MGYF STR 5612
This seminar purports to familiarize students with strategic innovation and especially business model innovation, both in terms of understanding the business model building block as well as designing, prototyping and testing innovative business models.
Therefore, the learning objectives of this seminar are, for the students:
- To review and consolidate the basics of Strategy as taught in the first two years of the curriculum, and to understand the meaning and the very purpose of strategic innovation,
- To draw the big picture of business models and see how all the parts of it fit together,
- To achieve higher quality discussions among classmates and teams because using a shared common and visual language to talk about business models,
- To be able to design, prototype and test innovative business models,
- To better reflect on organizational structures that support business models, such as business process models and roles and responsibilities among employees,
- To acquire tools for business model design and test (robustness),
- To understand how to capitalize on ICTs to reinvent new business models, and to reflect on business model innovation in a more structured way to come up with new ideas.
The objectives of this seminar are threefold. The first objective is to be able to describe changes in industry structures (ecosystems) and situations of business model innovation in general – applied to the example of recent business evolutions in particular (platforms businesses). The second objective is to master the design of business models using Osterwalder’s business model and value proposition canvas. The third objective is to explain why and how ICTs can help reshape or redesign traditional business models. Indeed, advances in ICTs have driven the recent interest on business model innovation since many e-businesses constitute new business models (AirB&B, Open Table, …). The focus will be on preparing the student for the challenge of creating and supporting a culture of innovation within their own professional contexts (be it a startup or within a larger organization). Participants will be encouraged to develop a strategic sense of innovation discovery, both at the individual and team level. Candidates will also explore how innovation is creating both opportunities and challenges for entrepreneurship through the introduction of disruptive new business models.
As most of the evaluation will be based on group work, which is the best proxy for simulating achievement in real-life corporate contexts, every student will be subjected to peer pressure to contribute their respective share of the workload required to deliver reports and conclusions on the cases.
Class participation 35%
Reaction papers (1<...< 5) 15%
Team project (C. Studies) 50%
Attendance to all classes is mandatory: grade may be subject to individual downgrading in the event of absences or obvious lack of preparation to the lab classes (- 2 for the first half day of absence ; - 4 for the second half day of absence)...and beyond, a consistent complementary work will be asked in order to validate the seminar.
In consideration of the technical character of this topic, group discussions and case studies presentations will be focused on the illustration and implementation of the concepts and tools studied during seminar. Therefore:
- Students will be asked to work in small groups to analyze case studies, thereby demonstrating that they have internalized the formal teaching part of this course.
- They will have to incorporate all of the dimensions studied in this seminar in the preparation of a group presentation of an innovative business model. Indeed, the class will be divided into teams of 5 or 6 students who will work together for the duration of the class. This team will work on any group activities in class, and develop a working relationship that will be essential to their end-of-course presentation.
The course is bilingual: the material is in English but the class is given in French. Students can ask their questions and write their project papers in French or in English.
As a teacher, it’s my job to listen to what you have to say about your experiences in this class and adapt the class to your most effective learning styles. This means that I must make myself available to you for comments both inside and outside the class. As students, it is your job to tell me how I’m doing. I’ll expect you to provide me with comments and questions that help me properly tailor this seminar to you. What’s more, you must take the initiative to come to me for help when you are falling behind. If we both work together, you will get more use out of this class, retain the knowledge longer, and enjoy the experience more than you would ever imagine.
This seminar will be based on active participation, workshop exercise, and team projects. Classes will be based on interactive PowerPoint presentations, as well as a series of tests, exercises based on readings and case studies. This seminar will require active participation from the students in terms of in-class discussions, readings and case studies debriefings. The main text and articles assigned to this seminar are meant to complement the classroom material and inspire conversation and discussion. As such, you must come to class having completed the readings so that you can contribute. Case studies will have to be worked in small groups, both during the class and overnight. Moreover, this week of seminar will require the continuous and active presence and involvement of each student, especially when it comes to group work on case studies.
Typically, one month before the beginning of this seminar, students will find on Moodle all the seminar material including readings, case studies and videos related to the topic. While lectures will be infrequent in this class, lecture notes, in the form of PowerPoint slides, will be posted on Moodle. Discussion questions for each article will also be posted on Moodle so that students can use them to direct their reading and thinking about the articles. The reference book for this seminar is: Osterwalder, A., & Pigneur, Y. (2013). Business model generation: a handbook for visionaries, game changers, and challengers. John Wiley & Sons.
Programme grande école