MGMT5800 Course Outlines - Semester 1 2018 | Technology, Management and Innovation

Subject Code

MGMT5800

Study Level

Postgraduate

Commencing Term

Semester 1

Total Units of Credit (UOC)

Delivery Mode

On Campus

School

Management

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1. Course Details

Summary of Course

Business organisations today face unprecedented challenges. Across virtually every industry, managers are confronted with new conditions of rapid technological change, intense global competition, and growing demands for social responsibility. As traditional sources of competitive advantage are being eroded, managing change is becoming a crucial factor in the survival and performance of organisations. Organisation design refers to the arrangement of the organisations formal and informal structure as well as its processes, staffing, rewards and culture. With a particular focus on technology and innovation, this course aims to help prepare students to help manage the design of high-performance organisations for change.

The specific goal of this course is to teach you about the management of technology and innovation and change from a General Manager’s perspective.

It views technology, broadly defined, as the process by which an organisation transforms all of its organisational inputs (i.e. labour, capital, materials, and information) into products and/or services. Innovation is defined as a significant change in an organisation’s underlying technology. Organisational change deals with the process of initiating, creating, and confronting such challenges so as to make it possible for organisations to become or remain viable, to adapt to new conditions, to solve problems, to learn from experiences, and to move toward greater maturity. Because technology is a critical resource for each organisation, it must be managed by the general manager for comparative advantage. To do so necessitates aligning the technology strategy with the organisational strategy.

The course is organised around five (5) major themes:

integrating technology and strategy;
design and evolution of technology strategy;
enactment of technology strategy: developing the firm’s innovative capacities;
enactment of technology strategy: creating and implementing a development strategy; and
innovation challenges in established firms.

Attention will be focused upon the major theoretical and empirical contributions to the field and their implications for practitioners. Experiential work and case studies will be used to assist you in relating the content material to your own experience and practice.

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

The Business School expects that you are familiar with the contents of this course outline and the UNSW and Business School learning expectations, rules, policies and support services as listed below:

Program Learning Goals and Outcomes
Academic Integrity and Plagiarism
Student Responsibilities and Conduct
Special Consideration
Protocol for Viewing Final Exam Scripts
Student Learning Support Services

View course Policies and Support

Course Aims and Relationship to Other Courses

When you have completed this subject, you will be expected to have developed:

- a working understanding of the prominent theories, models, and empirical research related to the strategic management of technology and innovation change;

- a broad understanding of the significant issues in technology strategy and a healthy scepticism toward fads in the area; and

- an ability to critically examine the behaviour of organisations in developing, implementing, and managing change, from a strategic perspective.

Student Learning Outcomes

The Course Learning Outcomes are what you should be able to DO by the end of this course if you participate fully in learning activities and successfully complete the assessment items.

The Learning Outcomes in this course also help you to achieve some of the overall Program Learning Goals and Outcomes for all undergraduate and postgraduate coursework students in the Business School. Program Learning Goals are what we want you to BE or HAVE by the time you successfully complete your degree (e.g. ‘be an effective team player’). You demonstrate this by achieving specific Program Learning Outcomes - what you are able to DO by the end of your degree (e.g. ‘participate collaboratively and responsibly in teams’).

For more information on Program Learning Goals and Outcomes, refer to the course Policies and Support.

The following table shows how your Course Learning Outcomes relate to the overall Program Learning Goals and Outcomes, and indicates where these are assessed (they may also be developed in tutorials and other activities):

Program Learning Goals and Outcomes	Course Learning Outcomes	Course Assessment Item
This course helps you to achieve the following learning goals for all Business undergraduate/postgraduate coursework students:	On successful completion of the course, you should be able to:	This learning outcome will be assessed in the following items:
1 - Knowledge	Explain a range of key business strategy and innovation theories and models, including being able to determine which model/theory applies to specific types of companies, economies and industries.	Seminar Case Studies CSA Reports Final Exam Short MC Quizzes in Class
2 - Critical thinking and problem solving	Use the presented theories and models to interpret, analyse and make recommendations on practical business strategy problems, presented in the assigned Case Studies.	Seminar Case Studies CSA Reports CSAII Review
3a - Written communication	Construct written work which is logically and professionally presented.	Final Examination CSA Reports CSAII Review
3b - Oral communication	Communicate ideas in a succinct and clear manner.	Seminar participation and presentation CSA Verbal presentations
4 - Teamwork	Work collaboratively to complete a task.	Seminar participation and presentation CSA Reports and Presentations
5a - Ethical, social and environmental responsibility	Identify and assess environmental and sustainability considerations in problems in international macroeconomics.	Part of Seminar participation mark Final Examination
5b - Social and cultural awareness	Identify and assess these factors and include in solutions developed.	Verbal and written reports in Seminars and major CSA Reports Final Examination

2. Staff Contact Details

Position	Title	Name	Email	Location	Phone	Consultation Times
Lecturer In Charge and Tutor	Mr	Peter Donnan		Level 5, Business School building – Ref E12	+61 2 9385 7175	Thursday 3.00 – 4.00pm OR By appointment

3. Learning and Teaching Activities

Approach to Learning and Teaching in the Course

This course is taught as an applied, graduate level strategy activity. The academic teaching is done as a means for you to develop on embedded or already embedded critical thinking and application skills that your degree has already imbued you with.

Consequently, the primary approach to teaching is one of independent learning alongside academic rigour and application. Its separate teaching parts (lecture and seminar) along with its assessment tasks specifically orient you to draw on your personal or work experiences and to then align these with the lessons learned. For instance, rather than simply encourage you to read articles or case studies and then to discuss these broadly, you will need to leverage the CASE application that you are learning in this subject and develop your application and thinking. We do this by developing your critical insights so that you can problem solve, argue solutions, and convince colleagues or combatants. In this regard, the separate parts of the course are meant to give you solid, transportable analytical skills that will stay with you for the duration of your career.

The course is therefore taught (1) with an expectation that you are open to learning, (2) that you are willing to be challenged, and (3) that you are enthusiastic about participating. In order for you to benefit from the course as fully as possible, you will need to embrace an understanding of these three items.

The best way to prepare for this approach is to

Come to both lectures and seminars prepared to participate
Be involved – challenge, argue, agree, and discuss
Read and think about items outside of core class materials
Be willing to challenge your preconceived beliefs
Consider the course in the broader scheme of your career.

This approach will enable you to benefit from the teacher’s experience and approach, as well as facilitating your own analytical and applied development.

Learning Activities and Teaching Strategies

As indicated above, learning in the course occurs across two platforms – a lecture and a seminar. The two are integrated and so you need to attend both to benefit from the planned learning outcomes (apart from each connected to your assessment). Each is related insofar as the lecture provides an intellectual and academic foundation, while the seminar is the place for application and applied, critical thinking, as you integrated lecture content.

At times you may wonder what the overlap is, yet the connection is embedded rather than explicit. On a week to week basis, each learning activity will direct you in this regard (e.g., lecture content in weeks 2, 3, and 4 play a central role in your ability to provide depth to the way you construct a developed case application in week 5 and 6).

With a focus on your career and the requisite skills for your career, you will need to work in teams for your case analysis and for seminar assignments and for two (2) major case analyses.

Outside of class time, however, and in order to facilitate your learning (and its retention), it is expected that you work independently on tasks such as reading or initial problem solving for cases or applications. It is anticipated that after your independent work, you will come together as a team to work on your Case or on the exercise for your seminar.

Either way, allocating time to think and to prepare for lectures, debates, and seminars is essential.

You have two major group based cases (CSAI and CSAII) to complete for formal assessment purposes. In each case, the basic questions are essentially the same:

What are the real issues the organisation needs to address?
What alternatives does the organisation have in tackling these issues, and which alternative makes most sense?
What specific action plan would you recommend?

4. Assessment

Formal Requirements

In order to pass this course, you must:

achieve a composite mark of at least 50 out of 100;
achieve a satisfactory result on any essential assessment components; and
meet any additional requirements described in the Assessment Summary section.

You are expected to attempt all assessment requirements in the course.

Assessment Structure

Assessment Task	Weighting	Length	Due Date
Final Examination - Multiple choice & short answers (Individual Assessment)	18%	1.5 hours	As scheduled during your lecture in Week 13.
Case Study Analysis I (CSAI) (Group Project)	25%	4 double-spaced pages maximum	In your nominated seminar in Week 7. Case study analyses will be collected at the beginning of the seminar.
Case Study Analysis II (CSAII) (Group Project)	30%	4 double-spaced pages maximum	In your nominated seminar in Week 12. Case study analyses will be collected in the seminar.
CSAII Review (Individual Assessment)	15%	1 x minimum 1,000 word essay 1,200 word maximum	To be completed immediately AFTER the CSAII Presentation. To be submitted by Thursday 7 June.
Preparation and Participation	12%	N/A	Seminar Leader reviews assessing your participation in seminar case study analysis. Two MC In Class Quizzes
Total	100%	–	–

Assessment Summary

You should complete the Working with Academic Integrity module before submitting any written assessment by the due date. Non-compliance with the UNSW Student Code may result in disciplinary action.

Final Examination - In Class: Week 13 - 18%

The Final Examination will consist of multiple choice questions as well as short-answer questions drawn from your assigned readings, case studies, lectures, and seminars. The exam is designed to test your understanding of the theory and empirical research relevant to the strategic management process.

The Examination will take place during your lecture timeslot in week 13. The duration of The Exam will be 90 minutes.

Details of the possible examination topics will be discussed in lectures. You are allowed to bring one (1) A4 - sized piece of paper with study notes on it (double-sided, typed using any size font or hand-written) into the Examination. It is suggested that students make summary notes of each reading to aid in the development of this sheet.

Assignment 1 (Group): Case Study Analysis I (CSAI) – 25%

Due Week 7 in your Seminar

The assigned Case Study to be analysed will be either a Harvard Business School case or one selected from your text, it will be announced in your assigned Seminar in Week 4. The Case Study Analysis is designed to enable you to apply the theory and empirical research discussed in the subject to real-world situations. Related goals include the development of skills in teamwork, intra-group dynamics, organisational analysis, project management, and professional report writing (i.e., proper layout, grammar, spelling, etc.). In order to assist you in developing the practical skills needed for successful completion of this assignment, a portion of seminar time will be devoted to relevant learning and training.

Specifically, you are required to:

Organise yourselves into teams of 6 people (exceptions to this guideline can only be made by the express permission of the seminar leader in your nominated seminar). In order to facilitate effective group development, group members must be from the same nominated seminar.
Analyse the Case Study utilising the C.A.S.E. method (C is for Challenge, A is for Analysis, S is for Solution, and E is for Execution). This case analysis technique will be introduced to you in your seminar in Week 2.
Submit your Case Study Analysis to your seminar leader at the designated time (late case study analyses will have their marks reduced per the university guidelines) and place (see Assessment Summary in this document). The Case Study Analysis is to be a maximum of 4 (four) double-spaced pages including any references and appendix (but not including the cover page). The cover page must be the official School of O&M "Essay/Assignment Cover Sheet." The cover page must be stapled to the Case Study Analysis and must contain the following information: a) the complete names of the students who prepared the analysis, b) their respective student identification numbers, c) the subject name, d) the name of your Lecturer, e) the name of your Seminar leader, f) the day, time, and classroom of your seminar, and g) the date submitted. All team members must sign the cover sheet acknowledging that the case analysis has not been submitted in any other subject. The Case Study Analysis must be typewritten in a 12 point font, be double-spaced only, and have 3 cm margins on the left and right. The Case Study is meant to be self-contained so do not use any information about the organisation or the competitive environment that is found outside the case (i.e., websites, company brochures, newspaper or magazine articles, etc.). Each section of the Case Study Analysis (i.e., Challenge, Analysis, Solution, Execution) is worth 20% each. The final 20% of the Case Study Analysis is for Style (i.e., spelling, grammar, sentence construction, format, etc. of the written Case Study Analysis). This task is worth 18% of your total mark.
Oral Presentation: In addition, you will need to prepare an Executive Summary Presentation of your key findings for CSA I and deliver it in your seminar.
This is a concise summary of your findings. It is an audio (i.e., verbal) and visual (i.e., use of a combination of PowerPoint and/or handouts) presentation made to the Seminar by the entire team. This presentation must be made in 12 minutes or less. All members of the group must verbally participate in the presentation. This task is worth % of your total mark.

Assignment 2 (Group): Case Study Analysis II (CSAII) – 30%

Group Report and Presentation Due Week 12 in your Seminar

The assigned Case Study to be analysed will be either a Harvard Business School case or one selected from your text, it will be announced in your assigned Seminar in Week 9. The requirements for this case study analysis are the same as those for Case Study Analysis I. Case Study Analysis II is due in your nominated seminar in Week 12.

Case Study Analysis written report – this task is worth 20% of your final mark.

Oral Presentation: An Executive Summary Presentation of your key findings for CSA I and deliver it in your seminar. It is an audio (i.e., verbal) and visual (i.e., use of a combination of PowerPoint and/or handouts) presentation made to the Seminar by the entire team. You will need to present a concise summary of your solution and execution in particular and prepare for a workshop style session. This presentation must be made in 10 minutes or less, and all members of the group must verbally participate in the presentation.

This task is worth % of your total mark.

Assignment 3 (Individual): CSAII Review - 15%

Individual Report due in Week 13 - June

As an Individual Assessment Exercise, you will need to prepare and submit a short CSAII Review assessment or observation paper. This assignment will be an individual report where you consider or analyse the impact of the presentation made by your group in the seminar and the questions asked by other groups.

For the review, considering the presentations that other teams made in your seminar, you need to

Assess whether the solution your team presented is still the best solution in your view, and justify why you believe so, OR
Modify (or adjust) the solution your team presented and state why you have made this change

Please do not simply reproduce parts of the CSAII Group Report. This individual assessment review must reflect your own opinion. Given its content, it must be done AFTER the CSAII seminar presentation and discussion, and is due June.

This assessment is a written report with a minimum of 1,000 words and a maximum of 1,200 words and as with your CSA, typewritten in a 12 point font, double-spaced, with 3 cm margins. This task is worth 15% of your total mark.

Assessment: Seminar Preparation and Participation – 12%

Preparation for, and active participation in, your seminars is a key component of the learning of this subject. The seminars will primarily focus on experiential learning via the case study method. To that end, you will be introduced to a number of topics that will facilitate the earning of your Case Study Analyses marks. These topics will include: the C.A.S.E. method (which is an acronym for Challenge, Alternatives, Solution, and Execution), intra-group dynamics, report writing, and report presentation.

To help extrinsically motivate you to prepare and actively participate in seminars, peer evaluations will be utilised in the CSAs. The use of peer evaluations will serve as a diagnostic tool for the analysis of intra-group dynamics.

In Class Evaluation: Class sessions will usually begin with a short oral presentation by one or two student teams – “consulting teams” – presenting to the class as if we were the client in the case. Your career success depends critically on your skill in articulating and defending your ideas and engaging a productive dialogue with your colleagues. You should consider our classroom as a laboratory in which you can test and improve these skills. Class participation grades will be determined based on your contribution to class discussion of case studies. Attendance is a necessary but not sufficient condition for a good participation grade. You are expected to be an active participant. Just like in a real work setting, your contributions in discussions are a key part of your performance. At the end of each case discussion session, scores will be assigned to each student on the following scale:

Excellent Participation: comments that challenge constructively the direction of the discussion and reorient it in a productive way.
Good Participation: comments that clarify complex issues, synthesize material, and move the discussion forward noticeably
Modest Participation: comments that are marginal but help flesh out a given part of the discussion or analysis
Poor Participation: few comments or interactions and little contribution made to discussion or analysis

Some of the criteria that make for effective class participation include:

Involvement:

Are you following the discussion attentively?
Are you actively contributing ideas?
Are you respectful of others in how you formulate your contributions?

Listening:

Are you a good listener? Are your points relevant to the flow of the discussion?
Do you link them to the comments made by others?

Adding value:

Do your comments show evidence of insightful analysis of the case data?
Do they make use of relevant practical experience?
Are they formulated in a succinct, effective manner?
Do your comments clarify and highlight the important aspects of earlier ideas and lead to a clearer statement of the relevant concepts and issues?

Risk-taking:

Are you willing to test new ideas, or are all your comments “safe”? (For example, repeating case facts without analyses and conclusions, or simply generic statements that would be true in almost any setting would be considered “safe” and not very useful.)

There will also be 2 (two) brief MC In Class Quizzes to be undertaken during the semester. Your Preparation for and Participation in Seminars is worth 12% of your total mark.

Assignment Submission Procedure

Both CSAs need to be submitted directly to the Lecturer-in-Charge – in electronic copy and hard copy, as well as via Turnitin. Only one team member needs to tender the Group assignments, with a signed cover page attached (you need to download this from Moodle). Assignments will need to be submitted through Turnitin via Moodle.

The CSAII Review is to be submitted directly to the Lecturer-in-Charge – in electronic copy in a Word document. These are submitted by each individual and must include your name and student ID.

Late Submission

For information on Special Consideration please refer to the course Policies and Support.

A penalty of 10 percent per day of the marks available for that assignment will apply for work received after the due date.

For information on Special Consideration please refer to the UNSW Special consideration procedure:

https://student.unsw.edu.au/special-consideration

And to Business School’s Course Outlines Policies webpage:

https://www.business.unsw.edu.au/degrees-courses/course-outlines/policies

Protocol for Viewing Final Exam Scripts

The UNSW Business School has set a protocol under which students may view their final exam script. Read more about the Business School's final exam script protocol.

Quality Assurance

The Business School is actively monitoring student learning and quality of the student experience in all its programs. A random selection of completed assessment tasks may be used for quality assurance, such as to determine the extent to which program learning goals are being achieved. The information is required for accreditation purposes, and aggregated findings will be used to inform changes aimed at improving the quality of Business School programs. All material used for such processes will be treated as confidential.

Assessment Feedback

Feedback on student performance from formative and summative assessment tasks will be provided to students in a timely manner. Assessment tasks completed within the teaching period of a course, other than a final assessment, will be assessed and students provided with feedback, with or without a provisional result, within 10 working days of submission, under normal circumstances. Feedback on continuous assessment tasks (e.g. laboratory and studio-based, workplace-based, weekly quizzes) will be provided prior to the midpoint of the course.

5. Course Resources

Textbook

Burgelman, Robert, A., Christensen, Clayton, M., & Wheelwright, Steven, C. Strategic Management of Technology and Innovation (5th Edition), Boston: McGraw-Hill Irwin.

A Reading Pack will be provided in Moodle, this will complement the Textbook Readings. Both the Textbook and the Reading Pack contains materials that are required for either Lectures or Seminars, and contain Assessable material. Additional weekly readings will be provided in Moodle, as required.

Note on Additional Readings and Lecture Material

From week to week there will be additional readings posted on Moodle. Often these additional readings are ‘of interest’ and while they are not compulsory to read you would benefit from doing so. In other weeks, you will be required to read additional material posted on Moodle or handed out in class. You will be informed when this is the case.

Additional Reference Material

No text and/or group of selected readings could encompass all of the relevant theory and research surrounding technology and innovation. Students are encouraged to investigate additional books and periodicals (both practitioner as well as academic journals) in their exploration of this subject. It is therefore important to read, to think and to explore around the prescribed text/readings and to monitor relevant periodicals, especially if you intend to develop a specialisation in this area. The following list contains a number of relevant journals:

Academy of Management Executive
Technological Forecasting and Social Change
Academy of Management Journal
Technology and Learning
Academy of Management Review
Technology Analysis and Strategic Management
Administrative Science Quarterly
Technology and Culture
Technology in Society
California Management Review
Technology Review: MIT's Magazine of Innovation
Harvard Business Review
Innovation Research on Technological Innovation, Management
Journal of Management
Journal of Management Studies
Strategic Management Journal
Journal of Occupational and Organisational Psychology
Strategy and Leadership
Journal of Organisational Behavior
Sloan Management Review
Management Science
Leadership Quarterly
Organisational Dynamics
Organisation Science
Organisation Studies
Research in Organisational Behavior

6. Course Evaluation & Development

Each year, we seek feedback from students and other stakeholders about the courses we offer. In MGMT5800 we evaluate and use your course-level feedback, both quantitative and qualitative, to guide our continuing monitoring and redesigning of the course.

Change is not automatically linked to any one piece of feedback as our teaching team reflects on a range of feedback sources over time, including our evaluations of assessment performance. This continual improvement process can affect one or more particular areas of the course, whether this has to do with structure, content, resources, delivery or assessment. Thus, the MGMT5800 course you are doing this session reflects changes we have made in responses to feedback from previous student cohorts and our constant monitoring of the performance of students in negotiation simulations and assessment items.

The UNSW myExperience Process is one of the ways in which we gather student evaluative feedback. As in this case, we communicate significant changes within the course to subsequent cohorts of students.

Feedback from previous students indicated that the course should be practical and hands on, and that it should have more individual-based assessment. As a result of this feedback, the structure of the course was changed in 2016 and 2017 to reflect these suggestions.

7. Course Schedule

Week 1: 26 Feb - Thursday 1 March

Activity

Lecture

Topic

Overview /Introduction

What is organisational change? What is technological strategy?

Overview /Introduction

What is organisational change? What is technological strategy?

Assessment/Other

Textbook, pp.1-12.
Reading Pack - On Moodle: Baldwin, Bommer & Rubin, 2008, Ch 10, Making Change
Ahmed & Shepherd, Ch 1, Innovation in context - On Moodle

Activity

Tutorial

Topic

No Tutorial but read Handout: A guide to Case Analysis (on Moodle)

Week 2: 05 Mar - Thursday 8 March

Activity

Lecture

Topic

Technology and Strategy: A General Management Perspective

Assessment/Other

Textbook, Reading I-7: The Art of High-Technology Management
Textbook, Reading I-2: How to Put Technology into Corporate Planning
Reading Pack - On Moodle: Palmer, Dunford & Akin, Ch 3, Why organisations change

Activity

Tutorial

Topic

Forming Teams this Week
Re- Read the article On Moodle: A Guide to Case Analysis
Textbook, Case I-8: Electronic Arts in 2005

Assessment/Other

Textbook, Case I-8: Electronic Arts in 2005

Week 3: 12 Mar - Thursday 15 March

Activity

Lecture

Topic

Technological Evolution: Patterning

Assessment/Other

Reading I-1: Profiting from Technological Innovation: Implications for Integration, Collaboration, Licensing, and Public Policy
Textbook, Reading II-1: Patterns of Industrial Innovation
Reading Pack - On Moodle: Schilling, Ch 10, Organizing for Innovation

Activity

Tutorial

Topic

Textbook, Case I-8: Electronic Arts in 2005

Assessment/Other

Textbook, Case I-8: Electronic Arts in 2005

Week 4: 19 Mar - Thursday 22 March

Activity

Lecture

Topic

Innovation and Strategy

Assessment/Other

Reading Pack - On Moodle: Thompson & Strickland, Strategic Management: Concepts and Cases, Ch 3
Optional: Reading Pack - On Moodle: Thompson & Strickland, Ch 5

Activity

Tutorial

Topic

Textbook, Case II-3. Making SMaL Big: SMaL Camera Technologies

CSAI case announced this week.

Assessment/Other

Textbook, Case II-3. Making SMaL Big: SMaL Camera Technologies

Week 5: 26 Mar - Thursday 29 March

Activity

Lecture

Topic

Technological Evolution: S-Curve

Assessment/Other

Textbook, Reading II-2: Exploring the Limits of the Technology S-Curve. Part 1: Component Technologies
Reading II-3: Exploring the Limits of the Technology S-Curve. Part 2: Architectural Technologies

Activity

Tutorial

Topic

Textbook, Case II-3. Making SMaL Big: SMaL Camera Technologies

Assessment/Other

Textbook, Case II-3. Making SMaL Big: SMaL Camera Technologies

Mid Semester Break: 02 Apr

Week 6: 09 Apr - Thursday 12 April

Activity

Lecture

Topic

The Industry Context of Innovating

Assessment/Other

Textbook, Reading II-5: Customer Power, Strategic Investment, and the Failure of Established Firms
Textbook, Reading II-7: Crossing the Chasm-and Beyond
Reading Pack - On Moodle: Palmer, Dunford & Akin, Ch 8, Implementing change

Activity

Tutorial

Topic

Textbook, Case II-3. Making SMaL Big: SMaL Camera Technologies/Textbook, Case I – 1 Elio Engineering, Inc

PLUS…….

Present a type-written “first draft” of your CSAI - minimum of two pages. This must conform to the CASE Methodology.

Assessment/Other

Textbook, Case II-3. Making SMaL Big: SMaL Camera Technologies/Textbook, Case I – 1 Elio Engineering, Inc

PLUS…….

A type-written “first draft” of your CSAI - minimum of two pages. This must conform to the CASE Methodology.

Week 7: 16 Apr - Thursday 19 April

Activity

Lecture

Topic

The Organisational Context of Innovating

Assessment/Other

Textbook, Reading II-12: Architectural Innovation: The Reconfiguration of Existing Product Technologies and the Failure of Established Firms
Textbook, Reading II-14: Strategic Dissonance

Activity

Tutorial

Topic

CSA I is due at the beginning of your nominated tutorial, you must make an Executive Summary Presentation of your Case Study Analysis during this tutorial.

Assessment/Other

CSA I

Executive Summary Presentation of your Case Study Analysis during this tutorial.

Week 8: 23 Apr - Thursday 26 April

Activity

Lecture

Topic

Strategic Action

Assessment/Other

Textbook, Reading II-15: Strategic Intent
Textbook, Reading III-2: Transforming Invention into Innovation: The Conceptual Stage

Activity

Tutorial

Topic

Textbook, Case I – 1 Elio Engineering, Inc

Assessment/Other

Textbook, Case I – 1 Elio Engineering, Inc

Week 9: 30 Apr - Thursday 3 May

Activity

Lecture

Topic

Technology Sourcing

Assessment/Other

Textbook, Reading III-5: The Transfer of Technology from Research to Development
Reading Pack - On Moodle: Schilling, Ch 11, Managing the new product development process

Activity

Tutorial

Topic

Textbook, Case III-3 What’s the BIG Idea?

CSAII case announced this week.

Assessment/Other

Textbook, Case III-3 What’s the BIG Idea?

Week 10: 07 May - Thursday 10 May

Activity

Lecture

Topic

New Technology and New Ventures

Assessment/Other

Textbook, Reading III-8: Note on Lead User Research
Textbook, Reading III-13: Managing the Internal Corporate Venturing Process: Some Recommendations for Practice

Activity

Tutorial

Topic

Textbook, Case III-3 What’s the BIG Idea?

Assessment/Other

Textbook, Case III-3 What’s the BIG Idea?

Week 11: 14 May - Thursday 17 May

Activity

Lecture

Topic

High Performance Organisations

Assessment/Other

· Textbook, Reading III-15: Ambidextrous Organisations: Managing Evolutionary and Revolutionary Change

· Becoming Facebook, The 10 Challenges that Defined the Company That's Disrupting the World

Activity

Tutorial

Topic

Potential Presentation of Draft CSA II

Opportunity to present a type written “first draft” of your Case Study Analysis II.

Week 12: 21 May - Thursday 24 May

Activity

Lecture

Topic

Building High Performance Organisations

Assessment/Other

Reading Pack - On Moodle: Baldwin, Bommer & Rubin, 2008, Conclusion, Building high performance organisations and great places to work
Final Exam Review

Activity

Tutorial

Topic

Case Study Analysis II is due at the beginning of your nominated tutorial, you must make an Executive Summary Presentation of your Case Study Analysis during this tutorial.

Assessment/Other

Case Study Analysis II

CSAII Review - Due Thursday 7 June

Week 13: 28 May - Thursday 31 May

Activity

Exam

Topic

Final Exam in Lecture Timeslot

Assessment/Other

Final Exam
CSAII Review - Due Thursday 7 June

8. Policies

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

Program Learning Goals and Outcomes

The Business School Program Learning Goals reflect what we want all students to BE or HAVE by the time they successfully complete their degree, regardless of their individual majors or specialisations. For example, we want all our graduates to HAVE a high level of business knowledge and a sound awareness of ethical, social, cultural and environmental implications of business. As well, we want all our graduates to BE effective problem-solvers, communicators and team participants.

You can demonstrate your achievement of these goals by the specific outcomes you achieve by the end of your degree (i.e. Program Learning Outcomes—henceforth PLOs). These PLOs articulate what you need to know and be able to do as a result of engaging in learning. They embody the knowledge, skills and capabilities that are identified, mapped, taught, practised and assessed within each Business School program.

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

Program Learning Outcomes

Undergraduate
Postgraduate Coursework

Knowledge	You should be able to identify and apply disciplinary knowledge to business situations in a local and global environment.
Critical thinking and problem solving	You should be able to identify and research issues in business situations, analyse the issues, and propose appropriate and well-justified solutions.
Written communication	You should be able to prepare written documents that are clear, concise and coherent, using appropriate style and presentation for the intended audience, purpose and context.
Oral communication	You should be able to prepare and deliver oral presentations that are clear, focussed, well-structured, and delivered in a professional manner.
Teamwork	You should be able to participate collaboratively and responsibly in teams, and reflect on your own teamwork, and on the team’s processes and ability to achieve outcomes.
Ethical, social and environmental responsibility	You should be able to identify and assess ethical, environmental and/or sustainability considerations in business decision-making and practice. You should be able to identify social and cultural implications of business.
Workplace skills (Co-op programs only)	You should be able to conduct yourself in a professional manner in the work environment, communicate effectively in diverse workplace situations and be able to apply discipline knowledge and understanding to real business problems with initiative and self-direction.
Related PLO Documents	View the Undergraduate Honours PLOs (pdf)

Knowledge	You should be able to identify and apply current knowledge of disciplinary or interdisciplinary theory and professional practice to business in local and global environments.
Critical thinking and problem solving	You should be able to identify, research and analyse complex issues and problems in business and/or management, and propose appropriate and well-justified solutions.
Written communication	You should be able to produce written documents that communicate complex disciplinary ideas and information effectively for the intended audience and purpose.
Oral communication	You should be able to produce oral presentations that communicate complex disciplinary ideas and information effectively for the intended audience and purpose.
Teamwork	You should be able to participate collaboratively and responsibly in teams, and reflect on your own teamwork, and on the team’s processes and ability to achieve outcomes.
Ethical, social and environmental responsibility	You should be able to identify and assess ethical, environmental and/or sustainability considerations in business decision-making and practice. You should be able to identify social and cultural implications of business.
Related PLO Documents	View the Master of Philosophy PLOs (pdf) View the Doctor of Philosophy PLOs (pdf)

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 Capabilities	Business 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.	Critical thinking and problem solving Knowledge Oral communication Research capability Teamwork Workplace skills Written communication
Entrepreneurial leaders capable of initiating and embracing innovation and change, as well as engaging and enabling others to contribute to change	Critical thinking and problem solving Knowledge Oral communication Workplace skills Written communication
Professionals capable of ethical, self- directed practice and independent lifelong learning	Ethical, social and environmental responsibility Workplace skills
Global citizens who are culturally adept and capable of respecting diversity and acting in a socially just and responsible way.	Ethical, social and environmental responsibility Oral communication Written communication

The Business School strongly advises you to choose a range of courses that assist your development against these PLOs and graduate capabilities, and to keep a record of your achievements as part of your portfolio. You could use these records 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.

Plagiarism

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: https://student.unsw.edu.au/plagiarism-quiz

Cheating

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: https://student.unsw.edu.au/aim.

For UNSW policies, penalties, and information to help you avoid plagiarism see: https://student.unsw.edu.au/plagiarism as well as the guidelines in the online ELISE tutorials for all new UNSW students: http://subjectguides.library.unsw.edu.au/elise. For information on student conduct see: https://student.unsw.edu.au/conduct.

For information on how to acknowledge your sources and reference correctly, see: https://student.unsw.edu.au/referencing. 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

Workload

It is expected that you will spend at least nine to ten hours per week studying for a course except for Summer Term courses which have a minimum weekly workload of eighteen to twenty 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

Attendance

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.

Special Consideration

You must submit all assignments and attend all examinations scheduled for your course. You can apply for special consideration when illness or other circumstances beyond your control, interfere with your performance in a specific assessment task or tasks. Special Consideration is primarily intended to provide you with an extra opportunity to demonstrate the level of performance of which you are capable.

General information on special consideration for undergraduate and postgraduate courses can be found in the Assessment Implementation Procedure and the Current Students page.

Please note the following:

Applications will not be accepted by teaching staff. The lecturer-in-charge will be automatically notified when you lodge an online application for special consideration
Decisions and recommendations are only made by lecturers-in-charge (or by the Faculty Panel in the case of final exam special considerations), not by tutors
Applying for special consideration does not automatically mean that you will be granted a supplementary exam or other concession
Special consideration requests do not allow lecturers-in-charge to award students additional marks

Business School Protocol on requests for Special Consideration

The lecturer-in-charge will need to be satisfied on each of the following before supporting a request for special consideration:

Does the medical certificate contain all relevant information? For a medical certificate to be accepted, the degree of illness and its impact on the student must be stated by the medical practitioner (severe, moderate, mild). A certificate without this will not be valid. Students should also note that only medical certificates issued after physically visiting a registered medical practitioner will be accepted. Medical certificates submitted for Special Consideration should always be requested from a registered medical practitioner that you have seen at a medical practice. Certificates obtained online or via social media may be fraudulent and if relied upon could result in a breach of the UNSW Student Code.
Has the student performed satisfactorily in the other assessment items? To understand what Satisfactory Performance means in this course, please refer to the 'Formal Requirements' section in Part A of your Course Outline

Special Consideration and the Final Exam in undergraduate and postgraduate courses

Applications for special consideration in relation to the final exam are considered by a Business School Faculty panel to which lecturers-in-charge provide their recommendations for each request. If the Faculty panel grants a special consideration request, this will entitle the student to sit a supplementary examination. No other form of consideration will be granted. The following procedures will apply:

Supplementary exams will be scheduled centrally and will be held approximately two weeks after the formal examination period.

Supplementary exams for Semester 1, 2018 will be held during the period 14 - 21 July, 2018. Students wishing to sit a supplementary exam will need to be available during this period.

The date for all Business School supplementary exams for Summer Term 2017/2018 is Wednesday, 21 February, 2018. If a student lodges a special consideration for the final exam, they are stating they will be available on this date. Supplementary exams will not be held at any other time.
Where a student is granted a supplementary examination as a result of a request for special consideration, the student’s original exam (if completed) will be ignored and only the mark achieved in the supplementary examination will count towards the final grade. Absence from a supplementary exam without prior notification does not entitle the student to have the original exam paper marked, and may result in a zero mark for the final exam.

The Supplementary Exam Protocol for Business School students is available at: http://www.business.unsw.edu.au/suppexamprotocol

For special consideration for assessments other than the final exam refer to the ‘Assessment Section’ in your course outline.

Protocol for Viewing Final Exam Scripts

The UNSW Business School has set a protocol under which students may view their final exam script. Please check the protocol here.

Given individual schools within the Faculty may set up a local process for viewing final exam scripts, it is important that you check with your School whether they have any additional information on this process. Please note that this information might also be included in your course outline.

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.
BUS.EQS.Consultations@unsw.edu.au
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.
learningcentre@unsw.edu.au
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.
advisors@unsw.edu.au
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.
externalteltsupport@unsw.edu.au
02 9385 3331

UNSW IT
UNSW IT provides support and services for students such as password access, email services, wireless services and technical support.
UNSW Library Annexe (Ground floor).
itservicecentre@unsw.edu.au
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.
disabilities@unsw.edu.au
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.
counselling@unsw.edu.au
02 9385 5418

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Accreditation

MGMT5800 Technology, Management and Innovation - 2018

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1. Course Details

Summary of Course

Teaching Times and Locations

Course Policies & Support

Course Aims and Relationship to Other Courses

Student Learning Outcomes

2. Staff Contact Details

3. Learning and Teaching Activities

Approach to Learning and Teaching in the Course

Learning Activities and Teaching Strategies

4. Assessment

Formal Requirements

Assessment Structure

Assessment Summary

Final Examination - In Class: Week 13 - 18%

Assignment 1 (Group): Case Study Analysis I (CSAI) – 25%

Assignment 2 (Group): Case Study Analysis II (CSAII) – 30%

Assignment 3 (Individual): CSAII Review - 15%

Assessment: Seminar Preparation and Participation – 12%

Assignment Submission Procedure

Late Submission

Protocol for Viewing Final Exam Scripts

Quality Assurance

5. Course Resources

Textbook

Note on Additional Readings and Lecture Material

Additional Reference Material

6. Course Evaluation & Development

7. Course Schedule

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