Politecnico di Torino
Politecnico di Torino
Politecnico di Torino
Academic Year 2017/18
Master of science-level of the Bologna process in Systemic Design - Torino
Teacher Status SSD Les Ex Lab Tut Years teaching
Bravi Marina ORARIO RICEVIMENTO AC ICAR/22 20 40 0 21 7
Davico Luca ORARIO RICEVIMENTO RC SPS/10 48 12 0 21 5
Tamborrini Paolo Marco ORARIO RICEVIMENTO A2 ICAR/13 20 40 0 21 7
SSD CFU Activities Area context
B - Caratterizzanti
F - Altre (art. 10, comma 1, lettera f)
C - Affini o integrative
Design e comunicazioni multimediali
Altre conoscenze utili per l'inserimento nel mondo del lavoro
Attività formative affini o integrative
Subject fundamentals
Innovation is a multiform energy that must continually redefine itself, even in its methods. The challenge is to design the infrastructure of everyday life with respect and with an eye to protect, with important spin-offs for the community from the social, functional and economic points of view. The multidisciplinary laboratory takes on the knowledge, cultures and techniques regarding technical, productive, social and economic innovation; the laboratory aims to teach how to read changes and evolutions that may occur in the various ambits. The final objective of the laboratory is to bring each student on one hand to integrate the different inputs of the three disciplines, and on the other hand to combine analytical skills in the "reading" of the territory with designing skills.
The laboratory leads to a single exam. It last for six months, is held in the 1st teaching period, but can be attended indifferently in the first or second year.

The course relies on the collaboration of the Innovation Design Lab for the organization of seminars related to the themes of the course and for involvement in activities with organizations and companies in the Piedmont area. www.innovationdesignlab.it
Expected learning outcomes
The laboratory activities aim to impart the following skills:
- acquire and make their own knowledge, systemic design sensitivity, knowhow, cultures and techniques to relate with technical and productive innovation; ability to foresee change and evolutions in various ambits.
- learn useful tools and techniques to understand the scenario, market, technology, organisation and cognitive changes for the improvement of the performance of organisations on the territory.
- know and understand quantitative approaches to qualitative variables belonging to the complex systems. Develop an attention to the interdisciplinarity of the theme of innovation by improving skills in critical analysis and the evaluation of concrete spinoffs.
- sviluppare un’attenzione alla interdisciplinarietà del tema dell’innovazione attraverso il miglioramento delle capacità di analisi critica e di valutazione delle sue ricadute concrete.
- build a capacity for predicting changes and evolutions in various areas.

During the course in the Innovation laboratory, each student have to develop the following skills:
- manage, coordinate and fulfil complex projects of products, services or models with an eye to social innovation that fulfil real needs and at the same time create new relationships; good practices for the community of a specific territory able to grow the possibilities of action for society itself.
- interpret technical innovations, ICT technologies of communication and interaction in design and apply them in a productive ambit, and foresee their possible social, economic, cultural and environmental spinoffs and with the relational system generated by them.
- start up and develop, with a solid systemic methodology, a design study aimed at rethinking some principles of innovation, of "good design" and communication such as functionality, culture, productive technique, symbolism and to direct the project towards an ethic that is attentive to human artefacts and quality of life, within a complex and sensitive ecosystem.
Prerequisites / Assumed knowledge
A good level of contemporary general culture, deep knowledge of the culture of design (historical and contemporary), command of the main notions of sustainable design is required.
It is preferable for the student to have followed a Course of Economic Evaluation of the Project or Management Economy or Marketing and a course of Sociology. However, we believe that no particular prerequisites are necessary to deal with the problems in the Module, if not a certain sensitivity towards contemporaneity, from the economic, social and territorial viewpoints.
The course is characterised by a particular attention to the themes of responsible innovation as a mix of creativity and environmental, economic and social sustainability. The course will concentrate on the aspects of analysis and design, also by experimenting models and typical methodologies of the processes of innovation. The course aims (in collaboration with the teachers of the management and sociology of innovation) is to design an initiative, a product or a service and create the prototype of both the product/service and the socio-economic model that it aims to generate.

The course of Innovation Management goes beyond its traditional object of study, the corporate organisational models and the introduction of processes of technological advancement, as it tries to interface with the project and its main players on the territory.
To this end, first of all, the relationship between innovation process and project management processes will be addressed within organizations and the territory. In particular, the contribution will be oriented to develop the management aspects related to the design solution identified by the students.
In the first phase of the course, some preliminary notions will be introduced, divided into four blocks of arguments: 1) typologies of innovation (territorial/economic/social innovation; incremental-radical; product/process/market, etc.; the role of innovation in the different organizations; processes of diffusion of innovation); 2) innovation and project (what is project management? Plan and portfolio management; project governance; context and stakeholder); 3) design phases e life cycle (criteria and strategies, role of the project manager; WBS and its structures; Gantt diagram; reticular structures, PERT); 4) project evaluation (resources and management during the project life cycle; budget; cost and time management, sources of risk). The development of each set of arguments will take about 3 hours.
The educational activity will continue in close connection with the other two disciplines, in parallel to the development of the various activities carried out by students (analysis of the territorial scenario, concept, executive design). Much of it is therefore aimed to apply the theoretical notions initially learned to concrete cases with continuous teaching support.

The course aims to supply the tools necessary for the study and evaluation, on one side, of the social implications of innovation; on the other, the potential of a territory in the more general outline of urban sustainability. This can be translate into a series of lessons focused on the first few weeks of the laboratory and concerning the following themes: society and culture between tradition and innovation (3 hours), cultural globalization and innovation (3 hours), sustainable innovation (3 hours), perceptions and participatory projects (3 hours), methods of analysis for a sociological reading of a territory (structures, services, social aspects, innovations, resources) (3 hours).
Delivery modes
The Laboratory’s activities, which will be proposed by the main teachers of the various contributions, will be undertaken in different ways and include some lessons but mainly analysis, planning and inspection activities carried out in class with the teachers. It is therefore necessary for each student to attend the module with regularity.
They all have some common organisational elements:
- they all lead to a clearly identified product (written or graphic),
- intermediate products (first report on the study of the territories, other analyses, drafts, etc.). Considered intermediate stages in the development of the final product, they will be presented according to a precise schedule of deadlines, which will be communicated to students on the first day of the lesson; presentations - in various forms - of such intermediate products are moments of discussion and collective comparison, and an initial evaluation that will conclude with the exam.
The activities planned in the module are both individual (acquisition of skills, ability to return them structurally) and collective (field analysis and project activities conducted by students in groups of 5-6 members).
The ability to present, in a clear and effective way, and to discuss the developed products is considered an important element of the training that the Laboratory aims to give the students, as it is an indispensable component in the real processes of consultation and negotiation that accompany the definition and carrying out of complex programmes. As such, it is one of the evaluation criteria of each individual student, as further specified.
Texts, readings, handouts and other learning resources
Reference texts/lecture notes for teaching:
- Bistagnino L. (2011). Systemic Design. Bra (CN), IT: Slow Food Editore
- Murray R. Julie Caulier Grice J. Mulgan G. Giordano A. Arvidsson A. Il libro bianco sulla innovazione sociale. http://www.societing.org/wp-content/uploads/Open-Book.pdf
- Pauli G.(2010). 10 anni. 100 innovazioni. 100 milioni di posti di lavoro. Milano, IT: Edizioni Ambiente
- Lecture notes of "Sociology of Innovation", curated by teacher, available to students from the first day of the course.
- Lecture notes of "Design for Innovation", curated by teacher, available to students from the first day of the course.

chapters from:
- Frey M., Cerruti C., Binci D. (2012) Management dell’innovazione. Flessibilità, interazione, integrazione e tecnologia nei processi innovativi, CEDAM
- Cercola R., Izzo F., Bonetti E. (2010) Eventi e strategie di marketing territoriale. I network, gli attori e le dinamiche relazionali, Franco Angeli.

The teaching materials used in lessons is edited by the teachers and freely accessible to the student on the teaching portal. The material is updated in real time.

Recommended texts for further study:
- Germak C. (Ed.), 2008. Uomo al centro del progetto: Design per un nuovo Umanesimo (pp. 152-170). Torino, IT: Allemandi&Co.
- Tamborrini, P. (2009). Design Sostenibile. Oggetti, sistemi e comportamenti. Milano, IT: Electa
- Mela A., Davico L., Staricco L., (2009), Città sostenibili, Carocci, Roma
Assessment and grading criteria
The final grade that will be given in a single exam mark, summary of the following evaluation elements:
- 1/3 of the final mark corresponds to the score obtained by each student in the individual written exam (with open and closed questions), in turn determined by the scores (each one expressed on a 0-10 scale) obtained respectively in the individual written examination of Design for Innovation, Innovation Management and Sociology of Innovation.
- 2/3 of the vote depend on the evaluation (on a scale from 0 to 30) of final products by teachers (analysis report, project, book, public presentation) delivered by each student team at the end of the module.
- Slight "final adjustment" of the reached score, with the addition (or subtraction) of a few points (in the order of 1-2-3), taking into account activism, participation, proposition, analytical and critical capacity demonstrated by each student throughout the whole module, especially during the mid-term moments of test and comparison between teachers and students.

Programma definitivo per l'A.A.2017/18

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