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  • 1.
    Luthfa, Sabrina
    University West, School of Business, Economics and IT, Division of Business Administration.
    A study of how uncertainty emerges in theuncertainty-embedded innovation process2019In: International Journal of Innovation Management, ISSN 1363-9196, E-ISSN 1757-5877, Vol. 7, no 1, p. 46--79Article in journal (Refereed)
    Abstract [en]

    This paper aims to understand about how uncertainty emerges in the innovation process. Since uncertainty is embedded in the innovation process, to understand how uncertainty emerges in the process one needs to understand how innovation process unfolds over time. Since an innovation process involves various resource recombination activities occurring in several phases, to understand how innovation process unfolds one needs understand “how do various resource recombination activities occur over time for the creation of novelty?” This knowledge would enable us to understand the conditions under which vital activities of resource recombination can/cannot be undertaken and coordinated as well as would allow us to understand the underlying decisions made by the innovators for their efficient undertaking and coordination. This paper investigates the innovation process in two companies through performing qualitative study. The innovation processes are analysed in the light of a conceptual model developed based on the Dubois’ (1994) End-product related activity structure model, Håkansson’s (1987) “ARA model” and Goldratt’s (1997) “Critical chain concept”. The findings suggest that uncertainty emerges in the innovation process in a cycle of interaction with resource void, activity void and actors’ limited cognition due to lack of knowledge, undue optimism, and rationally justified reason for disregarding information. Accordingly, a great deal of compromises is made while undertaking the activities.

  • 2.
    Luthfa, Sabrina
    University West, School of Business, Economics and IT, Division of Business Administration.
    Transforming surface learners into deep learners and making them ready for work life through work integrated learning (WIL): Strategic Marketing Board game as a tool2019In: VILÄR 5-6 december 2019, University West, Trollhättan: Abstracts / [ed] Kristina Johansson, Trollhättan: University West , 2019, p. 13-13Conference paper (Other academic)
    Abstract [en]

    The paper aims to understand how teachers can transform the surface learners into deep learners in the business administration programme and make them ready for the work life. The paper departs from the argument that in the field of business studies lectures include discussion of theories and concepts with real life examples and reflections on case studies. However, students often fail to comprehend the connection between the reality and the theory as a result fail to reflect on their working life. One of the reasons behind their failure is that majority students are surface learners, and few are deep learners, who are able to connect business theories with practice efficiently

    .Naturally teachers wish is to transform the surface learners into deep learners by reducing the gap between the theories and practices. In order to reduce the gap between the theories and practices, and in this manner to transform surface learners into deep learners, a strategic marketing board game has been developed in the University West, as a part of the Work Integrated Learning (WIL) programme. Through playing this game in two consecutive classes, students are expected to learn about different types of strategies marketer apply in markets, motivations behind choosing different strategies, different mechanisms for selecting those strategies, global market culture and trends and how culture and different market conditions affect company's marketing decisions and what strategies to consider and why.

    The students will be given a quiz before they start playing the game to understand the depth of their knowledge. The teacher will give a lecture on different strategies later and will have in-depth discussion in interaction with the students about the strategies undertaken during the game and reasons for making the choices. The students will be given the same quiz once again after the lecture to see if their results show any improvement from the previous quiz or not. The measurement of improvement of learning will be evaluated based on their performance in the quiz, their level of interactions in the class and outcome from the theory workshops and project group works.

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