ENTREP 7022 - Creativity and Innovation

North Terrace Campus - Trimester 2 - 2017

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 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
    Assumed Knowledge ENTREP 5016
    Assessment Assignments
    Course Staff

    Course Coordinator: Professor Paul Steffens

    Program Director Contact Details:
    Innovation and Entrepreneurship (PG)
    Name: Prof Paul Steffens
    Phone: +61 8 8313 7512
    Email: paul.steffens@adelaide.edu.au

    Teaching Staff:

    Trimester 2
    Rajeev Kamineni

    Short Bio:
    Rajeev has leadership and management skills in senior roles in higher education and entertainment industry. He is a dynamic, mature, self-starter with outstanding communication and people skills.  Rajeev is an Australian citizen with 25 years of experience of which 10 years has been in senior management. He has successfully established 2 start-ups including leading a media company to public listing. He has a unique blend of international experience,with teaching, film, sports, and student recruitment experience across several international markets including Australia, Singapore, Japan, India, MiddleEast and South Africa.

    +61 8 8313 7422

    Trimester 3
    Name: Gerard Reed

    Short Bio:
    Gerard Reed completed a Bachelor of Arts degree at the University of New South Wales where he studied Theatre, History, Politics, Film, and Religion. Gerard holds a Master of Arts degree from the University of the Arts, London where he further developed his interest in the history and production of independent film and documentary. Gerard also completed a Master of Entrepreneurship degree at ECIC and is co-founder of a digital and screen production company. He is currently completing his PhD at the ECIC with a particular focus on screen business.

    Email: gerard.reed@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:
    Thursday 1st and Friday 2nd June 2017
    Napier, 210, Teaching Room

    Closing Intensive:
    Thursday 13th and Friday 14th July 2017
    Napier, 210, Teaching Room

  • Learning Outcomes
    Course Learning Outcomes

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

    1 Explain 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 Illustrate how to bring creativity and innovation into an organisation
    6 Articulate 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
  • Learning Resources
    Required Resources

    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 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).

    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. Access to 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.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This 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?
    2 Creativity How does creativity assist innovative organisations? 

    Shaping a culture open to ideas
    3 Innovation The Complex issues of innovation in organisations

    Tangible Innovation

    What makes innovative organisations innovative?
    4 Product Development
    and Innovation
    Innovation Management

    Innovation Strategy

    Taking Innovation into your organisation
  • 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:

    #Assessment TaskTask TypeLengthWeightingLearning Outcomes
    1 Assignment One:
    Creativity Multiple Choice Test 
    Individual 30 questions
    1 hour
    15% 1, 4, 5
    2 Assignment Two:
    Innovation Multiple Choice Test
    Individual 30 questions
    1 hour
    15% 1, 4, 5
    3 Group Presentation: In Class Presentation Group 15 min presentation
    10 min Q&A
    30% 2, 4, 5
    4 Final report :
    Answer all 4 topics. Write 500 words per topic.
    References and examples are required.
    Individual 2000 words 40% 3, 5, 6
    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

    Assignment 1 & 2: Two in-class multiple choice questions tests
    Submission Details:
    Assignment Test 1 will be conducted in class at the end of second day (02/06/17) of the first intensive session
    Assignment Test 2 will be conducted in class at the end of second day (14/07/17) of the second intensive session

    30 Multiple choice questions will be given and each correct answer carries 0.5 mark. So the test is worth 15 marks
    Duration is for ONE hour
    Marking ie 15/30 = 50%
    Marks will be posted on MyUni

    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 questions to be completed in the time limit set.

    Criteria by which your assessment will be marked:
    Marked by your instructor. The correct answer will have 1 mark (0.5 value) and the wrong answer will have 0 mark. The correct answers will be posted on MyUni after the assessment is completed

    Assignment 3:
    Group Presentation – In Class Presentation: Spaces that inspire Creativity and Innovation.
    Due Date:
    In-class on 14/07/17
    Submission Details:
    Presentation in class
    In Class group work, group questions and other feedback are included in the assessment, not just the presentation on the final day.

    To work as group to use design thinking to improve or design a creative space.
    - utilize brainstorming, 6 thinking hats, mindmapping and design thinking.

    The purpose of this exercise is to demonstrate your use of the tools and perspectives learned during the program. The presentation can be of a real world space or a conceptualization. This space can be for individual, commercial, social or community use.

    Length and Presentation:
    15 minute presentation – you can create mock ups, posters, or PowerPoint / Prezi to help with your presentation.
    Other groups will have 10 minutes to ask questions and discuss (this is also assessed).
    Topics excluded: Google, Atlassian, Facebook, Skype, Virgin, Google, Ikea, 3M, Starbucks, Apple, IBM, Evernote

    Criteria by which your assessment will be marked:
    Your group will present your concept to others in the class. Your concept and strategy will be assessed and questions asked.

    Assessment 4:
    Final Report Assignment
    Answer all 4 of the topics outlined below.
    500 words per topic - be concise - note which topic you are answering
    Each submitted component worth 10%.
    Submission Details:
    Online through MyUni using Turnitin link on 30/07/17

    Criteria by which your assessment will be marked:
    · Delivered on time.
    · Clarity and efficiency of the writing.
    · Understanding of the topic.
    · Insight that is demonstrated.
    · Clear examples or case studies.

    This assignment will assess your understanding and application of organisational creativity and innovation.
    The intent of this paper is not to summarize the content but to show your understanding, use or insight to apply the academic literature.

    Topic A: Creating the motive for ideas and innovation
    Organisational culture
    There is much talk about the need for a culture for innovation.
    The key reason is to create the motive for people to be innovative.

    Your challenge for this assignment:
    The culture of an organisation to be open to ideas and innovation is a key to success.
    Keeping in mind cognitive diversity; what are your recommendations for making an organisation more innovative?
    1. What should the leaders do and say?
    2. What should managers do and say?
    3. Any recommendations for departments like HR?
    This can apply directly to your organisation or think like a consultant to make recommendations to an executive team.
    What strategies would you use?
    What are some of the tactics or action that will be needed to achieve each strategy.

    Topic B: Design Thinking
    Building your tool kit for Design Thinking.
    There are many ways to solve challenges.
    Design thinking is a problem solving approach that focuses on people.

    Your challenge for this assignment:
    Innovations often start with solutions to difficult challenges.
    As a designer you need to understand the people for whom you are designing.
    The problem: some university students are unable to express creativity in class. How can the university use Design Thinking to look for solutions to solve this problem?

    This assignment has three elements
    1. Summarize the steps in the design thinking process that you feel are relevant to solving this problem.
    2. Use the document to suggest a ‘method’ or tool, process or approach at each step as appropriate.
    3. Suggest who would want to involve or engage of solving this problem?
    This assignment is a plan for design thinking ‘idea factory’ you could facilitate with a group of people. You do not have to solve the problem. This is about the process you would use to explore and solve the problem.

    Topic C: Thinking Styles
    Do all people think alike?
    Exploring cognitive style and adaption-innovation theory in the real world

    Your challenge:
    Use some of the adaption – innovation theory to make your case.
    Do People Think Alike?
    Working with and managing people would seem easy if all people did think alike.
    1. What is the most insightful points to you about the concept of cognitive thinking style differences?
    2. How can your understanding of your assessment and adaption-innovation theory change your approach to your ideas or how you manage your contribution at work as well as work with other people and manage other people?
    3. Provide an example or case study where the cognitive diversity was badly managed.

    Topic D: Brainstorming
    A crucial element for personal and team creativity is the ability to collaborate to brain storm effectively.

    Your challenge:
    Plan a brainstorm to work on a problem you are facing or an opportunity you want to create.

    1. The key ingredient is a well defined Challenge or Problem Statement. Define the problem or challenge.
    2. How will you prompt people to engage with your problem? What tools or methods would you use?
    3. What type of ‘result’ should your brainstorming session ultimately create? It could be a strategy, service concepts, a list of product ideas, or an action plan. This must match the design of your Challenge or Problem Statement.

    All text based assignments must be submitted via MyUni.
    Please refer to step by step instructions: MyUni Learning Centre

    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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    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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