The purpose of this subject is to deepen a student’s understanding of what practical innovation is through practical training for a concept generation which produces unique products, services or business plans.
The second part of strategy and innovation focuses on deepening the student’s understanding of what practical innovation is through examination of concept generation. Examining unique products, services and business plans, students will learn concept generated theory. Focusing on casual relationships between types of concept generate patterns and examples of success and fortune.
|Academic unit:||Bond Business School|
|Subject title:||Strategy and Innovation Part B|
Delivery & attendance
|Attendance and learning activities:||Participation in all scheduled sessions is expected. Students are expected to notify the instructor of any absences with as much advance notice as possible.|
|Prescribed resources:|| |
|[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
|Restrictions: ?|| This subject is not available to|
Must be admitted into a BBT/MBA Program
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:
- Apply Logical Thinking and Problem Solving, to develop global/borderless business strategies.
- Develop creative solutions to complex problems
- Synthesise advanced functional knowledge of business concepts to tackle the challenges of managing the business and developing strategies
|Discussion||The students will generate and discuss new ideas every week based on practical concept generation theories focusing on the causal relationship between the essence of concept generation patterns and factors of successes achieved by the application of the essence.||10%||Ongoing||2, 3.|
|Case Analysis||The topics are: Introduction, Strategic Degrees of Freedom, Arbitrage, New Combination, Contribution to The Fixed Cost, Concept Generation in Digital Continent Age, Fast-Forward, Idle Economy, Interpolation, Real Time On-Line Case Study, What Does this all mean?, KOUSOU, Mental block Buster, Economies of Scale, Donburi (unification) and Segmentation, The Meaning of Empathy, Shifting the Cost and the Time Axis, Horizontal Expansion, Change the Level of Idea Generation, Review||25%||Ongoing||1, 2, 3.|
|Essay||Reflective paper||25%||Progressive||1, 2, 3.|
|Written Report||Written report||40%||In Consultation||1, 2, 3.|
- * 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.
Students will be introduced to the concept of strategic degrees of freedom, which consists predominantly of seeking ways to meet as many customers' needs as possible, and choosing the best strategy from both a competitive and implementation perspective.
This concept of strategic thinking will be developed, including the significance of innovation. Students will discuss the nature and importance of this connection
This concept of arbitrage focuses on information inequality between regions and companies. Students will discuss the implications of arbitrage and develop a competitive strategy based on this concept.
Building on Daniel H Pink's 'High Concept', students will discuss the significance of High Concept and related issues in the supremacy of design over franchises and the implications for strategy and innovation.
Popularised by CK Prahalad, the Bottom of the Pyramid Concept is a socio-economic group of nearly 3 billion people. Students will discuss the significance of this group to strategic thinking and innovation approaches to concept generation.
Weekly discussions based on practical concept generation theories focusing on the relationship between the essence of concept generation patterns and factors of success. Students are expected to discuss and study a case according to weekly topics.