The purpose of the course is to enhance the students theoretical and practical understanding of how to lead and organize for innovation. The course acknowledges the challenges for most types of organizations coming from the rapid digitalization.

On completion of the course the student will be able to:

1. Discuss different theoretical perspectives on leading and organizing innovation.
2. Present an overview on the major schools of thinking related to leadership of digital business in a global environment

3. Use theoretical perspectives to analyze specific innovation challenges.
4. Identify leadership challenges and evaluate tools for dealing with them in an innovation context

5. Critically and independently evaluate different theoretical perspectives.

The course is based on the case method and the students will analyze a variety of innovation challenges and situations, based on theoretical perspectives. Theoretically, the course establishes a bridge between the two fields of leadership and organization theory, and how they link to innovation. The three fields have traditionally been separate and this course discusses how they can be brought together to create a deeper understanding for how innovation work can be led and organized. A growing body of literature is trying to bridge innovation and leadership, and the participants in the course are exposed to this new literature. In a similar way, the course covers relevant work in organization theory of relevance for understanding innovation work. The following major topics are covered in the course:

• New and innovative forms of organizing
• Flexible and agile forms of organizing
• Boundary-crossing and open forms of innovation
• Teamwork
• Projects in innovation work
• Charismatic and transformational leadership
• Intersections of leadership and innovation

Connection to Research and Practice

The course connects to a broad stream of research on innovation and in particular on the role of leading and organizing innovation work. In that sense the course is very much driven by contemporary discussion in the field of innovation studies. The course also connects to important topics of research at JIBS, for instance drawing upon our expertise for instance in leadership and collaborative modes of organizing. The practical connections are secured through the consistent use of cases that are explored with the chosen theoretical approaches.

The course is an online course and is based on a pedagogical approach where real life situations are discussed based on relevant theoretical framewoks. The student-teacher interaction is limited to online based feedback of assignments rather than lectures.

The teaching is conducted in English.

Bachelor’s degree (i.e the equivalent of 180 ECTS credits at an accredited university) with at least 30 credits in Business Administration and 30 credits in one (or a combination) of the following areas: Business Administration, Economics, Industrial Engineering and Management, Business Analytics, Informatics, Information Technology, Communication, Commerce (or the equivalent). Proof of English proficiency is required.

The course is graded A, B, C, D, E, FX or F.

The ILOs are assessed through the following examinations:
Individual written exam (ILOs: 1, 2, 5) representing 3 credits.
Individual assignments (ILOs: 1, 3, 4, 5), representing 4,5 credits.

Name of the Test	Value	Grading
Individual written exam1	3 credits	A/B/C/D/E/FX/F
Individual assignments1	4.5 credits	A/B/C/D/E/FX/F

¹ All parts of the compulsory examination in the course must be passed with a passing grade (A-E) before a final grade can be set. The final grade of the course is determined by the sum total of points for all parts of the examination in the course (0-100 points). Grade is set in accordance to JIBS grading policy.

It is the responsibility of the examiner to ensure that each course is evaluated. At the outset of the course, the programme evaluators in the course must be contacted. In the middle of the course, the examiner should meet the programme evaluators to identify strengths/weaknesses in the first half of the course.
At the end of the course, the examiner should remind students to fill in the survey. The examiner should also call a meeting with the programme evaluators to debrief the course, based on course evaluation data and comments. The next time the course runs, students should be informed of any measures taken to improve the course based on the previous course evaluations.
At the end of each study period, JIBS’ Director of Quality and Accreditation crafts a “Course Evaluation Quarter Report”, presenting the quantitative results from course evaluation surveys. The Associate Dean of Education, The Associate Deans of Faculty, Programme Directors, and JSA President and Quality receive the report.

Academic integrity
JIBS students are expected to maintain a strong academic integrity. This implies to behave within the boundaries of academic rules and expectations relating to all types of teaching and examination.
Copying someone else’s work is a particularly serious offence and can lead to disciplinary action. When you copy someone else’s work, you are plagiarising. You must not copy sections of work (such as paragraphs, diagrams, tables and words) from any other person, including another student or any other author or source. Cutting and pasting (e.g. from Internet pages) is a clear example of plagiarism. There is a workshop and online resources to assist you in not plagiarising called the Interactive Anti-Plagiarism Guide.
Other forms of breaking academic integrity include (but are not limited to) adding your name to a project you did not work on (or allowing someone to add their name), cheating on an examination, helping other students to cheat and submitting other students work as your own, and using non-allowed electronic equipment during an examination. All of these make you liable to disciplinary action.

The course is based on selected scientific articles related to the different themes in the course.