Aims: To understand (A) the range of possible business models that can be used to create and capture value from technology, and the relative strengths and weaknesses of each; (B) the range of funding options available to support the implementation of different business models, and the relative strengths and weaknesses of each; and (C) the interactions between the choice of business model and the availability of resources, and the dynamic and context-specific nature of the interaction between them.
Aim: To understand (A) the dimensions (what it is) and drivers (why it is so common now) of open innovation; (B) the challenges of implementing open innovation from the perspectives of start-ups, small and medium sized, firms, large firms and universities; and (C) examples of good practices for open innovation in terms of structures, processes, metrics and location.
Design Thinking is increasingly positioned as a widely applicable cognitive approach to solving ‘wicked problems’. Wicked problems were introduced by Rittel and Webber in 1973, and are those that have no singular ‘right’ solution, and may include specific design challenges or broader business strategies. Designerly approaches are therefore not the sole prerogative of designers, and may be employed in all cases where there are complex demands for increased innovation and non-linear thinking.
Herbert Simon advanced this perspective in a seminal article ‘The Science of Design: Creating the Artificial’ in 1988, by stating that: “Everyone designs who devises courses of action aimed at changing existing situations into preferred ones”. However, to be of real utility Design Thinking needs to be understood from a theoretical standpoint before it can be more effectively applied in practical contexts.
As a result, this lecture will commence with an introduction to the academic principles of Design Thinking. These foundations include the works of design theorists Cross and Lawson amongst others and the concept of abductive reasoning. Abductive reasoning is the ability to think what ‘may’ be, and this links to the principles of visualisation, which are an essential component of Design Thinking. Visualisation is vital in order to make concepts tangible. Thereafter the Design Thinking approach will be described in a form that enables users to apply the theory in practice using a number of examples - in other words move from thinking to doing.
PhD: Doctor of Philosophy, University of Cambridge
Before joining academia she had an industrial career with over twenty-five years of experience as a design and innovation director, head of design and senior designer in leading international retailers and design consultancies.
Technology is changing at an increasingly rapid pace, turning entire industries such as transportation, education and healthcare on their heads. At the same time, consumer expectations for the experiences companies are providing are escalating. Together these trends are creating a world in which traditional linear thinking – e.g., what comes after the PC? – is no longer valid. The complex problems these changes imply require different approaches to framing and solving problems, and the ability to work collaboratively while applying those approaches.
In this session we draw your attention to the ways in which you frame and solve problems today, and introduce you to a set of options you might consider using to frame and solve problems in the future. We'll focus on developing your skills in four areas: observation, framing and reframing, diverging and converging and rapid experimentation. In each, we'll provide a variety of tools or methods –conducting dialogue to understand others, using metaphors for concept generation, telling stories to test ideas -- for you to try, and we'll have you apply them in teams to real issues. The session draws upon the mindset of design thinking, while also tapping the skillsets and toolsets associated with critical thinking and systems thinking.
In this course, students learn the basic theoretical literature on leadership, including its psychological dimensions. These ideas will be applied to leadership tasks that students will face in their careers, such as building networks and influencing others.
Each segment = 1 hour
To understand the basic elements of leadership from research and practical perspectives and to analyze the role of personality and the interaction of different personality types.
The lecture covers the basic concepts of leadership: what leaders do; personality traits; leadership skills; ethics.
To understand different leadership styles, when to use them, and what is your own leadership style.
The lecture introduces students to the concept of emotional intelligence and how it relates to leadership style. They will bring with them the results of a short questionnaire (distributed ahead of time) to be used to understand their own leadership style.
To understand different methods to influence the people around you. We will do this through observation of an influence situation and through self-analysis.
Influencing and persuading others are key skills necessary for leadership. Students will learn about different strategies and their own influence style. We will also discuss how to influence people who are above you, using active listening skills and social awareness. Again, a brief questionnaire will be distributed ahead of time.
To strengthen relationships and reduce conflict by understanding what drives you and what drives others.
A questionnaire distributed at the end of Day 1 will form the basis of a lecture on how people with different relational styles interact with each other, the problems this creates, and how to have a more productive relationship with the people around you.
Understand how social networks and social capital are related to your ability to succeed. How networks operate and how you can make them work for you.
This lecture will introduce students to the use of networks for entrepreneurial purposes, how they are different from closed networks, and the benefits that they may bring. It draws on ideas from the literature on reciprocity and persuasion.
- Deborah Ancona, "Leadership in an Age of Uncertainty," MIT Leadership Center.
- Daniel Goleman, "Leadership that Gets Results", Harvard Business Review.
- Robert Cialdini, Influence: Science and Practice, pages 20-33, 61-74, 144-160.
- Wayne Baker, Achieving Success Through Social Capital, chapter 3.
This initial session explores a key issue I entrepreneurship; the nature of opportunities. It introduces 'effectual' and 'causal' approaches to entrepreneurship through thought experiments, and focuses on opportunities as created rather than discovered. A short case in two parts is used.
The ideation session focuses on ensuring a fit between customer profile and the value proposition, also known as the product-market-fit. The main mode of learning is experimental; a short presentation followed by a group exercise, which encourages participants to think carefully about product-market-fit; customer segments; and potentially beachhead markets. Encouraging experimentation and play, it also highlights the need to respond to emerging circumstances, which are common in new startups.
This session explores startup methodology, and reducing the market risk of new value creation. It draws attention to the inherent assumptions in the business model and focuses on ways how to test them, encouraging a step-by-step approach to market and customer validation. The focus is on lean (cheap) learning: How can I design cheap and quick experiments that provide me with some fundamental insight about key assumptions in my idea? Do I persevere, or do I change my approach?
This session will consolidate the learnings of the previous sessions through discussion. Where appropriate, more contextual knowledge may be introduced which will help to frame the significance of entrepreneurship and its promotion from a comparative perspective. As the final session of the day, it will be relatively informal.
Every start-up needs money. Your friends, family, professors, business colleagues, start-up incubators, members on crowd-sourcing websites, angel investors and venture capitalist both in Japan and the USA would be glad to invest in start-ups so long as the vision is big, they understand your operating space, they are impressed by what you have achieved so far, and reaching your further goals looks like a possibility with the ultimate rewards being attractive.
The purpose of this module is to provide a practical introduction on how to start a technology company with a large emphasis placed on teaching students how to acquire the above-mentioned forms of venture capital. This class will outline the practical process of raising venture capital in exchange for some of your start-up's equity.
Participants will be divided into small teams and will pitch their ideas in class to the lecturer, who will play the role of venture capitalist. Students will not only learn how to raise capital and fund their start-ups but will also learn the personal skills necessary for navigating and managing the often difficult and stressful aspects of starting a business. Your lecturer will happily assist you through the class and will continue to be available as a resource after the module is finished to provide assistance, advice, and any insights to aid you in your ventures.