TECHCOMM 3000NA - Innovation and Creativity

Ngee Ann Academy - Quadmester 3 - 2015

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.

  • General Course Information
    Course Details
    Course Code TECHCOMM 3000NA
    Course Innovation and Creativity
    Coordinating Unit Entrepreneurship, Commercialisation & Innov Centre
    Term Quadmester 3
    Level Undergraduate
    Location/s Ngee Ann Academy
    Units 3
    Available for Study Abroad and Exchange Y
    Course Description 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.
    Course Staff

    Course Coordinator: Dr Gary Hancock

    Program Director Contact Details:
    Innovation and Entrepreneurship
    Name: Gary Hancock
    Phone: +61 8 8313 0125

    Teaching Staff:
    Name:
    Simon Williams

    Short Bio:
    Mr Simon Williams has extensive experience in all aspects of sourcing, evaluating and developing opportunities. He has been a small business owner and has worked in large corporations. Simon’s roles have included State Manager of the Australian Institute for Commercialisation, CEO of Itek which is UniSA’s commercialisation company, and founder of the organisational psychology firm, Your Future Edge. Simon has been a director of six companies in the fields of Cleantech, Biotechnology and ICT. Simon also has a background in finance and is a member of the Australian Institute of Company Directors. Simon brings know-how in managing intellectual property and negotiating partner agreements across various research organisations and industry sectors both nationally and internationally and is passionate about early stage companies.

    Email: simon.williams@adelaide.edu.au

    Phone: +61 8 8313 7422

    Course Timetable

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

    Opening intensive:
    Friday 14th August 7pm to 10pm
    Saturday 15th August 1pm to 8pm
    Sunday 16th August 9am to 4pm

    Closing intensive:
    Friday 21st August 7pm to 10pm
    Saturday 22nd August 1pm to 8pm
    Sunday 23rd August 9am to 4pm

  • Learning Outcomes
    Course Learning Outcomes

    The key learning objectives of this course are:

    1. Understand the nature of creativity, barriers to creativity and how creativity leads to innovation.
    2. Students will be responsible for developing and implementing strategies to enhance personal creativity and transform it to innovation.
    3. The group exercises will focus on developing interpersonal skills and teamwork.
    4. This will include email, Skype, social networks, a blog post, wikis, and other technologies.
    5. The focus of this course is to enhance the student’s ability to be a life-long learner.
    6. An understanding and application of ethics and morality as a part of creativity and innovation.
    7. The context of social enhancement is a critical component of this course.
    University Graduate Attributes

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

    University Graduate Attribute Course Learning Outcome(s)
    Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 4
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 2
    Skills of a high order in interpersonal understanding, teamwork and communication. 3
    A proficiency in the appropriate use of contemporary technologies. 4
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 5
    A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 6
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 7
  • Learning Resources
    Required Resources

    Text book:
    No text book required for this course

    Articles and readings will be available on MyUni

    1. Buzan, Tony & Buzan, Barry 1995, 'Ch. 8 From brainstorming to mind mapping -- Ch. 9 Mind mapping', in Buzan, Tony & Buzan, Barry, The mind map book, Rev. ed., BBC Books, London, pp. 79-90.
    2. Treffinger, Donald J., Isaksen, Scott G. & Stead-Dorval, Brian 2006, 'Introduction', in Treffinger, Donald J., Isaksen, Scott G. & Stead-Dorval, K. Brian, Creative problem solving: an introduction, 4th ed., Prufrock Press, Waco, Tex., pp. 1-13.
    3. Schaper, Michael & Volery, Thierry 2004, 'Creativity, innovation and entrepreneurship', in Schaper, Michael & Volery, Thierry, Entrepreneurship and small business: a Pacific Rim perspective, John Wiley & Sons Australia, Milton, Qld., pp. 48-69.
    4. Diener, Ed & Biswas-Diener, Robert 2008, 'Happiness at work : it pays to be happy', in Diener, Ed & Biswas-Diener, Robert, Happiness: unlocking the mysteries of psychological wealth, Blackwell Pub., Malden, MA, pp. 68-87.
    5. Michalko, Michael c2001, 'Thinking fluently', in Michalko, Michael, Cracking creativity: the secrets of creative genius, Ten Speed Press, Berkeley, Calif., pp. 85-111.
    6. De Bono, Edward 2000, 'Ch. 2 Six hats, six colours -- Ch. 3 Using the hats', in De Bono, Edward, Six thinking hats, Rev. ed., Penguin, London, pp. 13-15, 16-24.
    7. Harvard Business Essentials, 2003, Managing Creativity and Innovation. Harvard Business School Press, ISBN: 1-59139-112-1. Chapter 1
    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.

    • Adams, James L (1986) Conceptual Blockbusting
    • De Bono, Edward (1994) Parallel Thinking
    • Gardner, Howard (1993) Changing Minds: The Art and Science of Changing Our Own and Other People’s Minds
    • Hurson, Tim, (2008) Think Better
    • Michalko, Michael (2001) Cracking Creativity
    • Koestler, Arthur (1989) The Act of Creation
    • Michalko, Michael (1991) Thinkertoys
    • Osborn, Alex F (1963) Applied Imagination: Principles and Procedures of Creative Problem Solving
    • Parnes, SJ (1978) Optimize the Magic of your Mind
    • Pinker, Stephen (1997) How the Mind Works
    • Sternberg, Robert (1999) Handbook of Creativity
    • Torrance, E Paul (1979) The Search for Satori and Creativity
    • Treffinger, Donald (2006) Creative Problem Solving
    Library Resources
    The University 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 University’s website. The University Library web page is: http://www.adelaide.edu.au/library/ 
    From this link, you are able to access the Library's electronic resources.
    Online Learning
    MyUni is the University of Adelaide's online learning environment. It is used to support traditional face-to-face lectures, tutorials and workshops at the University. MyUni provides access to various features including announcements, course materials, discussion boards and assessments for each online course of study (see: https://myuni.adelaide.edu.au)
  • Learning & Teaching Activities
    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.
    Day Content Readings Activities
    1 Introduction to creativity and innovation 1 Lectures/Workshops
    2 Creativity tools 2 Lectures/Workshops
    3 Happiness and Creativity methodologies 3 Lectures/Workshops
    Multiple choice test Part 1 Assessment
    4 Innovation, Group work 4, 5 Lectures/Workshops
    5 Innovation/Presentation Skills 6, 7 Lectures/Workshops
    Student Group presentation Assessment
    post Multiple choice test part 2 Assessment
    post Essay Assessment
    Other readings of interest.

    On the Nature of Creativity:
    Koestler, Arthur (1989) The Act of Creation Chapter 1.

    On the Nature of the Creative Person:
    Foster, Jack (2007) How to Get Ideas Part 1 ‘Ten Ways to Idea Condition your Mind’ pages 13-33

    Gardner, Howard (1993) Changing Minds: The Art and Science of Changing Our Own and Other People’s Minds Chapter 1.

    On the Methods of Idea Generation:
    Adams, James L (1986) Conceptual Blockbusting Chapter 1; Treffinger, Donald J (2006) Creative Problem Solving Chapter 1.

    On the Relationship between Innovation and Creativity:
    Hurson, Tim, (2008) Think Better Part 2 pages 35-67.

    On the value of Personal Reflection and Journal Keeping:
    Michalko, Michael (2001) Cracking Creativity ‘Thinking Fluently’ pages 85-111.
  • Assessment

    The University'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
    1 First online multiple choice and short answer quiz 20 questions (1 hour) 20% See MyUni 1-3, 5
    2 Second online multiple choice and short answer quiz 20 questions (1 hour) 20% See MyUni 1-3, 5
    3 Group presentation and attendance 30 minutes 30% See MyUni 1-7
    4 Individual Essay 1500 words 30% See MyUni 1, 2, 4, 6, 7
    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.


    Note: a late penalty of 10% of the total available marks for that assessment item will be incurred each day an assignment is handed in late
    Assessment Detail

    Assessment 1: Two online multiple choice and short answer quiz
    Weighting: 20% + 20%
    Due Dates: See MyUni
    Submission Details: Online through MyUni.

    Task:
    Complete the online multiple choice and short answer quiz via MyUni.
    Please allow 1 hour per test.

    Scope:
    This assignment will assess your understanding of creativity in the context of innovation based on the lecture material and readings.

    Length and Presentation:
    Each test has up to 20 questions to be completed in the time limit set. Further instructions online.

    Criteria by which your assessment will be marked:

    • Marked automaticaly on MyUni. Each individual question will be identified with the mark value. Certain identified questions will incur a negative mark for wrong answers.

     

    Assessment 2: Group presentation and attendance
    Weighting: 30%
    Due Dates: See MyUni
    Submission Details: Group presentation of a case study

    Task:
    Group presentation of a case study of an innovative person or company. Attendance and presentations must demonstrate all members of the group contributed.

    Topics excluded: Facebook, Skype, Virgin, Google, Ikea, 3M, Starbucks, Apple, Evernote

    Scope:
    The course topics that relate to working in groups as creative idea generation teams and innovative idea communicators are pertinent for this task.  

    Length and Presentation:
    Each group will provide 20 minute presentation and answer 10 minutes of questions.

    Criteria by which your assessment will be marked:

    • Demonstration of knowledge of subject matter
    • Presentation skills
    • Use of multimedia or other presentation tools
    • Clarity of execution and organisation of information
    • Attendance and participation of all group members

     

    Assessment 3: Individual Essay
    Weighting: 30%
    Due Dates: See MyUni
    Submission Details: Online through MyUni using PDF format. Do not email.
    Create a file name that identifies you as the author ie Assignment1_studentnumber.pdf.
    (Do not upload a file called assignment1.pdf). Put your name and student number on essay.

    Task:
    Answer only 5 questions from the set provided online and write 300 word answers per question. No introduction or conclusion required in this essay. Use references where appropriate.

    Topics excluded: Facebook, Skype, Virgin, Google, Ikea, 3M, Starbucks, Apple, Evernote

    Scope:
    This assignment will assess your understanding of the relationship between innovation and creativity for entrepreneurial innovation and will assess your understanding of the process of innovation reliant on creative problem solving.

    Length and Presentation:
    1500 words in PDF format with academic references.

    Criteria by which your assessment will be marked:

    • This assignment will assess your understanding of the creative process in relation to innovation
    • Demonstration of knowledge of subject matter
    • Correct academic referencing

    Topics

    • Creative Methodologies
    • Methodologies compared and contrasted
    • Examples in action and innovative outcomes
    • References
    Submission
    All text based assignments must be submitted via MyUni.
    Please refer to step by step instructions: http://www.adelaide.edu.au/myuni/tutorials/files/AssignmentStudentSubmission.pdf

    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 University 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 Access Adelaide.

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    The University 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 University 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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  • Policies & Guidelines
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