University of Technology Sydney

81522 Innovation Internship A

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2021 is available in the Archives.

UTS: Creative Intelligence and Innovation: Transdisciplinary Innovation
Credit points: 6 cp
Result type: Grade and marks

Requisite(s): 32 credit points of completed study in spk(s): STM90839 Core subjects (Creative Intelligence and Innovation)
There are course requisites for this subject. See access conditions.
Anti-requisite(s): 94680 Entering Professional Life (6cp) AND 94681 Entering Professional Life (8cp)


This subject enables students to either:

1. Engage with the past, present and future challenges of transitioning from student to professional, through a professional, immersive career development experience (PIExCD) with 3 phases: 1) Planning for your career, 2) Job search and interviewing, and 3) Innovation in practice.


2. Engage with the practice context of their future careers through an internship in a setting where they may experience creativity and/or innovation practices on the ground, such as at a creative consultancy; a larger organisation with an innovation department; an organisation exploring a sector-wide or systems approach to innovation and change; an existing early venture/startup; or a research-focused centre or institute. Students undertaking an internship are expected to gain experience in creative and innovation practices, and observe how innovation is embedded in their host organisations. Students are encouraged to analyse the capabilities needed in an innovation-oriented workplace and consider how they can apply this knowledge to developing their future careers.

Subject learning objectives (SLOs)

Upon successful completion of this subject students should be able to:

1. Identify, pursue and engage with opportunities in the employment landscape that align with students’ learning goals and career aspirations in the field of creative intelligence and innovation.
2. Contribute productively, generatively or analytically to creative intelligence and innovation projects in organisations.
3. Engage respectfully and ethically with organisational practices and stakeholders in real-world contexts
4. Draw from a range of perspectives to observe and sense-make of complex organisational contexts and challenges.
5. Analyse and articulate insights about creative and innovation practices in organisations.

Course intended learning outcomes (CILOs)

This subject contributes specifically to the development of the following course intended learning outcomes:

  • Analyse problem situations or contexts from multiple disciplinary or personal perspectives and integrate findings in creative and useful ways (CII.2.3)
  • Identify significant issues, challenges or opportunities and assess potential to act creatively on them (CII.4.1)
  • Work within different community, organisational or cultural contexts to design and develop ideas, strategies and practices for betterment (CII.4.2)
  • Make decisions that recognise the humanity of others by engaging ethically and with sensitivity to the values of particular groups, communities, organisations or cultures (CII.4.3)
  • Explore and articulate the transformation required to create and implement innovation, with sensitivity to the creative destruction that this requires (CII.5.2)

Contribution to the development of graduate attributes

This subject provides you with opportunities to develop your skills and attributes by immersing yourself in a real or simulated innovation-oriented workplace. In this subject you have the opportunity to examine the value of BCII methods and practices in practical contexts. You also develop an awareness about your own strengths and values, refine current practices and, guided by your workplace internship supervisors and FTDi tutors, begin setting goals for future professional life.

So your experiences as a student in this subject support you to develop the following graduate attributes (GA):

  • GA 2 Create value in problem-solving and enquiry
  • GA 4 Imaginative and ethical citizenship
  • GA 5 Entrepreneurial and intrapreneurial skills

Teaching and learning strategies

Students are placed in a real or simulated professional workplace context and undertake experiential, work-based learning to develop their professional identities, together with an understanding of professional practice. Students reflect on their experiences and share insights with their peers with a view to examining the broader innovation ecosystem and receive feedback before submitting their assessments. Through a range of curated learning activities, students are encouraged to take ownership of their own learning trajectory, to design and engage in learning activities to maximise the value of their experience.

Content (topics)

  • Innovation in a workplace
  • Practices that stimulate collective insights


Assessment task 1: Creating a valuable experience


This assessment task addresses the following subject learning objectives:

1 and 3

This assessment task contributes to the development of course intended learning outcome(s):

CII.4.1 and CII.4.3

Type: Report
Groupwork: Individual
Weight: 40%

Assessment task 2: Innovation in practice


This assessment task addresses the following subject learning objectives:

1, 2, 4 and 5

This assessment task contributes to the development of course intended learning outcome(s):

CII.2.3, CII.4.2, CII.4.3 and CII.5.2

Type: Reflection
Groupwork: Individual
Weight: 60%

Minimum requirements

Students must attempt each assessment task and achieve an overall pass mark in order to pass this subject.

Late penalties apply to all assessment tasks as outlined in the FTDi FYI student booklet. Please consult this booklet for other useful information including Special Consideration, Plagiarism, Extension, and Student Support Services.

Required texts

Sammut, N. & Zitko, M. 2017 Innovation Internship Handbook, UTS

Stirling, A., Kerr, G., Banwell, J., MacPherson, E. and Heron, A., 2016, A practical guide for work-integrated learning: Effective practices to enhance the educational quality of the structured work experience offered through Colleges and Universities. URL

Trede F and Jackson D (2019), Educating the deliberate professional and enhancing professional agency through peer reflection and work-integrated learning, Active Learning in Higher Education, 00(0), 1-17

Recommended texts

Anderson, N., Poto?nik, K. and Zhou, J., 2014. Innovation and creativity in organizations: A state-of-the-science review, prospective commentary, and guiding framework. Journal of management, 40(5), pp.1297-1333.

Grenhalgh, T., Robert, G., Bate, P. MacFarlane, F. and Kyriakidou, O. 2005, Diffusion of Innovations in Health Service Organisations: A systematic literature review, Blackwell Publishing Ltd, chapter 10, pp. 199 – 218. Note the model on p.201.

Shalley, C.E. and Gilson, L.L., 2004. What leaders need to know: A review of social and contextual factors that can foster or hinder creativity. The leadership quarterly, 15(1), pp.33-53.