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Session: 2022/23
Last modified: 06/06/2022 15:28:56
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Title of Module: Innovation and Organisations |
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Code: BUSN10069 |
SCQF Level: 10
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Business & Creative Industries |
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| Module Co-ordinator: | James
B
Johnston |
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| Summary of Module |
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The module aims to provide a critical understanding of the challenges of managing creativity and innovation within contemporary organisations. The experience of work and employment, management practices are affected by rapid technological change, intensifying global competition and changing demographic profiles and values of the workforce. Contemporary organisations are pressurised to tackle these developments through creativity, innovation and new organisational forms.
This module examines the nature, antecedents, processes and consequences of creativity and innovation and their complex links with organisation, while also exploring major social and technological changes relating these to organisational creativity and innovation. Students will be introduced to the main concepts and theories on creativity, innovation and organisation through readings and discussions of the main themes and debates in the field. Case studies will be used to illustrate how these concepts are connected together and how they could impact management decision making within contemporary organisations.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate an understanding of the key concepts and theories of organisational behaviour, creativity and innovation
L2.
Identify and analyse the strengths and weaknesses of various organisational and innovation theories
L3.
Apply analytical and evaluative innovation skills and techniques in a professional or business and management context.
L4.
Evaluate, apply and communicate research relating to innovation, innovation management and the benefits of innovation for organisation |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 10.
Demonstrate a broad knowledge of the main aspects of innovation and organisation
Demonstrate an in-depth knowledge and understanding of
creativity and problem solving |
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Apply skills and knowledge to support innovation in the organisation's decision process
Applying relevant knowledge and understanding to a range of
complex situations
Applying a range of skills, knowledge and understanding of
creativity and problem solving to key issues in the changing
global markets
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| Generic Cognitive skills |
SCQF Level 10.
Critical thinking and evaluation of key concepts
Analysing new and abstract problems and issues related to the
business environment
Analysing complex business situations, often limited information
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| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Convey complex concepts and theory in a coherent and clear manner
Use ICT to investigate and process data and information
Collect, analyse and communicate a range of numerical and graphical information |
| Autonomy, Accountability and Working with others |
SCQF Level 10.
Ability to work in a team to address complex issues
Undertake research on a topic and work independently
Using initiative to cooperate and share learning with fellow
students
Working and leading teams, taking responsibility for own and
others work
Reflecting on personal development and identification of own needs |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 24 |
| Tutorial/Synchronous Support Activity | 12 |
| Asynchronous Class Activity | 12 |
| Independent Study | 152 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
AFUAH, A., 2014. Business model innovation: concepts, analysis and cases. New York: Routledge.
BESSANT, J. and TIDD, J., 2015. Innovation and entrepreneurship. 3rd ed. Chichester: Wiley.
GOODMAN, M. and DINGLI, S.M., 2017. Creativity and strategic innovation management: directions for future value in changing times. 2nd ed. Abingdon: Routledge.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
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Supplemental Information
| Programme Board | Marketing, Innovation, Tourism & Events |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Marketing, Innovation Tourism and Events |
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| Moderator | Daniel Perry |
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| External Examiner | Robert Stevenson |
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| Accreditation Details | |
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| Version Number | 1.01 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Individual Report. This will represent 70% of the module mark. |
| Group Verbal Defence. This will represent 30% of the module mark |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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The Equality, Diversity and Human Rights policy underpins student engagement. We aim to make UWS a fair and equal place to study an institution which addresses specific issues covering all aspects of equality, diversity and human rights. Where the required module assessment will be adapted to meet student requirements.
http://www.uws.ac.uk/equality/
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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