The Faculty of Social Sciences  Print
The Academic Board of Business Administration, Slagelse
Advanced Change Management, Strategy and Innovation
Advanced Change Management, Strategy and InnovationTeaching activity id: 9550701.
Teaching language: English.ECTS / weighting: 10 ECTS / 0.167 full-time equivalent.
Exam activity id: Not chosen.
Examination language: English, Danish.Approved: 01-06-12.
Periode: Autumn 2012.
Grading: External examiner.
Assessment: 7-point scale.
Offered in: Slagelse.

Subject director:
Anders Bordum.
The course in advanced change management, innovation and strategy aims at giving the students an understanding of the strategic basis of leadership, when leading innovation and change processes in private firms and public organizations. Change management is broadly interpreted as intentional or planned leadership driven initiatives and processes aimed at improving organizational practices. Improvement are measured as profits, growth, as well as learning and improved efficiency. Of centrality to the course are changes in leadership and organizational forms, e.g., adaption to new strategic, innovative, knowledge-intensive, and learning organizational forms. Change management is about creating a strategic overview of opportunities and available resources through which a reorganization of the human resources and work may create results for the organization as a whole. Planned change presupposes a kind of strategic planning and accordingly insights into the basic concepts and themes in strategic management. Innovation occurs as both a cause and driver for change, as well as an intended consequence of implemented change. The course aims at giving the students a thorough insight into the classical and modern main theories, basic concepts, and the opportunities and challenges emerging in managed change processes. The course emphasizes leadership and strategic organizing for innovation. The students are taught about innovation and strategy, when relevant to leading change. A key theme in the course is how to understand and handle leadership and change when the speed of external changes accelerate.  
Content - Key areas:
Central themes taught in the course are:
- Classical and modern theories on change and strategy
- Foundational theories on strategy and innovation
- Managing strategic change by vision
- Drivers for and causes of change
- Efficiency in leading change, innovation and strategy
- Motivation and resistance to change in organization
- Change and social innovation in knowledge societies.
Goals description (SOLO taxonomy):
After completing the course the students are expected to:
- Be able to demonstrate knowledge of basic schools of thought, concepts, and problems in leading change.
- Have insights into different roles vision and strategic management may play when leading change
- Be able to present and justify the range of central problems, questions and distinctions in strategy, innovation and change management presented throughout the course.
- Be able to analyze and exemplify, how different perspectives on strategy, innovation and change, may influence leading change.
- Have competence in presenting, discussing and inferring how methodological and theoretical assumptions may impact the main topics in the course: change, innovation and strategy.
Beer, Michael and Nohia, Nitin (2000): Cracking The Code of Change. Harvard Business Review, May-June 2000. HBS Press. 10 sider. 
Bordum, Anders (2007): Managing Innovation Potential: Revisiting Plato and Reading John Dewey as a Philosopher of Innovation Management. Philosophy of Management (Reason in Practice) Vol. 6, No.1. 2007. 
Burnes, Bernard (2004): Managing Change, Prentice Hall, 2004. Latest edition! 
Cao, Guangming and McHugh, Marie (2005): A Systemic View of Change Management and its Conceptual Underpinnings. Systemic Practice and Action Research, Vol.18, No.5, October 2005. 
Chesbrough, Henry W. (2003): The Era of Open Innovation. MIT Sloan Management Review, Vol.44, No.3. MIT Press. 
David, Paul A. and Foray, Dominique (2002): An Introduction to the Economy of the Knowledge Society. ISSJ 17/2002. Oxford: Blackwell Publishers. 
Dent, Eric B. and Goldberg, Susan Galloway (1999): Challenging "Resistance to Change". Journal of Applied Behavioral Science 1999; 35; 25. Sage Publications. 17 sider. 
Darwin, John, Johnson, Phil & McAuley, John (2001): Developing Strategies for Change, Harlow: Prentice Hall.
Hage, J.T. (1999): Organizational Innovation and Organizational Change. Annual Review of Sociology, Vol.25, (1999), pp.597-622. 
Holsapple, C.W. and Singh M. (2001): The Knowledge Chain Model - activities for competitiveness. Expert Systems with Applications 20, pp.77-98. Pergamon, Elsevier. 
Hippel, Eric Von (1994): Sticky Information and the Locus of Problem Solving. Management Science, Vol.40, Issue 4, 1994, pp.429-439. The Institute of Management Science. 
Ireland, R. Duane, Hitt, Michael A., and Sirmon, David G. (2003): A Model of Strategic Entrepreneurship - The Construct and its Dimensions. Journal of Management 2003 29(6) 963-989. Pergamon, Elsevier. 
Kirschner, Israel M. (1999): Creativity and/or Alertness - A reconsideration of the Schumpeterian Entrepreneur. Review of Austrian Economics, 11: 5-17 (1999). Kluwer Academic Publishers. 
Leavitt, Harold J. (1975): Future Directions in Organizational Behavior. Journal of Management Education 1975, 1, 9. Sage Publications. 6 sider. 
Lewin, Kurt (1947): Frontiers in Group Dynamics: Concept, Method and Reality in Social Science; Social Equilibria and Social Change. Human Relations, 1947; 1; 5. 38 sider. 
Lewin, Kurt (1947): Frontiers in Group Dynamics: II. Channels of Group life; Social Planning and Action Research. Human Relations, 1947; 1; 143. 12 sider. 
March, James G. (1981): Footnotes to Organizational Change. Administrative Science Quarterly, Vol.26, No.4 (1981), pp.563-577. 
March, James G. (1991): Exploration and Exploitation in Organizational Learning. Organization Science, Vol. 2, No.1, (1991), pp.71-87. 
March, James (1996): Continuity and Change in Theories of Organizational Action. Administrative Science Quarterly, Vol.41, No.2, (1996), pp.278-287. 
Markoczy, Livia (2001): Consensus Formation during Strategic Change. Strategic Management Journal, Vol.22, No.11 (Nov. 2001), pp.1013-1031. John Wiley & Sons. 
Mintzberg, Henry and Westley, Frances (1992): Cycles of Organizational Change. Strategic Management Journal, Vol.13, p.39-59 (1992). John Wiley & Sons.
Mintzberg, Henry and Waters, James A. (1985): Of Strategies, Deliberate and Emergent. Strategic Management Journal, Vol.6, No.3, (1985), 257-272. John Wiley & Sons. 
Nutt, Paul C. and Backoff, Robert W. (1996): Fashioning and Sustaining Strategic Change in Public Organizations. Public Productivity and Management Review, Vol.19, No.6, (1996), pp.313-337. 
M. E. Sharpe, Inc. Porras, Jerry I. and Silvers, Robert C. (1991): Organization Development and Transformation. Annu. Rev. Psychol. 1991, 42:51-78. 
Quinn, James Brian (1985): Managing Innovation - Controlled Chaos. Harvard Business Review, pp.73-84, May-June 1985, Harvard Business School. 
Rosa, Hartmut: "Social Acceleration: Ethical and Political Consequences of a Desynchronized High-Speed Society", Constellations, Vol. 10, No. 1, 2003, pp.3-33. 
Sarasvathy, Saras (2001): Causation and Effectuation. The Academy of Management Review, Vol.26, No.2, pp.243-263. Academy of Management. 
Senge, Peter and Kaeufer, Kathrin H. (2000): Creating Change. Executive Excellence. 4 october 2000. 2 sider. Schumpeter, Joseph (1911/2002): The Fundamental Phenomenon of Economic Development. American Journal of Economics and Sociology, Vol.61, No.2, April, 2002. 
Stevenson, Howard H. and Jarillo, J. C. (1990): A Paradigm of Entrepreneurship: Entrepreneurial Management. Strategic Management Journal, Vol.11, pp.17-27, Summer 1990. 
Weick, Karl E. and Quinn, Robert E. (1999): Organizational Change and Development. Annu. Rev. Psychol., 1999, 50:361-86.
Time of classes:
Scheduled classes:
The course is taught 3 lessons weekly in 15 weeks.
Form of instruction:
The teaching format is lectures where the teacher presents and draw perspectives between the texts, problems and distinctions presented. The teaching will be based mainly on original research articles, supplemented by a teaching book. The lectures will be supplemented by group discussions, case-discussions, and feedback with questions and answers. The students are expected to actively participate in the role of learners and discussants. When the learning progresses the dialogical model will become more and more predominating.

Student working hours: ECTS-frame: 10 ECTS corresponding to 260 SAT - student working hours Number SAT pr. unit SAT-consumption 
Lectures 30x3,0 = 90
Preperation for lectures 45x2,5 = 112,5
Cases discussed 15x1,5 = 22,5
Preparing synopsis and exam 1x34 = 34
Synopsis-based oral exam 1x1,0 = 1
Expected SAT-consumption: 260
Time of examination:
Januray. Reexam in February.

Participation in a re-examination requires participation in an ordinary examination in the same semester.
Examination conditions:
Supplemental information for the form of examination:
The student’s fulfillment of the skills acquired during the course is assessed by a 20-minute individual oral exam. 

The exam is carried out on the basis of a written synopsis of maximum 10 pages excluding appendixes and references (one page equal to 2400 keystrokes), but will also draw aspects of the entire syllabus.

The exam will be graded according to the Danish 7-point scale and with external examiner.

The student will not get a separate grade for the written synopsis.
1st semester, mandatory. Offered in: Slagelse.
2nd semester, mandatory. Offered in: Slagelse.