MNGT7496 Innovation - 2019

On-site, Kensington
Term 2
12 Units of Credit

Offering Selection
This course outline is provided in advance of offering to guide student course selection. Please note that while accurate at time of publication, changes may be required prior to the start of the teaching session. To view other versions, visit the archives .

1. Course Details

Summary of Course

This course is delivered in an intensive format. The heart of the course is a four-day residential that occurs in Week 4 of the 10-week session. It is preceded and followed by a series of individual and group activities.

The first three weeks of the course are devoted to pre-residential activities, which aim to ensure you are prepared for maximising your development during the residential. The post-residential activities in Weeks 5 to 10 will further support your continued development.


Teaching Times and Locations

Please note that teaching times and locations are subject to change. Students are strongly advised to refer to the Class Timetable website for the most up-to-date teaching times and locations.

View course timetable

Course Policies & Support

Course Aims and Relationship to Other Courses

Innovation is one of the most important drivers of success for today’s organisations. All firms face the imperative to innovate or they risk becoming obsolete. Being able to instil a culture of collaborative innovation within the firm is one true source of sustainable competitive advantage.

Gone are the days of thinking of innovation only as product or process innovation, and gone are the days of thinking of innovating as something engineers or R&D researchers engage in by themselves in their labs or workshops. Today, innovation is everyone’s responsibility. It is a collaborative outcome of many different stakeholders.

Simply defined, innovation is doing new things and offering new things in order to present solutions to users’ problems or to help them accomplish a ‘job’ that they have.

This course is built around the observation that creativity and innovativeness can be developed and that they can be managed to yield consistently successful outcomes. It takes the stance that just as total quality management (TQM) approaches took the randomness out of manufacturing to yield consistent quality, an appropriately developed innovation process can take the randomness and chaos out of innovation management.

The overarching aim of the course is to provide and facilitate an experiential learning environment where you start your journey towards becoming more creative, to envision different ways of being innovative, and to systematically organise and lead innovation and creativity initiatives within your organisation, your start-up or your daily life. During the course, through a number of hands-on activities, you will also develop your skills in ethnography and observation, framing and reframing, experimentation, teamwork and storytelling.

At the core of the course is the AGSM articulation of design thinking
methodology. This systematic process puts design thinking at the centre and combines ideas from human-centred design, lean start-ups, value innovation, blue ocean strategy, and disruptive and open innovation. The end result is an iterative problem-solving process of understanding and discovery, ideation and testing. It enables users to gain insight and devise innovative solutions for the many challenges a firm, a manager, or an entrepreneur face – especially the wicked problems where not only the solution, but also the problem may be ill-defined.

These ideas represent the latest thinking about innovation and innovation management, and provide powerful alternatives to the previously dominant management approaches. Embracing and mastering these perspectives will be important for all the employees, managers, entrepreneurs and leaders of today and tomorrow.

Additonal Course Details

3. Staff Contact Details

Position Name Email Location Phone Consultation Times
Course CoordinatorJ Peter Murmann
Course CoordinatorSalih Zeki Ozdemir

4. Learning and Teaching Activities

Approach to Learning and Teaching in the Course

Learning Activities and Teaching Strategies

Course Structure

6. Course Resources

Learning resources

You have the following resources to help you learn:

  1. The course materials. You will do much of your learning in the weeks before and after the residential, and by completing learning activities as they arise.
  2. Your classes during the residential with your Class Facilitator, who will guide your learning by conducting class discussion, answering questions, providing insights from his or her practical experience and understanding of theory, providing you with feedback on your assignments, and directing discussions and debates that will occur between you and your co-participants in the classroom.
  3. Your co-participants. Your colleagues in the online classes in Moodle and residential are an invaluable potential source of learning for you. Their work and life, and their willingness to question and argue with the course materials, the Class Facilitator and your views, represent a great learning opportunity. They bring much valuable insight to the learning experience.
  4. In addition to course-based resources, please also refer to the AGSM Learning Toolkit (available in Moodle) for tutorials and guides that will help you learn more about effective study practices and techniques.

Other resources


BusinessThink is UNSW’s free, online business publication. It is a platform for business research, analysis and opinion. If you would like to subscribe to BusinessThink, and receive the free monthly e-newsletter with the latest in research, opinion and business then go to

7. Course Evaluation & Development

Continual Course Improvement

Student Response

  1. The individual assignment required students to take what they learned during the course, apply it to their own organisation, and report on this. Some students found this difficult in terms of workload, types of organisations they work for, time/project management, and employer support. 
  2. There was a mismatch between students' expectations of their workload for the course and the actual workload.


Response to Student Feedback

  1. We have improved the information we give to students about expectations around the individual assignment and its magnitude.

    We have prepared two documents to help the students with their individual assignments and their project management. First one is a "letter to employers" document that clearly articulates what would be expected of the employers to support the students in their assignments and how this would at the end benefit the organization. This document gives the students more guidance on how to get support from their employers.
    The second document is "advice from previous students" document that collate suggestion from some of the previous students who have completed the assignment about how to project manage this assignment's workload.

    Both these documents together with the weekly online office hours and videoconferences we organize will provide the support for students to successfully attempt this assignment.
  2.  We have developed an introductory video that will help to set student expectations of the workload required for this course.

8. Course Schedule

Week Activity Topic Detail/Engagement Assessment Task
Week 1 Pre-residnetial participationUnits 1, 2 and 3

Discussion forum

Participation : Pre-residential participation
Week 2 Pre-residential participationUnits 4, 5 and 6

Discussion forum

Participation : Pre-residential participation
Week 3 Pre-residential participation; Assignment 2 Step 1Units 7 and 8

Discussion forum

Assignment 2, Step 1 (counts towards participation mark)–Initial Project Plan due on Friday by 3pm Sydney time 

Participation : Pre-residential participation
Assessment 2 : Step 1: Initial Project Plan
Week 4 Residential participation; Assignment 1, Part A Class Facilitator Co-participants

Residential (4 days) activities

Team Presentation due on final day (4%)

Assessment 1 : Part A: Team presentation on innovative solution to residential problem
Participation : Residential and post-residential participation
Week 5 -Stakeholders in your organisation Co-participants
Week 6 Assignment 1 PartB; Post-residential participationStakeholders in your organisation Co-participants

Assignment 1, Part B –Team Paper due on Wednesday by 3pm Sydney time (30%)

Post-residential participation: Evaluation of team members’ contributions to Assignment 1

Assessment 1 : Part B: Team Paper on an Innovative Solution Proposal
Participation : Residential and post-residential participation
Week 7 Post-residential participation; Assignment 2 step2Stakeholders in your organisation Co-participants

Assignment 2, Step 2(counts towards participation mark) –Updated Project Plan due on Monday by 3pm

Post-residential participation: Feedback to peers on Assignment 2, Step 2, by Saturday at 3pm

Participation : Residential and post-residential participation
Assessment 2 : Step 2: Updated Project Plan
Week 8 -Stakeholders in your organisation Class Facilitator Co-participants

Implementing design thinking process

Online office hour

Discussion forum

Week 9 -Stakeholders in your organisation

Implementing design thinking process

Week 10 Assignment 2 Step 3Stakeholders in your organisation Co-participants

Implementing design thinking process

Assignment 2, Step 3–Completed Individual Paper due on Fridayby 3pm Sydney time (50%)

9. Policies and Support

Information about UNSW Business School protocols, University policies, student responsibilities and education quality and support.

Program Learning Outcomes

The Business School places knowledge and capabilities at the core of its curriculum via seven Program Learning Outcomes (PLOs). These PLOs are systematically embedded and developed across the duration of all coursework programs in the Business School.

PLOs embody the knowledge, skills and capabilities that are taught, practised and assessed within each Business School program. They articulate what you should know and be able to do upon successful completion of your degree.

Upon graduation, you should have a high level of specialised business knowledge and capacity for responsible business thinking, underpinned by ethical professional practice. You should be able to harness, manage and communicate business information effectively and work collaboratively with others. You should be an experienced problem-solver and critical thinker, with a global perspective, cultural competence and the potential for innovative leadership.

All UNSW programs and courses are designed to assess the attainment of program and/or course level learning outcomes, as required by the UNSW Assessment Design Procedure. It is important that you become familiar with the Business School PLOs, as they constitute the framework which informs and shapes the components and assessments of the courses within your program of study.

PLO 1: Business knowledge

Students will make informed and effective selection and application of knowledge in a discipline or profession, in the contexts of local and global business.

PLO 2: Problem solving

Students will define and address business problems, and propose effective evidence-based solutions, through the application of rigorous analysis and critical thinking.

PLO 3: Business communication

Students will harness, manage and communicate business information effectively using multiple forms of communication across different channels.

PLO 4: Teamwork

Students will interact and collaborate effectively with others to achieve a common business purpose or fulfil a common business project, and reflect critically on the process and the outcomes.

PLO 5: Responsible business practice

Students will develop and be committed to responsible business thinking and approaches, which are underpinned by ethical professional practice and sustainability considerations.

PLO 6: Global and cultural competence

Students will be aware of business systems in the wider world and actively committed to recognise and respect the cultural norms, beliefs and values of others, and will apply this knowledge to interact, communicate and work effectively in diverse environments.

PLO 7: Leadership development

Students will develop the capacity to take initiative, encourage forward thinking and bring about innovation, while effectively influencing others to achieve desired results.

These PLOs relate to undergraduate and postgraduate coursework programs.  Separate PLOs for honours and postgraduate research programs are included under 'Related Documents'.

Business School course outlines provide detailed information for students on how the course learning outcomes, learning activities, and assessment/s contribute to the development of Program Learning Outcomes.



UNSW Graduate Capabilities

The Business School PLOs also incorporate UNSW graduate capabilities, a set of generic abilities and skills that all students are expected to achieve by graduation. These capabilities articulate the University’s institutional values, as well as future employer expectations.

UNSW Graduate CapabilitiesBusiness School PLOs
Scholars capable of independent and collaborative enquiry, rigorous in their analysis, critique and reflection, and able to innovate by applying their knowledge and skills to the solution of novel as well as routine problems.
  • PLO 1: Business knowledge
  • PLO 2: Problem solving
  • PLO 3: Business communication
  • PLO 4: Teamwork
  • PLO 7: Leadership development

Entrepreneurial leaders capable of initiating and embracing innovation and change, as well as engaging and enabling others to contribute to change
  • PLO 1: Business knowledge
  • PLO 2: Problem solving
  • PLO 3: Business communication
  • PLO 4: Teamwork
  • PLO 6: Global and cultural competence
  • PLO 7: Leadership development

Professionals capable of ethical, self-directed practice and independent lifelong learning
  • PLO 1: Business knowledge
  • PLO 2: Problem solving
  • PLO 3: Business communication
  • PLO 5: Responsible business practice

Global citizens who are culturally adept and capable of respecting diversity and acting in a socially just and responsible way.
  • PLO 1: Business knowledge
  • PLO 2: Problem solving
  • PLO 3: Business communication
  • PLO 4: Teamwork
  • PLO 5: Responsible business practice
  • PLO 6: Global and cultural competence

While our programs are designed to provide coverage of all PLOs and graduate capabilities, they also provide you with a great deal of choice and flexibility.  The Business School strongly advises you to choose a range of courses that assist your development against the seven PLOs and four graduate capabilities, and to keep a record of your achievements as part of your portfolio. You can use a portfolio as evidence in employment applications as well as a reference for work or further study. For support with selecting your courses contact the UNSW Business School Student Centre.

Academic Integrity and Plagiarism

Academic Integrity is honest and responsible scholarship. This form of ethical scholarship is highly valued at UNSW. Terms like Academic Integrity, misconduct, referencing, conventions, plagiarism, academic practices, citations and evidence based learning are all considered basic concepts that successful university students understand. Learning how to communicate original ideas, refer sources, work independently, and report results accurately and honestly are skills that you will be able to carry beyond your studies.

The definition of academic misconduct is broad. It covers practices such as cheating, copying and using another person’s work without appropriate acknowledgement. Incidents of academic misconduct may have serious consequences for students.


UNSW regards plagiarism as a form of academic misconduct. UNSW has very strict rules regarding plagiarism. Plagiarism at UNSW is using the words or ideas of others and passing them off as your own. All Schools in the Business School have a Student Ethics Officer who will investigate incidents of plagiarism and may result in a student’s name being placed on the Plagiarism and Student Misconduct Registers.

Below are examples of plagiarism including self-plagiarism:

Copying: Using the same or very similar words to the original text or idea without acknowledging the source or using quotation marks. This includes copying materials, ideas or concepts from a book, article, report or other written document, presentation, composition, artwork, design, drawing, circuitry, computer program or software, website, internet, other electronic resource, or another person's assignment, without appropriate acknowledgement of authorship.

Inappropriate Paraphrasing: Changing a few words and phrases while mostly retaining the original structure and/or progression of ideas of the original, and information without acknowledgement. This also applies in presentations where someone paraphrases another’s ideas or words without credit and to piecing together quotes and paraphrases into a new whole, without appropriate referencing.

Collusion: Presenting work as independent work when it has been produced in whole or part in collusion with other people. Collusion includes:

  • Students providing their work to another student before the due date, or for the purpose of them plagiarising at any time
  • Paying another person to perform an academic task and passing it off as your own
  • Stealing or acquiring another person’s academic work and copying it
  • Offering to complete another person’s work or seeking payment for completing academic work

Collusion should not be confused with academic collaboration (i.e., shared contribution towards a group task).

Inappropriate Citation: Citing sources which have not been read, without acknowledging the 'secondary' source from which knowledge of them has been obtained.

Self-Plagiarism: ‘Self-plagiarism’ occurs where an author republishes their own previously written work and presents it as new findings without referencing the earlier work, either in its entirety or partially. Self-plagiarism is also referred to as 'recycling', 'duplication', or 'multiple submissions of research findings' without disclosure. In the student context, self-plagiarism includes re-using parts of, or all of, a body of work that has already been submitted for assessment without proper citation.

To see if you understand plagiarism, do this short quiz:


The University also regards cheating as a form of academic misconduct. Cheating is knowingly submitting the work of others as their own and includes contract cheating (work produced by an external agent or third party that is submitted under the pretences of being a student’s original piece of work). Cheating is not acceptable at UNSW.

If you need to revise or clarify any terms associated with academic integrity you should explore the 'Working with Academic Integrity' self-paced lessons available at:

For UNSW policies, penalties, and information to help you avoid plagiarism see: as well as the guidelines in the online ELISE tutorials for all new UNSW students: For information on student conduct see:

For information on how to acknowledge your sources and reference correctly, see: If you are unsure what referencing style to use in this course, you should ask the lecturer in charge.

Student Responsibilities and Conduct

Students are expected to be familiar with and adhere to university policies in relation to class attendance and general conduct and behaviour, including maintaining a safe, respectful environment; and to understand their obligations in relation to workload, assessment and keeping informed.

Information and policies on these topics can be found on the 'Managing your Program' website.


It is expected that you will spend at least ten to twelve hours per week studying for a course except for Summer Term courses which have a minimum weekly workload of twenty to twenty four hours. This time should be made up of reading, research, working on exercises and problems, online activities and attending classes. In periods where you need to complete assignments or prepare for examinations, the workload may be greater. Over-commitment has been a cause of failure for many students. You should take the required workload into account when planning how to balance study with employment and other activities.

We strongly encourage you to connect with your Moodle course websites in the first week of semester. Local and international research indicates that students who engage early and often with their course website are more likely to pass their course.

View more information on expected workload


Your regular and punctual attendance at lectures and seminars or in online learning activities is expected in this course. The Business School reserves the right to refuse final assessment to those students who attend less than 80% of scheduled classes where attendance and participation is required as part of the learning process (e.g., tutorials, flipped classroom sessions, seminars, labs, etc.).

View more information on attendance

General Conduct and Behaviour

You are expected to conduct yourself with consideration and respect for the needs of your fellow students and teaching staff. Conduct which unduly disrupts or interferes with a class, such as ringing or talking on mobile phones, is not acceptable and students may be asked to leave the class.

View more information on student conduct

Health and Safety

UNSW Policy requires each person to work safely and responsibly, in order to avoid personal injury and to protect the safety of others.

View more information on Health and Safety

Keeping Informed

You should take note of all announcements made in lectures, tutorials or on the course web site. From time to time, the University will send important announcements to your university e-mail address without providing you with a paper copy. You will be deemed to have received this information. It is also your responsibility to keep the University informed of all changes to your contact details.

Student Support and Resources

The University and the Business School provide a wide range of support services and resources for students, including:

Business School EQS Consultation Program
The Consultation Program offers academic writing, literacy and numeracy consultations, study skills, exam preparation for Business students. Services include workshops, online resources, individual and group consultations.
Level 1, Room 1035, Quadrangle Building.
02 9385 4508

Business School Student Centre
The Business School Student Centre provides advice and direction on all aspects of admission, enrolment and graduation.
Level 1, Room 1028 in the Quadrangle Building
02 9385 3189

UNSW Learning Centre
The UNSW Learning Centre provides academic skills support services, including workshops and resources, for all UNSW students. See their website for details.
Lower Ground Floor, North Wing Chancellery Building.
02 9385 2060

Educational Support Service
Educational Support Advisors work with all students to promote the development of skills needed to succeed at university, whilst also providing personal support throughout the process. Check their website to request an appointment or to register in the Academic Success Program.
John Goodsell Building, Ground Floor.
02 9385 4734

Library services and facilities for students
The UNSW Library offers a range of collections, services and facilities both on-campus and online.
Main Library, F21.
02 9385 2650

Moodle eLearning Support
Moodle is the University’s learning management system. You should ensure that you log into Moodle regularly.
02 9385 3331

UNSW IT provides support and services for students such as password access, email services, wireless services and technical support.
UNSW Library Annexe (Ground floor).
02 9385 1333

Disability Support Services
UNSW Disability Support Services provides assistance to students who are trying to manage the demands of university as well as a health condition, learning disability or who have personal circumstances that are having an impact on their studies. Disability Advisers can arrange to put in place services and educational adjustments to make things more manageable so that students are able to complete their course requirements. To receive educational adjustments for disability support, students must first register with Disability Services.
Ground Floor, John Goodsell Building.
02 9385 4734

UNSW Counselling and Psychological Services
Provides support and services if you need help with your personal life, getting your academic life back on track or just want to know how to stay safe, including free, confidential counselling.
Level 2, East Wing, Quadrangle Building.
02 9385 5418

Search Degrees

Find a degree or course