57614 Creativity, Innovation and Strategy
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particular session, location and mode of offering is the authoritative source
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksRequisite(s): (57604 Communication Theory and Practice AND (18 credit points of completed study in spk(s): C06153 Graduate Diploma Strategic Communication OR 18 credit points of completed study in spk(s): C04461 Master of Strategic Communication OR 18 credit points of completed study in spk(s): C04462 Master of Strategic Communication (Extension)))
Anti-requisite(s): 57216 Creativity and Innovation in Communication AND 57814 Creativity, Innovation and Strategy
Description
This subject sharpens students' high-level creative and conceptual thinking, invention, and innovation. They learn to think strategically using varied, multi-disciplinary theoretical lenses to solve communication problems. Students are encouraged to engage with complexity in problem-solving and to undertake processes of discovery and exploration to generate solutions to everyday and 'wicked' problems. As they engage in discovery and exploration, students enhance their ability to drive change and exhibit creativity in their professional communication roles.
Subject learning objectives (SLOs)
| a. | Research the broader theoretical context of creative problem solving and its relevance to communication |
|---|---|
| b. | Develop the capacity to design creative communication problem solving strategies |
| c. | Develop a reflective practice for understanding and modelling creativity and its role in strategic communication |
| d. | Apply a range of appropriate media, tools, techniques and methods creatively and critically to solve communication challenges |
| e. | Design an original method for creative thinking and / or problem solving |
Course intended learning outcomes (CILOs)
This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences:
- Apply a specialised body of theoretical and practice-oriented knowledge and skills to develop, implement and evaluate innovative and integrated solutions to real-world communication challenges (1.1)
- Critically, creatively and/or collaboratively analyse, debate and reflect on strategic communication models, practices and solutions by planning and executing a body of research to solve complex problems (2.1)
- Persuade and engage diverse audiences through both written and oral communication strategies, across a range of media formats, with consideration of others' needs and views. (6.1)
Teaching and learning strategies
Learning takes place in a collaborative environment as well as through independent learning activities. Multiple theoretical approaches towards creative, strategic problem solving are explored through discussions and case study analysis in classes and online.
This subject is enquiry-based: students conduct individual preparatory research and exploration, which form the basis for collaborative discovery and interactive learning activities in class. Assessments in this subject evaluate students’ evolving conceptual and creative understanding through authentic tasks that are relevant across creative industries. Students receive formative feedback continually through class activities
Content (topics)
This subject explores theoretical and practical applications of creative problem solving and innovation in the context of strategic communication. Using a range of interdisciplinary tools, it creates a bricolage of problem-solving techniques based on the principle of equifinality. Students learn how to examine, challenge, and solve complex ‘wicked’ problems from the perspective of systemic barriers and opportunities, cultural contexts, social and cognitive psychology, and solution-centered communication theory, encompassing the visual and the verbal.
Assessment
Assessment task 1: Exploring a ‘Wicked’ Problem
| Objective(s): | a, b, c and d | ||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 45% | ||||||||||||||||||||||||
| Length: | 1500 words (and up to 5 visuals) | ||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Devising ‘Wicked’ Strategy
| Objective(s): | a, b, c, d and e | ||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 55% | ||||||||||||||||||||||||||||
| Length: | 2300 words | ||||||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
Submission of assessment tasks
In this subject assessment tasks are cumulative so that each task builds understanding and/or skills, informed by formative feedback. Consequently, all assessments must be submitted in order for students to receive feedback. Students who do not submit all assessments will not pass the subject.
Attendance
Attendance at classes is essential in this subject because it is based on a collaborative approach which involves workshopping and interchange of ideas with other students and the tutor. An attendance roll will be taken at each class. Where possible, students should advise the tutor in a timely manner if they are unable to attend. Students who have more than two absences from class will be refused final assessment (see Rule 3.8).
References
Required and recommended readings will be available via UTS Library and through the subject site.
Alford, J., & Head, B. W. (2017). Wicked and less wicked problems: a typology and a contingency framework. Policy and society, 36(3), 397-413.
Boklund-Lagopoulou, K., & Lagopoulos, A. P. (2012). Semiotics Today: An Introduction. Gramma: Journal of Theory and Criticism, 20, 7-34.
Butler, J. (2015). Performative agency. In The Limits of Performativity (pp. 10-24). Routledge.
Butler, J., & Athanasiou, A. (2013). Dispossession: The performative in the political. John Wiley & Sons.
Foucault, M. (2019). Power: the essential works of Michel Foucault 1954-1984. Penguin UK.
Head, B. W., & Alford, J. (2015). Wicked problems: Implications for public policy and management. Administration & society, 47(6), 711-739.
Herrick, J. A. (2020). The history and theory of rhetoric: An introduction. Routledge.
Komlos, J. (2016). Has creative destruction become more destructive? The BE Journal of Economic Analysis & Policy, 16(4), 20160179.
Lönngren, J., & Van Poeck, K. (2021). Wicked problems: A mapping review of the literature. International Journal of Sustainable Development & World Ecology, 28(6), 481-502.
Hartsock, N. (2013). Foucault on power: a theory for women?. In Feminism/postmodernism (pp. 157-175). Routledge.
Mele, C., Pels, J., & Polese, F. (2010). A brief review of systems theories and their managerial applications. Service science, 2(1-2), 126-135.
Spencer, A. S., Kirchhoff, B. A., & White, C. (2008). Entrepreneurship, innovation, and wealth distribution: The essence of creative destruction. International Small Business Journal, 26(1), 9-26.