Innovation is a prerequisite for organizations that travel to new frontiers. Innovation promotes continuous discovery and forward movement, leading to stronger, shock-proof organizations.

Discovery and movement apply not only to small, “wanabee” start-ups but also to large “Unicorns” like Google and Netflix, who must continuously defend against inertia. Students—future managers—will use different lenses to sense innovation drivers, apply innovation processes and building blocks, and learn different macro strategies of innovation. It provokes critical thinking about the connections between various frameworks, and their connections to the real world.

Participants should be able to identify various types of innovations, whether transformational, disruptive, or frugal. What is the ecology of innovation, how does one spark it, manage it, and execute it.

*本学の教育ミッションを具現化する形で設定されています。

: Students should…
1. View innovation problems from the view of customers
2. Articulate value from economic and emotional perspectives
3. Use various Innovation tactics and frameworks to reconfigure customer value propositions
4. Identify barriers to innovation in organizations

教育手法 Teaching Method		% of Course Time
インプット型 Traditional		30 %
参加者中心型 Participant-Centered Learning	ケースメソッド Case Method	70 %
	フィールドメソッド Field Method	0 %
合計 Total		100 %

○ Students should expect to do three hours per week to read and analyze one Harvard Business School case and 2-3 accompanying readings to process each case. Professor will give guide questions ahead of the case, but students are welcome to push new agendas beyond the questions.

○ Students should expect to do at least TWO group WACS: A midterm and a final WAC.

○ I will give mid-course evaluations on class participation.

*成績は下記該当項目を基に決定されます。
*クラス貢献度合計はコールドコールと授業内での挙手発言の合算値です。

講師用内規準拠 Method of Assessment	Weights
コールドコール Cold Call	0 %
授業内での挙手発言 Class Contribution	50 %
クラス貢献度合計 Class Contribution Total	50 %
予習レポート Preparation Report	0 %
小テスト Quizzes / Tests	20 %
シミュレーション成績 Simulation	0 %
ケース試験 Case Exam	0 %
最終レポート Final Report	30 %
期末試験 Final Exam	0 %
参加者による相互評価 Peer Assessment	0 %
合計 Total	100 %

評価の留意事項　Notes on Evaluation Criteria

○ Individual Class Participation 50%: I value both quantity and quality of participation. I want to hear your voices, your stories, your opinions, your concerns. Questions are welcome as participation, if they help illuminate difficult concepts for the class. I want to see how critically you can think and how you process your decisions.

○ Group Written Analysis of Case (WAC)
■ Midterm Group WAC 20%
■ Final Group WAC 30%

○ Peer Assessment 0%, but used as a basis for bonus individual scores

○ Total 100%

• N/A「No textbook required.」N/A（N/A）

See schedule of web readings.

I implemented this course for the first time in 2021 via Zoom online. Average rating across categories was 4.58. Here were positive student comments:

"the professor brings a lot of interesting concepts to class
the professor is also good at professing the concepts:

"Very professional knowledge and very enthusiastic guided interaction"

"- Professor Lim is very enthusiastic since the beginning of the course and motivate me to go deeper with the innovation management topic
- class discussion and group discussion in this course is also very effective to help my understanding in the topic"

"This course is simply perfect !! Even though we are a lot of people in the class, professor Lim tries his best to make everyone participate on interesting topics, thank you Ana as well :). All the topics were relevant and contributed to my learning experience. The system of "learning team" was very efficient, my team was the best ! Overall a great experience which will make me remember a lot of things. "

"The major good point of this course is that Professor Lim encourages active participation and gives a chance to student to talk. Considering the difference in time zone, I really appreciated the enthusiasm of Professor Lim, the whole course was very interesting. "

There were negative comments as well:

"A final assignment not particularly relevant and a little light compared to the mid term assignment that I found very interesting."
"I didn't like being in the same group with the same people every time we would have breakout rooms and or projects; very limiting of what we can learn from each other. I also think that the professor needs to give more space for others to participate, I.e. when he calls on someone, do NOT keep asking that same person more questions because others could have had the chance to respond to that."

I will be changing the final exam to more relevant in answer to #1. I will also be spreading participation more around in response to answer #2 above.

Refereed Articles

• (2023) Determinants of Conspicuous Consumption in Smartphones. Asia Pacific Journal of Information Systems 33(3): 2288-5404
• (2023) A Study of Satisfaction and Loyalty for Continuance Intention of Mobile Wallet in India. International Journal of E-Adoption (IJEA) 15(1): 1937-9633
• (2021) Developing and Testing a Smartphone Dependency Scale Assessing Addiction Risk. International Journal of Risk and Contingency Management 10(4): 2160-9624
• (2021) Business Model Innovation: A Study of Empowering Leadership. Creativity and Innovation Management 1467-8691
• (2021) The Effect of Reciprocity on Mobile Wallet Intention: A Study of Filipino Consumers. International Journal of Asian Business and Information Management 12(2): 1947-9638