Бакалавриат 2026/2027

Инновации в международном бизнесе

ID 1267635

Статус: Курс по выбору (Международный бизнес)

Кто читает: Департамент бизнес-информатики

Где читается: Высшая школа бизнеса

Когда читается: 4-й курс, 2 модуль

Охват аудитории: для своего кампуса

Преподаватели: Текич Желько

Язык: английский

Кредиты: 3

Контактные часы: 30

Course Syllabus

Abstract

This course introduces the core principles of innovation management and examines how firms identify opportunities, respond to technological change, test and develop innovations under uncertainty, organize innovation activities, collaborate across organizational boundaries, and capture value from innovation. Particular attention is given to why capable firms may miss important shifts, why superior technologies do not always win, and how appropriability, complementary assets, organizational design, and collaboration shape innovation outcomes. The course also examines innovation across different market contexts, including frugal and reverse innovation and the development of solutions for low-income and emerging-market customers. The course concludes by examining how artificial intelligence is changing the innovation process and the sources of competitive advantage. Teaching is combined with cases, experiential exercises, and a team innovation project developed around a real digital product.

Learning Objectives

• The course aims to develop students’ understanding of how innovation is managed in established and emerging organizations under conditions of technological and market uncertainty. It introduces the core strategic, organizational, and collaborative challenges involved in identifying opportunities, developing innovations, responding to technological change, and capturing value. The course also aims to build students’ ability to apply innovation-management concepts to real managerial problems through cases, experiential exercises, and a team innovation project. Particular attention is given to how artificial intelligence is changing innovation processes, organizational capabilities, and sources of competitive advantage.

Expected Learning Outcomes

• Diagnose different innovation problems and explain how technological change and uncertainty affect managerial choices.
• Evaluate innovation opportunities and experiments and make evidence-based decisions about selection, development, continuation, or change.
• Analyze how firms create and capture value from innovation, including the roles of appropriability, complementary assets, standards, and business relationships.
• Assess organizational and collaborative arrangements for innovation, including exploration–exploitation tensions and internal versus external innovation.
• Explain how AI is changing innovation processes, organizational capabilities, and sources of competitive advantage.

Course Contents

• What is innovation, and why is managing it hard?
• Why do capable firms miss technological shifts?
• Finding, selecting, and testing innovations under uncertainty
• Profiting from innovation
• Organizing for innovation
• Managing innovation across organizational boundaries
• Innovation management in the age of AI

Assessment Elements

• Reading Preparation and In-Class Engagement
  This component assesses students’ preparation for class and active engagement with course material. It consists of reading tests (9 points) and in-class engagement (6 points). Reading tests (9 points). Three short reading tests are conducted during the course. Each test covers two assigned readings and consists of six questions, three questions per reading. Each test is worth 3 points. The tests assess understanding of the central arguments, concepts, and implications of the assigned readings rather than minor factual details. In-class engagement (6 points). Engagement is assessed across six designated class sessions, with up to 1 point available for each session. Simply being present does not earn engagement points. Students are expected to participate actively and voluntarily in discussions, cases, exercises, and other class activities. High-quality engagement involves timely, relevant, and substantive contributions. Students may draw on assigned readings, current or previous course material, personal or professional experience, other courses, or relevant external examples. Contributions should demonstrate reasoning and, where appropriate, be supported by concepts, evidence, or examples. The quality and relevance of contributions are more important than their frequency or length. Repetitive, unstructured, off-topic, or unsupported contributions made primarily to increase speaking time will not be considered positive engagement.
• Attendance
  Attendance at scheduled teaching sessions. Attendance is tracked per 80-minute session, not per day. Students register attendance using the method and timing specified by the instructor. Attendance cannot be replaced by extra tasks or later participation.
• Team Innovation Project
  Students work in teams on an innovation challenge connected to an existing digital product or organization. Students work in teams of up to five members. The project requires teams to identify and analyze an innovation opportunity, develop and evaluate a proposed solution, and justify their recommendations using relevant course concepts and evidence. Depending on the project context, teams may also develop and test a prototype or other representation of the proposed solution. The project culminates in a final team presentation.
• Innovation Challenge
  The Innovation Challenge is a short team-based experiential exercise designed to develop students’ ability to identify opportunities, work creatively under constraints, make decisions under uncertainty, and translate ideas into action. Students work in teams of up to five members. Each team receives the same challenge and is expected to develop and execute its own approach within the conditions provided. Teams then present their results and reflect on the choices they made, the evidence they gathered, and what they learned from the experience. The exercise emphasizes initiative, resourcefulness, experimentation, teamwork, and learning from action rather than simply the final outcome.
• Exam
  The exam is an individual assessment combining multiple-choice questions and open-ended questions. Multiple-choice questions assess students’ understanding of key concepts, theories, and frameworks covered in the course. Open-ended questions assess students’ ability to apply course concepts to case-based problems, analyze innovation-management situations, develop well-reasoned arguments, and make justified managerial recommendations. The exam covers material from lectures, assigned readings, class discussions, and other required course materials. The exam is a blocking assessment. Students must obtain at least 35% of the available exam points to pass the course, irrespective of their overall course grade.

Interim Assessment

• 2026/2027 2nd module
  0.2 * Team Innovation Project + 0.05 * Innovation Challenge + 0.15 * Reading Preparation and In-Class Engagement + 0.5 * Exam + 0.1 * Attendance

Bibliography

Recommended Core Bibliography

• Holgersson, M., Dahlander, L., Chesbrough, H., & Bogers, M. L. A. M. (2024). Open Innovation in the Age of AI. California Management Review, 67(1), 5–20.
• Innovation and entrepreneurship, Bessant, J., 2024
• Z. Tekic , A. Tekic , S.A. Titov , & M.D. Svirskaya (2025). The shift to localized open innovation: the impact of sanctions on co-creation in Russian companies. Российский журнал менеджмента, (1), 52-75

Recommended Additional Bibliography

• Füller, J., Hutter, K., Wahl, J., Bilgram, V., & Tekic, Z. (2022). How AI revolutionizes innovation management – Perceptions and implementation preferences of AI-based innovators. Technological Forecasting & Social Change, 178, 121598
• Strategic management of technological innovation, Schilling, M. A., 2023

Authors

• Tekich Zhelko