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Digital Business (19CBA11011)

General information

Type:

 OP

Curs:

 1

Period:

 S semester

ECTS Credits:

 3 ECTS

Teaching Staff:

Group Teacher Department Language
Jordi Escalé Castelló Operaciones, Innovación y Data Sciences ENG

Workload distribution

Each sesion to prepare (120m aprox.)
Term paper (10-20H)

COURSE CONTRIBUTION TO PROGRAM

This course focuses on understanding the impact of new technologies on business, help students to identify business models and revenue sources. The course is designed to equip the leaders of tomorrow with the skill set to manage and lead a successful organisations in the digital age, helping individuals to identify the key elements of how to deliver digital success within their business.

Course Learning Objectives

1 understand the definition of digital business, the future of commerce and its impact on management

2 interpret how a combination of industry, technology, competitive and regulatory forces create the basis for new business models.

3 be familiar with the digital transformation and should be able to analyze, plan and implement digital strategies and tactics understand and apply some major concepts of the new economy.

4 discuss new driving forces, artificial intelligence, robotics, analytics & big-data mobile, cloud, social, IoT, 3D printing and should be able to anticipate future digital trends.

CONTENT

1. UNDERSTANDING THE DIGITAL FRAMEWORK

2. BUSINESS MODELS

3. DIGITAL STRATEGY

4. DIGITAL IN ACTION

Relation between Activities and Contents

1 2 3 4
Class Participation & Guest Speaker Presentation Analysis        
Case discussions        
Term Paper Project        

Methodology

To achieve the objectives, the course is designed to give students an understanding of the issues associated with conducting a digital business, in both theoretical and applied ways through case studies, in-class discussions, lectures, guest speakers and a group term paper project.
Case Studies. Generally, half of the sessions will be devoted to the analysis and discussion of cases. The case method is one of the most effective pedagogical tools to sharpen your analytical and decision-making skills, as it requires you to be an active participant in decisions. Cases intend to give you practice in assembling data, supporting and discussing decisions. Moreover, the case method provides a vehicle by which to apply theories, concepts, and frameworks that we discuss in class or which you find in the assigned readings. Finally, the discussion constitutes an opportunity to defend your position and to learn from others, by listening to their comments and criticisms. Everything on a "safe environment?, where there are low risks when mistakes are made. Classrooms are our training environments to prepare you for business challenges.
Lecture/Discussion. Half of the sessions follows a lecture/discussion format. These sessions are devoted to presentation and discussion of frameworks, concepts and theories that are useful for digital practice. In general, these lectures are strongly linked to what we have discussed previously during case analyses.

The lecture/discussion sessions are often accompanied by assigned readings, which may be articles or class notes. During these sessions I do not ?explain' the readings, therefore sessions do not substitute your reading or vice versa. In general, students' participation in these sessions is not as deep as in the case discussions. However, I do expect that you debate some of the ideas and contribute with your experiences. I also expect from you that you read and study the assigned material prior to class, as this accelerates the pace of the session and make discussions richer. Guest professors or experts might also be invited to these sessions. Sometimes is good to learn from experts' experiences.

What do I expect from you in class

This is a discussion course, so I encourage your active participation. Sharing your experience with the group will enrich all the participants and make the sessions more dynamic.

Laptop/tablets policy. You are not supposed to use your laptop/tablets during case discussions. You have to be 100% focused in the discussions. You may use your laptops/tablets on the lectures/discussion sessions ONLY for academic use emailing, facebooking, tweeting, chatting, skyping, internet surfing, etc. should NOT be done during classes. Doing these would penalize strongly your grade on class participation.

TA's and myself will be available for group or individual tutorials during the course. If needed, feel free to contact us by email to schedule an appointment.
A learning area will be available in the Intranet. There, you would find instructions for the sessions, communications, bibliography, etc. Please look at it a couple of times a week. Slides of the sessions will also be posted here.

ASSESSMENT

ASSESSMENT BREAKDOWN

Description %
Class Participation & Guest Speaker Presentation Analysis 20
Case discussions 30
Term Paper Project 50

Assessment criteria

- 20% Class Participation & Guest Speaker Presentation Analysis
- 30% Case discussions
- 50% Term Paper Project

Case write-ups:
As a preparation for each case discussion you should read and prepare individually the case. Then you could discuss questions with your classmates, but answer them on a individual-report. Don't restate data from the case (we are already familiar with them). Your analyses should be tightly argued. Each student should deliver a report of no more than 2-3 pages long, 12-point type.

IMPORTANT: Cases assigned for each session should be delivered through Moodle, before the class discussion begins.

This course follows strictly ESADE's code of Honour. If you read or use case solutions from previous years, it would not only harm your learning process but would be considered as a serious violation of the Honour Code and will carry the corresponding disciplinary measures (among them: course failure). The same would happen if you know that someone has done it and you don't inform us. All submissions go through a process of plagiarism detection.

Class participation:
Grading class participation is necessarily subjective. However, I try to make it as "objective as possible?. Some of the criteria for evaluating effective class participation include:

1 Is the participant prepared? Do comments show evidence of analysis of the case? Do comments add to our understanding of the situation? Does the participant go beyond simple repetition of case facts without analysis and conclusions? Do comments show an understanding of theories, concepts, and analytical devices presented in class lectures or reading materials?

2 Is the participant a good listener? Are the points made relevant to the discussion? Are they linked to the comments of others? Is the participant willing to interact with other class members?

3 Is the participant an effective communicator? Are concepts presented in a concise and convincing way?

Term paper :

Subject: Analysis of digital business topics or company proposal. Students will work in groups of 4 people, preparing a paper and presenting conclusions in class.

Objective : Working on this assignment will familiarse you with digital business issues and their implications. Not only should you consider the repercussions of digital business in terms of what they mean today but in terms of what they are likely to mean in the future.

Bibliography

Jordi Escale is an executive partner with more than 25 years of experience in IT, strategic marketing, CEO and corporate management positions. Mr. Escale has focused on providing CxOs and senior IT executives with strategic research, coaching and advisory services through Gartner Executive Programs to deliver business value and great results.
Jordi Escalé wants to be defined as transformational leader. He has an inspiring and charismatic leadership with a broad knowledge about business strategy. Having this strong business orientation with great energy level, Jordi creates the atmosphere that allows people & organizations growth.

Jordi has a Bachelor's Degree and Master in Business Administration M.B.A. in ESADE and a General Manager Program in IESE.

First web in ESADE and first database website in Spain were made by Jordi in 1994. He joined Telefonica by taking the eCommerce & eBusiness Managing position in Terra and driving new opportunities of business focused on growth and profitability and managing the whole product development cycle. Payment platforms, shopping malls, FCBarcelona and Real Madrid websites. Strategic Marketing in Telefonica and Marketing & Innovation in Infojobs accelerates his capabilities to discover the business value of ICT.

Jordi has been the leader of the Centre de Telecomunicacions i Tecnologies de la Informació (CTTI), the company in charge of managing and providing all Information Technology and Telecomunicacions services for the Catalonian Government. Being CIO of Government of Catalunya he achieves outstanding results in efficiency, transformation of ICT services and promoting the ICT sector working with the Government in this project.

Intellectually stimulated and passionate for sharing knowledge he is professor in ESADE since 1995.

Timetable and sections

Group Teacher Department
Jordi Escalé Castelló Operaciones, Innovación y Data Sciences

Timetable