ENTREP 7022 - Creativity and Innovation

North Terrace Campus - Trimester 2 - 2018

Individual and group creativity; barriers to creativity and approaches for overcoming these; methods for generating or recognising ideas; alternatives or possibilities to solve commercial or operational problems; turning creativity into innovation that benefits the customer and the business venture; bringing creativity and innovation into the organisation and building an environment to support these activities; creative scenarios for the future for the organisation.

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Course Details

Course Code	ENTREP 7022
Course	Creativity and Innovation
Coordinating Unit	Entrepreneurship, Commercialisation & Innov Centre
Term	Trimester 2
Level	Postgraduate Coursework
Location/s	North Terrace Campus
Units	3
Contact	Intensive. 36 - 40 hours
Available for Study Abroad and Exchange
Assumed Knowledge	ENTREP 5016
Assessment	Assignments

Course Staff

Course Coordinator: Professor Paul Steffens

Program Director Contact Details: Innovation and Entrepreneurship (PG)
Name: Prof Paul Steffens
Phone: +61 8 8313 7512
Email: paul.steffens@adelaide.edu.au

Teaching Staff
Name: Simon Williams
Email: simon.williams@adelaide.edu.au

Course Timetable

The full timetable of all activities for this course can be accessed from .

Course Learning Outcomes

On successful completion of this course, students will be able to:

1	Explain the nature of creativity and innovation
2	Explore, develop and demonstrate their creativity
3	Identify ways of eliminating barriers to creativity
4	Identify ways to turn creativity into insights, ideas, opportunities and action
5	Illustrate how to bring creativity and innovation into an organisation
6	Articulate how to manage creativity and innovation in an organisational context

最新糖心Vlog Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

最新糖心Vlog Graduate Attribute	Course Learning Outcome(s)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	1, 2
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	1, 2, 3
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	3, 4
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	4, 5, 6
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	1 ,2, 3
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	1, 2, 4

Learning Resources

Required Resources

NO required Text book:

Readings will be supplied in MyUni

Recommended Resources

There is a wide range of material on the course topic available. The following provides some additional reading guidance if you are interested in reading further on the topic.

De Bono, E 2009, Six Thinking Hats, Penguin.

De Bono developed this simple tool to prompt people to think in different ways. Six Thinking Hats is taken from a family of tools for parallel thinking, a term de Bono coined that focus on collaboration through creative thinking rather than critical evaluation or argument.

Kirton, M J 2006, Adaption-Innovation In the Context of Diversity and Change, Routledge, New York.

Managing people would be easy if everyone thought alike. We know that people do not think alike yet many of our management policies implicitly assume they do. Kirton conceived the theory of adaption-innovation to help people collaborate by understanding the differences in the way we solve problems, make decisions and deal with change.

CREATIVITY

Grudin, R 1990, The Grace of Great Things; creativity and innovation, Houghton Mifflin Company Boston.

This book is hard to find yet worth the effort. Grudin’s insights on creativity and innovation are valuable for understanding creativity in organisations. It is not like a management text book; it is part philosophy and part personal journey for a more creative life inside an organisation.

Schnetzler, N 2005, The Idea Machine. How ideas can be produced industrially, Wiley-VCH, Weinheim.

This is a very good book. The author runs a Switzerland based company called the BrainStore. This book focuses on the front end of creativity – how we can prompt new thinking to create original ideas.

Robinson, A Schroder, D 2006, Ideas Are Free: How the Idea Revolution Is Liberating People and Transforming Organisations, Free Press USA

De Bono, E 1990, PO: Beyond Yes and No: Intl Center for Creative Thinking.

This is one his most interesting book. De Bono conceived the term PO as a tool to prompt or provoke new thinking. It is can be a valuable tool for your tool kit of techniques to prompt your thinking in new directions.

De Bono, E 1970, Lateral Thinking, Harper & Row, New York.

Michalko, M 2001, Cracking Creativity, Ten Speed Press

Michael Michalko has made a career from writing about the practical side of creativity. This book is of many techniques that you can use to generate new ideas. He has several excellent books of tools.

Csikszentmihalyi, M 1990, FLOW: The Psychology of Optimal Experience, Harper & Row.

FLOW is a state of intense absorption where the distinction between you and the work you are doing practically disappears. Time appears distorted with hours feeling like minutes. Peak performers achieve this state regularly and it has been extensively studied in champion athletes and sports figures as well as performers in the arts.

Design Thinking

Design Thinking and Service Design
An interesting source of information on design is Better By Design, a government consulting service that works with businesses in New Zealand which are deemed to have strong potential for export growth. See www.BetterbyDesign.org.nz

Liedtka, J Ogilvie, T 2011, Designing For Growth, a design thinking tool kit for managers, Columbia Business School Publishing

There is much written now about design thinking. Many of the new publications come from US authors. This is a good book as it shows you how to apply the tools to design more innovative solutions.

Norman, D 2005, Emotional Design: Why We Love (or Hate) Everyday Things, Basic Books.

The book’s promotional blurb asks, “Did you ever wonder why cheap wine tastes better in fancy glasses? Why sales of Macintosh computers soared when Apple introduced the colorful iMac? New research on emotion and cognition has shown that attractive things really do work better.” Norman suggests that humans react to design on three levels: visceral (first appearance), behavioral (how the item performs) and reflective (what they remember or tell others about the experience).

Library Resources
The 最新糖心Vlog of Adelaide’s Barr Smith Library provides a range of learning resources including texts, journals, periodicals, magazines, and access to online databases and information services. It also offers a virtual library which is accessible via the 最新糖心Vlog’s website. .

Online Learning

is the 最新糖心Vlog of Adelaide's online learning environment. It is used to support traditional face-to-face lectures, tutorials and workshops at the 最新糖心Vlog. MyUni provides access to various features including announcements, course materials, discussion boards and assessments for each online course of study.

Learning & Teaching Modes

This course is offered in blended learning mode with the face-to-face component offered as intensives.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

As a guide, a 3 unit course comprises a total of 156 hours work (this includes face-to-face contact, any online components, and self-directed study).

Learning Activities Summary

This is a draft schedule and session dates are a guide only. The timetable may be changed during the course delivery if necessary.

Session	Content	Activities
1	Creativity	Introductions and Overview What is creativity? What is Innovation? Creativity methodologies
2	Creativity	How does creativity assist innovative organisations? Shaping a culture open to ideas Group Work
3	Innovation	The Complex issues of innovation in organisations Tangible Innovation What makes innovative organisations innovative? Group Work
4	Product Development and Innovation	Innovation Management Innovation Strategy Taking Innovation into your organisation Student Group Presentations

Small Group Discovery Experience

SGDE is available in the assignment where research skills are developed as part of a process of developing a presentation connecting creativity with innovation. Students present the research required to analyse and apply creative thinking in relation to innovation and entrepreneurship. Individual and group problem-solving skills are developed in the tutorials and assessed in the group assignment. Students develop and extend analysis skills by researching and developing solutions that address their identified research questions.

The 最新糖心Vlog's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

An overview of the course assessment appears in the following Table. Details appear in the following section:

#	Assessment Task	Task Type	Length	Weighting	Learning Outcomes
1	Assignment One: Creativity Multiple Choice Test	Individual	30 questions 1 hour	15%	1, 4, 5
2	Assignment Two: Innovation Multiple Choice Test	Individual	30 questions 1 hour	15%	1, 4, 5
3	Group Presentation: In Class Presentation	Group	15 min presentation 10 min Q&A	30%	2, 4, 5
4	Final report : Topics and wordlimits set in MyUni. References and examples are required.	Individual	2000 words	40%	3, 5, 6
	Total			100%

Assessment Related Requirements

Students should attend all classes in order to pass the course. There is considerable experiential learning in workshops during the intensive classes that build your knowledge and thus enable you to be successful in this course.

Course results are subject to moderation by the ECIC Board of Examiners

Assessment Detail

Assignment 1 & 2: Two multiple choice questions tests
Weighting: 15%
Task: 30 Multiple choice questions

Assignment 3: Group Presentation – In-class
Weighting: 30%
Task: Assigned in class.

Assessment 4: Final Report Assignment
Weighting: 40%
Task: Answer the topics outlined in MyUni

Submission

All text based assignments must be submitted via MyUni.
Please refer to step by step instructions:

There are a few points to note about the submission of assignments:

Assignment Submission: Assignments should not be emailed to the instructor; they must be lodged via the MyUni Course site (unless specified to do both). Note that assignments may be processed via TURNITIN, which is an online plagiarism prevention tool.
Cover Sheet: Please include in the assignment a completed 最新糖心Vlog of Adelaide Assessment Cover Sheet providing details of yourself and your team members (if applicable), your assignment, the course, date submitted, etc. as well as the declaration signed by you that this is your (your team’s) work. Note that the declaration on any electronically submitted assignment will be deemed to have the same authority as a signed declaration.
Backup Copy of Assignments: You are advised to keep a copy of your assignments in case the submitted copy goes missing. Please ensure that all assignment pages are numbered. If your assignment contains confidential information, you should discuss any concerns with the Course Lecturer prior to submission.
Extensions of Time: An application for Assessment Extension should be made well before the due date of the assignment to the Course Lecturer. Normally, extensions will only be granted for a maximum of two weeks from the original assignment submission date. Extensions will only be granted in cases of genuine medical, compassionate or extenuating circumstances.
Failure to submit: Failure to submit an assignment on time or by the agreed extension deadline may result in penalties and may incur a fail grade. Note that a late penalty of 5% of the total available marks for that assessment item will be incurred each day an assignment is handed in late (Unless otherwise stated in 'Assessment Related Requirements' or 'Assessment Detail' above). Assignments handed in after 14 days from the due submission date will fail even if a 100% mark is granted for the work.

Resubmission & Remarking
Resubmission of an assignment for remarking after reworking it to obtain a better mark will not normally be accepted. Approval for resubmission will only be granted on medical or compassionate grounds.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through .

Student Feedback

The 最新糖心Vlog places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the 最新糖心Vlog to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

The 最新糖心Vlog of Adelaide is committed to regular reviews of the courses and programs it offers to students. The 最新糖心Vlog of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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