Course Syllabus

ENTP 6V99 - 001, Corporate Innovation Perspectives

School of Management
The University of Texas at Dallas

| Course Info | Tech Requirements | Access & Navigation | Communications | Resources |

Assessments | Academic Calendar | Scholastic Honesty | Course Evaluation | UTD Policies |

Course Information

Course

Course Number Section ENTP 6V99 – 001; 1 credit hour

Course Title Special Topics in ENTP: Corporate Innovation Perspectives
Term and Dates Spring 2011, Tues 3:00p-4:15p

Professor Contact Information

Professor Mr. Dan Bochsler
Office Phone 972-883-5833
Email Address dan.bochsler@utdallas.edu
Office Location SOM 4.208
Office Hours Mon 10am-12noon
Other Information Other office hours by appointment; in person or teleconference

About the Instructor

Instructor website: http://www.utdallas.edu/~dcb091000/

Course Pre-requisites, Co-requisites, and/or Other Restrictions

Prerequisites: none

Course Description
This course examines the key perspectives and contexts for innovation issues encountered by
firms in technology-intensive environments. The course reflects five broad themes: (1) An
integrated innovation perspective; (2) industry contexts of innovation; (3) organizational views
of innovation; (4) internal corporate venturing; and (5) corporate entrepreneurship, in
organizations. Students will analyze actual situations in organizations and summarize their
findings and recommendations. Case studies, readings, and course discussion participation
are stressed.

This course is useful to students interested in examining key directions for understanding how
to bring innovation forward to the market. A new or existing firm is faced with numerous issues
related to innovation. We address the importance of viewing innovation from multiple
perspectives as a lead-in for incorporating technological change into company structure and
strategy.

The course may have a mixture of new and a few "classic" cases. The latter ones offer the
opportunity to discuss fundamental and timeless issues and challenges faced by companies.
Please study them in that spirit and do not dismiss them out of hand simply because they

ENTP 6V99 - 001 Special Topics in ENTP -Corporate Innovation Perspectives – Spring 2011- 8 Page 1
 seem "old." Ask yourself - as we will examine in the course - what can I learn from this
situation that is relevant to companies that I am interested in today?

Student Learning Objectives/Outcomes

Upon successful completion of this course, students will:

 Develop a diverse view of technology impacts and sensitivity to the organizational issues
managers must deal with, including that competitive landscapes change and shift rapidly.
 Analyze methods for understanding definitive issues and problems encountered in
numerous industries regarding technological opportunities.
 Understand an internal perspective of the innovation process, and gain a framework for
internal corporate entrepreneurship and new venture goal setting.

Required Textbooks and Materials

Required Texts
 Textbook: Burgelman, Robert A, Christensen, Clayton M., and Wheelwright, Steven C.
Strategic Management of Technology and Innovation, 5th edition, McGraw-Hill, 2009. ISBN
978-0-07-338154-1.

Textbooks and some other bookstore materials can be ordered online through Off-Campus
Books or the UTD Bookstore. They are also available in stock at both bookstores.

Course Policies

Make-up exams
None.

Extra Credit
None.

Late Work
Written assignments will be due on the date assigned and must be accessed and submitted
through the Assignments icon in the corresponding unit of the eLearning system. Late work
will not be accepted. If you have a conflict, you need to contact the Instructor before the due
date and the Instructor will find an earlier date for you to turn it in.

Class Participation
Students are required to login regularly to the learning management system course site. The
instructor will use the tracking feature in eLearning to monitor student activity, in addition to in-
class discussions. Students are also required to participate in all class activities such as
discussion board, chat or conference sessions.

Policy on Server Unavailability or Other Technical Difficulties

The university is committed to providing a reliable learning management system to all users.
However, in the event of any unexpected server outage or any unusual technical difficulty
which prevents students from completing a time sensitive assessment activity, the instructor
will extend the time windows and provide an appropriate accommodation based on the
situation. Students should immediately report any problems to the instructor and also contact

ENTP 6V99 - 001 Special Topics in ENTP -Corporate Innovation Perspectives – Spring 2011- 8 Page 2
 the UTD eLearning Help Desk: http://www.utdallas.edu/elearninghelp, 1-866-588-3192. The
instructor and the UTD eLearning Help Desk will work with the student to resolve any issues
at the earliest possible time.

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Technical Requirements

In addition to a confident level of computer and Internet literacy, certain minimum technical
requirements must be met to enable a successful learning experience. Please review the
important technical requirements and the web browser configuration information.

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Course Access and Navigation

This course was developed using a web course tool called eLearning. Students will use their
UTD NetID account to login to the course through UTD Galaxy: http://galaxy.utdallas.edu or
directly at http://elearning.utdallas.edu. Please see more details on course access and
navigation information.

To get started with an eLearning course, please see the Getting Started: Student eLearning
Orientation.

UTD provides eLearning technical support 24 hours a day/7 days a week. The services
include a toll free telephone number for immediate assistance (1-866-588-3192), email
request service, and an online chat service. The UTD user community can also access the
support resources such as self-help resources and a Knowledge Base. Please use this link to
access the UTD eLearning Support Center: http://www.utdallas.edu/elearninghelp.

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Communications

This eLearning course has built-in communication tools which will be used for interaction and
communication. Some external communication tools such as regular email and a web
conferencing tool may also be used during the semester. For more details, please see
communication tool information.

In addition to in-class meetings, the instructor will communicate with students using the
Announcements and Discussions tools. Students may send personal concerns or questions to
the instructor using the course email tool. The instructor will reply to student emails or
Discussion board messages within 3 working days under normal circumstances.

The Instructor will generally attempt to check eLearning email daily during the regular Monday
through Friday week period. Another regular interaction will be through the discussion boards
for each course unit. The Instructor may post one or more questions, comments, notes, etc.
during a course unit pertaining to the readings for that week. You will need to participate in the
discussion function in order to get credit for discussions.

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Student Resources

The following university resources are available to students:

UTD Distance Learning: http://www.utdallas.edu/oee/distance/students/cstudents.htm

McDermott Library: Students will need a UTD-ID number to access all of the library’s
electronic resources (reserves, journal articles, ebooks, interlibrary loan) from off campus, if
needed for this course. For more information on library resources go to
http://www.utdallas.edu/library/distlearn/disted.htm.

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Student Assessments
The list of assigned readings and cases is attached. Discussion questions are provided for
each of the cases. Supplemental materials may be provided or posted electronically. Advance
preparation and enthusiastic participation in unit discussions is an important part of the
learning experience in this course and will be evaluated.

The course has been designed to allow flexible management of your time. Your grade will be
based on group and individual written assignments, and your contributions to course
discussions. These assignments and their relative weights in determining your final grade is
summarized in the table below (see Academic Calendar for details):

Grading Information

Weights

WA-1. Case II-3: Making SMaL Big Paper: Individual (outline form) 20%
WA-2. Case II-16: HP and Compaq Paper: Individual (outline form) 20%
WA-3. Case III-2: Cisco Paper: Individual (outline form) 20%
Participation in Course Unit Topic Assignment: Individual 40%
Discussions Open discussion among all
students in response to unit
questions/concepts posed by
Instructor and students.
Total 100%

Grading Scale

Scaled Score Letter Equivalent

>= 80 points Pass
< 80 points Fail

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 Evaluation

Most of your grade will be based on individual written assignments. Assignments will be
evaluated on multiple factors, including (a) fully addressing the requirements; (2) critical
evaluation and effective insights into the case situation; (3) demonstrated ability to apply the
course concepts and frameworks in your analysis; and (4) logical conclusions and effective
recommendations. Particular care should be taken to fully address the requirements for each
paper as detailed in the assignment.

Evaluations of case analyses will utilize the following general format:

Approxi Points
Evaluation Criteria:
mate Earned
Possible
Points
1. Question 4
2. Question 4
3. Question 4
4. Question 4
5. Question, and/or written format 4
OVERALL EVALUATION 20

The first several evaluation criteria will generally consist of the questions listed for individual
case analysis assignments. Points possible for an item will vary from cases to case based on
the number of questions and the nature of the assignment itself, and the overall grade weight
for the assignment. There will be additional consideration of items like: demonstrated
understanding of client’s business, analysis of strategic issues/concerns, development and
presentation of useful recommendations, and effective use of course concepts.
Communications evaluation will look at clear and to the point delivery, organization,
presentation and effectiveness. The overall evaluation may then be followed by additional text
commentary from the Instructor.

Accessing Grades

Students can check their grades by clicking “My Grades” under Course Tools after the grade
for each assessment task is released.

Assignments

Case Discussions

Discussions are a significant part of your grade. You will be expected to participate regularly in
online discussions. A great deal of learning takes place when you share your experiences
with others. The Instructor and students will post questions and comments to each Unit
discussion board which you can respond to. It is absolutely necessary that you participate
regularly. In order to receive full discussion points you must post 2-3 individually originated
comments, and 2-3 value-added comments responding to other student/instructor comments

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 during each unit of the course. You will not get full credit for doing comment posting many
times in the last few Units.

Rules for Participation in Discussion:

1) Discussion participation points will be given for both responses to discussion postings by
students and for responses to questions submitted by Instructor.
2) When a question is posted, the first five replies will generally answer the question directly,
posts after that need to respond to the answers given by other students to mimic an in-
class discussion. Look at this as a conversation with one another rather than trying to
impress the Instructor with the “right” answer.
3) Grading is done on quality of responses, not quantity. So, posts such as “I agree” or
“sounds good to me” do not count towards discussion participation (although you can
certainly use these to advance the conversation). In order to count as discussion
participation, your post has to be well thought out and pertain to the topic for the Unit. You
should reference some of the concepts currently being examined in class, not just offer
vague assessments. You can also refer back to a previous Unit’s material if relevant.
Integration of concepts is encouraged since most issues don’t operate completely
independent of one another.
4) Keep discussion on topic and factual in nature. No flaming allowed. Opinions are fine as
long as they are supported by facts. For example, stating that you think that a specific
course of action is correct because of x, y, z is acceptable; stating that the previous
commentator is not important, or not an intelligent person, is not acceptable.
5) Grammar and spelling are not graded in the discussion section, so don’t feel that you have
to spend hours editing your response. However, please use full words, not acronyms and
abbreviations – not everyone is familiar with shorthand text message language.
6) Limit your responses to roughly to 150 words – any more than that and readers lose the
point (and interest).
7) In order to receive full participation points you must post 2-3 original and 2-3 value-added
response comments.
8) While you can continue to post to a topic of interest, in order to receive credit for
participation, you must post during the week the topic is being discussed, and in the days
during the following week. Discussions will be locked after that.

Case Analysis Guidelines

Written assignments will often require the analysis of case situations. Preparation for course
units will also frequently require the analysis of a case situation. Case analysis assignments
are designed to evaluate and develop your skills in:
 identifying key organizational issues (decisions or actions required in a given
situation).
 analyzing the situation (identifying problems; understanding the underlying causal
factors; and identifying and evaluating options)
 recommending specific actions (what should be done, by whom, when and in what
sequence) to address the key issues.

Specific questions for each case have been provided to focus your analysis, but are not
intended as the sole focus of the case analysis. In general, there are no “right” or “wrong”
answers for a specific case. Different approaches and insights are possible, depending on
your individual perspective and approach. Regardless of your approach and conclusions, the

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 Instructor expects you to make recommendations that: (1) address the identified issues; (2)
follow logically from your analysis and conclusions; and (3) make sense (are feasible) in the
context of the case situation.

The individual written assignments will require case analysis and recommendations. The
papers (including tables and figures) are to be prepared and written individually. The following
general approach to case analysis is recommended:

1) Read the case quickly Identify key issues and decisions/action required (the case
preparation questions will help you focus on the key issues). Prioritize the issues in terms
of urgency and importance.
2) Decide what kind of recommendations should be made (and to whom).
3) Choose appropriate analytical tools/frameworks from those introduced in the course.
4) Analyze the situation thoroughly using the frameworks provided in the readings.
5) Draw logical conclusions based on your analysis.
6) Make specific recommendations for action in response to the questions posed in the case
or the preparation questions (what should be done, who should do it, when and in what
sequence).

Discussion Questions for Case Analyses

The following discussion questions are provided to help you complete a structured analysis
focusing on the key issues in each case. It is important, in written assignments and
discussions, to address each of these points.

Case: SAP America

1. What are the external and internal forces that explain why SAP America has grown so
rapidly? What are the challenges associated with this explosive growth?
2. What are the key features of SAP's approach to partnering, sales, and consulting? What
are the advantages and potential disadvantages of this approach?
3. What is your evaluation of the new organization? What problem(s) was it designed to
solve?
4. As Eileen Basho, what is your action plan for dealing with the strategic and
organizational challenges that you face? Be specific.

Case: R.R. Donnelley: The Digital Division

1. How do the critical success factors for Donnelley’s traditional printing business compare
with those for digital printing?
2. Is digital printing a disruptive or a sustaining technology for Donnelley? Why?
3. What were the key stages in the development of the Digital Division?
4. In June 1995, what is the key strategic challenge facing Barb Schetter, general manager
of the Digital Division? How do you evaluate these? Prepare an action plan.

Case: 3M Optical Systems: Managing Corporate Entrepreneurship

1. Put yourself in the position of Andy Wong. In January 1992, what are your options for
securing continued funding for the venture? Make a decision regarding those options
and prepare an action plan.
2. Put yourself in the position of Paul Guehler. What will you do if Wong decides to ask for
further funding for the Multi-protection Filter? Why?

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 3. How does Wong's effort fit within the 3M culture in 1992?
4. In the end, what are the key factors of 3M’s corporate entrepreneurial capability? What
are the transferable features? Which features are difficult to transfer?

Assignment submission instructions

You will submit your assignments (in the required file format with a simple file name and a file
extension) by using the Assignments tool on the course site. Please see the Assignments link
on the course menu or see the icon on the designated course unit page. You can click each
assignment name link and follow the on-screen instructions to upload and submit your file(s).
Please refer to the Help menu for more information on using this tool. Please note: each
assignment link will be deactivated after the assignment due time. After your submission is
graded, you may click each assignment’s “Graded” tab to check the results and feedback.

Document Formats
Effective written and oral communications are critically important in the business world. It is
equally important that students "put their best foot forward" in written presentations and
assignments. Poor organization, convoluted sentence structures, mangled grammar and
misspelled words have no place in effective communications, and will be considered in the
evaluation of your work and ideas.
All Documents. Your name, the course number and the date should appear in a header
at the beginning of each page of a document.
General Written Documents. The body of each written assignment should comply with
the page length guidelines specified for the assignment. The use of charts and exhibits is
encouraged, to the extent that they help you make your points. Charts and exhibits should
be numbered and appropriately referenced in the document. A list of references should be
attached as required. Cover pages, charts or exhibits, and lists of references are not
included in the page count. The manuscript should use 11-12 point type, double-spaced,
with 1” margins all around. Appropriate titles and section headings should be used.
Number the pages.
Outline Form Response. Most of the assignments specify an outline form response. The
Instructor will expect a statement of the question followed by a prioritized, key bullet points
(or numbered) list of the key items in your response.

File Names to Identify Submissions. When you submit your assignments in eLearning
system, the file name should identify the course, assignment number, your name or
group ID, and date you submitted it. For example, “ENTP 63xx_2_JSmith_091010.doc”
would identify John Smith’s written assignment #2 submitted on September (09), 10th
(10) day, and year 2010 (10).

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Academic Calendar

WEEK/ TOPIC/LECTURE TEXTBOOK ASSESSMENT / DUE DATE

DATES READINGS/ ACTIVITY
(dd/mm CASES
format)

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 Unit 1 INTEGRATED  Part 1, Course Unit 30 January
10/01- INNOVATION Introduction Discussion Topic
PERSPECTIVE  Reading I-1 Participation
30/01
 Case I-1, Elio (individual)

Unit 2 INDUSTRY CONTEXT  Reading II-7 Case WA-1 paper, 20 February

31/01-  Reading II-8 Outline form,
 Case II-6, SAP
20/02 4-6 pages
(individual)

Class Unit
Discussion Topic
Participation
(individual)

Unit 3 ORGANIZATIONAL  Reading II-14 Class Unit 13 March

21/02- CONTEXT  Case II-8, Eli Lilly Discussion Topic
Participation
13/03 (individual)

Unit 4 INTERNAL CORPORATE  Reading III-13 Case WA-2 paper, 3 April

14/03- VENTURING  Reading III-15 Outline form,
 Case III-7, RR
03/04 4-6 pages
(individual)

Class Unit
Discussion Topic
Participation
(individual)

Unit 5 CORPORATE  Reading IV-5 Case WA-3 paper, 25 April

04/04- ENTREPRENEURSHIP  Case III-9, 3M Outline form,
25/04 4-6 pages
(individual)

Class Unit
Discussion Topic
Participation
(individual)

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Scholastic Honesty
The University has policies and discipline procedures regarding scholastic dishonesty.
Detailed information is available on the UTD Judicial Affairs web page. All students are
expected to maintain a high level of responsibility with respect to academic honesty. Students
who violate University rules on scholastic dishonesty are subject to disciplinary penalties,
including the possibility of failure in the course and/or dismissal from the University. Since
such dishonesty harms the individual, all students and the integrity of the University, policies
on scholastic dishonesty will be strictly enforced. See further details in the University Policies
section.

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 Course Evaluation

As required by UTD academic regulations, every student must complete an evaluation for
each enrolled course at the end of the semester. An online instructional assessment form will
be made available for your confidential use. Please look for the course evaluation link on the
course Home Page towards the end of the course.

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University Policies

Student Conduct & Discipline

The University of Texas System and The University of Texas at Dallas have rules and
regulations for the orderly and efficient conduct of their business. It is the responsibility of
each student and each student organization to be knowledgeable about the rules and
regulations which govern student conduct and activities. General information on student
conduct and discipline is contained in the UTD publication, A to Z Guide, which is provided to
all registered students each academic year.

The University of Texas at Dallas administers student discipline within the procedures of
recognized and established due process. Procedures are defined and described in the Rules
and Regulations, Board of Regents, The University of Texas System, Part 1, Chapter VI,
Section 3, and in Title V, Rules on Student Services and Activities of the university’s
Handbook of Operating Procedures. Copies of these rules and regulations are available to
students in the Office of the Dean of Students, where staff members are available to assist
students in interpreting the rules and regulations (SU 1.602, 972/883-6391).

A student at the university neither loses the rights nor escapes the responsibilities of
citizenship. He or she is expected to obey federal, state, and local laws as well as the
Regents’ Rules, university regulations, and administrative rules. Students are subject to
discipline for violating the standards of conduct whether such conduct takes place on or off
campus, or whether civil or criminal penalties are also imposed for such conduct.

Academic Integrity

The faculty expects from its students a high level of responsibility and academic honesty.
Because the value of an academic degree depends upon the absolute integrity of the work
done by the student for that degree, it is imperative that a student demonstrate a high
standard of individual honor in his or her scholastic work.

Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to
applications for enrollment or the award of a degree, and/or the submission as one’s own work
or material that is not one’s own. As a general rule, scholastic dishonesty involves one of the
following acts: cheating, plagiarism, collusion and/or falsifying academic records. Students
suspected of academic dishonesty are subject to disciplinary proceedings.

Plagiarism, especially from the web, from portions of papers for other classes, and from any
other source is unacceptable and will be dealt with under the university’s policy on plagiarism

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 (see general catalog for details). This course will use the resources of turnitin.com, which
searches the web for possible plagiarism and is over 90% effective.

Email Use

The University of Texas at Dallas recognizes the value and efficiency of communication
between faculty/staff and students through electronic mail. At the same time, email raises
some issues concerning security and the identity of each individual in an email exchange.
The university encourages all official student email correspondence be sent only to a student’s
U.T. Dallas email address and that faculty and staff consider email from students official only if
it originates from a UTD student account. This allows the university to maintain a high degree
of confidence in the identity of all individual corresponding and the security of the transmitted
information. UTD furnishes each student with a free email account that is to be used in all
communication with university personnel. The Department of Information Resources at U.T.
Dallas provides a method for students to have their U.T. Dallas mail forwarded to other
accounts.

Withdrawal from Class

The administration of this institution has set deadlines for withdrawal of any college-level
courses. These dates and times are published in that semester's course catalog.
Administration procedures must be followed. It is the student's responsibility to handle
withdrawal requirements from any class. In other words, I cannot drop or withdraw any
student. You must do the proper paperwork to ensure that you will not receive a final grade of
"F" in a course if you choose not to attend the class once you are enrolled.

Student Grievance Procedures

Procedures for student grievances are found in Title V, Rules on Student Services and
Activities, of the university’s Handbook of Operating Procedures.

In attempting to resolve any student grievance regarding grades, evaluations, or other

fulfillments of academic responsibility, it is the obligation of the student first to make a serious
effort to resolve the matter with the instructor, supervisor, administrator, or committee with
whom the grievance originates (hereafter called “the respondent”). Individual faculty members
retain primary responsibility for assigning grades and evaluations. If the matter cannot be
resolved at that level, the grievance must be submitted in writing to the respondent with a
copy of the respondent’s School Dean. If the matter is not resolved by the written response
provided by the respondent, the student may submit a written appeal to the School Dean. If
the grievance is not resolved by the School Dean’s decision, the student may make a written
appeal to the Dean of Graduate or Undergraduate Education, and the deal will appoint and
convene an Academic Appeals Panel. The decision of the Academic Appeals Panel is final.
The results of the academic appeals process will be distributed to all involved parties.

Copies of these rules and regulations are available to students in the Office of the Dean of
Students, where staff members are available to assist students in interpreting the rules and
regulations.

Incomplete Grade Policy

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 As per university policy, incomplete grades will be granted only for work unavoidably missed
at the semester’s end and only if 70% of the course work has been completed. An incomplete
grade must be resolved within eight (8) weeks from the first day of the subsequent long
semester. If the required work to complete the course and to remove the incomplete grade is
not submitted by the specified deadline, the incomplete grade is changed automatically to a
grade of F.

Disability Services

The goal of Disability Services is to provide students with disabilities educational opportunities
equal to those of their non-disabled peers. Disability Services is located in room 1.610 in the
Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and
Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m.

The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)

Essentially, the law requires that colleges and universities make those reasonable
adjustments necessary to eliminate discrimination on the basis of disability. For example, it
may be necessary to remove classroom prohibitions against tape recorders or animals (in the
case of dog guides) for students who are blind. Occasionally an assignment requirement may
be substituted (for example, a research paper versus an oral presentation for a student who is
hearing impaired). Classes enrolled students with mobility impairments may have to be
rescheduled in accessible facilities. The college or university may need to provide special
services such as registration, note-taking, or mobility assistance.

It is the student’s responsibility to notify his or her professors of the need for such an
accommodation. Disability Services provides students with letters to present to faculty
members to verify that the student has a disability and needs accommodations. Individuals
requiring special accommodation should contact the professor after class or during office
hours.

Religious Holy Days

The University of Texas at Dallas will excuse a student from class or other required activities
for the travel to and observance of a religious holy day for a religion whose places of worship
are exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated.

The student is encouraged to notify the instructor or activity sponsor as soon as possible
regarding the absence, preferably in advance of the assignment. The student, so excused,
will be allowed to take the exam or complete the assignment within a reasonable time after the
absence: a period equal to the length of the absence, up to a maximum of one week. A
student who notifies the instructor and completes any missed exam or assignment may not be
penalized for the absence. A student who fails to complete the exam or assignment within the
prescribed period may receive a failing grade for that exam or assignment.

If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of
observing a religious holy day] or if there is similar disagreement about whether the student

ENTP 6V99 - 001 Special Topics in ENTP -Corporate Innovation Perspectives – Spring 2011- 8 Page 12
 has been given a reasonable time to complete any missed assignments or examinations,
either the student or the instructor may request a ruling from the chief executive officer of the
institution, or his or her designee. The chief executive officer or designee must take into
account the legislative intent of TEC 51.911(b), and the student and instructor will abide by the
decision of the chief executive officer or designee.

Off-Campus Instruction and Course Activities

Off-campus, out-of-state, and foreign instruction and activities are subject to state law and
University policies and procedures regarding travel and risk-related activities. Information
regarding these rules and regulations may be found at the website address given below.
Additional information is available from the office of the school dean.
(http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm)

These descriptions and timelines are subject to change at the discretion of the
Professor.

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