n\nPart III: Enactment of Technology Strategy: Developing the Firm's Innovative Capabilities\n\nThis part of the course deals with technology sourcing and corporate innovation. Here we will examine the role of R&D in a company’s strategic evolution, how to link corporate R&D to corporate strategy, and how to make sure that the output of corporate R&D is transferred to other parts of the firm. This part of the course also examines the role of corporate entrepreneurs and how to manage project champions/venture managers, and what some of the organizational design and associated incentive issues are related to corporate entrepreneurship.\n\nPart IV: Enactment of Technology Strategy: Creating and Implementing a Development Strategy\n\nThis part of the course briefly examines key issues associated with new product development. Time constraints prevent us from fully taking advantage of all of the rich materials provided in the textbook, and I like to encourage the students to read some of the cases on their own--during the course or at a later time.\n\nPart V: Conclusion: Innovation Challenges in Established Firms\n\nThe final part of the course recapitulates the key innovation challenges faced by established firms. In particular, we will focus here on the conflicts inherent in having to manage these various challenges simultaneously.\n\nAssignment Descriptions\n\nReadings and Cases \nCase discussion and project activities will take place within the context of conceptual material that is acquired through selected readings. The readings and cases are listed in the course outline.\n\nSome of the readings are taken from leading academic publications in strategic management, economics and organization theory and are somewhat technical. They refer to bodies of preceding research and discuss at some length the research methodologies employed. Do not be discouraged by these technicalities. You are responsible for knowing the history of a particular stream of research, and for studying the methodological issues. Therefore, keep in mind that it is also part of your weekly assignment to conduct secondary research on the assigned reading. So, please do not skip the technicalities. To clarify matters, simply ask yourself what the key insights and findings of each reading are. Write these down. Try to relate them to the assigned case or cases. More importantly, try to relate them to the key ideas of other readings in the course as well as your secondary research.\n\nNote on the content of the cases: The course has a mixture of mostly new and a few \"classic\" cases. The latter ones offer the opportunity to discuss fundamental and timeless issues and challenges faced by technology-based companies. Please study them in that spirit and do not dismiss them out of hand simply because they seem \"old.\" Ask yourself--as we will in class--what can I learn from this situation that is generalizable to companies that I am interested in today, and how do these cases support and or contradict current theory?\n\nTheory Development Discussion Forum\nDevelopment of a “technology management innovation” theoretical framework is the most critical component of the field project. The ability to develop theory from secondary research is a fundamental skill that doctoral level students must develop in order to succeed in formulating a defendable dissertation. The ability to critically analyze the literature of the field, discern patterns and trends (rejecting weaker theories/studies, acknowledging seminal works) and then build new theory through synthesis and inductive reasoning is the cornerstone of knowledge development. We will therefore have a special discussion board dedicated to theory development.\n\nThis is a continuous running forum, not tied to any particular weekly assignment, that is designed for you and your classmates to beta test your ideas and eventually your models of analysis. Here you will receive constructive criticism on your work from you colleagues and the instructor with the understanding that good theory not only “makes sense” given prior research but also can be applied to solve real problems.\n\nStudent Lead Case and Journal Article Discussions\nThe journal articles and case assignments for a class should be prepared in advance of that class week. The articles require an analysis of the statement of the research question being asked, the underlying body of literature supporting the question, developed hypotheses, research methodology, findings, managerial implications, and future research. \n\nCases require the identification of key issues, problems, and opportunities; the articulation and evaluation of alternative approaches to deal with the identified problems; the selection of a preferred strategy; and the formulation of a concrete action plan to implement the strategy. From the comparison in class of different approaches, we intend to highlight the nature of the tradeoffs, the importance of assumptions, personal values and orientations in the decision-making process, and the usefulness and limitations of an informed, analytical approach.\n \nIn a typical class, I will assign one participant to start the class discussion within the discussion board by presenting a case analysis or assigned journal article. Anyone who has thoroughly prepared the article or case should be able to handle such an assignment. It is strongly recommended that this analysis be presented in two forms:\n\n 1. An outline of the article or case\n 2. A PowerPoint presentation\n\n\nMost general managers spend very little time reading, and even less time writing reports. The vast majority of their interactions with others are verbal. For this reason, the development of succinct e-communication skills is given a high priority in this class. The e-classroom should be considered a laboratory in which you can test your ability to convince your peers of the correctness of your approach to complex problems and of your ability to achieve the desired results through the use of that approach. Some of the things that have an impact on effective e-class discussion are the following:\n\n * Is the participant willing to interact with other class members?\n * Are the points that are made relevant to the discussion? Are they linked to the comments of others?\n * Do the comments add to our understanding of the situation?\n * Does the participant distinguish among different kinds of data (i.e., facts, opinions, beliefs, concepts, etc.)?\n * Is there a willingness to test new ideas, or are all comments \"safe\"? For example, repetition of case facts without analysis and conclusions.", "forumTitle": "", "postType": "", "date": "2011", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "shortTitle": "", "language": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2011-06-26T18:11:04Z", "dateModified": "2011-06-26T18:11:04Z" } } ]