This course builds insights and skills in innovation processes – the contexts and drivers of innovation, the types and outcomes of innovation – and provides frameworks and tools for analysing, enabling and managing innovation processes, mainly in established organisations. The course frameworks can be applied to scientific/technological innovations as well as to innovations in other contexts, including the public sector.  

The course explores different types of innovation – radical, architectural, incremental – also focal outcomes – new products, new processes, new business models – as well as different contexts for innovation – within established organisations, as well as start-ups and spin-offs.  Each type, focus and context requires a different management framework. The course provides understanding of these different frameworks, including the skills and knowledge required to use them effectively. 

The course is delivered in the form of seminars, workshops, case studies and practical exercises.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. Describe the contexts, drivers, types and focal outcomes of innovation
2. Apply frameworks to identify problem areas that need new approaches, potential focus areas for innovation and appropriate drivers, constraints and frameworks
3. Analyse cases to illustrate different approaches to innovation, including their processes and outcomes in different contexts
4. Implement basic tools & frameworks in the scoping, evaluation, implementation and management of innovations
5. Integrate concepts and theories with real cases of local innovation ecosystems
6. Evaluate ideas, relationships, resources and networks by engaging with innovation stakeholders
7. Reflect on the significance of innovation in their personal future careers and society at large

Research-Led Teaching

This course has been designed to bridge the practice of innovation and research on innovation. The starting point is connecting major challenges to innovation success with research on how they might be addressed. Much of the content is based on challenges discussed in, and research sponsored by, the US-based Industrial Research Institute. (This Institute is industry based and a leading practitioner-led forum for improving the management of innovation.) There is a focus on major innovations, those involving substantial change, with an objective of enabling participants to manage this type of innovation in a range of organisations.

Field Trips

There are no field trips for this course

Additional Course Costs

There are no additional costs for this course

Examination Material or equipment

There are no exams for this course

Required Resources

Nil

Recommended Resources

Recommended readings will be advised on Wattle

Staff Feedback

Students will be given feedback in the following forms in this course:

• Written comments
• Verbal comments
• Feedback to the whole class, to groups, to individuals, focus groups

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Seminar - Week 1: Course Briefing	Recommended Readings: Design Council (2007). Eleven lessons: managing design in eleven global brands. The Design Council. London, UK, pp. 1-26. Activities: Team Formation
2	Seminar - Week 2: Mapping the Innovation Ecosystem	Recommended Readings: Adner, R. (2006). Match your innovation strategy to your innovation ecosystem. Harvard Business Review, 84(4), 98. Activities: Identifying Stakeholders
3	Seminar - Week 3: Search for Latent Needs	Recommended Readings: Von Hippel, E. (2005). Democratizing innovation: The evolving phenomenon of user innovation. Journal fur Betriebswirtschaft, 55(1), 63-78. Activities: Mapping Customer Profiles
4	Seminar - Week 4: Co-Creation of Value	Recommended Readings: Hoyer, W. D., Chandy, R., Dorotic, M., Krafft, M., & Singh, S. S. (2010). Consumer cocreation in new product development. Journal of Service Research, 13(3), 283-296. Activities: Facilitating Co-Creation
5	Seminar - Week 5: Planning for Uncertainty	Recommended Readings: Rice, M. P., OConnor, G. C., & Pierantozzi, R. (2008). Implementing a learning plan to counter project uncertainty. MIT Sloan Management Review, 49(2), 54. Activities: Learning Plan Due: Ecosystem Report and Reflection
6	Consultation - Week 6: Project Progress
7	Seminar - Week 7: Creativity & Innovation	Recommended Readings: Dorst, K. (2011). The core of ‘design thinking’ and its application. Design Studies, 32(6), 521-532. Activities: Hypothetical Solutions Due: Learning Plan and Reflection
8	Seminar - Week 8: User Experience & Service Design	Recommended Readings: Zomerdijk, L. G., & Voss, C. A. (2010). Service design for experience-centric services. Journal of Service Research, 13(1), 67-82. Activities: Experience Mapping
9	Seminar - Week 9: Prototyping Solutions	Recommended Readings: Dow, S. P., Glassco, A., Kass, J., Schwarz, M., Schwartz, D. L., & Klemmer, S. R. (2010). Parallel prototyping leads to better design results, more divergence, and increased self-efficacy. Design Thinking Research (pp. 127-153). Springer Berlin Heidelberg. Activities: Rapid Prototyping
10	Seminar - Week 10: Innovation & The Business Model	Readings: Chesbrough, H., & Rosenbloom, R. S. (2002). The role of the business model in capturing value from innovation: evidence from Xerox Corporation's technology spin-off companies. Industrial and Corporate Change, 11(3), 529-555. Activities: Business Modelling Due: Prototype Solution and Reflection
11	Seminar - Week 11: Accelerating Adoption	Readings: Damanpour, F., & Schneider, M. (2006). Phases of the adoption of innovation in organizations: Effects of environment, organization and top managers. British Journal of Management, 17(3), 215-236. Activities: Communication Strategies
12	Seminar - Week 12: Presentations & Course Debriefing	Activities: Final Presentations & Course Wrap-Up Due: Communicating Value Presentation and Reflection

Tutorial Registration

N/A - seminar only

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Ecosystem Report	20 %	25/03/2019	05/04/2019	1,2
Learning Plan	20 %	23/04/2019	03/05/2019	3,4
Prototype Solution	10 %	13/05/2019	24/05/2019	5,6
Communicating Value	10 %	30/05/2019	04/07/2019	2,5,6
Project Journal: part 1	10 %	28/03/2019	11/04/2019	7
Project Journal: part 2	10 %	24/04/2019	09/05/2019	7
Project Journal: part 3	10 %	16/05/2019	30/05/2019	7
Project Journal: part 4	10 %	30/05/2019	13/06/2019	7

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

Participation is expected in all classes and assessment.

Examination(s)

There are no examinations for this course

Assessment Task 1

Ecosystem Report

Details of task:

Every innovation project begins with an understanding of the challenges and opportunities facing the organisation. Gaining this understanding requires research into the internal and external environments of the firm. The purpose of this assessment task is to use innovation tools and frameworks in gathering data that will later help inform the objectives and potential outcomes of an innovation project.

This task will draw from the learning plan framework, design thinking tools and the evidence-based management framework to collect data from a diverse range of sources. This data and any findings will form the basis for the major project for the course.

Note that, given the iterative nature of an innovation process, this data will not need to be exhaustive but rather focus on demonstrating the ability to apply innovation tools to a research process.

Although the task will be assessed individually, course participants are encouraged to collaborate and combine their efforts to ensure a thorough understanding of the ecosystem is obtained.

Individual assessment or Group task: Individual

World limit: See below.

Presentation requirements:

5-8 page report, including:

1. Use of management frameworks to describe the internal environment of the organisation.
2. Analysis of the innovation ecosystem, identifying key stakeholders and their characteristics.
3. Use of design thinking tools to describe the different needs, challenges and opportunities present.
4. Use of evidence from a range of sources. These can be in varying proportions, and should consider scholarly literature, industry reports, stakeholder input and personal experience.
5. Preliminary findings, including possible problems to be addressed through an innovation process.

Where appropriate, course participants are encouraged to use visuals such as images, diagrams and charts. Additionally, each participant will briefly share some of their findings during the week 5 seminar.

Submission date: Monday of Week 5 (25^th March 2019), 16:00. Reports will be submitted via Turnitin.

Due date for return of assessment:

Marks and feedback will be provided during consultation time in week 6.

Marking Criteria: A detailed rubric will be made available on the course Wattle site.

Assessment Task 2

Learning Plan

Details of task:

Innovation projects are characterised by high levels of uncertainty across multiple dimensions. In order to progress, it is important for organisations to adopt a learning orientation and plan for ways to address uncertainty. The purpose of this task is to practice the use of learning loops to systematically reduce the number of unknowns that may be present.

This task will focus on defining the problem to be addressed by the major project for the course, using the learning plan framework to recognise the different types of uncertainty that may arise.

Course participants will form teams to complete this assessment. Each team member will select an equal number of rubric items. Team members will be assessed individually based on their completion of the rubric items they have selected.

Individual assessment or Group task: Group task assessed individually.

World limit: See below.

Presentation requirements:

10-15 page report, including:

1. Overview of the problem being addressed by the project.
2. Describe intended outcomes for the project in terms of potential benefits to the organisation.
3. Overview of the process and frameworks used by the team to identify uncertainties;
4. Detailed list of specific uncertainties identified for the project, including: Organisational, Market, Technological and Resource uncertainties.
5. Prioritise uncertainties and select the three most critical, justifying why they were selected;
6. Develop assumptions for these three uncertainties;
7. Propose at least two approaches to testing each of these three assumptions, establishing measurement criteria for each test.

Where appropriate, course participants are encouraged to use visuals such as diagrams and charts. Teams will be encouraged to briefly share some of their findings during the week 7 seminar.

Submission date: Tuesday of Week 7 (23 April 2019), 16:00 via Turnitin.

Due date for return of assessment: Marks and feedback will be provided during consultation time in week 8.

Marking Criteria: A detailed rubric will be made available on the course Wattle site.

Assessment Task 3

Prototype Solution

Details of task:

Innovation is an iterative process, with projects often requiring multiple rounds of testing to refine and adapt the project to its stakeholders’ needs, interests and requirements. For this purpose, it is important to develop simple representations, or prototypes, that allow these stakeholders to engage and interact with emerging solutions. This task aims to develop the ability to produce low fidelity prototypes early in a project, engaging key stakeholders to obtain their input and feedback.

This task will focus on providing course participants with the tools to produce prototype solutions as a way to test assumptions and reduce uncertainty.

Course participants will continue working in teams to complete this assessment. Each team member will select an equal number of rubric items. Team members will be assessed individually based on their completion of the rubric items they have selected.

Individual assessment or Group task: Group task assessed individually.

World limit: See below.

Presentation requirements:

8-10 page report, including:

1. Overview of the problem being addressed by the project.
2. Describe key areas of uncertainty to be addressed by the prototype.
3. A low fidelity prototype of the solution. This could be a system diagram, a series of interactive slides, a paper-based mock-up, a combination of these, or other forms of representation that will allow project stakeholders to provide feedback.
4. Evidence of engagement with, and feedback provided by, real stakeholders of the project.
5. Summary of learnings, including any proven hypotheses and any changes or adaptations that need to be made.

This report should be highly visual in nature, containing photos, images, diagrams and other content showing the development of the prototype and its use in engaging with stakeholders. Teams will be encouraged to briefly share some of their findings during the week 10 seminar.

Submission date: Monday of Week 10 (13 May 2019), 16:00 via Turnitin

Due date for return of assessment: Marks and feedback will be provided during consultation time in week 11.

Marking Criteria: A detailed rubric will be made available on the course Wattle site.

Assessment Task 4

Communicating Value

Details of task:

To increase the chances for success of an innovation project, it is important to obtain approval and support from key stakeholders within the organisation. This requires clear communication of how an innovation project will contribute to an organisation’s ability to achieve sustained competitive advantage. This task aims to provide a strategic approach to communicating the costs and benefits of an innovation project in order to obtain support for its continuation.

The task will focus on recognising how an innovation project will fit within the business model of an established organisation, providing value to the key stakeholders involved. It will also aim to address some of the adoption, execution and complementary innovation risks that the project may face.

This will be the final team-based assessment. Each team member will select an equal number of rubric items. Team members will be assessed individually based on their completion of the rubric items they have selected.

Individual assessment or Group task: Group task assessed individually.

World limit: See below.

Presentation requirements:

5 minute presentation, including:

1. Overview of the problem being addressed by the project.
2. Description of the proposed solution, including any feedback obtained from key stakeholders.
3. High level business model for the solution, describing how it would interact with the organisation’s current activities and resources.
4. Summary of strategies to deal with adoption, execution and complementary innovation risks.
5. Potential value to the organisations, and how this value would be measured.

This assessment will take the form of a pitch style presentation. Although it is not necessary for every team member to deliver the pitch, each member will be required to answer one question about the project.

Submission date: During the Week 12 seminar (30 May 2019, 18:00-21:00).

Due date for return of assessment: Marks and feedback will be provided after the release of final grades.

Marking Criteria: A detailed rubric will be made available on the course Wattle site.

Assessment Task 5

Project Journal: part 1

Details of task:

Innovation is a learning process. As such, it is important for people managing innovation projects to keep a record of their learnings so that these can be used in the future. This task aims to provide an opportunity to capture these learnings so that they can be referred to and drawn from when tackling new organisational challenges.

This task will take the form of a reflective learning journal, with four parts corresponding to each of the other assessments in the course. Each part is worth 10%. They should highlight the process undertaken to complete the task, things that could be done differently, and the role that innovation tools and frameworks could play in course participants’ future careers.

Course participants are encouraged to write each journal entry while they are working on the project to reduce effort, ensure key learnings are captured, and leaving sufficient time for reflection to occur.

Individual assessment or Group task: Individual

World limit: See below.

Presentation requirements:

Each part should consist of a brief, 2-3 page report, including:

1. Overview of the process taken to complete the corresponding task.
2. Description of key insights and things that went well during completion of the task.
3. Description of key challenges faced and things that could have been done differently.
4. Reflection on how the tools and frameworks used could be useful in their future careers.

This assessment will take the form of a reflective journal. As such, referencing is not mandatory. Use of images of teamwork, works in process and other activities undertaken during the course is encouraged.

Submission date: Each part must be submitted via Turnitin before the seminar on the following date for each part:

Part 1: Ecosystem Report Reflection (10%) – Thursday of Week 5 (28 March 2019), 16:00.

Due date for return of assessment: Marks will be provided approximately two weeks after submission.

Marking Criteria: A detailed rubric will be made available on the course Wattle site.

Assessment Task 6

Project Journal: part 2

Details of task:

Innovation is a learning process. As such, it is important for people managing innovation projects to keep a record of their learnings so that these can be used in the future. This task aims to provide an opportunity to capture these learnings so that they can be referred to and drawn from when tackling new organisational challenges.

This task will take the form of a reflective learning journal, with four parts corresponding to each of the other assessments in the course. Each part is worth 10%. They should highlight the process undertaken to complete the task, things that could be done differently, and the role that innovation tools and frameworks could play in course participants’ future careers.

Course participants are encouraged to write each journal entry while they are working on the project to reduce effort, ensure key learnings are captured, and leaving sufficient time for reflection to occur.

Individual assessment or Group task: Individual

World limit: See below.

Presentation requirements:

Each part should consist of a brief, 2-3 page report, including:

Overview of the process taken to complete the corresponding task.

Description of key insights and things that went well during completion of the task.

Description of key challenges faced and things that could have been done differently.

Reflection on how the tools and frameworks used could be useful in their future careers.

This assessment will take the form of a reflective journal. As such, referencing is not mandatory. Use of images of teamwork, works in process and other activities undertaken during the course is encouraged.

Submission date: Each part must be submitted via Turnitin before the seminar on the following date for each part:

Part 2: Learning Plan Reflection (10%) – Wednesday of Week 7 (24 April 2019), 16:00. Note this will be a day earlier to account for the ANZAC day public holiday.

Due date for return of assessment: Marks will be provided approximately two weeks after submission.

Marking Criteria: A detailed rubric will be made available on the course Wattle site.

Assessment Task 7

Project Journal: part 3

Details of task:

Innovation is a learning process. As such, it is important for people managing innovation projects to keep a record of their learnings so that these can be used in the future. This task aims to provide an opportunity to capture these learnings so that they can be referred to and drawn from when tackling new organisational challenges.

This task will take the form of a reflective learning journal, with four parts corresponding to each of the other assessments in the course. Each part is worth 10%. They should highlight the process undertaken to complete the task, things that could be done differently, and the role that innovation tools and frameworks could play in course participants’ future careers.

Course participants are encouraged to write each journal entry while they are working on the project to reduce effort, ensure key learnings are captured, and leaving sufficient time for reflection to occur.

Individual assessment or Group task: Individual

World limit: See below.

Presentation requirements:

Each part should consist of a brief, 2-3 page report, including:

Overview of the process taken to complete the corresponding task.

Description of key insights and things that went well during completion of the task.

Description of key challenges faced and things that could have been done differently.

Reflection on how the tools and frameworks used could be useful in their future careers.

This assessment will take the form of a reflective journal. As such, referencing is not mandatory. Use of images of teamwork, works in process and other activities undertaken during the course is encouraged.

Submission date: Each part must be submitted via Turnitin before the seminar on the following date for each part:

Part 3: Prototype Solution Reflection (10%) – Thursday of Week 10 (16 May 2019), 16:00.

Due date for return of assessment: Marks will be provided approximately two weeks after submission.

Marking Criteria: A detailed rubric will be made available on the course Wattle site.

Assessment Task 8

Project Journal: part 4

Details of task:

Innovation is a learning process. As such, it is important for people managing innovation projects to keep a record of their learnings so that these can be used in the future. This task aims to provide an opportunity to capture these learnings so that they can be referred to and drawn from when tackling new organisational challenges.

This task will take the form of a reflective learning journal, with four parts corresponding to each of the other assessments in the course. Each part is worth 10%. They should highlight the process undertaken to complete the task, things that could be done differently, and the role that innovation tools and frameworks could play in course participants’ future careers.

Course participants are encouraged to write each journal entry while they are working on the project to reduce effort, ensure key learnings are captured, and leaving sufficient time for reflection to occur.

Individual assessment or Group task: Individual

World limit: See below.

Presentation requirements:

Each part should consist of a brief, 2-3 page report, including:

Overview of the process taken to complete the corresponding task.

Description of key insights and things that went well during completion of the task.

Description of key challenges faced and things that could have been done differently.

Reflection on how the tools and frameworks used could be useful in their future careers.

This assessment will take the form of a reflective journal. As such, referencing is not mandatory. Use of images of teamwork, works in process and other activities undertaken during the course is encouraged.

Submission date: Each part must be submitted via Turnitin before the seminar on the following date for each part:

Part 4: Communicating Value Reflection (10%) – Thursday of Week 12 (30 May 2019), 16:00.

Due date for return of assessment: Marks will be provided approximately two weeks after submission.

Marking Criteria: A detailed rubric will be made available on the course Wattle site.

Academic Integrity

Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.

Online Submission

The ANU uses Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Returning Assignments

Please see relevant assessment task details above.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Resubmission of Assignments

Unless specified otherwise in the assessment requirements, resubmissions are permitted up until the due date and time, but not allowed afterwards.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information. In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service — including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy. If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes. Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students