Actualités et agenda
Nos formations
Établissement
Langue d'enseignement
English
Matières
ENTREPRENEURSHIP
Responsable(s)
D.CHEEK
Intervenant(s)
D.CHEEK
Présentation
Prérequis
No prior formal knowledge of innovation is required. However, students who are familiar with concepts and techniques in the realms of arts, business, critical thinking, creativity, design, entrepreneurship, humanities, IT, problem solving, and/or innovation will be able to test their understandings and applications in real-world contexts. This course is complementary to a wide range of IESEG courses that deal with one or more of the forementioned areas while maintaining focus on the applied practice of innovation in real-world contexts.
Objectifs
At the end of the course, the student should be able to:
1.Assess and identify improvements to commonly encountered systems, products, and processes (1C, 3B).
2. Create upon demand a written design brief and prototype in the form of a model or detailed diagram for the improvement of a system, product, or process (3B).
3. Appreciate through direct engagement both the "push" and "pull" aspects of sociotechnical improvements to the human-designed world and that improvements are possible everywhere, everyday, while always being subject to constraints (6A).
4. Demonstrate in a preliminary manner their ability, working within a small international randomly-assigned team, to successfully deliver three iterations of a design brief over a four-day period (1B, 6C).
5. Engage in discerning critique of proposed improvements by others to existing systems, products and/or processes in the everyday world and in the corporate world (4A, 4B).
1.Assess and identify improvements to commonly encountered systems, products, and processes (1C, 3B).
2. Create upon demand a written design brief and prototype in the form of a model or detailed diagram for the improvement of a system, product, or process (3B).
3. Appreciate through direct engagement both the "push" and "pull" aspects of sociotechnical improvements to the human-designed world and that improvements are possible everywhere, everyday, while always being subject to constraints (6A).
4. Demonstrate in a preliminary manner their ability, working within a small international randomly-assigned team, to successfully deliver three iterations of a design brief over a four-day period (1B, 6C).
5. Engage in discerning critique of proposed improvements by others to existing systems, products and/or processes in the everyday world and in the corporate world (4A, 4B).
Présentation
Students will engage in practical innovation beginning with everyday examples from around the world - both past and present. Business examples will also be accessed in proximity to IESEG the first day under tutelage of the instructor. Randomly assigned intercultural teams will then identify an innovation site of their choosing within a given radius of the school. They will identify an innovation challenge for another team and write up a design brief of their chosen task. All teams will serve as both a consulting team doing an assigned task from another team and a customer team who have requested an innovation for one or more specific problems their chosen entity (corporate, public, NGO) is facing from another team. All teams will meet twice with their client team during the exercise as well as presenting their innovative solutions before several other teams. All teams will judge at least two other teams' products grading both students within their own team as well as the other teams in their triad.
Modalités
Organisation
| Type | Amount of time | Comment | |
|---|---|---|---|
| Présentiel | |||
| Cours interactif | 15,00 | Using local environs as well as class. | |
| Autoformation | |||
| Lecture du manuel de référence | 5,00 | All within IESEG Online. | |
| E-Learning | 5,00 | Open access. | |
| Travail personnel | |||
| Group Project | 15,00 | Work within an assigned team. | |
| Individual Project | 3,00 | Do specialized work for their team. | |
| Overall student workload | 43,00 | ||
Évaluation
Student teams judge at least two other teams and their own team using a rubric. Their judgments are combined with that of the professor. Each student writes a self-reflective essay due one week following the end of class in lieu of an exam. Students and teams also receive individual coaching from professor.
| Control type | Duration | Amount | Weighting |
|---|---|---|---|
| Autres | |||
| Projet Collectif | 18,00 | 1 | 85,00 |
| Rapport écrit | 3,00 | 1 | 15,00 |
| TOTAL | 100,00 | ||
Ressources
Bibliographie
Chesbrough, H. (2019). Open Innovation Results: Going Beyond the Hype and Getting Down to Business. NY: Oxford University Press. -
Hanington, B., & Martin, B. (2017). The Pocket Universal Methods of Design: 100 Ways to Research Complex Problems, Develop Ideas and Design Effective Solutions. NY: Rockport Publications. -
Puccio, G. J., Cabra, J. F., & Schwagler, N. (2017). Organizational Creativity: A Practical Guide to Innovators & Entrepreneurs. Thousand Oaks, CA: Sage Publications. -
Sawyer, R. K. (2012). Explaining Creativity: The Science of Human Innovation. NY: Oxford University Press, 2e. -
Hanington, B., & Martin, B. (2017). The Pocket Universal Methods of Design: 100 Ways to Research Complex Problems, Develop Ideas and Design Effective Solutions. NY: Rockport Publications. -
Puccio, G. J., Cabra, J. F., & Schwagler, N. (2017). Organizational Creativity: A Practical Guide to Innovators & Entrepreneurs. Thousand Oaks, CA: Sage Publications. -
Sawyer, R. K. (2012). Explaining Creativity: The Science of Human Innovation. NY: Oxford University Press, 2e. -
Ressources Internet