ENTREP 7022 - Creativity and Innovation
North Terrace Campus - Trimester 2 - 2016
General Course Information
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 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 Coordinator: Dr Allan O'Connor
Program Director Contact Details:
Innovation and Entrepreneurship (PG)
Name: Dr Allan O’Connor
Phone: +61 8 8313 0188
Trimester 2, Trimester 3 & Semester 2
Name: Simon Williams
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.
Phone: +61 8 8313 7422
The full timetable of all activities for this course can be accessed from Course Planner.
Monday 11th July and Tuesday 12th July 2016
Nexus10, UB35 Teaching Room
Wednesday 10th August and Thursday 11th August 2016
Horace Lamb, 422 Teaching Room
Course Learning Outcomes
1 Understand 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 Understand how to bring creativity and innovation into an organisation 6 Understand how to manage creativity and innovation in an organisational context
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)
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
The University’s preferred textbook supplier is Unibooks: http://www.unibooks.com.au/
NO required Text book:
Please utilize the articles below for in-class discussion and as reference material:
Rosabeth Moss Kanter 2006, 'Innovation: The Classic Traps', Harvard Business Review, Vol. 84, No. 11, pp. 72 - 83
Brown, T 2008, "Design Thinking", Harvard Business Review, Vol. 86, No., 6, pp. 84 - 92
Amabile T 1998, " How to Kill Creativity", Harvard Business Review, Vol. 76, No. 5, pp. 76 - 87
Catmull, E 2008, "How Pixar Fosters Collective Creativity", Harvard Business Review, Vol. 86 No. 9, pp. 64 - 72
Sutton R 2001, "The Weird Rules of Creativity", Harvard Business Review, Vol. 79, No. 8, pp. 94 - 103
Thomke, Stefan H., and Barbara Feinberg. "Design Thinking and Innovation at Apple." Harvard Business School Case 609-066, January 2009. (Revised May 2012)
Amabile, Teresa M., and Mukti Khaire. "Creativity and the Role of the Leader." Harvard Business Review Vol. 86, No. 10 (October 2008).
Florida, R Goodnight, J 2005, “Managing for Creativity”,Harvard Business Review, July-August, pp. 125-131.
Rob Goffee & Gareth Jones (2007), “Leading Clever People”, Harvard Business Review, March. pp.72 -79.
Drucker, P 2002, The discipline of innovation. Harvard Business Review, pp. 95-102
Gary Hamel (2006), “The Why, What, and How of Management Innovation”, Harvard Business Review, February, Vol. 84, No. 2, pp. 72-83.
Hamel, G 2009, “Moon Shots for Management”, Harvard Business Review, February, Vol. 87, No. 2, pp. 91-98.
Darrell K. Rigby, Kara Gruver & James Allen (2009), “Innovation in Turbulent Times”, Harvard Business Review, June, pp. 79-86.
Clayton Christennsen & Michael Overdorf (2000), “Meeting the Challenge of Disruptive Change”, Harvard Business Review, March-April, Vol. 78, No. 2, pp. 66-76.
Kevin Coyne, Patricia Gorman Clifford & Renee Dye (2007), “Breakthrough Thinking Inside the Box”, Harvard Business Review, December, Vol. 85, No. 12, pp. 70 - 78.
Recommended ResourcesLibrary 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.
These books are recommended as they may be referred to during this program:
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.
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
Edward de Bono has written about 70 books on creative thinking. Aside from Six Thinking Hats, you could also refer to these:
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.
Vertical thinking is digging the same hole deeper; lateral thinking is digging someplace else.
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 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).
Online LearningMyUni 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 ModesThis course is offered in blended learning mode with the face-to-face component offered as intensives.
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.
Intensive day Content Activities 1 Creativity
Introductions and Overview
What is creativity? What is Innovation?
How does creativity assist innovative organisations?
Shaping a culture open to ideas
The Complex issues of innovation in organisations
What makes innovative organisations innovative?
4 Product Development
Taking Innovation into your organisation
The University'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.
An overview of the course assessment appears in the following Table. Details appear in the following section:
# Form of
Length Weighting Due Date Learning Outcomes 1 Assignment One:
Creativity Multiple Choice Test
Online - MyUni 15% See MyUni 1, 4, 5 2 Assignment Two:
Innovation Multiple Choice Test
Online - MyUni 15% See MyUni 1, 4, 5 7 Group Presentation: In Class Presentation In-class. 30% See MyUni 4, 5, 6 8 Final report :
Pick 2 topics. Write 1500-2000 words per topic.
References and examples are required.
3000-4000 words 40% See MyUni 3, 5, 6 Total 100%
Assessment Related RequirementsStudents 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
Please refer to MyUni
SubmissionAll 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.
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.
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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