48080 Introduction to Innovation
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Credit points: 6 cp
Subject level:
Undergraduate
Result type: Grade and marksAnti-requisite(s): 49016 Technology and Innovation Management
Description
This subject aims to provide students with an overview of innovation in engineering and technology. Students develop an awareness of the processes of innovation and commercialisation and an understanding of technology life cycles and technological change. Technology management skills are developed through a focus on the scientific concepts, development processes as well as commercial applications for selected technologies. Case studies are used to investigate particular applications, their underlying scientific basis, and the relevant aspects of the design process from a science and engineering perspective.
Subject learning objectives (SLOs)
Upon successful completion of this subject students should be able to:
| 1. | Apply functional and system analyses to engineering and IT problem definitions. (B.1) |
|---|---|
| 2. | Formulate multiple problem contradictions for evaluation. (C.1) |
| 3. | Identify the core conflicting element within the system to be addressed. (C.1) |
| 4. | Apply contradiction solving techniques to generate innovative solutions. (C.1) |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the development of the following Course Intended Learning Outcomes (CILOs):
- Socially Responsible: FEIT graduates identify, engage, interpret and analyse stakeholder needs and cultural perspectives, establish priorities and goals, and identify constraints, uncertainties and risks (social, ethical, cultural, legislative, environmental, economics etc.) to define the system requirements. (B.1)
- Design Oriented: FEIT graduates apply problem solving, design and decision-making methodologies to develop components, systems and processes to meet specified requirements. (C.1)
Teaching and learning strategies
Student learning is organised as a weekly 3-hour active learning experience which is divided into 2 parts. Part 1, at the beginning of each class, students will be familiar with theory via a prepared case study on how to perform the assessment tasks. During the second part of the class, students will have opportunities to apply theory to simulated real-world examples. Conversations, reflections, debates and discussions will be part of a collaborative problem formulation and solving exercise. Students will receive feedback weekly from their educators and their peers. The feedback will be critical for the progress and completion of their assessments.
Assessment
Assessment task 1: Individual assignment: Problem and contradiction identifications
| Intent: | To enhance skills to transform an initial situation into a specific problem and formulate a desired result. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1 and 2 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): B.1 and C.1 |
| Type: | Report |
| Groupwork: | Individual |
| Weight: | 35% |
| Length: | Use the report template provided, which includes length guidelines between 1,000 and 2,000 words. |
Assessment task 2: Individual assignment: Systems thinking and technical contradiction selection
| Intent: | To develop skill in problem simplification |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 3 and 4 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): C.1 |
| Type: | Report |
| Groupwork: | Individual |
| Weight: | 35% |
| Length: | Use the report template provided, which includes length guidelines between 1,000 and 2,000 words. |
Assessment task 3: Demonstrate inventive problem solving thinking
| Intent: | To present a convincing innovative solution concept which includes systems thinking and contradictions using ARIZ. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1, 2, 3 and 4 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): B.1 and C.1 |
| Type: | Report |
| Groupwork: | Group, group assessed |
| Weight: | 30% |
| Length: | Use the report template provided, which includes length guidelines between 4,000 and 5,000 words. |
Minimum requirements
In order to pass the subject, a student must achieve an overall mark of 50% or more.
References
Gadd, Karen (2011). TRIZ for Engineers: Enabling Inventive Problem Solving. John Wiley & Sons Incorporated.