School of Business

200917 Innovation, Enterprise and Society

Sydney City Session 1 2020
 Unit Details

Unit Code: 200917

Unit Name: Innovation, Enterprise and Society
Credit Points: 10
Unit Level: 3
Assumed Knowledge: Not Applicable

Note: Students with any problems, concerns or doubts should discuss those with the Unit Coordinator as early as they can.

Unit Coordinator
Name: Dr Margaret Moussa
Email: m.moussa@westernsydney.edu.au
Consultation Arrangement:
Please liaise directly with the academic teaching this unit regarding appropriate consultation times. It is usually best
to make contact with these staff via email.

Unit Convenor (SCC)

Name: Armine Winsley
Email: a.winsley@city.westernsydney.edu.au
Consultation Arrangement:
Please liaise directly with the academic teaching this unit regarding appropriate consultation times. It is usually best
to make contact with these staff via email.

Program Convenor (SCC)

Name: Neelam Goela
Phone: 9964 6138
Email: n.goela@city.westernsydney.edu.au
Consultation Arrangement:
Please liaise directly with the academic teaching this unit regarding appropriate consultation times. It is usually best
to make contact with these staff via email.

Director of Academic Program

Name: Dr John McGuire (SCC Academic Director)
Phone: 9964 6527
Email: j.mcguire@city.westernsydney.edu.au

Edition: Sydney City Session 1 2020

Copyright ©2020 University Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K No part of this publication may be reproduced or transmitted in any form or by any means,
electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without the prior written permission from the Dean of the School. Copyright for acknowledged materials reproduced
herein is retained by the copyright holder. All readings in this publication are copied under licence in accordance with Part VB of the Copyright Act 1968.
Administrative Support
Name: SCC Administration Support
Phone: 8236 8037
Location: Level 4, 255 Elizabeth Street, Sydney City Campus
Email: admin@city.westernsydney.edu.au

Liaison Librarian
Name: Danielle Joffe (Sydney City Librarian) - Dylan Cheung (Sydney City Library Technician)
Phone: 9964 6352
Location: Level 8, 255 Elizabeth Street, Sydney City Campus
Email: Danielle.Joffe@navitas.com (Danielle) - D.Cheung@city.westernsydney.edu.au (Dylan)
Contents
1 About Innovation, Enterprise and Society 2
1.1 An Introduction to this Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.2 What is Expected of You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.3 Changes to Unit as a Result of Past Student Feedback . . . . . . . . . . . . . . . . . . . . . . . . . 3

2 Assessment Information 4
2.1 Unit Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
2.2 Approach to Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
2.3 Assessment Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2.4 Assessment Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
2.4.1 Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
2.4.2 Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
2.4.3 Final Examination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
2.5 General Submission Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

3 Teaching and Learning Activities 15

4 Learning Resources 17
4.1 Recommended Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Note: The relevant Learning Guide Companion supplements this document

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1 About Innovation, Enterprise and Society

1.1 An Introduction to this Unit

Innovation, Enterprise and Society focuses on forces driving innovation, creativity and technical change at the levels
of entrepreneurship, enterprise, economy and society. It also examines the effects of innovation at these various levels.
This unit is a professional core unit in the Bachelor of Business. The unit takes a multi-disciplinary approach utilising
critical thinking, debates, problem solving, policy analysis and case studies. Students will understand the professional,
social, public policy and global networks and systems informing and surrounding innovation. Successful completion
of the unit equips students to appreciate the entrepreneurial, political and social dimensions of innovation.

1.2 What is Expected of You

Study Load

A student is expected to study an hour per credit point a week. For example a 10 credit point unit would require 10
hours of study per week. This time includes the time spent within classes during lectures, tutorials or practicals.

Attendance

It is strongly recommended that students attend all scheduled learning activities to support their learning.

Online Learning Requirements

Unit materials will be made available on the unit’s vUWS (E-Learning) site (https://vuws.westernsydney.edu.au/).
You are expected to consult vUWS at least twice a week, as all unit announcements will be made via vUWS. Teaching
and learning materials will be regularly updated and posted online by the teaching team.

Special Requirements

Essential Equipment:
Not Applicable
Legislative Pre-Requisites:
Not Applicable

Policies Related to Teaching and Learning

The University has a number of policies that relate to teaching and learning. Important policies affecting students
include:

– Assessment Policy
– Bullying Prevention Policy and
– Guidelines
– Enrolment Policy
– Examinations Policy
– Review of Grade Policy
– Sexual Harassment Prevention Policy
– Special Consideration Policy
– Student Misconduct Rule
– Teaching and Learning - Fundamental Code
– Student Code of Conduct

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Academic Integrity and Student Misconduct Rule
In submitting assessments, it is essential that you are familiar with the policies listed above and that you understand
the principles of academic integrity. You are expected to act honestly and ethically in the production of all academic
work and assessment tasks, submit work that is your own and acknowledge any contribution to your work made by
others.

Important information about academic integrity, including advice to students is available at https://www.westernsydney.
edu.au/studysmart/home/academic_integrity_and_plagiarism. It is your responsibility to familiarise yourself with
these principles and apply them to all work submitted to the University as your own.

When you submit an assignment or product, you will declare that no part has been: copied from any other stu-
dent’s work or from any other source except where due acknowledgement is made in the assignment; submitted by
you in another (previous or current) assessment, except where appropriately referenced, and with prior permission
from the Unit Coordinator; written/produced for you by any other person except where collaboration has been au-
thorised by the Unit Coordinator.

The Student Misconduct Rule applies to all students of Western Sydney University and makes it an offence for
any student to engage in academic, research or general misconduct as defined in the Rule.

The University considers plagiarism, cheating and collusion as instances of academic misconduct. The University
also considers submitting falsified documentation in support of applications for special consideration, including sitting
of deferred examinations, as instances of general misconduct. You should be aware that changes were made to the
Student Misconduct Rule commencing 1 January 2020 that provide for minimum sanctions that apply to certain
conduct, including the provision of falsified documentation to the University.

You are strongly advised to read the Student Misconduct Rule and the Inappropriate Behaviour Guidelines at the
commencement of each session to familiarise yourself with this process and the expectations of the University in
relation to work submitted for assessment.

1.3 Changes to Unit as a Result of Past Student Feedback

The University values student feedback in order to improve the quality of its educational programs. The feedback
provided helps us improve teaching methods and units of study. The survey results inform unit content and design,
learning guides, teaching methods, assessment processes and teaching materials.

You are welcome to provide feedback that is related to the teaching of this unit. At the end of the semester you will
be given the opportunity to complete a Student Feedback on Unit (SFU) questionnaire to assess the unit. You may
also have the opportunity to complete a Student Feedback on Teaching (SFT) questionnaire to provide feedback for
individual teaching staff.

As a result of student feedback, the following changes and improvements to this unit have recently been made:

– Recent changes to this unit are based on student comments/experiences during Spring 2018 session and also
in response to suggestions from the Directors or Program - Economics, Finance, Property and Accounting.

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2 Assessment Information

2.1 Unit Learning Outcomes

In line with this unit’s focus on assuring students’ skills in unit learning outcomes 1-5 listed above, this unit is
also responsible for assuring the following course learning outcomes (CLOs): 3.3 Critical Thinking: Produce and
justify an argument in a professional or enterprise context using relevant, discipline-appropriate information (textual
or numerical). 4.3 Problem Solving: Propose a well-formulated solution to a professional or enterprise problem that
considers wider professional or enterprise contexts (including global). 6.3 Responsibility: Evaluate economic, social,
and environmental enterprise and professional behaviour, and make recommendations for responsible practice. The
table below outlines the unit learning outcomes (ULOs) for this unit. Upon completion of this unit, students will be
able to:

Outcome
Assurance of Learning Information for Learning Guides

The School of Business is currently working towards The Association to Advance Collegiate Schools of
Business (AACSB) accreditation, an international business school accreditation. Address of the AACSB
standards supports the School of Business to implement learning and teaching processes so that each course
has learning goals that are relevant and appropriate. Additionally, the design and delivery of the curricula
maximises the potential for students achieving expected course learning outcomes. Assurance of Learning
(AoL) forms part of the accreditation standards for AACSB. Information regarding the Units that are
involved in the AoL process for your course can be found at the following webpage
https://www.westernsydney.edu.au/sob/business/accreditations/aol/assurance_of_learning
1 Critically analyse innovation in different enterprise or social contexts
2 Evaluate the practice and protocols of professional and social networks
3 Identify opportunities and risks of innovation
4 Evaluate innovation at a systems or macro level
5 Analyse the public policy framework surrounding innovation

2.2 Approach to Learning

IMPORTANT: Please read the document; ”Hints on approaching this unit and what to expect from it.” This is
located on the VUWS homepage for the unit, just below the Learning Guide. This unit is delivered in a variety of
modes including in-class group work and debates, online activities and teacher led in-class sessions.

4
2.3 Assessment Summary

The assessment items in this unit are designed to enable you to demonstrate that you have achieved the unit
learning outcomes. Completion and submission of all assessment items which have been designated as mandatory or
compulsory is essential to receive a passing grade.

To pass this unit you must:

∗ Complete all assessment items. ∗ Achieve an overall mark of at least 50 per cent.

Item Weight Due Date ULOs Assessed Threshold

Report 30% Week 11 1, 2, 4, 5 No
Presentation 20% Week 12 and in class on relevant date. 1, 3, 4 No
Final Examination 50% Week 14 1, 2, 3, 4 No

Feedback on Assessment

Feedback is an important part of the learning process that can improve your progress towards achieving the learning
outcomes. Feedback is any written or spoken response made in relation to academic work such as an assessment
task, a performance or product. It can be given to you by a teacher, an external assessor or student peer, and may
be given individually or to a group of students. As a Western Sydney University student, it is your responsibility to
seek out and act on feedback that is provided to you as a resource to further your learning.

Note: Before you receive your results for each piece of assessment they may be moderated. Moderation is a process
whereby the unit coordinator regulates the marking of individual markers to achieve consistency in the application of
unit objectives, performance standards and marking criteria. Marks for an individual piece of assessment will not be
changed after you have your mark or grade. You should note that, consistent with the Criteria and Standards Based
Assessment policy, the final marks for the cohort may be also adjusted if results are very high or low or there are
inconsistencies between groups.

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2.4 Assessment Details

2.4.1 Report

Weight: 30%
Type of Collaboration: Individual
Due: Week 11
Submission: Submission via Turnitin on. Project due date and details will be discussed in class and
on vUWS. Please see general submission requirements.
Format:
Length: 1,500 words
Curriculum Mode: Report

Overview
The report is 1,500 words in length and is due in Week 12. The purpose of this assessment is to encourage students
to critically evaluate discipline/profession relevant policy in the context of key unit themes and theories.’ This assess-
ment is focused on applying key unit to analyse students’ surveys of interviews with professional practitioners. See
details on vUWS.
Details
The reference policies, detailed guiding questions and other report writing advice will be posted in the“Assessments”
section on vUWS during the session.

6
2.4.2 Presentation

Weight: 20%
Type of Collaboration: Group
Due: Week 12 and in class on relevant date.
Submission: Online group presentation and In class debate
Format: Each group is expected to carry out TWO group tasks during the session. Students are
to complete Task 1 for one topic and Task 2 for a different topic in another week.
Task 1: Online group presentation addressing key questions on a selected topic. (10%)
Task 2: In class debate on a selected topic (10%)
Length: 40 minutes maximum
Curriculum Mode: Presentation

Details Overview

1. On-line group presentation: During Weeks 1 to 13 groups will be given time in class to respond to key
problems and questions uploaded for each Week on VUWS. Each group will then choose ONE of these pieces
of work to submit as an online presentation for assessment (10% of total unit mark) in week 13. You can upload
your presentation as a video or screencast with a Powerpoint or Prezi presentation and more information will
be given to you during the first week on how this is done. Marking criteria for this activity are outlined below.
2. In-class group debate: The same groups will prepare arguments based on key readings BEFORE class to
support their argument for OR against a proposition which forms the core of an in-class debate. Each group
must post a summarized version of their key arguments onto the designated place on VUWS no later than two
days before the topic is due to be debated in class.. This is vital for the opposing team to prepare responses to
your argument (10% of total unit mark).

Group participation Note: Non-contributing team members can sometimes be an issue with
group-work structured assessment. Individual student group work scores
may be adjusted as a result of peer dissatisfaction with a particular
student’s contribution to group work assignments, as reflected in
submissions of the evaluation form. Group assignment peer evaluation
forms can be located on vUWS. Students are to keep a copy of all
assignments submitted for marking.

Requirements for Online Group Presentation

Thesis statement
Critical analysis and problem solving
Clarity and structure of presentation
Your presentation must include a thesis statement. A thesis statement
answers or responds to the topic by giving your position, or stating your
argument, clearly and concisely. The thesis statement tells the reader
what to expect from, your presentation and should relate to the theory
discussed in during the relevant week’s online lecture and workshop.
When critically analysing a problem or issue, you need to use appropriate
theory and/or research to analyse the problem or issue and to come up
with solutions where relevant. In this case it reflects the strength of your
defense of your thesis.Your essay should also reflect awareness that the
topic can be analysed in terms of different, sometimes conflicting
theoretical frameworks.
The presentation is clear and sequential with rational arguments rather
than mere descriptions.

Requirements for group led in-class debates. Each group will be allocated a position for or against the debate
proposition at the beginning of session. Each team will be required to upload their basic proposed arguments (for
or against) the proposition by the Sunday before the scheduled topic is to be discussed and debated in class. This
gives you and the opposing group time to prepare a considered in-class response. Of course, additional arguments
and different perspectives are more than welcome! You can upload this as a video, voice memo, PowerPoint or Word
document - it is up to you. VERY IMPORTANT: YOU MUST ADDRESS MY VOICE RECORDED GUIDE TO THE

7
ESSENTIAL READINGS AND KEY ISSUES BEFORE YOU PREPARE YOUR DEBATE MATERIAL.

In class, on the day of the debate, each group will have about 20 minutes to make their case and about 15 MINUTES
right of reply to the other group. It is up to you how and who you allocate to carry out these two aspects of the
team work. The topic will then be opened to the class for comment and discussion. The aim of this exercise is to
engage the class with the fact that there are conflicting and alternate approaches to the topic and to explain these
different approaches to the class. THE AIM IS ALSO TO SHOW ME THAT YOU HAVE LISTENED TO
THE VOICE RECORDING ON KEY ISSUES AND READINGS!

The key readings, lecturer’s VOICE RECORDING and the debate topic will be uploaded on VUWS at least several
weeks in advance of the in-class debate. Email Margaret if you need more details at an earlier time. Marking criteria
for this assessment is outlined below.

8
Marking Criteria:
As well as the criteria outlined below, groups will be marked on the extent and depth to which they have understood
and engaged with the essential reading and key issues for the topic as discussed in the lecturer’s uploaded voice
memos and videos. Some readings are more difficult to engage with and present than others at an undergraduate
level of study and allowances will be made for this. Groups who show evidence of working at readings, engaging in
research and mastering and presenting highly complex arguments will be rewarded accordingly.
CRITERIA
Understanding the discussion reading and thinking critically
Evidence of engaging with critical or alternate readings
Clarity and structure of presentation
Responses to the critical arguments raised by the opposing team.
Allowance for mastering especially difficult or complex readings.
Group involvement and timeliness in uploading online pre-class online
group arguments
General Criteria when marking group work
CRITERIA
Understanding the discussion reading and thinking critically
Evidence of engaging with critical or alternate readings
Clarity and structure of presentation
Responses to the critical questions raised by the responding team.
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STANDARD (Very Good - Good - Satisfactory - Unsatisfactory)
The prescribed reading on VUWS is to be reflected upon and presented in
a manner which is critical, clear and engages the class. There must be
evidence of the group engaging with critical or alternate readings as well
as orthodox readings where this is applicable. As a part of this,
assessment will here consider how each group marshals facts and
argument.
There must be evidence of the group engaging with critical or alternate
readings as well as orthodox readings where this is applicable. The aim is
to introduce the class to the fact that there are different, often conflicting
ways of viewing the topic in question and to encourage the class to
evaluate the various approaches. Students will be specifically marked on
this. Sometimes this is not easy because some topics are more
theoretical, less controversial or less discussed in the academic field than
others. Therefore allowances will be made according to the specific topic
being presented.
The presentation is clear and sequential with rational arguments rather
than mere descriptions. Avoid description if you can. You are debating
and arguing, trying to prove a point rather than merely describing.
The group’s responses to the issues raised by the opposing group must be
relevant, substantial, adequate and clear. (See also evidence of engaging
with critical readings and opposing points of view above.) Thinking
critically and engaging with both orthodox and critical readings will help
you with this, but it also involves a bit of responding to what the other
team has put before you both online and in class.
The group should attempt to engage the class - there’s no point laying
down really specific rules about this. You can’t, because human beings
engage and are engaged in very different ways by different things.
For example, some individuals relate strongly to power point and visual
aids, other individuals love witnessing a debate between members of a
group or by being drawn into such a debate, sometimes you get a student
who’s just a genius at standing and explaining a very complex issue with
absolute lucidity - just as we can’t specify and make rules about how an
actor or a comedian successfully engages an audience (can you compare
Curb Your Enthusiasm with Monty Python?) so we can’t lay down what
might be quite inhibiting rules about how a student or student group
should engage the class - nonetheless, a presentation should substantially
attempt to engage the class and will be marked accordingly.
All members of the group must be equally involved in preparing. Please
see the comments above. PLEASE also do not delay in uploading your
material well before the class in which you are debating others. It is very
stressful for other students if you neglect to do this!!!
STANDARD (Very Good - Good - Satisfactory - Unsatisfactory)
A group presentation of the prescribed reading material and tutorial
questions for an allocated week. The material is to be reflected upon and
presented in a manner which is critical, clear and engages the class.
There must be evidence of the group engaging with critical or alternate
readings as well as orthodox readings where this is applicable. As a part
of this, assessment will here consider how the presenting group addresses
in class the three critical questions previously posted online by the
responding group. The aim is to introduce the class to the fact that there
are different, often conflicting ways of viewing the topic in question and
to encourage the class to evaluate the various approaches.
There must be evidence of the group engaging with critical or alternate
readings as well as orthodox readings where this is applicable. The aim is
to introduce the class to the fact that there are different, often conflicting
ways of viewing the topic in question and to encourage the class to
evaluate the various approaches. Students will be specifically marked on
this. Sometimes this is not easy because some topics are more
theoretical, less controversial or less discussed in the academic field than
others. Therefore allowances will be made according to the specific topic
being presented.
The presentation and online questioning/issue raising is clear and
sequential.
The presenting group’s responses to the questions and issues raised by the
responding group must substantial, adequate and clear. The questioning
group must also make a substantial contribution as detailed above.
CRITERIA
Allowance for mastering especially difficult or complex readings.
STANDARD (Very Good - Good - Satisfactory - Unsatisfactory)
The group should attempt to engage the class - there’s no point laying
down really specific rules about this. You can’t, because human beings
engage and are engaged in very different ways by different things.
For example, some individuals relate strongly to power point and visual
aids, other individuals love witnessing a debate between members of a
group or by being drawn into such a debate, sometimes you get a student
who’s just a genius at standing and explaining a very complex issue with
absolute lucidity - just as we can’t specify and make rules about how an
actor or a comedian successfully engages an audience (can you compare
Curb Your Enthusiasm with Monty Python?) so we can’t lay down what
might be quite inhibiting rules about how a student or student group
should engage the class - nonetheless, a presentation should substantially
attempt to engage the class and will be marked accordingly.

10
2.4.3 Final Examination

Weight: 50%
Type of Collaboration: Individual
Due: Week 14
Submission:
Format:
Length: 2 hours
Curriculum Mode: Final Exam

Details and overview In the final examination you are required to write three essays in 2 hours. Details of the exam
will be discussed in depth in class in Week 13.

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Marking Criteria:

Please refer to the marking criterion and standards for the individual project. However, note that essays in exams do
not need to be strictly referenced.

12
2.5 General Submission Requirements

Submission

– All assignments must be submitted by the specified due date and time.
– Complete your assignment and follow the individual assessment item instructions on how to submit. You must
keep a copy of all assignments submitted for marking.

Turnitin

– The Turnitin plagiarism prevention system may be used within this unit. Turnitin is accessed via logging into
vUWS for the unit. If Turnitin is being used with this unit, this means that your assignments have to be
submitted through the Turnitin system. Turnitin from iParadigms is a web-based text-matching software that
identifies and reports on similarities between documents. It is also widely utilised as a tool to improve academic
writing skills. Turnitin compares electronically submitted papers against the following:
– Current and archived web: Turnitin currently contains over 24 billion web pages including archived pages
– Student papers: including Western Sydney University student submissions since 2007
– Scholarly literature: Turnitin has partnered with leading content publishers, including library databases,
text-book publishers, digital reference collections and subscription-based publications (e.g. Gale, Pro-
quest, Emerald and Sage)

– Turnitin is used by over 30 universities in Australia and is increasingly seen as an industry standard. It is
an important tool to assist students with their academic writing by promoting awareness of plagiarism.By
submitting your assignment to Turnitin you will be certifying that:
– I hold a copy of this assignment if the original is lost or damaged
– No part of this assignment has been copied from any other student’s work or from any other source except
where due acknowledgement is made in the assignment
– No part of the assignment has been written for me by any other person/s
– I have complied with the specified word length for this assignment
– I am aware that this work may be reproduced and submitted to plagiarism detection software programs for
the purpose of detecting possible plagiarism (which may retain a copy on its database for future plagiarism
checking).

Self-Plagiarising

– You are to ensure that no part of any submitted assignment for this unit or product has been submitted by
yourself in another (previous or current) assessment from any unit, except where appropriately referenced, and
with prior permission from the Lecturer/Tutor/Unit Co-ordinator of this unit.

Late Submission

– If you submit a late assessment, without receiving approval for an extension of time, (see next item), you will
be penalised by 10% per day for up to 10 days. In other words, marks equal to 10% of the assignment’s weight
will be deducted from the mark awarded.
– For example, if the highest mark possible is 50, 5 marks will be deducted from your awarded mark for each late
day.
– Saturday and Sunday are counted as one calendar day each.
– Assessments will not be accepted after the marked assessment task has been returned to students.
– This is consistent with Clause 51 of the Western Sydney University’s Assessment Policy - Criteria and Standards-
Based Assessment.

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Extension of Due Date for Submission

Extensions are only granted in exceptional circumstances. To apply for an extension of time, locate an application
form via the Western Sydney University homepage or copy the following link:
https://www.westernsydney.edu.au/currentstudents/current_students/forms

Application forms must be submitted to the Unit Coordinator/Convenor. Requests for extension should be made as
early as possible and submitted within policy deadlines. Appropriate, supporting documentation must be submitted
with the application. An application for an extension does not automatically mean that an extension will be granted.
Assessments will not be accepted after the marked assessment task has been returned to students.

Resubmission

Resubmission of assessment items will not normally be granted if requested.

Application for Special Consideration

It is strongly recommended that you attend all scheduled learning activities to support your learning. If you have
suffered misadventure, illness, or you have experienced exceptional circumstances that have prevented your attendance
at class or your completion and submission of assessment tasks, you may need to apply for Special Consideration via the
Western Sydney University website. http://www.westernsydney.edu.au/currentstudents/current_students/services_
and_facilities/special_consideration2 or the Student Centre/Sydney City Campus Reception. Special Consideration
is not automatically granted. It is your responsibility to ensure that any missed content has been covered. Your
lecturer will give you more information on how this must be done.

14
 3 Teaching and Learning Activities

Weeks Topic Preparation Activities Assessments Due

Week 1 Introduction: The four dimensions of No preparation for the first week Please refer to vUWS Topic 1
09-03-2020 innovation.
Week 2 Innovation as a systemic process: Part Please refer to vUWS Topic 2 Please refer to vUWS Topic 2
16-03-2020 1: the theory of value.
Week 3 Innovation as a systemic process: Part Please refer to vUWS Topic 3 Please refer to vUWS Topic 3
23-03-2020 2: ”Creative Destruction” : Cost
competition, Technical Rents, small firm
large-firm relations
Week 4 IN-CLASS DEBATE: Property Rights Please refer to vUWS Topic 4 Please refer to vUWS Topic 4
30-03-2020 and Intellectual Property Rights
Week 5 Innovation as a systemic process: Part Please refer to vUWS Topic 5 Please refer to vUWS Topic 5
06-04-2020 3: Mechanization and Employment: the
precariat and the creation of surplus
value
15

Note: Public Holidays may affect classes

this week. More information will be
provided on Vuws

Week 6 IN-CLASS DEBATE: Mechanization and Please refer to vUWS Topic 6 Please refer to vUWS Topic 6
13-04-2020 employment: class debate. Does
mechanization create insecure
employment and under employment or is
the context in which mechanization
takes place here more decisive?
Note: Public Holidays may affect classes
this week. More information will be
provided on Vuws
Week 7 Innovations in finance and the effects of Please refer to vUWS Topic 7. Please refer to vUWS Topic 7
20-04-2020 financialization on knowledge/innovation
workers in non-financial firms:
Week 8 IN-CLASS DEBATE: Small firms and Please refer to vUWS Topic 8 Please refer to vUWS Topic 8
27-04-2020 large firms in the innovation process
 Weeks Topic Preparation Activities Assessments Due
Week 9 Innovation in administration, the state Please refer to vUWS Topic 9 Please refer to vUWS Topic 9
04-05-2020 and public policy 1:

Week 10 ESSAY WRITING WORKSHOP Please refer to vUWS Topic 10 Please refer to vUWS Topic 10
11-05-2020
Week 11 The ethics of innovation: 1: Justly Please refer to vUWS Topic 11 Please refer to vUWS Topic 11 - Report
18-05-2020 distributing the benefits of productivity
and innovation: Is there a case for a
universal minimum income? Group
debate 4

Week 12 IN-CLASS DEBATE: Innovation and Please refer to vUWS Topic 12 Please refer to vUWS Topic 12 - Presentation
25-05-2020 ethics: Is a universal minimum income
necessary and desirable in the age of
robotics?

Week 13 IN-CLASS DEBATE: The ethics of NO PREPARATION REQUIRED DISCUSSING THE EXAM
01-06-2020 innovation 2: Topics in bioethics and
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human rights: Group debate 5 PLUS:

ADVICE ON EXAM PREPARATION
AND REVISION

Week 14 Note: Due to the Queen’s Birthday - Final Examination

08-06-2020 Public Holiday, please be aware that the
exams week will be from Tuesday 9th
June until Saturday 13th June 2020.

The above timetable should be used as a guide only, as it is subject to change. Students will be advised of any changes as they become known on the unit’s vUWS site.
4 Learning Resources

4.1 Recommended Readings

Prescribed Textbook

No prescribed textbook. A custom publication and/or set of readings and links will be provided under the “Readings
and Resources”link on vUWS in association with UWS library E-resources.

Additional Reading

Asheim, BT & Coenen, L 2005, ’Knowledge bases and regional innovation systems: comparing Nordic clusters’,
Research Policy, vol. 34, no. 8, pp. 1173-1190.

Beugelsdijk, S 2007, ’Entrepreneurial culture, regional innovativeness and economic growth’, Journal of Evolutionary
Economics, vol. 17, no. 2, pp. 187-210.

Diez, MA 2001, ’The evaluation of regional innovation and cluster policies: towards a participatory approach’,
European Planning Studies, vol. 9, no. 7, pp. 907-923.

Laihonen, H, Jaaskelaimen, A, Lonnqvist, A 2012, ’Measuring the productivity of new kinds of working’, Journal of
Facilities Management, vol. 10, no. 2, pp.102-113. [Emerald]

Nishimura, J & Okamuro, H 2011, ’Subsidy and networking: the effects of direct and indirect support program of
the cluster policy’, Research Policy, vol. 40, no. 5, pp. 714-727.

Parker, SK 2014, ’Beyond motivation: job and work design for development, health, ambidexterity and more’, Annual
Review of Psychology, http://psych.annualreviews.org http://psych.annualreviews.org

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