- Class Number 9097
- Term Code 2960
- Class Info
- Unit Value 6 units
- Topic On-campus
- Mode of Delivery In Person
- Dr Ian Elsum
- Dr Ian Elsum
- Stewart Rendall
- Class Dates
- Class Start Date 22/07/2019
- Class End Date 25/10/2019
- Census Date 31/08/2019
- Last Date to Enrol 29/07/2019
This course introduces participants to the conceptual foundations, behaviors and mindsets of entrepreneurship and innovation. The course provides the theoretical foundations and contexts within which innovations and new ventures contribute to economic activity and an introduction to the tools and frameworks used to identify new venture opportunities and potential innovations. It also provides an opportunity for participants to consider how entrepreneurship and innovation processes may impact their future careers. The course is delivered in the form of seminars supported by readings, cases, exercises and individual and team assignments.
Upon successful completion, students will have the knowledge and skills to:After completion of the course, students should be able to:
- Describe basic concepts underlying the domain of Entrepreneurship and Innovation
- Identify problems, challenges, needs, opportunities for the use of innovation in existing organisations and in new ventures
- Critique the tools and frameworks used in innovations and new ventures
- Evaluate ideas, relationships, resources and networks by engaging E&I
- Integrate concepts and theories with real cases of E&I
- Reflect on the personal significance of E&I in their future careers
The content of this course is based on 25 years of experience in the strategic management of applied research and extensive involvement in practitioner-led research aimed at improving the effectiveness of the management of technology-based innovation, with a particular focus on the challenges of business model innovation in established firms; management of major/radical innovation; management of high-uncertainty R&D projects; open innovation networks; and, commercialisation of major inventions from public research institutes.
No field trips
Additional Course Costs
Examination Material or equipment
At the beginning of the examination, each student will be given an envelope containing their individual pre-reading responses and in-class case / exercise responses. (These will have been collected cumulatively throughout the semester.) These will be ‘Permitted Materials’ for use as ‘crib sheets’ in the examination.
Unannotated, paper-based dictionaries are permitted.
Seminar pre-reading material will be provided through Wattle.
A list of recommended reading will be provided through Wattle.
Feedback will be provided continuously though the formative work and in-class discussions each week. Short case study discussions and workshop exercises, mostly conducted in class, will give course participants the opportunity to regularly appraise and apply their knowledge.
A quiz, taken online following seminar 6, will give course participants the opportunity to gauge their progress against the course learning outcomes. Most questions in the quiz will require a true/false answer; there will also be a small number of multiple choice questions
An essay, due in Week 10, provides the opportunity for course participants to apply evidence-based analysis to a topic in entrepreneurship and innovation.
Feedback on all written assessments will be provided within three weeks of submission date.
Student FeedbackANU 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.
|Week/Session||Summary of Activities||Assessment|
|1||MODULE 1: INNOVATION Seminar 1: Introduction This seminar will consist of lecture sessions, discussion questions and discussion of pre-readings covering the nature of innovation and why and how innovation and entrepreneurship are important aspects of a competitive economy.||Pre-reading: (1) Marsili & Salter, ‘Inequality of Innovation: skewed distributions and the returns to innovation in Dutch manufacturing,’ Economics of Innovation and New Technology, Vol. 14, No. 1-2, pp. 83-201. Read sections 1, 2.2, 2.3, 2.4 and 5 only and answer the following question in 100 words or less: Question 1: “A small minority of innovating firms earn the great majority of the rewards from innovation. Why do so many firms devote significant resources to innovation?” Pre-reading (2) George Castellion and Stephen Markham, New Product Failure Rates: Influence of Argumentum ad Populum and Self-Interest, Journal of Product Innovation Management, Vol. 30 (2013), No. 5, pp. 976 - 979. Question 2: “The success rate for new products has not changed over the past 45 years. What might explain this?”|
|2||Seminar 2: Types and sources of innovation This seminar will consist of lecture sessions, discussion questions, discussion of pre-readings and in-class exercises covering various aspects of novelty, the role of search and framing in innovation, a number of types of innovation and the concept of a dominant design.||Assessment item: pre-reading Pre-reading: Benner & Tripsas, ‘The influence of prior industry affiliation on framing in nascent industries: the evolution of digital cameras,’ Strategic Management Journal Vol. 33, pp. 277-302 (2012) NOTE: For the complete list of Weekly Pre-Reading Topic Questions, refer to the Wattle Course Site in the 'Readings' folder.|
|3||Seminar 3: Uncertainty and learning This seminar will consist of lecture sessions, discussion questions, discussion of pre-readings and in-class exercises covering the relationship between novelty and uncertainty and how uncertainty leads to difficulty predicting how innovation processes will play out. The importance of learning through testing and discovery in an environment of inherent uncertainty will also be covered.||Assessment item: pre-reading Pre-reading: Rice et al., ‘Implementing a Learning Plan to Counter Project Uncertainty,’ MIT Sloan Management Review, Vol. 49, No. 2, pp. 54 –62 (Winter 2008)|
|4||Seminar 4: Innovation ecosystems This seminar will consist of lecture sessions, discussion questions, discussion of pre-readings and in-class exercises covering the factors influencing the rate of adoption of innovations and the concept of the innovation ecosystem, the path to impact, adoption chain risk and complementary innovation risk.||Assessment item: pre-reading Pre-reading: Adner, ‘Match your innovation strategy to your innovation ecosystem,’ Harvard Business Review April 2006|
|5||Seminar 5: Capturing value from innovation This seminar will consist of lecture sessions, discussion questions, discussion of pre-readings and in-class exercises covering how organisations capture value from innovation, including the role of complementary assets and business models as mechanisms for the creation and appropriation of value.||Assessment item: pre-reading Pre-reading: Chesbrough & Rosenbloom, ‘The role of the business model in capturing value from innovation: evidence from Xerox Corporation’s technology spin-off companies’ Industrial and Corporate Change, Vol. 11, No. 3, pp. 529-555 (2002)|
|6||Seminar 6: The innovative organisation This seminar will consist of lecture sessions, discussion questions and discussion of pre-readings covering the ambidextrous organisation and how organisations build the capability for continuous innovation. Key concepts introduced in the innovation module will be reviewed.||Assessment item: pre-reading Pre-reading: Tushman & O’Reilly III, ‘Ambidextrous organizations: Managing evolutionary and revolutionary change,’ California Management Review Vol. 38, No. 4, pp. 8 –30 (Summer 1996). In-class: Case / Exercise Assessment item: on-line quiz ONLINE QUIZ - Week 6: Quiz on the content of Weeks 1-6 In Week 6, course participants take an Online Quiz to gauge their learning of the content in Module 1. The Quiz comprises true/false and multiple-choice questions. Participants must obtain a score of 80% on the Quiz to count as part of the Formative Work in the course. The Quiz opens on Thursday of Week 6 and remains open for two weeks. Participants may take the Quiz multiple times.|
|7||MODULE 2: ENTREPRENEURSHIP Seminar 7: Entrepreneurship and Economic Growth. This seminar will consist of lecture sessions, discussion questions and discussion of pre-readings covering the role of entrepreneurship in the growth and transformation of regional and national economies. In periods of major technological and structural change entrepreneurs have a key role in discovering and developing new directions of value creation. The key players in the creation of new ventures, the roles of networks, relationships and knowledge-flow and how entrepreneurial ecosystems function will also be covered.||Assessment item: pre-reading questions Pre-reading (1): Carree, M.A. and Thurik, A.R., 2010. The impact of entrepreneurship on economic growth. In Handbook of entrepreneurship research (pp. 557-594). Springer, New York, NY. Pre-reading (2): Spigel, ‘The Relational Organization of Entrepreneurial Ecosystems,' Entrepreneurship Theory and Practice, June 2015, pp. 1-24.|
|8||Seminar 8: Opportunities (in-house and new ventures) This seminar will consist of lecture sessions, discussion questions and discussion of pre-readings covering how opportunities are identified, discovered or created and assessed; and where new ventures come from.||Assessment item: pre-reading question Pre-reading: Shane, ‘Prior Knowledge and the Discovery of Entrepreneurial Opportunities,’ Organization Science, Vol. 11, No. 4 (Jul. - Aug., 2000), pp. 448-469|
|9||Seminar 9: Stakeholders, relationships, networks and resources This seminar will consist of lecture sessions, discussion questions, discussion of pre-readings and in-class exercises covering the key players in the creation of new ventures - both in-house and independent start-ups. The roles of networks, relationships and knowledge-flow and how entrepreneurial ecosystems function will also be covered.||Assessment item: pre-reading Pre-reading: Spigel, ‘The Relational Organization of Entrepreneurial Ecosystems,' Entrepreneurship Theory and Practice, June 2015, pp. 1-24.|
|10||Seminar 10: Tools, processes, the Business Model Canvas This seminar will consist of lecture sessions, discussion questions, discussion of pre-readings and in-class exercises covering design-thinking and new venture concept development processes, including customer engagement, shared value and the Business Model Canvas as a holistic venture design tool.||Assessment item: pre-readings Pre-reading (1): Dorst, ‘The Core of "Design Thinking" and its Application,’ Design Studies, Vol. 32 (2011), pp. 521-532 Pre-reading (2): Cosenz & Noto, ‘A Dynamic Business Modelling Approach to Design and Experiment New Business Venture Strategies,' Long Range Planning, Forthcoming (2017) pp. 1-14. Assessment item: essay Essay The essay worth 30% of the course assessment is to be submitted to Turnitin in accordance with the Assessment instructions. DUE 23:59 Sunday, 13th October 2019|
|11||Seminar 11: Building and communicating the case This seminar will consist of lecture sessions, discussion questions and discussion of pre-readings covering processes for assessing the feasibility of a new venture, for planning and negotiating access to resources, and different approaches to building the case for implementation of a new venture - either in-house or as an independent start-up.||Assessment item: pre-reading Pre-reading: Delmar & Shane, ‘Does Business Planning Facilitate the Development of New Ventures?’ Strategic Management Journal, Vol. 24: pp. 1165 - 1185 (2003) In-class: Case / Exercise|
|12||Seminar 12: How new ventures evolve This seminar will consist of lecture sessions, discussion questions and discussion of pre-readings covering how new ventures develop over time: the business concept evolves even prior to launch, through interactions, through testing and validation; also the new venture itself evolves as it engages with the real world around it. What drives the growth and development of new ventures and how their growth trajectories unfold over time will also be covered.||Assessment item: pre-readings Pre-reading (1): Garnsey, Stam & Heffernan, ‘New Firm Growth: Exploring Processes and Paths,’ Industry and Innovation; Mar 2006; Vol. 13, No. 1, pp. 1-20 Pre-reading (2): Cope, J., 2005. Toward a dynamic learning perspective of entrepreneurship. Entrepreneurship theory and practice, 29(4), pp.373-397.|
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Formative Work||30 %||31/07/2019||25/10/2019||2,3,4,5|
|Final Examination||40 %||31/10/2019||28/11/2019||1,2,5,6|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
PoliciesANU 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:
Assessment RequirementsThe 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 AssessmentMarks 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.
The are no participation requirements; however attendance at classes is expected as this is an "in-person" course.
There is a formal examination - see Assessment task 3.
Additional examination information will be available on https://exams.anu.edu.au/timetable/
Assessment Task 1
Learning Outcomes: 2,3,4,5
Individual and group seminar activities and exercises and one on-line quiz (30%)
The Formative Work will include individual assessments, which provide feedback on your learning. As a participant in an ‘In-Person mode’ course you will be required to prepare pre-class reading responses and expected to engage in-class learning activities and exercises throughout the semester. Performance will be evaluated and feedback provided incrementally from week 3 of the course.
Some activities may be recorded, for example, group presentations. Provision will be made for you to demonstrate your individual learning from group activities.
Formative Work must be performed to an acceptable standard. For example, if you do not adequately respond to the pre-reading or the in-class case / exercise for a particular week or the quiz, you may be required to repeat the item until you do.
If you satisfactorily complete all the formative work you will receive the full allocated 30 marks; however, students who fail to satisfactorily complete any of the requirements to the specified standard will receive zero of the allocated marks. Marks between 0 and 30 for Formative Work will not be awarded – it’s all or nothing.
In practice, it will not be possible to complete the Formative Work and obtain the 30 marks without attending, in person, at least 8 seminars from seminars 2 to 12.
Late submission of Formative Work is not permitted. Bear in mind that most of it will occur in class, so "submission" is generally not going to be an issue. A detailed checklist of requirements will be provided and discussed in class in week 1.
(1) Pre-reading responses
Part 1: Before each seminar, course participants should read the article(s) for the week and prepare a typed response to the question(s) of up to 200 words. This should be typed on the Pre-Reading Response Form (available on Wattle). This must be uploaded to the Wattle site via Turnitin, before each class. Participants should then print out a copy of their completed Pre-Reading Response and bring it to the seminar.
During the seminar, course participants should annotate their Pre-Reading Response Form with additional points that emerge from the class discussion. Towards the end of the seminar, participants will be asked to reflect on how well (or poorly) their initial pre-reading response addressed the question(s). Your annotations must be confined to the first page of the Pre-Reading Response Form.
Part 2: At the end of the seminar, these annotated Pre-Reading Response Forms are submitted to the lecturer. They will be reviewed and assessed to check that all three component parts have been adequately completed.
Each student’s annotated Pre-Reading Response Forms will be placed in an envelope with their name and student ID, and stored by the lecturer. The complete package is provided to the student as ‘permitted material’ in the final examination. Your Pre-Reading Responses thus function as permitted crib-sheets in the final examination.
Each course participant must submit pre-reading responses for a minimum of 8 weeks formative work – from seminars 2 to 12 – in order to be awarded the 30 marks for Formative Assessment.
Due times and dates: (note that a minimum of 8 pre-reading responses must be submitted)
#1. Part 1: start of seminar 2
Part 2: end of seminar 2
#2. Part 1: start of seminar 3
Part 2: end of seminar 3
#3. Part 1: start of seminar 4
Part 2: end of seminar 4
#4. Part 1: start of seminar 5
Part 2: end of seminar 5
#5. Part 1: start of seminar 6
Part 2: end of seminar 6
#6. Part 1: start of seminar 7
Part 2: end of seminar 7
#7. Part 1: start of seminar 8
Part 2: end of seminar 8
#8. Part 1: start of seminar 9
Part 2: end of seminar 9
#9. Part 1: start of seminar 10
Part 2: end of seminar 10
#10. Part 1: start of seminar 11
Part 2: end of seminar 11
#11. Part 1: start of seminar 12
Part 2: end of seminar 12
(2) In-class workshop cases and exercises
Most seminars will involve in-class cases and/or workshop exercises. For these, course participants will be asked to apply a tool or framework to analyse a case or to develop some aspect of the topic for the week, followed by group and class discussion. There will be response forms for each in-class case/exercise. These may also be submitted to the lecturer at the end of the seminar. If they are submitted they will be placed in the same envelope as the annotated Pre-Reading Response Forms and provided to the student as permitted crib-sheets in the final examination.
(3) Week 6 Online Quiz
This quiz will be conducted online via Wattle. Most questions will require a true/false answer; there will also be a small number of multiple choice questions. The quiz opens on Thursday 29 August (week 6) and is available for two weeks. Participants must achieve a score of 80% or more on the quiz for it be counted towards the Formative Work. The quiz takes about sixty minutes to complete, and can be taken multiple times. You may refer to the lecture slides and other course materials while taking the quiz. However, your weekly pre-reading responses will not be available to you as they are being collected at the end of each seminar.
DUE: by Friday 13 September
Return of Quiz scores: Quiz scores are provided immediately after completion.
Note once again that ALL of the Formative Work must be submitted, including a Quiz score of 80%+, in order to obtain the 30 Formative Assessment marks. Marks between 0 and 30 for parts of the Formative Work will not be awarded – it’s all or nothing.
Assessment Task 2
Learning Outcomes: 1,3
For this assessment item you will choose an essay question focusing on one of the debates in the fields of entrepreneurship and innovation. The purpose of the essay is to explore and summarise the current state of the debate, based on current research findings and application of the principles of evidence-based management
The essay questions and detailed instructions for this assessment task are provided on Wattle by week 2 of the semester.
You should approach the task as follows:
1. Carefully consider the essay question in the light of the topic readings and in-class discussions throughout the course.
When considering the essay question you should consider whether you would propose restating the question in order to specify it more carefully, for example to focus more clearly on an issue or sector. If you do wish to address a modified question you must seek approval from the course convenor before the end of week 6.
2. Undertake a search for evidence about the question from relevant academic and other research.
During the search for evidence you should:
- ensure that you revisit the question in light of what you have found through the search for evidence; and,
- carefully consider how key terms are used in the different studies (Step 8.1 of the CAT Guideline), any causal mechanisms at work (Step 8.2 of the CAT Guideline) and any logical conclusions, limitations and implications that follow from the evidence (Steps 9, 10 and 11, of the CAT Guideline ).
3. Prepare a summary of your search for evidence to be attached as an Appendix to your essay. The Appendix should include a Table as shown on Page 10 of the CEBMa CAT Guideline version 1.1 summarising at least 10 papers from relevant academic and other research. You should not include an ‘Effect size’ column and you should use the four levels (A, B, C, D) described in the detailed instructions for this assessment task provided on Wattle instead of the six levels described in the CEBMa CAT Guideline.
4. Prepare an analytical essay of up to 1,500 words on your chosen question, summarizing the state of the debate, based on the evidence you have found in your search for evidence. You should ensure that the material in your essay is clearly linked to the evidence you have summarised in the search-for-evidence Appendix.
Late submissions are not accepted. If you are unable to submit on time you should apply for an extension.
The marking of this assessment item will involve a criterion-referenced rubric (to be provided on Wattle as part of the detailed instructions for this assessment task) and standard setting procedure calibrated as follows:
• Unsatisfactory quality: 0 to 4.9 marks
• Satisfactory quality: 5.0 to 9.9 marks
• Good quality: 10.0 to 14.9 marks
• Superior quality: 15.0 to 19.9 marks
• Exceptional quality: 20.0 to 30 marks
DUE: 23:59, Sunday, 13 October 2019
Return of Assessment: three weeks after submission.
Assessment Task 3
Learning Outcomes: 1,2,5,6
Final Examination (40%) – End of Semester examination period
This will be an invigilated final examination of 3 hours duration conducted during the end of semester examination period. The Final Examination will cover content from the whole course. The examination marks will be apportioned between selected response and/or short answer questions (one quarter of the examination marks), a short case study response (one half of the examination marks), and personal reflection questions (one quarter of the examination marks).
It will be a closed book examination. However, at the beginning of the examination, each student will be given an envelope containing their individual pre-reading responses and in-class case / exercise responses. (Remember that these have been collected cumulatively throughout the semester.) These will be ‘Permitted Materials’ for use as ‘crib sheets’ in the examination. Unannotated, paper-based dictionaries are permitted.
The raw scores from the final examination will be transformed into marks corresponding to ANU grade levels using a criterion-referenced standard setting procedure. The resulting marks will be calibrated as follows:
• Unsatisfactory quality: 0 to 14.9 marks
• Satisfactory quality: 15 to 19.9 marks
• Good quality: 20 to 24.9 marks
• Superior quality: 25.0 to 39.9 marks
• Exceptional quality: 30 to 40 marks
DUE: End of Semester Examination Period which begins on 31 October 2019
Return of Assessment: after release of final grades on 28 November 2019
Academic IntegrityAcademic 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 SubmissionThe 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 SubmissionFor 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.
No submission of assessment tasks without an extension after the due date will be permitted. If an assessment task is not submitted by the due date, a mark of 0 will be awarded.
All requests for extensions to assessment in RSM courses must be submitted to the RSM School Office with a completed application form and supporting documentation. The RSM Extension Application Form and further information on this process can be found at https://www.rsm.anu.edu.au/education/education-programs/notices-for-students/extension-application-procedure/
Referencing RequirementsAccepted 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.
See the descriptions of assessment tasks.
Extensions and PenaltiesExtensions 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 assignments requirements, resubmissions are permitted up until the due date and time, but not allowed afterwards.
Distribution of grades policyAcademic 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.
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- ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
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- ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
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Ian Elsum has over twenty-five years of experience with the strategic management of innovation at CSIRO and has been actively involved with the Industrial Research Institute (now Innovation Research Interchange) in the USA on practitioner-oriented research for improving the management of technology-based innovation, with a particular focus on radical and major innovations.
Dr Ian Elsum
Dr Ian Elsum