授業の目的 【日本語】
Goals of the Course(JPN) | | |
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授業の目的 【英語】
Goals of the Course | | | The course seeks to understand the sources of innovation in key ecosystems that are hotbeds of innovation. Students will study different ecosystems to understand the particularities of culture, business environment and strategy and public policy that have led to the creation of some of the world’s most innovative companies. This course will illustrate the concepts and ideas through case studies and examples. |
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到達目標 【日本語】
Objectives of the Course(JPN) | | |
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到達目標 【英語】
Objectives of the Course | | Students will first look critically at Clayton Christensen’s seminal theory on disruptive innovation and extract key learnings about the US market. Israel is known as the start-up nation. Examples will illustrate the power of counter-intuition and the importance of accepting failure in innovation.
Second, students will study Japan’s strategic national plan to usher in a smart society through a strategic transition to Society 5.0, with an example to see how Japan Inc is adapting to this vision. Third, students will understand the principles of social business at the bottom of the pyramid through the example of micro-credit in Bangladesh. How are companies reconciling their social commitments with their business objectives and can social business be run profitably? We take the example of an Indonesian start-up that is using digital technologies like IoT to run a profitable concern while solving the problems of fishermen. Finally, China and India have been rapidly upgrading their technological capabilities and have emerged as important centres of innovation. China is a world leader in the development of the EV market. Students will look at the different elements, including state support and policy, that has created a vibrant ecosystem. Students will study India’s pioneering experiment with digital public infrastructure and digital inclusion. |
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授業の内容や構成
Course Content / Plan | | Lecture 1- Disruption in the US market
Clayton Christensen’s theory of disruptive innovation and the related concepts of sustaining technologies and disruptive technologies are explained. Students will study key learnings from Honda’s disruption of the US motorcycle market and also the competition between Novo Nordisk and Eli Lilly in the diabetes care market.
Lecture 2 – Start-up culture
Students will look at two case studies from Israel to understand the importance of counter-intuition and risk taking. Israel’s water sector is studied as an example of counterintuitive policy and the importance of end-to-end solutions. Shai Agassi’s Better Place was a failed venture in the sector of EVs and we learn from the case the importance of entrepreneurs not being held back by the fear of failure.
Lecture 3 – Society 5.0 – Japan’s ‘moonshot’
With its population expected to shrink by one-third by 2060, the Japanese government has embarked on an ambitious plan of national renewal and transformation to Society 5.0, a post-information age society that aims to reorient its industry and economy to seek purpose and profit while dealing with social problems of aging, acute labour shortage, sustainability etc. Students will also look at how Japanese companies are aligning with this vision through a case.
Lecture 4 – NEC – Innovating the business model
Students will study the transformation of NEC from a manufacturing powerhouse to an innovative internet- based company based on core competencies. We look at NEC’s model of open innovation that seeks to leverage the strengths of Silicon Valley.
Lecture 5 : Understanding the Bottom of the Pyramid
Are there profits to be made at the Bottom of the Pyramid (BoP), the lowest economic tier of society? The session will explore some of the concepts and then look at two cases. Firstly, the efforts of Danone to introduce fortified yoghurt in South Africa (BoP as consumers) and secondly, the initiative of Ferrero to develop Cocoa farming in West Africa (BoP as producers).
Lecture 6 : Changing contours of social business
The principles of social business are explained through the example of micro-credit and then we look at how Danone’s strategy at the BoP has evolved through its partnership with Grameen Bank in Bangladesh. Students will study the case of eFishery, a start-up in Indonesia, to learn the potential multiplier effects of using technologies like IoT and AI in social business.
Lecture 7 – Rise of BYD
This session looks at the remarkable rise of BYD to the forefront of the global EV industry. Students will understand how the triple helix of academia, government and industry are working in China to develop the industries of the future.
Lecture 8 : India’s experiment with digital public infrastructure and payments
Students will look at India’s pioneering digital public infrastructure (DPI) that unlocks digital inclusion at population scale with innovations across banking and financial services, healthcare, retail, logistics and transport to name a few. It is based on the three pillars of identity, payments and data and is open, interoperable and free to use. The nationwide payment system called the United Payments Interface (UPI), based on using mobile number as the digital identity, is cashless, cardless, free of charge and interoperable across all systems. Today 75% of all retail digital transactions in India are performed on this platform, which has supplanted traditional use of payment systems such as Visa and MasterCard. |
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履修条件・関連する科目
Course Prerequisites and Related Courses | | | No prerequisite subject is required. |
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成績評価の方法と基準
Course Evaluation Method and Criteria | | | The assessment will be done through individual term papers (80%), and participation in class discussions (20%). |
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教科書・参考書
Textbook/Reference Book | | | Course readings will be assigned in class. |
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課外学習等（授業時間外学習の指示）
Study Load(Self-directed Learning Outside Course Hours) | | |
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注意事項
Notice for Students | | |
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使用言語
Language(s) for Instruction & Discussion | | |
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授業開講形態等
Lecture format, etc. | | | Classes will be held in-person. |
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遠隔授業（オンデマンド型）で行う場合の追加措置
Additional measures for remote class (on-demand class) | | |
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