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Durham University

Postgraduate Module Handbook 2021/2022

Archive Module Description

This page is for the academic year 2021-22. The current handbook year is 2022-23

Department: Management and Marketing

BUSI4M810: Technology Forecasting & Innovation Analytics (FT)

Type Tied Level 4 Credits 10 Availability Available in 2021/22
Tied to N1T517 Business Administration
Tied to N1T617 Business Administration (Business Development)

Prerequisites

  • None

Corequisites

  • None

Excluded Combination of Modules

  • None

Aims

  • To introduce the students to the development, drivers, and trends of Technology Innovation
  • To provide a critical understanding of the key theories of Technology Innovation
  • To introduce the students to the theory, models and tools of technology forecasting and foresight
  • To introduce the students to the use of analytics for Innovation and Technology

Content

  • Introduction: Technology, Innovation, Data, Forecasts, and Decisions
  • Part I: Technology, Forecasting, and Foresight
  • The role of experts: Novices, Specialists & Generalists
  • Technology Forecasting with Structured Analogies
  • Technology Forecasting with Delphi & Interaction Groups
  • Prediction Markets & Superforecasting in Technology Forecasting
  • Dancing with Black Swans and Chance
  • Technological Trajectories and Path Dependence
  • Foresight
  • Part II: Technology Innovation, Analytics, and Innovation Analytics
  • Dominant Design, Disruptive Innovation, Open Innovation, Breakthrough Innovation
  • Business Models and Technological Innovation
  • Organizational Innovation Adoption
  • Creating New Markets Through Innovation
  • Data Analytics, Innovation and Firm Productivity
  • Data Analytics Supports Decentralized Innovation

Learning Outcomes

Subject-specific Knowledge:
  • At the end of this module, students should:
  • Have a critical understanding of the process of Technology Innovation, the drivers, trends and barriers
  • Have a detailed understanding of the role of Technological Innovation as a game changer in terms of creating new products or markets
  • Have a critical understanding of the importance of Forecasting, Foresight, and Analytics in Technology Innovation
Subject-specific Skills:
  • At the end of the module students should:
  • Be able to critically examine current and future social and business trends to identify potential opportunities for technological innovations
  • Be able to analyse and critically evaluate the organizations that are leading in technology innovation
  • Be able to identify the underlying drivers and future trends in Technological Innovations
  • Be able to use forecasting and foresight methods in the context of Technology and Innovation
  • Be able to employ Innovation Analytics
Key Skills:
  • Effective written communication skills
  • Planning, organising and time-management skills
  • Problem solving and analytical skills
  • Advanced skills in the interpretation of data
  • Advanced computer-literacy skills
  • Advanced forecasting Skills
  • Use of Analytics tools in a Technology and Innovation context

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

  • Learning outcomes are met through classroom-based workshops which include a mix of taught input, groupwork, case studies and discussion. These are supplemented by directed reading and online resources - typically including video content, reflective activities, opportunities for self-assessment and peer-to-peer learning within tutor-facilitated discussions.
  • The formative assessment consists of a plan for the summative task, on which individual feedback will be provided. In addition, students undertake a group analysis and presentation of a case study in technology, forecasting and/or innovation analytics. This will further develop students' analytical and problem solving skills in preparation for the summative assessment.
  • The summative assessment is an individual business report based on a specific topic or scenario in technology forecasting and/or innovation analytics chosen by the student (there is no requirement for the student to interact directly with a business). This is designed to test students' skills in problem identification, their theoretical understanding, and their ability to analyse the situation in order to categorise the potential solutions.

Teaching Methods and Learning Hours

Activity Number Frequency Duration Total/Hours
Workshops (a combination of taught input, groupwork, case studies and discussion) 24
Preparation & Reading 76
Total 100

Summative Assessment

Component: Written Assignment Component Weighting: 100%
Element Length / duration Element Weighting Resit Opportunity
Individual Business Report 3,000 words maximum 100% Same

Formative Assessment:

Individual plan for summative business report, on which individual feedback is provided. Group analysis and presentation of a case study.


Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University