Study Guide

Objective

The learning objectives of the course is to develop the student’s knowledge and ability to apply business model innovation as a value creation and value innovation strategy. E.g., generation of new products and services, new profit channels and the creation of new markets in a globally competitive business environment. To develop the student ability to analyze a business model to recognize its various components and development options. To carry out demanding specialist tasks independently in such areas as, the assessment of the performance of a firm’s business model innovation using identified performance metrics and leading business model innovation processes of a firm.

Content

The new competitive environment competitive measures
Business model
Business model analysis
Business model innovation
Types of business model innovation
Incremental/Distinctive/Disruptive business model innovation
Digital transformation
Business model innovation and industry profits
Business model Innovation performance metrics
Business model growth model and business model innovation
Business model Innovation environment
The role of international environmental factors on a firm s ability to appropriate its BMI at the international and global contexts
The role governments play in value appropriation.
Profit appropriation through internationalization of the business model
Analysis of appropriation of the business model and business model innovation through internationalization
Leadership implications of business model innovation.

Location and time

Contact week session. 8.9.2022
21. 11. – 5.12.2022

Materials

1. Amit Raphael and Zott Christoph 2010. Business Model Innovation: Creating value in time of change. Working paper W-P, July 2010.
2. Allan Afuah 2014. Business Model Innovation. ROUTLEDGE.
3. Allan Afuah 2013. The Theoretical Rationale for a Framework for Appraising the Profitability Potential of a Business Model Innovation. Ross School of Business Paper No. 1205.
4. Charles Baden-Fuller and Mary S. Morgan. Business Models as Models 2010. Long range Planning, 43(2-3), p156-171
5. Saul Kaplan 2012. The Business Model Innovation Factory: How to Stay
6. Relevant When the World Is Changing. John Wiley & Sons.
7. David J. Teece. 2013. Competing through innovation. Edward Elgar Publishing Ltd.
8. David J. Teece. 2010. Business Models, Business Strategy and Innovation. Long Range Planning 43, 172-194
9. Elke den Ouden; 2012. Innovation design. Creating value for people, organization and society, springer.
10. Marc de Jong, Nathan Marston, and Erik Roth; 2015. The eight essentials of innovation. McKinsey Quarterly, April 2015.
11. Nicolai J. Foss, Tina Saebi (EDT) Business Model Innovation. Oxford University Press, 2015.
12. Peter Lindgren. 2012. Business Model Innovation Leadership: How Do SME’s Strategically Lead Business Model Innovation? International Journal of Business and Management; Vol. 7, No. 14; 2012 ISSN 1833-3850 E-ISSN 1833-8119 Published by Canadian Center of Science and Education

Teaching methods

Although lectures, discussions and exercises will be used but the learning approach of the course will be founded on problem and experiential based learning where knowledge and skills developments is made through application in a real-world setting.

The ‘flipped learning’ method is applied.
Flipped learning creates opportunities for student’s active engagement. As “a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter”.
Flipped learning centres on the idea that students learn more effectively by using class time for small group activities and individual attention. The teacher then assigns students lecture materials and presentations to be used at home or outside of the classroom and thereby, prioritizing active learning.
Therefore, the learning process will be students driven. The problem solving and innovation skills would be encouraged and nurtured as a core part of the learning process and outcome. The course is designed to be very participative and students would be able to develop theoretical and practical insights on digital customer experience and its application as a core part of the strategic management of the business.

Learning groups
Learning groups will be established from day one and will be used to support group’s learning and for working on the integrative project that will be assigned to each group.

RDI Integration with the learning process
The course is designed to be very participative and students would be able to develop theoretical and practical insights on the principles and strategies of leading business model innovation in an organization.
The practical orientation and integration with development work will be accomplished during the implementation of the development task.
Note: These will be made as a development work for the student’s company and to support the student’s thesis process if the topic is related to the course subject

Employer connections

RDI Integration with the learning process
The course is designed to be very participative and students would be able to develop theoretical and practical insights on the principles and strategies of leading business model innovation in an organization.
The practical orientation and integration with development work will be accomplished during the implementation of the development task.
Note: These will be made as a development work for the student’s company and to support the student’s thesis process if the topic is related to the course subject

Exam schedules

Dealing with a failed course

Participation in next year's course (A Fail can only be administered when the total assignment shows the criteria of Fail. The consequence of a FAIL is that the assignment must be re-submitted again after considerable repairs and improvements. Note: With written essays, you have only one opportunity to re-submit a failed essay

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Grade 0: The student did not submit the course assignments or these assignments did not meet the minimal quality requirements presented in the class.
Grades 1-2: The student understands mostly correctly the subject matter concepts and is able to apply them. However, there is a room for development in the content of the assignments. Business challenges and recommendations are rather general and are not elaborated in details.

Assessment criteria, good (3)

Grades 3-4: The student understands very well the subject matter concepts and is able to apply them into the working life. The student also understands well the role of business model innovation in the growth, profitability and competitiveness of the firm. Additionally, the student is able to give useful development recommendations utilizing his/her knowledge and skills on the subject.

Assessment criteria, excellent (5)

Grade 5: The student understands deeply the subject matter concepts and is able to apply them into the working life. The student also understands well and is able to analyze critically different factors in the design and leading business model innovation strategies in the case company. In addition, the student is able to propose ideas for the innovation of the current business.

Assessment methods and criteria

More information is available on moodle

Assessment criteria, fail (0)

Grade 0: The student did not submit the course assignments or these assignments did not meet the minimal quality requirements presented in the class.

Assessment criteria, satisfactory (1-2)

Grades 1-2: The student has delivered the assignments, which are prepared generally according to the defined requirements. The student understands mostly correctly the subject matter concepts and is able to apply them. However, there is a room for development in the content of the assignments. Business challenges and recommendations are rather general and are not elaborated in details.

Assessment criteria, good (3-4)

Grades 3-4: The student has delivered the assignments, which are prepared according to the requirements presented in the class. The student understands very well the subject matter concepts and is able to apply them correctly. The student also understands well the role of business model innovation in the growth, profitability and competitiveness of the firm. Additionally, the student is able to give useful development recommendations utilizing his/her knowledge and skills on the subject.

Assessment criteria, excellent (5)

Grade 5: The student has delivered the course assignments and these are prepared according to the requirements presented in the class. The student understands deeply the subject matter concepts and is able to apply them correctly. The student is able to critically analyze different factors in the design and implementation of BMIL strategy in a case company. In addition, the student is able to propose ideas for the change of the current business model and a leadership model for business model innovation actions for the case firm.