Explore. Engage. Acquire.

Technology leaders must acquire an understanding of international business practices and global technologies. We’ve addressed this need through an innovative and structured global immersion opportunity designed for working professionals. We partner with technology leader (e.g., SAP, Samsung) to tackle their greatest technology challenge through a one-week project in their corporate headquarters. The students work closely with sponsoring company’s technology leaders to understand the situation and develop solutions. The students present findings and recommendation to C-suite leaders.

Upon completion of this course, students should be able to:

  • Experience dramatically different culture
  • Understand how to conduct business in a new country
  • Evaluate lessons learned from this new culture
South Korea: Rise of a Technology Leader

Instructor: Hye-Sook Wang
SKKU Faculty: Wooyeal Paik, Juneseuk Shin, Raunaq Pungaliya, Aleksios Gotsopoulos, Eric Shih

South Korea serves as the laboratory for evaluating all aspects of a successful innovation ecosystem and developing sophisticated analytical skills in a global context. Students apply critical, comparative and analytic skills, and develop cultural awareness through lectures, corporate visits (e.g. Samsung Electronics, Hyundai) and cultural field trips. The one-week in-country session is prefaced by an introduction to Korea that covers history and culture with special focus on the modern formation and development of innovation.

During the Residential Session students gain an understanding of the economic environment of Korea and the role and structure of large family-led conglomerates or ‘Chaebols.’ They understand how the Chaebols are driving technological and economic progress, and how their legal, operational, and financial structures differ from competing conglomerates in the United States which provide them with unique strengths, weaknesses, opportunities and threats. They also discuss whether the Chaebol structure is still relevant in fueling the next phase of economic growth in the country.

Students also examine the innovation ecosystem in Korea and the role of government and public policy. Finally, students also consider the Korean consumer and market structure and the barriers to multinationals entering this market.

Student teams will present comparative analyses of rapid technological advances and innovation in Korea.

Upon completion of this course, students should be able to:

  • Have a basic understanding of Korea’s historical, cultural, and social background.
  • Perform country level analysis to identify new venture and business engagement opportunities in a global setting.
  • Conduct organizational level analysis to understand how corporate culture and structure (e.g., Chaebol) impact innovation development and global value creation practices.
  • Leverage models of government-industry collaboration to develop effective innovation networks.
  • Conduct market analysis and understand how consumer, culture and channel structure differences can be incorporated in the development of a marketing plan.

Critical Challenge Project 

Instructors: CCP Coordinator Anubhav Tripathi, Faculty Advisors, Executive Practitioners

At Brown we believe in the rigorous application of theory to practice. The Critical Challenge Project (CCP) course – an independent project that spans the duration of the Executive Master in Science and Technology Leadership (EMSTL) program – embodies this ethos. When applying to the EMSTL program, each student identifies a critical challenge related to their industry or workplace, drawing from his/her own experience and vision for the future of their industry. This critical challenge becomes the focus of the “Critical Challenge Project” throughout the 16-month program. Each student is matched with an advisor, based on their professional expertise and interests. The advisor serves as a mentor and an expert resource for the student, monitoring the student’s progress and evaluating the project.

The student develops and completes the project using resources available through the program, including the courses and course assignments; interaction with peers and faculty, including the Advisor; and the other resources the student identifies for the project.

Key principles students use to define their CCPs include:

  • Relevant – meaningful to the student in teams of background, interests, current job, future aspirations, and/or organization.
  • Consequential  a project of broad enough scope to have an impact on stakeholders across science and technology industries.
  • Realistic – feasible and viable set of steps and expectations within the 16-month program (The overarching challenge does not need to be resolved within the program, but measurable progress toward the defined CCP must be reasonable and appropriate).
  • Measurable – contains measurable outcomes of success.