ENTREP 7022 - Creativity and Innovation

North Terrace Campus - Trimester 2 - 2018

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
    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: 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
    Name: Simon Williams
    Email: simon.williams@adelaide.edu.au
    Course Timetable

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

  • 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

    NO required Text book:

    Readings will be supplied in MyUni

    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.

    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

    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.

    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

    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.

    Session Content Activities
    1 Creativity Introductions and Overview
    What is creativity? What is Innovation?
    Creativity methodologies
    2 Creativity How does creativity assist innovative organisations?
    Shaping a culture open to ideas
    Group Work
    3 Innovation The Complex issues of innovation in organisations
    Tangible Innovation
    What makes innovative organisations innovative?
    Group Work
    4 Product Development
    and Innovation
    Innovation Management
    Innovation Strategy
    Taking Innovation into your organisation
    Student Group Presentations
    Small Group Discovery Experience
    SGDE is available in the assignment where research skills are developed as part of a process of developing a presentation connecting creativity with innovation. Students present the research required to analyse and apply creative thinking in relation to innovation and entrepreneurship. Individual and group problem-solving skills are developed in the tutorials and assessed in the group assignment. Students develop and extend analysis skills by researching and developing solutions that address their identified research questions.
  • 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 :
    Topics and wordlimits set in MyUni.
    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 multiple choice questions tests
    Weighting: 15%
    30 Multiple choice questions

    Assignment 3:
    Group Presentation – In-class
    Assigned in class.

    Assessment 4:
    Final Report Assignment
    Task: Answer the topics outlined in MyUni
    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 include in the assignment a 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:  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 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.

  • Student Support
  • Policies & Guidelines
  • 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’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.