Technology and Operations Management 2018 Fall (WBS)



2018 Fall

Waseda Business School

Note: This syllabus may be updated and revised at a later date.

Instructor: Kanetaka M. Maki, Ph.D. (
Teaching Assistant: Huan XU and  Joji Tamaki
Semester & Class Time: Fall – Fridays – 4th Period (14:45-16:15)
Classroom: 11-903
Contact Address for the Staff:


1. Course Description

Technology and Operations Management (TOM) covers two different but interrelated topics: Technology Management and Operations. TOM is a field originally developed at Harvard Business School. The original concept of TOM was started from Operations, specifically focusing on manufacturing and development of physical products. However, as the world of operations research has changed, the course expands to new issues in information technology, supply chains, service industries etc.
Currently, TOM is the course that provides the student with the competencies in the field of technology management for product design, manufacturing, and innovation.
The course will provide students an introduction to the basics of technology management and various new topics related to innovation management. The course will utilize lectures, case studies, assignments, and guest speakers from industry. Students will learn basic frameworks in this TOM field, and they will utilize these frameworks using case studies.
The course is aimed at three types of audience:

  • those who anticipate taking management positions in technology-intensive firms (both start-ups and established firms) where they must formulate strategy;
  • those who anticipate investing in technology markets and must analyze firm strategy;
  • those who anticipate contracting or consulting with firms that do much of their business in technology markets

We will cover many types of technology in this class. However, STEM background is not required for this course.

2. Course Objective

  1. To provide you with the necessary analytical tools related to technology & innovation management.
  2. To provide you the frameworks and methods to conduct market and product research relevant to technology-based businesses.
  3. To provide you the overview of the cutting-edge technology-based businesses.

3. Preparation and Assignments

Each student is expected to have completed all readings, assignments for each class before the class starts (approximately 1.5 hours for each class).

4. Class Schedule

The schedule may be updated and revised at a later date.

  • Class 01 (9/28)
    • Title
      • Introduction & Innovation
    • Topics
      • Introduction
      • Course Framework
      • What is Innovation?
    • Reading Assignments (Please go to the administrative office to receive a reading packet fro class 01.)
      • Course Syllabus
      • Peter F. Drucker, “The Discipline of Innovation”, Harvard Business Review, August 2002
  • Class 02 (10/5): Design Thinking (1)
    • Topics
      • Design Thinking
    • Reading Assignments
      • None
    • In-Class Materials
      • Tim Brown, “Design Thinking”, Harvard Business Review, June 2008
      • Clayton M. Christensen, Taddy Hall, Karen Dillon, and David S. Duncan, “Know Your Customers “Jobs to Be Done””, Harvard Business Review, September 2016
  • Class 03 (10/12): Design Thinking (2)
    • Topics
      • IDEO and Product Development
    • Reading Assignments
      • HBS Case, “IDEO Product Development”, HBS Case #600-143
    • In-Class Materials
      • Ed Catmull, “How Pixar Fosters Collective Creativity”, Harvard Business Review, September 2008
  • Class 04 (10/19): Bioinspiration
    • Topics
      • Bioinspiration
    • Reading Assignments
      • Karim R. Lakhani, Vish V. Krishnan and Ruth Page, ”Bioinspiration at the San Diego Zoo”, Harvard Business School Case, September 2014, (HBS Case #614-703)
  • Class 05 (10/26): Service Operations
    • Topics
      • Service Operations
      • Benihana’s Business Model
      • Basics of Operations
    • Reading Assignments
      • HBS Case, “Benihana of Tokyo”,  HBS Case #9-673-057
  • Class 06 (11/9): No Class & Online Program
    • Please learn by yourself using the online program.
    • HBS Simulation, ”Operations Management Simulation: Benihana”, Product #: 7003-HTM-ENG
  • Class 07 (11/16): Special Lecture
    • Topic: “AI Strategy at Baidu”
  • Class 08 (11/23): User Innovation
    • Topics
      • User Innovation
    • Reading Assignments
      • Stefan Thomke, “Innovation at 3M Corporation (A)”, Harvard Business School Case,  July 2002 (HBS Case #699-012)
    • In-Class Materials
      • Stefan Thomke, “Innovation at 3M Corporation (B)”, Harvard Business School Case,  July 2002 (HBS Case #699-013)
      • Eric von Hippel, Stefan Thomke,  and Mary Sonnack, “Creating Breakthroughs at 3M”, Harvard Business Review, September – October 1999
  • Class 09 (11/30): Technology-enabled Startups
    • Topics
      • Startup opportunities
      • Technology management and new businesses
    • Reading Assignments
      • John T. GourVille and Jerry N. Conover, “GolfLogix: Measuring the Game of Golf”, Harvard Business School Case, Oct 2002
    • In-Class Materials
      • John T. Gourville, “Eager Sellers and Stony Buyers – Understanding the Psychology of New-Product Adoption”, Harvard Business Review, June 2006
  • Class 10 (12/7): Platform Business
    • Topics
      • Platform
      • Google’s Platform Strategy
    • Reading Assignments
      • Benjamin Edelman and Thomas R. Eisenmann, “Google Inc. in 2014 (Abridged)”, Harvard Business School Case,  September 2014 (HBS Case #915-005)
    • In-Class Materials
      • Thomas R. Eisenmann, “Platform-Mediated Networks: Definitions and Core Concepts”, Harvard Business School Module Note (HBS Case #9-807-049), October 2007
  • Class 11 (12/14): New Business: Shared Economy
    • Topics
      • Shared Economy
      • Uber’s Business Model and Strategy
    • Reading Assignments
      • Youngme Moon, “Uber: Changing the Way the World Moves”, Harvard Business School Case, January 2017 (HBS Case #16011-02)
  • Class 12 (12/21): New Business: Drone
    • Topics
      • Drone Industry
      • Innovator’s Dilemma
    • Reading Assignments
      • The Asian Business Case Centre, “Da Jiang Innovations (DJI): The Rise of the Drones”, HBSP #NTU139
    • In-Class Materials
      • Chris Anderson, “The Drone Economy”, Harvard Business Review, May 2017
      • Joseph L.  Bower and Clayton M. Christensen, “Disruptive Technologies – Catching the Wave” Harvard Business Review, January-February 1995
      • Carliss Y. Baldwin and Kim B. Clark, “Managing in an Age of Modularity”, Harvard Business Review, September-October 1997
  • No Class: 1/11
  • Class 13 (1/18): New Business: Genome Industry
    • Topics
      • Genome Industry
    • Reading Assignments
      • John A. Quelch and Margaret Rodriguez, “23andMe: Genetic Testing For Consumers (A)”, Harvard Business School Case,  January 2014 (HBS Case #514-086)
    • In-class Materials
      • John A. Quelch and Margaret Rodriguez, “23andMe: Genetic Testing For Consumers (B)”, Harvard Business School Case, January 2014 (HBS Case #514-095)
      • John A. Quelch and Irene Lu, ”23andMe: Genetic Testing For Consumers (C)”, Harvard Business School Case, June 2017 (HBS Case #517-129)
  • Class 14 (1/25):Innovation Tournaments
    • Topics
      • Innovation Tournaments
      • Open Innovation
    • Reading Assignments
      • Karim R. Lakhani, “ (A)”, Harvard Business School Case, October 2009 (HBS Case #9-608-170)
  • Class 15 (2/1): Science Business and Star Scientists
    • Topics
      • University-based Innovation System
      • Science Business
      • Star Scientists
    • Reading Assignments
      • H. Kent Bowen, “The Langer Lab: Commercializing Science”, Harvard Business School Case, March 2005 (HBS Case #605-017)
      • G. Zucker, Darby, M.R. 2007. Virtuous circles in science and commerce. Papers in Regional Science86(3) 445-470.
      • Gary Pisano, “Can Science Be a Business? Lessons from Biotech”, Harvard Business Review, October 2006
    • In-Class Materials
      • Steven Prokesch, “The Edison of Medicine”, Harvard Business Review, March-April 2017
  • Class 16 (TBD): Final Presentation & Wrap-Up
    • Topics
      • Final Presentation
      • Wrap-up
    • Reading Assignment
      • None
    • Assignment
      • Name one new innovative product/service you are inspired and explain why that is innovative. Try to find “new” service or product that has launched within two years. Briefly explain the product/service. Using the frameworks learned in this class, explain the potential of that business.
      • You do not need to create your own business idea. The assignment is to find the existing business model.
      • 3-minute presentation in class.
      • Evaluations are based on 1) choosing a product or service that other students won’t choose, 2) the explanation of product/service is clear for other students to learn from it, 3) the validness of analysis of the business opportunity.


5. Classroom Procedure 

  • The course meets 15 times for 90 minutes each time. Class sessions will begin and end on time. Please be punctual so that you do not miss the initial thrust of the discussions or disturb others. If you need to miss a class please email me in advance. Keep in mind class participation is part of your grade.
  • Each student is expected to have completed all readings, assignments for each class before the class starts. Assignments will be submitted prior to each class through CourseN@vi. Each student should be prepared and expect to participate in classroom discussions.
  • Many of the sessions of this class will follow the discussion format. This allows you to apply theories, concepts and analytical devices discussed in class or in the reading materials, or from other relevant current events or news sources. The direction and quality of the discussion are the collective responsibility of the class, not the sole responsibility of the instructor. Class participation will be graded on your readiness, willingness and the quality of your comments and their contribution to the discussion.
  • I expect each student to be prepared at all times to comment in any class session. To reinforce this expectation, I will randomly cold call on students during the ensuing discussion, both those who raise their hand and those who do not.
  • Wase-Pochi is required for this class. I use Wase-Pochi for both reading quizzes and for selected questions during the lecture to promote learning.
    • Wase-Pochi use begins in class 1, but there is no graded work until class 2 which provides time for you to get your Wase-Pochi available, and become accustomed to using it during the first weeks of class. There are no make-up assessments for missed days or for misplaced, malfunctioning, or forgotten Wase-Pochi.

6. Textbooks

  • Required
    • A carefully selected list of readings is provided in the Course Reader.
    • Wase-pochi – You are required to bring your smartphone, tablet or PC to the class.
  • Recommended
    • Strategic Management of Technology and Innovation 5th Edition, Robert Burgelman et al., McGraw-Hill Education
    • Managing Business Process Flows: Principles of Operations Management 3rd Edition, Ravi Anupindi et al., Prentice Hall

7. Grading

  • Contribution to the Class Discussion – 25%
    • Students are required to participate in class discussion.
  • Assignments/Quiz – 25%
    • Students are asked to answer preparation questions for the case studies in each session.
  • Class Attendance – 25%
    • We will use Wase-pochi for the class attendance.
  • Final Presentation – 25%
    • Final Presentation

[Contributing to the Class Discussion]

The frequency (i.e., the quantity) of your interventions in class is not a key criterion for effective class contribution.

Some criteria used to evaluate class contribution are as follows:

  1. Is the participant deeply engaged in class? Use of laptops and electronic devices for non-class purposes can negatively affect class participation and learning experience.
  2. Is the participant a good listener? Are the points made relevant to the discussion? Are they linked to the comments of others? Do the comments show evidence of analysis of the case?
  3. Is there a willingness to test new ideas, or are all comments “safe”? (For example, repetition of case facts without analysis and conclusions).
  4. Do comments clarify or build upon the important aspects of earlier comments and lead to a clearer understanding of the case?

8. Course Policies

Laptop Computers/Tablets/Smartphones

In order to increase focus, use of Laptop Computers, Tablets, and/or SmartPhones will be only used for class exercise.

Academic Integrity 

The integrity of scholarship is essential for an academic community. As members of the Waseda Business School, we pledge ourselves to uphold the highest ethical standards. The University expects that both faculty and students will honor this principle and in so doing protect the validity of University intellectual work. For students, this means that all academic work will be done by the individual to whom it is assigned, without unauthorized aid of any kind.

The complete Waseda Business School Policy on Integrity of Scholarship can be viewed at Student Honor Code for WBS Courses.

The Honor Code in This Course

You can work with anyone on class assignments.  I suggest that you work in study groups on homework assignments. 

Your class preparation and assignments must not benefit from class materials by students who took this course in prior years, or at other schools. Using course notes or powerpoint slides you received from previous students of this class is a violation of the Honor Code.

9. Notes

  • If you have any questions regarding the class, please send a message to staff ML. Please do not use Facebook chat etc.
  • Kanetaka M. Maki, Ph.D. Official Web Page: