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Innovation as a driver of turnaround
level of course unit
3rd semester Master: 1st Study cycleLearning outcomes of course unit
The students:
• know the different options of innovation and how these can be used in the context of a turnaround
• know the hurdles in implementing innovation in turnaround situations
• know how digitalization can be used in innovation in turnaround situations
• know the different options of innovation and how these can be used in the context of a turnaround
• know the hurdles in implementing innovation in turnaround situations
• know how digitalization can be used in innovation in turnaround situations
prerequisites and co-requisites
3rd semester Master: no details
course contents
I. Basics
• Definition of innovation and turnaround
• Current state of research of innovation in turnaround management
• Hurdles of innovation in turnaround situations (thread-rigidity theory vs. innovation theory)
II. Sources of innovation
• Product innovation in turnaround management
• Process innovation in turnaround management
• Marketing innovation in turnaround management
• Organizational innovation in turnaround management
III. Strategy and innovation in turnaround
• Innovation strategies in turnaround management
• Success of innovation in turnaround situations
• Definition of innovation and turnaround
• Current state of research of innovation in turnaround management
• Hurdles of innovation in turnaround situations (thread-rigidity theory vs. innovation theory)
II. Sources of innovation
• Product innovation in turnaround management
• Process innovation in turnaround management
• Marketing innovation in turnaround management
• Organizational innovation in turnaround management
III. Strategy and innovation in turnaround
• Innovation strategies in turnaround management
• Success of innovation in turnaround situations
recommended or required reading
Behringer, S. (2017) Unternehmenssanierung: Ursachen - Krisenfrüherkennung - Management, Wiesbaden.
Evertz, D. & Krystek, U. (2014) Unternehmen erfolgreich restrukturieren und sanieren: Herausforderungen und Lösungsansätze für den Turnaround, Stuttgar.
Exler, M. W. & Situm, M. (2019) (Hrsg.). Restrukturierungs- und Turnaround-Management: Strategien, Erfolgsfaktoren und Best Practice für die Transformation, Berlin.
Fuchs, C. & Golenhofer, F. (2018) Mastering disruption and innovation in product management: Connecting the dots, Cham.
Goffin, K. & Mitchell, R. (2016) Innovation management: Effective strategy and implementation, London.
Kreutzer, R. T. T., Neugebauer, T. & Pattloch, A. (2016) Digital business innovation: Digitale Transformation - Geschäftsmodell - Innovation - agile Organisation - Change Management, Wiesbaden.
Schallmo, D. (2015) Bestehende Ansätze zu Business Model Innovationen: Analyse und Vergleich der Geschäftsmodelle, Wiesbaden.
Tilley, A. (2019) Turnaround management: Unlocking and preserving value in distressed businesses, Surrey.
Evertz, D. & Krystek, U. (2014) Unternehmen erfolgreich restrukturieren und sanieren: Herausforderungen und Lösungsansätze für den Turnaround, Stuttgar.
Exler, M. W. & Situm, M. (2019) (Hrsg.). Restrukturierungs- und Turnaround-Management: Strategien, Erfolgsfaktoren und Best Practice für die Transformation, Berlin.
Fuchs, C. & Golenhofer, F. (2018) Mastering disruption and innovation in product management: Connecting the dots, Cham.
Goffin, K. & Mitchell, R. (2016) Innovation management: Effective strategy and implementation, London.
Kreutzer, R. T. T., Neugebauer, T. & Pattloch, A. (2016) Digital business innovation: Digitale Transformation - Geschäftsmodell - Innovation - agile Organisation - Change Management, Wiesbaden.
Schallmo, D. (2015) Bestehende Ansätze zu Business Model Innovationen: Analyse und Vergleich der Geschäftsmodelle, Wiesbaden.
Tilley, A. (2019) Turnaround management: Unlocking and preserving value in distressed businesses, Surrey.
assessment methods and criteria
• Seminar thesis
language of instruction
Germannumber of ECTS credits allocated
1eLearning quota in percent
0course-hours-per-week (chw)
1planned learning activities and teaching methods
• The course, which is mostly dialog-oriented, usually consists of the triad of practical relevance, academic structuring, and the independent development of integrative case studies from immediate professional and consulting practice.
