baa613 organising f innovation · page 6 baa613 organising for innovation assessment task 3:...

CRICOS Provider Code: 00586B

Tasmanian School of Business & Economics (TSBE) (School)

College of Business and Economics (College)

BAA613 ORGANISING FOR INNOVATION

Semester 2, 2019

Unit Outline

Unit Coordinator

Clive R Boddy

© The University of Tasmania 2018

CONTACT DETAILS

Unit coordinator

Unit coordinator: Clive R Boddy

Campus: Sandy Bay

Email: [email protected]

Phone: 03 62262917

Room location and number: Room 409, Centenary Building

Consultation hours: Wednesday 10am to 12.30pm

BAA613 Organising for Innovation

CONTENTS

WHAT IS THE UNIT ABOUT? 2

UNIT DESCRIPTION 2

INTENDED LEARNING OUTCOMES 2

GRADUATE QUALITY STATEMENT 3

ALTERATIONS TO THE UNIT AS A RESULT OF STUDENT FEEDBACK 3

PRE-REQUISITE UNITS, PRIOR SKILLS AND KNOWLEDGE 3

HOW WILL I BE ASSESSED? 4

ASSESSMENT SCHEDULE 4

ASSESSMENT DETAILS 4

HOW YOUR FINAL RESULT IS DETERMINED 7

SUBMISSION OF ASSIGNMENTS 7

ACADEMIC REFERENCING 8

ACADEMIC MISCONDUCT 10

STUDENT BEHAVIOUR 11

WHAT LEARNING OPPORTUNITIES ARE THERE? 12

RESOURCES 12

ACTIVITIES 15

COMMUNICATION 16

CONCERNS AND COMPLAINTS 17

FURTHER INFORMATION AND ASSISTANCE 17

UNIT SCHEDULE 18

ACCREDITATION 24

AACSB ACCREDITATION 24


WHAT IS THE UNIT ABOUT?

Unit description

This unit is being offered within the ‘Master of Entrepreneurship and Innovation’ (MEI) degree (and as an elective unit in other higher degrees). The MEI degree is designed to give individuals the creative, intellectual, and motivational skills necessary to create and identify new opportunities and to start their own businesses, or initiate new ventures within existing companies. Students will engage with the teaching material in the classroom, and through entrepreneurial project work and relationships with mentors.

Context: Other Units Taught in This Degree are;

BAA537 Accounting for Venture Decisions, BAA538 Entrepreneurial Marketing, BAA539 Strategic Entrepreneurship, BAA540 Venture Project A - Situation Analysis, BAA608 New Product and Service Development, BAA612 Communicating and Connecting as an Entrepreneur, BAA614 Venture Project B - Opportunity Analysis, BAA746 Entrepreneurial Finance and Risk Management, BAA747 Industry Analysis, BAA748 Venture Planning, BAA749 Venture Project C - Business Model Assessment, BAA745 Capstone Venture Project.

Entrepreneurship and innovation, by their very natures, require unique skill sets and capabilities involving creativity, collaboration, negotiation and “out of the box” thinking. Oftentimes, they involve cross-border relations as well as expanding into international markets such as in sourcing materials across the globe. Entrepreneurial organisations require quick response and extensive market awareness. Their leaders must be able to work with a diverse set of people as they grow and develop their businesses. This unit explores the concepts and principles underpinning the behaviour of individuals and teams in an entrepreneurial environment.

This unit will develop students’ knowledge of entrepreneurial organisational behaviour in dynamic and uncertain settings. It will develop students’ knowledge and skills to understand, analyse and apply principles of organisational behaviour to build relationships and effectively mobilise people resources through aspects of leadership, negotiation, teams and motivation. The unit will have a self-exploration dimension so that the participant emerges with a stronger awareness of his or her capabilities to lead and manage an entrepreneurial enterprise.

Intended Learning Outcomes

On completion of this unit, you will be able to:

1. Explain the concepts and theories underpinning entrepreneurial and innovative organisational behaviour and apply them to practice.

2. Evaluate entrepreneurial organisational problems with negotiations and innovation and propose solutions to these problems.

3. Develop, communicate and justify a plan for designing and leading a diverse team in a start-up, entrepreneurial or innovative firm.


Graduate Quality Statement

Successful completion of this unit supports your development of course learning

outcomes, which describe what a graduate of a course knows, understands and is able

to do. Course learning outcomes are available from the Course Coordinator. Course

learning outcomes are developed with reference to national discipline standards,

Australian Qualifications Framework (AQF), any professional accreditation

requirements and the University of Tasmania’s Graduate Statement.

The University of Tasmania experience unlocks the potential of

individuals. Our graduates are equipped and inspired to shape and

respond to the opportunities and challenges of the future as

accomplished communicators, highly regarded professionals and

culturally competent citizens in local, national, and global society.

University of Tasmania graduates acquire subject and multidisciplinary

knowledge and skills, and develop critical and creative literacies and

numeracies and skills of inquiry. They demonstrate the ability to apply

this knowledge in changing circumstances. Our graduates recognise and

critically evaluate issues of social responsibility, ethical conduct and

sustainability, are entrepreneurial and creative, and are mindful of their

own wellbeing and that of the community. Through respect for diversity

and by working in collaborative ways, our graduates reflect the values of

the University of Tasmania.

Alterations to the unit as a result of student feedback

This will be a research-led unit and as such student feedback on the perceived relevance

of academic papers related to entrepreneurship and innovation will be sought as a guide

to the future use of academic papers in the course and as reading material.

Pre-Requisite Units, Prior Skills and Knowledge

N/A


HOW WILL I BE ASSESSED?

Assessment schedule

Assessment task Date due Percent weighting

Links to Intended Learning Outcomes

Assessment Task 1: 2 in-class assignments

In each class

20 1,2,3

Assessment Task 2: Organisational Assessment & Presentation

Week 7 30 1,2,3

Assessment Task 3: Organisational Plan Report

Week 12 50 1,2,3

Assessment details

Assessment task 1: 2 in-class assignments

Task description Students will be asked to complete two assignments in-class. These may include short tests, student assessments of academic papers and critiques of on-line public lectures concerning entrepreneurship and organisational innovation.

Criterion Description Measures ILO:

Contribute to

discussions.

Students are expected to contribute to workshop activities by providing input and asking pertinent questions of their classmates and teaching staff.

1,2,3

Engage with knowledge and

peers.

The workshop activities represent an opportunity for students to relate the knowledge and skills developed in the unit to address specific discussion questions, exercises and cases. The workshop activities will focus on the activities taking place within the seminars and readings and directly apply these activities to the assigned tasks for the workshop.

1,2,3

Display a grasp of how theory relates

to practice in innovation and

entrepreneurship.

Students should combine both theory and practice in providing solutions to problems relating to entrepreneurship and innovation.

1,2,3


Task length Weekly, during discussions and individual assignments

Due by date Weekly, at each class.

Assessment task 2: Organisational Assessment & Presentation

Task

description

Case study analysis and presentation of results. You will form groups of three or four peers and work jointly on analysing a case study in innovation. Your group will be given a case that describes a start-up or new venture organisation.

Your group is to critically evaluate the following aspects of the organisation: Why did it succeed or fail? What contributed to its longevity? This may include looking at the company’s structure, what the central start-up team looked like in terms of skill sets, personal backgrounds, diversity and approach to running the firm. You may also mention relevant elements such as what the company’s approach to leadership was, how were employees motivated, what the company’s culture was like and how effective it had been at negotiations.

You need to justify/provide a rationale for why certain aspects of the case organisation were or were not of concern. You need to offer an oral presentation of this assessment in weeks 7. You must develop your presentation as if you were addressing a business audience.

Criterion Description Measures ILO:

Group-work, analysis

and presentation. You will be assessed on how accurate your answers concerning idea generation, creativity, entrepreneurialism and organisational innovation are.

1,2,3

Teamwork and

presentation skills You will also be assessed on how effectively you work together to give a coherent presentation.

1,2,3

Task length A 15 minute presentation with five minutes of questions from your peers.

Due by date 27th August 2019


Assessment Task 3: Organisational Plan Report

Description /

conditions The task for Assessment item 3 is to prepare a comprehensive 4000 word start-up organisational plan including details of how a new company or a new innovation unit in an existing company (your choice) should structure and run itself to become a creative, innovative and entrepreneurial start-up.

Decide on product/service and the destination market. Your written report should be in the form of a formal organisation plan for the entrepreneurial team to move forward with this. This report will include a brief situational analysis, recounting of the company’s goals and objectives, and a short description of the company’s strategies.

The majority of the report will concentrate on proposing an “ideal organisation” for the company moving forward. This will propose how, given what the current state of the organisation is, it should change to better meet future challenges. You are recommended to justify your recommendations by drawing upon material covered in this unit and making multiple references to academic papers on innovation, creativity and success. The organisational plan is an individual written business report

Criterion Number Criterion Description Measures ILO:

1 You will be assessed on how informed, appropriate, insightful and accurate your suggestions concerning idea generation, creativity, team composition, market characteristics, entrepreneurialism and organisational innovation are.

1,2,3

Task length Week 12

Due by Date 4pm on Thursday 17th October


How your final result is determined

To pass this unit, you need to demonstrate your attainment of each of the Intended

Learning Outcomes.

Your grade will be determined in the following way:

Your overall mark in this unit will be determined by combining your results from each

assessment task. These marks are combined to reflect the percentage weighting of

each task. You need to achieve an overall score of at least 50% to successfully complete

this unit. It is expected that you will seek help (from the unit coordinator in the first

instance), well before the due date, if you are unclear about the requirements for an

assessment task.

- PP (pass) at least 50% of the overall mark but less than 60%

- CR (credit) at least 60% of the overall mark but less than 70%

- DN (distinction) at least 70% of the overall mark but less than 80%

- HD (high distinction) at least 80% of the overall mark

All grades are provisional, until confirmation by the Assessment Board at the end of

semester.

Submission of assignments

The act of submitting your assignment will be taken as certification that it is your own

work.

Assignments must be submitted electronically through the relevant assignment tab in

MyLO. You must ensure that your name, student ID, unit code, tutorial time and

tutor’s name (if applicable) are clearly marked on the first page. If this information is

missing, the assignment will not be accepted and, therefore, will not be marked.

Where relevant, Unit Coordinators may also request you to submit a paper version of

your assignment. You will be advised by the Unit Coordinator of the appropriate

process relevant to your campus.

Please remember that you are responsible for lodging your assessment items on or

before the due date and time. We suggest you keep a copy. Even in a perfect system,

items sometimes go astray.

Requests for extensions

In this Policy:

1. (a) ‘day’ or ‘days’ includes all calendar days, including weekends and public holidays;

(b) ‘late’ means after the due date and time; and


(c) ‘assessment items’ includes all internal non-examination based forms of

assessment

2. This Policy applies to all students enrolled in TSBE Units at whatever Campus or

geographical location.

3. Students are expected to submit assessment items on or before the due date and

time specified in the relevant Unit Outline. The onus is on the student to prove the

date and time of submission.

4. Students who have a medical condition or special circumstances may apply for an

extension. Requests for extensions should, where possible, be made in writing to the

Unit Coordinator on or before the due date. Students will need to provide

independent supporting documentation to substantiate their claims.

Penalties

Late submission of assessment items will incur a penalty of 10% of the total marks

possible for that piece of assessment for each day the assessment item is late unless an

extension had been granted on or before the relevant due date.

Assessment items submitted more than five (5) days late will not be accepted.

Academic staff do NOT have the discretion to waive a late penalty, subject to clause 4

above.

Review of results and appeals

Review of Assessment is available to all students once the University has released the

final result for a unit. If you are dissatisfied with your final result, you may apply to

have it reviewed. Applications for a review of assessment are due within 10 working

days of the release of the final result in the unit. If you have passed the unit you must

pay a $50 fee.

If you wish to have a piece of internal assessment reviewed as part of the review

process, please state this clearly on the application form referred to above and include

that assessment item with your application.

Please read and follow the directions provided by the University at:

http://www.utas.edu.au/__data/assets/pdf_file/0018/314622/Review-of-Assessment.pdf

Academic referencing

Before starting your assignments, you are advised to familiarise yourself with the

following electronic resources.

The first is the Harvard Referencing System Style Guide, which can be accessed from

the UTAS library: http://utas.libguides.com/content.php?pid=27520&sid=199808. The


Harvard style is the appropriate referencing style for this unit and the guide provides

information on presentation of assignments, including referencing styles. In your

written work you will need to support your ideas by referring to scholarly literature,

works of art and/or inventions. It is important that you understand how to correctly

refer to the work of others and maintain academic integrity.

Failure to appropriately acknowledge the ideas of others constitutes academic

dishonesty (plagiarism), a matter considered by the University of Tasmania as a

serious offence.

The second is the Tasmanian School of Business and Economics’ Writing Assignments:

A Guide, which can be accessed at: http://www.utas.edu.au/business-and-

economics/student-resources. This guide provides you with useful information about

the structure and style of assignments in the TSBE.

In your written work you will need to support your ideas by referring to scholarly

literature, works of art and/or inventions. It is important that you understand how to

correctly refer to the work of others, and how to maintain academic integrity.

The University library provides information on presentation of assignments, including

referencing styles and should be referred to when completing tasks in this unit.

Please read the following statement on plagiarism. Should you require clarification

please see your unit coordinator or lecturer.

http://utas.libguides.com/referencing

http://utas.libguides.com/referencing

BAA613 Organising for

Innovation

Plagiarism

Plagiarism is a form of cheating. It is taking and using someone else's

thoughts, writings or inventions and representing them as your own; for

example, using an author's words without putting them in quotation

marks and citing the source, using an author's ideas without proper

acknowledgment and citation, copying another student's work.

If you have any doubts about how to refer to the work of others in your

assignments, please consult your lecturer or tutor for relevant referencing

guidelines. You may also find the Academic Honesty site on MyLO of

assistance.

The intentional copying of someone else’s work as one’s own is a serious

offence punishable by penalties that may range from a fine or

deduction/cancellation of marks and, in the most serious of cases, to

exclusion from a unit, a course or the University.

The University and any persons authorised by the University may

submit your assessable works to a plagiarism checking service, to

obtain a report on possible instances of plagiarism. Assessable

works may also be included in a reference database. It is a

condition of this arrangement that the original author’s

permission is required before a work within the database can be

viewed.

For further information on this statement and general referencing guidelines, see the

Plagiarism and Academic Integrity page on the University web site or the Academic

Honesty site on MyLO.

Academic misconduct

Academic misconduct includes cheating, plagiarism, allowing another student to copy

work for an assignment or an examination, and any other conduct by which a student:

a. seeks to gain, for themselves or for any other person, any academic advantage

or advancement to which they or that other person are not entitled; or

b. improperly disadvantages any other student.

Students engaging in any form of academic misconduct may be dealt with under the

Ordinance of Student Discipline, and this can include imposition of penalties that

range from a deduction/cancellation of marks to exclusion from a unit or the

University. Details of penalties that can be imposed are available in Ordinance 9:

Student Discipline – Part 3 Academic Misconduct.

http://www.teaching-learning.utas.edu.au/redirect-pages/go-to-academic-honesty-mylo-site

http://www.utas.edu.au/students/plagiarism/



http://www.utas.edu.au/__data/assets/pdf_file/0006/23991/Ordinance-9-Student-Discipline.pdf

http://www.utas.edu.au/__data/assets/pdf_file/0006/23991/Ordinance-9-Student-Discipline.pdf


Innovation

Student Behaviour

The University Behaviour Policy sets out behaviour expectations for all members of our

University community including students and staff.

The aim in doing so is to ensure that our community members are safe, feel valued and

can actively contribute to our University mission.

It is expected that community members behave in a manner that is consistent with our

University values – respect, fairness and justice, integrity, trust, responsibility and

honesty. There are also certain behaviours that are considered inappropriate, such as

unlawful discrimination, bullying and sexual misconduct.

The accompanying University Behaviour Procedure sets out the process and avenues

that University community members can access to resolve concerns and complaints

regarding inappropriate behaviour by a University community member. Wherever

possible, the focus will be on early intervention and a ‘restorative’ approach that creates

awareness of inappropriate behaviour and its impact on others. However, in some cases,

students who engage in inappropriate behaviour may be subject to disciplinary

proceedings, which may impact upon continuation of their studies.

Students can seek support and assistance from the Safe and Fair Community Unit

[email protected] or ph: 6226 2560.

Matters are dealt with in confidence and with sensitivity.

mailto:[email protected]


Innovation

WHAT LEARNING OPPORTUNITIES ARE THERE?

Resources

Required readings

You will need to read the following:

• Boddy, CR 2012, ‘The Nominal Group Technique: An Aid to Brainstorming Ideas in Research’, Quantitative Market Research, Vol. 15, no. 1, pp. 6-18.

• Boddy, CR 2018b, ‘Qualitative Research for Breakthrough Innovation’, Qualitative Market Research: An international journal, In Press.

• Christensen, CM 2006, ‘The Ongoing Process of Building a Theory of Disruption’, Journal of Product Innovation Management, Vol. 23, pp. 39-55.

• Peters, T 1990, ‘Get Innovative or Get Dead’, California Management Review, Vol. 33, pp. 9-26.

• Tushman M & Nadler, D 1986, ‘Organizing for innovation’, California management review, Vol. 28, pp. 74- 92.

• Lee, JR 1997, ‘Innovation Leads to World's Largest Casual Dining Company’, Hospitality Review, Vol. 15, pp. 1-7.

Other readings can be chosen from the following:

AGA, D. A., NOORDERHAVEN, N. & VALLEJO, B. 2016. Transformational leadership and project success: The mediating role of team-building. International Journal of Project Management, 34, 806-818.

AKRICH, M., CALLON, M. & LATOUR, B. 2002. The Key To Success In Innovation Part II: The Art Of Choosing Good Spokespersons. International Journal of Innovation Management, 6, 207-225.

New Enterprises. Accessed at; https://ocw.mit.edu, 2013. Directed by AULET, W., ANDERSON, H. & MARX, M. Massachusetts Institute of Technology.

BARON, R. A. 2000. Psychological perspectives on entrepreneurship: Cognitive and social factors in entrepreneurs' success. Current directions in psychological science, 9, 15-18.

BASSETT‐JONES, N. 2005. The paradox of diversity management, creativity and innovation. Creativity and innovation management, 14, 169-175.

BAUM, J. R. & LOCKE, E. A. 2004. The relationship of entrepreneurial traits, skill, and motivation to subsequent venture growth. Journal of applied psychology, 89, 587-.

Talking Innovation and Entrepreneurship with Amazon Founder and CEO, Jeff Bezos. Accessed at: https://www.youtube.com/watch?v=_KEKkVrzeU8, 2011. On-line. Directed by BEZOS, J.

BODDY, C. R. 2008. Focus Group Discussions and Brainstorming: What's the Difference? Australasian Journal of Market and Social Research, 16, 27 - 35.

BODDY, C. R. 2009. Ethnographic Approaches to Gathering Marketing Intelligence. Australasian Journal of Market and Social Research, 17, 49 - 56.

BODDY, C. R. 2012. The Nominal Group Technique: An Aid to Brainstorming Ideas in Research. Qualitative Market Research: An international journal, 15.

BODDY, C. R. 2015. Organisational psychopaths: a ten year update. Management Decision, 53, 2407-2432.

https://ocw.mit.edu/

https://www.youtube.com/watch?v=_KEKkVrzeU8


Innovation

BODDY, C. R. 2018a. Collage. In: FREY, B. (ed.) The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. Sage.

BODDY, C. R. 2018b. Qualitative Research for Breakthrough Innovation. Qualitative Market Research: An international journal, In Press.

BULL, I. & WILLARD, G. E. 1993. Towards a theory of entrepreneurship. Journal of business venturing, 8, 183-195.

BUNKER, K. A., KRAM, K. E. & TING, S. 2002. The young and the clueless. Harvard Business Review, 80, 80-87.

CARSRUD, A. & BRÄNNBACK, M. 2011. Entrepreneurial motivations: what do we still need to know? Journal of Small Business Management, 49, 9-26.

CHANDY, R. K. & TELLIS, G. J. 1998. Organizing for radical product innovation: The overlooked role of willingness to cannibalize. Journal of marketing research, 474-487.

CHESBROUGH, H. & ROSENBLOOM, R. S. 2002. The role of the business model in capturing value from innovation: evidence from Xerox Corporation's technology spin‐off companies. Industrial and corporate change, 11, 529-555.

CHRISTENSEN, C. M. 2006. The Ongoing Process of Building a Theory of Disruption. Journal of Product Innovation Management, 23, 39-55.

CHRISTENSEN, C. M., RAYNOR, M. E. & MCDONALD, R. 2015. What is disruptive innovation. Harvard Business Review, 93, 44-53.

DAVIDSSON, P., ACHTENHAGEN, L. & NALDI, L. 2006. What do we know about small firm growth? The life cycle of entrepreneurial ventures. Springer.

DELANEY-KLINGER, K., K. BOYER, K. & FROHLICH, M. 2003. The return of online grocery shopping: a comparative analysis of Webvan and Tesco’s operational methods. The TQM Magazine, 15, 187-196.

DOUGHERTY, D. & HARDY, C. 1996. Sustained product innovation in large, mature organizations: Overcoming innovation-to-organization problems. Academy of management journal, 39, 1120-1153.

James Dyson discusses innovation, bringing new products to market and more Edison Nation, Accessed at: https://www.youtube.com/watch?v=PzCU7fiTXEw, 2011. On-line. Directed by DYSON, J.

EARLEY, P. C. & MOSAKOWSKI, E. 2004. Cultural intelligence. Harvard business review, 82, 139-146. EGGERS, J. H. & LEAHY, K. T. 1994. Entrepreneurial Leadership in the US. Leadership in Action, 14, 1-

5. FREEMAN, D. & SIEGFRIED, R. L. 2015. Entrepreneurial leadership in the context of company start‐up

and growth. Journal of leadership studies, 8, 35-39. GARCIA-LORENZO, L. 2006. Networking in organizations: developing a social practice perspective for

innovation and knowledge sharing in emerging work contexts. World Futures, 62, 171-192. GOFFEE, R. & JONES, G. 1996. What holds the modern company together? Harvard Business Review,

74, 133-148. HOWELL, J. M. 2005. The right stuff: Identifying and developing effective champions of innovation.

The Academy of Management Executive, 19, 108-119. HURLEY, R. F. & HULT, G. T. M. 1998. Innovation, market orientation, and organizational learning: an

integration and empirical examination. The Journal of marketing, 42-54. JOPLIN, J. R. & DAUS, C. S. 1997. Challenges of leading a diverse workforce. The Academy of

Management Executive, 11, 32-47. KARRA, N., PHILLIPS, N. & TRACEY, P. 2008. Building the born global firm: developing entrepreneurial

capabilities for international new venture success. Long Range Planning, 41, 440-458. KNIGHT, G. A. & CAVUSGIL, S. T. 2004. Innovation, organizational capabilities, and the born-global

firm. Journal of international business studies, 35, 124-141.

https://www.youtube.com/watch?v=PzCU7fiTXEw


Innovation

LAURSEN, K. & SALTER, A. 2006. Open for innovation: the role of openness in explaining innovation performance among UK manufacturing firms. Strategic management journal, 27, 131-150.

LEE, J. R. 1997. Innovation Leads to World's Largest Casual Dining Company. Hospitality Review, 15, 1-7.

LEIFER, R., O'CONNOR, G. C. & RICE, M. 2001. Implementing radical innovation in mature firms: The role of hubs. The Academy of Management Executive, 15, 102-113.

LIPMAN-BLUMEN, J. 2005. Toxic Leadership: When Grand Illusions Masquerade as Noble Visions. Leader to Leader, Spring, 29 - 34.

LOEWE, P. & DOMINIQUINI, J. 2006. Overcoming the barriers to effective innovation. Strategy & leadership, 34, 24-31.

LUNCE, S. E., LUNCE, L. M., KAWAI, Y. & MANIAM, B. 2006. Success and failure of pure-play organizations: Webvan versus Peapod, a comparative analysis. Industrial Management & Data Systems, 106, 1344-1358.

LUSSIER, R. N. & PFEIFER, S. 2000. A comparison of business success versus failure variables between US and Central Eastern Europe Croatian entrepreneurs. Entrepreneurship Theory and Practice, 24, 59-67.

LUSSIER, R. N. & PFEIFER, S. 2001. A crossnational prediction model for business success. Journal of small business management, 39, 228-239.

MARKIDES, C. 2006. Disruptive Innovation: In Need of Better Theory. Journal of Product Innovation Management, 23, 19-25.

NEALE, M. A. & BAZERMAN, M. H. 1992. Negotiating rationally: The power and impact of the negotiator's frame. The Executive, 6, 42-51.

O'CONNOR, G. C. 1998. Market learning and radical innovation: A cross case comparison of eight radical innovation projects. Journal of product innovation management, 15, 151-166.

ØSTERGAARD, C. R., TIMMERMANS, B. & KRISTINSSON, K. 2011. Does a different view create something new? The effect of employee diversity on innovation. Research Policy, 40, 500-509.

PETERS, T. 1990. Get Innovative or Get Dead. California Management Review, 33, 9-26. ROPER, S. 1997. Product innovation and small business growth: a comparison of the strategies of

German, UK and Irish companies. Small Business Economics, 9, 523-537. ROTHWELL, R. & DODGSON, M. 1991. External linkages and innovation in small and medium‐sized

enterprises. R&d Management, 21, 125-138. ROY, R. 1993. Case studies of creativity in innovative product development. Design Studies, 14, 423-

443. ROY, R. 2016. Consumer Product Design and Innovation: Past, present and future. Design Research

Society 50th Anniversary Conference. Brighton, UK. SARROS, J. C., COOPER, B. K. & SANTORA, J. C. 2008. Building a climate for innovation through

transformational leadership and organizational culture. Journal of Leadership & Organizational Studies, 15, 145-158.

SAWHNEY, M. & WOLCOTT, R. C. 2004. The seven myths of innovation. Financial Times, 24, 2-3. STREBEL, P. 1987. Organizing for innovation over an industry cycle. Strategic Management Journal,

8, 117-124. TUSHMAN, M. & NADLER, D. 1986. Organizing for innovation. California management review, 28, 74-

92. TUSHMAN, M. L. & O'REILLY III, C. A. 1996. Ambidextrous organizations: Managing evolutionary and

revolutionary change. California management review, 38, 8-29. WATSON, K., HOGARTH-SCOTT, S. & WILSON, N. 1998. Small business start-ups: success factors and

support implications. International Journal of Entrepreneurial Behavior & Research, 4, 217-238.


Innovation

WEST, J. & BOGERS, M. 2014. Leveraging external sources of innovation: a review of research on open innovation. Journal of Product Innovation Management, 31, 814-831.

WIJEN, F. & DUYSTERS, G. 2005. Negotiating innovation: product renewal as the outcome of a complex bargaining process. R&D Management, 35, 73-87.

YU, D. & HANG, C. C. 2010. A reflective review of disruptive innovation theory. International journal of management reviews, 12, 435-452.

ZACHARAKIS, A. L., MEYER, G. D. & DECASTRO, J. 1999. Differing perceptions of new venture failure: a matched exploratory study of venture capitalists and entrepreneurs. Journal of Small Business Management, 37, 1-14.

ZIMMERMAN, M. A. & ZEITZ, G. J. 2002. Beyond survival: Achieving new venture growth by building legitimacy. Academy of management review, 27, 414-431.

Reading Lists

Reading Lists provide direct access to all material on unit reading lists in one place.

This includes eReadings and items in Reserve. You can access the Reading List for this

unit from the link in MyLO, or by going to the Reading Lists page on the University

Library website.

Equipment, materials, software, accounts

Please bring a pen and paper to each seminar.

Activities

Learning expectations

The University is committed to high standards of professional conduct in

all activities, and holds its commitment and responsibilities to its

students as being of paramount importance. Likewise, it holds

expectations about the responsibilities students have as they pursue their

studies within the special environment the University offers.

Students are expected to participate actively and positively in the

teaching/learning environment. They must attend classes when

and as required, strive to maintain steady progress within the

subject or unit framework, comply with workload expectations,

and submit required work on time.

Details of teaching arrangements

Teaching will be weekly via a three hour seminar delivered by the unit coordinator

and incorporating guest speakers and the use of critiqued, external, on-line lectures.

Current delivery is scheduled at 5pm to 8pm every Tuesday in room SB.AL14 – Law 132

Seminar Room, Sandy Bay Campus.

http://rlms.utas.edu.au/erl/


Innovation

Specific attendance/performance requirements

As in-class assignments will be given you are expected to attend all classes.

In this unit, your active engagement will be monitored in the following way:

1. Your attendance and participation in class discussions.

2. Your completion of in-class activities.

If you do not demonstrate evidence of having engaged actively with this unit by completing these two activities by Week 4 of semester, your enrolment may be cancelled or you may be withdrawn from the unit.

Work Health and Safety (WHS) The University is committed to providing a safe and secure teaching and learning

environment. In addition to specific requirements of this unit you should refer to the

University’s Work Health and Safety website and policy.

Communication

To keep up with announcements regarding this unit

Check the MyLO Announcement tool at least once every two days. The unit

Announcement will appear when you first enter our unit’s MyLO site. Alternatively,

click on the Announcement button (towards the top of the MyLO screen) at any time.

When you have a question

Other students may have the same question that you have. Please go to the Ask the

Class Discussion forum on the unit’s MyLO site. Check the posts that are already there

– someone may have answered your question already. Otherwise, add your question as

a new topic. Students are encouraged to support each other using this forum – if you

can answer someone’s question, please do. We will attempt to respond to questions

within 48 business hours. If your question is related to a personal issue or your

performance in the unit, please contact the appropriate teaching staff member by

email instead.

When you have an issue that will impact on your studies or the submission of

an assessment task

If you have a personal question related to your studies or your grades, please contact

teaching staff by email.

For general questions about the unit, please add them to the Ask the Class Discussion

forum on the unit’s MyLO site. This way, other students can also benefit from the

answers.

http://www.utas.edu.au/work-health-safety/


Innovation

Concerns and complaints

The University is committed to providing an environment in which any concerns and

complaints will be treated seriously, impartially and resolved as quickly as possible.

We are also committed to ensuring that a student may lodge a complaint without fear

of disadvantage. If you have a concern, information about who to contact for

assistance is available on the ‘How to resolve a student complaint’ page.

Further information and assistance

If you are experiencing difficulties with your studies or assignments, have personal or

life-planning issues, disability or illness which may affect your course of study, you are

advised to raise these with the unit coordinator in the first instance.

There is a range of University-wide support services available to you including Student

Learning Support, Student Advisers, Disability Services, and more which can be found

on the Student Support and Development page of the University website.

Should you require assistance in accessing the Library, visit their website for more

information.

http://www.utas.edu.au/curriculum-and-quality/student-complaints/how-to-resolve-a-student-complaint

http://www.utas.edu.au/student-learning/

http://www.utas.edu.au/student-learning/

http://www.utas.edu.au/first-year/student-advisers

http://www.utas.edu.au/students/disability/students

http://www.utas.edu.au/students/students/support-development

http://www.utas.edu.au/library/study


Innovation

Unit schedule

WEEK DATE

BEGINNING TOPIC/ MODULE/

FOCUS AREA ACTIVITIES RESOURCES/ READINGS/ FURTHER

INFORMATION

1 16 July Introductory seminar on the value of entrepreneurialism and innovation.

The contribution of entrepreneurial motivations to organisational start-ups.

Module Leader and Student Introductions

Collage (Boddy, 2018a): Students will bring pictures/images which represent what they think motivates someone to be an innovator/entrepreneur.

Discussion exploring the motives of people and the student him or herself

What is innovation and entrepreneurship? (View MIT Example – students discuss accuracy) (Aulet et al., 2013)

Q&A about the unit structure and assessments

‘Innovation Leads to world’s largest casual dining company’ (Lee, 1997) ‘Organizing for Innovation’ (Tushman and Nadler, 1986) Get Innovative or Get Dead (Peters, 1990) ‘Organizing for radical product innovation: The overlooked role of willingness to cannibalize’ (Chandy and Tellis, 1998) ‘Organizing for innovation over an industry cycle’ (Strebel, 1987) ‘Entrepreneurial motivations: what do we still need to know?’ (Carsrud and Brännback, 2011) ‘Towards a theory of entrepreneurship’ (Bull and Willard, 1993)

2 23 July Critical success factors in business start-ups

Why start-ups fail

Lecture and Discussion

Learning from Failure

Students View: The James Dyson Experience

Ball Barrows, Cyclone Vacuums & Bladeless Fans (Dyson, 2011)

Discussion of The James Dyson Experience

‘A cross-national prediction model for business success’ (Lussier and Pfeifer, 2001) ‘A comparison of business success versus failure variables between US and Central Eastern Europe Croatian entrepreneurs’ (Lussier and Pfeifer, 2000) ‘Psychological perspectives on entrepreneurship: Cognitive and social factors in entrepreneurs' success (Baron, 2000) ‘Differing perceptions of new venture failure: a matched exploratory study of venture capitalists and entrepreneurs’ (Zacharakis et al., 1999) ‘Small business start-ups: success factors and support implications’ (Watson et al., 1998)


Innovation

‘The relationship of entrepreneurial traits, skill, and motivation to subsequent venture growth’ (Baum and Locke, 2004)

3 30 July Challenges of Entrepreneurial Leadership

Succeeding and Growing Beyond Small

The Importance of Networking

Strategies and Tactics for Growth

Growing Internationally

Avoiding Toxic Leadership appointments

Lectures and discussions ‘Entrepreneurial Leadership in the US’ (Eggers and Leahy, 1994) ‘Entrepreneurial leadership in the context of company start‐up and growth’ (Freeman and Siegfried, 2015) ‘External linkages and innovation in small and medium-sized enterprises’ (Rothwell and Dodgson, 1991) ‘Networking in organizations: developing a social practice perspective for innovation and knowledge sharing in emerging work contexts’ (Garcia-Lorenzo, 2006) ‘Product innovation and small business growth: a comparison of the strategies of German, UK and Irish companies’. (Roper, 1997) ‘Beyond survival: Achieving new venture growth by building legitimacy’ (Zimmerman and Zeitz, 2002) ‘What do we know about small firm growth?’ (Davidsson et al., 2006) ‘Building the born global firm: developing entrepreneurial capabilities for international new venture success’ (Karra et al., 2008) ‘The young and the clueless’ (Bunker et al., 2002) ‘Toxic leadership: When grand illusions masquerade as noble visions’ (Lipman-Blumen, 2005) ‘Organisational psychopaths: a ten year update’ (Boddy, 2015)


Innovation

4 6 August Managing Individuals from diverse backgrounds in start-ups:

Benefits and challenges of diversity.

Learning from Failures.

Break-out exercise: Research case study: Webvan

‘The return of online grocery shopping: a comparative analysis of Webvan and Tesco’s operational methods’. (Delaney-Klinger et al., 2003) Success and failure of pure-play organizations: Webvan versus Peapod, a comparative analysis (Lunce et al., 2006)

Lecture and discussion ‘Challenges of leading a diverse workforce’ (Joplin and Daus, 1997) ‘Does a different view create something new? The effect of employee diversity on innovation’ (Østergaard et al., 2011) ‘The paradox of diversity management, creativity and innovation’ (Bassett‐Jones, 2005)

5 13 August Enabling Innovation

The Role of Open Innovation

Structures for Innovation

Innovation from Technology

Lecture and discussion ‘Open for innovation: the role of openness in explaining innovation performance among UK manufacturing firms’ (Laursen and Salter, 2006) ‘Leveraging external sources of innovation: a review of research on open innovation’ (West and Bogers, 2014) ‘The seven myths of innovation’ (Sawhney and Wolcott, 2004) The role of the business model in capturing value from innovation: evidence from Xerox Corporation's technology spin‐off companies (Chesbrough and Rosenbloom, 2002)

6 20 August Team dynamics in Start-ups

Team building for success

Lectures and discussions. ‘Transformational leadership and project success: The mediating role of team-building’ (Aga et al., 2016)


Innovation

‘Cultural intelligence’ (Earley and Mosakowski, 2004) ‘Negotiating rationally: The power and impact of the negotiator's frame’ (Neale and Bazerman, 1992)

7 27 August Success and Failure in Innovation and Entrepreneurship

Organisational Assessment: Student group oral presentations (group assignment) this Tuesday.

NA

Mid-semester break: 2 September to 8 September (inclusive)

8 10 September

Analysis of papers on innovation and entrepreneurship.

On a pro-forma document (questionnaire) you will critique two academic papers – of your choice – on innovation and entrepreneurship and may be asked to communicate to your peers what you believe to be the strengths and weakness of the papers.

Student’s choice of papers from the list within this document.

9 17 September

Negotiation for Start-ups: negotiation skills

‘Negotiating rationally: The power and impact of the negotiator's frame’ (Neale and Bazerman, 1992) ‘The Key To Success In Innovation Part II: The Art Of Choosing Good Spokespersons’ (Akrich et al., 2002) ‘Negotiating innovation: product renewal as the outcome of a complex bargaining process’ (Wijen and Duysters, 2005)

10 24 September

Disruptive and Incremental Innovation

Kodak Example

Dyson Example

Lecture and discussion

Watch Amazon Example, (Bezos, 2011)

‘What is disruptive innovation’ (Christensen et al., 2015) ‘The Ongoing Process of Building a Theory of Disruption’ (Christensen, 2006) ‘Disruptive Innovation: In Need of Better Theory’ (Markides, 2006)


Innovation

‘A reflective review of disruptive innovation theory’ (Yu and Hang, 2010) ‘Case studies of creativity in innovative product development’ (Roy, 1993) ‘Consumer Product Design and Innovation: Past, present and future’ (Roy, 2016)

11 1 October Innovation and Market Orientation as antecedents of organisational success

What ingredients make a new business venture successful?

Generating Innovative Ideas

The limits of market research

Sydney Opera House Example

Lectures and discussions ‘Innovation, market orientation, and organizational learning: an integration and empirical examination’ (Hurley and Hult, 1998) Innovation, organizational capabilities, and the born-global firm (Knight and Cavusgil, 2004) Ambidextrous organizations: Managing evolutionary and revolutionary change (Tushman and O'Reilly III, 1996) ‘Ethnographic Approaches to Gathering Marketing Intelligence’ (Boddy, 2009) ‘The Nominal Group Technique: An Aid to Brainstorming Ideas in Research’ (Boddy, 2012) ‘Focus Group Discussions and Brainstorming: What's the Difference?’ (Boddy, 2008) ‘Qualitative Research for breakthrough Innovation’ (Boddy, 2018). ‘Market learning and radical innovation: A cross case comparison of eight radical innovation projects’ (O'Connor, 1998)

12 8 October Seminar on Organisational Cultures in Start-ups and Innovations Entrepreneurial start-up organisation culture and structure: Internal Barriers to Innovation


Third assignment, the report plan is due this week.

‘What holds the modern company together?’ (Goffee and Jones, 1996) ‘Building a climate for innovation through transformational leadership and organizational culture’ (Sarros et al., 2008) ‘The right stuff: Identifying and developing effective champions of innovation’ (Howell, 2005)


Innovation

‘Overcoming the barriers to effective innovation’ (Loewe and Dominiquini, 2006) ‘Sustained product innovation in large, mature organizations: Overcoming innovation-to-organization problems’ (Dougherty and Hardy, 1996) ‘Implementing radical innovation in mature firms: The role of hubs’ (Leifer et al., 2001)

13 15 October Final Project and Unit Wrap-up. What do we know about innovation and entrepreneurial success?


Examination Period: 26 October to 12 November (inclusive)


Innovation

ACCREDITATION

AACSB Accreditation

The Tasmanian School of Business and Economics (TSBE) is currently in the process of

applying for business accreditation with the Association to Advance Collegiate Schools

of Business (AACSB) – the lead program for accrediting business schools globally.

AACSB seeks to connect educators, students, and business to achieve a common goal –

to create the next generation of business leaders.

By joining AACSB and going through the accreditation process, TSBE is joining a global

alliance committed to improve the quality of business education around the world, and

to share the latest innovations in business education. Gaining Business Accreditation

with AACSB is a multi-year process involving TSBE demonstrating our performance

against the 15 accreditation standards.

Once complete, TSBE will join a select community of accredited business schools, with

only 7% of all business schools globally having completed the AACSB process. This will

further enhance the reputation of TSBE, and further enhance the global recognition of

your qualifications. To find out more about AACSB click here.

https://www.aacsb.edu/

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