New York University Tandon School of Engineering
Department of Technology Management and Innovation
MG-GY 7953 Global Innovation
Fall 2022
Michael Driscoll
Hours:
Virtual via Zoom Appointments at your convenience and time or my Office
Within The TMI Department at a mutually agreed time
Course Pre-requisites:
Graduate Standing
Course Description :
This course focuses on global technology-enabled innovation. Topics covered include
accessing global sources of innovation, coordination and organization of activities
worldwide, new product development globally, the role of revitalized global R&D,
growing prominence of IT and e-Business in global innovation, and the role of alliances
and linkages with customers, suppliers and other third parties.
Course Objectives :
This course combines Global Innovation Theory along with Industry Global
Innovation Practices
As a Core Course Requirement, provide a high level understanding and management of
the 5 Transformative Technologies. (Management of Technology) High level overview of
the current 5 Transformative Technologies and how to manage each: Artificial
Intelligence, Blockchain, Cloud (Edge & Distributed Cloud),
Internet of Things, Cybersecurity
Understanding the ‘Box 3’ Creating The Future/The Weak Signals of Macro Change and
How Technology Is Not An Isolated Source of Macro Change, But The Connective Tissue.
Hearing The Weak Signals Is Understanding and Knowing Current Technology Trends
Course Structure
The course structure will be a combination of both asynchronous and synchronous
modules. This includes real-time lectures/discussions, recorded lectures, weekly
Forum/Discussion Board posts, weekly homework assignments.
Readings
The required text for the course is:
The Economist (via library.nyu.edu)
Optional and recommended texts are:
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The Three Box Solution Playbook, Vijay Govindarajan, 2020
Competing In The Age of AI, Marco Iansiti, 2020
Course Grading Rubric :
Course assignments comprise four components. Participants are expected to play an
active role in each. Evaluation is comprised of the following components.
Course Evaluation:
Course Evaluation is comprised of the below components:
I) 15%: The Economist Weekly Assignments
Two Paragraph Assignments From That Week’s Current Edition
The File Name Should Be: Your Name_Economist Assignment 1, 2, 3, 4,
etc
Please Do Not Fool Me With The Special Characters Within File Names -
That's Cheating and I Will Fail You For The Course.
From an Industry Viewpoint, It Is Important To Be Aware Of Current
Business Events. This is Especially Important During Job Interviews. This
Is The Purpose Of The Economist Assignments – To Prepare You For
Industry.
The Other Learning Objective Is Critical Thinking Skills (aka 2nd Paragraph
of the Weekly Economist Assignment)
Please make certain you are selecting the week’s current edition.
Please select an article from 1 of the following sections (not all 3 sections)
Business Section
Finance and Economics Section
Science and Technology Section.
Weekly 2 Paragraph Assignment :
1st Paragraph: Executive Summary of Your Selected Article. What Is The
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Economist’s viewpoint? (Cannot cut/paste from the article)
2nd Paragraph: What Is Your Viewpoint? Do you agree or disagree with The
Economist’s point? Why?
Due Thursdays, 11:59pm NY Time Submitted Into
Brightspace/Assignments
If Weekly Assignment is not submitted into Brightspace/Assignments on-
time, a zero will be given for that week’s assignment.
You are responsible for selecting the correct Issue Date and selecting an
article from either the Business Section, the Finance and Economics
Section or the Science and Technology Section.
All Weekly Economist Assignments are due into
Brightspace/Assignments.
If you submit the Economist Assignment referencing the incorrect weekly
publication date and/or incorrect section you will receive a score of 0 for
the week.
Please note:
The weekly Economist Assignment will open in Brightspace/Assignments
every Friday morning after class and is due the following Thursday at
11:59pm
II) 5% Attendance:
This is a 3 credit course which meets weekly from 2pm to 4:30pm
The expectation is you arrive on-time and be present in class.
Excessive lateness applies to the 10% Attendance Requirement as well
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III) 10% Class Participation:
If I call on you, please respond with the expectation that you have read this
week’s assignment. This may include you briefly discussing this week’s
Economist Assignment due the night before class.
IV) 10% Assigned Class Homework
V) 5% Agorize Team Project
VI) There will be a reward for those teams selected to go to the 2nd Round
VII) 5% Assigned Presentations
VIII) 25% Midterm Exam
IX) 25% Final Exam
Weekly Course Content
Please note: There is a Weekly Economist Assignment Due Every Thursday
Week 1: 1/27/2023
Kick-off Lecture:
Introduction of Course, Review Of Course Syllabus and Expectations Discuss
Agorize Projects
Week 2: 2/3
Homework Assignment: 10 Rules For Managing Global Innovation (Brightspace
Assignments)
Week 3: 2/10
Friday Lecture:
Experience Disrupters
Homework Assignment: To
Be Discussed
Week 4: 2/17
Lecture:
Davenport’s AI For The Real World
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Read:
“Artificial Intelligence For The Real World”
Davenport, T. (2018). Artificial Intelligence For The Real World. HBR.
Homework Assignment
Agree or Disagree With Davenport’s Future Cognitive Company? Why?
Week 5: 2/24
Friday Lecture:
Govindarjan’s Box 1, Box 2, Box 3 and Reverse Innovation Theory
Read
https://www.mckinsey.com/about-us/new-at-mckinsey-blog/innovating-for-the- world
“Engineering Reverse Innovations” (Winner of 2016 McKinsey Award For Best HBR
Article)
Govindarajan, V. (2015). Engineering Reverse Innovations. HBR.
Homework Assignment
Govindarajan’s 5 Design Principles, Which 1 Do You Think Is Most Important? Why?
Week 6: 3/3
Friday Lecture:
Cathie Wood and ARK“
Week 7: 3/10
Midterm Exam
March 17th: SPRING BREAK
Week 8: 3/24
Friday Lecture:
Blockchain
Read
“Preparing For A Blockchain Future” (Article Is Basically A Case Study) Ferguson, M.
(2018). Preparing For A Blockchain Future. MIT Sloan Management Review. Fall
2018.
Homework Assignment:
Of The 3 Key Questions, Which 1 Do You Think Is Most Important? Why?
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Week 9: 3/31
Lecture:
Gartner’s Top 10 Strategic Technology Trends For 2023
Read
“Gartner’s Top 10 Strategic Technology Trends For 2023”
Homework Assignment
Of The 10 Technology Trends, Which Interests You The Most? Why?
Week 10: 4/7
Non-Disruptive Innovation
Week 11: 4/14
Friday Lecture:
The 11 Sources Of Disruption Every Company Must Monitor
Read
“The 11 Sources Of Disruption Every Company Must Monitor” Webb, A.
(2020). MIT Sloan Management Review.
Homework Assignment
Excluding Technology, Which 1 of the 10 Sources of Disruption Do You Believe To Be
Most Important and Why?
Week 12: 4/21
Friday Lecture:
Gartner’s Executing On Innovation – The 3 Approaches To Innovation
(Trigger-centric, Problem-centric, Solution-centric)
Read
Gartner’s “Executing On Innovation”
Fenn, J. (2020). Executing On Innovation. Gartner. 2020
Homework Assignment
Of The 5 Innovation Process Examples, Which Process Interests You The Most? Why?
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Week 13: 4/28
Friday Lecture: Porter’s “Why Every Company Needs AR”
Read
“A Manager’s Guide To Augmented Reality”
Porter, M. (2017). Why Every Organization Needs An Augmented Reality Strategy. HBR.
Homework Assignment
From The Article, please select 1 of the 6 Sectors where you see AR to have the biggest
impact and why?
Week 14: 5/5 Final Exam
NYU School of Engineering Policies and Procedures on Academic Misconduct
A. Introduction: The School of Engineering encourages academic excellence in
an environment that promotes honesty, integrity, and fairness, and students
at the School of Engineering are expected to exhibit those qualities in their
academic work. It is through the process of submitting their own work and
receiving honest feedback on that work that students may progress
academically. Any act of academic dishonesty is seen as an attack upon the
School and will not be tolerated. Furthermore, those who breach the
School’s rules on academic integrity will be sanctioned under this Policy.
Students are responsible for familiarizing themselves with the School’s
Policy on Academic Misconduct.
B. Definition: Academic dishonesty may include misrepresentation, deception,
dishonesty, or any act of falsification committed by a student to influence a
grade or other academic evaluation. Academic dishonesty also includes
intentionally damaging the academic work of others or assisting other
students in acts of dishonesty. Common examples of academically dishonest
behavior include, but are not limited to, the following:
1. Cheating: intentionally using or attempting to use unauthorized notes,
books, electronic media, or electronic communications in an exam;
talking with fellow students or looking at another person’s work
during an exam; submitting work prepared in advance for an in-class
examination; having someone take an exam for you or taking an
exam for someone else; violating other rules governing the
administration of examinations.
2. Fabrication: including but not limited to, falsifying experimental data
and/or citations.
3. Plagiarism: intentionally or knowingly representing the words or
ideas of another as one’s own in any academic exercise; failure to
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attribute direct quotations, paraphrases, or borrowed facts or
information.
4. Unauthorized collaboration: working together on work that was
meant to be done individually.
5. Duplicating work: presenting for grading the same work for more
than one project or in more than one class, unless express and prior
permission has been received from the course instructor(s) or
research adviser involved.
6. Forgery: altering any academic document, including, but not limited
to, academic records, admissions materials, or medical excuses.
Statement of Inclusion:
The NYU Tandon School values an inclusive and equitable environment for all
our students. I hope to foster a sense of community in this class and consider it
a place where individuals of all backgrounds, beliefs, ethnicities, national
origins, gender identities, sexual orientations, religious and political affiliations,
and abilities will be treated with respect. It is my intent that all students’
learning needs be addressed both in and out of class, and that the diversity that
students bring to this class be viewed as a resource, strength and benefit. If this
standard is not being upheld, please feel free to speak with me.
Syllabus Illness and Excused Absence Statement
https://engineering.nyu.edu/life-tandon/student-life/student-advocacy
