HLTH SC 3102 - Innovation and Entrepreneurship in Health
North Terrace Campus - Semester 1 - 2018
General Course Information
Course Code HLTH SC 3102 Course Innovation and Entrepreneurship in Health Coordinating Unit Medicine Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 4 hours per week Available for Study Abroad and Exchange N Prerequisites HLTH SC 2012 Restrictions B. Health & Medical Science (Advanced) Course Description The human genome was sequenced over a decade ago and daily we discover the genetic causes of diseases. Medical research has excelled at identifying the causes of many diseases. Basic science has led to understanding of our battle with microbes and parasites and their means of transmission. Agricultural and nutritional sciences has given us the knowledge to substantially improve our diet. Information technology has transformed the way we communicate and organise our lives and has made information substantially easier to obtain. Improvements in communication and transportation has made us all part of the global mix and presents new challenges to health of all of us. The challenge for society now is how to use all this new information to improve our health outcomes.
Many changes and improvements come not from a top down approach but rather from entrepreneurship. This course will enable students to learn how to identify opportunities to improve health care and to be innovative and entrepreneurial in proposing solutions. It will enable students to assess challenges, evaluate potential solutions, impediments to their implementation and ways and means of improving health and health care delivery.
Course Coordinator: Professor Ray Rodgers
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes1. Define and discuss the concepts of entrepreneurship and innovation in health.
2. Demonstrate an ability to engage in entrepreneurship and innovation processes.
3. Demonstrate an awareness of the challenges of, and opportunities to improve, healthcare delivery.
4. Propose a well-constructed innovation plan.
5. Demonstrate oral and written communication, interpersonal and leadership skills.
6. Demonstrate an understanding of cultural and ethical issues in healthcare delivery.
7. Demonstrate an understanding of the origins of inequities in health care.
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)
1-4, 6, 7 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
1-4, 6, 7 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
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
6 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
Required ResourcesNo single text book will cover the course content. Reading and support materials will be obtained from books and journal articles available from the library and from publicly available web sites such as WHO and other relevant web sites.
Recommended ResourcesTeaching staff will guide students to relevant literature and on line sources of relevant material.
Online LearningMyUni will be used extensively to communicate with the students. Lectures will be recorded and loaded up on line for the students to review later. Other supporting information and publications will also be made available via MyUni.
Learning & Teaching Activities
Learning & Teaching ModesThe course materials will be delivered via lectures, tutorials, workshops, assignments and presentations by the students either individually and in small groups. The course will involve problem identification and problem solving.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.This is a 3 unit course for one semester and has a work load of 12 hours per week, including contact and non-contact time, and is in total 156 hours across the semester.
Learning Activities SummaryWorkshops will guide students through key concepts of innovation and entrepreneurship related to health. They will be augmented by case studies by guest speakers. In SGDE sessions students work through structured exercises in groups to develop an innovation plan and individually present case studies of innovation and entrepreneurship in health.
Specific Course RequirementsN/A
Small Group Discovery ExperienceStudents will work in small groups throughout the semester facilitated by academic staff to develop and produce a 4000 word innovation plan. This task will be assessed as a group.
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.
ASSESSMENT TASK TASK TYPE WEIGHTING COURSE LEARNING OUTCOME(S) Literature review - week 4 Formative and summative 15% (individual assessment) 1,5 Innovation plan Summative 30% (group assessment) 2,4,6 Presentation Summative 15% (individual assessment) 2,5 Peer assessment Summative 10% (individual assessment) 5 Exam Summative 30% (individual assessment) 3, 6, 7
Assessment Related RequirementsN/A
Assessment Detail1500 word literature review: Students will review literature related to topic in innovation and entrepreneurship in health - 15% weighting
Presentation: Students will individually present a case study of innovation and entrepreneurship in health – 15% weighting
Innovation Plan: Students will work in small groups to produce 4000 word innovation plan – 30% weighting
Peer assessment: Based on contribution to group innovation plan and individual presentations – 10% weighting
Exam: A 2-hour exam at the end of semester – 30% weighting
No information currently available.
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.This is a new course and therefore there is no prior student evaluation available. We strongly encourage and value your feedback this year to improve the course for 2019.
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- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
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