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MSc in Management of Bioeconomy, Innovation and Governance (BIG) Programme Structure and Features For informal questions about the programme and career ambitions, please contact the Programme Directors: Dr James Mittra and Dr Alessandro Rosiello t: +44 (0) 131 650 9113 e: mscbig@ed.ac.uk

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Programme Structure and Features The Masters in Management of Bioeconomy, Innovation and Governance (MSc BIG) aims to provide students with the knowledge and skills necessary to be work-ready and competitive in the growing bioeconomy. The programme concentrates on delivering practice-oriented, but theoretically grounded, course content that focuses on bringing students up to date with current life science and biotechnology. Students will be introduced to state-of-the-art research on innovation systems and science and technology policy, regulation and governance, knowledge management and intellectual property. The MSc BIG Programme will be organised into 10 and 20 credit courses. Students will take five core courses plus one or two optional courses and be required to write a 15,000 word dissertation. Required Courses (160 Credits)

Code Course Name Credits

PGSP11333 Foundations of the Bioeconomy (FoB) 20

PGSP11331 Biobusiness (BB) 20

PGSP11330 Current Trends in Life Science Innovation I (CTLSI-I) 10

PGSP11332 Current Trends in Life Science Innovation II (CTLSI-II) 10

PGSP11334 Innovation Systems: Theory and Practice I (ISTP-I) 10

PGSP11335 Innovation Systems: Theory and Practice II (ISTP-II) 10

PGSP11336 Risk, Regulation and Governance I (RRG-I) 10

PGSP11337 Risk, Regulation and Governance II (RRG-II) 10

PGSP11338 Dissertation (MSc BIG) 60

Optional Courses (20 Credits)

Code Course Name Credits

PGSP11352 Science, Knowledge and Expertise 20

PGSP11353 Understanding Technology 20

BUST11169 Management of R&D and Product Innovation 20

BUST11028 The Management of Technology 10

RCSS11001 Social Dimensions of Systems and Synthetic Biology 20

SCSU11007 Supervised Reading in Science and Technology Studies 20

SCSU11006 Supervised Reading in Science and Technology Studies 10

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Timetable

Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug

Foundations of the Bioeconomy (20cr) Bio-Business (20cr)

Current Trends in Life Science Innovation I (10cr)

Current Trends in Life Science Innovation II

(10cr)

Innovation Systems Theory & Practice I (10cr)

offered on

Innovation Systems Theory & Practice II (10cr)

offered on alternating weeks

Risk, Regulation & Governance I (10cr)

alternating weeks

Risk, Regulation & Governance II (10cr)

One 20 Credit Option in S1 or S2 or

two 10 Credit Options in S1 / S2

Dissertation (60cr)

Teaching and Learning Methods and Strategies The MSc BIG programme draws upon current, real life case studies and the latest research findings. Experiential rather than rote learning is encouraged, and is accomplished through: Problem-based group work activities; presentations; interactive seminars; and conventional lectures. The programme also includes high-profile guest lectures to ensure the latest thinking from key opinion leaders is provided. Facilities include seminar rooms with Smart boards and Internet access, the University’s library systems. In the second semester the University hosts an Innovative learning week during which students can take part of optional opportunities to engage with other programmes and pedagogy.

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Course Descriptions PGSP11333 Foundations of the Bioeconomy (FoB) Number of Credits: 20 Semester: S1 Optional or Core: Core to the MSc BIG Programme; optional otherwise. Prerequisite: There is no prerequisite for this course.

1. Introduction and Rationale The sectors of the economy that are based on bioscience and biotechnology innovation comprise the bio-based economy or ‘bioeconomy. The bioeconomy can be defined in terms of its scientific and technological base, and can include industrial production of goods and provision of various services. In these terms, the bioeconomy includes agriculture, health and environmental bioscience, biotechnology applications in the same fields and all of the related science like informatics in research or GIS supported remote sensing in precision agriculture.

Bioeconomy also refers to a set of concepts, and sometimes aspirations, about the way that the economy should be organized. In this respect, the bioeconomy links to various systems perspectives about innovation, but ones that have overtones of ecosystems thinking. Bioeconomy in this respect looks at the entire framework of using natural resources more wisely and efficiently, working with rather than against natural systems to achieve social goals, understanding human biology through genomics and genetics and drawing implications for health prevention and treatment of disease, and other aspirations with respect to the creation of products and services and the management of externalities including the potential for zero-waste society. As a result, the bioeconomy often makes use of lifecycle approaches to systems of innovation as well as how economies are developed and directed.

Generally the bioeconomy is considered a growth economy, subject to what is included in the calculation. The Organization for Economic Cooperation and Development (OECD) attributes nearly 6% of the EU GDP to the bioeconomy, and in 2009 the European Commission reported the European bioeconomy was worth in excess of €2 trillion and accounted for 20 million jobs. High-value eco-innovations account for roughly half of the bioeconomy’s contribution to GDP, and contribute approximately a quarter of the bioeconomy labour force. Growth in eco-innovation, particularly in value-added primary production, biofuels and marine resource ‘blue-biotechnologies,’ are expected to continue an impressive 10 percent per annum growth.

2. Aims and Scope The aim of this course is to familiarize students to different facets of the bioeconomy. These include the origins of the bioeconomy the different scientific and technological determinants of the contemporary bioeconomy, the status of the sometimes lauded, sometimes decried biotechnology revolution, the sustainability paradigms that are associated with the bioeconomy, the growth of biobusiness, and the economic impact on countries and regions. The foundations of the bioeconomy will also include the role of citizens as co-creators of social innovation, and the geography of innovation and human resources.

3. Learning Outcomes By the end of the course students will have:

• Knowledge and understanding of key definitions and theories about what the bioeconomy means, and where it came from in terms of its being viewed as the ‘sixth wave of innovation.’

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• An extensive, detailed and critical knowledge and understanding of the major segments of bioscience and biotechnology innovation that make up the bioeconomy.

• A critical awareness of the conceptual underpinnings of the bioeconomy with respect to other areas of theory and knowledge including systems thinking, innovations systems and ecology.

• The ability to use their knowledge and understanding to identify and major socio-economic trends including greening of the economy, green washing, skills shortages, brain recirculation.

• The skills to identify and analyse the size and contribution of the bioeconomy to the European Economic Area, and an awareness of competitor regions and countries.

4. Course Delivery, Learning Resources and Assessment This 20 credit course will be delivered through a 10 week lecture and seminar discussion format. The weekly two-hour sessions will typically consist of a short lecture (introducing the key themes of the week’s topic and the core readings provided), followed by an hour and a quarter of classroom discussion, student-led presentations, and case study work. Each week’s class will typically cover conceptual, theoretical and empirical material related to the topic, and substantive use will be made of case-study material emerging from recent research findings of the teaching staff. Assessment will consist of a shorter written assignment and a final essay of 4000 words on a topic to be agreed between the student and the course convener. 5. Indicative Readings Albrecht, J. et.al. 2010. The Knowledge Based Bio-Economy (KBBE) in Europe: Achievements and Challenges. BECOTEPS. (2011). The European Bioeconomy in 2030: Delivering Sustainable Growth by Addressing the Grand Societal Challenges. Carlson, R. 2007. Laying the foundations for a bio-economy. Systems and Synthetic Biology. Lynd, L.R. et al. 2011. A global conversation about energy from biomass: the continental conventions of the global sustainable bioenergy project. Interface Focus 10:1-9. Phillips, W.B. 2007. Governing Transformative Technological Innovation: Who’s in Charge? Oxford: Edward Elgar. Sheppard, A.W., I. Gillespie, M. Hirsch and C. Begley. 2011. Biosecurity and sustainability within the growing global bioeconomy. Current Opinion in Environmental Sustainability. 3:4-10

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PGSP11331 Biobusiness (BB) Number of Credits: 20 Semester: S2 Optional or Core: Core to the MSc BIG Programme; optional otherwise. Prerequisite: There is no prerequisite for this course.

1. Introduction and Rationale A number of regions across the world are considered to be at the forefront of life science research. When it comes to the commercial exploitation of bioscience and biotechnology, however, the results are often disappointing. Often the approach adopted consists of attempts to turn scientists into entrepreneurs by providing them with basic training in business, (planning, small business finance and patent/licensing strategy) and showing them how these can be used in combination with their scientific skills. While teaching scientists how to exploit commercial opportunities constitutes a legitimate motivation for business training, the ambition and target audience of this course are much wider. Turning science into innovative products and services requires not only basic training in business but also a more fundamental understanding of how scientific advances contribute to, and influence, industrial structures, innovation, and the dynamics of collaboration and competition at the level of the single industrial sector. Furthermore, in the context of the bioeconomy, innovation processes interact with, and can be shaped by, existing and evolving institutions and social attitudes and perceptions. Finally, this point of view is required not only by scientists, but also by a wider group of professionals working for government, industry and public research organisations. This course is designed to provide students with a comprehensive overview of and the ability to assess how innovation in the life sciences is changing production methods, industrial structures, market dynamics and strategic decision making. To fully grasp these issues inevitably involves tackling the complex ethical and legal issues that individuals and society face as a result of these changes.

2. Aims and Scope The course aims to attract students, scientists and professionals from a wide range of disciplines (biology, management, humanities and social sciences, engineering, healthcare, chemistry, neuroscience, pharmacology) and backgrounds (academia, health services administration, government and business). It will investigate the systemic character of discoveries in the life sciences, developments in medical and information technology, advances in areas such as agro-bio, bio-fuels and bio-materials, and how these changes are reshaping the bioeconomy critical fields such as healthcare, agriculture and ‘green economy’. Emphasis will be placed on the analysis of specific contemporary matters such as structural change in pharmaceutical drug R&D, the emergence of new methods of knowledge translation in the medical arena, and the variety of ways in which risk capital supports bio-related innovation.

3. Learning Outcomes By the end of this course, students will have a critical understanding of policy, economic and social issues shaping innovation in the life sciences and hence reshaping a number of industrial sectors. They will learn some fundamental tools of business analysis in the context of a systemic approach that integrates the operation of the firm itself with the enabling and constraining policy and social factors that are key to determining technology outcomes. Using these tools, students will develop their ability to analyse industrial trends, examine competitive and collaborative strategies, compare business development trajectories, and assess human resource management techniques. In

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particular, the biobusiness course will focus on the Innogen approach to value system analysis will provide an over-arching interdisciplinary integrative approach to management of the complexities of life science innovation in areas such as healthcare, agriculture and bio-energy.

By the end of the course students will:

• Be able to demonstrate knowledge and understanding of Industry/Product life cycle analysis. Students will develop a critical understanding of the theories and concepts about the different phases through which an industry normally evolves and how production and commercial strategy can be organised to meet the competitive challenges posed by each phase.

• Have the skills to apply a range of techniques for the analysis of small business finance, including the application of different funding models will be analysed in the context of various sub-sectors of the bioeconomy.

• Possess extensive, detailed and critical knowledge of different business development methods in the context of various sub-sectors of the bioeconomy. This will involves developing awareness of the strategic motives behind the adoption of alternative techno-scientific trajectories (e.g. manufacturing drugs using traditional biology vs. synthetic platforms) and effect of such decision on the strategy of a specific firm and dynamics of an entire sector.

• Assess complex issues associated with maximising private profit in conjunction with social benefits involving different forms of collaboration that transcend arm-length market transactions (including various forms of public-private partnerships, hybrid models of knowledge translation, and various types of strategic alliance).

• Be effective communicators about critical aspects of strategic management in sectors characterised by complex ethical and legal issues of which there are many in the bioeconomy, if not in all sectors.

• Plan and execute a strategic analysis of options for open innovation examined from the alternative perspectives of open source, open innovation, knowledge markets, and closed approaches to intellectual property and knowledge management. These will be understood in terms of the need for firms to make strategic decisions involving internal and external sources of knowledge to advance a firm’s technological capacity.

• Be able to use special knowledge and skills related to human capital management, and knowledge workers, including how organisations translate human capital into intellectual capital, recognise their firms’ competence base and organisational capacity, and integrate these factors into a strategy for marketable products and services.

4. Course Delivery, Learning Resources and Assessment This 20 credit course will be delivered through a 10 week lecture and seminar discussion format. The weekly two-hour sessions will typically consist of a short lecture (introducing the key themes of the week’s topic and the core readings provided), followed by an hour and a quarter of classroom discussion, student-led presentations, and case study work. Each week’s class will typically cover conceptual, theoretical and empirical material related to the topic, and substantive use will be made of case-study material emerging from recent research findings of the teaching staff. Assessment will consist of a shorter written assignment and a final essay of 4000 words on a topic to be agreed between the student and the course convener.

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5. Indicative Readings Chataway J and Wield D (2006), ‘The Governance of Agro- and Pharmaceutical Biotechnology Innovation: Public Policy and Industrial Strategy, Technology Analysis & Strategic Management, 18 (2), 169–185. DiMasi J.A, Hansen R.W and Grabowski H.G, 2003, The Price of Innovation: New Estimates of Drug Development Costs, Journal of Health Economics, 22, 151-185. Mittra J and Tait J (2010) From maturity to value-added innovation: lessons from the pharmaceutical and agro-biotechnology industries, Trends in Biotechnology, 29(3), 105-109. Pisano G. P., 2006, The Science Business: The Promise, the Reality, and the Future of Biotech, Boston, MA: Harvard Business School Press. Rosiello A, and Parris S (2009) ‘The patterns of venture capital investment in the UK bio-healthcare sector: the role of proximity, cumulative learning and specialisation”, Venture Capital, an International Journal in Entrepreneurial Finance, Volume 11, Issue 3, 185-212.

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PGSP11330 Current Trends in Life Science Innovation I (CTLSI-I) Number of Credits: 10 Semester: S1 Optional or Core: Core to the MSc BIG Programme; optional otherwise. Prerequisite: There is no prerequisite for this course.

1. Introduction and Rationale In the realm of information and communication technology (ICT), Moore’s law describes the doubling of the number of transistors that can be placed on a standard integrated microchip. The law is really an inductive generalisation, but the context of science and technology innovation, the linearity of this projection is remarkable but is a consistent. Moore stated it in the 1970s on the basis of the preceding two decades, and it has held true for the last four decades. Moore’s law does not exist in biotechnology innovation, mostly because successive waves of biotechnology innovation do not displace previous versions with the same finality, as do innovations in the ICT world. Instead, the process of life science innovation tends to be more incremental and cumulative. Were there a Moore’s law in bioscience and biotechnology, it would state that a doubling of depth and breadth in life science innovation is carried forward through successive generations of technology. That is, rather than a law of technological displacement, it is a law of cumulative complexity (Castle’s law?). Students of the bioeconomy quickly realise that bioscience and biotechnology innovation has a quickly moving cutting edge, but it is suffused with past science and technology research, as well as attempts to develop and deliver products and services to the marketplace. As greater resources are put into the bioeconomy, it will only become more complex. A current understanding of the trends, trajectories, legacies and pitfalls associated with front running technology is crucial to understanding the evolution of the bioeconomy.

2. Aims and Scope The specific aim of this course is to consolidate and impart insights about current trends in life science innovation. The chief objective of the course is to bring students up to date with current trends, to indicate how different branches of the life sciences relate to one another, and to discuss patterns of convergence and divergence in technological innovation. The scope of the course is set in two related ways. The first is to identify the trends and trajectories that are current or expected that now shape the bioeconomy and are expected to shape it in the future. The second is to frame current trends in terms of the legacies and pitfalls associated various bioscience and biotechnology trajectories to convey an understanding of how trends are followed and watched, and how the empirical base for science and technology foresight are developed.

3. Learning Outcomes By the end of the course students will:

• Have comprehensive knowledge of the current trends in life science innovation, including, but not limited to: synthetic biology, systems biology, bioinformatics, genetics and genomics, nanobiotechnology, and industrial applications of biotechnology (e.g. OLEDs – organic light emitting displays).

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• Be able to deploy their knowledge in practical contexts to differentiate bioscience and biotechnology with long scientific pedigrees from those that are clearly at the leading, possibly even speculative, edge.

• Have the critical analysis skills to differentiate between bioscience and biotechnology for which there is a growing evidentiary base, versus those areas that are stagnant or waning, as a means to develop science and technology foresighting skills.

4. Course Delivery, Learning Resources and Assessment The course will begin with an overview of the emergence of and specialisation in the life science, leading up to Nobel Laureate Robert Curl’s proclamation that whereas the 20th Century belonged to physics and chemistry, the 21st Century would be the century of biology. This introduction will set the stage for a series of invited lectures from bioscience and biotechnology specialists. The guest lecture series will be given by academic research scientists, entrepreneurs who have migrated from the university to the private sector, scientists within large biotechnology firms, and government research scientists. The annual list of speakers will be developed primarily from lists of contacts maintained by Innogen, the Genomics Forum, and STIS. Each guest lecturer will provide approximately three selected readings during the ten week course. With an introductory lecture and concluding seminar, the eight invited lectures will span a considerable swath of contemporary bioscience and biotechnology innovation. Assessment will be a final essay (in the format of a conventional research paper, literature review or a sector analysis) of 2000 words on a topic to be agreed between the student and the course convener. Assignment details including assessment criteria will be provided by the course convenor.

5. Indicative Readings The readings for this course are primarily at the discretion of the contributing guest lecturers, in consultation with the course convenor and the Programme Director. They are, however, expected to meet the twin criteria set out above – they must be current, and they must be generally representative of the special fields of bioscience research and biotechnology development. Representative journals could include the specialist journals within the Nature family, Science, Trends in Biotechnology, Annual Reviews of Genomics and Human Genetics, The Lancet, Quarterly Review of Biology, to name a few.

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PGSP11332 Current Trends in Life Science Innovation II (CTLSI-II) Number of Credits: 10 Semester: S2 Optional or Core: Core to the MSc BIG Programme; optional otherwise. Prerequisite: Current Trends in Life Science Innovation I.

1. Introduction and Rationale Science and technology innovation has complex dynamics with respect to the rate, complexity, and impact of innovation. There is no simple way to predict which bioscience will become world-leading, which biotechnology will become a frontrunner, and how to make the most of targeted investments. No rule of the market, and no policy of government, is a reliable predictor of innovation. Furthermore, factors exogenous to the domain of science and technology innovation can become significant determinants of how the bioeconomy performs. In situations where there is rapid public response to emerging technologies, it can be enough to stifle innovation. Despite these caveats, it is also true that without targeted investments and the coordination of academe, the private and public sectors, bioscience and biotechnology innovation would flourish less, making universities, firms, regions and countries less competitive and citizens less prosperous. Given the scale of science and technology infrastructure and associated investment costs, strategic planning in the bioeconomy is a high risk, but potentially high reward, endeavour. Government, academe and the private sector have to make decisions, separately or jointly, that will foster innovation and minimize the risk of failure. The evidence they amass the reasons behind the decisions must be better than educated guesses about the future. Science and technology foresight exercises generally have three phases involving the collection of evidence, analysis of the most likely drivers of change, and a phase in which avenues to preferable futures are explored while minimising the likelihood of dystopias. There are many methods used to support foresight exercises, including Delphi studies, financial trend analysis, focus groups, computer modelling and so forth. A subset of methods is deployed when there is a need for more empirical information, and a different subset is used when a decision requiring judgments of experts is needed. Foresight exercises provide a structured response to the problem of facing uncertainties about the future of science and technology innovation. They are widely used in the private sector, but also by governments who use them to set science and technology policy, and innovation policy.

2. Aims and Scope This course has two specific aims. The first is to have students develop an in-depth case study of a developing field of bioscience or innovative new biotechnology. Relevant case studies are bioscience and biotechnology in a research and development phase, which eliminates cases in which the science is well developed and a stable line of products and services is already commercialised. Case studies involving science and technology false starts might be considered in special circumstances, but generally the best cases are those where the science and technology pathway is relatively well-defined. This could mean early stage, targeted research investments, it could suggest translational research and early stage technology development, or it could mean later stage technology development, possibly at or nearing commercialisation. In all cases the case study must be directly relevant to bioeconomy innovation and governance. The second aim of the course is for students to engage with the uncertain future of innovation in the bioeconomy by framing and interpreting the case study using the tools of science and technology foresight methodology. The case study method is often used in foresighting exercises, but other methods can be brought into the foresight exercise where empirical information or judgments must

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be made. This approach entails that case study development cannot be based solely on the written record. Instead, finding and using other sources of information to build the case study and undertake the foresight analysis is a critical component of course.

3. Learning Outcomes By the end of the course students will:

• Be able to apply core concepts and theories learned to develop a case study of bioscience and biotechnology innovation in the bioeconomy using established techniques for case study development.

• Have the knowledge and understanding of the trends in life science innovation, allowing them to situate the case study they are developing within the context of current trends in life science innovation discussed in Current Trends in Life Science Innovation I.

• Have critical knowledge of the methodology of science and technology foresight analysis, and will be able to offer practical analyses of the role that case study development plays in foresight.

• Be able to apply their knowledge of theories, concepts and practices associated with science and technology foresight analysis to identify and asses the drivers of change and the potential routes to desirable futures, while avoiding dystopias. Students learn to communicate effectively about the foresight exercise in the format and language of a strategic plan.

4. Course Delivery, Learning Resources and Assessment The course is a 10 credit option delivered over ten weeks, with bi-weekly meetings of two hours each. The first class introduces the course and explains the case study method and criteria for selecting case studies in CTLSI-II. The second meeting is a workshop on student-selected case study topics. The third class introduces the foresight methodology developed through a case study. The fourth class is a workshop on foresight methodology and student-selected case studies. The fifth meeting is devoted to presentations of the strategic plans arising from the foresight exercise. Students will be assessed on a written case study and associated strategic plan of 2000 words. Assignment details including assessment criteria will be provided by the course convenor.

5. Indicative Readings Bishop, P., Hines, A., and T. Collins. 2007. The Current State of Scenario Development: An Overview of Techniques. Foresight 9:5-25. Popper, R. 2008. How are foresight methods selected? Foresight 10:62-89. Ellet, W. 2007. Case Study Handbook: How to Read, Discuss, and Write Persuasively About Cases. Harvard: Harvard Business Press Books.

Ramirez, R. 2008. Forty Years of Scenarios: Retrospect and Prospect. In Mapping the Management Journey. Oxford: Oxford University Press.

Weber, E., Eriksson, A. and K. Matthias. 2008. Adaptive Foresight: Navigating the complex landscape of policy strategies. Technological Forecasting and Social Change. 75:462-482.

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Wilkinson, A. 2009. Scenarios Practices: In Search of Theory. Journal of Futures Studies. 13:107-114.

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PGSP11334 Innovation Systems: Theory and Practice I (ISTP-I) Number of Credits: 10 Semester: S1 Optional or Core: Core to the MSc BIG Programme and to the redeveloped MSc STIS

Programme; optional otherwise. Prerequisite: There is no prerequisite for this course.

1. Introduction and Rationale Is technological innovation contributing to the removal of geographical boundaries? The web, the globalisation of financial markets, the increasing delocalisation of manufacturing towards low-wage countries, the standardisation of intellectual property rights, all are seen as generating a global economy in which nation states and local constituencies have become less relevant. Local economies, however, are characterised by different infrastructures for research, innovation and production and continue to display different rates of technological change and economic growth. Having emerged in parallel with efforts in economics to include technological change and knowledge dynamics into endogenous growth models, the development of systemic approaches to innovation can be seen as an attempt to provide an answer to this apparent paradox. From an interdisciplinary and historical perspective, this course focuses on issues surrounding knowledge dynamics (creation, accumulation and diffusion), the interdependence and non-linearity of research and development activities, the role of institutions, and the emergence of organised markets, with a view to elucidate the shortcomings of the notion of optimality and allow for useful comparisons between the trajectory and performance of selected systems.

2. Aims and Scope This course, which requires no prior knowledge of the area, is designed to provide a much needed introduction for students to concepts at the centre of contemporary studies of technological change and innovation including technological systems, industrial clusters and sectoral, regional, and national innovation systems. The relevance of such systemic approaches will be discussed in the context of both advanced economies and developing countries. The focus will be on the relationship among a variety of possible systemic configurations, processes of structural change and innovative performances. Finally, the course will explain why and how the concept of innovation systems entail a different perspective on innovation policy, one that tends to focus on long-term competence building and requires the effective coordination of a variety of policy types, from science and education to labour markets to finance and industrial strategy.

3. Learning Outcomes By the end of this course, students will have:

• A critical understanding of the concept of innovation systems as well as the ability to investigate and/or make sense of key activities/factors shaping the evolution and performance of different systems. These activities/factors include the role of research and development in generating new knowledge and technologies.

• The ability to use theories of competence building in both educational and industrial contexts to provide strategic insight about innovation.

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• Strong analytical skills regarding organisational and institutional changes required promote innovation in different settings.

• The ability to clearly communicate about innovation opportunities and constraints following

detailed analyses of the emergence of networks and organised markets.

• Analytical skills to weigh options regarding ways to finance innovation. • Evaluative, planning and coordination skills related to the different components of an

innovation policy strategy particularly with respect to the importance of innovation systems for economic development.

4. Course Delivery, Learning Resources and Assessment The course will be delivered through a 5 week lecture and seminar discussion format. The weekly two-hour sessions will typically consist of a short lecture (introducing the key themes of the week’s topic and the core readings provided) followed by an hour and a quarter of classroom discussion, student-led presentations, and case study work. Each week’s class will typically cover conceptual, theoretical and empirical material related to the topic, and substantive use will be made of case-study material emerging from recent research findings of the teaching staff. Assessment will be a final essay of 2000 words on a topic to be agreed between the student and the course convener. This might be a conventional research paper, literature review or the development of a risk governance process for a new product or technology. It might also be an exercise in foresight or scenario planning.

5. Indicative Readings Edquist C (1997), Systems of innovation: technologies, institutions, and organizations, Routledge UK. Lundvall BA, Johnson B, Andersen ES and Dalum B (2002), National systems of production, innovation and competence building, Research Policy, 31, 212-231. Malerba F (2002), Sectoral systems of innovation and production, Research Policy 31(2), 247-264. Maskell P. (2001), Towards a Knowledge-based Theory of the Geographical Cluster, ICC, vol. 10 (4), 921- 943. Nelson RR (1993), National innovation systems, Oxford University Press New York.

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PGSP11335 Innovation Systems: Theory and Practice II (ISTP-II) Number of Credits: 10 Semester: S2 Optional or Core: Core to the MSc BIG Programme; optional otherwise. Prerequisite: Innovation Systems: Theory and Practice I

1. Introduction and Rationale This course draws on the contributors’ knowledge in the practice of innovation systems, with a focus on recent developments in the domain of the life sciences and its biotechnological applications. From an interdisciplinary and historical perspective, the focus will be on issues surrounding knowledge dynamics (creation, accumulation and diffusion), the interdependence and non-linearity of research and development activities, the role of institutions, and the emergence of organised markets, with a view to elucidate the shortcomings of the notion of optimality and allow for useful comparisons between the trajectory and performance of selected systems in the domain of the life sciences.

2. Aims and Scope This course requires prior knowledge of innovation systems theories. It will focus on the relationship among a variety of possible systemic configurations, processes of structural change and innovative performances. It also aims to integrate conceptual and theoretical work with empirical case studies. In particular, it will tackle a number of important contemporary life science issues by drawing on the most recent research findings, which will allow a systemic and interdisciplinary exploration of the complex evolution and dynamics of the biotechnology industry in various geographical and sectoral contexts. In addition, the course will explain why and how the concept of innovation system entails a different perspective on innovation policy, one that tends focus on long-term competence building and requires the effective coordination of a variety of policy types, from bioscience and education to labour markets to finance and industrial strategy.

3. Learning Outcomes By the end of the course students will have:

• Knowledge of the theories and concepts used to evaluate the impact of life science-based innovations and technologies in the pharmaceutical, bio-energy and agro-biotechnology sectors, as well as the ability to critically evaluate associated value chains.

• Acquired, combined and translated knowledge about innovative technology in different industry sectors and national contexts.

• The analytical frameworks to evaluate governance and policy structures that have been used to frame biotechnology at different geographical levels, and to assess and communicate the likely impact of these on future innovation potential.

4. Course Delivery, Learning Resources and Assessment The course will be delivered through a 5 week lecture and seminar discussion format. The weekly two-hour sessions will typically consist of a short lecture (introducing the key themes of the week’s topic and the core readings provided) followed by an hour and a quarter of classroom discussion, student-led presentations, and case study work.

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Each week’s class will typically cover conceptual, theoretical and empirical material related to the topic, and substantive use will be made of case-study material emerging from recent research findings of the teaching staff.

Assessment will be a final essay of 2000 words on a topic to be agreed between the student and the course convener. This might be a conventional research paper, literature review or the development of a risk governance process for a new product or technology. It might also be an exercise in foresight or scenario planning.

5. Indicative Readings Nightingale, P. & P. Martin (2004) ‘The Myth of the Biotech Revolution’, Trends in Biotechnology, vol. 22, 564-569 Pisano G. P., 2006, The Science Business: The Promise, the Reality, and the Future of Biotech, Boston, MA: Harvard Business School Press - Part 1_Chapter 2, Part 2_Chapter 6 Rosiello A. and Orsenigo L. (2008), A Critical Assessment of Regional Innovation Policy in Pharmaceutical Biotechnology, European Planning Studies, 16(3), 337-358.

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PGSP11336 Risk, Regulation and Governance I (RGR-I) Number of Credits: 10 Semester: S1 Optional or Core: Core to the MSc BIG Programme and to the redeveloped MSc STIS

Programme; optional otherwise. Prerequisite: There is no prerequisite for this course.

1. Introduction and Rationale Risk governance and regulation is a fundamental component of virtually all scientific and technological fields, whilst also being intrinsic to a variety of social and economic processes. The International Risk Governance Council (IRGC) defines risk governance as “the identification, assessment, management, and communication of risks in a broad context. It includes the totality of actors, rules, conventions, processes, and mechanisms concerned with how relevant risk information is collected, analysed, and communicated; and how and by whom management decisions are taken and implemented.” There are many approaches to risk governance and regulation, which largely reflects the different levels of risk, uncertainty and potential benefits of specific types of science, technology or socio-economic activity within or across a diverse range of sectors or ‘risk fields’. The application of any new technology, process or industry must have a carefully considered process of risk governance to mitigate risk of harm, and ideally in a way that does not hinder innovation. This introductory course on key concepts of risk governance and regulation is both a key component of the MSc BIG Programme, but will also appeal to students with more general interests in science, technology, management, policymaking and governance seeking a general introduction to the basic concepts, theory and practice of risk, governance and regulation.

2. Aims and Scope The main aim of this course is to introduce students to the key concepts and practices surrounding risk-governance and regulation processes as they can be applied to a range of industries, technological sectors, and socio-economic issues, as well as enable students to begin characterising and applying different models of good risk governance in different contexts. The course will provide a generic introduction to the key concepts, theories and approaches to risk assessment, governance and regulation (including anticipatory risk governance, integrative risk governance, and risk-benefit analysis) and also explore the issue of how to manage emerging and complex risks; for example in the context of changing insurance practices. Students will be introduced to the challenges and bottlenecks in different types of risk-governance processes, as well as key theoretical, conceptual and empirical evidence through which to examine systemic issues around risk and uncertainty. Key issues will include state of the art in risk governance processes; risk framing in specific risk fields; distribution of risks and benefits; planning for uncertainty and surprise; and management of the science-policy interface, as well as the role of expertise and evidence in these governance processes. The complex interactions between regulation and innovation, and the extent to which the former often shapes the latter, will emerge throughout this course, as will the broader role of stakeholders and publics in governance processes. This course requires no prior knowledge of the area.

3. Learning Outcomes

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By the end of this course students will:

• Understand the key, generic theoretical concepts in risk, governance and regulation and implications for innovation processes.

• Be able to characterise different models of risk-governance and begin to apply them to a range of different sectors.

• Be able to critically analyse and evaluate the divers and complex roles different stakeholder groups and publics can play in risk governance and regulation processes.

• Have a theoretically based understanding of the role of evidence and expertise in decision-making around risk governance and regulation.

4. Course Delivery, Learning Resources and Assessment The course will be delivered through a 5 week lecture and seminar discussion format. The weekly two-hour sessions will typically consist of a short lecture (introducing the key themes of the week’s topic and the core readings provided), followed by an hour and a quarter of classroom discussion, student-led presentations, and case study work. Each week’s class will typically cover conceptual, theoretical and empirical material related to the topic. Assessment will be a final essay of 2000 words on a topic to be agreed between the student and the course convener. This might be a conventional research paper, literature review, or the application of a risk governance process to a specific “risk issue.”

5. Indicative Readings IRGC (2008) An introduction to the risk governance framework, IRGC, Geneva. Lyall, C. (2007), “Changing boundaries: the role of policy networks in the multi-level governance of science and innovation”, Science and Public Policy, 34/1, 3-14. McQuaid, J. (2005) ‘Developing an Integrated Approach to Risk: The ILGRA Network’, in C. Lyall & J. Tait (eds) New Modes of Governance, Ashgate, London, pp. 89-107 Renn, O. (2008) Risk Governance: Coping with Uncertainty in a Complex World, Earthscan, Risk in Society Series Shaxson, L (2005), ‘”Is Your Evidence Robust Enough? Questions for Policy Makers and Practitioners”, Evidence & Policy, 1(1), pages 101-111.

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PGSP11337 Risk, Regulation and Governance II (RGR-II) Number of Credits: 10 Semester: S2 Optional or Core: Core to the MSc BIG Programme; optional otherwise. Prerequisite: Risk, Regulation and Governance I.

1. Introduction and Rationale Issues of risk, governance and regulation have had a particular resonance in a range of life science sectors. Indeed, processes of regulation and risk management are a core component of most life science industries and shape the very nature of innovation. It is essential for students wanting training in core competencies and broader knowledge and understanding of the bioeconomy to be acquainted with systemic issues around risk governance and regulation as they apply to different sectors within the life sciences. This course, which is a continuation from RGR-I, is an essential component of the BIG Programme and provides in-depth knowledge and understanding, through rich case studies from the contributors’ long-standing expertise and research findings in the field, of how regulation and risk-governance processes have impacted on life science-based innovations in the health, agriculture and environmental sectors.

2. Aims and Scope The key aim of this course is to explore, largely through empirical case studies, challenges for risk governance and regulation of the life sciences and key emerging areas of the global bio-economy; including health, agriculture and environment. In addition to exploring some concrete issues of risk governance and regulation in the context of commercial R&D processes, regulations for new products that do not fit neatly into conventional risk governance processes, food security, environmental risk, and transnational corporate governance; students will also be introduced to various methodological approaches to risk governance and regulation and engage with key foresight/scenario planning skills necessary to mitigate known and potential risks that emerge within different industries of the bioeconomy. The latter will be developed in the classroom through case study analysis in which students will work together to identify the key risk issues for a particular life science risk field; estimate geographical scale and scope, identify distribution of risks, benefits and uncertainty; and consider processes of stakeholder involvement and subsequent management responses.

3. Learning Outcomes By the end of this course students will:

• Have a clear understanding based in key theories and concepts of how risk governance and regulatory regimes function in different sectors of the bioeconomy, and be able to critically evaluate the potential of different risk-benefit models for product and process innovations.

• Be able to analyse and appraise the systemic role of regulation in both early and late stage

R&D, and be able to think critically about the broader governance of life science innovation and role different stakeholders can play in risk management.

• Have developed specific knowledge and understanding of the different methods for studying

risk governance and regulation, as well as key skills in foresight/scenario planning to identify known and potential risks and develop strategies to mitigate them within different sectors of the bioeconomy.

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• Appreciate the distinctiveness of regulatory and governance processes in the life sciences as opposed to those within other industries, such as Information and Communication Technologies (ICT).

4. Course Delivery, Learning Resources and Assessment The course will be delivered through a 5 week lecture and seminar discussion format. The weekly two-hour sessions will typically consist of a short lecture (introducing the key themes of the week’s topic and the core readings provided) followed by an hour and a quarter of classroom discussion, student-led presentations, and case study work. Each week’s class will typically cover conceptual, theoretical and empirical material related to the topic, and substantive use will be made of case-study material emerging from recent research findings of the teaching staff. Assessment will be a final essay of 2000 words on a topic to be agreed between the student and the course convener. This might be a conventional research paper, literature review, or the application of a risk governance process for a new or existing life science technology or product. The assessment might also be an exercise in foresight or scenario planning in a specific area of the bioeconomy.

5. Indicative Readings Brevignon-Dodin, L. (2010) ‘Regulatory Enablers and Regulatory Challenges for the Development of Tissue-Engineered Products in the EU’, Bio-Medical Materials and Engineering (in press) DOI 10.3233/BME-2010-0623 Eriksson, L. and A. Webster (2008) ‘Standardising the Unknown: Practical Pluripotency as Doable Futures’, Science as Culture, 17 (1), pp. 57-69 Kuiper HA, Davies HV (2010) The SAFE FOODS risk analysis framework suitable for GMOs? A case study. Food Control 21: 1662–1676 Tait, J. And J. Chataway (2007) 'The Governance of Corporations, Technological Change and Risk: Examining Industrial Perspectives on the Development of Genetically Modified Crops' Environment and Planning – C: Government and Policy, 25, pp. 21-37. Tait, J. & G. Barker (2011) ‘Global Food Security and the Governance of Modern Biotechnologies’, EMBO Reports 12, pp. 763-768

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PGSP11338 Dissertation Number of Credits: 60 Semester: S2/3 Optional or Core: Core to the MSc BIG Programme; not optional otherwise. Prerequisite: There is no prerequisite for this course.

1. Introduction and Rationale The student undertakes a 15,000 word dissertation within the scope of the Science and Technology Policy and Management programme, to be submitted by a date specified in the University Regulations. The student is expected to formulate and research in depth a topic largely of his or her own choosing with the guidance of an academic supervisor. The student is encouraged to apply concepts and skills from the programme coursework to a current issue or problem, where possible in the area of their current or intended work, and possibly formulated in cooperation with their employing or sponsoring organisation or another outside body. The work for the dissertation may include appropriate empirical work. The student is expected to engage with a substantial body of literature, to refine and extend their grasp of relevant concepts and theory, and to demonstrate appropriate analytical and bibliographic skills.

2. Learning Outcomes On successful completion of the dissertation students will have demonstrated that they can:

• With guidance, identify and formulate an appropriate dissertation project within the scope of the programme.

• Undertake a sustained piece of supervised but independent work, and manage the conduct and timing of this work.

• Engage critically and analytically with issues and material in their chosen area

• Deploy appropriate knowledge, concepts, theories and methods in developing an extended argument and, where appropriate, analysing empirical material.

• Present a clear and coherent dissertation.