| Effective Term: | 2024/05 |
| Institute / School : | Institute of Innovation, Science & Sustainability |
| Unit Title: | Innovation and Start-Up Project 1 |
| Unit ID: | COOPC2002 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (At least 120 credit points from ANY subject-area at any level) |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 080303 |
| Other Change: | |
| Brief description of the Unit |
Do you have an idea for a new product, service or initiative, and want to explore different ways to make your idea come to life? In this multi-disciplinary unit, students from diverse degrees and discipline areas will embark on a transformative entrepreneurial journey which draws on the power of real-world engagement, collaboration, and an appreciation for entrepreneurial potentiality in the world around us. The innovative potential of students sits at the heart of this unit, as it is the students who bring a novel idea to the table which serves as the springboard for in-depth processes of ideation, prototyping, and user testing to nurture and build their ideas in tangible ways. A unique blend of industry mentors and academic advisors will lead students through a ‘Design Sprint’ methodology, underpinned by the concepts of Design Thinking, the tools of systems thinkers, and a tailored market testing approach to gather valuable insights from end users. The end point of this project will see students showcase their fully developed innovative start-up initiative that has the potential to be carried forward into the implementation phase. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | |  | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Appreciate the complementary modalities inherent within multi-disciplinary projects and the value of working within diverse teams to respond to real-world problem spaces and the opportunities inherent in such spaces |
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| K2. | Evaluate the context, principles and conceptual frameworks used in developing new innovations and launching successful start-ups |
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| K3. | Identify the determinants of successful exploitation of innovation, including sound research and purposeful engagement with end-users |
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| K4. | Appraise the impact of critical and creative thinking on action in order to advance the problem-solving process |
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| K5. | Evaluate personal learning and growth, in particular the importance of an entrepreneurial mindset, interpersonal development, and a capacity to collaborate with and learn from others |
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| K6. | Relate the importance of ethical frameworks to the innovation process |
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| Skills: |
| S1. | Investigate innovation strategies within a multi-disciplinary team environment for exploring and unleashing new entrepreneurial opportunities |
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| S2. | Determine the value of a range of problem-solving methods and modes of thinking within an agile sprint methodology |
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| S3. | Reflect critically on the personal qualities that shape one’s own motivations and perspectives and that can be harnessed for innovative change |
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| S4. | Research, propose and ‘pitch’ a start-up initiative or related innovative strategy to a target audience |
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| Application of knowledge and skills: |
| A1. | Instigate and test new value propositions using appropriate problem-solving techniques to develop an entrepreneurial venture in response to real-world opportunities |
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| A2. | Apply initiative and judgment to evaluate a range of processes and decisions, culminating in appropriate recommendations in the form of a presentation and project report |
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| A3. | Work collectively with other students, academics and industry mentors from multiple discipline areas and sectors, demonstrating a commitment to team-based learning, communication and diversity |
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| Unit Content: |
This is a multi-disciplinary unit in which students from diverse discipline areas will embark on a transformative entrepreneurial journey. It is the students themselves who bring a novel idea to this unit which serves as the springboard for in-depth processes of ideation, prototyping, and user testing. A unique blend of industry mentors and academic advisors will lead students through a ‘Design Sprint’ process, which will broadly cover the following topic areas: Agile scrum methodology, project management and assigning team roles Design Thinking approaches, including the stages of Empathy, Defining, Ideation, Prototyping and Testing Systems thinking concepts and strategies, including actor mapping and systems analysis Qualitative and quantitative market research, including planning and facilitating focus group sessions and/or survey-based research Developing and presenting a business case |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | Learning outcomes
(KSA) | Assessment task
(AT#) | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Not applicable | Not applicable | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Not applicable | Not applicable | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Not applicable | Not applicable | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Not applicable | Not applicable | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Not applicable | Not applicable |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K2, K4, K5, K6, S2, S3, A2 | Reflective and Critical Journal Entries – Linking to Activities undertaken | Individual critical reflection pieces | 20-30% | | 2. | K1, K2, K3, K4, S1, S2, S4, A1, A2, A3 | Midpoint Proposal and Presentation | Group Presentation | 30-50% | | 3. | K1, K2, K3, K4, K6, S1, S2, S4, A1, A2, A3 | Final Presentation and Written Report | Group Presentation and Written Report | 30-50% |
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