Assessment Rubric/Criteria:
Assessment Rubric/Criteria:
0 39 40 48*
Coverage
(range and understanding of sources; synthesis and focusing of ideas on the topic)
Limited range of ideas; shows weak acquaintance with sources; ideas unfocused. Evidence of reading in the field; identification of some pertinent issues; some superficiality in treatment of the topic.
Analysis
(organisation/coherence of argument; support through example/detail/ quotations/references/ experience; critical approach)
Disjointed organisation; unsupported arguments; little use of relevant experience; descriptive and without critical analysis. Appropriate organisation; some evidence of understanding of ideas and ability to relate ideas and experience; mainly descriptive with limited attempt at critical judgement.
Presentation
(length; use of academic conventions; spelling, grammar, paragraphing etc; layout; proof-reading)
Length requirements not observed; use of unattributed material; incomplete referencing; presentation consistently marred by language errors affecting comprehensibility; inadequate proof-reading. Length requirements observed; basic command of academic conventions; some errors in proof-reading and editing; presentation occasionally marred by language errors affecting comprehensibility.
Where appropriate:
Investigation /Research
(questions; rationale; theoretical background; data collection methods; critical analysis; implications) Where appropriate:
Research questions unclear; rationale weak; theoretical background very limited; research methods not well-chosen or misapplied; analysis sketchy or unjustified by data; implications asserted or untenable. Where appropriate:
Basic research questions; limited rationale; some theoretical background attempted; research methods adequate; analysis attempted but may lack depth; some implications examined.
The marking guidelines below indicate the quality of work expected for the award of a particular grade. Tutors will take these guidelines into account when grading submitted work. These are not minimum criteria which must be met in all respects in order to gain a particular grade, but are indicative of the general standard of work expected at each level. If the marker(s) of an assignment judge that unattributed material has been included, that the referencing is inadequate or that there has been inappropriate collusion by students on an individual assignment, such work will normally be awarded a grade in the range 0-39, i.e. a poor fail. Alternatively, the marker(s) may judge that there is a possibility that the offences of plagiarism or malpractice in university assessment have been committed and draw this to the attention of the School.
Assessment banding FAIL (pass mark 50)
* a mark of 49 is not used, a clear decision as to whether the work is a pass (mark 50) or a fail should be made
Assessment banding: PASS (50-59); CREDIT (60-69); DISTINCTION (70-79); HIGH DISTINCTION (80+)
50 -59 60 -69 70 - 79 80+*
Coverage
(range and understanding of sources; synthesis and focusing of ideas on the topic) Shows acquaintance with and understanding of key concepts and issues from a range of sources; ideas synthesised and related to the topic. Competent coverage of major sources; shows depth of understanding of the topic; relationships between ideas cogently made. Thorough coverage of sources; evidence of scholarship in understanding and synthesis of ideas. Comprehensive coverage of sources; evidence of extensive research and original thinking in understanding and synthesis of ideas; integration of materials from the programme and other sources.
Analysis
(organisation/coherence of argument; support through example/detail/ quotations/references/ experience; critical approach) Ideas organised and grouped into a coherent argument; use of examples / detail / quotations / references / experience to support argument; some critical analysis of ideas/ evidence; limited appraisal of implications. Critical review and synthesis of ideas; coherent, realistic and well-supported argument; insightful use of personal ideas and experience; perceptive appraisal of implications. Systematic critical questioning of received ideas and suggestion of alternative perspectives; thorough, well-supported analysis; insightful evaluation and discussion of implications. Systematic critical analysis of received ideas and creative consideration of alternative perspectives; well-supported in-depth analysis; insightful evaluation and discussion; clear evidence of reflection; excellent use of examples.
Presentation
(length; use of academic conventions; spelling, grammar, paragraphing etc; layout; proof-reading)
Length requirements observed; appropriate use of academic conventions; accurate spelling, grammar etc.; careful proof-reading. Competent control of length; skilled use of academic conventions; almost all errors eliminated in proof-reading. Concise and effectively argued, within the length allowed; skilled use of academic conventions; accurate proof-reading.
Exceptionally clearly and cogently argued within the constraints imposed by the word limits; skilled use of academic conventions; accurate proof-reading.
* 80+marks should be awarded for answers which are exceptionally good for Masters level students. In addition to meeting all the descriptors for the 70-79 category answers should excel in one or more of the four areas described, i.e. Coverage; Analysis; Presentation.
-326390-43942000Course Guides: Part B Course Detail
BUSM4528
Name of Course: Managing Technology & Innovation Strategy
Teaching Period Semester 2, 2022
Course Title and Code BUSM4528
Campus City
Learning Mode F2F
Primary Learning Mode F2F
Teacher guided hours 36 hours
Learner directed hours 108 hours minimum
Course coordinator name: Dr. Panos PiperopoulosEmail: panos.piperopoulos@rmit.edu.au
Offering coordinator/Lecturer name: Dr. Panos PiperopoulosEmail: panos.piperopoulos@rmit.edu.au
Location: Graduate School of Business and Law, Cnr Victoria and Russell Sts, Melbourne, Victoria, 3000
Pre-requisite Courses and Assumed Knowledge and Capabilities
Required prior study050974- Design Thinking for Business (Design Thinking for Business BUSM4534/BUSM4536 or equivalent course code)
Course Description
This course will focus on various concepts and theories of technology and innovation including, Research & Development (R&D) knowledge transfer, open innovation, technology sourcing, globalization of innovation, entrance strategies and appropriation. These will help you to understand, analyse and critically evaluate how innovation andtechnology, knowledge-transfer, and internationalization strategies enablefirms(from small born global entrepreneurial ventures tolargemultinational corporations) to enhance their competitiveness and performance in the global economy.
Course Learning Outcomes (CLOs)
Upon successful completion of this course you will be able to:
CLO1: Develop insights leading to more effective decision-making in the practice of integrating technology strategy with innovation and business strategy in a technology-based organisation;
CLO2: Learn how to use innovationand technology to build and sustain competitive advantage(s) in the global economy;
CLO3: Evaluate management practices that allow internationalfirms to transfer knowledge and outsource technologies more effectively.
CLO3: Construct strategic plans that may enable a firm to benefit from the technological developments and scientific knowledge of its competitors;
Learning Activities
This course will be delivered f2f over 2 intensive weekends and 2 online tutorials as follows,
Monday 18th of July (week 1)
Sat 30th & Sun 31st of July (week 2),
Sat 10th & Sun 11th of September (week 7) and,
Monday 26th of September (week 10)
This course will use small group work and discussion. You will engage in ideating and testing business innovation and technology ideas. In this course you will be encouraged to be an active learner. Your learning will be supported through various in-class and online activities comprising individual and group work. These may include quizzes; assignments; prescribed readings; sourcing, researching and analysing specific information; solving problems; conducting presentations; producing written work and collaborating with peers on set tasks or projects. To get started, please review the Course orientation modules, then access the relevant topics as needed during the course.Please make sure tostay current on course news by checking the announcement and your emails. My contact details are available under the 'course orientation' tab and 'meet your tutor'.
Teaching Schedule
You are expected to demonstrate a high level of personal autonomy and accountability. It is pertinent that you complete the guided readings prior to the intensive weekend(s) to ensure that you attain the greatest learning from this course. It is recommended that you engage with the additional readings, and beyond. Links that take you directly to each article are provided on the course Canvas.
This course will be delivered as per the schedule outlined earlier over 2 intensive weekends (week 2, week 7, week 10) (plus the two supplementary online tutorial) as per the plan below (subject to variations if/as needed):
Date Topic Recommended readings Assessment due
Week 1 Session 1
July 18, 2022 Introduction to Innovation & Technology OECD/Eurostat (2018), Oslo Manual 2018: Guidelines for Collecting, Reporting and Using Data on Innovation, 4th Edition, The Measurement of Scientific, Technological and Innovation Activities, OECD Publishing, Paris/Eurostat, Luxembourg. https://doi.org/10.1787/9789264304604-en
Chapter 1: Innovation, Globalization and Commoditization from Westland, J.C. (2017) Global Innovation Management, 2nd Edition, Macmillan, Palgrave, UK
Intensive weekend 1 Session 2
July 30, 2022 Understanding Innovation & Technology Chapter 2: Innovation as a Strategy and a Competitive Advantage from Piperopoulos PG. (2012) Entrepreneurship, Innovation and Business Clusters. Routledge, Taylor and Francis Group, UK (https://www.routledge.com/Entrepreneurship-Innovation-and-Business-Clusters/Piperopoulos/p/book/9781409434429)
Chapter 2: The Process and Types of R&D and the Role of Scientific Knowledge from Kafouros M. (2008) Industrial Innovation and Firm Performance: The Impact of Scientific Knowledge on Multinational Corporations, Edward Elgar, UK. Intensive weekend 1 Session 3
July 30, 2022 Innovation, Positional Advantage and Firm Performance Piperopoulos, P., Wu, J. and Wang, C. (2018). Outward FDI, location choices and innovation performance of emerging market enterprises. Research Policy, 47: 232-240.
Kafouros M.I., Buckley P.J, Sharp J.A. and Wang C. (2008) The role of internationalization in explaining innovation performance. Technovation, 28 (1-2), 63-74.
Pages 1-8, Chapter 3 from Kafouros M.I. (2008)Industrial Innovation and Firm Performance: The Impact of Scientific Knowledge on Multinational Corporations, Edward Elgar.
Lengnick-Hall, C. (1992). Innovation and competitive advantage: What we know and what we need to learn. Journal of Management, 18(2): 399-429
Intensive weekend 1 Session 4
July 30, 2022 Assessing the Business Potential of an Innovation Chapter 2: Components of an Innovation from Westland, J.C. (2017) Global Innovation Management, 2nd Edition, Macmillan, Palgrave, UK
Anon. (2002) Inspiring Innovation. Harvard Business Review, August, 80 (8), p39-49. Intensive weekend 1 Session 5
July 31, 2022 Disruptive/Radical Technological Innovation Casadesus-Masanell, R., and Ricart, J.E. (2011). How to design a winning business model. Harvard Business Review, 89(1/2): 100-108.
Christensen, CM., Raynor, M., McDonald, R. (2015). What is Disruptive Innovation? Harvard Business Review, 93(December): 1-11.
Hart, S. L., & Christensen, C. M. 2002. The great leap: Driving innovation from the base of the pyramid. MIT Sloan Management Review, 44: 51-56.
Raffi Amit, C. Zott (2012), Creating value through business model innovation, Sloan Management Review, 53(3): 41 - 49. Assessment 1: Individual
Due: 21st of August
Submit: Online
Intensive weekend 2 Session 6
July 31, 2022 Entrance strategies for Innovations Chapter 6: Entrance Strategies Choosing your competitive arena from Westland, J.C. (2017) Global Innovation Management, 2nd Edition, Macmillan, Palgrave, UK
Hitt, M.A., Hoskisson, R.E., Kim, H. (1997). International diversification: effects on innovation and firm performance in product-diversified firms. Academy of Management Journal, 40(4): 767-798.
McGrath, R.G. (1997). A real options logic for initiating technology positioning investments. Academy of Management Review, 22(4): 974-996.
Intensive weekend 2 Session 7
Sept 10, 2022 The Globalization of Innovation Networks Chapter 13 Managing Global Research and Development from Shenkar O. and Luo Y. (2004) International Business, John Wiley.
Kuemmerle W. (1997) Building Effective R&D Capabilities Abroad. Harvard Business Review, March-April issue. Intensive weekend 2 Session 8
Sept 10, 2022 Knowledge and Technology Spillovers in the Global Economy Kafouros, M. and Buckley, P.J. (2008) Under what Conditions do Firms Benefit from the Research Efforts of other organizations? Research Policy, 37(2), 225-239.
Knowledge spillovers - Additional notes (.doc)
Griliches, Z., (1992) The Search for R&D Spillovers. Scandinavian Journal of Economics, 94, Supplement, 29-47. Assessment 2: Group
Due: 25th of September
Submit: F2F -Online
Intensive weekend 2 Session 12
Sept 10/11, 2022 International Knowledge and Technology Transfer Chapter 6 Leveraging knowledge across the global network from Gupta, A. and Govindarajan, V. (2004) Global Strategy and Organization, John Wiley & Sons.
Nonaka I. (1991) The Knowledge-Creating Company, Harvard Business Review, July-August.
Zahra, A.S., and G. George. 2002. Absorptive Capacity: A Review, Reconceptualization and Extension. Academy of Management Review 27(2):185-203. Intensive weekend 2 Session 10
Sept 10/11, 2022 Open Innovation and International Technology Sourcing Chapters 9 and 10 from: Piperopoulos, P.G. 2012. Entrepreneurship, Innovation & Business Clustering. UK: Gower Publishing.
Porter, M.E. 1998. Clusters and the New Economics of Competition. Harvard Business Review, November-December, 7790. Week 11
Session 11
Sept 11, 2022 Business Clusters, Science Parks, Technology Zones Chesbrough, H., Appleyard, MM. (2007). Open Innovation and Strategy. California Management Review, 50(1): 57-76.
Huston, L., Sakkab, N. (2006). Connect and Develop: Inside Procter & Gambles New Model for Innovation. Harvard Business Review, March, 1-9.
Wynarczyk, P., Piperopoulos, P., McAdam, M. (2013) Open innovation in small and medium-sized enterprises: An overview. International Small Business Journal, 31(3): 240-255. Week 12 Session 12
Sept 11, 2022 Appropriability Regimes and the Protection of Technology and Innovations in the Global Economy Chapter 7: Protecting your Innovations from Westland, J.C. (2017) Global Innovation Management, 2nd Edition, Macmillan, Palgrave, UK
WIPO (World Intellectual Property Organization) 2017. World Intellectual Property Indicators. WIPO, Geneva: Switzerland, (ISBN: 978-92-805-2903-6)
Section 3.2.1 from Kafouros, M.I., Wang, C., Piperopoulos, P., Zhang, M. (2015). Academic collaborations and firm innovation performance in China: The role of region-specific institutions. Research Policy, 44: 803-817.
Additional Document: Developing Innovation Capabilities Abroad: Location Choices and Performance Consequences Week 13 Session 13
Sept 26, 2022 Wrap-up of the course and preparation for the last assignment Not applicable for this session (but you should have already gone through all the material in this course) Assessment 3: Individual
Due: 16th of October
Submit: Online
Overview of Learning Resources
Various learning resources are available online through HYPERLINK "http://my.rmit.edu.au/portal/" h myRMIT/Canvas. In addition to topic notes, assessment details and a study schedule, you may also be provided with links to relevant online information, readings, audio and video clips and communication tools to facilitate collaboration with your peers and to share information.
Resources are also available online through RMIT Library databases and other facilities. Visit theRMIT librarywebsite for further details. Assistance is availableonlinevia our chat and email services, face to face at ourcampus librariesor via the telephone on (03) 9925 2020.
Additional resources and/or sources to assist your learning will be identified by your course coordinator and will be made available to you as required during the teaching period.
Recommended Text
The recommended text for this course is:
Westland, JC. (2017). Global Innovation Management, 2nd Edition, London: Palgrave MacMillan, ISBN: 9781137520180/ ISBN: 1137520183
Furthermore, there are additional readings (mainly journal papers) uploaded on Canvas.
Additional Learning Resources
Please refer to the weekly topics and the recommended list as per the table above and on Canvas (for more up to date information).
Overview of Assessment
The assessment tasks, their weighting and the course learning outcomes to which they are aligned are as follows:
Assessment Task 1:Individual Essay 20%Linked CLOs: 1 and 2
Assessment Task 2:Group Report (CLN), 30%Linked CLOs: 2 and 3
Assessment Task 3:Individual Essay, 50%Linked CLOs: 2, 3 and 4
Feedback will be provided throughout the semester in class and/or in online forums through individual and group feedback on practical exercises and by individual consultation.
Assessment Tasks
This course has three assessment tasks, all of which must be completed. A total mark of 50% is required for a pass in the course. This does not mean that each individual component of assessment must be passed.
Overview of Assessments
Marks (%) Type of Assignment Due Date
Assignment 1 20% Individual Essay 21st of August, 2022
Assignment 2 30% Group Presentation 25th of September, 2022
Assignment 3 50% Real-life scenario 16th of October 2022
Assessment Task 1: Individual Essay
Submission Date: 21st of August 2022, 23:59
Marks Allocated: 20%
Learning Outcomes Assessed: CLO1
Length: 1,500 words
Purpose: In this assignment you are free to choose your own topic from the first.
Description: You will select the topic of your interest around the broader concepts of innovation. You will produce an essay about it blending practical knowledge and the theories we discussed so far. This is your opportunity to take control of your learning and pick an area from the courses content that most interests you and/or is relevant to your current/future job role. It is expected that you use multiple highly ranked academic journals to compose your essay.
Marking criteria (detailed rubric on canvas): see Assignment 1 description on Canvas and grading criteria at the end of this document.
Submission: via TurnitIn on Canvas
Assessment Task 2: Group Report (CLN)
Submission Date: 25th of September 2022, 23:59
Marks Allocated: 30%
Learning Outcomes Assessed: CLO 2 & 3
Length: 2,000 words
Purpose: In this assignment you are required to work in teams of 3 (4 max) to draft a report based on theory and practical solutions about the following real-life scenario.
You will use the knowledge gained on the module and your extra reading on the topics covered. It is expected that you use multiple highly ranked academic journals to compose your report.
Description: You work in a consultancy firm. One of your clients (a real or fititious Australian company of your choice) would like to create three R&D units abroad. However, the firm has limited resource and is also affected by the overall economic recession and it therefore faces budget constraints. How would you help this company to choose appropriate locations for its R&D units?
Marking criteria (detailed rubric on canvas): see Assignment 2 description on Canvas and grading criteria at the end of this document.
Submission: via TurnitIn on Canvas (only one group member is required to upload it)
Assessment Task 3: Individual Essay
Submission Date: 16th of October 2022, 23:59
Marks Allocated: 50%
Learning Outcomes Assessed: CLO 2, 3 & 4
Length: 3,000 words
Purpose: In this assignment you are required compose an essay based the following real-life scenario.
Description: "Your firm has decided to develop a new product (or service). You are considering whether to develop it internally or to open the innovation process. Please discuss the advantages and disadvantages of open innovation for each stage of the innovation funnel and justify in which stage(s) your company will rely on internal or external innovation. For the stage(s) you decide to source from outside your firm, please justify whether you will source them from abroad or from home." It is expected that you use multiple highly ranked academic journals to compose your essay.
Marking criteria (detailed rubric on canvas): see Assignment 3 description on Canvas and grading criteria at the end of this document.
Submission: via TurnitIn on Canvas
Other Information
Assignment Submission Procedure
All written assignments must be submitted electronically through Turnitin (and, therefore, no Assignment Cover Sheet is required). Turnitin will assess your work in approximately one minute, and return a colour coded response for the originality of the text.
You must retain a copy of all work submitted for assessment until a final result for a course is formally released by the university.
Referencing Guide
You are required to adopt the RMIT-Harvard style of referencing, i.e., in text referencing and end of text reference list. All quotations and references should be properly sourced. Inadequate details of publications and other sources will reduce the assessed grade. Not adhering to the RMIT-Harvard referencing guides and academic-integrity/writing guidelines will lead to mark reductions and can also lead to disciplinary measures.
Students can consult the library referencing guides. There is also a dedicated module on the courses Canvas shell that provides you will all the information needed on how to approach an academic report/essay.
Seehttps://www.rmit.edu.au/library/study/referencingfor assistance.
In addition to these resources, RMIT provides academic skills support and resources through the Study and Learning Centre (https://www.dlsweb.rmit.edu.au/lsu/)and the library (http://www.rmit.edu.au/library).
All RMIT University policies on assessment apply.
Academic Integrity and Misconduct
Students demonstrate academic integrity in their assessment practices by:
engaging with assessment activities in an honest way;
providing accountability for the authorship and originality of work submitted;
acknowledging the work of others and the re-use of original work.
Academic misconduct is addressed in accordance with the Student conduct policy
Assessment involving research with human participants, their information or their tissue, or animal subjects is carried out in accordance with the Staff ethics and integrity policy.
For further information see the Academic Integrity website.
Plagiarism
Plagiarism is the presentation of the work, ideas or creation of another person as though they are your own. It is a form of cheating and is a very serious academic offence that may lead to expulsion from the University. RMITs policy on plagiarism is available here:http://www.rmit.edu.au/students/academic-integrityExtensions and Special Consideration (Individual and Group Assessment)
Extensions:
Extensions are available for unforeseen circumstances of a short-term nature.
Applications must be submitted to the school at least one working day before the due date of the assessment.
Extensions can be approved for a maximum of one week (seven calendar days) past the due date for an assessment. (Where students need an extension exceeding one week they must instead apply for special consideration.)
Special consideration:
Special consideration is available for unexpected circumstances outside students control. These include but are not limited to: unexpected short-term ill health, and unavoidable family, work, cultural or religious commitments.
An application for special consideration is made in advance of an assessment wherever possible but will normally be accepted within five working days after the assessment date.
For more information, see the Special Consideration page of the RMIT website.
Penalties for Late Submission
All assignments will be marked as if submitted on time. Late submissions of assignments without special consideration or extension will be automatically penalised at a rate of 10% of the total marks available per day (or part of a day) late. For example, if an assignment is worth 20 marks and it is submitted 1 day late, a penalty of 10% or 2 marks will apply. This will be deducted from the assessed mark. Assignments will not be accepted if more than five days late, unless special consideration or an extension of time has been approved.
Changes to the Assessment Scheme
Where a change to assessment approved by the dean/head of school changes an assessment due date, students will be given at least five working days notice of the new due date.
Assessment Feedback
You can expect to receive marks and feedback on in-course assessment work in time to improve your performance in related assessment tasks later in the course.
You will normally receive marks and feedback on in-course assessment tasks within 10 working days of the deadline for submission of that work, or, where an extension has been granted, within 10 working days of agreed extended due date.
You will normally receive your marks for all in-course assessments before sitting any end-of-course exam.
Review and Appeal
A student may request a review of an assessment result or appeal a final course grade in accordance with the Conduct of assessment and appeals section of the Assessment processes.
Students are entitled to seek a review of their result for a course, or appeal against their final result in the course, where they provide evidence that at least one of the following grounds of review or appeal is present:
theres been an error in the calculation of the result, or
the assessment(s) didnt comply with the description of the assessment or the assessment criteria published in the course guide, or
the assessment(s) or the assessment criteria published in the course guide arent consistent with the requirements of the relevant training package or accredited course, or
the assessment didnt comply with the assessment policy or processes or another relevant rule or University policy (that is, theres been an error in process), and this had a significant impact on the result.
Where a student has evidence of at least one of the approved grounds, they must first ask the course coordinator/program manager responsible for the course to review the final grade for the course.
Students are recommended to request these reviews within five working days from the publication of the result, so they will still have time to appeal the result if necessary.
Where the course coordinator/program manager isnt available the student may ask the dean/head of school to review the result.
Grade Criteria
Unless otherwise advised by teaching staff, grades for written work will be awarded on the following basis: (for further details, please carefully read the assessment rubrics on the course Canvas)
Grade Description Points / % of points
High Distinction
(HD) High Distinction involves: exceptionally clear understanding of course matter and appreciation of issues; well organised, formulated and sustained arguments; well-thought out and structured diagrams; relevant literature referenced; and, evidence of creative insight and originality in terms of comprehension, application and analysis with at least some synthesis and evaluation. 80-100
Distinction
(DI) Distinction involves: strong grasp of course matter and appreciation of key issues, perhaps lacking a little on the finer points; clearly developed arguments; relevant and well-structured diagrams; appreciation of relevant literature; and, evidence of creative and solid work in terms of comprehension, application, analysis and perhaps some synthesis. 70-79
Credit
(CR)
Credit involves: competent understanding of course matter and appreciation of some of the main issues though possibly with some gaps; clearly developed arguments; relevant diagrams and literature use, perhaps with some gaps; well prepared and presented; and, solid evidence of comprehension and application with perhaps some analysis. 60-69
Pass
(PA) Pass involves: some appreciation of course matter and issues, work generally lacking in depth or breadth and with gaps. Often work of this grade comprises a simple factual description (i.e. basic comprehension) but little application or analysis. Work of this grade may be poorly prepared and presented. Investment of greater care and thought in organising and structuring work would be required to improve. 50-59
Fail
(NN) Fail involves evidence of lack of understanding of course (minimal or inadequate comprehension and little or no application) and inability to identify issues. Often inadequate in depth and breadth and sometimes incomplete or irrelevant. <50
Academic policies and procedures
RMIT Assessment & Assessment Flexibility Policy
RMIT Assessment Processes
