HLTH SC 3102 - Innovation and Entrepreneurship in Health

North Terrace Campus - Semester 1 - 2021

Innovation & entrepreneurship in health is a level 3 core course for the BHMS (advanced) program - designed to give you skills to become leaders in all fields of human health. The course teaches you skills and approaches to translate a concept into reality: ? How to identify and evaluate opportunities ? The attributes and thinking patterns of successful innovators and entrepreneurs ? Evaluating actual and potential solutions and their impact ? Obtaining the resources you actually need to deliver a project (not being blocked by a budget) ? Working in teams and utilising your networks ? Written and oral presentation

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Course Details

Course Code	HLTH SC 3102
Course	Innovation and Entrepreneurship in Health
Coordinating Unit	Medical Studies
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)
Assessment	Individual and group assignments, quizzes during semester, participation, peer assessment.

Course Staff

Course Coordinator: Dr Kathryn Gatford

Co-coordinator: Dr Manjula Dissanayake

Course Timetable

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

Course Learning Outcomes

1. Describe the key concepts of entrepreneurship and innovation in health.

2. Critically evaluate potential and existing solutions to problems in human health from an entrepreneurial and innovative perspective.

3. Develop an innovation plan.

4. Evaluate cultural and ethical issues in human health entrepreneurship.

5. Demonstrate oral and written communication, interpersonal and leadership skills.

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
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	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	3,5
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	2-5
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	3,5

Learning Resources

Required Resources

No 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 Resources

Teaching staff will guide students to relevant literature and on line sources of relevant material.

Online Learning

MyUni will be used extensively to communicate with the students. Seminars will be recorded and loaded up on line for the students to review later, but students are expected to attend these to have the opportunity to discuss innovation and entrepreneurship concepts with the presenters. Other supporting information and publications will also be made available via MyUni.
Learning & Teaching Activities

Learning & Teaching Modes

The course materials will be delivered via seminars, workshops and assignments. Students will work in small groups to develop and present an innovation plan in the final assessment. The course will involve problem identification and problem solving skills.

Workload

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.

Contact time is scheduled as a 2-hour seminar plus 2-hour workshop, and is timetabled such that students do not have clashes with other courses. Student attendance is expected at both seminars and workshops, and seminar content will be drawn on in the following workshops.

Learning Activities Summary

Seminars will guide students through key concepts of innovation and entrepreneurship related to health. They will be augmented by case studies presented in seminar sessions by guest speakers. In workshop sessions students will work through structured exercises related to core concepts and upcoming assessment tasks during the first half of the semester. In the second half of the semester, students will work in groups to assess potential innovation and entrepreneurship solutions to health problems, then develop and present an innovation plan.

Specific Course Requirements

N/A

Small Group Discovery Experience

Students will work in small groups, facilitated by academic staff, in workshop sessions during the second half of the semester to identify innovative and entrepreneurial solutions to health problems, with progressive submission of evaluation and engagement components, and will develop an innovation plan which they will present orally at the end of semester. 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 Summary

ASSESSMENT TASK	TASK TYPE	WEIGHTING	COURSE LEARNING OUTCOME(S)
Review of literature related to a choice of existing health innovations (week 4)	Formative and summative	15% (individual assessment)	1,5
Case study presentation of an existing health innovation (due end of week 2 of mid-semester break)	Summative	15% (individual assessment)	1,2,4,5
Innovation plan (team charter due week 8, opportunity screening due week 9, external engagement log due week 11, group presentations week 13)	Summative	The marks for Assignment 3 contribute 30% of the course grade: * 3% for opportunity screening * 4.5% for team function * 4.5% for external engagement * 18% for group presentation	1,2,3,4,5
Peer assessment of group contribution (end week 12)	Summative	5% (individual assessment)	5
Workshop participation	Summative	5% (individual assessment)	1-5
Quizzes - weeks 3, 6 (due end of week 1, mid-semester break), 9, 12	Summative	30% across 4 quizzes, each contributing 7.5% of the final grade	1,5

Assessment Related Requirements

N/A

Assessment Detail

1500 word literature review: Students will review the literature related to a choice of existing health innovations - 15% weighting

Presentation: Students will individually record and submit an oral presentation of an existing health innovation that they have identified – 15% weighting

Innovation Plan: Students will work in small groups to produce an innovation plan, which they will present orally in a group (10% weighting) and submit as a final report at the end of semester (20% weighting)

Peer assessment: Based on contribution to group innovation plan – 5% weighting

Workshop participation: Based on attendance and participation in workshops throughout the semester - 5% weighting

Quizzes: Four on-line quizzes will be conducted via MyUni throughout the semester (weeks 4, 7 10 and 13), contributing a total of 30% weighting to overall assessment. Quizzes will assess key concepts and provide opportunity to use case studies as examples.

Submission

Assessment tasks will all be submitted and feedback and grades will be provided via MyUni.

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.

This course was delivered for the first time in 2019, and we thank prior students for frank feedback which led to major changes for 2019.

In summary, the following substantial changes have been made:
* Assesment tasks have been revised to provide a progression from evaluation of an existing innovation (literature review), identification and evaluation of an innovation applied to a specific health issue (case study presentation), and finally proposal and assessment of a new innovation (innovation plan - presentation and written report).
* Clear rubrics and instructions have been added for each assessment task.
* Assessment tasks will be graded by academic staff and marks and feedback will be provided within 2 weeks of the submission date for each task.
* The end-of-semester exam has been replacemed by four in-semester quizzes to assess understanding of core concepts, allow use of case studies as examples, and provide prompt feeedback on understanding.

We further revised the course in 2020 including shifting due dates for the first two assignments earlier to avoid overlap between assignment 2 and the group assignment, and removing the written report component of the final assignment, so that all assessment for this course is complete before semester 1 Swotvac.

Students in 2020 rated the course positively (86% broad agreement), with positive comments on the broadening of skills and perspective it provides compared to the rest of the degree, as well as course organisation and guest speakers. "The innovation and entrepreneurship side of the course was very intellectually stimulating and added a differentperspective to what we have learnt throughout our degree."
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
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.

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Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator