2021_S02_PGE_M2_STR_0010_E_D_MC

PLAYERS & DEVIANTS: CREATIVE INNOVATION FOR CHANGE

Semester 2 , 2020 – 2021

COORDINATOR Dr Andrea Thorpe

PROFESSORS Dr Andrea Thorpe

OFFICE
TELEPHONE +04 91 827 958
E-MAIL andrea.thorpe@kedgebs.com

OFFICE HOURS By appointment.

COURSE DELIVERABLE DUE DATE WEIGHT ON

FINAL GRADE
Individual A: Gamification 14th February 2020 80 %
Project 23.59 CET
Individual B: Tests 14th February 2020 20 %
23.59 CET

Kedge Business School and its professors, encourage you to use your Pro-
Acts, company projects and internships as privileged opportunities to apply the
reflexions, theories, concepts and tools presented during this course

INTRODUCTION AND OBJECTIVES

Course Purpose & Objectives
 2
Players & Deviants: Creative Innovation for Change

Innovation is arguably an overused, and sometimes, misunderstood concept. ‘Innovation’

is confused for ‘invention’, and a lot of the time we tend to think of innovation as
something that belongs to high-tech firms that focus on engineering, or science.

This course challenges these assumptions. Via a journey through creative people, contexts,
and interdisciplinary playgrounds, we explore how innovation can challenge environments
to bring about effective change in organizations, markets and industries. Thus, the main
purpose of this course is to develop a platform to explore how new and alternative ways of
thinking can be used to create fundamental and value added change. It is hoped that
participants will be inspired by the course material to develop their own ideas, methods,
projects, approaches, and so on, to apply to their own future workplace contexts to create
value.

As a subsidiary aim, the course delivers multiple topic areas to procure knowledge that is
both in-depth and broad. We will examine one particular creative approach in depth -
gamification - where participants will use the course material to design and create their
own project. In the second part of the course, we switch to a broader approach where we
visit diverse contexts of innovation and change.

Finally, the course reflects the importance of ethics and sustainability in business. Whilst
the course will equip participants with the knowledge and techniques to be able to create
change, we also explore the associated ethics of doing so. In the second part of the course
we also address the intersection between social and economic sustainability in one specific
topic area.

Courses contribution to program objectives

The specific learning outcomes of the course are:

Understanding of subject knowledge

1. Describe and critically discuss gamification as a process of innovation to create value

added for organizations.
2. Describe how traditional, accepted ways of ‘doing’ can be challenged and changed.
3. Develop a breadth of understanding across multiple contexts of how non-business
contexts can aid the development of more effective business practices.
4. Describe and critically evaluate sustainability issues.
5. Critically consider ethical dimensions of gamification.

Cognitive and key skills

1. The ability to work in small groups to create and develop an applied project.
2. The ability to develop and apply skills of critical analysis to qualitative case studies.
3. The ability to critically asses and assimilate multi-media cases into understanding key
topics.
 3
Players & Deviants: Creative Innovation for Change

4. The ability to communicate effectively on oral and written bases.

5. The ability to select appropriate theory to analyse case studies, data, and other contexts.

Professional skills
1. Demonstrate knowledge of how gamification can be applied to business environments.
2. Demonstrate knowledge of how creative approaches and process innovation can be used
to create value added.
3. Demonstrate knowledge of the interplay between ethics and sustainable practice with
innovation.

By participating in this module, you will therefore have the opportunity to meet the
following overall programme objective:
KM6: Develop, and practice, a sense for innovation, entrepreneurship and creativity.
In addition, you will also have the opportunity to meet the following additional programme
objectives, either fully or in part:
KM2: Developing a strategic perspective.
KM8: Provide value to the business community in a chosen area of specialism.

Course Contribution to Application of Critical Thinking

There is an implicit demand throughout the course to engage in critical thinking: The course
as a whole challenges ‘mainstream’ approaches and assumptions, rules, values, norms, and
so on.

Courses description
There are two parts to this course: Part A focuses on the topic of gamification, where
participants will gain the knowledge, understanding, and tools of application to create their
own gamified project; Part B explores examples of challenge to excepted socio-economic
norms of ‘how things are done’.

COURSE MATERIAL
This course has been designed from the outset as an online course and does not follow the
usual face to face (classroom) structure of 10 sessions etc. The material for the two parts of
the course includes podcasts, videos, academic articles, popular media links, websites,
activities and an individual field trip, audio slides, etc. These ‘flow’ into each other and are
structured as so to form the backbone of the course. All material is on LEARN. You need to
play with the material posted - as this is how you develop an alternative way of thinking. I
encourage you to engage with the material posted, and hopefully this might ignite your
curiosity to find out more about a particular topic.
COURSE CONTENTS AND TIMETABLE
PART FOCUS
 4
Players & Deviants: Creative Innovation for Change

This part of the course focuses on understanding, designing and developing

gamified experiences as innovation.
You will be introduced to gamification, and you will gain a firm grasp of it
is - and what it is not -, its underyling principles, and some of the issues
surrounding the concept: We ask whether the manipulation of behaviour
might have some ethical issues, for example.
We will then move to explore some of the psychological drivers of games,
Part 1: and how they relate to gamification: How the concept of ‘fun’ relates to
Let’s Play! motivation, for example.
Once we understand the psychological aspects of what makes games so
compelling, we will then take a look at the mechanics of building a
gamified project: Team building; player characteristics; and design
elements, for example.
This part of the course is structured sequentially: On Learn you will
find various folders relating to this part of the course, and you must
access these in order - otherwise nothing will make sense!

In any industry there are ‘rules’ and norms surrounding the behaviour of
individuals and organizations: They are expected to behave in a particular
way.
Consequently, there have always been people and organizations that have
rebelled against these expectations, and find their own creative - and very
often, successful - ways of doing things, swimming against the tide of the
Part 2: usual.
Movers and Sometimes they are so successful that they challenge these conflicting
Shakers
expectations to ignite quite fundamental change, or at least develop credible
alternatives to the norm.
In this part of the course, we will explore some examples of these movers
and shakers, as catalysts of change.
This part of the course is not sequential: The corresponding folders in
Learn can be accessed in any order.
TEACHING APPROACH/ INSTRUCTIONAL METHODS
A Word of Advice
The module introduces you to new ways of thinking and alternative ideas. Some of these
are very new, and very cutting edge, that are being used in specific circles of industry, and
by the most creative and innovative of companies. Some of the approaches are not that
new, but have nevertheless remained as ‘alternative’. As you have read, the aim of the
course is to provide a platform of innovation, creativity, and development. The course will
provide ideas, contexts, and experiences.

To do well on this course you need to have several things which mostly involve your own
approach:

Be curious. Absorb yourself in the material, the concepts behind the material: Become
obsessed with the ideas - or at least some of them - that you discover, and use them to
embark on your own journey of development. Do you know about Alice in Wonderland?
She was a girl who fell down a rabbit hole and then discovered a completely new world
with many surprises, and new encounters. So, allow yourself to fall down the rabbit hole of
this course and become Alice: Beyond the principles and frameworks that you will learn
about - which are hard, by the way - there is very little limitation or boundaries in how you
take these forward in application. The only constraint is your own creativity and
imagination.

Play! You must play! The aim is to inspire you, to get you thinking, playing, and
doing...and maybe also to guide you a little. In short, you will not find a ‘blueprint’ of how
to be innovative, or how to create value added; just tools and ideas that you can use for
inspiration and as a starting point for your own projects and development.

Share. I am the facilitator of the course, but, more importantly we will create our own
popup learning community where we will hopefully share our thoughts, ideas, and
questions.

Start early. Especially your assignments. Creative thinking takes time to develop, and the
best ideas will come from those who have started super early.

Organization of the sessions

The course is arranged over two parts, each with a number of folders. For Part 1, you should
complete the folder in the sequence in which they are shown on Learn. The same for Part
2.
As above, each folder will contain a variety of material in an array of formats. Work through
these in the order in which they are presented to you. Sometimes in one of my audio/visuals
I will break off and ask you a question, or to think about a specific example, and so on.
Sometimes I will also direct you to a multimedia clip or ask you to do something. Do not
worry about getting lost. At the end of every audio/visual clip, I will give you instructions
of what to do next.
For every session there are activities to do - including an individual field trip to an art
museum of your choice. It is essential that you complete all the activities. Experiential
learning (learning by doing) is great for developing real and rich understanding.

Individual Assignments
Individual A; Assessing Part A of the course.
You are required to design, plan, and develop a gamified system of your own creation in
response to a given case study that describes business ‘Khiten’. Khiten could be any business
you like (e.g. a supermarket, a marketing agency, a surf school, etc etc - it is up to you to
define the parameters and identity of the organization). Details of the specific scenario will
be given on LEARN. I will also give advice and tips on Learn.
After reading the case study details, you should move to your task:
Task

You are the gamification expert that Khiten has hired!

You are asked to include the following in your submission:

(a) Slides

You are required to produce a set of slides, as the core of your presentation to Stéphane
and the board of Khiten - and, of course, for your assessment for this course. As above in
the scenario, you should start with an overview of what gamification is, as a concept.

You should then move to present slides that describe a gamified process to improve ONE
of the following, related to the above scenario at Khiten:

1. Khiten’s performance of its sales staff.

2. Khiten’s ability to keep existing customers.
3. Khiten’s ability to attract new customers.

(b) Accompanying material

You should also accompany your slides with other explanatory material. This could
include, for example, using the presenter notes within PowerPoint (PC users) or Keynote
(Mac users). You could also storyboard your idea to explain how your gamified experience
would work. You can draw (and scan if possible) your own diagrams, or submit a model if
appropriate. You can record an accompanying video or audio. And so on, and so on.

You are not restricted at all by the medium that you use: The key is to be clear in how you
present gamification as a concept, and your idea for a gamified process at Khiten, via your
slides and other accompanying material.

You will notice that certain details about Khiten are missing. I have been vague on purpose
to give you freedom: You are free to be as creative as you wish to ‘fill in the blanks’. You
decide, for example, what type of business Khiten is, what industry it operates in, and its
geographical location, for example. You can assume certain structures, histories, and
cultures, within the company, and so on. The rule is, is that if it not written in the
description above, you can create details for your project’s benefit.

(c) Company details

Provide a summary as an appendix of the details of Khiten that you create, i.e. provide a
brief company summary.

Important note: This assignment is demanding. An afternoon of work will not be

enough to do well, or even to pass.

Individual B; Assessing Part B of the course

Part B is assessed via a series of multiple choice tests on Learn. These are timed and you
will have one chance to complete each test. When you complete the tests is up to you, but
be aware that the individual assessment A (as above) is time consuming.

EVALUATION OF STUDENT PERFORMANCE

DELIVERABLE %

Individual A 80 %

Individual B 20 %

Methods Used to Evaluate Student Performance

Individual Assignment A (80%)
Assessment Criteria

Overall

This is an open ended task that candidates can approach in a number of ways. At the crux,
the brief asks candidates to present one clear and well developed idea that is presented to
an audience with no prior knowledge of gamification. However, simultaneously, as the
‘story’ of the idea unfolds, it will become increasingly sophisticated in its description with
a clear rationale that is grounded in theory and research, as well as the context of the firm.

Scores 40 - 28

Gamification is explained very clearly as a concept. The explanation given goes deeply
into the concept, with a very high degree of accuracy with no, or very superficial, errors.
The explanation is concise but detailed. It is suitably described for someone with no
previous knowledge or understanding of gamification - as per the board at Khiten.

Candidates scoring highly will choose one idea that is contextualized in Khiten. Additional
marks may be given to candidates who have briefly described alternative ideas that they
discarded, but only if these are accompanied by a logical justification for their rejection.

The idea that candidates present is highly appropriate for Khiten. It will be well presented,
and candidates will give a full justification for their choice of idea.

The idea will be presented in detail, and each component of the idea will be fully justified
in the context of Khiten: In summary, candidates scoring highly will give a full
rationalization of the decisions that they made in developing their idea. Candidates may
offer a full rationale either throughout their submission, or in a separate section.

Slides submitted will be very clear, visually stimulating and attractive, with very little
ambiguity or confusion.

Accompanying material will work in symbiosis with the slides submitted: It will enrich the
slides. It may, for example, give additional clarity, detail, and justification for the idea -
and its components - offered, again, in the context of Khiten.

A full but concise company summary is given in an appendix, as appropriate. It is highly

relevant: It offers only details that are essential to the understanding of how the idea
offered to the client would be successful. There are very few, if any, relevant emissions.

Scores 27 - 14

Gamification is explained reasonably clearly as a concept. The explanation given is mainly

accurate but has some errors. The explanation may either be overly concise and lack detail,
or detailed but lacking in clarity and/or focus. To some extent it is suitably described for
someone with no previous knowledge or understanding of gamification - as per the board
at Khiten.

Candidates scoring in this middle category of scores will choose one idea that is
contextualized in Khiten. It is likely that alternative ideas will not be offered, or are
discussed disproportionately in-depth to the idea selected. Alternatively, rejected ides may
be stated but without any attempt at a logical justification for their rejection.

The idea that candidates present is mostly appropriate for Khiten. It will be reasonably well
presented, and candidates will give a some justification for their choice of idea.

The idea will be presented in some detail, but might lack clarity and/or detail in some parts
of the submission. Most components of the idea will be justified in the context of Khiten:
In summary, candidates scoring in this middle category will give some rationalization of
the decisions that they made in developing their idea, but may not be detailed or clear
enough to warrant high scores. Candidates may offer a rationale either throughout their
submission, or in a separate section.
Slides submitted will be mostly clear, visually stimulating and attractive, but will be
ambiguous or confused in some parts.

Accompanying material will not be closely related to the slides submitted: It will add little
to the slides submitted: It may, for example, give some additional clarity, or detail, or
justification for the idea - and/or its components - offered, again, in the context of Khiten.

A company summary is given in an appendix, as appropriate. It is mostly relevant, but may

either offer irrelevant details of Khiten in relation to the idea offered, or be missing
important and relevant details.

Scores 13 - 0

At the bottom end of this scoring category, candidates may not submit any work.

If a submission is made, some attempt has been made to explain gamification, but is
largely inaccurate or is so confused that it is impossible to understand. Alternatively, the
explanation of the concept is overly short - a sentence or two, for example. It is likely that
anyone with no previous knowledge or understanding of gamification - as per the board at
Khiten - would not be able to understand from the explanation offered.

Candidates scoring in this lowest category of scores may choose one idea but this will not
be contextualized in Khiten. Alternatively, two or more ideas may be presented. Rejected
ideas will not be discussed.

If contextualized in Khiten, the idea that candidates present will not be appropriate. It will
be poorly presented, and candidates will give no justification for their choice of idea.

The idea will be presented will lack detail. Some or all parts of the idea will not be clear. In
summary, candidates scoring in this lowest scoring category will offer no rationalization as
to the decisions that they made in developing their idea.

Slides submitted will be mostly unclear, visually poor, and confused to the extent that it is
very difficult to understand.

Accompanying material may be missing. If submitted, it will not relate to the slides. It will
offer no additional clarity or detail, or justification for the idea - and/or its components -
offered.

A company summary may be missing, when a summary would have been appropriate.
Alternatively, it may be present, but it will bear little or no relation to the idea presented.

Individual Assignment B (20%)

Multiple Choice Tests
Andrea Thorpe received her PhD in Management from Aston Business School, Aston
University, where she focused on exploring how small firms respond when they are under
duress. She holds an MBA, also from Aston, that she gained whilst working in
management and consultancy. Her research interests include organizational theory, ethics,
and, more recently, the intersection between the natural world and organizations.
ACADEMIC FRAUD
Definition
Academic fraud is a breach of ethics.
“Is achieved using unfair means or deception, to obtain material or undue
moral advantage, or with the intent to avoid the enforcement of laws”. (Translated
from the original source: Dictionnaire Juridique des Lois, 2010, available at:
www.dictionnaire-juridique.com/definition/fraude/php)
Plagiarism consists of attributing authorship by (partial or total) copying, imitation
or misappropriation.
The act of fraud is committed by one or more students/participants when they:
 appropriate written or oral work to themselves when they are not the author
(in whole or in part) of the work, by omitting any references or quotations to
the author or to the owner of the work;
 present any data that has been falsified or invented in any way;
 use the identity of the author, attributing the contents of and/or a resource to
him/her, but without explicitly mentioning that they are not the author;
 appropriate the creative work of someone else and present it as their own;
 acquire exerts of texts, images, results etc. from external sources by including
them in their own work without mentioning the origins of the exerts;
 summarise the original idea of an author by expressing it in their own words
but omit quoting the source;
 cheat in an academic evaluation.
Plagiarism can occur in:
 an academic article or book;
 an exercise or a case study;
 a study or a report;
 a dissertation or a thesis;
 any document of which the student/participant is not, but purports to be the
author.
Sanctions
Any student/participant having committed academic fraud, or having participated
in it, will be sanctioned by the professor in charge of the course. The professor can apply
1st and 2nd level sanctions (detailed below). The professor will send a copy of the sanction
to the student’s/participant’s programme. The student/participant will be informed/and
or convoked by the programme director (or his/her representative) to a hearing prior to
the possible convening of the Kedge Business School Disciplinary Council. In the case of a
hearing of the Disciplinary Council, they can decide to apply 3rd and 4th level of sanctions.
Any student/participant guilty of academic fraud will receive one of the following
sanctions:
  Applied by the professor in charge of the course, Kedge Business School faculty
member (1st and 2nd level):
o A grade of zero for the work concerned and a formal warning;
o A grade of zero for the course or module concerned and a formal warning.
 Applied by Kedge Business School’s Disciplinary Council (3rd and 4th level):
o Suspension from the programme for one or two semesters;
o Exclusion from the programme.
N.B.: Plagiarism within a partner institution can result in these sanctions being applied by
Kedge Business School, notwithstanding partner’s decision.