TEK300 Advanced ICM theory lp1 HT19 (7.5 hp)
MED977 Advanced Intellectual Capital Management Theory (7.5 hp)
This course is offered in a collaboration between;
- Institute of Medicine at University of Gothenburg,
- Department of Law at University of Gothenburg, and
- Department of Technology Management and Economics at Chalmers University of Technology.
|Course Manager||Magnus Eriksson|
|Guest Lecturer||Mattias Wennergren||Västra Götalandsregionen|
|Course Administrator Chalmers||Jenny Taghvai|
|Course Administrator GU||Madeleine Glücksman|
The purpose of the course is to provide students with (1) an advanced theoretical foundation regarding the transformation from an industrial to a knowledge-based economy, in particular, the role of knowledge assets and processes in the development of innovations, the organizational structure and strategies of firms, the construction of markets, and the determination of economic policy to support the growth of wealth and welfare and (2) an actionable knowledge of business/law research methods. The theoretical frameworks will be discussed from an inter-disciplinary perspective including the areas of sociology, technology, economics, management, and law.
This course schedule will not be edited in TimeEdit. The course schedule is communicated to the students through the course PM/course guide.
Arora, A., Fosfuri, A. & Gambardella, A. (2001) Markets for Technology and Their Implications for Corporate Strategy. Ind Corp Change 2001; 10 (2): 419-451
Bell, D. (1976) The Coming of Post-Industrial Society. Basic Books.
Bryman, A. & Bell, E. (2011) Business Research Methods. Oxford university Press
De Soto, H. (2000) The Mystery of Capital, Basic Books.
Drucker, P. (1993) The Post-Capitalist Society. Harper Business.
Foray, D. (2006) Economics of Knowledge. MIT Press. (ISBN: 9780262562232)
Grant, R. (1996) Towards a Knowledge-Based Theory of the Firm. Strategic Management Journal, 17: 109–122.
Lundquist, M. & Petrusson, U. (2002) Designing the role of the entrepreneur – using a norm constructionist approach at the interface of research, learning and innovation. (Conference paper from The Triple-Helix conference, Copenhagen, Nov 6-9 2002).
Petrusson, U. (2004) Intellectual property & entrepreneurship : creating wealth in an intellectual value chain. Göteborg : Chalmers University of Technology. (ISBN: 9197543101).
Petrusson, U. (2016) Research and Utilization. Title of Swedish first edition: “Forskning och Nytta” (Tre Böcker Förlag AB, Göteborg, Sweden, 2015). ebook at cip.gu.se.
Petrusson, U. & Heiden, B. (2009) Assets, Property, and Capital in a Globalized Intellectual Value Hoboken, NJ : Wiley, ISBN 978-0-470-22538-7., p. 275-292
Schumpeter, J. (1962) Capitalism, Socialism, and Democracy
Searle, J. (1995) The Construction of Social Reality. The Free Press. (ISBN: 9780684831794)
Spender, JC. (1996) Making knowledge the Basis of Dynamic Theory of Firm. Strategic Management Journal, 17: 45–62.
Vargo, S. L. & Lusch, R. F. (2004) Evolving to a New Dominant Logic for Marketing. Journal of Marketing: January 2004, Vol. 68, No. 1, pp. 1-17.
In the course, the student will analyze, discuss and apply relevant theories to innovation, entrepreneurship and the management of intellectual assets. The student will analyze and apply qualitative, quantitative and other relevant scientific methods.
The course content is packaged and executed into two theoretical streams: Theory for scientific work and Theory for applied projects. The former provides the students with necessary theoretical competences when performing scientific thesis work. The latter provides the students with necessary theoretical competences when working with different types of applied projects in so called incubations; i.e. Healthcare incubation – to transform healthcare needs into viable solutions (Theory of Design thinking and institutional design), Research incubation – to transform research into innovations (Theory of Management of Intellectual Assets for academic environments), Venture incubation – to transform innovation into growth firms (Theory of Management of Intellectual Assets for firms), and Difference incubation – to make a difference in society (Theory of Difference Incubation).
The seminars are given by individuals from Chalmers University of Technology, University of Gothenburg, and guest lecturers with theoretical knowledge and practical experience within knowledge-based business and economic development. Theories and methods for understanding and investigating knowledge-based business are the focus of the seminars.
Attendance at the seminars is mandatory, as most of the lectures will cover material that is not found in the course literature and will be needed to accomplish the assignments. Active participation by the students is critical to the learning experience.
Group Method Project
The research project will be conducted in groups and consist of two parts:
- Group participation in 5 research methodology seminars
- Group hand-in
The individual assignment will consist of several essays questions based on the literature and the seminars. The students will have approximately one week to complete the assignment.
Changes made since the last occasion
Updated and clarified the learning outcomes
The student must now participate in mandatory parts in the form of 5 seminars (this was not mandatory last year)
Clarified that there are two main streams in the course
Learning objectives and syllabus
Learning objectives are found in the course syllabus of each respective university, which can be found in:
Course syllabus (GU): Course Syllabus MED977.pdf.
Course syllabus (Chalmers): Course Syllabus TEK300.pdf.
The students are examined through an assessment portfolio consisting of an individual written assignment, as well as a written group assignment which is also presented orally. In addition, the student must participate in mandatory parts in the form of 5 seminars. Absence from a mandatory part can be compensated by an alternative task according to instructions from the course manager.
A student has the right to request a change of examiner if failed twice on the same exam, if this is practically possible. Such a request should be put forward in writing and addressed to the department.
individual written assignment
written group assignment
participate in 5 seminars
University of Gothenburg
The grading scale comprises: Pass with Distinction (VG), Pass (G) and Fail (U). The grading scale for the course is as follows:
0-49%= Fail; 50-74% = G; 75%> = VG
To be considered Pass (G) on the entire course, a grade of Pass on the assessment portfolio and the grade Pass on all other examinations and mandatory parts is required. To be considered Pass with Distinction (VG) on the entire course, a grade of Pass with Distinction on the assessment portfolio and the grade Pass on all other examinations and mandatory parts is required.
Chalmers University of Technology
The grading scale comprises: 5, 4, 3, Fail. The grading scale for the course is as follows:
0-39% = Fail; 40-59% = 3; 60-79% = 4; 80%> = 5
To receive a grade, the student must pass all the examination parts of the course.
The syllabus page shows a table-oriented view of course schedule and basics of course grading. You can add any other comments, notes or thoughts you have about the course structure, course policies or anything else.
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