最新糖心Vlog

ENTREP 7027EX - Foresight & Social Change

External - Trimester 3 - 2016

The course information on this page is being finalised for 2016. Please check again before classes commence.

This course aims to broaden student awareness of futures, how they are created, how they relate to individuals and societies and how innovation impacts upon them. The course particularly, but not exclusively, references emerging technologies and develops student capabilities with a range of foresight techniques. It encourages exploration of different social perspectives grounded in contrasting world views and engages with the question of change within our societies. The course is designed to increase the mindfulness of those involved in creating new ventures with respect to how science, technology and innovation generally influence and create social change. Due to the experiential learning in exercises and in-class assessments, class absences can severely impact on satisfactory completion of assessment items. Participation and attendance in ALL course activity is critical to Pass this course.

  • General Course Information
    Course Details
    Course Code ENTREP 7027EX
    Course Foresight & Social Change
    Coordinating Unit Entrepreneurship, Commercialisation & Innov Centre
    Term Trimester 3
    Level Postgraduate Coursework
    Location/s External
    Units 3
    Contact Intensive: 36 - 40 hours
    Available for Study Abroad and Exchange
    Assessment Assignments
    Course Staff

    Program Director Contact Details:
    Innovation and Entrepreneurship (PG)
    Name: Dr Allan O’Connor
    Email: allan.oconnor@adelaide.edu.au
    Phone: +61 8 8313 0188


    Teaching Staff

    Name:
    Dr Kristin Alford
     
    Short Bio:
    Kristin established Bridge8 in 2004 following careers in engineering, human resources and product development across sectors including mining, R&D, aviation, agriculture and nanotechnology. She holds a PhD in process engineering and a Masters of Management (Strategic Foresight). Her work explores the links between innovation, economic development, culture, social change and sustainability. Kristin is particularly interested in how we use ideas to create effective stories of the future and is focussed on building foresight thinking capabilities.
     
    She lectures in ‘Foresight and Social Change and Business and Carbon Management at the 最新糖心Vlog of Adelaide and has published chapters in Negotiating our future: Living scenarios for 最新糖心Vlog towards 2050 and Opportunities Beyond Carbon and, with her team, Big Ideas in Science – Vol 2 & 3. She is a member of the Association of Professional Futurists, a graduate of the 最新糖心Vlogn Institute of Company Directors, and a fellow of the Governor’s Leadership Foundation program.

    Email:  kristin@bridge8.com.au 

    Phone: +61 410 442 629

    Course Timetable

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

    Opening intensive:
    Day 1 – Friday 9 September 2016 – 1pm-8pm
    Day 2 – Saturday 10 September 2016 – 9am-4pm

    Mid intensive:
    Day 3 – Friday 23 September 2016 – 1pm-8pm

    Closing intensive:
    Day 4 – Friday 7 October 2016 – 1pm-8pm
    Day 5 – Saturday 8 October 2016 – 9am-4pm
  • Learning Outcomes
    Course Learning Outcomes
    1 Foresight methods including AQAL, CLA and Generic Foresight Process;
    2 Understanding different drivers of change including technological and social change and how these relate to entrepreneurship;
    3 Foresight concepts including breadth of perspectives, depth, and images of the future;
    4 The role of self and mindfulness in emerging futures; and
    5 The importance of translating foresight into action for social change
    最新糖心Vlog Graduate Attributes

    No information currently available.

  • Learning Resources
    Required Resources

    Textbook:
    No required textbook.

     
    Readings are in the links listed in the Learning Activities Summary below, or are supplied via MyUni.

    It is recommended that students read the first set of readings listed for Day 1 (Slaughter, Hayward, Bussey) prior to the first intensive and come prepared for a discussion on “what is foresight?”

    Please note that pre-reading of other sources are not required prior to the first or second intensives. The remaining readings supplied are intended to add to the content covered, not be the basis of it.

    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.
    Relevant journals include: Futures, Foresight, the Journal of Futures Studies and Technological Forecasting and Social Change.
    Popular magazines with related articles include: The Futurist, Wired and Fast Company.
    Websites with futures-related articles are numerous; students could browse io9.com, ABC Science

    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. The 最新糖心Vlog Library web page is:  
    From this link, you are able to access the Library's electronic resources.
    Online Learning
    MyUni 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 (see: )
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course is offered in blended learning mode with the face-to-face component offered as intensives. Due to the experiential learning in exercises and in-class assessments, class absences can severely impact on satisfactory completion of assessment items. Participation and attendance in ALL course activity is critical to pass this course.
    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.

    Please note: Pre-reading of first set of sources for Day 1 is recommended prior to the first intensive. Pre-reading of other sources is not required. The remaining readings supplied are intended to add to the content covered, not be sole basis.
    Intensive Topic Readings/Activities
    1 Introduction to Foresight Slaughter, RA, 2006. “Why your organisation’s view of the future is wrong”

    Slaughter, R 2005 ‘Futures Concepts’ in Slaughter, R, Inayatullah, S & Ramos, J (eds), The knowledge base of futures studies, CD-ROM, Professional edn, Foresight International, Brisbane.

    Hayward, P., Voros, J. and Morrow, R. 2012. “Foresight education in 最新糖心Vlog: time for a hybrid model?”, Futures, Vol. 44, no. 2 (Mar 2012), pp. 181-188.

    Bussey, M 2014 ‘Concepts and effects: ordering and practice in foresight’, foresight, Vol. 16 Iss: 1, pp.1 – 16 DOI: 10.1108/FS-04-2013-0017
    Integral Perspectives on Emerging Technologies The Economist, 2014, ‘ The onrushing wave’ The future of jobs, The Economist, 18 January.

    Lapowsky, I 2014. ‘The Next Big Thing You Missed: The Quest to Give Computers the Power of Imagination’, Wired, 22 April.

    Smith, Mrs, 2014. ‘Quantified Us’, Medium, updated 12 April.

    Joy, B 2000, ‘Why the future doesn’t need us’, Wired, iss. 8.04, accessed 17 August 2008.

    Schell, J 2010, Design Outside the Box, Presentation at DICE, Las Vegas Nevada, February,

    Atala, A 2011, Printing a Human Kidney, Presentation at TED, Long Beach California, March,

    Wilber, K 2005 ‘Introduction to Integral Theory and Practice: IOS Basic and the AQAL Map’ in Slaughter, R, Inayatullah, S & Ramos, J (eds), The knowledge base of futures studies, CD-ROM, Professional edn, Foresight International, Brisbane.

    Collins, T & Hines, A. 2010. “The Evolution of Integral Futures: A status update”, World Future Review, June-July, pp. 5-16.
    2 Worldviews & Levels of Adult Development Rooke, D and Torbert, W. 2005. “Seven transformations of Leadership”, Harvard Business Review, April.

    Hayward, P, 2003. “Resolving the moral impediments to Foresight Action”, first published in Foresight, Vol 5, No. 1, pp4-10,

    Brown, B, 2013. ‘The Future of Leadership for Conscious Capitalism’, Meta Integral

    Voros, J 2003, ‘A generic foresight process framework’ Foresight, vol. 5, iss 3, pp. 10-21

    Inayatullah, S (ed), 2004. ‘Introduction to the Reader’, The Causal Layered Analysis (CLA) Reader, Tamkang 最新糖心Vlog Press
    3 Foresight in social change Inayatullah, S 2008. ‘Six pillars: futures thinking for transforming’, Foresight, vol 10, no. 1, pp4-21.

    Ramos, JM & O’Connor, A. 2004. ‘From social foresight to social entrepreneurship: pathways to sustainability’ presented at AGSE-Babson Research Exchange, Melbourne 最新糖心Vlog.

    Van Pragg, CM 1999. ‘Some classic views on entrepreneurship’, De Economist, vol. 147, no. 3, pp. 311-355.

    Morrow, R. 2005. ‘Hope, Entrepreneurship & Foresight’, Paper submitted to the ERE Entrepreneurship Exchange Auckland,
    4 Images of the Future Heath C & Heath, D, 2007. Made to Stick Ch 1. Random House.

    Jarratt, Jennifer & Mahaffie, John, 2009. "Reframing the future", Journal of Futures Studies, May.

    P.J. Beers, PJ., Veldkamp, A., Hermans, F., van Apeldoorn, D., Vervoort, JM. And Kok, K. 2010 “Future sustainability and images“, Futures Volume 42, Issue 7, September, Pages 723–732,

    Alford K, Cork, S, Finnigan, J, Grigg, N, Fulton, B and Raupach, M, 2014. /The Challenges of Living Scenarios for 最新糖心Vlog in 2050’, Journal of Futures Studies, vol. 18 iss. 3, March, pp 115-126. http://www.jfs.tku.edu.tw/18-3/R01.pdfNuland, S 2003, On Hope, Presentation at TED, California, February,
    Purpose & Mindfulness

    Issacs, W 2012. ‘Accessing Genuine Dialogue’, The Watercooler, vol 6, iss 4, July/August,

    Scharmer, CO 2007, ‘The journey to ‘U’’, Ch 2 in Theory U: Leading from the future as it emerges, in SoL, USA, pp. 27-47.
    5 Applying foresight to entrepreneurship (example) Bornstein, David 2007. ‘The light in my head went on’, Ch 3 in How to change the world: Social entrepreneurs and the power of new ideas, Oxford 最新糖心Vlog Press, New York, pp 21-40.
  • Assessment

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

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

    Assessment Summary

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

    #AssessmentLengthWeightingDue DateLearning Outcomes
    1a Online sharing – Cognitive Bias Min 500 words plus image and responses 10% plus 5% interaction See MyUni 1, 3, 4
    1b Online sharing – Futures Perspectives Min 500 words plus responses 10% plus 5% interaction See MyUni 2, 3
    1c Online sharing – Reflection Min 500 words 10% See MyUni 1-5
    2 Group oral presentation on
    case study analysis
    20 min presentation + 5 min Q&A 20% See MyUni 3, 5
    3 Long applied assignment 3,000 words 40% See MyUni 1, 2, 3, 5
    Total 100%
    Assessment Related Requirements

    Students must complete all course assessment requirements and must attend lectures to be eligible to pass the course.

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

    Assessment Detail
    Assessment 1: Discussion in online forums
    Weighting: 40%
    Submission Details: Online Forums in MyUni

    Task:
    There are three online submission topics as follows:
    a. Design an image that depicts a cognitive bias and how foresight might combat this, plus with a short description.
    Initial post: 10% plus 5% for interaction.
    b. Find and share an online article about a future idea along with your short response on the strengths and weakness of the article.
    Initial post: 10% plus 5% for interaction.
    c. Reflection – from your notes, provide a summary reflecting on your learning journey eg how your thinking has changed, where you might apply it. Post: 10%

    Length and Presentation:
    The object is quality and demonstrating your understanding of the concepts and ability to apply them. The initial analysis /response to the assigned discussion topics should be a minimum of 500 words and must be posted by midnight on the due date. It is expected you will read all discussion postings, and then post 3 - 4 follow-up responses to your classmates’ postings by end of that week.

    Criteria by which your assignment will be marked:
    • Demonstrated critical thinking, including applying tools and theory where relevant
    • Demonstrated complete understanding of the assignment and the underlying concepts
    • Met the minimum substantive expectations
    • Posted the required subsequent responses to the posts of your classmates or to the responses to your initial post – responses are substantive in nature and should include constructive feedback and meaningful inputs or extension to the discussion
    • Demonstrated good-quality writing, concise language choice and appropriate citations where relevant


    Assessment 2: Group oral presentation on case study analysis
    Weighting: 20%
    Submission Details: In class

    Task:
    In a small group, deliver an oral presentation on the outcomes of the analysis of a case study. Analyse a case study of social entrepreneurship and leadership, describing the image of the future for that entrepreneur, their perspectives on the future, the entrepreneurial environment and identifying factors that contributed to the entrepreneur’s successes and failures.

    Scope:
    This presentation will assess your understanding of the course topics, particularly identifying images of the future and understanding perspectives.

    Length and Presentation:
    The oral presentations are each allocated 20 mins plus 5 mins questions.

    Criteria by which your assignment will be marked:
    • Application of foresight tools and methods to the analysis
    • Demonstrated understanding of the entrepreneur’s vision, success and failures.
    • Presentation style and connection with the audience


    Assessment 3: Long applied assignment
    Weighting: 40%
    Submission Details: Online through MyUni

    Task:
    Identify a technology or innovation that is currently being developed. Using the elements of the Generic Foresight Process, evaluate broadly and deeply the issues associated with this technology or innovation for its specific market and within the broader social context. You should canvass the possible future scenarios and identify specific strategic actions that the developers could undertake to achieve their preferred vision for the future.

    Scope:
    This assignment will assess your understanding of the course topics, particularly in integrating foresight concepts such as breadth and depth, and identifying pathways for technological and social change.

    Length and Presentation:
    3,000 words in Microsoft Word format not including references

    Criteria by which your assignment will be marked:
    • Relevance of assignment in addressing the topic
    • Demonstrated understanding of concepts
    • Application of a foresight method to an appropriate example
    • Submission including timeliness and appropriate word length;
    • Presentation including good quality writing, the structure of the essay and correct referencing
    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 submit, separate to your assignment, the 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:  Any request for an extension of time for the submission of an assignment 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 extenuating circumstances and proof, such as a doctor’s certificate, may be required.
    • 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 .

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    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.

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