ENTREP 2014 - Exploring Innovation

North Terrace Campus - Semester 1 - 2019

This course provides a deep look at the concept of innovation, exploring history, theory and modern tools of innovation not commonly known. This is a fun, interesting and practical course with a focus on using the stories of well-known innovators, from Thomas Edison to Casey Neistat, to illustrate application of theory. You will understand that despite innovation becoming a popular modern buzzword, being innovative, and understanding innovation remains one of the most important determinants of your future success, across any type of field or endeavour. Completing this course will help you better recognise the role of innovation, as well as offer powerful concepts to help embed an innovation process with your venture or organisation.

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Course Details

Course Code	ENTREP 2014
Course	Exploring Innovation
Coordinating Unit	Entrepreneurship, Commercialisation & Innov Centre
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Intensive: 36 to 40 hours
Available for Study Abroad and Exchange	Y
Assessment	Examination, assignment, presentation

Course Staff

Course Coordinator: Dr Wendy Lindsay

Program Director Contact Details: Innovation and Entrepreneurship
Name: Dr Wendy Lindsay
Email: wendy.lindsay@adelaide.edu.au

Teaching Staff

Name:
Email:

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:

Be able to critically describe the importance of innovation;
Formulate new innovative ideas using innovation theory, modern frameworks, tools and processes;
Identify and explain the complexity of innovation through team research and production of a short video;
Using peer review, critique new innovative ideas/strategies using the body of innovation theory.

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)	1-3
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	2-4
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
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	1-4
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, 4
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	4

Learning & Teaching Modes

Exploring innovation will be delivered in intensive mode, in 2 x 3 day blocks. A significant component of these intensives will be a flipped classroom experience, as well as sessions that require some excursions external to the classroom (example: excursion to visit the 3D printing lab). A range of guest speakers (a mix of recognised innovators from industry) will be brought in to supplement lectures.

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

Schedule
Session	Topic
1	The concept of innovation
2	History, theory and modern tools of innovation
3	The role of innovation for business success
4	The importance, use, creation and role of innovation in society
5	Embedding innovation processes
6	Leading innovation
7	Concepts and tools facilitating innovation

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

The following assessments may be modified prior to the commencement of the semester. Please check closer to course date.

#	Assessment Task	Task Type	Length	Weight	Learning Outcomes
1	Team voice / video recording	Group	10 minute recording	30%	1,2,3
2	Individual peer response	Individual	1500 words	10%	4
3	In class worksheets	Individual	1500 words	20%	1-4
4	Essay	Individual	3000 words	40%	1-4
	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

Creation of an innovation voice/ video recording
Students working in teams are asked to create a voice / video recording. This can be in the style of the team’s choosing. For example, the video could be an audio essay about a particular innovation, or an interview style podcast between the student team members. The podcast will ask students to incorporate key theory, answer a series of questions or include reference to a particular concept of the class. Submission will be through Canvas.

Individual peer response
Individuals are assigned the podcasts created by the rest of the class. Their job is to listen to their assigned podcast, then complete a response task. This response task is a written response that will require some critique of the podcast, with use of theory, as well extending the podcast with additional research to support the discussion.

Individual innovation hero essay
An essay that explores the career and achievements of a specific recognised innovator. The innovator is selected at the discretion of the student. Students must use innovation theory to put forward a case as to why the innovator was successful.

Attendance and in class worksheets
This task is a series of short answer worksheets at various times during the intensives aligned to specific course material. Attendance is also required and contributes to this grade.

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.

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

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