Accreditations
Programme Structure for 2024/2025
| Curricular Courses | Credits | |
|---|---|---|
| 1st Year | ||
|
Capital Investment Appraisal
6.0 ECTS
|
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|
Strategy and Corporate Development
6.0 ECTS
|
||
|
Innovation Management
6.0 ECTS
|
||
|
Operations Management
6.0 ECTS
|
||
|
Simulation of Systems and Operations
6.0 ECTS
|
||
|
Supply Chain Management
6.0 ECTS
|
||
|
Operations Management in Service
6.0 ECTS
|
||
|
Technology Management
6.0 ECTS
|
||
| 2nd Year | ||
|
Research Seminar in Management of Services and Technology
6.0 ECTS
|
||
|
Dissertation in Management of Services and Technology
54.0 ECTS
|
||
|
Business Problem in Management of Services and Technology
54.0 ECTS
|
Capital Investment Appraisal
In the end of this course, the student should:
- Be able to describe the process of preparing a Business Plan from identifying the initial idea to obtaining investment results
- Understand the interrelationships between financing decisions and other aspects of new venture strategy;
- Identify the financing sources available to a new venture and their basic attributes, including venture capital;
- Be able to evaluate an innovative investment project from a business perspective.
1. Financial appraisal of innovative projects
1.1. Business Plan of innovative projects. Structure and main elements.
1.2. Financial evaluation of new venture projects. Evaluation criteria.
1.3. Analysis of uncertainty and risk of investment projects. Sensitivity analysis.
1.4. New venture financing. Financing circuit. Funding sources for innovative projects. Venture capital.
Option 1: Evaluation throughout the semester
1. Groupwork: 40%
2. Individual end-of term test: 60%
Average passing grade is 9.5 points, with at least 8 points (out of 20) for components 1 and 2.
Option 2: Final Exam
Individual end-of-term exam: 100%
A positive evaluation means a grade of 9.5 or above (out of 20).
Title: Markides C. (2023). Business Model Innovation: Strategic and Organizational Issues for Established Firms. Cambridge University Press.
Markides C. (2021). Organizing For The New Normal: Prepare Your Company For The Journey Of Continuous Disruption. Kogan Page Ltd.
Mota, A., Barroso, C., Nunes, J., Oliveira, L., Ferreira, M. e Inácio, P. - Finanças da Empresa, 6ª Edição, 2020, Ed.Sílabo.
Authors:
Reference: null
Year:
Title: Smith, R. L., Smith, J. K., Bliss, R. T. - Entrepreneurial Finance: Venture Capital, Deal Structure & Valuation, Second Edition 2nd Edition,2020.
Brealey, R., Myers, S. & Allen, F. (2019). Princípios de Finanças Empresariais, McGraw-Hill Portugal,13ª Edição
Authors:
Reference: null
Year:
Strategy and Corporate Development
At the end of the curricular unit, each student should be able to achieve the following learning outcomes (LOs):
LO1. To develop concepts underlying the strategic management process and understand the ways different theoretical perspectives approach this process.
LO2. To understand and apply the concept of dynamic capabilities and its approach to strategy
LO3. To introduce concepts underlying the development of competitive and corporate strategies
LO4. To understand the importance of implementation and control in the process of strategic management
LO5. To develop critical thinking
LO6. To have autonomy to plan their own learning processes in order to deep their knowledge in this area of study.
The programmatic contents (PC) are adapted for students with business administration backgrounds and are as follows:
PC1. Fundamentals of strategy
PC2. The strategic management process: New trends
PC3. Internal analysis of the organization
PC4. External environment analysis
PC5. Business strategies
PC6. Corporate strategies
PC7. Strategy implementation
PC8. Strategic control
Option 1 (Evaluation throughout the semester)
i. Individual written test 50%
ii. Group assignment 40%
iii. Seminar report 10%
To successfully complete the curricular unit, students must obtain a weighted average of 10 points or more, with at least 8 in each assessment component.
Option 2 (Evaluation by exam)
To pass: 10 or more points
Title: Barney, J. & Hesterley S. (2019). Strategic Management and Competitive Advantage: Concepts and Cases, 6th Edition, Pearson.
Grant, R. (2021). Contemporary Strategy Analysis, 11th edition, Wiley.
Stadler, C., Hautz, J., Matzler, K. & Friedrich von den Eichen, S. (2021). Open Strategy: Mastering Disruption from Outside the C-Suite. Cambridge, MA: The MIT Press.
Authors:
Reference: null
Year:
Title: Breznik, L. & D. Hisrich, R. (2014). Dynamic capabilities vs. innovation capability: Are there related? Journal of Small Business and Enterprise Development, 21(3), 368-384.
Eisenhardt, K. & Martin, J. (2000). Dynamic capabilities: What are they? Strategic Management Journal, 21(10/11), 1105-1121.
Gebauer, H. (2011). Exploring the contribution of management innovation to the evolution of dynamic capabilities. Industrial Marketing Management, 40(8), 1238-1250.
Prange, C. & Verdier, S. (2011). Dynamic capabilities, internationalisation processes and performance. Journal of World Business, 46(1), 126-133.
Riviere, M. & Suder, G. (2016). Perspectives on strategic internationalisation: Developing capabilities for renewal. International Business Review, 25(4), 847-858.
Teece, D., Pisano, G. & Shuen, A. (1997). Dynamic capabilities and strategic management. Strategic Management Journal, 18(7), 509-533.
Authors:
Reference: null
Year:
Innovation Management
This course prepares you to:
LG1. Turn ideas into innovative products, services or processes;
LG2. Manage the life cycle of innovations and predict innovation diffusion;
LG3. Draft innovation strategies that spur innovation across business processes;
LG4. Design and create innovative products, services or processes.
S1. Introduction and drivers of innovation
S2. The adoption of innovations
S3. The Fuzzy Front-End - Creativity
S4. The Fuzzy Front-End - Idea management
S5. Strategy - Innovation strategy
S6. Execution - Implementing innovation
S7. Technology - Driver of innovation
S8. The technology of the future - use cases for Robotics, AI, IoT, blockchains, and more
S9. The future of technology - is technology a threat to our jobs?
Option 1: Assessment throughout the semester
I. Assessment in class (40%):
- Attendance (30%)
- Case studies resolution, in group (70%)
II. Individual, written test (60%)
Minimum grade: 10 v.
Option 2: Evaluation by exam
Final Exam (100%).
Title: - Schilling, M. (2023). Strategic Management of Technological Innovation. 7th Edition, McGraw-Hill Education.
- Furr N. & Dyer J. (2016) The Innovators? Method: Bringing the Lean Start-up into Your Organization
- Christensen C. (2016) The Innovators' Dilemma: When New Technologies Cause Great Firms to Fail (Management of Innovation and Change)
Authors:
Reference: null
Year:
Title: - Eric Ries, The Lean Startup
- Steve Blank & Bob Dorf. The Startup Owner's Manual
- Alexander Osterwalder et al. Business Model Generation,
- Malcolm Gladwell. Outliers: The Story of Success.
- Malcolm Gladwell. The Tipping Point: How Little Things Can Make a Big Difference.
Authors:
Reference: null
Year:
Operations Management
LG1: Control the materials resources needed by the processes
LG2: Plan the utilization of resources needed by the processes to satisfy customers? needs.
LG3: Support the planning and control of operations using as a basis different tools and methods.
S1: Aggregate Planning
S2: Theory of Constraints
S3: Resource Planning: Master Production Schedule e Materials Requirement Planning
S4: Scheduling
S5: Queueing theory
OPTION 1: ASSESSMENT THROUGHOUT THE SEMESTER
1. Participation in class (Attendance >= 80%): 15%
2. Groupwork and discussion: 30%
3. Individual end-of term test: 55%
Average passing grade is 9.5 points, with at least 7.5 points (out of 20) in each component.
OPTION 2: FINAL EXAM
Individual end-of-term exam: 100%
A positive evaluation means a grade of 9.5 or above (out of 20).
Title: [1] Krajewski, L.J., Malhotra, M.K. (2022) Operations Management: processes and supply chains, 13th Edition, Pearson
[2] Heizer, J., Render, B., Munson, C. (2023) Operations Management: Sustainability and Supply Chain Management, 14th Edition, Pearson
Authors:
Reference: null
Year:
Title: [1] Slack, N., Brandon-Jones, A. e R. Johnston (2019) Operations Management, 9th Edição, Pearson
[2] Carvalho, J.C. et al. (2010) Logística e Cadeia e Abastecimento, Edições Sílabo
[3] Jacobs. F.R. e R.B. Chase (2014) Operations and supply chain management, 14ª Edição, McGraw-Hill.
Authors:
Reference: null
Year:
Simulation of Systems and Operations
At the end of the module, it is intended that students should be able to:
LO1: Model the problems under study;
LO2: Integrate other skills;
LO3: Apply the simulation analysis to trace out the implications and consequences of a proposed system or course of action;
LO4: Propose solutions based on the results.
1. Overview
1.1. What is Simulation?
1.2. Why use Simulation?
1.3. Simulation Process
1.4. Concepts in Simulation
1.5. An Example
2. The Role of Statistics in Simulation
2.1. Some Probability Distribution Laws
2.2. Statistical Inference
2.3. Applications of the Central Limit Theorem
3. Introduction to SIMUL8
3.1. Overview
3.2. Basic Concepts
3.3. An Example based on a Generic Simulation Model
3.4. Improving the Graphical Appearance
3.5 Controlling the Simulation Experiment
3.6. Using Excel to Analyse Results
3.7. Variation in Simulation Experiments
4. Further Modelling Techniques
4.1. Priorities
4.2. Interruptions
4.3. Resources and Shifts
4.4. Routing
4.5. Labels
4.6. Visual Logic Programming Language
The evaluation system includes:
- Individual work on Probability and Statistics: 25%
- Up to four students Team Project: 25% Project Report; 50% individual written assessment.
This grading system requires a rate of attendance to classes of at least 80%. Students failing this requirement do not get approval in the unit.
IN THIS UNIT THERE IS NO EXAM.
Title: [1] Arsham, H., "The shortest Route to Applications", 2020 (disponível na Internet).
[2] Banks, J., Carson II, J.S., Nelson, B.L., and Nicol, D.M., Discrete-Event System Simulation, Pearson Education Inc., 5th Edition, 2009.
[3] Brito, A. e Teixeira, J.M.F., Simulação por Computador, Publindústia, 2001.
[4] Fishwick, P.A., "Computer Simulation: The Art and Science of Digital World Construction", 1995 (disponível na Internet).
[5] Maguire, J.N., "Discrete Computer Simulation- Technology and Applications - The Next Ten Years," Proceedings of the Spring Joint Computer Conference, 815-826, 1972.
[6] Shalliker, J., An Introduction to Simulation in the Service Industry using SIMUL8 (release 16), for SIMUL8 Corporation, 2009.
[7] Shalilker, J. & Suleman, A., Guia de Simulação Discreta por Computador usando SIMUL8, V2.1, 2017 (disponível no Moodle).
[8] ---- SIMUL8: Manual and Simulation Guide, by SIMUL8 Corporation.
Authors:
Reference: null
Year:
Title: [1] Concannon, K., Elder, M., Hunter, K., Tremble, J., and Tse, S., Simulation Modeling with SIMUL8, Visual Thinking International, 2007.
[2] Brailsford, S., Churilov, L., and Dangerfield, B. (Editors), Discrete-Event Simulation and System Dynamics for Management Decision Making, Wiley, 2014.
[3] Szczerbicka, H., Trivedi, K.S., and Choudhary, P.K., "Discrete Event Simulation with Application to Computer Communication Systems Performance: Introduction to Simulation", IFIP International Federation for Information Processing, Volume 157/2004, 271-304, 2004
Authors:
Reference: null
Year:
Supply Chain Management
Students should be able to...
1. Understand the fundamentals of both Logistics and Supply Chain Management (SCM) and understand the main challenges of actual supply chains.
2. Review situations, apply relevant logistics
models and methods, and compare solutions
concerning...
a. independent demand inventory management systems
b. selective and repetitive cycles and value creation
c. procurement and outsourcing strategies
d. transportation, warehousing and information systems applied in Supply Chains
4. Apply theory to lab situations.
1. Logistics & Supply Chain Management
2. Selective and Repetitive Cycles; Value
3. Supply Chain Strategies
4. Technologies in SC's: Digital Supply Chains
5. Bullwhip Effect
6. Speed Challenge
7. Exercises and Cases
OPTION 1 (assessment thoughout the trimester):
1. Attendance >=80%
2. Workgroup & e discussão/individual grade: 50% (10% Speed Challenge; 10% Participation; 30% final case)
3. Individual Work: 50%
Final grade will be obtained by the average of the 2 components and should be higher or equal than 10,0 with a minimum of 7,0 in each component.
Option 2 (final exam):
Exam 100%
Title: Handouts of the course.
Christopher, M. (2016). Logistics & Supply Chain Management, 5th Edition, Financial Times Series.
Authors:
Reference: null
Year:
Title: Carvalho, J. (coord.) (2017). Logística e Gestão da Cadeia de Abastecimento. Edições Sílabo (2nd Edition)
Authors:
Reference: null
Year:
Operations Management in Service
By the end of the unit, students should be able to:
LG1.: Develop awareness of the characteristics of service and also skills of service thinking;
LG2.: Learn about opportunities offered by technology to improve productivity and value creation in service organizations;
LG3.: Understand service growth and expansion both domestically and internationally, and
to appreciate the entrepreneurial opportunities in service;
LG4.: Measure and control service and plan how it should be continuously improved.
S1) Introduction to what is Service and what we mean by service
S2) Back stage vs front stage, the theater metaphor.
S3) Design, mapping and analysis
S4) Breaking the trade-off efficiency-service. The Service concept;
S5) Innovation and business model innovation
S6) Service quality, capabilities and capacity management;
S7) Different logics in Service and smart services;
S8) How to measure the scaling and grow of the service process (a continuous process).
The evaluation process requires 90% rate of classe attendance and includes:
- Class participation, attendance and individual assignments (individual) (10%);
- Short cases and group assignments (group) (20%)
- Final case project (group)(20%)
- Written test (individual) (50%)
In order to succeed in continuous evaluation, students must score at least 8 points in each evaluation component and achieve a final mark of at least 10 points.
Title: - seminal articles to support each class.
- lesson slides;
- Johnston, R., Clark, G. and M. Shulver (2012), Service Operations Management - improving service delivery, 4th edition. Pearson. (textbook);
Authors:
Reference: null
Year:
Title: Journal of Marketing 52 (April), pp. 35-48.
Communication and Control Processes in the Delivery of Service Quality."
- Zeithaml, Valarie A., Leonard L. Berry, and A. Parasuraman. (1988).
Marketing Science, Vol. 44 (1), pp. 5-23.
Extension and Update of Service- Dominant Logic. Journal of the Academy of
- Vargo, Steven L. and Robert F. Lusch (2016). Institutions and Axioms: An
26(3), 145-152
service systems and service logic perspective. European Management Journal,
- Vargo, S., Maglio, P. and Akaka, M. (2008). On value and value co-creation: A
convergences of logics. Industrial Marketing Management, 37(3), 254-259.
- Vargo, S. and Lusch, R. (2008). From goods to service(s): Divergences and
Service Failure. Sloan Management Review, 40 (1), 75-88.
- Tax, Stephen S. and Stephen W. Brown (1998). Recovering and Learning from
949.
International Journal of Quality and Reliability Management, v. 22, n. 9, p. 913-
- Seth, N.; Deshmuhk, S. G.; Vrat, P. (2005). Service quality models: a review.
with services, Sloan Management Review, 45(2), 34-43.
- Sawhney, M., Balasubramanian, S. & Krishnan, V. K. (2004). Creating growth
Research, 15 (2), 182-98.
- Sampson, Scott (2012). Visualizing Service Operations. Journal of Service
Young University.
- Sampson, S. (2011). Introduction to PCN analysis. - Technical report - Brigham
30 (October), 32-36.
- Rathmell, John M. (1966), "What Is Meant by Services?" Journal of Marketing,
Business Model Harvard Business Review, (Jan.-Feb.).
- Ramon Casadesus-Masanell R. and Ricart, J.E. (2011). How to Design A Winning
3.
- Qiu, R. G. (2013). We must rethink service encounters. Service Science, 5(1), 1-
Encounter, Academy of Management Journal, 44(5), 1018-1027.
- Pugh, S. D. (2001). Service with a Smile: Emotional Contagion in the Service
Creation of Value,'' Journal of the Academy of Marketing Science, 36 (1), 83-96.
- Payne, Adrian, Kaj Storbacka and Pennie Frow (2008), ''Managing the Co-
Blueprinting, Journal of Service Research, 14, 180-200.
Service Design: From Customer Value Constellation to Service Experience
- Patrício, L., Fisk, R. P., Falcão e Cunha, J. & Constantine, L. (2011). Multilevel
(Spring), pp. 39-4.
Understanding Customer Expectations of Service. Sloan Management Review
- Parasuraman, A., Leonard L. Berry, and Valarie A. Zeithaml (1991).
overrated. International Journal of Service Industry Management, 19 (4), 441-457.
- Michel, S. & Meuter, M. L. (2008). The service recovery paradox: true but
frameworks and identifying issues for research, AMA conf. pp. 12.
- Meuter, M. L and Bitner, M. (1998). Self-service technologies: Extending service
(May).
- Magretta, J. (2002). Why business models matter. Harvard Business Review 6
(ed.) Special Issue Review of Marketing Research, 9 pp. 51-78.
Business Models for Value Co-Creation, Stephen L. Vargo, Robert F. Lusch, in
- Kaj Storbacka, Pennie Frow, Suvi Nenonen, Adrian Payne, (2012). Designing
Marketing, Vol. 33 No. 9/10, pp. 958-73.
- Johns, N. (1999), "What is this thing called service?", European Journal of
Marketing, Vol. 33 No. 9/10, pp. 958-73.
- Johns, N. (1999), "What is this thing called service?", European Journal of
HBR2015.
- How Indra Nooyi Turned Design Thinking Into Strategy - Indra Nooyi interview
- Harvard Business Review, 84, 93-101.
European Business Review, 20(4), 298-314.
- Grönroos, C. (2008). Service logic revisited: who creates value? And who cocreates?
20(2), 121-134.
The missing link in service design research? Journal of Operations Management,
- Goldstein, S. M., Johnston, R., Duffy, J., & Rao, J. (2002). The service concept:
Management, 7 (4), 407-27.
Bridging the 'Front Stage' and 'Back Stage'. Information Systems and E-Business
- Glushko, Robert J. and Lindsay Tabas (2009). Designing Service Systems by
Systems. Journal of Service Research, 16 (1), 21-38.
Interaction: A Framework for Personalization in Service Encounters and Service
- Glushko, R. J. and Nomorosa, K. J. (2013). Substituting Information for
P., Kieliszewski, C, & Spohrer, J. (Eds.), Handbook of Service Science, 219-249.
- Glushko, R. J. (2010). Seven Contexts for Service System Design, in Maglio, P.
Business Review (April): 70-80.
- Frei, F. X. (2008). The four things a service business must get right. Harvard
- Frei, F. X. (2006). Breaking the trade-off between efficiency and service.
and reconceptualisation, 2010, Journal of Service Management, (21), 4, 441-459.
- Fredrik Nordin and Christian Kowalkowski, Solutions offerings: A critical review
Measurement of Service Quality, Journal of Marketing, 58, pp. 125-131.
Reconciling Performance-Based and Perceptions-Minus-Expectations
- Cronin, J.J. and Taylor, S.A. (1994). SERVPERF Versus SERVQUAL -
Performance Computing and Communications.
utilities. Proceedings of the 10th IEEE International Conference on High
computing: Vision, hype, and reality for delivering IT services as computing
- Buyya, R., Yeo, C.S. and Venugopal, S. (2008). Market-oriented cloud
Spring, 5-21.
- Buchanan, R. 1992. Wicked problems in design thinking. Design Issues, 8(2):
- Boynton (2011). Are You an "I" or" T"? Forbes Magasin. US
(3), 66-94.
Practical Technique for Service Innovation. California Management Review 50
- Bitner, M. J., A. L. Ostrom, and F. Morgan. 2008. Service Blueprinting: A
Customers and Employees, Journal of Marketing 56 (2), 57-71.
- Bitner, M. J. (1992). Servicescapes: The Impact of Physical Surroundings on
Management Review, Vol. 47, No. 2.
- Berry, L. et al. (2006). Creating New Markets Through Service Innovation, Sloan
45.
and the Extended Service Encounter, Journal of Consumer Research, 20(1), 24-
- Arnould, E. J. and Price, L. L. (1993). River Magic: Extraordinary Experience
Business Review, Vol. 83 No. 10, pp. 131-45.
- Allmendinger, G. (2005). Four strategies for the age of smart services. Harvard
Authors:
Reference: null
Year:
Technology Management
LO1. Identifying and interpreting the source and dynamics of technological innovation with special focus on the Open Innovation Paradigm.
LO2. Analyzing and appraising Open Innovation practices and their impact on technology innovation
LO3. Identifying the market for innovation and its competitive dynamics.
LO4. Analyzing and appraising the competitive mechanism of the technology innovation market
LO5. Defining and discussing methodologies for capturing the value of the innovation through a business model.
LO6. Characterizing and designing business model patterns
S1. What is innovation
S2. The Closed Innovation Paradigm
S3. The Open Innovation Paradigm
S4. Types of Open Innovation Practices
S5. Crowdsourcing
S6. Cases of Open Innovation and Crowdsourcing
S7. The market for Innovation
S8. Standard battles and dominant technologies
S9. Timing and entry
S10. First mover advantage and disadvantages
S11. The market of innovation - Cases
S12. Introduction to innovative business models
S13. Innovative business models
S14. Disruptive innovation business models
1) Assessment throughout the semester
This is done through a final written test and the resolution of case studies, covering the following components:
-Attendance>=80%
-Group work (4 to 6 students) (Min. 8.5 points): 35%
-Individual assessment through a written test (Min. 8.5 points): 65%
2) Final individual written exam for students who failed 1)
Pass: 9.5 points
Title: Keith Goffin and Rick Mitchell, Innovation Management: Effective strategy and implementation, Nov 15, 2016
Adam J. Bock and Gerard George, The Business Model Book: Design, build and adapt business ideas that drive business growth, Dec 10, 2017
Afuah, A., 2014. Business Model Innovation: Concepts, Analysis, and Cases. Routledge.
Schilling, M.A., 2010. Strategic management of technological innovation. Tata McGraw-Hill Education.
G. Perrone, Slides of the course
Authors:
Reference: null
Year:
Title: Mazzola, E., G. Perrone, and D. S. Kamuriwo, 2015. Network embedd- edness and new product development in the biopharmaceutical industry: The moderating role of open innovation flow. International Journal of Production Economics 160 (2): 106-19.
Mazzola, E., Bruccoleri, M. and Perrone, G. (2012) 'The effect of inbound, outbound and coupled innovation on performance', International Journal of Innovation Management, Vol. 16, No. 6, pp.1240008-35.
Magretta J., 2002. Why Business Models Matter, HBR;
Laursen, K. and Salter, A., 2006. 'Open for innovation: the role of openness in explaining innovation performance among U.K. manufacturing firms', Strategic Management Journal, Vol. 27, No. 2, pp.131-150.
Innovation Tatics, Platform business model [part 1]: the most revolutionary business model right now.
Hagel III J and Singer M., 1999. Unbundling the Corporation, HBR;
Gassmann, O., Enkel, E. and Chesbrough, H., 2010. 'The future of open innovation', R&D Management, Vol. 40, No. 3, pp.213-221.
Christensen Clayton M., 1997. The Innovator's Dilemma: When New Technologies Cause Great Firms to Fail, Harvard Business School Press;
Christensen C. M. et al., 2015. What is disruptive innovation, HBR;
Chiaroni, D., Chiesa, V. and Frattini, F., 2010. 'Un-ravelling the process from closed to open innovation: evidence from mature, asset-intensive industries', R&D Management, Vol. 40, No. 3, pp.222-245.
Chesbrough, H., 2003. Open Innovation: The New Imperative for Creating and Profiting from Technology, Harvard Business School Press, Boston.
Anderson, C., 2006. The Long Tail, Summeries.com;
Anderson C., 2008. FREE! WHY $0.00 IS THE FUTURE OF BUSINESS, Wired.
Authors:
Reference: null
Year:
Research Seminar in Management of Services and Technology
LG1. Define a research problem and research problem and research objectives and select appropriate research methods
LG2. Formulate research hypothesis and select and relevant research variables aimed at hypothesis testing
LG3. Conduct literature searches in order to maximize relevance and reliability
LG4. Write a research project using a scientific style
PC1. Introduction: diferences between scientific and common sense knowledge
PC2. Major research processes
Research phases
Literature review
Problem formulation
Defining research objectives
Conceptualizing variables and their relations
PC3. Data gathering
Data gathering techniques
Secondary information analysis
Doing research in organizational settings
PC4. Report organization and writing
- Class Participation: 20%
- Project: 80%
The minimum passing grade is 10.
Title: Privitera, Gregory (2019) Research Methods for the Behavioral Sciences, SAGE, 3rd edition.
Gravetter, Frederick J. & Forzano, Lori-Ann (2022) - Research Methods for the Behavioral Sciences, Cengage Learning, 6th Edition.
Authors:
Reference: null
Year:
Title: Thomas, Gary (2016) How to do your case study, SAGE, 2th Edition
Authors:
Reference: null
Year:
Objectives
To pursue a modern view that positions both operations and innovation at the core of the generation of competitive advantage, by developing the business in an integrated holistic way that includes cooperative processes of collective learning that is supported by innovative collaborative alliances targeting a co-creation of value that might call for a reformulation of the product-service relationship.
To be able to independently design, deploy, operate and improve complex interdisciplinary production systems that are leveraged by the technology and that integrate people, materials and financial resources targeting making available quality goods and services in a flexible and efficient way, in such conditions that satisfy the social needs and, in a sustainable, entrepreneur and proactive, but also a reliable and ethical way.
Learning Goal 1: Display effective written communication skills
Students will be able to produce a well structured written document
Students will clearly identify and communicate the relevant key messages within a written document
Students will be able to clearly express the link between theoretical arguments and specific practical issues
Students will be able to effectively summarize ideas and conclusions
Learning Goal 2: Display effective oral communication skills
Students will be able to select the appropriate format for a given presentation
Students will be able to develop and make effective presentations
Students will demonstrate confidence that the communication was wellprepared
Learning Goal 3: Develop critical thinking skills
Students will be able to select and interpret relevant data and references from academic and non-academic sources
Students will be able to identify and rationally debate ethical issues in business and management
Students will be able to analyze issues effectively, leading to the formulation of well-supported conclusions or solutions
Learning Goal 4: Demonstrate broad updated knowledge of sustainable operations and innovation as the thrust of competitive advantage
Students will be able to understand and use modern concepts, theoretical frameworks, tools, methodologies, formulas or best practices from either management, operations or industrial engineering
Students will be able to discuss and draw innovative business scenarios supported either by scientific research, technology transfer or best management practices, in order to change operations
Students will demonstrate the ability to develop an integrated and holistic view of new knowledge in marketing, operations, innovation or technology in the management or industrial engineering contexts
Learning Goal 5: Be effective at designing or improving operations systems that target specific strategic needs
Students will be able to recall, describe, apply and contrast concepts or theories in order to prepare and establish new business models that might promote learning, co-creation, co-optician or servitization, as well as relevant attitudes and values to adaptiveness, cooperation, and collective views
Students will be able to summarise and extend first cycle knowledge, in order to characterize and organize either modern, integrated, networked, adaptive or cooperative operations that are adequate
Students will be able to discuss, assess and select options for strategic alignment, using either qualitative or quantitative tools or methods, in a proactive, independent, rigorous and systematic way