ENTREP 1020 - Design Thinking: Problems to Practice
North Terrace Campus - Semester 1 - 2022
General Course Information
Course Code ENTREP 1020 Course Design Thinking: Problems to Practice Coordinating Unit Entrepreneurship, Commercialisation & Innov Centre Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Intensive Available for Study Abroad and Exchange Y Course Description Design thinking has earned a leading role in many organisations for its ability to trigger innovation efforts through creative problem-solving. Analytical thinking dissects ideas into component parts, but design thinking reframes problems and prioritises ideas into optimal innovative solutions through human-centred processes. Customers today expect a personalised experience. Companies that nurture creativity and strategically incorporate design thinking across the organisation are 3.5 times more likely to outperform revenue growth of rival firms. Hence, employers actively seek staff with creative problem-solving skills to use their agility and flexibility to assist workplaces to adapt to challenges triggered by constantly evolving technologies and a continually changing environment. In this highly interactive course you will develop an immediate working knowledge of the design thinking methodology and numerous supporting tools and techniques.
Course Coordinator: Dr Wendy Lindsay
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn successful completion of this course, students will be able to:
- Understand and interpret design thinking theories, concepts and processes;
- Identify the relationship between design thinking, innovation and entrepreneurship and the value of innovation to organisations, economies and society;
- Demonstrate the ability to formulate and apply the basic elements of human-centred design; empathetic research and analysis, problem definition, idea generation, prototyping, evaluation and iteration;
- Demonstrate team collaboration and strategies to address potential problems/conflicts that occur when working in teams;
- Identify and apply ethical principles in the design process.
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)
Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
Required ResourcesNo Text book required.
A list of readings will be provided in MyUni
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 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.
Learning & Teaching Activities
Learning & Teaching ModesThis course is delivered in 6 full day intensive workshops.
As design thinking is based on learning by doing, a significant component of the intensives will be conducted through a small group discovery experience (SGDE), hands-on activity workshops, short presentation and feedback sessions, and include fieldwork sessions external to the classroom. Where relevant, guest speakers will be brought in to supplement lecture components.
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
Schedule Session Topics 1 Fundamentals: Introduction, including the value and importance of design thinking 2 The Design Thinking Methodology, incorporating Step 1 – Empathetic Research, analysis and fieldwork 3 Step 2 – Problem definition 4 Step 3 – Ideation and prioritisation of solutions 5 Step 4 – Rapid Prototyping 6 Step 5 – Test, Iteration and Implementation 7 Time to Think beyond Crisis Mode/Changing Management Paradigms 8 External fieldwork and Role Play/Simulation Presentation
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 Length Weight Learning Outcomes 1 Design Challenge: Creation of a Zine Individual 30 minutes 10% 1,3,4 2 Research Report: Compare and Contrast Individual 1,500 words 25% 1,2,3,5 3 Peer Review of Project Presentations Individual Time based completion of
5% 2,3,4 4 Role Play/Simulation Project Presentation Group 10 mins presentation,
plus 5 mins Q&A
15% 2,3,4 5 Project Report Group 2,000 words 25% 1-5 6 Reflective Journal Individual 1,250 words 20% 1-5 Total 100%
Assessment Related RequirementsStudents should attend all classes in order to pass the course. There is considerable experiential learning during classes that build your knowledge and thus enable you to be successful in this course.
Course results may be subject to moderation by the Assessment Review Committee.
Assessment DetailDesign Challenge: Creation of a Zine
You will create two Zines (small, self-published work of original or appropriated texts and images) using a blend of visual imagery and words to creatively capture your learning over the first and second intensive. Work is a timed challenge undertaken in class. The Zines will be a work in progress segment of the final Reflective Journal assignment.
Research Report: Compare and Contrast
Two readings have been selected for this report. One adopts a negative stance, the other a more positive perspective. In comparing and contrasting the two papers, underpinned by additional research to substantiate your line of argument, you develop a robust understanding of design thinking and its relevance and value to various stakeholders across different facets of business and life generally.
Peer Review of Project Presentations
Self and peer assessment are important aspects of learning practice. A rubric is provided for you to assess your peers on their Role Play presentations. You select the most appropriate criteria for each category the teams have achieved, plus produce some feedback comments illustrating strengths/weaknesses identified during the role play and offer value-add constructive suggestions for addressing gaps you perceived during the presentation.
Project Presentation: Role Play/Simulation
Teams will prepare a role play or simulation to present their project work undertaken during the intensives. Each team member will be assigned a role and required to take part in the presentation. Time keeping will be strictly enforced; each presentation will consist of 10 minute role play/simulation, plus a 5 minute Q&A session conducted by the audience.
The goal of working through a design thinking process is to create an innovative solution for a defined problem that is desirable, feasible, and viable. Not only should your product, service or solution satisfy the needs of customers, users or stakeholders, it should be supported by an appropriate commercial business model and implementation plan. Desirability is typically at the forefront during the design thinking workshop sessions as you are concerned with testing your ideas and validating assumptions about potential users. To strengthen and underpin work undertaken during the problem/solution phases, a close focus should be given to project’s feasibility and viability to ensure your solution can be implemented and will be sustainable over time.
Reflective exercises serve as a valuable means of facilitating the connection between theoretical elements and working practice. As this course is likely to differ from many others in your study program, the two design challenge Zines you produce at the end of the first two intensives will act as personal learning logs to facilitate your write up of the reflective essay for this assignment. Reflective writing helps sharpen ability to observe and document your own learning, to focus subjectively on personal experience, reactions, and reflections, providing a critical record of learning that is beneficial as it coalesces your thinking, determines the value and application of what you are learning, and where you may be struggling and why.
Submission of Assignments and Project Report
Assignments and project reports should be submitted in softcopy as pdf files. If an assignment is made up of multiple documents, these should be compiled into a single pdf file. Please name your file with your name or initials and what it is. (Eg. Mz-assign1.pdf).
All text based assignments must be submitted via MyUni:
- Assignment Submission: Assignments should not be emailed to the instructor; they must be lodged via the MyUni Course site (unless specified to do both).
- Cover Sheet: Please include in the assignment a completed University of Adelaide Assessment Cover Sheet (found in MyUni, under Modules) 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.
- Assessment extensions request: An application for Assessment Extension should be made 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. See sections 3 and 7a) i. in particular on assessment extensions in the Modified Arrangements for Coursework Assessment (MACA) Policy.
- 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: of an assignment 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.
- Appealing a mark or grade: If you are dissatisfied with your mark or grade, you may request a review or re-mark. There must be academic or procedural reasons for your request, so you can’t simply request a re-mark because you are disappointed with your result. For more information on the process see Assessment Grievance: Appealing a mark or grade
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.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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.