NAT820: Science and Innovation

Internal Course Code

NAT820

Comment

Students will be presented with a number of cases at the beginning of the semester. After submitting a prioritized list of preferred projects, they will be divided into groups. Students are expected to work in groups throughout the entire project. If fewer than 10 students enroll in the course, it will be conducted as study groups with reduced or no lectures.

Entry requirements

Students must be enrolled in a Master's program at the Faculty of Science, master/bachelor of science in engineering or master of Pharmacy at SDU.

Academic preconditions

Basic knowledge from at least one of the disciplines within natural science or Chemical Engineering and Biotechnology is required. A fundamental understanding of scientific research methods and project management is beneficial.

Course introduction

The overall purpose of the course is to provide students with insight into and an understanding of how innovation and entrepreneurship can be applied within life science and biotechnology. The course focuses on interdisciplinary collaboration, critical thinking, and the practical application of scientific theories to address real-world challenges. Through theoretical and practical teaching, students will develop skills in innovation, business models, sustainability, and science communication, with an emphasis on transforming knowledge into tangible solutions.

Expected learning outcome

By the end of the course, students will be able to:

Demonstrate knowledge of innovation theory applicable to natural sciences.
Consider the importance of budgets for scientific projects at a theoretical level.
Understand and apply business models and market analysis techniques relevant to scientific innovations, and consider supply chain, life cycle management, and intellectual property right.
Conduct risk analysis and communicate scientific ideas effectively through pitches and reports.
Utilize tools for ideation, co-creation, and interdisciplinary collaboration.
Reflect on the ethical implications and sustainability related to scientific innovation.
Work effectively in interdisciplinary teams to develop innovative solutions.

Through the interdisciplinary collaboration process the student will gain experience-based skills in:

Knowledge sharing within a scientific team
Analyzing the team’s personal and professional competences and how to apply these in scientific teamwork
Applying tools for project management and collaboration in scientific research
Planning, implementing, and documenting scientific collaboration processes

Through the innovation process the student will gain experience-based competences in:

Solution specification through stakeholder analysis in scientific projects
Solution specification through challenge analysis in scientific contexts
Assessing the innovativeness of scientific solutions
Assessing the value-creation aspects, financial and other, of scientific solutions
Assessing solutions from a sustainability perspective in natural sciences
Assessing the feasibility of scientific solutions
Documenting scientific solutions and their value creation potential
Applying own scientific skills to innovation

Content

The work in this course is primarily done in interdisciplinary teams of 3-6 students. The student will work in collaboration with students from other natural science or chemical engineering and biotechnology programs. The student will be working on producing a solution to a real-life need posed by a company.

This course is experience-based learning. This means that most of the learning outcomes will be achieved participating in the practical work of the innovation process. A small traditional curriculum is provided to create a platform and scaffold the student’s learning. Throughout the course the student will be asked to reflect on and explicate their experience-based learnings.

The course includes:

Business model, market analysis, and risk analysis
My Green Lab: Focus on sustainability and lifecycle assessment in scientific research.
Economic Aspects: Financial considerations and management in scientific projects.
IPR: Introduction to intellectual property rights and their importance in scientific innovation.
Critical Literature Review

Literature

See itslearning for syllabus lists and additional literature references.

Examination regulations

Exam element a)

Timing

Spring and June/Autumn and January

Tests

Portfolio exam

EKA

N710019102

Assessment

Second examiner: Internal

Grading

7-point grading scale

Identification

Full name and SDU username

Language

Normally, the same as teaching language

Duration

Oral group exam - 25 minutes

Examination aids

For the innovation report and individual learning report: All aids are allowed.

For the group pitch: No aids are allowed.

ECTS value

Additional information

The exam is a portfolio consisting of:

Innovation report (group report): The group report must not exceed 15 pages/36,000 characters (including spaces).
Individual learning report: An individual submission that must meet the learning objectives.
Oral group pitchof approximately 15 minutes per group, followed by 10 minutes of questions

To achieve an overall passing grade, all three elements must meet the learning objectives.
The assessment of elements 1 and 2 will take place in connection with the evaluation of element 3. The final grade is given as an overall assessment of all three elements, with each element weighted equally in the final evaluation.

If one of or both of the written reports are submitted, these elements can be included in the re-examination.

Indicative number of lessons

23 hours per semester

Teaching Method

Planned lessons

Total number of planned lessons: 23

Hereof:

Common lessons in classroom/auditorium: 7

Lectures: Presentation of cases, tools for collaboration, intellectual property rights, business understanding, Green Lab introduction, and pitching techniques.

Team lessons in classroom: 4 - Scheduled student meetings to align on individual contributions, visions, feasibility, and pitch planning.

Team lessons in the field/excursion: 3 - Meetings with company representatives for case discussions (introduction, market analysis feedback, and final solution discussion).

Outside the planned lessons:

Literature search and Review: Groups independently conduct literature reviews to deepen their understanding of the case and scientific background.

Peer feedback: Groups exchange ideas and provide constructive feedback on project progress, enhancing interdisciplinary learning.

Facilitator guidance: Facilitators meet with groups to provide feedback on literature findings, project visions, feasibility, and challenges.

Report writing and reflection: Groups work together to draft a comprehensive group report, summarizing their findings, analysis, and recommendations for the company. Students individually reflect on their contributions and learning outcomes in an Individual Learning Report.

Teacher responsible

Name	E-mail	Department
Eva Bang Harvald	ebhar@bmb.sdu.dk	Institut for Biokemi og Molekylær Biologi
Steffen Bähring	sbahring@sdu.dk	Institut for Fysik, Kemi og Farmaci

Timetable

Odense

Show full time table (start E25)
Show full time table (start F26)

Administrative Unit

Biokemi og Molekylær Biologi

Team at Registration

NAT

Offered in

Odense

Recommended course of study

Profile	Education	Semester	Offer period

Transition rules

Transitional arrangements describe how a course replaces another course when changes are made to the course of study.

If a transitional arrangement has been made for a course, it will be stated in the list.

See transitional arrangements for all courses at the Faculty of Science.