| Unit name | Team Challenges 1: Working with difference |
|---|---|
| Unit code | INOVM0005 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Dr. Williams |
| Open unit status | Not open |
| Pre-requisites |
None |
| Co-requisites |
None |
| School/department | Centre for Innovation |
| Faculty | Faculty of Arts |
Innovation and entrepreneurship are ultimately human centred, placing the person at the centre of the process whether that is as an end user, customer or stakeholder, and understanding their perspectives on a particular challenge or problem is key to creating value and successful enterprises. Students will not only focus on ‘being human’ from an innovation and entrepreneurship perspective but also acknowledge their own humanity in reflecting on their working practices. Students will use participatory design and co-production to build up the understanding of users/customers/stakeholders and where to create value for them. They will also learn to critically reflect and recognise what skills and resources they have themselves and as a team, as well as the effectiveness and impact of applying those skills and resources to an innovation and entrepreneurial opportunity to create value.
Transdisciplinary collaboration is one in which the boundary of ‘provider’ and ‘user’ is blurred, and where contributors and users enrich their thinking and understanding, by exchanging information, questioning discipline-specific approaches, and integrating intellectual and other resources to achieve a common goal (Rosenfield 1992). The students will work in transdisciplinary groups on a series of short innovation and entrepreneurial projects, with the aim of building a critical understanding of significant relationships within the team and with the group or person with and for whom they are designing. Through this collaborative and participative approach in which students come together from different disciplines and cultures, they will build up awareness of the cultures, habits and modes of different disciplines, as well as how diversity can contribute to an efficient and effective team.
The aims of this unit are:
● To introduce key theories relating to ‘being human’ from an innovation and entrepreneurship perspective;
● To introduce key theories, and methods that will support students to understand how to build participatory relations with those they are designing with and for;
● To build a critically reflective understanding of what skills and resources the students have and how to assess the potential application of them to a particular innovation and entrepreneurial opportunity;
● To support students to think creatively and build common languages for collaboration across disciplines;
● To build empathy across disciplines;
● To enable students to develop critical reflection of their own innovative co-design, entrepreneurial and transdisciplinary group practices;
● To build understanding of the process of documenting collaborative, co-design and entrepreneurial work.
Students successfully completing the unit will be able to:
● Synthesise theories of collaborative and participatory design, and discuss how it applies in a range of contexts and settings.
● Critically apply methods of collaborative and participatory design to create value in a series of innovation and entrepreneurial challenges.
● Assess the opportunity for innovation led entrepreneurship and value creation against the skills and resources available.
● Document the participatory, collaborative design work process.
● Reflect critically on their group work and on the process of designing with and for others.
Lectures, workshops and studio based learning.
100% coursework
Students will work in small groups of up to 6 people to develop a creative and engaging experience for a chosen audience. They will design and create a group resource for a chosen, non-academic audience. They will reflect on the group dynamics and participatory processes within their group and their chosen audience through an individual, reflective analysis.
70% - A group produced resource(s) documenting their transdisciplinary processes. (This could include an entrepreneurial pitch, presentation, report, prototype, performance, as well as evidence of work with those they are designing for): ILO 2, 3 & 4
30% - A reflective analysis of the transdisciplinary, group and participatory process undertaken during their group work. ILO 1, 2, 3, 4 & 5
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. INOVM0005).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the Faculty workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. If you have self-certificated your absence from an
assessment, you will normally be required to complete it the next time it runs (this is usually in the next assessment period).
The Board of Examiners will take into account any extenuating circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
