This subject immerses students in a practical, user-centric approach for the creative, evidence-based resolution of problems. This iterative, collaborative process draws heavily from design thinking and is applicable to a broad array of societal, organisational and project challenges. Key elements include a focus on understanding and empathising with the user, challenging assumptions, considering multiple perspectives, generating and exploring creative ideas, making and learning from mistakes, questioning implications and adaptively planning the implementation of validated solutions. It is a way of thinking and working as well as a collection of hands-on methods, and is especially useful in addressing problems that are ill-defined, complex or unknown, leading to innovative change. The approach can help project teams learn faster and achieve more effective and creative outcomes, while reducing the risks associated with launching new ideas or implementing change initiatives. This subject is open to all disciplines and programs to support the interdisciplinary problem-solving nature of this approach.
|Academic unit:||Bond Business School|
|Subject title:||Project Innovation and Change|
Delivery & attendance
|Attendance and learning activities:||Attendance at all class sessions is expected. Students are expected to notify the instructor of any absences with as much advance notice as possible.|
|Prescribed resources:||No Prescribed resources. After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.|
|[email protected] & Email:||[email protected] is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.|
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Demonstrate knowledge of, and personal self-efficacy regarding, creativity, problem-solving and managing complex projects.
- Demonstrate the ability to thoroughly understand and define a problem or need from a user perspective (e.g., using tools such as problem/need statements, observation logs, interviews, ethnographies, surveys, camera studies, user profiles, empathy maps, etc.).
- Demonstrate the ability to use rapid prototyping to gain and use feedback to iteratively test and refine possible solutions to a defined need.
- Demonstrate the capacity to work collaboratively to generate and implement creative ideas.
- Plan for the implementation of a designed solution, outlining resource needs, timelines, risk management considerations and related details.
- Evaluate your work and that of others to provide useful/constructive feedback enabling continuous improvement and learning.
- Demonstrate the ability to critically reflect on and learn from personal experience and feedback from others to enable your continued development.
|*Class Participation||Preparation for and active participation in all class activities.||20%||Ongoing||1, 2, 3, 4, 6, 7.|
|Essay §||Students will maintain a learning journal throughout the semester to support the writing of a reflective essay and personal development plan.||30%||Week 12||1, 6, 7.|
|Project Plan §||Prepare a team charter outlining the scope of the project, individual roles, team norms and related commitments.||5%||In Consultation||1, 2.|
|Project Report §||A report defining the problem statement, user needs and supporting evidence for your group project.||15%||In Consultation||1, 2, 3, 4.|
|Project Report §||A report documenting the designed solution, the validation process and supporting evidence and implementation plan.||20%||In Consultation||1, 2, 3, 4, 5.|
|Project §||A persuasive presentation summarising the project and requesting approval for next stage.||10%||In Consultation||1, 2, 3, 4, 5, 6.|
- § Indicates group/teamwork-based assessment
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
|High Distinction||85-100||Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking.|
|Distinction||75-84||Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas.|
|Credit||65-74||Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above.|
|Pass||50-64||Usually awarded to students whose performance meets the requirements set for work provided for assessment.|
|Fail||0-49||Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines.|
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Students must check the [email protected] subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Policy on plagiarism
University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.
Feedback on assessment
Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.
Accessibility and Inclusion Support
If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.
Additional subject information
As part of the requirements for Business School quality accreditation, the Bond Business School employs an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
An overview of the design, expectations and potential outcomes of the subject is discussed. Introduces the creative problem-solving and user-centred design approach used as the framework for the subject.
Creative problem-solving is a task well-suited to collaborative, interdisciplinary teams. The elements of effective teamwork are discussed and students work in small groups to develop the foundation for their project team.
Critique is a life skill, not just a design skill. It creates opportunities for collaboration, risk management and improved results. In this workshop, students learn techniques for giving, receiving and processing constructive criticism through a series of role plays and active listening exercises.
Our experiences and habits often contribute to the biases and assumptions that reinforce the status quo. This workshop is designed to develop students’ awareness and skills in noticing “bad design” to discover the opportunities all around us for innovation and change.
This phase of the process focuses on understanding the experiences, motivations and emotions of others. A number of tools and techniques are introduced that can be used to facilitate this understanding. Specifically, an array of data collection methods as well as techniques for organising, synthesising and interpreting these varied data to articulate a clearly defined need or problem.
An important element of coming up with a creative solution is to generate as many ideas as possible. Tools and mindsets to assist with this idea generate are discussed and applied. Barriers to creativity and strategies for overcoming them are also explored.
Prototyping is a form of visualisation communication that might include schematic sketching, ideation sketching and low-fidelity prototyping to comprehend ideas, design concepts and summarise information during multiple phases of the design process. These rough representations enable rapid solution design and encourage early user feedback to iteratively explore and refine possible solutions.
Persuasively communicating projects delivering innovation and change are often challenging. Tools, frameworks and principles of persuasion and persuasive communication are discussed. In addition, identifying and addressing barriers to change, consideration for implementing and sustaining change and the behaviours characteristics of successful change agents are examined.