Code
MGYF STR 5922
Level
M2
Field
Stratégie
Language
Anglais/English
ECTS Credits
2
Class hours
28
Total student load
40
Program Manager(s)
Department
- Management, Marketing et Stratégie
Educational team
Introduction to the module
The first objective is to be able to describe changes in industrial structures (ecosystems) and business model innovation scenarios in general, with a particular focus on recent developments in companies, especially platforms.
The second objective is to understand the fundamentals of design thinking and to demonstrate the ability to use design thinking for creative problem solving in a business context. For example, by designing a new business model using Osterwalder’s “business canvas.”
The third objective is to explain why and how digital technologies can help to redefine traditional business models. Emphasis will be placed on preparing students for the challenge of creating and sustaining a culture of innovation within their own professional context, whether in a start-up or a larger organization. Participants will explore how innovation creates both opportunities and challenges for entrepreneurship through the introduction of disruptive business models.
Learning objectives/Intended learning outcomes
- 5.1 - Monitor global and systemic changes in ecosystems in an international environment with a view to anticipating possible transformations and innovations and proposing proactive and proportionate responses to the major issues and challenges ahead.
Rubrics
Compétences Centrales / Core Competencies
- Comprendre les différents Types et Stratégies d'Innovation / Understanding the Different InnovationTypes and Strategies
- Modelage d'Affaires à l'Ere des Transitions Digital / Business Modeling Innovation in the Digital Transitions Era
Compétences Douces / Soft Skills
- Sens Critique / Critical Thinking
- Créativité / Creativity
- Travail en Equipe / Collaborative Teamwork
Content : structure and schedule
Sessions 1-2. Innovation management strategies, concepts, theories, and models (incremental/radical/game-changing, open source, open innovation, networked, collaborative, ecosystemic, dynamic capabilities) -> ODD 9.4 ODD 9.5
Sessions 3-4. Strategy and innovation -> business model and business model innovation (one-sided, two-sided, multi-sided / mono-canal, multi-canal, omnicanal)
Sessions 5-6. Strategic Innovation Toolkit (Value Proposition Design, Business Model Design, Design thinking, etc.) -> ODD 17.16 ODD 17.17
Sessions 7-8. Digital transformation strategies and the role of ICT to reshape business models and commercial architecture-> ODD 9.c
Sustainable Development Goals
ODD 9 & 17
Justification for SDG 9 – Industry, Innovation and Infrastructure
SDG 9 aims to build resilient infrastructure, promote inclusive and sustainable industrialization, and foster innovation. Sessions 1–2 and 7–8 are directly aligned with this goal, as they address innovation dynamics and digital transformation within evolving industrial ecosystems.
Sessions 1–2 – Innovation Management (SDG 9.4, 9.5)
These sessions focus on innovation strategies (incremental, radical, open, networked, collaborative, ecosystemic) and on understanding the dynamic capabilities of organizations.
They respond to Target 9.4, which encourages upgrading industries through resource-efficient and clean technologies, and Target 9.5, which fosters scientific research and technological development.
Students learn how to analyze and strengthen the innovation capabilities of firms and ecosystems, supporting sustainable and competitive industrialization.
Sessions 7–8 – Digital Transformation and ICT (SDG 9.c)
These sessions explore the role of information and communication technologies (ICT) in redesigning business models and organizational architectures.
They align with Target 9.c, which aims to increase access to ICT and enhance digital capabilities across sectors.
By mastering digital transformation strategies, students gain insights into how emerging technologies drive innovation and reduce economic and informational divides.
Overall, the choice of SDG 9 is justified because the course develops the abilities required to design, support, and lead technological and organizational innovation within rapidly changing industrial environments.
Justification for SDG 17 – Partnerships for the Goals
SDG 17 focuses on fostering multi‑stakeholder cooperation, knowledge sharing, and partnership building to achieve sustainable development. Sessions 5–6 directly contribute to this goal by emphasizing the collaborative dimension of innovation through tools such as Design Thinking and the Business Model Canvas.
Sessions 5–6 – Strategic Innovation Toolkit (SDG 17.16, 17.17)
These sessions promote a collaborative approach to value creation through co‑creation, business model design, and collective problem‑solving.
They align with Target 17.16, which strengthens multi‑stakeholder partnerships mobilizing knowledge, expertise, and technology, and Target 17.17, which promotes effective public‑private partnerships.
The use of Design Thinking exemplifies these partnerships in practice: students learn to integrate diverse perspectives to design innovative, inclusive, and sustainable solutions.
The relevance of SDG 17 lies in showing that sustainable innovation depends not only on technology (SDG 9) but also on collaborative capability and cross‑sector cooperation, which are key drivers of successful economic and social transformation.
Number of SDG's addressed among the 17
2
Learning delivery
synchrone
Pedagogical methods
Seminaires / Lectures
Etudes de Cas / Case Studies
Eléments d'étude en ligne / Online Learning Component
Débats / Debates
Evaluation and grading system and catch up exams
Continuous assessment: 40% group case studies
Final exam (CF): 60% individual evaluation (Theory questions / Mini case study)
The final grade may be adjusted based on individual participation (lateness, unexcused absences, etc.).
Resit (CF2): Theory questions / Mini case study. The grade is capped at 10/20.
In the event of failure to pass the resit (CF2), an extension of studies may be granted by the academic board.
Module Policies
Professor-Student Communication
● The professor will contact the students through their school email address (IMT-BS/TSP) and the Moodle portal. No communication via personal email addresses will take place. It is the student responsibility to regularly check their IMT-BS/TSP mailbox.
● Students can communicate with the professor by emailing him/her to his institutional address. If necessary, it is possible to meet the professor in his office during office-hours or by appointment.
Students with accommodation needs
If a student has a disability that will prevent from completing the described work or require any kind of accommodation, he may inform the program director (with supporting documents) as soon as possible. Also, students are encouraged to discuss it with the professor.
Class behavior
● Out of courtesy for the professor and classmates, all mobile phones, electronic games or other devices that generate sound should be turned off during class.
● Students should avoid disruptive and disrespectful behavior such as: arriving late, leaving early, careless behavior (e.g. sleeping, reading a non-course material, using vulgar language, over-speaking, eating, drinking, etc.). A warning may be given on the first infraction of these rules. Repeated violators will be penalized and may face expulsion from the class and/or other disciplinary proceedings.
Learners are expected to strictly adhere to the class schedule provided in their timetable.
● The tolerated delay is 5 minutes. Attendance will be declared on Moodle during these 5 minutes via a QR code provided by the teacher at each course start.
Each half-day of unexcused absence or lateness will result in a penalty of -1 point on the final course grade.
● Student should arrive on time for exams and other assessments. No one will be allowed to enter the classroom once the first person has finished the exam and left the room. There is absolutely no exception to this rule. No student can continue to take an exam once the time is up. No student may leave the room during an examination unless he / she has finished and handed over all the documents.
● In the case of remote learning, the student must keep his camera on unless instructed otherwise by the professor.
Honor code
IMT-BS is committed to a policy of honesty in the academic community. Conduct that compromises this policy may result in academic and / or disciplinary sanctions. Students must refrain from cheating, lying, plagiarizing and stealing. This includes completing your own original work and giving credit to any other person whose ideas and printed materials (including those from the Internet) are paraphrased or quoted directly. Any student who violates or helps another student violate academic behavior standards will be penalized according to IMT-BS rules.
Textbook Required and Suggested Readings
Tidd, J., & Bessant, J. R. (2024). Managing innovation: Integrating technological, market and organizational change (8th ed.). John Wiley & Sons.
Lewrick, M., Link, P., and Leifer, L (2018). The Design Thinking Playbook: Mindful Digital Transformation of Teams, Products, Services, Businesses and Ecosystems. John Wiley & Sons.
Neil Perkin, Peter Abraham. (2017). Building the Agile Business through Digital Transformation: How to Lead Digital Transformation in Your Workplace, KoganPage.
Mootee, I. (2013). Design thinking for strategic innovation: What they can't teach you at business or design school. John Wiley & Sons.
Keywords
Innovation stratégique, Modelage d'affaires, Design Thinking, Disruption, Technologies Digitales / Strategic Innovations, Business modeling, Design thnking, Disruption, Digital Technologies