TIK4021 - INNOVATION AND GLOBAL CHALLENGES SPRING 2018 COURSE DESCRIPTION - UIO
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TIK4021 – Innovation and Global Challenges
Spring 2018
Course description
Science and innovation are called upon to solve some of the most pressing problems of the world today, such as economic development, climate change
and global health. But why does economic growth differ so much in the first place? Can university-based research solve health problems in developing
countries? Why do current climate change solutions to such a high degree emphasise development of new technologies? If innovation is one of the big
buzzwords of our time, why does it still seem to be so many barriers to it in organisations?
The main goal of the course is to increase the students’ knowledge of important concepts, issues, theories and dilemmas in innovation, building on
introductory courses in innovation studies at the University of Oslo and elsewhere in the ESST partner institutions. Through examples related to global
challenges such as climate change, economic growth and public health, the topic of innovation is tied to some of the most important issues of our time. At
the end, the students should be able to participate in high-level discussions about contemporary innovation theory, policy and management. From the
lecturer side, the goal is also to create a good learning environment with interesting tasks and discussions – and to have fun while doing so!
Teaching is more closely related to the actual research carried out by the TIK personnel and guest lecturers. The modules should provide concepts and
frameworks that can be used in students’ master theses, and the essay at the end of the course will be closely related to this as well. In addition, there will
be practical group works in the course. This will mainly be self-supervised, although there may be special lectures and other types of input and feedback.
Lecturers will be available for questions and we will try to adjust the feedback to the needs in the various groups. The course is organised into four modules
each lasting two to three weeks. There will be a unique group work in each module.
Deadline for the final exam essay will be as follows: students should hand this in at the end of the working day Friday, May Xth.
The course will focus on four main topics:
1. Innovation policy and current perspectives
2. The role of public research organizations, like universities, in innovation processes and systems
3. Organisational and management perspectives on innovation
4. System transition and sustainability
In addition there will be an extended introductory part highlighting issues of economic growth and industrial dynamics.Structure: 2 lectures/week plus some group work. All lectures 1215-1400 in TIK’s lecture room (529) except where noted.
Course coordinator: Magnus Gulbrandsen (magnus.gulbrandsen@tik.uio.no)
# Date/time Place Lecture title and reading list (*=compulsory, other is optional)
Module 1: policy and perspectives
1 31.01.2018 ES:529 Introduction to TIK4021 – global challenges and the role of the state in innovation
12:15-14 Magnus Gulbrandsen
Reading list:
* Mazzucato, M. (2013), The Entrepreneurial State. London: Anthem Press.
2 01.02.2018 ES:529 Innovation policy – history and current debates
12:15-14 Magnus Gulbrandsen
Reading list:
* Lundvall, B-Å. & S. Borrás (2005), “Science, technology, and innovation policy”. In Fagerberg et al. (eds.) The Oxford
Handbook of Innovation, 599-631.
* Rasmussen, E. & M. Gulbrandsen (2012), “Government support programmes to promote academic entrepreneurship: a
principal-agent perspective”, European Planning Studies, 20:527-546.
* Schot, J. & W.E. Steinmueller (2016), Framing innovation policy for transformative change: Innovation policy 3.0. Sussex:
SPRU, Working paper. Available here (http://www.johanschot.com/wordpress/wp-
content/uploads/2016/09/SchotSteinmueller_FramingsWorkingPaperVersionUpdated2018.10.16-New-copy.pdf)
3 07.02.2018 ES:529 Policy backdrop 1: Innovation and Economic Performance across Sectors: Technological Regimes and Trajectories in
12:15-14 Manufacturing and Service Industries
Fulvio Castellacci
Reading list:
* Castellacci, F. (2008): ‘Technological paradigms, regimes and trajectories: manufacturing and service industries in a new
taxonomy of sectoral patterns of innovation”, Research Policy, 37, 978-994.
*Malerba, F. (2005): “Sectoral systems: How and why innovation differs across sectors”, in Fagerberg, J., Mowery, D. and
Nelson, R. (Eds.): The Oxford Handbook of Innovation.*Wieser, R. (2005): “Research and development productivity and spillovers: empirical evidence at the firm level”, Journal of
Economic Surveys, 19 (4): 587-621.
Castellacci, F. (2008): "Innovation and the competitiveness of industries: Comparing the mainstream and evolutionary
approaches", Technological Forecasting and Social Change.
Miles, I. (2005): “Innovation in services”, in Fagerberg, J., Mowery, D. and Nelson, R. (Eds.): The Oxford Handbook of
Innovation.
Pavitt, K. (1984): “Sectoral patterns of technical change: towards a taxonomy and a theory”, Research Policy, 13, 343-373.
4 08.02.2018 ES:529 Policy backdrop 2: Innovation and Economic Performance across Firms: Capabilities, Resources and Strategies
12:15-14 Fulvio Castellacci
Reading list:
*Bartelsman, E. J. and Doms, M. (2000): “Understanding productivity: lessons from longitudinal microdata”, Journal of
Economic Literature, 38 (3): 569-594. Link
*Castellacci, F. (2011): "How does competition affect the relationship between innovation and productivity? Estimation of a
CDM model for Norway", Economics of Innovation and New Technology. Link
* Crepon, B., Duguet, E. and Mairesse, J. (1998): ‘Research, innovation and productivity: an econometric analysis at the firm
level’, Economics of Innovation and New Technology, 7 (2), 115-158. Link
5 14.02.2018 ES:529 Innovation policy: what, why and how
12:15-14 Jan Fagerberg
Reading list:
*Edler & Fagerberg (2017), Innovation policy: what, why and how. Oxford Review of Economic Policy, 33:2-23.
*Fagerberg (2016), Innovation policy: rationales, lessons and challenges. Journal of Economic Surveys, 31:497-512.
Fagerberg, J., Laestadius, S. and Martin, B.R. (2016) The Triple Challenge for Europe: The Economy, Climate Change, and
Governance, Challenge, 59, 3, 178-204 (workingpaper versjon: https://ideas.repec.org/p/tik/inowpp/20150422.html)
Mazzucato, M. and C. Perez (2015) Innovation as Growth Policy: the Challenge for Europe, in Fagerberg, J., S. Laestadius and
B. R. Martin (2015) The Triple Challenge for Europe: Economic Development, Climate Change and Governance, Oxford
University Press, p. 229-264, (workingpaper versjon: https://econpapers.repec.org/paper/srussewps/2014-13.htm)
6 15.02.2018 ES:529 Summary of module 1: obligatory group work
12:15-14 Magnus GulbrandsenIn this lecture students will present the results of the task that they were given at the beginning of the module.
Module 2: Research and innovation
7 21.02.2018 ES:529 Public research organisations and innovation
12:15-14 Magnus Gulbrandsen
Reading list for this day and the next:
*Abreu, M. & V. Grinevich (2012), The nature of academic entrepreneurship in the UK: Widening the focus on
entrepreneurial activities, Research Policy.
*Gulbrandsen, M. et al. (2015), Emerging hybrid practices in public-private research centres, Public Administration, 93:363-
379.
*Larsen, M.T (2011), The implications of academic enterprise for public science: An overview of the empirical evidence,
Research Policy, 40:6-19.
*Perkmann, M. et al. (2013), Academic engagement and commercialisation: A review of the literature on university–
industry relations. Research Policy, 42:423-442.
*Rosenberg, N. & R. Nelson, 1994, American universities and technical advance in industry, Research Policy, 23:323-348.
* Thune, T. et al., 2014, Noder i kunnskapsnettverket. NIFU-rapport 23/2014.
Beise, M. & H. Stahl (1999), Public research and industrial innovations in Germany, Research Policy, 28(4): 397-422.
Bekkers, R. and I.M. Bodas Freitas (2008), Analysing knowledge transfer channels between universities and industry: To
what degree do sectors also matter? Research Policy, 37 1837–1853.
Cohen, W.M., R.R. Nelson & J.P Walsh (2002), Links and impacts: the influence of public research on industrial R&D,
Management Science, 48:1-23.
Murmann, J.P. (2000), Knowledge and competitive advantage in the synthetic dye industry, 1850-1914: The coevolution of
firms, technology and national institutions in Great Britain, Germany, and the United States, Enterprise & Society, 1:699-704.
Whitley, R., 2002, "Developing innovative competences: the role of institutional frameworks", Industrial and Corporate
Change, 11:497-528.
8 22.02.2018 ES:529 Focus: University-industry relations
12:15-14 Magnus Gulbrandsen
Reading list: see previous day
9 28.02.2018 ES:529 Commercialisation of research
12:15-14 Magnus Gulbrandsen
Reading list:*Bozeman, B. (2001), Technology transfer and public policy: a review of research and theory, Research Policy, 29:627-655.
*Debackere, K. and R. Veugelers (2005), The role of academic technology transfer organizations in improving industry
science links, Research Policy, 34:321–342.
*Etzkowitz, H. (1998), The norms of entrepreneurial science: cognitive effects of the new university–industry linkages,
Research Policy, 27(8):823–33.
*Etzkowitz, H. & Loet Leydesdorff (2000), The dynamics of innovation: From National Systems and ‘Mode 2’ to a Triple Helix
of University-Industry-Government relations, Research Policy, 29:109-123.
*Grimaldi, R., M. Kenney, D.S. Siegel & M. Wright, 2011, 30 years after Bayh-Dole: Reassessing academic entrepreneurship,
Research Policy, 40:1045-1057
*Vohora, A., M. Wright and A. Lockett (2004), Critical junctures in the development of university high-tech spinout
companies, Research Policy, 33:147-175.
Fransman, M. (2001), Designing Dolly: interactions between economics, technology and science and the evolution of hybrid
institutions, Research Policy, 30:263-273.
Gulbrandsen, M. (2005), ‘But Peter’s in it for the money’: the liminality of entrepreneurial scientists, VEST Journal for
Science and Technology Studies, 18:49-75.
Guston, D.H. (1999), Stabilizing the boundary between US politics and science: the role of the office of technology transfer
as a boundary organization, Social Studies of Science, 29:87-111.
Tuunainen, J. (2005), Contesting a Hybrid Firm at a Traditional University, Social Studies of Science, 35:173–210.
10 01.03.2018 ES:529 Science and innovation policy seminar.
12:15-14 Every year the Research Council of Norway organises a full-day seminar on science and innovation policy, normally at Hotel
Bristol. We recommend students to sign up for this, but it is not compulsory.
11 07.03.2018 ES:529 Focus: research and innovation in the public sector with an emphasis on hospitals and healthcare
12:15-14 Taran Thune
Reading list:
Available early January
12 08.03.2018 ES:529 Guest lecture: commercialisation of research
12:15-14 More information later
13 14.03.2018 ES:529 Summary of module and group presentations of obligatory group work
12:15-14 Magnus Gulbrandsen
Module 3: Transitions and sustainability14 16.03.2018 ES:529 Energy systems and energy policy
12:15-14 Håkon Normann
Reading list:
Reading list:
*Hanson, J., Kasa, S., & Wicken, O. (2011). Innledning. In J. Hanson, S. Kasa & O. Wicken (Eds.), Energirikdommens
paradokser: Innovasjon som klimapolitikk og næringsutvikling. Oslo: Universitetsforlaget, 11-20.
*Grubler, A. (2012). Energy transitions research: Insights and cautionary tales. Energy Policy, 50(Supplement C), 8-16.
15 21.03.2018 ES:529 A systems perspective on energy transitions
12:15-14 Håkon Normann
Reading list:
See previous day.
16 22.03.2018 ES:529 Established industries and firms
12:15-14 Håkon Normann
Reading list:
*Turnheim, B., & Geels, F. W. (2012). Regime destabilisation as the flipside of energy transitions: Lessons from the history of
the British coal industry (1913–1997). Energy Policy, 50(Supplement C), 35-49.
17 04.04.2018 ES:529 Discussion about innovation and sustainability
12:15-14 Håkon Normann/Magnus Gulbrandsen
18 05.04.2018 ES:529 Summary of module and group work
12:15-14 Håkon Normann
Module 4: Organisation and management of innovation
19 11.04.2018 ES:529 Innovation management: introduction
12:15-14 Magnus Gulbrandsen
Reading list:
Ahuja, G. et al. (2008), “Moving beyond Schumpeter: management research on the determinants of technological
innovation”, The Academy of Management Annals, 2:1-98.Garud, R., P. Tuertscher & A. van de Ven. (2013), “Perspectives on innovation processes”, The Academy of Management
Annals, 7:775-819.
20 12.04.2018 HH: Organisational innovation
12:15-14 101 Magnus Gulbrandsen
(harriet
holters) Reading list:
Lam, Alice (2005), chapter from Oxford Handbook.
Something more – to be decided in January
21 18.04.2018 HH: Creativity, capabilities and models of innovation
10:15-12 101 Taran Thune
(harriet
holters) Reading list:
January
22 19.04.2018 Helga Reading the management literature: workshop with the students
12:15-16 Engs Four hours – this is in practice the group work for this module. Organised by Magnus Gulbrandsen.
hus:
rom
233
23 Tirsdag ES: 529 Meeting the practitioners: workshop with people who do innovation management in practice
24.04.2018 2-3 hours, organised by Magnus Gulbrandsen
12:15-14
24 26.04.2018 ES: 529 Summary of the module and the course
12:15-14 Magnus Gulbrandsen
Note: Feel free to split the table into modules, add rows for field trips etc. But don’t change dates or times – they are set.
EXAM: 14-21 May 2018.The following was decided by TIK’s program council in June 2017:
Obligatory activities
Each module must have an obligatory activity at the end.
The course coordinator decides whether it should be a short written assignment or an oral presentation (group presentations,
workshops, etc..).
The responsible lecturer must keep an overview over which students have completed the obligatory activities.
Exam
The exam will be in the middle of May.
Grading scale: A-F.
Type of exam: 1 week home exam.
The exam assignment should be either
o In two parts, where part one consists of specific questions and part two is an essay assignment, or
o Only an essay assignment. In this case, there must be at least 4 different alternative assignments.You can also read
