University of Technology Sydney

94755 Entrepreneurial Learning and Experimenting Studio

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 2024 is available in the Archives.

UTS: Transdisciplinary Innovation
Credit points: 3 cp
Result type: Grade, no marks

There are course requisites for this subject. See access conditions.


What does it take to be an entrepreneurially minded education innovator?

In this studio, participants explore how they might bring entrepreneurial thinking into their own educational and professional learning practice, drawing on the strengths of collaborating in multidisciplinary teams. Through reframing and imagining possibilities, they proactively explore contemporary challenges and change as opportunities rather than threats. In a series of sprints, participants test assumptions and integrate insights from various stakeholders using appropriate entrepreneurial methods to generate persuasively validated educational ideas and safe-to-fail experiments in their professional contexts. These deep-dive experiences shape participants’ collective designing of learning environments and question how they might become systems thinkers when putting into practice new initiatives.

Subject learning objectives (SLOs)

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

1. Critically examine the potential worth of a transdisciplinary proposal from different stakeholder-learners’ perspectives and using a range of entrepreneurial methods
2. Reimagine, reframe and trial a small-scale proposal using design thinking approaches to generate a persuasively validated idea for education or professional learning
3. Test assumptions and make educational decisions that advocate for engaging ethically and sensitively to the values of particular groups, communities, organisations or cultures

Course intended learning outcomes (CILOs)

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

  • Imagine, design and trial transdisciplinary learning environments that promote collective experimentation, generativity and reflexivity (1.2)
  • Critically examine, test, analyse and appreciate the value of transdisciplinary initiatives for different stakeholder-learners, whether at a societal, organisational, community or individual level (1.3)
  • Make educational decisions that advocate for engaging ethically and sensitively to the values of particular groups, communities, organisations or cultures and promoting agency (3.3)

Teaching and learning strategies

Collective learning approaches

In the studio subjects, participants are immersed in complex professional learning / educational challenges that cut across sectors and stakeholders as they work together with external partners and academic researchers to generate new insights and initiatives for action, while also considering the relevance of those developments to their own professional contexts and networks. Learning therefore is highly collaborative and personalised, where participants benefit from interactions with other professionals and also contribute their knowledge, experience and curiosity to the collective’s learning. In the process, participants extend their professional networks and future opportunities for transdisciplinary learning.

Self-paced and face-to-face online learning

Learning in the online studio environment is inquiry-driven, creative and rigorous, where novel ideas and possibilities are imagined, generated and tested on value. The studio therefore involves active learning with professional colleagues, academic researchers and external partners – as well as engagement with cutting ideas in different fields – and provides ongoing opportunities for feedback and “feedforward” from a range of different perspectives and disciplines. The studio space opens up two weeks prior to the official commencement of the subject enabling introductory exploration of ideas and assessments, as well as developing a study plan. Week 1 begins with a face-to-face online seminar, leading into self-paced collective asynchronous learning experiences that run over the first two weeks, enabling participants to engage deeply with key ideas and practices from different disciplines, professions and cultures. Then in Weeks 3 and 4, participants are immersed in intensive face-to-face online workshops on Zoom and collaborative applications to work with their peers, academics and external partners and trial ideas in operation within particular situations. The final self-paced, mentored week provides the space to probe, make sense of and extend what occurred in this studio setting, using different frameworks, philosophical or theoretical perspectives and in terms of learning, designing or inquiry/research.

Professional practice integration

Participants undertake activities collaboratively within the studio collective – whether during the self-paced session or intensive workshops – that are tuned to their professional requirements and interests. Subsequently, the experiences and insights generated within the studio’s collaborative environment provide, for example, rich data and material to interpret, analyse and think with and that subsequently form the basis for individually assessed tasks. In particular, these assessment tasks entail participants considering the emerging possibilities and implications for their own practice, professional context and aspirations. The subject ends with an informal networking opportunity to celebrate achievements and explore openings that have emerged for future action, inquiry and collaboration.

Content (topics)

  • Design thinking
  • Horizon scanning and scoping
  • Managing unknowns and associated risks
  • Desirability, feasibility and viability lenses
  • Business Model Canvas for education and transdisciplinary learning initiatives


Assessment task 1: Project pitches


This task addresses the following subject learning objectives:


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


Type: Presentation
Groupwork: Group, individually assessed
Weight: 30%

Assessment task 2: Reimagining education: Initiatives and insights from the field


This task addresses the following subject learning objectives:

2 and 3

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

1.2 and 3.3

Type: Report
Groupwork: Group, individually assessed
Weight: 70%

Minimum requirements

Students must make a reasonable attempt to meet the expectations outlined for each assessment task and achieve an overall pass grade in order to pass this subject.