Caricamento in corso...
Innovation management and product development
01KYOPH
A.A. 2021/22
Course Language
Inglese
Degree programme(s)
Master of science-level of the Bologna process in Ingegneria Gestionale (Engineering And Management) - Torino
Course structure
| Teaching | Hours |
|---|---|
| Lezioni | 60 |
| Esercitazioni in aula | 20 |
Lecturers
| Teacher | Status | SSD | h.Les | h.Ex | h.Lab | h.Tut | Years teaching |
|---|---|---|---|---|---|---|---|
| Cantamessa Marco | Professore Ordinario | IIND-04/A | 60 | 0 | 0 | 0 | 13 |
Co-lectures
Context
| SSD | CFU | Activities | Area context | ING-IND/16 | 8 | F - Altre attività (art. 10) | Altre conoscenze utili per l'inserimento nel mondo del lavoro |
|---|
2021/22
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.
Management of technological innovation and product development have nowadays become recognized bodies of scientific and professional knowledge. In today's technological and competitive environment, it is not trivial to transfer technology into products and services that are profitable to firms and useful to society, and this requires specific competencies. These competencies are cross-disciplinary and common to different industries and fields of technology. As such, they are a key component of the professional knowledge that characterizes graduates in Industrial Engineering and Management. Moreover, they are important competencies for managers involved in R&D, innovation, product development, marketing, and other roles involved in making or implementing strategic and organizational decisions.
Management of innovation covers aspects relevant to strategy and to operations. Among the former, it is possible to mention the analysis and forecasting of technological trajectories and their impact on the dynamics of industrial sectors, the management of project portfolios characterized by a variety of risk and reward profiles, the development of technical resources and competencies (through various make, buy or ally choices), the definition and economic valuation of R&D projects and business models. Concerning the latter, one can consider the organization of R&D activities and related processes, methods and techniques for market research, product planning and product specification, systematic design methods, and the management of product development projects.
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.
At the end of the course, students will have acquired the following:
1. A deep knowledge on the different types of innovation and the ability to understand and analyze the dynamics of innovation in an industry using different information sources, including patents.
2. A deep knowledge on the various approaches used to formulate innovation strategy, understanding their different perspectives and contexts of application. Along with this knowledge, the ability to formulate and/or evaluate the innovation strategy of a firm and innovation related initiatives.
3. The ability to understand, analyze and evaluate business models in both manufacturing and services industries.
4. A sound understanding of the various methods used to support processes pertaining to R&D, innovation and product development, also having gained familiarity with a variety of design methods.
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.
With respect to the M.Sc. curriculum:
- Economics, in order to be able to understand the dynamics of economic systems and industrial sectors;
- Business Management, in order to know the main aspects pertaining to organizations and business processes, as well as the basics of cost accounting and investment appraisal.
- Strategy and Organization, in order to be proficient in dealing with concepts, models and methods for analyzing the competitive scenario and formulating strategies at corporate level.
Additionally, it could be useful to have followed the B.Sc. course in
- Operations Research, in order to have some knowledge of decision-making problems and optimization methods.
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.
The program is structured around 4 modules
I (20 hrs.) – Technological Innovation (demand pull, technology push, design drive), firms and industries. The theory of the firm according to Nelson and Winter. Determinants, taxonomies and dynamics of innovatio. Dominant designs and standards. Innovation in business models. Impact of innovation on industries. Technological forecasting.
II (15 hrs.) – Innovation and strategy: The relationship between innovation and the different strategic approaches (product portfolio management, Porter's competitive advantage theory, Resource-Based View and Dynamic Capabilities, Shaping strategies). Innovation strategy through competence development and project portfolio management. Business modeling. The role of patents and Intellectual Property. Interfirm relationships and innovation.
III (15 hrs.) – Organization of innovation processes. Traditional (sequential and concurrent) and contemporary (agile/lean) approaches to the management of product development. Project management in the field of product development (planning, scheduling and DSM methods).
IV (30 hrs.) – The product development process. Qualitative and quantitative approaches for market research. Sales forecasting and new product diffusion models. Product planning. Methods for requirements analysis and human-centered design. Systematic design methods and TRIZ. Product architecture design methods. Concept selection methods. Value Analysis and Engineering and Embodiment design.
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.
The course is structured around:
- 40hrs. of frontal teaching, that will be held synchronously (class-based) or asynchronously (remote teaching) with ample use of cases and examples drawn from experience or empirical research. Students will be required to read and study material pointed out in the syllabus before the lectures, so to operate synchronous lectures effectively, using the "flipped classroom" approach to the extent possible.
- 20 hrs. of classes consisting in group-based quantitative and qualitative work on case studies.
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.
Slides on the portal, in addition to the following textbooks.
Cantamessa M., Montagna F. (2015), ‘Management of Innovation and Product Development Integrating Business and Technological Perspectives’, Springer.
Schilling, M.A. (2017), ‘Strategic Management of Technological Innovation’, 5th edition, Mc Graw-Hill Irwin.
Ulrich K., Eppinger S., Yang M. (2020), 'Product Design and Development', 7th edition, Mc Graw Hill.
Modalità di esame: Prova scritta (in aula); Prova orale facoltativa; Elaborato scritto prodotto in gruppo;
Exam: Written test; Optional oral exam; Group essay;
...
Assessment will be based on a written exam and on group-based assignments handed in during the course.
The exam is structured in two sections, to be held in the same day, and a minimum 6-point 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 10 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.
Gli studenti e le studentesse con disabilità o con Disturbi Specifici di Apprendimento (DSA), oltre alla segnalazione tramite procedura informatizzata, sono invitati a comunicare anche direttamente al/la docente titolare dell'insegnamento, con un preavviso non inferiore ad una settimana dall'avvio della sessione d'esame, gli strumenti compensativi concordati con l'Unità Special Needs, al fine di permettere al/la docente la declinazione più idonea in riferimento alla specifica tipologia di esame.
Exam: Written test; Optional oral exam; Group essay;
Assessment will be based on a written exam and on group-based assignments handed in during the course.
The exam is structured in two sections, to be held in the same day, and a minimum threshold in both sections is to be achieved:
- practice, based on a case study (open book), 10 points with a minimum threshold of 5 (exam duration approx. 90 minutes),
- theory (no books or notes allowed), 12 points with a minimum threshold of 6 (exam duration approx. 45 minutes).
Group-based assignments are worth a maximum of 10 points. Students achieving at least 31 points qualify for a 30 cum laude mark.
Students may also ask for a supplemental oral examination. This may lead to approximately ± 1.5 points change in their overall mark.
The framework for evaluating the achievement of learning outcomes is the following:
Learning outcome 1 - written exam (theory) and group-based assignments
Learning outcome 2 - written exam (practice), written exam (theory) and group-based assignments.
Learning outcome 3 - mainly through written exam (theory) and group-based assignments
Learning outcome 4 - written exam (practice), written exam (theory) and group-based assignments.
In addition to the message sent by the online system, students with disabilities or Specific Learning Disorders (SLD) are invited to directly inform the professor in charge of the course about the special arrangements for the exam that have been agreed with the Special Needs Unit. The professor has to be informed at least one week before the beginning of the examination session in order to provide students with the most suitable arrangements for each specific type of exam.
Modalità di esame: Prova orale facoltativa; Prova scritta tramite l'utilizzo di vLAIB e piattaforma di ateneo; Elaborato progettuale in gruppo;
Final marks are assigned, based on a written exam and on group-based assignments developed throughout the course.
The written exam is made up of two parts that must be sat through during the same day, and a minimum threshold must be overcome in each:
- practical problem, based on a quantitative case study. The problem can be tackled with open book and awards max 10 points with a minimum threshold of 5 points (approx. 90 minutes duration),
- theory, based on a discussion of an excerpt from an article and three questions. This part of the exam is "closed book" and awards max 14 points with a minimum threshold of 8 points (approx. 45 minutes duration).
The group assignments lead to max 8 points. Students who achieve more than 31 qualify for "cum laude".
Students can ask for an additional oral exam, which might change the proposed mark by +/- 1.5 points.
Exam: Optional oral exam; Written test via vLAIB using the PoliTo platform; Group project;
Assessment will be based on a written exam and on group-based assignments handed in during the course.
The exam is structured in two sections, to be held in the same day, and a minimum threshold in both sections is to be achieved:
- practice, based on a case study (open book), 10 points with a minimum threshold of 5 (exam duration approx. 90 minutes),
- theory (no books or notes allowed), 12 points with a minimum threshold of 6 (exam duration approx. 45 minutes).
Group-based assignments are worth a maximum of 10 points. Students achieving at least 31 points qualify for a 30 cum laude mark.
Students may also ask for a supplemental oral examination. This may lead to approximately ± 1.5 points change in their overall mark.
The framework for evaluating the achievement of learning outcomes is the following:
Learning outcome 1 - written exam (theory) and group-based assignments
Learning outcome 2 - written exam (practice), written exam (theory) and group-based assignments.
Learning outcome 3 - mainly through written exam (theory) and group-based assignments
Learning outcome 4 - written exam (practice), written exam (theory) and group-based assignments.
Modalità di esame: Prova orale facoltativa; Prova scritta tramite l'utilizzo di vLAIB e piattaforma di ateneo; Elaborato progettuale in gruppo;
Final marks are assigned, based on a written exam and on group-based assignments developed throughout the course.
The written exam is made up of two parts that must be sat through during the same day, and a minimum threshold must be overcome in each:
- practical problem, based on a quantitative case study. The problem can be tackled with open book and awards max 10 points with a minimum threshold of 5 points (approx. 90 minutes duration),
- theory, based on a discussion of an excerpt from an article and three questions. This part of the exam is "closed book" and awards max 14 points with a minimum threshold of 8 points (approx. 45 minutes duration).
The group assignments lead to max 8 points. Students who achieve more than 31 qualify for "cum laude".
Students can ask for an additional oral exam, which might change the proposed mark by +/- 1.5 points.
Exam: Optional oral exam; Written test via vLAIB using the PoliTo platform; Group project;
Assessment will be based on a written exam and on group-based assignments handed in during the course.
The exam is structured in two sections, to be held in the same day, and a minimum threshold in both sections is to be achieved:
- practice, based on a case study (open book), 10 points with a minimum threshold of 5 (exam duration approx. 90 minutes),
- theory (no books or notes allowed), 12 points with a minimum threshold of 6 (exam duration approx. 45 minutes).
Group-based assignments are worth a maximum of 10 points. Students achieving at least 31 points qualify for a 30 cum laude mark.
Students may also ask for a supplemental oral examination. This may lead to approximately ± 1.5 points change in their overall mark.
The framework for evaluating the achievement of learning outcomes is the following:
Learning outcome 1 - written exam (theory) and group-based assignments
Learning outcome 2 - written exam (practice), written exam (theory) and group-based assignments.
Learning outcome 3 - mainly through written exam (theory) and group-based assignments
Learning outcome 4 - written exam (practice), written exam (theory) and group-based assignments.