AGRIBUS 7060 - Innovation Systems and Policy Transformation

North Terrace Campus - Trimester 3 - 2018

AGRIBUS 7060 is an elective course open to all graduate students who aspire to make a difference in their chosen field. Taught from a agrifood industry and environmental policy perspective, the course provides a hands-on practical guide to drive innovation and successfully transform policy in any sector. Students can expect to discover new ways to define critical issues, identify innovative solutions and marshal support for transformational change. The course will give students the skills necessary to influence both industry and governmental policies. Specifically, students will learn how to map a sectoral system of innovation, identify opportunity spaces and innovation pathways, develop a policy proposal, engage potential partners, catalyse support and defend against high-jack techniques to ensure that the benefits of a policy change endure

  • General Course Information
    Course Details
    Course Code AGRIBUS 7060
    Course Innovation Systems and Policy Transformation
    Coordinating Unit Centre for Global Food and Resources
    Term Trimester 3
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Up to 36 contact hours
    Available for Study Abroad and Exchange
    Assumed Knowledge An understanding of basic business principles is assumed. An understanding of the role of incentives in influencing behaviour; the role of innovation in driving development; and ways to assess economic efficiency and equity is desirable.
    Course Description AGRIBUS 7060 is an elective course open to all graduate students who aspire to make a difference in their chosen field. Taught from a agrifood industry and environmental policy perspective, the course provides a hands-on practical guide to drive innovation and successfully transform policy in any sector. Students can expect to discover new ways to define critical issues, identify innovative solutions and marshal support for transformational change.
    The course will give students the skills necessary to influence both industry and governmental policies. Specifically, students will learn how to map a sectoral system of innovation, identify opportunity spaces and innovation pathways, develop a policy proposal, engage potential partners, catalyse support and defend against high-jack techniques to ensure that the benefits of a policy change endure
    Course Staff

    Course Coordinator: Professor Mike Young

    Name: Professor Mike Young
    Role: Course Coordinator
    Email: mike.young@adelaide.edu.au
    Location: Nexus 10 - Level 5 - Room 5.19
    Phone: 8313 5279
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    The emphasis of this course is on application.

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

    1. Map and analyse the elements of a sectoral system of innovation using the agri-food sector as a case example.

    2. Identify potential opportunities for innovation along the value chain and in government policy.

    3. Design an approach to developing an industry or government policy with the potential to transform the sector either directly or indirectly by influencing access to natural resources like water.

    4. Productively contribute to the development and implementation of a policy reform.

    5. Exhibit expertise in policy development processes.
    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)
    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)
    5
    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
    4,5
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    2,3,4,5
    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
    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
    4,5
  • Learning Resources
    Required Resources
    Schrempf, Benjamin, Kaplan, David and Schroeder, Doris (2013) National, Regional, and Sectoral Systems of Innovation – An overview, Report for FP7 Project “progress”, progressproject.eu.

    Recommended Resources
    To be provided within the course.

     

  • Learning & Teaching Activities
    Learning & Teaching Modes
    The course will combine lecture and group discussion with structured small group workshops applying analytical tools to complex problems and designing approaches to potential transformational policy initiatives.

    Students will be expected to actively participate in class discussions and within their small group team. They will be encouraged to challenge their assumptions and contribute to team recommendations.
    Workload

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

    Students will be expected to attend all six days of classes offered as a three-week intensive experience.

    In addition to the class time, students will be expected to work individually and within a small group to compare innovation system models, analyse options for stimulating innovation within an industry or environmental management sector, and source supporting evidence for their recommendations. Significant effort will be required to prepare the final case study and recommendations for policy development with transformational potential.
    Learning Activities Summary
    Week 1 – Systems of Innovation

    Pre-reading required
    Day 1 – : Introduction to systems of innovation
    • Overview and expectations of the course
    • Innovation as a driver of economic development
    • Discussion: systems of innovation
    • Study team workshop:  Analysis of Case example
    • Discussion of case and learning
    • Written assignment:  Analysis of potential SSI strengths & weaknesses applied to sector of choice
    Day 2 – : Application of sectoral system of innovation (SSI) model and ‘Insights to Innovation’ process
    • Discussion: Learning from written assignment
    • Collaborative opportunities: incentives and barriers
    • Study team assignment:  Apply ‘Insights to Innovation’ process to selected sector
    • Introduction to system evolution & transformation – Values, policy principles & objectives
    • Written assignment:  Analysis of SSI impact on selected ‘pathway to innovation’
    Week 2 – Industry & Government policy development

    Pre-reading required
    Day 3 – : Policy design – critical to SSI development
    • Study team presentations & feedback
    • Robust policy design
    • Government policy in industry innovation
    • Government policy in social & environmental innovation
    • Assignment: Preparation for policy case analyses
    Day 4 –: Policy transformation process: listening to stakeholders
    • Government policy in environmental & natural resource management
    • Critical factors in policy transformation: consultation processes & communication
    • Study team workshop: case study selection & development
    • Critical factors in policy transformation: reform sequencing
    • Assignment: Case study preparation
    Week 3 – Policy transformation case study preparations & presentations Day 5 – : Critical factors in policy transformation
    • Policy entrepreneurship
    • Study team presentations & feedback
    • Implementation
    • Anticipating ‘unintended consequences’
    • Ensuring long-term success
    • Assignment:  Final development of case studies
    Day 6 – : Putting it all together
    • Critical factors in instrument mixing & changing the system
    • Study team presentations:  Final case study & feedback
    • Summary guidelines for success
    • Peer & course review and feedback
  • 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
    Assessment Task Task Type Weighting Learning Outcome
    Application of SSI model to industry sector Individual 20% 1
    Analysis of policy implications of innovation pathway Individual 30% 2,3,5
    Group case study recommendations Collaborative 30% 2,3,5
    Quality of class participation Individual 10% 4
    Quality of work group contribution Individual 10% 4
    Total 100%
    Assessment Detail
    Assessment will be split into three parts:

    1) Individual knowledge of the subject.

    2) Individual contributions to class workshops, discussions, etc.

    3) The quality of each group study and the progress the group makes during each stage of study development.
    Submission
    Assignments must be submitted in:

    1. Softcopy through Turnitin on MyUni

    Your assignment MUST include the GF assignment cover sheet which can be downloaded from MyUni under “Assignments”. Each page must be numbered with your student ID and name.

    All assignments must be presented professionally with clear headings, appropriate referencing and using one and a half spacing.

    Extensions will only be granted if requests are received in writing to the course coordinator at least 24 hours before the final due date unless they are requested on medical or compassionate grounds and are supported by appropriate documents.

    Please contact the course coordinator, preferably by email, at any time to make an appointment for assistance or guidance in relation to course work, assignments or any concerns that may arise. Assignments will normally be returned two weeks after they have been submitted.
    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.

  • Student Feedback

    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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