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:
- Describe the contexts, drivers, types and focal outcomes of innovation
- Apply frameworks to identify problem areas that need new approaches, potential focus areas for innovation and appropriate drivers, constraints and frameworks
- Analyse cases to illustrate different approaches to innovation, including their processes and outcomes in different contexts
- Implement basic tools & frameworks in the scoping, evaluation, implementation and management of innovations
- Integrate concepts and theories with real cases of local innovation ecosystems
- Evaluate ideas, relationships, resources and networks by engaging with innovation stakeholders
- Reflect on the significance of innovation in their personal future careers and society at large
Research-Led Teaching
The course draws on state-of-the-art innovation research that is relevant for innovators, entrepreneurs, management practitioners and academics. To relate theory to practice, course participants will learn about relevant, real-world examples and discuss case studies of successful innovation in a variety of contexts, including established organisations, entrepreneurial ventures, and public institutions. There is an equal focus on learning from rigorous, high-quality academic research and gaining relevant insights into real-world innovation.
Field Trips
There are no organised 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 BriefingUpon successful completion, students will have the knowledge and skills to:
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Recommended Readings:Kahn, K. B. (2022). Innovation is not entrepreneurship, nor vice versa. Journal of Product Innovation Management, 39(4), 467-473.Hölzle, K. (2022). No innovation without entrepreneurship: from passion to practice. Journal of Product Innovation Management, 39(4), 474-477. Activities:Getting to know each other |
| 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 & Mapping the Innovation Ecosystem |
| 3 | Seminar - Week 3: Search for Latent Needs | Recommended Readings:Christensen, C. M., Anthony, S. D., Berstell, G., & Nitterhouse, D. (2007). Finding the Right Job for your Product. MIT Sloan Management Review, 48(3), 38. Activities:Mapping Customer Profiles |
| 4 | Consultation - Week 4: Project Aim & Progress | Appointments will be scheduled with each team. Times tbd in Week 3 |
| 5 | Seminar - Week 5: 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 |
| 6 | Seminar - Week 6: 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:Implementing a Learning Plan Due:Ecosystem Report and Reflection |
| 7 | Seminar - Week 7: Creativity & Innovation | Note: Due to the public holiday on April 15th, a makeup seminar will be scheduled later in the same week. Recommended Readings:Dorst, K. (2011). The core of ‘design thinking’ and its application. Design Studies, 32(6), 521-532. Activities:Generating Hypothetical Solutions |
| 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:Bitner, M. J., Ostrom, A. L., & Morgan, F. N. (2008). Service blueprinting: a practical technique for service innovation. California Management Review, 50(3), 66-94. Activities:Rapid Prototyping Due:Learning Plan and Reflection |
| 10 | Seminar - Week 10: Innovation & The Business Model | Readings:Zott, C., & Amit, R. (2015). Business model innovation: Toward a process perspective. The Oxford Handbook of Creativity, Innovation, and Entrepreneurship, 395-406. Activities:Developing Business Models 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:Developing 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
Assessment Summary
| Assessment task | Value | Due Date | Return of assessment | Learning Outcomes |
|---|---|---|---|---|
| Ecosystem Report (Individual Task) (25%) | 25 % | 20/03/2024 | 27/03/2024 | 1,2 |
| Learning Plan (Group Task - Teams Allocated) (25%) | 25 % | 01/05/2024 | 17/05/2024 | 3,4 |
| Prototype Solution (15%) | 15 % | 10/05/2024 | 22/05/2024 | 5,6 |
| Communicating Value (15%) | 15 % | 20/05/2024 | 27/06/2024 | 2,5,6 |
| Part 1: Ecosystem Report Reflection (5%) | 5 % | 24/05/2024 | 27/06/2024 | 7 |
| Part 2: Learning Plan Reflection (5%) | 5 % | 26/05/2024 | 27/06/2024 | 7 |
| Part 3: Prototype Solution Reflection (5%) | 5 % | 28/05/2024 | 27/06/2024 | 7 |
| Part 4: Communicating Value Reflection (5%) | 5 % | 30/05/2024 | 27/06/2024 | 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
Seminars may be recorded and made available on Echo360 and Wattle. Participation is expected in all classes and assessments. Attendance at seminars, while not compulsory, is expected in line with "Code of Practice for Teaching and Learning," Clause 2 paragraph (b). Where students will not be able to attend a seminar they should advise the Convenor and discuss how to address the learning materials instead.
Examination(s)
There are no examinations for this course.
Assessment Task 1
Learning Outcomes: 1,2
Ecosystem Report (Individual Task) (25%)
Details of Task:
The purpose of this first assessment task is to reflect on a task or process that you have done before starting this course. Every innovation project begins with an understanding of the organisation's challenges and opportunities. Gaining this understanding requires research into the internal and external environments of the firm. Then, using the tools and knowledge gained from these first four weeks of the course, take a fresh approach to this same task or process and provide the learning outcomes you would have achieved with this knowledge. The purpose of this assessment task is to use innovation tools and frameworks to gather data that will later help inform an innovation project's objectives and potential outcomes. Although the task will be assessed individually, course participants are encouraged to collaborate and share their findings to ensure a thorough understanding of the ecosystem is obtained.
Assessment type: Individual
Word limit: 4,000.
Due: Wednesday, 20th March 2024, Week 5
Report format:
- Use of management frameworks to describe the internal environment of the organisation.
- Analysis of the innovation ecosystem, identifying key stakeholders and their characteristics.
- Use of design thinking tools to describe the different needs, challenges and opportunities present.
- Use of evidence from a range of sources. These can vary and should consider scholarly literature, industry reports, stakeholder input and personal experience—preliminary findings, including possible problems to be addressed through an innovation process.
- Course participants are encouraged to use visuals such as images, diagrams and charts where appropriate. Additionally, each participant will briefly share some of their findings.
- Reference style: Please use APA referencing style: https://apastyle.apa.org/style-grammar-guidelines/references/examples
- Use of AI: The use of AI such as ChatGPT to generate an essay or report is not allowed as it is akin to plagiarism. Students are required to demonstrate achievement of critical, analytical and synthesis skills in high-quality, independently generated works.
Submission: Turnitin via course Wattle site
Marking criteria: to be provided on the course Wattle site at least two weeks prior to the due date.
Please note that excess submissions above the word count will not be counted, read or marked, but be concise and clear; the word count will not include the heading, table of contents, or references.
Return of Assessment: Wednesday, 27th March 2024 with feedback and comments
Assessment Task 2
Learning Outcomes: 3,4
Learning Plan (Group Task - Teams Allocated) (25%)
Details of Task:
High levels of uncertainty across multiple dimensions characterise innovation projects. To progress, organisations need to adopt a learning orientation and plan for ways to address uncertainty. This task aims to practice using learning loops to reduce the number of unknowns that may be present systematically.
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 be randomly formed into teams to complete this assessment task. Team members will be assessed individually based on their completion of the tasks set by them and by their team members.
Define your role in the team and the contribution you will make.
Describe the intended outcomes for the project in terms of potential benefits to the organisation.
Overview of the process and frameworks used by the team to identify uncertainties.
A detailed list of specific uncertainties identified for the project, including: Organisational, Market, Technological and Resource uncertainties.
Prioritise uncertainties and select the three most critical, justifying why they were selected;
Develop assumptions for these three uncertainties;
Propose at least two approaches to testing each of these three assumptions, establishing measurement criteria for each test.
Reports should be visual in nature, combining explanatory text with images, diagrams, mind-maps, graphs and tables.
Assessment type: Group task but individually assessed
Word limit: 8,000
Due: Wednesday, 1st May 2024, Week 9
Submission: Turnitin via course Wattle site
Marking criteria: to be provided on the course Wattle site at least two weeks before the due date.
Please note that excess submissions above the word count will not be counted, read or marked, but be concise and clear; the word count will not include the heading, table of contents, or references.
Return of assessment: Friday, 17th May 2024, end of Week 11, with comments and feedback.
Assessment Task 3
Learning Outcomes: 5,6
Prototype Solution (15%)
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 provide course participants with the tools to produce prototype solutions to test assumptions and reduce uncertainty. Course participants will continue working in a small team to complete this assessment. Team members will be assessed individually based on their completion of the rubric items they have selected and their statement of contribution towards marking criteria.
Assessment type: Individual or Small Group Task: Group task assessed individually. (Group Task - Teams Allocated)
Word limit: 2,500.
Due: Friday, 10th May 2024, Week 10
Report format:
Overview of the problem being addressed by the project.
Describe key areas of uncertainty to be addressed by the prototype.
A low-fidelity prototype of the solution.
A low-fidelity prototype of the solution will be created in class.
The Prototype materials will be provided.
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.
Evidence of engagement with, and feedback provided, real project stakeholders. (Students in class)
It is important to understand that developing something new requires time, investment and commitment.
Summary of learnings, including any proven hypotheses and any changes or adaptations that need to be made.
This report should be highly visual, 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 share some of their findings during class briefly.
Submission: Turnitin via course Wattle site
Marking criteria: to be provided on the course Wattle site at least two weeks prior to the due date.
Please note that excess submissions above the word count will not be counted, read or marked. However, be concise and clear. The word count will not include the heading, table of contents, or references.
Return of assessment: Wednesday, 22nd May 2024, end of Week 12, with comments and feedback.
Assessment Task 4
Learning Outcomes: 2,5,6
Communicating Value (15%)
Details of Task:
To increase the chances of 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 opportunities and challenges of an innovation project to obtain support for its continuation. The task will focus on recognising how an innovation project will fit within the business model of an 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 small team-based assessment. Team members will be assessed individually via their statement of contribution towards marking criteria.
Assessment type: Individual assessment or Group task: Group task assessed individually. (Group Task - Teams Allocated)
Time limit: 5 minutes
Due: Monday, 20th May 2024, during the Week 12 seminar
Presentation format:
5-minute presentation, including:
Overview of the problem being addressed by the project.
Description of the proposed solution, including any feedback obtained from key stakeholders.
The high-level business model for the solution describes how it would interact with the organisation's current activities and resources.
Summary of strategies to deal with adoption, execution and complementary innovation risks.
The potential value to the organisation and how this value could be measured.
This assessment will take the form of a pitch-style presentation. Although every team member doesn't need to deliver the pitch, each member will be required to answer questions about the project. Presentations will be recorded for review purposes.
Submission date: Monday, 20th May 2024, during the Week 12 seminar
Marketing criteria: to be provided on the course Wattle site at least two weeks before the due date.
Please note that excess submissions above the word count will not be counted, read or marked; however, be concise and clear. The word count will not include the heading, table of contents, or references.
Return of assessment: With final grades' release, 27th June 2024, with comments and feedback.
Assessment Task 5
Learning Outcomes: 7
Part 1: Ecosystem Report Reflection (5%)
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 to use them 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 5%. 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 leave sufficient time for reflection to occur.
An individual assessment task.
Word limit: 4,000 – 6,000 in total for all four parts.
Due: Friday, 24th May 2024, End of day (23:59), Week 12
Return of assessment: after the release of course results on 27th June 2024.
Journal format:
Each part of the journal should consist of a brief, 1,000 – 1,500-word report, including:
- Overview of the process taken to complete the corresponding task.
- Description of key insights and things that went well during the completion of the task.
- Definition of key challenges faced and things that could have been done differently.
- Reflection on how the tools and frameworks used in this section could be useful in your future careers.
This assessment will take the form of a reflective journal. As such, referencing is not mandatory. Instead, the use of images of teamwork works in process and other activities undertaken during the course are encouraged.
Submission: Turnitin via course Wattle site
Marking criteria: to be provided on the course Wattle site at least two weeks before the due date.
Please note that excess submissions above the word count will not be counted, read or marked. However, be concise and clear; the word count will not include the heading, table of contents, or references.
Return of assessment: With final grades' release, 27th June 2024, with comments and feedback.
Assessment Task 6
Learning Outcomes: 7
Part 2: Learning Plan Reflection (5%)
Details of Task:
Refer to the details in Part 1 of the Reflections in Assessment Task 5
Journal format:
Each part of the journal should consist of a brief, 1,000 – 1,500-word report, including:
Overview of the process taken to complete the corresponding task.
Description of key insights and things that went well during the 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 in this section could be useful in your future careers.
This assessment will take the form of a reflective journal. As such, referencing is not mandatory. Instead, the use of images of teamwork works in process and other activities undertaken during the course are encouraged.
Due: Sunday, 26th May 2024, End of day (23:59), Week 12
Submission: Turnitin via course Wattle site
Marking criteria: to be provided on the course Wattle site at least two weeks before the due date.
Please note that excess submissions above the word count will not be counted, read or marked. However, be concise and clear. The word count will not include the heading, table of contents, or references.
Return of assessment: With final grades' release, 27th June 2024, with comments and feedback.
Assessment Task 7
Learning Outcomes: 7
Part 3: Prototype Solution Reflection (5%)
Details of Task:
Refer to the details in Part 1 of the Reflections in Assessment Task 5
Journal format:
Each part of the journal should consist of a brief, 1,000 – 1,500-word report, including:
Overview of the process taken to complete the corresponding task.
Description of key insights and things that went well during the 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 in this section could be useful in your future careers.
This assessment will take the form of a reflective journal. As such, referencing is not mandatory. Instead, the use of images of teamwork works in process and other activities undertaken during the course are encouraged.
Due: Tuesday, 28th May 2024, End of day (23:59), Week 13
Submission: Turnitin via course Wattle site
Marketing criteria: to be provided on the course Wattle site at least two weeks before the due date.
Please note that excess submissions above the word count will not be counted, read or marked. However, be concise and clear. The word count will not include the heading, table of contents, or references.
Return of assessment: With final grades' release, 27th June 2024, with comments and feedback.
Assessment Task 8
Learning Outcomes: 7
Part 4: Communicating Value Reflection (5%)
Details of Task:
Refer to the details in Part 1 of the Reflections in Assessment Task 5
Journal format:
Each part of the journal should consist of a brief, 1,000 – 1,500-word report, including:
Overview of the process taken to complete the corresponding task.
Description of key insights and things that went well during the 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 in this section could be useful in your future careers.
This assessment will take the form of a reflective journal. As such, referencing is not mandatory. Instead, the images of teamwork works in process, and other activities undertaken during the course are encouraged.
Due: Thursday, 30th May 2024, End of day (23:59), Week 13
Submission: Turnitin via course Wattle site
Marketing criteria: to be provided on the course Wattle site at least two weeks before the due date.
Please note that excess submissions above the word count will not be counted, read or marked; however, be concise and clear. The word count will not include the heading, table of contents, or references.
Return of assessment: With final grades' release, 27th June 2024, with comments and feedback..
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.
All requests for extensions to assessment in RSM courses must be submitted through the CBE extension request portal: CBE Assessment Extension Request Form. Further information on this process can be found at https://rsm.anu.edu.au/study/students/extension-application-procedure
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
Convener
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Research InterestsInnovation, Entrepreneurship, Design |
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Nico Klenner
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Instructor
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Research Interests |
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Nico Klenner
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