Innovation for Urgent Global Challenges
| Module title | Innovation for Urgent Global Challenges |
|---|---|
| Module code | BEM3067 |
| Academic year | 2020/1 |
| Credits | 15 |
| Module staff | Dr Katie Ledingham (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 12 |
| Number students taking module (anticipated) | 60 |
|---|
Module description
Grand global challenges including climate change, antibiotic resistance and resurging rates of infectious disease require new models of innovation (United Nations, 2019). Businesses and innovators need to work in increasingly collaborative ways which move beyond traditional boundaries and research silos. This module will introduce students to the latest innovation paradigms being developed to address grand global challenges (including ‘social’ innovation, ‘reverse’ innovation, ‘gendered’ innovation and ‘interdisciplinary’ innovation). Students will develop an understanding of the limits of expert led technocentric innovation and the alternative innovation frameworks that are emerging in the contemporary era. The module has no pre-requisite conditions and is recommended for Business and Management students as well as interdisciplinary pathways.
Module aims - intentions of the module
- To introduce students, through research led teaching, to cutting edge innovation paradigms emerging in response to today’s pressing grand global challenges.
- To develop a critical orientation towards the subject matter and an understanding of how these innovation paradigms can be operationalised in practice.
- To enhance student employability through engaging students in the latest innovation paradigms and their implications for business and organisational practice.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. explain key innovation paradigms and theories critically discussing how they compare and contrast;
- 2. evaluate theory-practice links between innovation paradigms and business operations.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. critically evaluate concepts, theories and techniques.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 4. work independently and demonstrate self-motivated inquiry within the subject area;
- 5. work effectively in a group;
- 6. present arguments related to the module content to an audience.
Syllabus plan
The syllabus list is indicative.
- What new and emerging innovation paradigms are emerging in response to today’s grand global challenges?
- Beyond the techno-fix
- Grand global challenges
- Social innovation
- Reverse innovation
- Gendered innovation
- Interdisciplinary innovation
- Creativity in innovation
- Locating value in innovation
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 21 | 129 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | 11 | Lectures |
| Scheduled Learning and Teaching Activities | 10 | Workshops |
| Guided Independent Study | 60 | Pre and post session reading |
| Guided Independent Study | 69 | Assessment preparation |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Innovation protocol (group) | 5 minute presentation in workshop | 1-6 | Verbal |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Innovation protocol (group) | 25 | 15 minute oral presentation and accompanying slides | 1-6 | Oral feedback from the class and written feedback from the module lead |
| Individual essay assignment | 75 | 2500 words | 1-4, 6 | Written feedback |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Innovation protocol (group) | Individual innovation report 2000 words (25%) | 1-6 | August/September Reassessment Period |
| Individual essay assignment | Individual essay assignment (75%) | 1-4, 6 | August/September Reassessment Period |
Indicative learning resources - Basic reading
This module will require engaging with a range of readings from a variety of sources. Readings to accompany each lecture will be posted online. Examples include:
- Harris, M., Weisberger, E., Silver, D., Dadwal, V., & Macinko, J. (2016). That's not how the learning works - the paradox of Reverse Innovation: a qualitative study. Global Health, 12(36), 1-8. https://doi:10.1186/s12992-016-0175-7
- Immelt, J. R., Govindarajan, V., & Trimble, C. (2009). How GE is disrupting itself. Harvard Business Review, 87(10), 56-65.
- Ledingham, K., Hinchliffe, S., Jackson, M., Thomas, F., & Tomson, G. (2019). Using a cultural contexts of health approach to address a global challenge. Denmark: WHO Europe.
- Lindbergm M., Fosberg, K., & Karlberg, H. (2015). Gendered social innovation – a theoretical lens for analysing structural transformation in organisations and society. International Journal of Social Entrepreneurship and Innovation, 3(6), 472-483. https://doi: 10.1504/IJSEI.2015.073540?
- Mitchell, T. (2002). Rule of experts: Egypt, techno-politics, modernity. Berkeley, California: University of California Press.
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 6 |
| Available as distance learning? | No |
| Origin date | 28/01/2020 |
| Last revision date | 03/03/2020 |