Stefano Brusoni: Catalogue data in Autumn Semester 2017
|Name||Prof. Dr. Stefano Brusoni|
|Field||Management of Technology and Innovation|
ETH Zürich, WEV J 413
|Telephone||+41 44 632 04 52|
|Department||Management, Technology, and Economics|
Entry level course in management for BSc, MSc and PHD students at all levels not belonging to D-MTEC. This course can be complemented with Discovering Management (Excercises) 351-0778-01.
|3 credits||3G||B. Clarysse, M. Ambühl, S. Brusoni, E. Fleisch, G. Grote, V. Hoffmann, T. Netland, G. von Krogh, F. von Wangenheim|
|Abstract||Discovering Management offers an introduction to the field of business management and entrepreneurship for engineers and natural scientists. The module provides an overview of the principles of management, teaches knowledge about management that is highly complementary to the students' technical knowledge, and provides a basis for advancing the knowledge of the various subjects offered at D-MTEC.|
|Objective||Discovering Management combines in an innovate format a set of lectures and an advanced business game. The learning model for Discovering Management involves 'learning by doing'. The objective is to introduce the students to the relevant topics of the management literature and give them a good introduction in entrepreneurship topics too. The course is a series of lectures on the topics of strategy, innovation, corporate finance, leadership, design thinking and corporate social responsibility. While the 14 different lectures provide the theoretical and conceptual foundations, the experiential learning outcomes result from the interactive business game. The purpose of the business game is to analyse the innovative needs of a large multinational company and develop a business case for the company to grow. This business case is as relevant to someone exploring innovation within an organisation as it is if you are planning to start your own business. By discovering the key aspects of entrepreneurial management, the purpose of the course is to advance students' understanding of factors driving innovation, entrepreneurship, and company success.|
|Content||Discovering Management aims to broaden the students' understanding of the principles of business management, emphasizing the interdependence of various topics in the development and management of a firm. The lectures introduce students not only to topics relevant for managing large corporations, but also touch upon the different aspects of starting up your own venture. The lectures will be presented by the respective area specialists at D-MTEC.|
The course broadens the view and understanding of technology by linking it with its commercial applications and with society. The lectures are designed to introduce students to topics related to strategy, corporate innovation, leadership, corporate and entrepreneurial finance, value chain analysis, corporate social responsibility, and business model innovation. Practical examples from industry experts will stimulate the students to critically assess these issues. Creative skills will be trained by the business game exercise, a participant-centered learning activity, which provides students with the opportunity to place themselves in the role of Chief Innovation Officer of a large multinational company. As they learn more about the specific case and identify the challenge they are faced with, the students will have to develop an innovative business case for this multinational corporation. Doing so, this exercise will provide an insight into the context of managerial problem-solving and corporate innovation, and enhance the students' appreciation for the complex tasks companies and managers deal with. The business game presents a realistic model of a company and provides a valuable learning platform to integrate the increasingly important development of the skills and competences required to identify entrepreneurial opportunities, analyse the future business environment and successfully respond to it by taking systematic decisions, e.g. critical assessment of technological possibilities.
|Prerequisites / Notice||Discovering Management is designed to suit the needs and expectations of Bachelor students at all levels as well as Master and PhD students not belonging to D-MTEC. By providing an overview of Business Management, this course is an ideal enrichment of the standard curriculum at ETH Zurich.|
No prior knowledge of business or economics is required to successfully complete this course.
|363-0341-00L||Introduction to Management||3 credits||2G||S. Brusoni, P. Baschera|
|Abstract||This course is an introduction to the critical management skills involved in planning, structuring, controlling and leading an organization.|
|Objective||We develop a 'systemic' view of organizations. |
We look at organizations as part of an industry context, which is affected by different elements like strategy, structure, culture, tasks, people and outputs.
We consider how managerial decisions are made in any one of these domains affect decisions in each of the others.
|Content||Further information is available on the Tim Group Chair's website: |
and on the Moodle of the course:
(The Enrollment Key to Moodle will be provided during the course. Please contact the TA of the course: Ms. Barbara La Cara, firstname.lastname@example.org)
|Lecture notes||The content of the course will rely on the book:|
Dess, G. G., Lumpkin, G. T., Eisner, A. B., & McNamara, G. 2012. Introduction to Management. New York: McGraw Hill.
Selected readings from the book and additional learning materials will be available on the course Moodle:
All the materials uploaded on Moodle must be considered as required readings.
|Prerequisites / Notice||The final exam of the present course is in written form.|
The final exam is requested for all types of students (BSc, MSc, MAs, PhD, and Exchange students).
It is not possible to retake the exam within the same term or academic year.
We strongly recommend Exchange students to take it into consideration when selecting the courses to attend.
|363-0389-00L||Technology and Innovation Management||3 credits||2G||S. Brusoni|
|Abstract||This course focuses on the analysis of innovation as a pervasive process that cut across organizational and functional boundaries. It looks at the sources of innovation, at the tools and techniques that organizations deploy to routinely innovate, and the strategic implications of technical change.|
|Objective||This course intends to enable all students to:|
- understand the core concepts necessary to analyze how innovation happens
- master the most common methods and tools organizations deploy to innovate
- develop the ability to critically evaluate the innovation process, and act upon the main obstacles to innovation
|Content||This course looks at technology and innovation management as a process. Continuously, organizations are faced with a fundamental decision: they have to allocate resources between well-known tasks that reliably generate positive results; or explore new ways of doing things, new technologies, products and services. The latter is a high risk choice. Its rewards can be high, but the chances of success are small.|
How do firms organize to take these decisions? What kind of management skills are necessary to take them? What kind of tools and methods are deployed to sustain managerial decision-making in highly volatile environments? These are the central questions on which this course focuses, relying on a combination of lectures, case-based discussion, guest speakers, simulations and group work.
|Lecture notes||Slides will be available on the Moodle page|
|Literature||Readings will be available on the Moodle page|
|Prerequisites / Notice||The course content and methods are designed for students with some background in management and/or economics|
|363-0389-02L||Technology and Innovation Management (Additional Cases) |
Only for Mechanical Engineering BSc.
|1 credit||1U||S. Brusoni|
|Abstract||This module focuses on the topics that lie at the intersection between management and engineering.|
|Objective||Through a project, the students will focus on discussing the business implications of a technology using the tools and theories used in the TIM lecture. This would enable the students to deepen their understanding of managerial issues while focusing on a specific technology. Topics for project work will be proposed in the beginning of the semester|
|Prerequisites / Notice||The lecture 363-0389-00L Technology and Innovation Management needs to be taken in order to participate in this module|
|363-1028-00L||Entrepreneurial Leadership |
Limited number of participants.
Students apply for this course via the official website (https://www.mtec.ethz.ch/studies/special-programmes/els.html)
Once your application is confirmed, registration in myStudies is possible.
|4 credits||3S||C. P. Siegenthaler, P. Baschera, S. Brusoni, G. Grote, V. Hoffmann, T. Netland, G. von Krogh|
|Abstract||This seminar provides master students at MTEC with the challenging opportunity of a real case on strategy, innovation and leadership in close collaboration with the top management of leading Swiss technology company.|
|Objective||In your team, you will work on a specific assignment that flows from the current strategic agenda of the board. While gaining substantial insights into the structure, dynamics and challenges of the industry, you immerse into the business model and strategic landscape of the corporate partner. You visit their headquarter, conduct interviews with members of the management team as well as internal and external experts before you discuss your ideas with top executives. To secure impact, it is key that you formulate your recommendations from a deep understanding of the authentic leadership culture of the corporate partner.|
|Content||In this endeavour you are coached and supported by |
- Gudela Grote, Chair of Work and Organizational Psychology
- Stefano Brusoni, Chair of Technology and Innovation Management
- Claude Siegenthaler, Business School Lausanne / The St.Gallen MBA
- Georg von Krogh, Chair of Strategic Management and Innovation
- Torbjörn Netland, Chair of Production and Operations Management
- Volker Hoffmann, Chair of Technology and Sustainability
- Pius Baschera, former Chair of Entrepreneurship
|Prerequisites / Notice||Please apply for this course via the official website (www.mtec.ethz.ch). Apply no later than August 27. |
The number of participants is limited to 18.
Participants receive a certificate
|363-1065-00L||Design Thinking: Human-Centred Solutions to Real World Challenges |
Due to didactic reasons, the number of participants is limited to 30.
All interested students are invited to apply for this course by sending a by sending a short motivation letter until the 18 of September 2017 to Florian Rittiner (email@example.com).
Additionally please enroll via mystudies. Please note that all students are put on the waiting list and that your current position on the waiting list is irrelevant, as places will be assigned after the first lecture on the basis of your motivation letter and commitment for the class.
|5 credits||5G||A. Cabello Llamas, F. Rittiner, S. Brusoni, C. Hölscher, M. Meboldt|
|Abstract||The goal of this course is to engage students in a multidisciplinary collaboration to tackle real world problems. Following a design thinking approach, students will work in teams to solve a set of design challenges that are organized as a one-week, a three-week, and a final six-week project in collaboration with an external project partner.|
Information and application: http://sparklabs.ch/
|Objective||During the course, students will learn about different design thinking methods and tools. This will enable them to:|
- Generate deep insights through the systematic observation and interaction of key stakeholders (empathy).
- Engage in collaborative ideation with a multidisciplinary team.
- Rapidly prototype and iteratively test ideas and concepts by using various materials and techniques.
|Content||The purpose of this course is to equip the students with methods and tools to tackle a broad range of problems. Following a Design Thinking approach, the students will learn how to observe and interact with key stakeholders in order to develop an in-depth understanding of what is truly important and emotionally meaningful to the people at the center of a problem. Based on these insights, the students ideate on possible solutions and immediately validated them through quick iterations of prototyping and testing using different tools and materials. The students will work in multidisciplinary teams on a set of challenges that are organized as a one-week, a three-week, and a final six-week project with an external project partner. In this course, the students will learn about the different Design Thinking methods and tools that are needed to generate deep insights, to engage in collaborative ideation, rapid prototyping and iterative testing.|
Design Thinking is a deeply human process that taps into the creative abilities we all have, but that get often overlooked by more conventional problem solving practices. It relies on our ability to be intuitive, to recognize patterns, to construct ideas that are emotionally meaningful as well as functional, and to express ourselves through means beyond words or symbols. Design Thinking provides an integrated way by incorporating tools, processes and techniques from design, engineering, the humanities and social sciences to identify, define and address diverse challenges. This integration leads to a highly productive collaboration between different disciplines.
For more information and the application visit: http://sparklabs.ch/
|Prerequisites / Notice||Open mind, ability to manage uncertainty and to work with students from various background. Class attendance and active participation is crucial as much of the learning occurs through the work in teams during class. Therefore, attendance is obligatory for every session. Please also note that the group work outside class is an essential element of this course, so that students must expect an above-average workload.|
Please note that the class is designed for full-time MSc students. Interested MAS students need to send an email to Florian Rittiner (firstname.lastname@example.org) to learn about the requirements of the class.
|364-1013-00L||Managerial Cognition||1 credit||1G||D. Laureiro Martinez, S. Brusoni|
|Abstract||The primary objective of this module is to introduce some of the major theoretical threads and controversies in the field of managerial cognition. A secondary objective is to help|
understand the process of empirical research that has the potential to make an impact on research and management practice.
|Objective||The module will seek to provide:|
1) Exposure to key theoretical streams in the area.
2) Familiarity with the issues, methods, findings and gaps in the area.
3) Skills in finding insight in the literature.
4) Skills in critiquing the literature, defining research problems and proposing empirical
research in this area.
|Content||Session 1 - Introduction to the field of managerial cognition|
Session 2 - Methods to study managerial cognition
Session 3 - Sensemaking, Mindfulness and Attention
|Literature||Session 1: Introduction|
1. March, James G., and Herbert Simon. 1958. Organizations. McGraw-Hill, Ch. 6, Cognitive Limits on Rationality. [CONSTANTIN, SONJA &GEORG]
Short: Cyert, Richard and James G. March. 1963. A Behavioral Theory of the Firm. Prentice-Hall, Ch. 6: A Summary of Basic Concepts, pp. 114-127. [CONSTANTIN, SONJA &GEORG]
2. Walsh, J. P. 1995. Managerial and organizational cognition: Notes from a trip down memory lane. Organization Science, 6 (3): 280-322. [MAREIKE, DENIS & DOMINIC]
3. Gerard P. Hodgkinson and Mark P. Healey. 2008. Cognition in Organizations Annual Review of Psychology Vol. 59 : 387-417 [BARBARA, GENG & FELIX]
4. Maier, G. W., Prange, C., & Von Rosenstiel, L. 2001. Psychological perspectives of organizational learning. In M. Dierkes, S. B. Antal, J. Child, & I. Nonaka (Eds.), Handbook of Organizational Learning and Knowledge: 14-34. Oxford, U.K.: Oxford University Press. [JAN & ECATERINA& ANASTASSJIA]
5. Neale, M. A., Tenbrunsel, A. E., Galvin, T., & Bazerman, M. H. 2006. A decision perspective on organizations: social cognition, behavioral decision theory and the psychological links to micro- and macro-organizational behavior. In S. R. Clegg & C. Hardy & T. B. Lawrence & W. R. Nord (Eds.), The Sage Handbook of Organization Studies, 2nd ed.: 485-519. London: Sage Publications. [ANNEGRET, AMULYA, TOBIAS]
Session 2: Some methods to study managerial cognition
1. Porac, J. F. Thomas, H., Wilson, F., Paton, D., & Kanfer, A. 1995. Rivalry and the Industry Model of Scottish Knitwear Producers. Administrative Science Quarterly, 40: 203-227. [BARBARA, GENG & FELIX]
2. Gioia, D. A. and K. Chittipeddi. 1991. Sensemaking and sensegiving in strategic change initiation, Strategic Management Journal, 12. [ANNEGRET, AMULYA, TOBIAS]
3. Amabile, T. M., Barsade, S. G., & Mueller, J.S. 2005. Affect and Creativity at Work. Administrative Science Quarterly, 50(3): 367-403. [MAREIKE, DENIS & DOMINIC]
6. Busenitz, L.W., Barney, J.W., 1997. Differences between entrepreneurs and managers in large organizations: biases and heuristics in strategic decision-making. Journal of Business Venturing 12 (6), 9-30. [JAN & ECATERINA& ANASTASSJIA]
4. Weick, K. E. & Roberts, K. H. 1993. Collective Mind in Organizations: Heedful Interrelating on Flight Decks. Administrative Science Quarterly, 38: 357-381. [CONSTANTIN, SONJA &GEORG]
Session 3: Sensemaking, Mindfulness and Attention
1. Daft & Weick. 1984. Toward a model of organizations as interpretation systems. Academy of Management Review, 9, 284-295. [MAREIKE, DENIS & DOMINIC]
2. Thomas, J. B., Clark, S. M., & Gioia, D. A. 1993. Strategic Sensemaking and Organizational Performance: Linkages among Scanning, Interpretation, Action and Outcomes. Academy of Management Journal, 36: 239-270. [CONSTANTIN, SONJA &GEORG]
3. Weick, K. E., K. M. Sutcliffe and D. Obstfeld. 2005. Organizing and the process of sensemaking, Organization Science, 16 (4). [ANNEGRET, AMULYA, TOBIAS]
Weick & Sutcliffe. 2006. Mindfulness and the Quality of Organizational Attention. Organization Science July/August 17:514-524 [Suggested but not required. Daniella will discuss it.]
4. Ocasio, W. 1997. Towards an attention-based view of the firm. Strategic Management Journal, 18 summer: 187-206. [JAN & ECATERINA& ANASTASSJIA]
5. Hoffman, A. J. & Ocasio, W. 2001. Not all events are attended equally: Toward a middle-range theory of industry attention of external events. Organization Science, 12 (4): 414-434. [BARBARA, GENG & FELIX]
Gavetti, G., D. Levinthal, and W. Ocasio. 2007. Neo-Carnegie: The Carnegie School's Past, Present, and Reconstructing for the Future. Organization Science 18:523-36. [Suggested but not required. Daniella will discuss it.]
|Prerequisites / Notice||The module consists only of three (3) sessions. Active participation during each full session is critical for achieving the course objectives.|
Attendance is therefore compulsory and there are no exceptions. If you can not join on one of the dates, please refrain from enrolling the course.
Assignments: At the beginning of each session, students must distribute copies of their critique of the assigned reading (please see your names at the end of each reference). The critique should be brief, extending to a maximum of one printed page. The critique is meant to serve as a starting point for the student to lead the class in a discussion of the strengths and weaknesses of the paper. For each session, students should emphasize the following topics in their critique:
summarize the research problem or question
summarize the central framework/ theory that is proposed
list the strengths of the paper (you can use bulletpoints)
list the weaknesses of the paper (you can use bulletpoints)
Same as for session 1 with particular emphasis on the pros and cons of the method used
Propose at least one alternative methodology and explain why you think the alternative method(s)would have been better suited
three bullet points summarizing the paper strengths
three bullet points summarizing the paper weaknesses
prepare a one-page research idea: what would be a new research question? how would you extend the paper? what could be counterintuitive results?
|364-1013-01L||Organizations and Technical Change||1 credit||1G||S. Brusoni|
|Abstract||This 1-credit module is designed to introduce students to selected topics focused on the relationship between technical change and organizational dynamics.|
|Objective||The objectives of this module are: |
1) to provide students with a relatively detailed understanding of some of the major theoretical perspectives and their developments in the field of innovation and technical change
2) to illustrate how these perspectives have evolved
3) to discuss how they can be operationalized
4) and, on these bases, develop the ability of constructively criticising them in order to learn how 'to build upon and extend' extant research in the field
|Content||Session 1. Technology rules. Once upon a time, people believed that technology determines organization. What techniques we use explain how we organize around them. If there is no fit to the technique, then there is failure. Powerful, simple, predictive, engineer-friendly. Occasionally correct, too. |
Session 2. Never Mind the Bollocks ... Once upon a time, people believed that technologies were fully malleable to social dynamics. Marxists, social constructivists and management gurus (still) share great optimism in the human ability of solving technical problems, once the right organizational processes are in place. Revolutionary, ambitious, path-breaking. Occasionally buffling, though.
Session 3. It takes two to tango: Technological and organizational dynamics. And last, the big compromise, or the balance finally found? It is not white. It is not black. But it is not grey either. Pragmatic, practical, progressive. Relevant? Actionable?
1. Henderson, R. M. and K. B. Clark (1990), Architectural Innovation: the reconfiguration of existing product technologies and the failure of established firms, Administrative Science Quarterly, 35: 9-30.
2. Dosi G. (1982). Technological paradigms and technological trajectories: A suggested interpretation of the determinants and directions of technical change. Research Policy. 11 (3): 147-162.
3. Baldwin C. and K. Clark. 2006 The Architecture of Participation: Does Code Architecture Mitigate Free Riding in the Open Source Development Model? Management Science 52 (7): 1116-1127
4. Von Hippel, E. (1990) Task Partitioning: An Innovation Process Variable, Research Policy 19, 407-418.
5. Brusoni, S., Prencipe A. and K. Pavitt (2001) Knowledge Specialisation, Organizational Coupling and the Boundaries of the Firm: Why Firms Know More Than They Make?, Administrative Science Quarterly, 46 (4): 597-621.
6. Pavitt K. (1984). Sectoral patterns of technical change: towards a taxonomy and a theory. Research policy 13 (6): 343-374
Session 2. Never Mind the Bollocks: organizations rule.
1. Marglin 1974. What do bosses do? The origins and function of hierarchy in capitalist production. Review of Radical Political Economics. 6 (2): 60-112
2. Sewell Jr, William H. "A theory of structure: Duality, agency, and transformation." American journal of sociology (1992): 1-29.
3. Barley, S.R. (1986). Technology as an Occasion for Structuring: Evidence from Observation of CT Scanners and the Social Order of Radiology Departments. Administrative Science Quarterly, 31: 78-108.
4. Hargadon A. and R. Sutton (1997), Technology Brokering and Innovation in a Product Development Firm, Administrative Science Quarterly, 42 (4): 716-749.
5. Garud R and M A Rappa (1994) A Socio-Cognitive Model of Technology Evolution: The Case of Cochlear Implants. Organization Science. 5 (3): 344-362
6. Tripsas, M., and G. Gavetti 2000. Capabilities, cognition and inertia: Evidence from digital imagining. Strategic Management Journal, 21: 1147-1161.
Session 3. It takes two to tango: technological and organizational dynamics
1. Adler, P. S., and B. Borys (1996) Two types of bureaucracy: Enabling and coercive. Administrative Science Quarterly, 41: 61-89.
2. Kaplan S (2008) "Framing Contests: Making Strategy Under Uncertainty," Organization Science. 19 (5): 729-752.
3. Feldman M. (2000) Organizational routines as a source of continuous change. Organization Science, 11: 611-629..
4. Gilbert CG. (2005) Unbundling the Structure of Inertia: Resources vs. Routine Rigidity. Academy of Management Journal, 48: 741-763
5. Hutchins, E. 1991. Organizing work by adaptation. Organization Science, 2: 14-39.
6. Edmondson, A. C., R. M. Bohmer and G. P. Pisano 2001 Disrupted routines: Team learning and new technology implementation in hospitals. Administrative Science Quarterly, 46: 685-716.
|Prerequisites / Notice||For each session, students will have two assignments: 1) prepare a summary and critique of at least one of the readings for the day; 2) come prepared to critically discuss all the readings for the day. For the critique, readings will be preassigned in advance of each sessions (two weeks prior to the beginning of the course). |
Further info on assignments will be circulated by email before the start of the course.
|364-1064-00L||Inagural Seminar - Doctoral Retreat |
Pre-registration upon invitation required.
Once your pre-registration has been confirmed, a registration in myStudies is possible.
|1 credit||1S||F. von Wangenheim, S. Brusoni, B. Clarysse, T. Netland, J. Reuer, P. Schmid|
|Abstract||This course is geared towards first and second-year doctoral candidates of MTEC. It is held as in a workshop style. Students attending this seminar will benefit from interdisciplinary discussions and insights into current and future work in business and economics research.|
|Objective||The purpose of this course is to|
- introduce doctoral candidates to the world of economics, management and systems research at MTEC
- make doctoral candidates aware of silo-thinking in the specific sub-disciplines and encourage them to go beyond those silos
- discuss current issues with regard to substantive, methodological and theoretical domains of research in the respective fields
|368-0100-00L||Strategic Decision Making and Negotiations |
Only for MBA in Supply Chain Management.
|2 credits||2G||S. Brusoni|
|Abstract||Strategic decision making will be defined together with the latest scientific findings in cognitive behavior. The IDEO design thinking process demonstrates key aspects of cognitive function for a strategic purpose.|
Negotiation theory and negotiation training.
|Objective||Define exploration and exploitation concepts. Differentiate their meanings at different levels of analysis. Relate cognitive abilities to strategic decision-making. Gain awareness of one’s own cognitive abilities and devise a development plan.|
Practice and improve negotiation skills. Distinguish between interest/positional negotiations and conflict management.
|368-0103-00L||Innovation Management |
Only for MBA in Supply Chain Management.
|2 credits||2G||S. Brusoni|
|Abstract||In the pursuit of growth, innovation offers an alternative to cost-cutting. There are modern tools which can be managed to drive focused innovation, but managers will need to create entrepreneurial resources to capitalize on changes.|
|Objective||Gain hands-on experience with a set of modern innovation tools. Learn from the experience of companies who have attempted innovation. Understand the critical success factors for innovation.|
|701-0901-00L||ETH Week 2017: Manufacturing the Future |
All ETH Bachelor¿s, Master¿s and exchange students can take part in the ETH week. No prior knowledge is required
|1 credit||3S||R. Knutti, C. Bratrich, S. Brusoni, I. Burgert, A. Cabello Llamas, F. Gramazio, G. Grote, A. Krause, M. Meboldt, A. R. Studart, A. Vaterlaus|
|Abstract||The ETH Week is an innovative one-week course designed to foster critical thinking and creative learning. Students from all departments as well as professors and external experts will work together in interdisciplinary teams. They will develop interventions that could play a role in solving some of our most pressing global challenges. In 2017, ETH Week will focus on the topic of manufacturing.|
|Objective||- Domain specific knowledge: Students have immersed knowledge about a certain complex, societal topic which will be selected every year. They understand the complex system context of the current topic, by comprehending its scientific, technical, political, social, ecological and economic perspectives.|
- Analytical skills: The ETH Week participants are able to structure complex problems systematically using selected methods. They are able to acquire further knowledge and to critically analyze the knowledge in interdisciplinary groups and with experts and the help of team tutors.
- Design skills: The students are able to use their knowledge and skills to develop concrete approaches for problem solving and decision making to a selected problem statement, critically reflect these approaches, assess their feasibility, to transfer them into a concrete form (physical model, prototypes, strategy paper, etc.) and to present this work in a creative way (role-plays, videos, exhibitions, etc.).
- Self-competence: The students are able to plan their work effectively, efficiently and autonomously. By considering approaches from different disciplines they are able to make a judgment and form a personal opinion. In exchange with non-academic partners from business, politics, administration, nongovernmental organizations and media they are able to communicate appropriately, present their results professionally and creatively and convince a critical audience.
- Social competence: The students are able to work in multidisciplinary teams, i.e. they can reflect critically their own discipline, debate with students from other disciplines and experts in a critical-constructive and respectful way and can relate their own positions to different intellectual approaches. They can assess how far they are able to actively make a contribution to society by using their personal and professional talents and skills and as "Change Agents".
|Content||The week is mainly about problem solving and design thinking applied to the complex manufacturing world. During ETH Week students will have the opportunity to work in small interdisciplinary groups, allowing them to critically analyze both their own approaches and those of other disciplines, and to integrate these into their work. |
While deepening their knowledge about how manufacturing works, students will be introduced to various methods and tools for generating creative ideas and understand how different people are affected by each part of the system. In addition to lectures and literature, students will acquire knowledge via excursions into the real world, empirical observations, and conversations with researchers and experts.
A key attribute of the ETH Week is that students are expected to find their own problem, rather than just solve the problem that has been handed to them.
Therefore, the first three days of the week will concentrate on identifying a problem the individual teams will work on, while the last two days are focused on generating solutions and communicating the team's ideas.
|Prerequisites / Notice||No prerequisites. Program is open to Bachelor and Masters from all ETH Departments. All students must apply through a competitive application process at www.ethz.ch/ethweek. Participation is subject to successful selection through this competitive process.|
|869-0102-00L||Design Thinking: A Human-Centered Approach to Problem-Solving |
Number of participants limited to10.
Only for MAS in Science, Technology and Policy and Science, Technology and Policy MSc.
|2 credits||1G||S. Brusoni, A. Repetti|
|Abstract||The purpose of this course is to equip the students with methods and tools to tackle a broad range of problems. Following a Design Thinking approach, the students will learn how to observe and interact with key stakeholders in order to develop an in-depth understanding of what is truly important and emotionally meaningful to the people at the center of a problem. Based on these insights, the stude|
|Objective||Design Thinking is a deeply human process that taps into the creative abilities we all have, but that gets often overlooked by more conventional problem-solving practices. By incorporating tools, processes and techniques from design, engineering, the humanities and social sciences, this course further trains participants to create a mindset and encourage an innovative culture within their organization.|
Participants are expected to discover, explore and share valuable skills outside their expertise through agile and collaborative teamwork and hands-on exercises. During the entire process, they will be supported through team skill-building exercises, short theoretical presentations and experienced coaching.
|Content||This two-full-day seminar will consist of four phases; each of them designed to cover different areas. During the empathy phase, participants will dive into the topic and start collecting insights through interviews and observations. These will be unpacked during the define phase, which will culminate into the framing of a human-centered, insight-driven problem statement. This point of view is the focus of the next ideation phase, when students, divided into teams,|
will explore the solution space and select multiple ideas that will be successively tested during the prototyping phase.