Subject fundamentals

Innovation Management is nowadays a recognized discipline that concerns scientific knowledge and professional skills. In the current economic environment, the transfer of technological development results into products and services, which must be both profitable for businesses and useful to society, is in fact not immediate and requires special capabilities. The capabilities and skills required are transversal and common to the different expressions of technology as well as to various industrial sectors. In this sense, they constitute a fundamental cultural and professional background to the Managerial Engineer.
The Innovation Management covers both strategic and technical-operational decisions. Among the former ones we can mention the strategic analysis of sectors and markets, the management of project portfolios, the development of resources and competences, the definition and economic evaluation of development projects and related ' business models '. On the operational side, we can instead cite market research in support of the technical specification of the product or the use of methodologies in support of engineering, and operational management of development projects.

The course consists of lessons, which enriched by case studies derived from empirical research or experience, and practical cases by which students are required to analyze problems quantitatively.

Expected learning outcomes

At the end of the course, students will have acquired a concrete ability to analyze and manage business decisions related to technological innovation in both strategic and operational terms.

Prerequisites / Assumed knowledge

For an easier acquisition of the course contents, it might be useful for students to know the fundamentals of Economics and Business Organization, as well as the basics of Business Strategy.

Contents

I – Technological Innovation, companies and sectors: Reference to the theory of the firm according to Nelson and Winter. Determinants, taxonomies and dynamics of innovation, dominant design and standard. Innovation in business models. Technological forecasting.
II – Innovation and strategy: The relationship between innovation and the different strategic approaches (product portfolio management, the competitive advantage theory according to Porter, Resource-based theory). Innovation strategy through competence development and project portfolio management.
III – Organization of the innovation processes: Current and traditional approaches to the organization of the product development. Project management in the new product development field (planning, scheduling and DSM methods).
IV – The new product development process: Qualitative and quantitative approaches for market research. Product diffusion models. Product planning. Design methods. Product architecture design methods. Concept selection methods. Value Engineering and Embodiment design.

Delivery modes

The course consists of lectures, with extensive use of case studies drawn from experience and empirical research, and practices in which students are required to use quantitative tools.

Texts, readings, handouts and other learning resources

Slides on the portal
Cantamessa M., Montagna F. (2015), ‘Management of Innovation and Product Development Integrating Business and Technological Perspectives’, Springer.
Schilling, M.A. (2008), ‘Strategic Management of Technological Innovation’, Mc Graw-Hill Irwin.
Ulrich K., Eppinger S. (2007), 'Product Design and Development', 4th edition, Mc Graw Hill.

Assessment and grading criteria

Assessment will be based on a written exam and on assignments handed in during the course.
The exam is structured in two sections, to be held in the same day, and a minimum threshold of points in both sections is to be achieved:
 practice (open book), 12 points,
 theory (no books or notes allowed), 12 points.

In addition, the course includes 6 team-based assignments worth at maximum of 12 points. Students achieving at least 33 points qualify for a 30 cum laude mark. Students may also ask for a supplemental oral examination. This may lead to approximately a ± 1.5 points change in their overall mark.