This course focuses on research and innovation management, a field that has recently gained considerable relevance as interest has grown in research and innovation among scholars, politicians and companies. However, debate has also revealed the need to meet the challenges of managing research centres, research, and researchers.
Knowledge has become a fourth factor of production, complementing land, labour and capital (Drucker, 1993) and has heightened awareness of the importance of research and its management (Connell, 2004; Taylor, 2006; Hazelkorn, 2005; Smith and Tuttle, 1982; Jordan, 2005). Research, industrial development and innovation (R&D +i) is becoming the main driver of knowledge creation (Augier, Teece, 2007). This line of thought is consistent with that of Gibbons et al. (1994), who argues that the nature of knowledge creation is giving rise to a new mode of knowledge creation (mode 2), characterised by greater collaboration and an inter-disciplinary approach among knowledge creators and users, and in which research is application based. This mode arose as a response to traditional forms of research fostering the separation and independence of players in the field. In the old model, universities and research institutes specialised in creating knowledge and others (e.g. companies and other entities) in applying it. In addition, the authors defending this new mode 2 argue that the old distinction between public and private sectors (i.e. universities and public bodies in the first instance and companies and private research centres in the second) has become blurred, if not wholly irrelevant (Gibbons et al., 1994; Nowotny et al., 2001; Martin, 2003, Mowery, Sampat, 2005).
In this scenario, many questions remain unanswered. The objective of this course will be to identify the new challenges research and innovation managers are facing and to analyze possible courses of action and reflection to manage them.
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SESSION 1 Classic Innovation Theory
Definition of innovation: Innovation as a research field. The history of technology.
The sociology of innovation. The economics of innovation.
The management of innovation.
Basic conceptions of innovation as a process.
Innovation and learning.
SESSION 2 Mode 2 of Knowledge Production
Mode 2 of knowledge production: definition.
Mode 2 vs. mode 1. Implications.
SESSION 3 New modes of innovation: The triple helix and mode 2 research.
How are universities and research institutions affected by the triple helix, i.e. government, universities and private sector, and what is the impact for research?
This could form the basis for discussing how research is funded and who are having political and research quality demands.
The new productions of knowledge with mode 1 and mode 2 will be discussed in relation to the impact on innovation and who are the interested parties in different types of research.
Society and firms demand for applicable research to complex problems, and research being mostly disciplinary.
This includes the roles of managers to mange research and researchers, and how researchers communicate across disciplines, with firms, government and EU authorities.
SESSION 4 Networks for Innovation and Science parks
Why networks and what does a network perspective contribute to the understanding of research management?
Forms of collaborations, and different levels of networks.
Continue the Science park/ technology park example analysed as a network.
How do we get back to a strategy concept?
What is management and leadership in this context?
SESSION 5 Spanish Public Organization. Policy Strategy
Spanish Science and Technology system has been very effective in scientific production but not in technology transfer to economic activities. We will discuss policies and instruments that have been implemented to overcome this gap.
Key note speaker: (to be announced)
SESSIONs 6-7 Research & Innovation Management
These sessions will focus on current projects that ESADE are carrying out about this topic. Preliminary findings will be presented and different worldwide case studies will be analysed
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o Participation 30%
o Final Report 70%
Participation (30%)
Good managers can communicate their ideas in such a way they can make themselves understood and motivate people. Think of coming to our class meetings as coming to a management meeting and practice your communication skills. Come well prepared and learn from each other.
Consistent and quality class participation is expected. Participants will have the opportunity to express their ideas during the lectures and during the discussion about cases and readings. Having read the selected readings before the session is therefore, crucial.
A poor attendance record will reduce your final course grade, so please communicate with the teacher in advance.
Final Report (20%)
The final project consists on a final monograph of one of the topics discussed in class.
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