Introductory description

The development and spread of digital innovations demands new theoretical and practical approaches to the challenges of integrating technological and organizational change. Research shows that the spread and implementation of digital technologyin business processes (within and between organisations) and through enterprise-wide and cross-enterprise systems integration are dependent on supporting processes of institutional and organizational change. Understanding these challenges therefore involves drawing on a range of theoretical contributions drawn from the social science of innovation which highlight the interplay between organizational processes and their social contexts. In particular, a focus on the creation and distribution of knowledge provides an integrating framework for these contributions.

Module web page

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

The development and spread of digital innovations demands new theoretical and practical approaches to the challenges of integrating technological and organizational change. Understanding these challenges therefore involves drawing on a range of theoretical contributions drawn from the social science of innovation, which highlight the interplay between processes of change and their social contexts. In this module, a focus on the creation and distribution of knowledge provides an integrating framework for these contributions.
The module will allow students to apply a plurality of theoretical frameworks to concrete examples of digital innovation in product, process and service arenas. It will feature examples of research conducted by the IKON research centre at WBS as well as by scholars of the highest international standing. Through participatory exercises, case-studies and group activities, students will be able to develop a better understanding of the social and technological dynamics of the innovation process and skills for effective management practice, and successful business outcomes.
Major topic areas include: "The New Organising Logic of Digital Innovation", “Managing knowledge in organizations”, “Spanning knowledge boundaries in innovation processes”, “Managing in the project-based organization”, “Design thinking”

Learning outcomes

By the end of the module, students should be able to:

• Demonstrate a comprehensive understanding of how knowledge can be managed for innovation and what barriers there are to this
• Demonstrate a comprehensive understanding of how innovation unfolds as an iterative process rather than along a linear pathway
• Demonstrate a comprehensive understanding of how networks and networking (within and across organisations) influence innovation processes
• Critically engage with the innovation and knowledge management literature
• Demonstrate decision-making skills in relation to digital innovation projects

Indicative reading list

Afuah, A. and C. L. Tucci (2012). "Crowdsourcing As A Solution To Distant Search." Academy of Management Review 37(3): 355- 375.
Boland, R. J. and Tenkasi, R. V. (1995) 'Perspective Making and Perspective Taking in Communities of Knowing', Organization Science, 6, 350-363.
Boudreau, K.J., K.R. Lakhani. 2013. Using the Crowd as an Innovation Partner. Harvard Business Review 91(4) 60- 69.
Brown, J. S. and P. Duguid (2000). "Balancing act: How to capture knowledge without killing it." Harvard Business Review 78(3).
Carlile, P. R. (2004). "Transferring, translating, and transforming: An integrative framework for managing knowledge across boundaries." Organization Science 15(5): 555-568.
Chesbrough, H. W. (2003) 'The Era of Open Innovation', MIT Sloan Management Review, 44, 35.
Kellogg, K. C., Orlikowski, W. J., & Yates, J. A. (2006). Life in the trading zone: Structuring coordination across boundaries in postbureaucratic organizations. Organization Science, 17(1), 22-44.
Levina, N. (2005). "Collaborating on multiparty information systems development projects: A collective reflection-in-action view." Information Systems Research 16(2): 109-130.
Majchrzak, A., Cooper, L. P. and Neece, O. E. (2004) 'Knowledge Reuse for Innovation', Management Science, 50, 174-188.
Orlikowski, W. J. (1992) 'The duality of technology: Rethinking the concept of technology in organizations', Organization Science, 3, 398-427.
Parker, G., Van Alstyne, M. and Jiang, X., (2017), Platform ecosystems: How developers invert the firm. MIS Quarterly, 41(1), pp.255-266.
Scarbrough, H., et al. (2004). "Project-based learning and the role of learning boundaries." Organization Studies 25(9): 1579- 1600.
Scarbrough, H., Panourgias, N. and Nandhakumar, J. (2015), "Developing a relational view of the organizing role of objects: A study of the innovation process in computer games" Organization Studies, 36, 2, 197-220.
Swan, J. and Scarbrough, H. (2005), 'The politics of networked innovation', Human Relations, 58, 7, 913-943.
Swanson, E. B. and Ramiller, N. C. (2004) 'Innovating mindfully with information technology', MIS Quarterly, 28, 553-583.
Tsoukas, H. and E. Vladimirou (2001). "What is organizational knowledge?" Journal of Management Studies 38(7): 973-993.
von Hippel, E. (1994) '"Sticky Information" and the Locus of Problem Solving: Implications for Innovation', Management Science, 40, 429-439.
Yoo, Y., Henfridsson, O. and Lyytinen, K., 2010. Research commentary—the new organizing logic of digital innovation: an agenda for information systems research. Information systems research, 21(4), pp.724-735.

Research element

Students will be asked to develop their own manifesto. This will challenge them to engage in ongoing and personal research of academic and non academic sources as part of curation practice throughout the duration of the module. Each week’s workshop will invite students to engage in research and reading. The module is also built on a curated experience, with students being exposed to a range of researchers (academics and practicioners) who will be highlighting the value of research to practice.

Interdisciplinary

Students will be working within diverse groups, exploring the theme and topic of each week via discussion, and seeking out of diverse viewpoints, working with the interdisciplinary background of the cohort. The module itself builds on tools and methods such as design thinking, which allows students to explore innovation from a range of disciplines. The manifesto assessment will also allow students to reflect on their experiences and disciplinary backgrounds and connect their learning to their existing disciplinary and professional knowledge.

International

Students will be working with a range of cases and contexts. The sustainability content of the module in particular invites student co-creation of stories and cases of innovation from a range of countries and local contexts close to the cohort. Various speakers involved in the module also allow students to engage with a range of ideas that are not restricted just to the UK digital innovation landscape.

Subject specific skills

Analyse the process and outcomes of IT-based innovation processes through an appreciation of the social and organizational context .

Transferable skills

Written communication