Curricular Unit:			Code:
Innovation Management			997GINO
Year:	Level:	Course:	Credits:
3	Undergraduate	Quality, Environment and Safety Management	6 ects
Learning Period:		Language of Instruction:	Total Hours:
Spring Semester		Portuguese/English	78
Learning Outcomes of the Curricular Unit:
In terms of knowledge and comprehension skills, it is expected that through the analysis of different case studies and the reading of different articles and book chapters, by some of the current main thinkers in innovation and innovation management fields, students are able to identify which are the critical success factors in innovation and innovation management at organizations operating in a V.U.C.A environment. It is also intended that, through practical assignments and its oral presentation, classroom debates or critical reviews in written format, students are able to: (1) present ways of applying knowledge to new and unfamiliar situations, in broad and multidisciplinary contexts, and demonstrate the ability to develop solutions applied to organizations and / or problems in the real world; (2) communicate their conclusions - and the knowledge and reasoning underlying them - to specialists and non-specialists, in a clear and unambiguous way.
Syllabus:
1. The environment in which organizations operate. 1.1 V.U.C.A and V.U.C.A.+COVID-19 world. 1.2 The 4th Industrial Revolution / the digital transformation. 1.3 Competitive advantages of our times. 2. Startups and innovative organizations. 2.1. Critical success factors: strategy, management, culture, and design. 3. The different types of innovation, the innovation that originates companies and the innovation in existing organizations. 4. The “Jobs to Be Done” theory, cycle, and process. 4.1 Designing and testing value propositions. 5. Designing and testing business models. 6. Innovation portfolio management. 6.1 Use of the "portfolio map" for the development of new growth engines. The Explore Portfolio. 6.2 Use of the portfolio map to protect, improve and reinvent existing business models, preventing them from declining. The Exploit Portfolio. 7. Augmented innovation.
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
With contents 1, 2 and 3, it is intended that students understand the environment in which innovation processes are developed, the different types of innovation and their importance for the emergence and / or continuity of organizations, as well as, what factors influence the development of innovation. Content 4 aims to present students with the main theories about the reasons that lead people to need a certain product or service. The contents 5 and 6, aim to familiarize students with a series of methodologies and tools designed to: (1) understand business opportunities; (2) plan and test the development of innovative ideas / projects in a way in which risk and investment evolve inversely as the hypotheses that sustain the projects are validated or not. Content 7 will address how artificial intelligence and machine learning can be part of innovation processes.
Teaching Methodologies (Including Evaluation):
The syllabus will have a theoretical treatment (supplemented through various readings, expository methodology, interrogative and demonstrative), and a practical treatment (through execution, presentation and discussion in class of practical business cases and applied (practical classes). This requires the correct application of theoretical knowledge and its proper communication, enhancing the ability of self-learning. The evaluation method is based on the continuous evaluation model and includes a written test [corresponding to 40% (forty percent) of the grade], micro practical individual works with corresponding oral presentation [corresponding to 40% (forty percent) of the grade], and the quality of participation in classes and tutorial sessions [corresponding to 20% (twenty percent) of the grade].
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
The teaching methods aim to acquire a mix of core concepts and practical application thereof. For this reason it favors a theoretical-practical, using case studies. Students are asked to produce a number of selected practical assignments to test their ability with digital artifacts.
Reading:
Dorf, B. and Blank, S. (2014) Startup: Manual do Empreendedor. 1a edição. Editora Alta Books. Duncan, D.S. (2021) The Secret Lives of Customers: A Detective Story About Solving the Mystery of Customer Behavior. New York. O’Reilly, C. A., & Tushman, M. L. (2016) Lead and Disrupt: How to Solve the Innovator's Dilemma. Stanford Business Books. Osterwalder, A. et al. (2015) Criar Propostas de Valor. Dom Quixote. Osterwalder, A. et al. (2020) The Invincible Company: How to Constantly Reinvent Your Organization with Inspiration From the World’s Best Business Models. 1st edition. Wiley. Savoia, A. (2019) The Right It: Why So Many Ideas Fail and How to Make Sure Yours Succeed. HarperOne. Siebel, T.M.(2019) Digital Transformation: Survive and Thrive in an Era of Mass Extinction. Trigo, M.R. (2021). O que a pandemia acelerou?. Disponível em: https://www.linkedin.com/pulse/o-que-pandemia-acelerou-miguel-rombert-trigo/ (Acedido em 5 de fevereiro de 2022)
Lecturer (* Responsible):
Miguel Trigo (mtrigo@ufp.edu.pt)