Scotland MG syllabus and itinerary

NOTE: This is a SAMPLE syllabus/itinerary and may not be the most up-todate version. Please contact the faculty leader of this program for more
recent information.

Global Innovation Management in Practice:
Embedded Short Term Program in Scotland
MG340 Spring 2012
Instructor:

Dr. Iris Berdrow

Office Phone:

Office:

AAC306

E-mail:

Office Hours:

X2130

Blackboard Site:

Class:
Location:

Course Overview:
In today’s global economy, competitive advantage goes to those firms that are able to outinnovate the competition. Companies face a stark choice. They can continually innovate,
change, find new ways of doing what they do today, and new things to do tomorrow, or they can
watch as their companies are attacked and trampled by more aggressive and innovative

companies. In this course, we will examine the actions that managers and their companies can
take to effectively foster growth through innovation. The focus is on helping you to increase your
understanding of what it takes to make an organization and its employees innovative. We’ll
discuss companies’ and managers’ experiences to gain insight into the problems they’ve faced,
the solutions they’ve come up with, and the lessons they’ve learned about making their
organizations more innovative. We will approach innovation from a cross-cultural perspective
and so view innovation as a global strategy that companies can use to gain competitive
advantage. But, the key to success lies in the ability to execute an innovation strategy. Thus, we
will concentrate our attention on the effective execution of innovative activities.

Global Innovation Management
Today’s competitive business environment is dominated by two trends – more rapid innovation
of products and processes, and increasing complexity of managing in a global context.
Competitive advantage comes from managing innovation processes and achieving innovation
outcomes with sensitivity to the cultural context of operations and markets. Successful
product/process innovation requires managers to be effective planners, negotiators, and
motivators of people – on their team, their superiors, their peers, and their clients.

Ultimately, international business is conducted with and through people from various cultural
backgrounds. National, regional and organizational culture will define norms of behavior
which individuals carry with them into international environments. If not understood, those
different behaviors can become significant barriers to the success of any international


endeavor. This course is concerned with understanding differences in behavior which stem
from diverse national cultures and developing tools for effectively managing those
differences.
The specific cultural context in which we will study global innovation management is Scotland.
Recently, the Scottish government has initiated a program to facilitate innovation through
industry, education, government, and public services. This provides a rich context in which to

study innovation management practices.

Scotland
“The Scottish Government has a clear purpose: to create a more successful Scotland
with opportunities for all to flourish through increasing sustainable economic growth.
Innovation for Scotland is essential to achieving that purpose. Innovation improves
productivity, creates new products and services, creates new jobs in existing industries
and industries of the future and stimulates greater economic participation. All these are
crucial to increasing sustainable economic growth.
Innovation for Scotland describes how a partnership between businesses, Government,
enterprise agencies, and academia, is essential to survive the downturn, and to take full
advantage of the economic recovery when it comes… It is the private sector that powers
economic growth – successful innovation depends on the competitiveness of Scotland’s
businesses, many of them SMEs. We are working with the private sector to increase the
competitiveness of our most important industries.”a
Course Themes
1.
Global Innovation: Students will learn what innovation is, different ways in which
companies can innovation, the contextual nature of innovation, and how return on
innovation can be measured. While it is easy for students to focus on innovation in
electronic consumer product industries, this course focuses on traditional industries
that are heavily tied to contextual factors such as history, geography, politics,
economics, and regulations. The impact of culture on innovation strategies and
processes in multinational enterprises will be the focus of both trips.
2.
Effective global management: Students will learn the theoretical model of effective
global management and will then travel to France to learn first hand what the
components of the model mean and how to apply them. For example, the model
claims that a strong understanding of the cultural background of a country is needed
in order to effectively manage foreign operations. Students will learn about the

religions, language, social structure, political realities, social and environmental
issues of the country. They will have an opportunity to tour foreign and local
companies to compare work environments. They will interact with locals, testing out
their own cultural skills during the service-learning component. They will see local
living conditions and economic realities.
3.
Experiential learning: Learning about cultures is different than experiencing the
implications of cultural differences on the behaviors of self and others. An emphasis
is placed on engaging in self reflection while being immersed in another culture. The
immersion will be experienced during a one day hands-on learning experience.
a

Innovation for Scotland: A Strategic Framework For Innovation In Scotland (2009);
/>

Course Goals and Student Learning Objectives
Goal:
 To develop knowledge and skills needed to manage effectively in other cultural
environments and/or to work effectively with people from other cultures.
Learning Objectives:
 Know concepts and frameworks applicable to analyzing cross-cultural management
situations.
 To understand the pervasive and hidden influence of culture on behavior, particularly
with respect to management and innovation practices;
Goal
 To understand the critical role of innovation in establishing global competitive advantage,
and management’s role in fostering creativity and innovation at the workplace.
Learning Objectives
 Understand the key factors underlying innovative processes and systems at the
workplace, and the skills and knowledge needed to transform innovation performance

into enhanced competitive advantage.
 Understand contextual innovation, how industry, business model, time frame,
competition, impacts what and how companies innovate.
 Understand the spectrum of innovation – in what aspects of the business can innovation
take place.
Goal
 To enhance student’s personal intercultural awareness and provide opportunities to
practice effective intercultural behaviors.
Learning Objectives
 To become familiar with the types of situations and issues which managers often
confront when working internationally;
 To appreciate the impact on personal behavior of living and working in another culture.
 Recognize the difference between understanding and effectively behaving in a cross
cultural situation.
 Develop a feeling for the complexities and issues an international manager must deal
with.
 To actively listen and respond to the ideas of others, and to effectively communicate
one’s own opinions and perspectives in case discussions and reflections.
 To effectively respond to the challenges of international travel with a group of relative
strangers.

Course Prerequisites


GB215 or equivalent.


Course Materials
•

Articles and cases to be posted on blackboard site.

Student Evaluation
The academic requirements of the course are:
1. Preparation and Participation
2. Cultural preparation assignment
3. Case studies
4. Project and presentations
5. Post Trip Reflection

6. 15%
10%
20%
35%
20%

Preparation and Participation:
My expectations are simple: You attend classes; you are prepared for the classes; and you are
involved in contributing to the learning that takes place in the classes. Missing class deprives
you and your classmates of a full learning experience. Please make every effort to come to
class on time, prepared, and engaged. If you must miss class I expect you to take responsibility
to catch up without unnecessarily burdening your classmates (or me). Missing more than two
classes throughout the semester will affect your course grade.
Effective intercultural experiences depend on flexibility, openness, empathy, and patience. All
students are expected to display these traits while on the trip. Anyone who jeopardizes the
learning, comfort or safety of others will be asked to leave the group and will receive a failing
grade for the course. Since an objective of this course is to learn and practice effective
intercultural behaviors students will complete peer evaluations, assessing their fellow travelers
on their intercultural effectiveness. All students are required to submit a signed Acceptance
Form.

Cultural Preparation:
Each student will complete a Global Competence Self Assessment as well as a cultural map of
Scotland. Each student will also conduct a personal interview with the instructor to discuss their
motivations and objectives for the trip.
Case Studies
Students will team up in groups of 3 or 4 to conduct two case analyses Students are expected
to read the case and prepare their responses to questions before the class discussions. Teams
will submit responses to the case questions for grading.
Project:
Students are required to complete a research project on a topic of their choice. The topic must
integrate issues of global management effectiveness, innovation and Scottish culture. The
topics can relate to companies visited during the trip or other issues. We will spend time during
the trip discussing and planning the projects. They will be due at the end of the semester.
Post trip Reflection
Students will submit a 3-5 page reflection on what they learned through the trip. This will focus
on their effectiveness as global managers and will use the concepts covered during the course
as well as their self assessment.


Travel
During the eight days in Scotland we will be staying in two places, The Burn House in Angus
and in Edinburgh. The Burnb is a residential education facility situated in the Highlands of
Scotland. While close to Aberdeen, the Burn provides a beautiful setting on 190 acres of park
and woodland on the banks of the River North Esk. During our five days at The Burn we will be
making day trips to Aberdeen, Dundee, St. Andrews, Gleneagles and other locations. The last
weekend will be spent in Edinburgh where we will see Edinburgh Castle, the Brittania, Palace of
Holyroodhouse - Queen Elizabeth's official residence in Scotland.
Staying at the Burn allows easy access to Aberdeen, in the north of Scotland. Aberdeen is
known for technological developments in electronic design, research and development in
agriculture, fishing and the oil industry, and has been a key driver in Scotland’s economic boom.

Aberdeen is known as the Oil Capital of Europe, it is the centre of Europe’s petroleum industry
and an important service ship harbor port serving oil rigs off-shore, and home to the second
largest heliport in the world.
We will see several castles, including Balmoral and Edinburgh, homes of the Royal family. We
will tour companies and engage in discussions with university professors. Many social events
will also be planned at The Burn and other local establishments.
Statement about academic integrity
This class will be conducted in full accordance with Bentley’s policies about academic integrity
and the Bentley Honor Code. These can be found at:
/> />The Bentley Beliefs
This class will be conducted in full accordance with The Bentley Beliefs. Please reread the
Beliefs, which can be found at />Learning Disabilities
If you have a hidden or visible disability which may require accommodations, please see me as
soon as possible. If you have not already done so, please register with Stephanie Brodeur,
Coordinator of Disability Services, who is responsible for coordinating accommodations and
services for students with disabilities. I will make every effort to accommodate students with
documented learning disabilities, as long as you inform me of your needs ahead of time. For
further information on documenting a learning disability, please go to
/>
b

/>

Tentative Class Outline
Date

#

Topics

01/17

1

01/19

2

Innovation: the strategic imperative
R.B. Tucker. “Innovation: The new core competency.”
Strategy & Leadership, 2001: 29 (1), p.11.
Defining Innovation
CASE: Design thinking and innovation at Apple; HBS
Case by Stefan Thomke and Barbara Feinberg

01/24

3

01/26

4

01/31

5

02/02

6

02/07

7

02/09

8

Innovation Strategy
W.C. Kim, R. Mauborgne. “Creating New Market
Space.” Harvard Business Review, Jan-Feb 1999:
pp.83-93.
CASE: Evolution of the circus industry (A). M.
Williamson, W.C. Kim, R. Mauborgne & B.M.
Bensaou. 2002, Case 06/2009-4999: INSEAD (6
pages).
Culture of Innovation
CASE: Best Buy co.Inc. (A): Innovators Journey. D.
Leonard, B. Delacey. Nov 2005, Case 9-604-043:
Harvard Business school (20 pages).

Business Model Innovation
The white space and business model innovation by
Mark W. Johnson
Process Innovation
R.G. Cooper. “Stage-Gate Systems: A New Tool for
Managing New Products.” Business Horizons, MayJune 1990: P.44-53.
CASE: Stamypor. W.Vanhaverbeke, R. Neiland,
I.Leuverink, F.Van Hoven, M.Van Wely. Oct 2005,

Case 905M72-HCB-ENG: Harvard Business School
(27 pages).
Service Innovation
CASE: Bank of America (A). S.Thomke. Oct 2002,
Case 9-603-022: Harvard Business School, (21
pages).

Return on Innovation
J. Anderson, C. Markides. “Strategic Innovation at the
Base of the Pyramid.” MIT Sloan Management

Tasks/
Assignments
Why is innovation important? Who
is it important to? Is it just another
fad?
Come to class with your definition of
innovation.
Identify and characterize the
innovative activities and outcomes
at Apple.
1. What were the factors the
traditional circus competing on?
What did you like or dislike about
the traditional circus?
2. Is it possible to find new market
space in the circus industry?

1. What do you think of Best Buy’s
strategy of embedding innovation

capability? Is it sustainable?
Transferable?
2. What would you recommend to
Patel as a solution to his dilemma of
diffusing innovation throughout the
company?
Identify an innovative business
model. Bring your example to class.
What type of innovation is
Stamypor? Why is it interesting to
have a separate NBD unit in the
light of innovation? Was the stagegate process useful in the case of
Stamypor?

1. How would you characterize
(describe) Bank of America’s new
system for developing services? 2.
Does it matter if it is a product or
service that is being developed?
3. Should Butler and Brady accept
ten additional bank branches into its
experimentation portfolio? Why or
why not?
1. How can companies measure
return on innovation? What are the
challenges inherent in doing so?
6


Review. Fall 2007: 49(1), p. 83.

CASE: C.K.Prahalad. “CEMEX: Innovation in
Housing for the Poor.” The Fortune at the Bottom of
the Pyramid, 2005: pp.147-168.
Global Innovation
How GE is distrupting itself by J. Immelt, V.
Govindarajan & C. Trimble, Oct 2009.

2. What is the business model for
CEMEX in this case? What is the
innovation? How does it generate
economic value for CEMEX?

02/14

9

1. What is the relationship between
national culture and innovation?
2. Do countries have the same
opportunities to generate
innovation?
Complete the CPQ.

02/16

10

Cultural Differences
Culture in International Management: Mapping the
Impact by DiStefano and Maznevski.

Synergy From Individual Differences: Map Bridge
Integrate (MBI) by Maznevski and DiStefano.

02/21

11

Global competencies
Global Competencies: An Introduction by Allan Bird
and Joyce Osland.

Complete the IES, bring your report
to class.

02/23

12

Scotland

Create a cultural map of Scotland,
instructions will be provided.

02/28

13

Find 2 companies in Scotland that
you believe are innovators.

03/1

14

Innovation in Scotland
Innovation for Scotland: A Strategic Framework For
Innovation In Scotland (2009);
/>83339.pdf
Travelling abroad

03/06

15

Last travel plans and preparations

03/10
to
03/18
03/22
03/29

Class Trip to Scotland
16
17

Debrief and project planning
Project Meeting

04/05

18

Project Meeting

04/12
04/17
04/19

19
20
21

Project Meeting
Project Presentations
Project Presentations

7


TRAVEL ITINERARY
Day

Date

Sat
Sun

10-Mar
11-Mar

Mon

Tues

Wed

12-Mar

13-Mar

14-Mar

Overnight
Location
Overnight flight
The Burn House,
Angus

The Burn House,
Angus

The Burn House,
Angus

The Burn House,
Angus

Activities

Arrive in Aberdeen
Coach to The Burn Manor House
Afternoon to tour facilities, settle in
Dinner at The Burn
Breakfast at The Burn
Coach to Aberdeen
Morning at Robert Gordon University
Lunch at RGU
Total, Geoscience Research Centre
Dinner in Aberdeen
Breakfast at The Burn
Aberdeen’s harbor port and heliport
Balmoral Castle
Tour of the Scottish highlands
Dinner en route
Breakfast at The Burn
Gleneagles Golf course and facilities
Dundee Computer Games Cluster, Abertay
University

Thur

Fri

15-Mar

16-Mar

The Burn House,
Angus

Edinburgh

Dinner en route
Breakfast at The Burn
Tours to be determined
Final Dinner at The Burn
Breakfast at The Burn
Coach to St. Andrews
St. Andrews University, tour, lecture and lunch
Coach to Edinburgh

Edinburgh Castle
Dinner in Edinburgh
Sat

17-Mar

Edinburgh

The Brittania
Palace of Holyroodhouse
Free afternoon for shopping
Farewell dinner

Sun

18-Mar

home

8