School of Business

BUSM3006 (Vietnam) Design Thinking for Creativity

Vietnam Operation Trimester 1 2025
 Western Sydney University acknowledges the peoples of the Darug, Dharawal, Eora and Wiradjuri nations. We also
acknowledge that the teaching and learning currently delivered across our campuses is a continuance of the teaching
and learning that has occurred on these lands for tens of thousands of years.

Subject Details

Subject Code: BUSM3006 (Vietnam)

Subject Name: Design Thinking for Creativity
Credit Points: 10
Subject Level: 3
Assumed Knowledge: Students should have a foundation knowledge of business markets and innovation theory.

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

Subject Coordinator

Name: Dr Tendai Chikweche

Vietnam Convenor

Name: Mr DOAN Duc Minh

Email: [email protected]

Name: Dr TRAN Pham Quynh Nhu

Email: [email protected]

Edition: Vietnam Operation Trimester 1 2025

Copyright ©2025 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.
Student Advisor

Name: Student Advisor Team

Email: [email protected]

Administrative Support

Name: Ms NGUYEN Thi Thanh Nhi

Email: [email protected]
Contents
1 About Design Thinking for Creativity 2
1.1 An Introduction to this Subject . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.2 What is Expected of You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.3 Changes to Subject as a Result of Past Student Feedback . . . . . . . . . . . . . . . . . . . . . . . . 3

2 Learning and Teaching Activities 4

3 Assessment Information 7
3.1 Subject Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
3.2 Assessment Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
3.2.1 Design Thinking Proposal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
3.2.2 Design Thinking Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
3.2.3 Innovation Report: Part 1 - Group report & Part 2 - In class presentation . . . . . . . . . . . 15

4 Readings and Resources 19

4.1 Essential Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
4.2 Recommended Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
4.3 Other Teaching and Learning Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

5 Key Teaching and Learning Policies 20

1
1 About Design Thinking for Creativity

1.1 An Introduction to this Subject

Innovation and creative thinking are important skills in strategy development. Part of this process is the ability to
solve problems and discover new opportunities; or in other words, the notion of ”design thinking”. This subject
introduces students to concepts and frameworks to create innovative products, services and systems for a range of
enterprises, industries and markets. Students will explore and analyse business and social networks, clusters and
ecosystems via practice based projects. Design thinking principles will be applied to systematically develop ideas into
innovative solutions as a way to drive business growth.

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 subject would require
10 hours of study per week. This time includes the time spent within classes during lectures, tutorials or practicals.

Note for Summer Terms: As Summer subjects deliver the same content and classes over a shorter period of time,
the subjects are run in a more intensive mode. Regardless of the delivery mode, the study hours for each subject in
Summer will be around 30 hours.

Attendance

It is recommended that students attend all scheduled classes in order to succeed in this subject. WSU Vietnam policy
requires students to enter electronic fingerprint before entering the classes. Please let your lecturer and/or Vietnam
Operations know if you are unable to attend any session.

Approach to Learning

The subject will adopt a blended learning approach. Further details are provided in the schedule of teaching activities.
Subject materials will be made available on the subject’s vUWS (E-Learning) site (https://vuws.westernsydney.edu.au/).
You are expected to consult vUWS at least twice a week, as all subject announcements will be made via vUWS.
Teaching and learning materials will be regularly updated and posted online by the teaching team.

Referencing and citation requirements

This subject uses the American Psychological Association (APA) referencing style. Full details and examples are
available on the Library website.

Assignment cover sheet

You are to keep a copy of all assessments submitted for marking.

Submission through vUWS and Turnitin indicates your acknowledgement and acceptance of the work being your
own. Some assessments may be required to be submitted with an assignment cover sheet (check the submission
requirements section for each assessment). In these instances, links to assignment cover sheets can be located in
your vUWS site.

Group assignments are to be submitted with a group assignment cover sheet indicating the names of all group
participants. Some subjects may also require you to submit a peer evaluation of group member participation. This
may be conducted online or in hard copy format. Details will be provided via the vUWS site.

2
Tutorials

Tutorials following the lecture in each session provide students the opportunity to apply and share knowledge by
doing a variety of in-class activities individually or in a group such as exercises, discussion, and presentation. These
activities focus on demonstrating your skills and help you build your ability to achieve the learning outcomes for this
subject.

Tutorial questions/exercises will be provided in the lecture handouts. You will be expected to have completed specific
reading and exercises from the textbook and other required materials prior to attending each lecture and tutorial
class. If you have not prepared adequately, you will not get the full benefit from this learning opportunity.

Online Learning Requirements

Subject materials will be made available on the subject’s vUWS (E-Learning) site (https://vuws.westernsydney.edu.
au/). You are expected to consult vUWS at least twice a week, as all subject 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

1.3 Changes to Subject 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 subjects of study. The survey subjects results inform subject content
and design, Subject Outlines, teaching methods, assessment processes and teaching materials.

You are welcome to provide feedback that is related to the teaching of this subject. At the end of the semester
you will be given the opportunity to complete a Student Feedback on Subject questionnaire to assess the subject.
If requested by your subject coordinator, 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 Subject have recently been made:

– Changes have been made to the subject content covered and assessments to reflect emerging developments in
the subject and to spread the concepts covered evenly across the subject content.
– Extra concepts to support the threshold assessment have been added. An exemplar for the threshold assessment
is now included. This was also a response to some of the student feedback.

3
 2 Learning and Teaching Activities

Teaching Topic Preparation Tutorial Assessment Due

Weeks
Week 1 Module 1: Empathy and Problem 1. Access vUWS and confirm that the Weekly Concept Checklist
06-01-2025 subject is added to your login
2. Introduction to subject
3. Access online Learning materials
4. Complete accompanying activities on
vUWS Module 1-Pre-tutorial activities.

Week 2 Module 2: Creative Thinking and 1. Access online Learning materials Weekly Concept Checklist and In -class
13-01-2025 Creative Problem Solving 2. Complete accompanying activities on activities
vUWS Module 2-Pre-tutorial activities

Week 3 LUNAR NEW YEAR LUNAR NEW YEAR LUNAR NEW YEAR
20-01-2025
Week 4 LUNAR NEW YEAR LUNAR NEW YEAR LUNAR NEW YEAR
27-01-2025
Week 5 Module 3: The Creative Self 1. Access online Learning materials Weekly Concept Checklist and In -class
03-02-2025 activities
4

2. Complete accompanying activities on

vUWS Module 3-Pre-tutorial activities.

Week 6 Module 4: Design Thinking in Business 1. Access online Learning materials Weekly Concept Checklist and In-class
10-02-2025 activities

The 3I Model 2. Complete accompanying activities on

vUWS Module 4-Pre-tutorial activities.

Week 7 Module 5: Traditional 5 Stage Design 1. Weekly Concept Checklist Weekly Concept Checklist and In-class
17-02-2025 Thinking Model activities

2. Complete accompanying activities on

vUWS Module 5-Pre-tutorial activities

Week 8 Module 6: Creativity 1. Weekly Concept Checklist Weekly Concept Checklist and In-class - Design Thinking Proposal
24-02-2025 activities
 Teaching Topic Preparation Tutorial Assessment Due
Weeks
— Organizational cerativity 2. Complete accompanying activities on
vUWS Module 6-Pre-tutorial activities

— Sources of creativity
— Barriers to creativity

Week 9 Module 7: Creating New Market spaces 1. Weekly Concept Checklist Weekly Concept Checklist and In-class
03-03-2025 and Corporate Social Responsibility activities

2. Complete accompanying activities on

vUWS Module 7-Pre-tutorial activities

Week 10 Module 8 : Understanding Innovation 1. Weekly Concept Checklist Weekly Concept Checklist and In-class
10-03-2025 Perspectives activities

— Innovation sources 2. Complete accompanying activities on

vUWS Module 8
— Nexus with creativity 3. Pre-tutorial activities

— Consequences of Innovation
5

Week 11 Module 9: Social Innovations 1. Weekly Concept Checklist Weekly Concept Checklist and In-class - Design Thinking Project
17-03-2025 activities

2. Complete accompanying activities on

vUWS Module 9
3. Pre-tutorial activities

Week 12 Module 10: Sustainability Led 1. Weekly Concept Checklist Weekly Concept Checklist and In-class
24-03-2025 Innovation activities

2. Complete accompanying activities on

vUWS Module 10
3. Pre-Tutorial activities

Week 13 Module 11: Disruptive Innvovation and 1. Weekly Concept Checklist Weekly Concept Checklist and In-class
31-03-2025 Open Innovation activities

2. Complete accompanying activities on Group Project workshop

vUWS Module 11
 Teaching Topic Preparation Tutorial Assessment Due
Weeks
3. Pre-tutorial activities

Week 14 Module 12: Bootstrapping 1. Weekly Concept Checklist Weekly Concept Checklist and In-class - Innovation Report: Part 1 - Group
07-04-2025 activities report & Part 2 - In class presentation
Innovation Group Project 2. Complete accompanying activities on Group Presentations
vUWS Module 12
3. Pre-tutorial activities Innovation
Group Project Presentations

Week 15
14-04-2025
Week 16
21-04-2025
Week 17
28-04-2025
Week 18
05-05-2025
Week 19
12-05-2025
6

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 Subject’s vUWS site.
3 Assessment Information

3.1 Subject Learning Outcomes

Outcome
The School of Business is an AACSB (Association to Advance Collegiate Schools of Business)
accredited School. Accreditation results from an extensive self-review and an international peer
evaluation against rigorous criteria and standards of quality academic and professional excellence.
The process is one of continuous improvement and includes ongoing assessment of whether learning
activities and resources are well aligned to program goals and learning outcomes. Assurance of
learning (AoL) forms part of the accreditation standards for AACSB. Information regarding the subjects
that are involved in the AoL process for your program can be found on the following webpage
https://www.westernsydney.edu.au/schools/sobus/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 Use creativity and innovation to solve strategic business markets problems.
4 Demonstrate the process of creative thinking.

3.2 Assessment Summary

The assessment items in this subject are designed to enable you to demonstrate that you have achieved the subject
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 subject you must:

- Complete all assessments

- Achieve an overall mark of at least 50 per cent.

NB: Assessment 2 has a threshold mark of 50%, ie. you are required to achieve a minimum 50% mark for
this assessment and an overall pass mark (at least 50%) in order for you to pass the subject.

Item Weight Due Date SLOs Assessed Mandatory Threshold

Design Thinking 25% Week 8 (Session 6): 11:59 PM 1, 4 Yes No
Proposal Sunday, March 2nd, 2025
(Vietnam Time)
Design Thinking Project 45% Week 11 (Session 9): 11:59 PM 3, 4 Yes Yes
Sunday, March 23rd, 2025
(Vietnam Time)
Innovation Report: Part 30% Week 14 (Session 12): 11:59 1, 2, 34 Yes No
1 - Group report & Part PM Sunday, April 13th, 2025
2 - In class presentation (Vietnam Time) - Final report
and presentation materials
should be submitted

7
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 subject coordinator regulates the marking of individual markers to achieve consistency in the application
of subject objectives, performance standards and marking criteria. You should note that, consistent with the Criteria
and Standards Based Assessment policy, the final marks for the cohort may be also adjusted if marks are very high
or low or there are inconsistencies between teams. Marks for an individual piece of assessment will not be changed
after you have your moderated results.

Note: It is required that students attempt all available assessment elements. An automatic Fail Non - Submission
grade will be awarded if any assessment task is not submitted/completed as per the details specified.

Academic Integrity and Student Misconduct Rule

Western cares about your success as a student and in your future career. Studying with academic integrity safeguards
your professional reputation and your degree. All Western students must:

– be familiar with the policies listed below;

– apply principles of academic integrity;
– act honestly and ethically in producing all academic work and assessment tasks; and
– submit work that is their own and acknowledge any sources used in their work.

Each time you submit an assessment, you will declare that you have completed it individually, unless it is a group
assignment. In the case of a group assignment, each group member should be ready to document their individual
contribution if needed.

The Student Misconduct Rule applies to all students of Western Sydney University including Western Sydney
University programs taught by other education providers. You must not engage in academic, research or general
misconduct as defined in the Rule or you may be subject to sanctions. The University considers submitting falsified
documentation in support of requests to redo, resit or extend submissions, including sitting of deferred examinations,
as instances of general misconduct.

More information is available in the Academic Integrity Guidelines. It is your responsibility to apply these principles
to all work you submit to the University.

Disruption to Studies and Requests for Extensions

Western recognises that there may be times when things outside of your control impact your ability to complete your
studies.

You can complete the ”Request an extension or apply for a Disruption to Studies Provision” to request that you are:

– granted an extension,
– excused from a compulsory teaching activity,
– provided an alternate assessment such as a supplementary, or
– awarded another Disruption to Studies Provision.

Before you fill in the form, you should:

8
 – Compile any documentary evidence that you have which demonstrates that you have been impacted by an
event outside of your control.
– The Supporting Documentation website outlines the type of documents that you can submit to substantiate
any impact.

Please note that if you don’t have documents, you should still submit the form but you may be asked for documentation
at a later stage.

Need help?

If you are having difficulties with understanding or completing an assessment task, contact your Subject Coordinator
as soon as possible. Western also has a range of academic support services, including:

– Library Study Smart: book a one-to-one Zoom consultation with a literacy expert. You can discuss how
to develop your assignment writing and study skills or seek assistance to understand referencing and citation
requirements. Check the Library Study Smart website for how-to study guides and tools.
– Studiosity: Upload your assignment draft to Studiosity within vUWS to receive writing feedback within 24
hours.
– Online workshops, programs and resources: From maths and stats help to academic literacy and peer support
programs, the University has a range of resources to assist.

Please also remember that there is a range of wellbeing support available - from counselling and disability services to
welfare.

9
3.2.1 Design Thinking Proposal

Weight: 25%
Type of Collaboration: Individual
Due: Week 8 (Session 6): 11:59 PM Sunday, March 2nd, 2025 (Vietnam Time)
Submission: Via Turnitin on vUWS
Format: The report must be a word document which is structured around the the tasks
specified in the Learning Guide with sub-headings for each question. The
report should not exceed 1,000 words (+ or - 10%), using size 12 point font
with 1.5 line spacing format and must be fully and accurately referenced or
they will not be graded. Students should aim for a 10 per cent to 15 per cent
Turnitin similarity score.
Length: 1,000 words equivalency
Use of Artificial Intelligence: The use of generative artificial intelligence (AI) tools to brainstorm ideas,
summarise reading material, or edit your submission is permitted. The content
of your final submission must be your original work. Be aware that the output
from generative AI tools may be incorrect, incomplete or biased.
Working with another person or technology to gain an unfair advantage
in assessment, improperly obtaining answers from a third party, including
generative AI, to questions in an examination or other form of assessment may
lead to sanctions under the StudentMisconduct Rule. The use of generative
AI tools may be detected. More information is available on the Library web
page.

Instructions:

Overview

Tesla is generally recognized as the first modern electric vehicle, although electric cars can be traced back to 1888.
However, Tesla’s introduction of its first car in 2008, the use of lithium batteries and its subsequent global expansion
made them a leading market player in the sector. Over the years, new competitors have emerged, most notably BYD
from China, which now produces more electric vehicles than Tesla as of January 31, 2024. BYD overtook Tesla to
become the world’s biggest EV manufacturer in 2022. In 2023, BYD sold over 3 million cars in 2023 compared to
Tesla’s 1.8 million sales. (Source: https://www.ev-volumes.com/)

Your task:

Assume Tesla has hired you as a consultant, and your task is to:

– Develop a new persona profile for Tesla aligned with your recommended strategies
– Demonstrating how empathy caninfluence your persona development

10
Marking Criteria:

Criteria High Distinction Distinction Credit Pass Unsatisfactory

PLO 4.1 Define Clear and insightful Clear and insightful Outline of problems Outline of problems Superficial problems
wellformulated outline of problems outline of problems is clear. Includes is superficial. outlined. Does not
problems that demonstrating their demonstrating their good consideration Includes some Include
demonstrate the impact. Excellent impact. Detailed of most relevant consideration of consideration of
nature of problems consideration of all consideration of all contextual factors major relevant relevant contextual
relevant contextual relevant contextual (3) contextual factors factors (0-2)
factors (5) factors (4) (2.5)
PLO 4.2 Outstanding Comprehensive Application of 3I Application of 3I Application of 3I
Application of the application of 3I application of 3I model has been model is superficial model is difficult to
3I Design Thinking model has been model has been used to identify to identify limited evaluate because it
model to develop used to identify used to identify some strategies for strategies for is vague or
strategies multiple strategies multiple strategies regaining market regaining market indirectly addresses
for regaining market for regaining market share and customer share and customer the problems. (0-3)
share and customer share and customer confidence. confidence.
confidence. confidence. Strategies indicate Strategies indicate
Strategies indicate a Strategies indicate a some limited
deep comprehension deep comprehension comprehension of comprehension of
of the problems. of the problems. (8) the problems. (6-7) the problem. (4-5)
(9-10)
Development of a Outstanding Comprehensive There is There is superficial There is no persona
relevant Persona persona persona development of a development of a development nor
demonstrating development and development and persona and some persona and demonstration of
Influence of demonstration of demonstration of demonstration of demonstration of how the empathy
empathy on how empathy has how empathy has how empathy has how empathy has has influenced
recommended influenced influenced influenced influenced recommended
strategies recommended recommended recommended recommended strategies. (1)
strategies. (5) strategies. (4) strategies. (3) strategies. (2)
Use writing style Outstanding use of Comprehensive use Use of language and There is superficial Use of language and
appropriate to appropriate format of appropriate format indicates use of language and format indicates
purpose, context and format and adequate format indicates minimal attention
and audience Use discipline-specific discipline-specific consideration has adequate has been paid to the
relevant sources and language indicates a language indicates a been paid to the consideration has context, audience
correct referencing. comprehensive comprehensive context, audience been paid to the and purpose of the
understanding of understanding of and purpose of the context, audience assigned writing
the context, the context, assigned writing and purpose of the task. Sources are
audience and audience and task. Sources are assigned writing not appropriately
purpose of the purpose of the generally identified task. Sources are identified and
assigned task. assigned task. and acknowledged generally identified acknowledged. Text
Sources are Sources are with some minor and acknowledged demonstrates little
well-chosen and are well-chosen and are inaccuracies in with some minor or no evidence of
accurately identified accurately identified referencing. Text inaccuracies in crediting. (1)
and acknowledged and acknowledged shows some referencing. Text
in the approved in the approved evidence of shows some
referencing style. referencing style. referencing. (3) evidence of
Text shows evidence Text shows evidence referencing. (2)
of thorough and of thorough and
comprehensive comprehensive
editing. The level of editing. The level of
presentation meets presentation meets
the professional the professional
standards of the standards of the
discipline. (5) discipline (4)

11
3.2.2 Design Thinking Project

Weight: 45%
Type of Collaboration: Individual
Due: Week 11 (Session 9): 11:59 PM Sunday, March 23rd, 2025 (Vietnam Time)
Submission: Via Turnitin on vUWS
Format: The report must be a word document which is structured around the questions
with subheadings for each question. The report should not exceed 2,000 words
(+ or - 10%), using size 12 point font with 1.5 line spacing format and must
be fully and accurately referenced or they will not be graded. Students should
aim for a 10% to 15% Turnitin score.
Length: 2,000 words equivalency
Threshold Detail: This assessment has threshold of 50%. In other words, you are required to
score at least 50% (22.5 marks) on this assessment and have an overall mark
of at least 50% for all assessments combined in order to pass the subject.
Use of Artificial Intelligence: The use of generative artificial intelligence (AI) tools to brainstorm ideas,
summarise reading material, or edit your submission is permitted. The content
of your final submission must be your original work. Be aware that the output
from generative AI tools may be incorrect, incomplete or biased.

Working with another person or technology to gain an unfair advantage

in assessment, improperly obtaining answers from a third party, including
generative AI, to questions in an examination or other form of assessment may
lead to sanctions under the StudentMisconduct Rule. The use of generative
AI tools may be detected. More information is available on the Library web
page.

Instructions:

Overview

The global hotel and accommodation services sector has evolved to include non-traditional providers such as Airbnb
and Booking.com. This has created a new competition for traditional service providers such as hotels. New
opportunities have also emerged for creative start-ups that can further develop alternative products with unique value
propositions. Design thinkers recognise the critical role of a unique, appealing value proposition as a mechanism for
establishing successful start-ups or increasing existing market share.

Your task

Assume you are the owner of a new start-up entering into this sector and need to develop a competing product.

Questions:
1. Develop a value proposition map for your product-service and identify the customer profile and value proposition
components. (see week 4 and 5 tutorial and reading materials)

2. Using your understanding of creating new market spaces covered in Kim & Mauborgne’s article, outline and

12
critically justify three (3) strategies your start-up can use to create new market spaces. (The article is available as a
reading on vUWS in Module 7)

3. What macro-environmental forces could influence your start-up’s corporate social responsibility strategy selection?

4. Outline a recommended corporate social responsibility strategy to improve your start-up’s responsibility to society
and the environment.

13
Marking Criteria:

Criteria High Distinction Distinction Credit Pass Unsatisfactory

PLO 3.1 Explain Outstanding critical Comprehensive Explains the value Shows Shows insufficient
topic to be explanation of the critical explanation proposition and understanding of understanding of
considered critically value proposition of the value organises value proposition. value proposition.
in a logically using appropriate proposition using information Presents a point of Presents a point of
structured manner information. appropriate appropriately. view with limited view with limited
using sufficient Presents information. Presents well justification on justification on
information needed outstanding, well Presents well supported and value proposition value proposition
for developing a supported, insightful supported and justified point of (7.5-8) (0-7)
value proposition. and justified point justified point of view on value
PLO 3.3 Present a of view on value view on value proposition. (9-11)
point of view on proposition (14-15) proposition. (12-13)
value proposition
supported by
evidence, clear
reasoning and
justification.
PLO 3.2 Shows Systematically and Provides complete Provides analysis of Provides an analysis Provides description
insufficient methodically analysis of experts’ experts’ specific but limited relevant rather than analysis
understanding of analyses experts’ viewpoints on new viewpoints on new experts’ of experts’
new market spaces viewpoints on new market spaces market spaces information. Some viewpoints on new
market spaces identifying relevant identifying relevant inaccuracies or market spaces
identifying relevant strategies for strategies for omissions affect the identifying relevant
strategies for recommendations. recommendations analysis and strategies for
recommendations. (12-13) that is accurate and understanding of recommendations.
(14-15) valid with minor strategies for (0-7)
omissions. (9-11) creating new market
spaces. (7.5-8)
PLO 6.1 Analyse Outstanding Comprehensive There is some There is superficial There is no
economic, social insightful analysis of analysis of macro demonstration of analysis of macro demonstration of
and environmental macro environmental analysis of macro environmental environmental
enterprise and environmental forces that could environmental forces that could forces that could
professional practice forces that could influence application forces that could influence application influence application
using appropriate influence application of CSR strategy. (4) influence application of CSR strategy. (2) of CSR strategy. (1)
corporate social of CSR strategy. (5) of CSR strategy. (3)
responsibility (CSR)
framework/guidelines
that consider the
macroenviron
mental forces.
PLO 6.2 Recommends an Recommends a There is some There is a There is no
Recommend course outstanding and comprehensive CSR recommendation of superficial CSR recommendation of
of action to insightful CSR strategy which a CSR strategy that strategy which a CSR strategy that
enhance enterprise strategy that considers the considers the considers the considers the
or professional considers the economic, social economic, social economic, social economic, social
practice in relation economic, social and environmental and environmental and environmental and environmental
to developing a and environmental contexts. (4) contexts. (3) contexts. (2) contexts. (1)
clear CSR strategy contexts. (5)
which considers the
economic, social
and environmental
contexts
Use writing style Outstanding use of Comprehensive use Use of language There is superficial Use of language
appropriate to appropriate format of appropriate and format use of language and and format indicates
purpose, context and format and indicates adequate format indicates minimal attention
and audience Use discipline-specific discipline-specific consideration has adequate has been paid to the
relevant sources and language indicates a language indicates a been paid to the consideration has context, audience
correct referencing. comprehensive comprehensive context, audience been paid to the and purpose of the
understanding of understanding of and purpose of the context, audience assigned writing
the context, the context, assigned writing and purpose of the task. Sources are
audience and audience and task. Sources are assigned writing not appropriately
purpose of the purpose of the generally identified task. Sources are identified and
assigned task. assigned task. and acknowledged generally identified acknowledged. Text
Sources are well Sources are well with some minor and acknowledged demonstrates little
chosen and are chosen and are inaccuracies in with some minor or no evidence of
accurately identified accurately identified referencing. Text inaccuracies in crediting. (1)
and acknowledged and acknowledged shows some referencing. Text
in the approved in the approved evidence of shows some
referencing style. referencing style. referencing. (3) evidence of
Text shows evidence Text shows evidence referencing. (2)
of thorough and of thorough and
comprehensive comprehensive
editing. (5) editing. (4)

14
3.2.3 Innovation Report: Part 1 - Group report & Part 2 - In class presentation

Weight: 30%
Type of Collaboration: Both (Individual & Group)
Due: Week 14 (Session 12): 11:59 PM Sunday, April 13th, 2025 (Vietnam Time) -
Final report and presentation materials should be submitted
Submission: Via Turnitin on vUWS
Format: Word Document and presentation. The report should not exceed 2,000 words
(+ or - 10%), using size 12 point font with 1.5 line spacing format and must
be fully and accurately referenced or they will not be graded. Students should
aim for a 10 per cent to 15 per cent Turnitin similarity score.
Length: Part 1: Group report 2,000 words (20%) & Part 2: In class presentation 15
minutes (10%)
Use of Artificial Intelligence: The use of generative artificial intelligence (AI) tools to brainstorm ideas,
summarise reading material, or edit your submission is permitted. The content
of your final submission must be your original work. Be aware that the output
from generative AI tools may be incorrect, incomplete or biased.
Working with another person or technology to gain an unfair advantage
in assessment, improperly obtaining answers from a third party, including
generative AI, to questions in an examination or other form of assessment may
lead to sanctions under the StudentMisconduct Rule. The use of generative
AI tools may be detected. More information is available on the Library web
page.

Instructions:

Part 1: Group Report 20%

Overview:

The group project will involve students working in groups to develop a new social innovation for their own start-up
business that addresses a well-defined social problem or contributes to a clear social problem.

Exemplars of Social Innovations

– Reforestation using drones

– Biodegradable bags from non-edible materials
– Car parts made from coffee waste

Requirements

– The innovation has to be in any sector of your choice.

– The innovation can be either be a radical or incremental innovation. (ie.Something that is new to the world or
an expansion and improvement on an existing innovation)

Questions

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The project will address the following:

– Develop a new social innovation to be launched by your start-up

– Outline what is ’new and innovative ’about the suggested social innovation
– Identify and justify the social problem being addressed by the social innovation
– Identify and explain the potential consequences of your innovation

Part 2: Group Presentation 10%

– Groups will be required to present their reports in Week 12.

– Presentations account for 10% of Assessment 3.

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Marking Criteria:

Report (20%)

Criteria High Distinction Distinction Credit Pass Unsatisfactory

Clear articulation of Outstanding and Comprehensive Clear identification Superficial No identification of
a new social insightful identification and and discussion of a identification and new social
innovation targeting identification and discussion of a new new social discussion of the innovation. (1)
a specific. discussion of a new social innovation. innovation. (3) new social
social innovation. (4) innovation. (2)
(5)
Clear articulation of Outstanding and Comprehensive Clear identification Superficial No identification
what is new about insightful identification and and discussion of identification and and discussion of
the innovation. identification and discussion of what what is new about discussion of what what is new about
discussion of what is new about the the innovation. (3) is new about that the new social
is new about the new social social innovation. innovation. (1)
social innovation. innovation. (4) (2)
(5)
Clear identification Outstanding and Comprehensive Clear identification Superficial No identification
and justification of insightful identification and and discussion of identification and and discussion of
the social problem. identification and discussion of the the social problem. discussion of the the social problem.
discussion of the social problem. (4) (3) social problem. (2) (1)
social problem. (5)
Consequences of Outstanding and Comprehensive Clear identification Superficial No identification
social innovation insightful identification and and discussion of identification and and discussion of
and United Nations identification and discussion of the the consequences of discussion of the the consequences of
Sustainable discussion of the consequences of the the innovation and consequences of the the innovation and
Development Goal consequences of the innovation and SDG. (3) innovation and SDG. (1)
(SDG) innovation and SDG. (4) SDG. (2)
SDG. (5)

Presentation (10%)

Criteria High Distinction Distinction Credit Pass Unsatisfactory

Structure, clarity & - Outstanding - Comprehensive - Session has a - Session has a - Session lacks
quality of structure with structure with good structure and basic structure and structure, is not
presentation effective and effective and logical flow, with logical flow, with clear to listen or to
materials Use creative aides and creative aides and variations of impact variations of impact watch and has low
writing style communication. communication. on the audience. on the audience. impact on the
appropriate to - Key messages are - Key messages are - Presentation - Presentation audience. (1)
purpose, context clear and creatively clear and creatively attempts to cover superficially covers - Presentation does
and audience Use communicated to communicated to all the required all the required not cover all the
relevant sources and the audience by the the audience by the components of the components of the required
correct referencing. end of the end of the project. project. components of the
presentation. presentation. - Use of language - There is superficial project.
- Presentation - Presentation and format use of language and - Use of language
covers all the covers all the indicates adequate format indicates and format indicates
required required consideration has adequate minimal attention
components of the components of the been paid to the consideration has has been paid to the
project. project. context, audience been paid to the context, audience
- Sources are - Sources are and purpose of the context, audience and purpose of the
well-chosen and are well-chosen and are assigned writing and purpose of the assigned writing
accurately identified accurately identified task. assigned writing task.
and acknowledged and acknowledged - Sources are task. - Sources are not
in the approved in the approved generally identified - Sources are appropriately
referencing style. referencing style. and acknowledged generally identified identified and
- Text shows - Text shows with some minor and acknowledged acknowledged (1)
evidence of evidence of inaccuracies in with some minor
thorough and thorough and referencing (3) inaccuracies in
comprehensive comprehensive referencing (2)
editing. (5) editing. (4)

Continued on next page

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 (Continued)

Presentation - Presentation is - Presentation is Presentation is Presentation is Presentation is

management skills outstanding. comprehensive. organized with good basic with fair disorganised in
- Presenters are well - Presenter is well allocation of parts allocation of parts terms of time
organized and organized and of the presentation of the presentation management and
discussion is discussion is but delivery is basic but delivery is basic communicating the
consistent, effective consistent, effective with some with some presentation. (1)
with a strong and with a strong and inconsistency in inconsistency in
effective wrap-up. effective wrap-up. parts of the parts of the
- Presentation - Presentation presentation. (3) presentation. (2)
time-management is time-management is
effective. effective.
- Presenter delivers - Presenter delivers
a seamless, a seamless,
well-timed well-timed
presentation with presentation with
an outstanding an outstanding
wrap-up. (5) wrap-up. (4)

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4 Readings and Resources

4.1 Essential Readings

Prescribed Textbook

There are no prescribed textbooks for this subject. 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.

4.2 Recommended Readings

Additional Reading

Birla, M. (2013). Unleashing creativity and innovation : Nine lessons from nature for enterprise growth and career
success. Wiley

Brown, T (2008), Design Thinking, Harvard Business Review, June, pp.84-92

Johansson-Skoldberg, U, Woodilla, J & Cetinkaya, M 2013, ’Design thinking: past, present and possible futures’,
Creativity and Innovation Management, vol. 22, no. 2, pp. 121-146.

Liedtka, J 2014, ’Innovative ways companies are using design thinking’, Strategy and Leadership, vol. 42, no. 2, pp.
40-45.

West, H 2014, ’A chain of innovation: the creation of swiffer’, Research Technology Management, vol. 57, no. 3,
pp. 20-23.

Worth, M 2013, ’Thinking innovation’, B & T Weekly, March 15, 2013.

4.3 Other Teaching and Learning Resources

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5 Key Teaching and Learning Policies

The University has several policies that relate to teaching and learning. Links to important policies affecting students
are below. It is your responsibility to ensure you familiarise yourself with these policies so that you are aware of your
rights and responsibilities.

– Assessment Policy
– Assessment Policy - Review of Grade Procedures
– Bullying Prevention Policy
– Disruption to Studies Policy
– Enrolment Policy
– Examinations Policy
– Learning and Teaching Policy
– Progression Policy
– Student Code of Conduct
– Student Misconduct Rule

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