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Size or length of assessment |
2400 words (+/- 10%) |
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Unit learning outcomes |
On completion of this unit you should be able to: Demonstrate the following knowledge and understanding Demonstrate a systematic understanding and critical appreciation of theories and models of creativity, innovation, entrepreneurship and change management in the context of contemporary organisations. Demonstrate the following skills and abilities Synthesise individual and organisational theoretical perspectives to systematically promote the potential for creativity, innovation, entrepreneurship and change in practice. |
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What am I required to do in this assignment? |
| Students will be provided with vignettes which detail various scenarios in selected organisational contexts of direct relevance to creative thinking with a view to enhancing innovation and corporate entrepreneurship. You are required to undertake an in-depth critical analysis of each scenario integrating theory and practice throughout and fully supported by influential theories, models and frameworks to demonstrate a critical appreciation of how this is/not achieved and including feasible recommendations.
The assignment focuses on creative thinking and the development of the entrepreneurial mindset to facilitate innovative responses to complex problems and opportunities for continuous improvement. Informed by influential theories, models and frameworks introduced, your task is an in-depth critical analysis and evaluation of the scenario(s) leading to conclusions and recommendations for improvement.
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What do I need to do to pass? (Threshold Expectations from UIF) |
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In order to pass Assessment 1, you will need to:
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How do I produce high quality work that merits a good grade? |
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This section is to be left blank and completed by the students in an in-class Assessment Dialogue. The assessment brief is discussed during an in-class session with students, explaining the assessment, the rubric and marking criteria. Here are some of the requirements we will be discussing in the assignment workshops:
A random sample of students will be called to attend a viva voce to check the authenticity of their work |
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How does this assignment relate to what we are doing in scheduled sessions? |
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A flipped classroom approach is used to allow you to experience practical application in scheduled workshops. It is essential that you complete the guided learning detailed in the unit study guide in advance of the scheduled classes. In scheduled sessions you will participate in fun activities designed to provide the opportunity for you to personally experience individual blocks to creative thinking. In groups you are expected to actively participate in structured approaches to develop creative thinking skills, typical of those that are used in organisations for training and development. In this way this provides an opportunity to reflect on these experiences of integrating theory in practice. Also in scheduled classes you will engage in small group discussions to consider how you might address the task to develop a plan for an organisation to promote creative thinking skills with a view to enhancing innovation and corporate entrepreneurship, in the context of a live consultancy project(s) or in the context of contemporary case studies. Group discussions guided by the teaching team will support your understanding of the integration of theory and practice in relation to individual creative thinking skills. In this way you will develop an understanding and critical appreciation of how the integration of theory and practice in context supports problem solving and decision making to improve creative and innovative performance in real life organisations. |
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How will my assignment be marked? |
| Your assignment will be marked according to the threshold expectations and the criteria on the following page.
You can use them to evaluate your own work and consider your grade before you submit |
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70% + (A) Distinction |
60-69% (B) Commendation |
50-59% (C) Pass |
40-49% (D) Threshold Standard |
30-39% (E) Marginal Fail |
0-29% (F) Fail |
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Application of Theory (30%) |
Draws on major theoretical contributors introduced in the unit and with substantial evidence of independent reading. | Draws on most theoretical contributors introduced and with evidence of independent reading. | Draws on a good range of theoretical contributors introduced but with limited evidence of wider reading. | Demonstrates an adequate application of appropriate theory (ies) drawing on published sources introduced. Limited evidence of understanding key issues and concepts. | Fails to apply appropriate theory. Poor understanding of key issues | Fails to apply theory. No understanding of key issues |
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Analysis (30%) |
Critical evaluation of an excellent range of directly relevant quality academic and practitioner sources. Demonstrates an excellent understanding and clear practical awareness of the challenges and opportunities in synthesizing integration of theory and practice. | Critical evaluation of a very good range of relevant quality academic and practitioner sources. Demonstrates a very good understanding and practical awareness of the challenges and opportunities in synthesizing theory and practice. Less in-depth than for an A grade. | Critical evaluation of a good range of relevant quality academic and practitioner sources. Demonstrates a good understanding of challenges and opportunities in synthesizing theory and practice. | Demonstrates adequate critical evaluation of some relevant quality academic and practitioner sources. Demonstrate an adequate understanding of challenges and opportunities in integrating theory and practice. | Fails to demonstrate critical evaluation of relevant sources. Poor understanding of how to integrate theory and practice | No critical evaluation of sources. No integration of theory and practice. |
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Conclusions (15%) |
Conclusions are valid and clearly derived from in-depth analysis and reflection drawing on application of major theoretical contributors and experiential learning. Entirely convincing. | Conclusions are clearly derived from in-depth analysis through application of most major theoretical contributors and experiential learning. Largely convincing | Conclusions are mainly derived from analysis through application of theoretical contributors and experiential learning. Limited and not entirely convincing. | Conclusions are not clearly derived from analysis through application of theoretical contributors and experiential learning. Validity of conclusions is unconvincing. | Conclusions are vague and not derived from analysis | No conclusions |
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Recommendations (15%) |
Clear and appropriate recommendations. Professional applicability | Clear and appropriate recommendations. Less comprehensive than for an A grade. | Recommendations are clear and mostly realistic | Recommendations are reasonably clear. Doubtful feasibility
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Vague recommendations lacking feasibility | No recommendations |
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Presentation and Referencing (10%) |
Clearly and concisely structured in report format, sourced throughout and with a comprehensive bibliography | Clearly and concisely structured in report format, sourced throughout and with a good bibliography. | Well-structured in report format, sourced throughout and with an adequate bibliography. |
Reasonable report format. Few citations and a passable bibliography.
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Not in report format, few citations and a poor bibliography | Not in report format. No citations and no bibliography |
