SDC Social Science Workshop / August 2016

On the agenda…

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ORIGINS WHO WE ARE CURRENT STATUS

WHERE WE CAN DO BETTER AND NEED TO WORK HARD

SDC Themes and Focus Areas

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WATER AND

SUSTAINABLE ENVIRONMENT

RENEWABLE ENERGY

NANOSCIENCE

LIFE SCIENCES

SOCIAL SCIENCES

PUBLIC MANAGEMENT

& SOCIAL DEVELOPMENT

INNOVATION MANAGEMENT

IM programme: 3 objectives

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Establish and run a double degree graduate programme in Innovation

Management

Establish a good basis for a research-based teaching through the research programme in

Innovation Management

Establish collaboration with the business community and society at large

Openning Ceremony 2012

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Innovation Management

Omics Nanoscience & Technology

Neuroscience &

Neuroimaging

Public Management

& Social Development Water & Environment

Chemical & Biochemical Engineering

4 Programmes started in 2012

3 Programmes started in 2013

Class 2013-2015

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Class 2014-2016

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Class 2015-2017

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Full Master’s programme (120 ECTS)

Danish, Chinese and

international students

Double Degree programmes

Danish, Chinese and

international teachers

Teaching in English

Social Sciences Area Principal Coordinators

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Stine Haakonsson Associate Professor Department of Business and Politics Copenhagen Business School

Zhao Hong Professor and Vice Dean Management School of University of Chinese Academy of Sciences

Innovation Management Programme

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Heads of Educational Programme

Associate Professor Dmitrij Slepniov

Professor LIU Xielin

Professor Olav Jull Sørensen ojs@business.aau.dk Assistant Professor Yimei HU yimei@business.aau.dk

Current Location

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UCAS School of Management Zhong Guan Cun Campus

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New Location – Yanqihu Campus (autumn 2017, TBC)

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New Location – Yanqihu Campus (autumn 2017, TBC)

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Lundgaard & Tranberg Architects

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Innovation Management Programme History in Brief…

• The work on establishing the programme started in 2010 with a number of working meetings and workshops taking place in Denmark and in China in 2010-2011

• The inspiration for the programme came from a number of programmes in Denmark, China and abroad. But insights into different programmes all over the world showed that many of them focus on either system level or micro level. It was decided that the SDC programme will aim to combine the two perspectives and be sensitive to the realities of the two partners of this collaboration, i.e. China and Denmark

• This laid a foundation for the structure of the programme and application for its accreditation

• The education was accredited by the ACE Denmark in the fall of 2011 and the first class of students started studies in September 2012

• The programme is offered by Aalborg University (AAU) and the University of Chinese Academy of Sciences (UCAS) under the Sino-Danish Center for Education and Research (SDC)

• A number of other universities are also involved in delivering the programme: – In Denmark, among the collaborating universities are: Copenhagen Business School (CBS),

Aarhus University (AU), the University of Southern Denmark (SDU), and Roskilde University (RUC)

– In China, the programme closely collaborates with Tsinghua University and Zhejiang University

Semester I: ‘Innovative Firm’ Course Modules and Semester Project

Semester II: ‘Innovation Contexts’

Course Modules and Semester Project

Semester III: Internship/Research-based Project

Semester IV:

Master Thesis in Innovation Management

MSc Innovation

Management

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5

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Innovation Management Programme Structure (I)

• The programme consists of 11 modules which are divided into four semesters. The 11 modules can be divided into two categories: – Modules with compulsory content (course modules) – Modules with room for students to choose and thus shape their own individual academic and

professional profiles (project modules (3rd semester (internship or research-based project) and the 4th semester (thesis), 1st and 2nd semester projects)

• All 11 modules are mandatory. Their scope and evaluation/exams are measured in ECTS credits. Each module has an assigned exam except Module 8, which is examined through Semester Project II (Module 9)

• In order to secure a good relevance of the program to practice and to give it a good reality check on a continuous basis – All course modules involve company visits and/or guest lectures by speakers from companies,

institutions or organizations – All 4 project modules (Module 4: Semester Project I, Module 9: Semester Project II, Module 10:

Research based internship and Module 11: Master Thesis) are co-examined by external examiners from the industrial partners or research/education environments from outside the SDC

• In terms evaluation forms, a variety of written and oral exams are used in order to enable the students to develop and practice various communication skills

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Programme Purpose and Objectives

• Purpose: to provide the prospective graduates with knowledge, skills and competences within Innovation Management, that will enable them to independently use the advanced elements of innovation theories and methods for: – Solving managerial problems – Be qualified to participate in scientific investigations, including research training

(PhD education), and – Contribute and assume leadership of management/business functions in the

private and public sectors

• The prospective graduates acquire skills, competencies and corresponding knowledge on: – The fundamental principles of innovation, innovation management and

organization – How to identify and analyze activities that can enhance the innovation

capabilities of companies and organisations – How innovation systems work, including innovation policies and their

implications in a global context – How to formulate strategies at various levels (especially company), including the

execution of initiatives for innovation

Teaching Philosophy of the Programme

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Transnational, transdisciplinary and team-based teaching focused on real life solutions

Traditional lectures

Students involvement and group assignments

Reaching out to industrial partners

Class 2012-2014 Degree Award Ceremony, June 2015

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Class 2013-2015 Degree Award Ceremony, June 2016

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Programme enrolment and demographics

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Year of enrolment Enrolled through

China

Enrolled through

Denmark

Total

2012 15 16 31

2013 16 13 29

2014 16 12 28

2015 15 15 30

2016 14 16 30

Employability: IM 2012-2014 class • High employability after graduation

• Danish, Chinese and international companies and organizations (including Deloitte, Accenture, Desmi, Kopenhagen Fur, KMD, Nordjylland University College, Siemens Wind Power, Civil Aviation Engineering Consulting Company of China)

• Academic institutions - PhD projects at AAU (part of SDC IM programme), China (Tsinghua University), Hong Kong (Chinese University of Hong Kong) and USA (Middle Tenessee State University)

• Own entrepreneurial initiatives

Some examples

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Balanced Scorecard: Put Open Innovation To Work in Novo Nordisk (China)

Concept Development of Sino-Danish Eco Life Science Park

Potential of applying enzymes in a new area and developing new markets

Research on Business Model and Future Sceniario District Cooling in China

Business model innovation based on the analysis of needs Danish SMEs which offshore their production to China

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Technology trading

Internet-related trends in China’s Express Delivery Industry and Suggestions on Future Development

The impact of government-led innovation platform on industry innovation

Guangdong Research

Institute of Industrial

Technology (GRIT)

• The Knowledge Management of Ericsson Internal Innovation • A Framework for Evaluating and Selecting Innovation Ideas

Optimization of efficiency and effectiveness at the product controlling department of Volkswagen (China)

Chinese students Study stays in Denmark

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Programme Quality and Students Satisfaction

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• Measured on a regular basis using course evaluation forms which are analyzed by the Teaching Committee of the programme

• In Autumn 2015 a small survey was conducted among the students. In total 50 students participated in the survey (27 currently enrolled students and 23 former students)

• A snapshot of the survey results show that the absolute majority of the current students indicated satisfaction (At least to some degree and To a high degree) with: – The cultural aspects of taking a programme with a mix of Danish, international and Chinese students is of value

to the students (27 of 27) – the overall academic level of the programme (24 of 27) – location of the programme in China as beneficial for the outcome of the education (25 of 27) – the relevance of the programme for their future employment (21 of 27)

• The students who graduated in 2014 and 2015, indicated that absolute majority of students taking part in the survey were ‘At least to some degree’ and ‘To a high degree’ agreeing that the programme provided them with: – Theoretical knowledge in their field (22 out of 23) – Methodological skills (20 out of 23) – Ability to attain new knowledge (23 out of 23) – Ability to analyze and evaluate complex problems (23 out of 23) – Ability to design and develop new techniques (21 out of 23) – Ability to work in teams (21 out of 23) – Ability to collaborate across cultures (21 out of 23)

Some Testimonials

SDC Programme gave me not only knowledge about innovation, but the way to learn and to understand the world. After the two years' study, I became more proactive and more brave than before. And also get closer to companies and the real world. It helps a lot when we have interviews to find jobs, especially for the multinational companies.

Study with Danish students and teachers was a wonderful experience. Learning in the English teaching environment with much social and cultural knowledge was important for me. It broadened my perspective and also changed my sometime fixed mindset. SDC program also provides us with an excellent trip to Denmark, which is a great opportunity for me to closely and deeply touch with the universities, companies, people, and of course the terrific cultural and natural landscape in Europe

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I chose the Innovation Management programme at Sino-Danish Centre due to several exciting features, albeit that the most fundamental was the opportunity to live and study in China. As the world becomes more intertwined, I strongly believe that international experiences are an important brick for building your professional profile. Particularly if these experiences come from living and studying in a fast-paced country with a large global footprint, and an equally exciting potential for the future. Furthermore, I feel throughout the various courses that we as students have been equipped with tools that come in the shape of ideas and frameworks, which offer an exciting contribution to bolster today’s business practices in regards to innovation.

What makes the SDC programme really stand out for me is that they enable us to leverage these tools, because they not only help us bridge the gap between theory and practice, but also in a more contextual sense. More specifically, because of the mix of Chinese and Danish students in the classroom, a lot of discussions center around our respective cultural contexts, which at times can appear juxtaposing. But this has also proven incredibly valuable, since we extend our perspectives and can thus better understand the mechanisms that govern our different ways of thinking. I strongly believe this to be an important aspect within innovation, and something that particularly multinational organizations tend to neglect –that if you jettison the contextual landscape, then although an idea or change was successful in e.g. Denmark, it cannot be

expected to work flawlessly in China. Understanding and appreciating these contextual differences is a big part of the personal development that you undergo over the two years of the SDC programme, and something that I believe no other Master degree can offer.

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On the agenda…

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ORIGINS WHO WE ARE CURRENT STATUS

WHERE WE CAN DO BETTER AND NEED TO WORK HARD

Synergies and challenges

• There is a great deal of synergy and benefits attached to our programme

• There is also a high likelihood of

encountering challenges—to mention just a few—related to: – Coordination

– Communication

– Asymmetry of information and motivation

– Differences in cultural and disciplinary background

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Allocation of supervisors to Chinese students

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It would be great to have the Chinese students to be allocated to

the IM scholars familiar with SDC

What does it mean to be an SDC professor?

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Leave behind your home university hat when you are with SDC tasks

Be familiar with SDC rules

Respect and follow SDC rules

SDC Programme Identity

• The problem is not the lack of SDC rules Sticking to these rules and their use

• The programme is offered by Aalborg University (AAU) and the

University of Chinese Academy of Sciences (UCAS) under the Sino-Danish Center for Education and Research (SDC)

• A number of other universities are also involved in delivering the programme: – In Denmark, among the collaborating universities are: Copenhagen

Business School (CBS), Aarhus University (AU), the University of Southern Denmark (SDU), and Roskilde University (RUC)

– In China, the programme closely collaborates with Tsinghua University and Zhejiang University

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SDC IM 2.0 Towards well-functioning and continuosly improving programme

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Bridging and integrating with Chinese partners

SDC IM 2.0 Towards well-functioning and continuosly improving programme

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Bridging and integrating with Chinese partners

Currently we are trying

Balancing contribution of Danish and Chinese sides

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http://www.sinodanishcenter.dk http://sdc-socialscience.com/

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Dmitrij Slepniov, AAU ds@business.aau.dk