This course teaches how agent-based simulation helps understand innovation management. The aim of this course is to acquire analytical skills which are required to learn and to conduct research on technology management.
Agent-based simulation is a good tool to grasp the essence of individuals and organizations. In this course, the students will learn and exercise the methodology of agent-based simulation.
In this course, the students will learn:
1) how to grasp the cause-and-effect relationship in innovation management and make a model to describe it qualitatively and quantitatively.
2) how to program and simulate the model.
3) how to interprete the results properly by comparison with practice.
|✔ Specialist skills||Intercultural skills||Communication skills||Critical thinking skills||✔ Practical and/or problem-solving skills|
Give a lecture and then exercises are assigned to students.
|Course schedule||Required learning|
|Class 1||Introduction: what agent-based simulation is? Lecture and exercise: Schelling’s dynamic model of segregation||learn what agent-based simulation is learn and exercise Schelling’s dynamic model of segregation|
|Class 2||Exercise in Schelling’s dynamic model of segregation||learn and exercise Schelling’s dynamic model of segregation|
|Class 3||Lecture and exercise: Evolution of cooperation in a lattice|
|Class 4||Lecture and exercise: Evolution of indirect reciprocity||learn and exercise the evolution of cooperation in a lattice (Nowa and Sigmund model (1998))|
|Class 5||Exercise in Dissemination of Culture in a lattice||learn and exercise Dissemination of Culture in a lattice (Axelrod (1997))|
|Class 6||Opinion dynamics||learn and exercise Opinion dynamics|
|Class 7||Exercise in Dissemination of Culture in a lattice||Students join one of groups and then discuss what model is made|
|Class 8||group presentation||Each group presents their work|
To enhance effective learning, students are encouraged to spend approximately 100 minutes preparing for class and another 100 minutes reviewing class content afterwards (including assignments) for each class.
They should do so by referring to textbooks and other course material.
Take Social Simulation I