Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Business School
This course introduces an evidence-based approach to innovation management to provide students with the capability to understand the strategic value of information and the tools and techniques that can be used to analyse and apply that information to improve decision-making. Students will learn how to apply the most effective tools in developing sustainable business models by exploiting viable, validated opportunities in rapidly changing environments where traditional strategic management approaches are less effective. Course content is based on the Innovation Diamond Model, which has extensive empirical support, and teaches students how to connect the four key processes of innovation strategy, portfolio management, stage gate product/service development process and innovation culture.
EIBS7302 examines how organisations—from small start-ups to large enterprises—can embrace and manage innovation to thrive and grow in ᅠthe business environmentᅠ of today and ᅠthe future. The knowledge you acquire in this course will directly contribute towards your employability by providing you with a much sought-after understanding of how innovation can be managed strategically. Much of the success, learning and enjoyment of the course depends on your experience, participation and enthusiasm for technology and innovation management.
Course requirements
Incompatible
You can't enrol in this course if you've already completed the following:
TIMS7318 + TIMS7320
Restrictions
Quota: Minimum of 15 enrolments
Course contact
Course staff
Lecturer
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Please note: Teaching staff do not have access to the timetabling system to help with class allocation. Therefore, should you need help with your timetable and/or allocation of classes, please ensure you email business.mytimetable@uq.edu.au from your UQ student email account with the following details:
- Full Name
- Student ID
- Course Code
Aims and outcomes
This course aims to assist you with further increasing your understanding of the core issues in the management of technology and innovation.ᅠ
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Explain the strategic value of innovation management and the tools and techniques that can be used to pursue it
LO2.
Apply research skills to organise and interpret discipline knowledge, including theory and practice, to investigate innovation management approaches
LO3.
Use information literacy and communication skills to professionally structure and present thinking
LO4.
Critically investigate innovation management approaches drawing on analysis, evaluation and synthesis of discipline knowledge
LO5.
Explain the complex relationship between the business environment and innovation management
Assessment
Assessment summary
Category | Assessment task | Weight | Due date |
---|---|---|---|
Notebook/ Logbook, Participation/ Student contribution, Reflection |
Blogging on innovation
|
30% |
See details of all due dates in task description 22/07/2024 - 4/11/2024 |
Paper/ Report/ Annotation, Reflection, Role play/ Simulation |
Reflective essay on disruptive innovation
|
30% |
12/09/2024 5:00 pm |
Paper/ Report/ Annotation | Self-written case study | 40% |
7/11/2024 5:00 pm |
Assessment details
Blogging on innovation
- Mode
- Written
- Category
- Notebook/ Logbook, Participation/ Student contribution, Reflection
- Weight
- 30%
- Due date
See details of all due dates in task description 22/07/2024 - 4/11/2024
- Other conditions
- Longitudinal.
- Learning outcomes
- L02, L03, L05
Task description
What do you need to do?
Blogging is the process of sharing your thoughts about a particular subject on a social media platform. Many professionals use it to establish their knowledge, build credibility, and engage with an audience.
For this assessment, you will create your own blog on the EIBS7302 blogging platform on learn.uq.edu.au to share your thoughts on innovation. Think of it as starting a conversation with your peers about how you see innovation and what makes it interesting to you. Your own blog needs to use real-world examples and explain them in light of the weekly course topics to your peers.
You and your peers will also engage in conversations with each other by commenting on each other’s blog posts. The goal is to:
- Create a community of thinkers focused on innovation;
- Make intangible innovation concepts from the course tangible and applicable in the real world;
- Learn to communicate and present ideas professionally; and, most importantly,
- Have fun!
How do you need to do it?
Your own blog must build on concepts from the course and be structured as follows:
- Part 1 (up to 800 words): Kick-off your blog in week 1 with a post about why you are interested in innovation. This post should introduce your personal story and explain why innovation is important for you based on an illustrative real-world example.
- Part 2 (300-500 words per post): For at least five of the twelve weeks, add new posts to your blog to continue establishing your knowledge and building credibility in your area of interest. Every post should feature a real-world example that is aligned with your personal interest and discuss and analyse this example in light of the weekly topic. Think of these posts as the puzzle pieces that all together tell others why you are knowledgeable and credible in your area of interest.
As part of this assessment, you will also need to engage with and comment on blog posts of your peers. This will create a community of thinkers focused on innovation and ensure that everyone in the course has an audience for his or her blog.
- Part 3 (100-200 words per post): For at least six of the twelve weeks, make constructive comments on blog posts of your peers up to one week after they have been posted. It is important that you make at least twelve comments in total. For example, you could comment on two blogs posts each for six weeks, or you could comment on one blog post each for twelve weeks. In your comments, you can add additional insights to your peers’ posts, explain why some information in their posts is particularly revelatory, and even constructively challenge the posts of your peers. Important is that your argumentation is professional, clearly substantiated, and advances the conversation.
The expectation is that the blogs will be evidence-based. For this reason, each post on your own blog needs to contain at least one link to a source where your information comes from (e.g., news article, corporate homepage, academic article, etc.). This also applies to comments on your peers’ blog posts if your comments should introduce new information.
How do you present this information?
You are free to be creative and can choose how you want to create and present the blog posts and comments. Important is that each post:
- Focuses on a specific course topic;
- Has a clear line of argumentation with a beginning, middle, and end; and
- Communicates coherently, consistently and cohesively in a professional manner.
Overall, your blog posts need to be able to stand alone, explain and situate innovation in light of the course topics, and create a conversation around your chosen area of interest. In turn, because we want to build a community of innovation thinkers, your comments on your peers’ blog posts need to explicitly tie into their posts and conversations and be written in light of the course topics too.
Can you use Artificial Intelligence (AI) for this assignment?
The answer is a decisive yes. You do not have to but certainly can use AI to support you completing this assessment task as long as you adhere to the following rules:
- You are responsible for everything you publish. Keep in mind that AI often makes information and references up and that it also often omits critical information. So, don't trust AI and only use it to support you in writing about real-world examples that you either know by heart or where you can verify the information.
- You must clearly reference any use of AI each time you use it. Please include an additional paragraph at the end of your post outlining what you used AI for and describing the prompts you used. Failure to reference AI use is in violation of academic honesty policies and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Please use the blogging platform on Learn.UQ (Blackboard).
Deferral or extension
You may be able to apply for an extension.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Reflective essay on disruptive innovation
- Mode
- Product/ Artefact/ Multimedia, Written
- Category
- Paper/ Report/ Annotation, Reflection, Role play/ Simulation
- Weight
- 30%
- Due date
12/09/2024 5:00 pm
- Other conditions
- Longitudinal.
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
What do you need to do?
This assessment focuses on disruptive innovation. You will need to play the Back Bay Battery simulation game which Professor Christensen developed to demonstrate the dynamics of disruptive innovation. You will receive the link to the simulation and have class time to get started. After you have played the simulation, you are required to reflect on your simulation experience. Your mark will not be influenced by whether you succeed in the simulation game or not. What matters is that you draw on the concepts and approaches covered in weeks 1-5 to reflect on the simulation.
How do you need to do it?
You need to write up your reflection as an essay of no more than 1,500 words and address the following aspects:
- What was the overall outcome of your simulation?
- What have you learnt about managing innovation from this simulation and why?
- What were the challenges that you faced in trying to grow a profitable business and why?
- How do these challenges relate to disruptive innovation theory?
How do you present this information?
Your reflection needs to be understandable by others. Therefore, it is important to communicate your reflection coherently, consistently and cohesively. This means that your report needs to be:
- Precise and logically structured;
- Provide insightful and convincing explanations; and is
- Professionally presented.
Why do you need to to reflect?
The act of reflection provides us with signposted moments to STOP, think about the bigger picture and synthesize information. When you reflect on your simulation experience, establish what you would do differently (or the same way) and why.
Remember that Professor Clayton Christensen at Harvard Business School has developed the concept of disruptive innovation and is famous for it. If you are unsure of what disruptive innovation is after the seminar, you can read the first chapter of his book.
Can you use Artificial Intelligence (AI) for this assignment?
The answer is a decisive yes. You do not have to but certainly can use AI to support you in completing this assessment task as long as you adhere to the following rules:
- You are responsible for everything you publish. Keep in mind that AI often makes information and references up and that it also often omits critical information. Since this assignment requires you to reflect on your own simulation experience in light of this specific course, it is probably best to only use AI to improve your own writing while making sure to verify all information it includes in your text.
- You must clearly reference any use of AI. Please include an additional page at the end of your submission outlining exactly what you used AI for. This page needs to include a list of all the prompts you used and an explanation of why you used them. You do not need to provide an explanation for each individual prompt but can group prompts based on their joint purpose (e.g., if prompts 1, 2, and 3 aimed for one overarching aim). Failure to reference AI use is in violation of academic honesty policies and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Submit electronically via Turnitin in Blackboard
Deferral or extension
You may be able to apply for an extension.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Self-written case study
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 40%
- Due date
7/11/2024 5:00 pm
- Learning outcomes
- L02, L03, L04, L05
Task description
What do you need to do?
You need to write a case study—similar to the Harvard cases we used in class but shorter—about a real-world innovation example (i.e., a specific innovation, organization, or industry) to teach others about innovation management. You are required to pick one of the course's subjects, identify and gather information about a real-world example of your choice that allows you to discuss this subject, and analyse the example with the concepts and techniques from the course. The overall goal is to demonstrate that you understand a complex innovation management subject well enough to be able to explain it to others in an accessible way.
How do you need to do it?
Your case study should be no longer than 2,000 words and contain the following elements:
- An introduction of the case study that creates interest
- A background section that provides insights into the case study's business environment
- A core analysis section that provides insights into the focal subject based on the case study
- A conclusion section that summarizes the lessons learnt from the case study
- A list of references (not included in the word count)
How do you present it?
Your case study needs to communicate coherently, consistently and cohesively to enable others to learn about the focal subject. It is important that you distinguish between the significant—all the information you need to explain the focal subject—and the trivial—all the information that do not really matter for your analysis and only distract readers. Therefore, your case study needs to be:
- Precise and logically structured;
- Only include significant information;
- Identify trustworthy sources that others could use to validate or reject the case study information; and be
- Professionally presented, which includes consistent referencing of sources in APA style. See https://web.library.uq.edu.au/research-tools-techniques/referencing-style-guides#apa
Can you use Artificial Intelligence (AI) for this assignment?
The answer is a decisive yes. You do not have to but certainly can use AI to support you in completing this assessment task as long as you adhere to the following rules:
- You are responsible for everything you publish. Keep in mind that AI often makes information and references up and that it also often omits critical information. So, don't trust AI and only use it to support you in writing about real-world cases that you either know by heart or where you can verify the information.
- You must clearly reference any use of AI each time you use it. Please include an additional page at the end of your submission outlining exactly what you used AI for. This page needs to include a list of all the prompts you used and an explanation of why you used them. You do not need to provide an explanation for each individual prompt but can group prompts based on their joint purpose (e.g., if prompts 1, 2, and 3 aimed for one overarching aim). The page does not count towards the word limit (i.e., use as many words as you need to accurately explain what you did). Failure to reference AI use is in violation of academic honesty policies and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Submit electronically via Turnitin in Blackboard
Deferral or extension
You may be able to apply for an extension.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
Grade | Cut off Percent | Description |
---|---|---|
1 (Low Fail) | 0 - 29 |
Absence of evidence of achievement of course learning outcomes. |
2 (Fail) | 30 - 46 |
Minimal evidence of achievement of course learning outcomes. |
3 (Marginal Fail) | 47 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes |
4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. |
5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. |
6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. |
7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. |
Additional course grading information
Grades will be allocated according to University-wide standards of criterion-based assessment.
Supplementary assessment
Supplementary assessment is available for this course.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Library resources are available on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
Learning period | Activity type | Topic |
---|---|---|
Week 1 |
Seminar |
Innovation: What it is and why it often fails Introduction to the lecturer and course Learning outcomes: L01, L05 |
Week 2 |
Seminar |
Innovating technologies and business models Lecture, case and discussion Learning outcomes: L01, L02, L03, L04, L05 |
Week 3 |
Seminar |
Managing innovation processes and projects Lecture, case and discussion Learning outcomes: L01, L02, L03, L04, L05 |
Week 4 |
Seminar |
Managing innovation risks and portfolios Lecture, case and discussion Learning outcomes: L01, L02, L03, L04, L05 |
Week 5 |
Seminar |
Managing innovation timing Lecture, case and discussion Learning outcomes: L01, L02, L03, L04, L05 |
Week 6 |
Case-based learning |
Disruptive innovation simulation Lecture and simulation Learning outcomes: L01, L02, L03, L04, L05 |
Week 7 |
Seminar |
Leveraging different sources of innovation Lecture, case and discussion Learning outcomes: L01, L02, L03, L04, L05 |
Week 8 |
Seminar |
Leveraging platforms and ecosystems for innovation Lecture, case and discussion Learning outcomes: L01, L02, L03, L04, L05 |
Week 9 |
Seminar |
Organizing for innovation and growth Lecture, case and discussion Learning outcomes: L01, L02, L03, L04, L05 |
Mid Sem break |
No student involvement (Breaks, information) |
In-Semester Break No class during In-Semester Break |
Week 10 |
General contact hours |
Case study Consultation with Lecturer No Seminar this week. Open for Consultation. Learning outcomes: L01, L02, L03, L04, L05 |
Week 11 |
Seminar |
Executing innovation strategies Lecture, case and discussion Learning outcomes: L01, L02, L03, L04, L05 |
Week 12 |
Seminar |
Communicating business plans Lecture, case and discussion Learning outcomes: L01, L02, L03, L04, L05 |
Week 13 |
Seminar |
Going to market and discussion Lecture and final discussion to wrap up the course Learning outcomes: L01, L02, L03, L04, L05 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.