Sea States, Wave Propagation, and Ocean Wave Energy The proposed course is divided in three main parts: (1) Characterizing waves and describing the important physical processes governing oceanic and nearshore wave propagation, (2) Numerical modeling of wave propagation, and (3) Ocean wave energy, including wave-structure interactions. At the end of the course, a student should be able to: ) describe wave characteristics using deterministic and spectral approaches, ) understand the di erent physical processes governing wave transformation at a range of spatial and temporal scales, from wind generation to interactions with the bottom, ) evaluate the appropriate numerical modeling approaches to use for di erent applications, ) understand the physical processes governing wave-body interactions, ) estimate the absorbed wave energy of a wave energy converter, and ) evaluate the application of industrial and academic numerical modeling approaches to simulate wave-structure interactions. Syllabus I. Characterizing ocean waves and sea states (10/01/2020 ) • Introduction to class • Description of waves • Sea state characterization (wave-by-wave, spectral analysis) • Wave observation techniques and databases II. Linear wave theory (17/01/2020 ) • Linearization of the water wave problem • Dispersion relation • Wave kinematics and approximations in shallow and deep water • Nonlinear wave theories (Stokes, Cnoidal, stream function) Exercise: Using wave buoy measurements to generate scatter diagrams and to characterize wave variability at an o shore study site. III. Nearshore wave propagation (24/01/2020 ) • Wave energy ux conservation • Bathymetric refraction • Wave shoaling Exercise: Using a one-line model to calculate wave transformation in the surf zone (and comparison to wave tank experiments). IV. Coastal hydrodynamics (31/01/2020 ) • Characterization of wave breaking • Wave breaking impacts (undertow, setup, longshore currents) • Surf zone circulation (rip currents, eddies) • Infragravity waves and impacts • Wave-current interactions V. Numerical modeling of wave propagation 1 (07/02/2020 ) • Review of important physical processes to model • Di erentiating phase-averaged and phase-resolving models • Presentation of phase-averaged (spectral) models Exercise: Running TOMAWAC spectral wave propagation model to simulate wave propagation in the nearshore zone. VI. Numerical modeling of wave propagation 2 (14/02/2020 ) • Review of the Navier-Stokes equations • Mild-slope equations • Boussinesq-type models • Fully nonlinear potential ow theory models • Navier-Stokes models (Eulerian and Lagrangian approaches) Class presentations: Students work in groups to present the di erent families of deterministic wave propagation models. VII. Dynamics of a body in waves (28/02/2020 ) • Nondimensional numbers (Re, Fr, KC) and similitude • Experimental approaches • Academic models: { Linear theory { Fully nonlinear potential ow theory { Navier-Stokes equations Exercise: Wave load estimation on an o shore wind turbine foundation. VIII. Modeling wave-body interactions (06/03/2020 ) • External forces applied on a body in waves : Froude-Krylov, di raction, drag, lift, buoy- ancy • Equation of motions • Morison equation (small bodies) • Di raction-radiation problem (large bodies) • Second and higher-order e ects • Industrial codes and open research questions Exercise: Use of wave scatter diagrams to calculate wave forces on a oating body at the selected o shore study site. IX. Seminar about wave-structure interactions (presented by a representative from a company working in the eld of marine renewable energy) (13/03/2020 ) Subject: • Fixed and oating o shore wind turbines Objectives: • Present pilot project, study site, existing and future technologies • Discuss design criteria, challenges, current needs for research X. Exam (20/03/2020 )
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The development of strict environmental regulations, renewable energies and climatic changes provides new challenges for coastal engineering. The increase of industrial activities along the coast demands new generation of coastal models. These high resolution models should be able to reproduce the coastal circulation at relatively small scale to quantify accurately the transport and the mixing of pollutants or biogeochemical species for instance.
The aim of this course is to give students advanced knowledge on the main dynamical processes which control the coastal circulation, especially the tidal flows, the wind induced circulation and the density driven flows such a fluvial plumes and coastal currents. The goal is to provide students with expertise in the complexity of real processes and a critical approach towards their numerical modeling.
1. Introduction, turbulent dynamics of coastal flows (A. Stegner)
New challenges for coastal hydrodynamic: scientific issues, numerical modeling and high resolution monitoring.
Scaling, Dimensionless numbers, Reynolds averaged Navier-Stokes (RANS), turbulent scheme, turbulent boundary layers.
2. Non-rotating shallow-water dynamics (A. Stegner)
Non-rotating shallow water equations, Froude number, sub-critical / super-critical transition, bottom friction.
Application: hydraulic control of internal flows in straits and narrows.
3. Rotating shallow-water dynamics (A. Stegner)
Rotating shallow water equations, Rossby and Burger numbers, vorticity and potential vorticity, baroclinic-barotropic motion, internal gravity waves, Kelvin
waves.
Application: wave signature on surface drifters trajectories, coastal Kelvin waves .
4. Tidal forcing (Y. Cuypers)
Astronomical forcing, ocean response, harmonic decomposition, tidal resonance, tidal range power plant.
Application: tidal resonance of bays or estuaries.
5. Steady wind forcing (Y.Cuypers)
Ekman boundary layer and Ekman transport, two-layer idealization, upwelling, downwelling. mixed layer and Langmuir cells.
Application: upwelling and coastal current adjustment.
6. Unsteady or non-uniform wind forcing (A.Stegner / Y. Cuypers)
Ekman pumping induced by topographic winds, unsteady upwelling response
Application: oceanic eddy induced by non-uniform wind generation.
7. River plumes, bulges and coastal currents (A.Stegner )
River outflow, impact of rotation, anticyclonic bulge, coastal current and bathymetric impact.
Application: Unsteady bulge of a river outflow.
8. Case studies and practical analysis
9. Exam
- Teaching coordinator: Stegner Alexandre
Clouds constitute the visible part of the water cycle in the atmosphere. They regulate precipitations and atmospheric water vapour, they interact with the surface and with pollution (e.g. by producing smog), they are one of the main modulators of the Earth temperature through their interaction with solar and telluric radiations. Aerosol particles play a significant role on air quality but also on climate through their interaction with radiation and clouds. Without aerosol particles, cloud formation in the atmosphere would not occur at the temperatures and relative humidities at which clouds are observed to exist.
This course provides key elements of aerosol, cloud and precipitation physics, from the small scale (the particles composing clouds) to the regional scale (a cloud system) and up to the global scales.
It includes:
- Origin and chemical composition of aerosols
- Spatial and vertical distributions of particles in the atmosphere
- Microphysics of aerosols: brownian motion, coagulation, condensation, deposition, cloud
nucleation
- Optical properties of aerosols
- Aerosol radiative forcing: direct, semi-direct, indirect, impact on snow and ice surfaces
- Water in the atmosphere: thermodynamics of moist air
- Microphysics of warm clouds: formation and growth of cloud droplets
- Microphysics of cold clouds: formation and growth of ice crystals
- Precipitation processes : Rain and Snow
- Opical properties of clouds
- Effect of clouds on radiations
- Cloud feedbacks and link with climate sensitivity.
After the course the student should be able to
- - use the basics of fluvial flows and tidal dynamics.
- - understand the dynamics of atmospheric , fluvial or marine boundary layers
- - understand the meteorological forcing and its variability
- - estimate the wind, the fluvial or tidal energy potential of a particular site or region
- - make the distinction between the amount of energy and the power available
- quantify the resource’s availability and its variability
Eligibility/Pre-requisites:
Basic knowledge in fluid mechanics, Bernoulli and Navier-Stokes equations.
Course main content:
The course is divided in three blocs dedicated to hydro , wind and marine resources.
1. 1 Introduction
- Economical, environmental and political issues
- Various units of energy, primary and final energy, capacity of some power plants
1. 2 Hydroelectric resource
- Water cycle, potential temperature, precipitations
- Gravitational energy: resource and energy
- Conventional dam: principle, efficiency, power capacity, capacity factor
- The mean total head H, head loss, maximum flow rate and power
- Environmental impact and carbon budget of hydroelectric power plants
2. Laboratory demonstration (ENSTA)
Observations and quantification of free surface channel flows, fluvial-torrential transition, efficiency of small hydro-dam. Data analysis and personal homework.
3. Fluvial hydraulics
- Flow regimes, Froude number
- Hydraulic load of a free surface flow
- Fluvial-torrential transition
- Hydraulic jump, dissipation
- Energy and momentum conservation
- Run of river electricity: principle, efficiency, power capacity, capacity factor
4. Basic Meteorology and wind resources
- Synoptic winds, global circulation
- local winds: sea breeze, mountain winds, …
- Wind variability, turbulence, Rayleigh decomposition
- Weibull distribution, wind spectra, turbulence intensity
5. Atmospheric or Oceanic boundary layers
- laminar boundary layer
- turbulent boundary layer, logarithmic law
- stable or unstable boundary layers
- wind or hydro measurements within the boundary layer
- On-site resource assessment
6. Wind or river turbines: Betz limits and turbines interactions
- The standard Betz law
- Betz law with a free surface
- Individual turbine wake and multiple turbines interaction
- On-site resource assessment
7. Laboratory demonstration (ENSTA)
Head loss of a free surface flow: fluvial and torrential regime, turbulent boundary layer, bottom roughness, logarithmic law. Data analysis and personal homework.
8. Tidal wave and tidal power
- History: first uses of tidal power
- Astronomical forcing
- Ocean response: Kelvin waves and tidal waves
- Bay or estuary resonance: shallow-water model
- Impact of bottom friction
- Tidal power plant: principle, efficiency, power capacity
- Environmental impact of tidal power plants
9. Tidal currents and tidal turbine
- Tidal turbine: an emerging market
- Tidal currents: variability, coastal amplification, tidal ellipses
- French and UK resources
- Bottom friction and boundary layer profile, turbine wake
- Tidal turbine: principle, efficiency, power capacity, strengths and drawbacks.
Examination and requirements for final grade:
The final grade is a combination of the reports from the laboratory sessions and a 3h individual examination with exercises (open book exam).
Langue du cours : Anglais
Credits ECTS : 4
- Teaching coordinator: Billant Paul
- Teaching coordinator: Stegner Alexandre
Humanity faces a major challenge: climate change. In 2015, the Paris Agreement saw 195 countries openly commit to reducing their greenhouse gas emissions in order to keep global warming below 2°C. This is a colossal challenge. We will, at best, reach this limit and, at worst, exceed it within the next thirty years, an extremely short length of time. Given that the energy sector accounts for two thirds of greenhouse gas emissions, mitigating climate change for the most part involves a radical overhaul of energy production processes and energy consumption. The task of preventing global warming from exceeding 2°C is indeed a considerable one, since the amount of low-carbon technologies used in electricity production must reach almost 90%. This course aims at providing basic understanding of climate physics, which, in turn, entails climate change mitigation. The objective of the course is to gain perspective on the role of renewable energy sources in energy transition, but also to look at obstacles in terms of intermittence, predictability and integration into the network. Lastly, the course examines the development and implementation of territorial climate plans for energy transition.
Syllabus
Climate change and energy transition: Potential, acceptability and viability
Units 1 and 2: Climate physics
- Climate variability: physical processes (including Earth’s energy budget) and past evolutions
- Climate modeling
- Climate scenarios: development methods, climate change projections
- the IPCC and its reports
Units 3 and 4: Climate change mitigation
- 2°C limit (COP15): Issues and scenarios
- Past emissions: physical principles and simple economics, inventory, peak oil (and other resources)
- National contributions (INDCs) (COP21): Transparent bottom-up project, Paris Agreement, delay effect
- How to achieve the goal: Kaya identity, renewable energy challenges
Unit 5: Climate change and renewable energy sources
- Energy demand
- Fossil fuels and renewable energy
- Renewable energy potential
- Renewable energy deployment scenarios
- Viability of renewable energy and integration
Units 6, 7 and 8: Renewable Energies (RE) barriers
- Variability and intermittence
- Hydroelectricity, a stockable RE source: rainfall variability and accumulation
- Wind and solar: spatial and temporal variability of wind and solar radiation (aerosols, clouds)
- Other resources (marine energy, bioenergy): advancement, availability, exploitability
- RE forecasting and integration
- Nowcasting
- Digital forecast
- Seasonal forecast
- Energy payback of energy used for RE sources
Unit 9: Renewable Energy socioeconomics: National climate change adaptation plan, territorial climate-energy plans
- Teaching coordinator: Drobinski Philippe
- Teaching coordinator: Tantet Alexis
CO2 emissions reduction: substitution paths, CCUS and negative CO2 emissions
- Babin, (IFP School – PEC), J.P. Deflandre (IFP School – GE), A. Nicolle (Climate Economic Chair, Université Paris Dauphine), D. Bossanne (IFP School – PEC)
Eligibility/Pre-requisites: Basic knowledge in:
- thermodynamics, chemical reaction, distillation, heat exchange
- geosciences
Learning outcomes: After the course the student should be able to:
- describe the main CO2 management challenges
- state on the benefit of renewable-sourced materials for substitution to the use of fossil fuels
- design the main steps of a Carbon Capture and Storage project including a focus on the different capture routes (post-combustion, pre-combustion and oxy-fuel combustion) and the way to permanently store CO2 underground (storage site selection and monitoring).
- present the various technologies that have been developed to recover the energy content of low temperature streams, in particular the organic Rankine cycle (ORC) and the Kalina cycle.
- restitute the economics issues such as the societal ones, engineers and economists have to deal with for a sustainable deployment of technological solutions to manage anthropogenic carbon emissions by 2050.
COURSE CONTENT
The course is divided in three blocs dedicated to CO2 substitution paths, and Carbon Capture Utilization and Storage with both technical and economic aspects. It will also refer to the concept of negative CO2 emissions.
- CO2 management introduction, carbon budget towards a sustainable development (J.P. Deflandre)
- Primary energy demand
- Constraints on the demand
- Meeting demand with a decarbonized energy mix
- CO2 management
- Societal perception issues
- CO2 capture technologies: principle (D. Bossanne)
- Anthropogenic CO2 sources, CO2 capture and energy penalty
- Post-combustion capture technologies
- Pre-combustion capture technologies
- Oxy-combustion capture technologies
- CO2 capture technologies: application examples (D. Bossanne)
- Chemical absorption: sizing of a CO2 absorber
- A phase change solvent for post-combustion CO2 capture
- Chemical loop combustion, a promising concept with challenging development
- Energy efficiency: waste heat recovery (D. Bossanne)
- CO2 capture and waste heat recovery
- Comparison of low temperature waste heat recovery methods
- Waste heat recovery from flue gas: case study
- CO2 geological storage part 1 (J.P. Deflandre)
- CO2 underground: a fact
- CO2 geological storage options and requirements, analogies and differences with natural gas storage.
- State of art and deployment workflow
- Scientific / technical challenges and bottlenecks (Economics and public perception issues)
- CO2 storage part 2 (J.P. Deflandre)
- Modelling and monitoring issues based on field case examples
- Mapping CO2 migration and storage at Sleipner: combining reservoir pressure modelling and time-lapse seismic interpretation
- Injection pressure issues at Snohvit and In Salah
- Validation of pressure reservoir modelling at In Salah (combining reservoir pressure and geomechanical modeling together with site monitoring)
- CO2 emissions reduction: fossil fuel feedstock substitution approach (P. Babin)
- Life cycle assessment and carbon neutral
- Renewable feedstock, bio-sourced chemicals and polymers: trends, market analysis, players, stakes, …
- Examples of renewable resources based-polymers
- CO2 emissions reduction: natural gas substitution approach (D. Bossanne)
- The scene: natural gas supply chain and GHG emissions.
- Natural gas substitution: biogas (1st generation), synthetic gas from biomass (2nd generation), Power to Gas (PTG) and methanation: production scheme and use
- GHG accounting: biomethane leakages and biogenic CO2 emissions
- Panel of solutions for moving from carbon-neutral to carbon-negative emissions
- The deployment of BECCS/CCS, an economic perspective (A. Nicolle)
- We adopt a microeconomic perspective and examine the deployment of BECCS/CCS technologies. We show that this problem naturally calls for the application of concepts and notions developed in game theory. We first highlight the conditions needed for the design of adapted policies (i.e., the ones capable to incentivize the adoption of carbon capture capabilities). We then discuss the conditions for the construction of shared, large scale, CO2 transportation and storage infrastructures. Lastly, we analyze the policies that are currently implemented and show how the application of economic theory can provide useful guidance to policymakers, investors and regulators interested in CCS/BECCS.
- Project restitution
The evaluation is based on a team project work including the oral presentation of the project, a 10 to 15-page report and an individual participation mark.
The project can be proposed by the team itself or by the academic team.
Project aims at considering a CO2 management integrated scenario and it may cover most of the lecturing topics. The project can be limited to a specific regional area considering its own specificities or it can tackle a large-scale objective. In all case it may consider both the technical and economic aspects but also the societal ones.
Last but not least, each project presentation is performed in the presence of all the students and will be debate by the whole group. In other words, the evaluation first aims at enhancing the debate on managing CO2 more than delivering a mark. It is fully a pedagogical step of this lecture program.
Description and pedagogical objectives
Mastering/modulating the properties of (bio)materials with molecular functionalization is a challenging task to improve their performance and/or endow them with new chemical/biological functions enabling detection of biomarkers or analytes. The goal of this course is to address the main strategies to modify the surface of the main families of (bio)materials with (bio)molecules and the main schemes for biodetection.
The course is divided into three blocks:
- the description of the main families of (bio)materials and nanomaterials including their synthesis and their characteristics in terms of physical, mechanical and chemical properties.
- the preparation and activation procedures of the materials together with their chemical functionalization using plasma polymerization, physical deposit or (electro)chemical grafting. Strategies to design antimicrobial coatings will be also discussed.
- the biodetection of analytes including O2, signaling molecules, metabolites, biomarkers, and pathogens using optical (fluorescence, surface plasmon resonance, surface-enhanced Raman scattering), magnetic, piezoelectric or electrochemistry approaches.
In parallel, several lab sessions will be dedicated to the syntheses and characterization of noble metal particles for the optical detection of analytes.
Prequesite
Basic knowledge in chemistry of materials
Evaluation
Students are evaluated on the basis of a written exam (2/3) and a final oral presentation (1/3)
- Teaching coordinator: Alexandrou Antigoni
- Teaching coordinator: Gacoin Thierry
- Teaching coordinator: Gouget Anne-Chantal
The functioning of many essential physiological processes such as muscle contraction and cell motility rely primarily on nano-scale mechanisms involving protein interactions. At these scales the effect of the thermal fluctuations cannot be neglected and therefore modelling these processes requires tools from statistical mechanics.
The objective of this course is to present these tools via the modelling of essential components of cell motility.
The course alternates between plenary lectures and numerical lab sessions.
The first two lectures are dedicated to building a minimal model of cell motility. The two next ones focus on introducing the basics of statistical mechanics. Then, these concepts will be applied to the description of cell adhesion, molecular motor contractility, growth of the actin network, etc. Finally, all these elements will be reintroduced in the description of cell motility, and discussed with respect to recent publications.
- Teaching coordinator: Allain Jean-Marc
Organizations (businesses, research laboratories, public service, etc.) are all over in our porofessional and daily life. They modelise our lifestyle and societies. These organizations are powerful tools to organize the collective action sustainably, and will constitute the of your working life, regardless your future career.
Although familiar, they are actually complex in their dynamics and in various dimensions, both technic and human that make them up. From more than a century, management science - the "business" science, in the sense of the undertaking and results of this dynamic - has aimed to gain a better understanding of how companies function, and to provide managers with the benchmarks and tools they need to manage their internal and external complexities.
- Teaching coordinator: Alauze Mélissa
- Teaching coordinator: Baly Olivier
- Teaching coordinator: Colin Laure
- Teaching coordinator: Fierobe Aurore
- Teaching coordinator: Juin Corentin
- Teaching coordinator: Le Pargneux Marie
- Teaching coordinator: Lelebina Olga
- Teaching coordinator: Pez Virginie
- Teaching coordinator: Rauch Sophie
- Teaching coordinator: Souchaud Antoine
- Teaching coordinator: Steux Chloé
- Teaching coordinator: Steyer Véronique
- Teaching coordinator: Toussaint Camille
- Teaching coordinator: Vuarin Louis
This course represents the backbone of the teaching in the Entrepreneurship Certificate.
Its goal is to provide a thorough, hand-on, exposure to the entrepreneurial process as an inspirational experience for the future entrepreneur, but also as a core basic learning component to understand tomorrow’s world, useful to everybody.
It goes from exploring the subtle chemistry between science and innovation, identifying an opportunity, and understand how to analyze it, assess its potential, and structure it into a compelling business plan.
There is no lecture. The course uses an original format of flipped classroom, with online content, and in-class applied activities, around business case discussion based on start-up that originated from Ecole polytechnique.
Every session is broken down in 3 parts:
- Business case discussion, that relates to the online content assigned to the session.
- Testimonial from one guest speaker, expert, seasoned entrepreneur who comes in class, testify and discuss with the students.
- Project coaching: linked to the project module, it is based on a scientific project, carried out in a science course. And its goal is to work on a real-life start-up opportunity, that originated from the scientific project, and analyze it, structure it, develop it into a credible start-up project, with a fully developed business plan, which will be pitched, as a real case, in front of a jury of investors and entrepreneurs.
External coaches and mentors come and review each group weekly work and progress on their project, and their mission is to guide and help each project to tackle and overcome the key challenges that they will have to face to turn their idea into an attractive start-up. These coaches are seasoned investors, entrepreneurs.
- Teaching coordinator: Martinaud Bruno
This course will equip students to provide leadership to digital innovation initiatives and develop new business models for existing and new organizations. Advances in digital technologies such as AI, blockchain, Internet of things, 3D printing, etc. are having a transformative impact on all sectors of our economy. The COVID-19 pandemic has amplified and accelerated these transformations, firmly pushing large swaths of our lives onto digital platforms. These shifts are radically changing among other things how we shop, order food, work, interact with public bureaucracies and civic institutions, organize healthcare, learn in our education systems, and conduct R&D. Accordingly, mastering the concepts, practices, and technologies of digital transformation is increasingly becoming a critical skill for senior decision makers. This course will examine the technological and economic factors that have spurred and are shaping the digital revolution. Moreover, it will examine the challenges leaders face in harnessing this revolution for social good.
The lectures will follow an interactive format that relies to a large extent on practical case studies.
Assessment: The assessment of this course consists of a final test (25%) and a group project (75%).
For the group project students will need to conduct an analysis of a digital transformation or innovation opportunity for a new venture, established organization, or a government/regulatory agency. The project should include an analysis of the opportunity, a strategy for addressing the need that is at the center of this opportunity, and an examination of the social externalities that are linked to the proposed initiative. Further details and group assignments will be announced during the third lecture of the course.
- Teaching coordinator: Jong Simcha
How is big data shaping marketing decisions?
How is the data collected and used?
What are the issues involved?
Course objectives and positioning
The unprecedent volume of data (big data) that companies have today to base their decisions are completly reshaping the marketing approach. For the companies, big data represents an opportunity to rethink their market approach, their value proposition for the customer, their communication, for a customer client. The data can even be used to exceed and anticipate the customer expectations.
More than ever, companies need managers who are familiar with these new logics, and with knowledge on this new ecosystem to enable them to take optimal decisions. Analysis and exploitation of customer data exceed the only marketing direction and affect all the company's services, from a strategic and operational perspective.
This course offers a pedagogical path that combines company, marketing and technology strategies, in order to reach a better approach of these questions. It will welcoming "great witnesses", engineers from the Ecole Polytechnique, who have chosen to work in Data Marketing, and will be sharing their expertise, experience and vision with the group.
Final sessions will be dedicated to the participation in a full-scale data challenge, based on anonymised data from real companies, in groups with students of the PIC Master's programme at the Ecole and students of the Université Panthéon-Assas, specialized in Law & Communication. (This challenge won the pedagogical innovation in management science award in 2020)
- Teaching coordinator: Pez Virginie
Towards the of climate risk, energy transition became a major objective in Europe. Its implementation comes with the introduction to new technologies (green energies, electric vehicles, smart grid, energy efficacity...). And even when they seek to replace existing technologies in a "transparent" way, these new technologies generate edge effect, established interests, shift uses. They can create oppositions that lead sometimes to give up technically excellent projects. The energy transition also implies an in-depth transformation of the demand. How to change your habits like taking your car to go to work? In counrties of Global South, another "energy transition" is in progress: the implementation of the 7th objective of the Sustainable Development Goals (SDGs) that guarentee access to a reliable, sustainable and economically available energy for everyone. It leads to technical and business innovations ('off-grid' and -micro-grid' electrification solutions, tarification to use and pay by smartphone). As in the North, the path of this transition is characterized by uncertainty and produce unpredictable effects.
The seminar offers keys to understanding and support of the socio-technical change needed to achieve energy transitions. Besides the parts of the course, the seminar covers one conference, two role play and the students' presentation and discussion of their written essays on "wicked problems" of energy transition.
- Teaching coordinator: Grandclement-Chaffy Catherine
This course aims to sensibilize students to public innovation issues. Composed of 8 sessions, it will enable to think about how the great actual challenges (climate, health, education, social justice, sovereingnty) impose their new public and collective action methods. After presenting an overview of initiatives and concepts in this field (session 1), the course will show new methods of design and public innovation organization, such as public innovation laboratories or design practices of public policies (sessions 2 and 3) ; their learning and associated experiment methods, such as controlled assessments or "living labs" approaches (sessions 4 and 5), as well as governance issues from this transformations, particularly linked with digital, AI and algorithms (sessions 6 and 7). A closing session will propose to think about more political and social topics induced by public innovation, like State platform notions, experimental government or deliberative democracy (session 8).
- Teaching coordinator: Bejean Mathias
Business Models in the Digital Era
Rationale: Leveraging technological change is a particularly challenging task for several reasons. The first reason relates to the unpredictability of the evolution of the technology. From the time a technology starts emerging, decades can pass until it has become stabilised enough so that subsequent developments are (relatively) predictable. A second reason is that technological change renders existing business models obsolete, and while business model innovation is a necessity, there is not only a strong inertia associated with business models (especially when they have been successful), but also a strong uncertainty, due to a lack of adequate tools. A third reason relates to the fact that leveraging technological change can seldom be done on one’s own. Instead, innovation ecosystems are highly instrumental in enabling firms to take advantage of the opportunities provided by new technologies. A final issue is that scenarios built around the usage of a new technology are generally too much anchored in the past, which means that firms have difficulties to apprehend the most disruptive usages of the new technology. Overcoming the hurdles and traps of technological change thus requires having the tools to overcome simultaneously all these issues.
- Teaching coordinator: Delicik Ecem Bilge
- Teaching coordinator: Rayna Thierry
Today's firms are facing a complex challenge: reconcile the imperative of economic value creation and the sustainable development issue. In this context, innovation can no longer be limitated to the creation of new products and services for a competitive benefit. Innovation should be considerated as a strategical answer from firms to the sustainable issues: energy sobrety, reduction in gerenhouse gas emissions, decarbonization industral processes, environmental protection, natural ressources conservation, waste reduction and valuation, circular economics, social and environmental responsability, sharing value, etc.
- Teaching coordinator: Cabanes Benjamin
The objective of this course will be to allow students to relive, by proxy, intertwined stories of innovative start-ups and sectoral upheavals. This course will blend stories, concrete testimonials, methodological focuses and more theoretical perspectives in order to place students in immersion in sectors that have recently experienced entrepreneurial disruptions.
Each session will be organized around a particular sector that the teacher and/or associate experts are personally familiar with. Through the narration of sectoral constructions and entrepreneurial adventures, through direct testimonials and concrete cases, students will be able to question both theoretical notions, live research experiences and directly operational practical tools.
This course will provide an opportunity for analysis and dialogue with innovators in areas such as the arts, public policy, health, finance, entrepreneurship and accounting, among others.
- Teaching coordinator: Souchaud Antoine
- Teaching coordinator: Toussaint Camille
Introduction
The last decade has seen an important increase in the number of initiatives launched by large companies to attempt collaborating with startups. To illustrate this open innovation trend, between 2013 and 2019, there was a 32 percent year-on-year growth in corporate venture capital (CVC) investments (McKinsey, 2021). Other initiatives include corporate accelerators and scouting units, among others.
These initiatives can be beneficial for startups as well as large companies. Such partnership strategy can be important for startups as it can help them gain market access while large companies can benefit from accessing new technologies. Yet many of these initiatives have failed to generate the innovation they had promised (BCG, 2019; Decreton et al., 2021; Sifted, 2020).
Given the prevalence of these initiatives, you will likely be confronted with them in your professional life, from the startup side and/or the large company side.
This course is intended to equip you with the tools and frameworks to build effective bridges between startups and large companies and ensure that the potential of such collaborations is realized.
Questions that we will cover include:
- What is open innovation? Why do large companies and startups need to collaborate?
- What are the different types of collaborations between startups and large companies?
- What are the benefits and drawbacks of these different types of collaborations for startups and large companies?
- How can large companies design innovation units effectively?
- What do startups need to pay attention to when engaging with large companies?
- How can public policy facilitate the emergence of ecosystems in which startups and large companies collaborate?
- How can open innovation help create a more sustainable future?
Sessions in this course will include a mix of short lectures, case studies, and guest lectures by corporate managers and entrepreneurs.
Assessment
The assessment will be based on individual participation, group presentations and written reports.
References
BCG (2019). After the Honeymoon Ends: Making Corporate-Startup Relationships Work. The Boston Consulting Group. Accessed June, 06, 2022 at https://www.bcg.com/publications/2019/corporate-startup-relationships-work-after-honeymoon-ends.
Decreton, B., Monteiro, F., Frangos, J. M., & Friedman, L. (2021). Innovation Outposts in Entrepreneurial Ecosystems: How to Make Them More Successful. California Management Review, 63(3), 94-117.
McKinsey & Company. (2021). Collaborations between corporates and start-ups. Accessed June, 06, 2022 at https://www.mckinsey.com/business-functions/strategy-and-corporate-finance/our-insights/collaborations-between-corporates-and-start-ups.
Sifted (2020). This is why corporate accelerators fail. Accessed Accessed June, 06, 2022 at https://sifted.eu/articles/why-corporate-accelerators-fail.
The global fight against climate change and other contemporary challenges generate great opportunities for “sustainable” businesses, such as the green economy, the circular economy or social businesses, or businesses related to the energy transition. However, to succeed in those emerging markets and avoid the “business-as-usual” trap, entrepreneurs need to foresee much further than their own innovative idea or technology. In this course, students will learn how to develop a start-up in businesses for sustainability.
The course is based on recent conceptual models and tools, which students will apply by conducting an empirical study in collaboration with a start-up (start-up's challenges): designing platforms for alternative consumption models, tackling social inclusion and solidarity (seniors’ social inclusion, contributing to revitalize territorial dynamics, and decarbonizing industrial value chains (carbon footprint).
- Teaching coordinator: Steux Chloé
DESCRIPTIF DU COURS
Ce cours traite de la réception des innovations par les consommateurs et de l’importance des données dans
les pratiques actuelles du marketing de l’innovation. Pour cela, les étudiants participent notamment à un
data challenge (co-organisé avec Assas et l’entreprise Numberly) avec des étudiants d’autres formations.
OBJECTIF PEDAGOGIQUE
L’objectif de ce cours est double. Il vise à faire réfléchir les étudiants sur la manière de commercialiser une
innovation et fournit une expérience originale et vivante de la pratique des données de masse.
STRUCTURE DU SEMINAIRE
Séance 1 et 2 : le consommateur en situation d’innovation
Séance 3 : kit de survie du marketing des données
Séance 4 : data challenge
Séance 5 : restitutions data challenge
BIBLIOGRAPHIE INDICATIVE
Le Nagard-Assayag, E., & Manceau, D. (2011). Le marketing de l’innovation-2e éd.: De la création au lancement
de nouveaux produits. Dunod.
Mohr, J. J., Sengupta, S., & Slater, S. F. (2009). Marketing of high-technology products and innovations.
Pearson Prentice Hall.
Moore, G. A. (2009). Crossing the Chasm: Marketing and Selling Technology Project. Harper Collins.
- Teaching coordinator: Chamaret Cécile