COURSE OUTLINE
EM 591
Strategic
Management of
Technology
and Innovation
Spring 2004
Faculty: Dr. Hal Rumsey
Mail:
SIRTI
Building
P.O. Box 1495
(509)
358-7936 FAX 7899
E-Mail: rumsey@wsu.edu
Home Phone: (509) 448-7968
Office
Hours: Tuesday through Thursday:
Office
Location: Room 320B,
Call for
appointment if possible.
Course
In-class Hours: Tuesdays,
You
may contact me at the office, or at home during any
reasonable hour.
REQUIRED TEXT: Strategic Management of
Technology and Innovation, Fourth Edition; Robert A. Burgelman,
Clayton M. Christensen, and Steven C. Wheelwright; McGraw-Hill Irwin, 2004.
COURSE DESCRIPTION
This course features current
coverage of the timely topic of managing technological innovation and rich
exposure to the management of innovation.
It integrates technological strategy, new product development, and
corporate entrepreneurship and innovation.
This course features action-oriented
cases to involve students and increase relevance. It also integrates technological strategy,
product development, and corporate entrepreneurship and innovation.
Since
this course is a graduate seminar in strategic management of technology, we
hope to integrate as many strategic thinkers in the course as possible. If you know outstanding individuals with
expertise in this area, we would love to invite them to participate with
us. Past presenters have included the
CEO of The Boeing Company, President of Boeing Defense
and Space Group, Retired Chairman of the Board of Washington Water Power,
Director of Strategic Development for Pacific Northwest Laboratories, patent
attorneys, and other notable guests. I
have been amazed at the boldness of past students in recruiting high level
thinkers to share their thinking with the class. I encourage you to be equally bold.
Class
Schedule and Content
|
Week |
|
|
Cases |
|
1 |
Part
I |
-Integrating
Technology and Strategy |
I-1 |
|
I-1
|
-Profiting
from Technological Innovation |
TBD |
|
|
I-2 |
-How
to Put Technology into Corporate Planning |
|
|
|
2 |
I-3 |
-The
Core Competence of the Corporation |
|
|
I-4 |
-What
is Strategy? |
|
|
|
3 |
I-5 |
-The
Art of High-Technology Management |
|
|
II-1 |
-Management
Criteria for Effective Innovation |
|
|
|
II-2 |
-Patterns
of Industrial Innovation |
|
|
|
4 |
II-3 |
-Exploring
the Limits of Technology |
|
|
II-4 |
-Customer
Power, Strategic Investment, and the Failure of Leading Firms |
|
|
|
5 |
II-5 |
-Disruption,
Disintegration, and the Dissipation of Differentiation |
|
|
II-6 |
-Crossing
the Chasm—and Beyond |
|
|
|
II-7 |
-Competing
Technologies: An Overview |
|
|
|
6 |
II-8 |
-Finding
the Balance: Intellectual Property in
the Digital Age |
|
|
II-9 |
-Note
on New Drug Development in the |
|
|
|
II-10 |
-Gunfire
at Sea: A Case Study of Innovation |
|
|
|
7 |
II-11 |
-Architectural
Innovation: The Reconfiguration of
Existing Product Technologies and the Failure of Established Firms |
|
|
II-12 |
-Strategic
Dissonance |
|
|
|
II-13 |
-Intraorganization Ecology of Strategy Making and
Organizational Adaptation: Theory and
Field Research |
|
|
|
8 |
II-14 |
-Meeting
the Challenge of Disruptive Change |
|
|
II-15 |
-Technological
Discontinuities and Organizational Environments |
|
|
|
II-16 |
-Strategy
as Vector and the Inertia of Coevolutionary Lock-In |
|
|
|
9 |
III-1 |
-The
Lab that Ran Away from Xerox |
|
|
III-2 |
-Transforming
Invention into Innovation: The
Conceptualization Stage |
|
|
|
III-3 |
-Technology
Markets, Technology Organization, and Appropriating the Returns from Research |
|
|
|
III-4 |
-The
Transfer of Technology from Research to Development |
|
|
|
10 |
|
Spring
Break |
|
|
11 |
III-5 |
-Absorptive
Capacity |
|
|
III-6 |
-Making
Sense of Corporate Venture Capital |
|
|
|
III-7 |
-Note
on Lead User Research |
|
|
|
III-8 |
-Discovery-Driven
Planning |
|
|
|
12 |
III-9 |
-Living
on the Fault Line |
|
|
III-10 |
-Managing
the Internal Corporate Venturing Process:
Some Recommendations for Practice |
|
|
|
13 |
III-11 |
-Ambidextrous
Organizations: Managing Evolutionary
and Revolutionary Change |
|
|
IV-1 |
-Communication
Between Engineering and Production: A
Critical Factor |
|
|
|
14 |
IV-2 |
-The
New Product Development Learning Cycle |
|
|
IV-3 |
-Organizing
and Leading "Heavyweight" Teams |
|
|
|
IV-4 |
-The
Power of Product Integrity |
|
|
|
15 |
IV-5 |
-Creating
Project Plans to Focus Product Development |
|
|
IV-6 |
-The
New Product Development Map |
|
|
|
IV-7 |
-Accelerating
the Design-Build-Test Cycle for Effective Product Development |
|
|
|
16 |
V-1 |
-Building
a Learning Organization |
|
|
V-2 |
-The
Power of Strategic Integration |
|
|
|
|
Discussion/Presentation
of Strategic Audits |
|
Deliverables:
1. 1
Concept Paper: Each student will prepare
one short concept paper during the course of the semester. Topics may be developed from course readings,
relevant journal articles, books, or current articles from the Wall Street
Journal or other business publications.
Each paper will consist of a review of the basic concept (including a
summary of the published background) and a critical analysis of how the concept
or approach might be applied in your real-world context. You should be able to treat the topic
adequately in five or fewer, typed, double-spaced pages using 10-point
font. You may schedule your submission
of the papers at your discretion. I will
accept no concept papers after April 15.
2. 2
Oral Presentations of Case Analysis:
Each student will be part of a team which will develop an analysis of
the cases listed in the syllabus. I
anticipate that each student will be responsible for contribution to the
analysis of two cases. Powerpoint or other
graphical presentation software files will be provided to the instructor prior
to the presentation so they can be posted on the web site for the entire
class. A "talking paper" of
the presentation will be available in the "notes view" of the
presentation to summarize the major arguments of the analysis. Teams will be evaluated as a whole; I will
make no effort to distinguish the contributions of individual team
members. Presentations should be limited
to a maximum of 30 minutes each.
3. Strategic Audit of Technology and
Innovation: Each student (or team of
students) will prepare a case analysis of their own business or industry. If you are a full-time student, you may
select a company or organization with which you are familiar. The audit will be based upon the concepts,
tools, and models presented in this course, as well as other appropriate
frameworks from your personal experience or other literature. While the background of the analysis may, and
probably will, include material pertinent to a whole industry, the analysis
should focus on the level of the organization at which you function. The discussion should address the issues of
technology management that affect you most directly. In general, the paper should summarize the
salient points of the case, summarize the basis of
analysis for the pertinent issues, and present final recommendations. I would anticipate that 15 to 20 pages should
be adequate to treat most of the cases.
4. Participation/Quizzes: The success of a graduate seminar such as
this depends on the full participation of all class members. If the level of discussion makes it clear
that some students are not doing the required background reading, I reserve the
right to administer unscheduled quizzes to determine your level of
readiness. The best method I have found
for preparation in a course such as this is to outline the readings to insure I
have captured their essence.
GRADING:
Each student's grade will consist of the following elements:
|
1
Concept Paper |
15% |
|
2
Oral Presentations of Case Analysis |
40% |
|
Strategic
Audit of your own firm |
40% |
|
Participation/Contribution/Quizzes |
5% |