Rethinking Innovation
Module title | Rethinking Innovation |
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Module code | BEM2055 |
Academic year | 2024/5 |
Credits | 15 |
Module staff | Dr Katie Ledingham (Convenor) |
Duration: Term | 1 | 2 | 3 |
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Duration: Weeks | 11 |
Number students taking module (anticipated) | 500 |
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Module description
This module is in the With Proficiency in Innovation (WPI-I) programme and no curricular pre-requisite or co-requisite modules are required. This module is designed for non-specialist students from any subject discipline and is intended for interdisciplinary pathways.
Innovation creates futures and this module equips you to shape those futures. The innovation studies space is dominated by mainstream innovation thinking, but innovation is not just technological innovation, not just profit and markets. We are facing a multitude of challenges – climate change, poverty, biodiversity loss, resource use, and wealth re-distribution, to name just a few – and society pins much hope on innovation to address these challenges. We explore the transformative potential of innovation to contribute to a sustainable, just and equitable future through cutting-edge approaches to innovation such as ‘responsible innovation’, ‘inclusive innovation’, ‘reverse innovation’, ‘social innovation’, and ‘sustainable innovation’.
The module’s core component is delivered online and accompanied by a series of practical tutorials that enable students to engage with and think critically about the material. This module aims to provide the concepts, frameworks, and tools needed to rethink innovation in new ways – asking questions about power, relations and politics that have not traditionally been at the centre of innovation and management scholarship, and challenging assumptions about where and how innovation takes place.
Module aims - intentions of the module
This module aims to provide the concepts, frameworks, and tools needed to rethink innovation beyond mainstream, business-as-usual innovation. It is intended to showcase the ambitious boundaries of innovation studies through exciting and engaging cases and prepare and inspire students to innovate creatively. It is designed for students from any discipline, encouraging, recognising, and valuing their contributions to rethinking innovation.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Discuss the urgent need to rethink innovation and current efforts to align innovation with challenges facing society
- 2. Identify and describe new approaches to transformative innovation
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Critically evaluate assumptions about where and how innovation takes place
- 4. Apply the concepts, frameworks, and tools needed to rethink innovation
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 5. Apply theory to explain contemporary case studies
Syllabus plan
The module is structured to introduce theoretical concepts at the cutting edge of innovation studies. It begins by explaining how and why there are growing calls to rethink innovation. The module then introduces new approaches to innovation: ‘responsible innovation’, ‘inclusive innovation’, ‘reverse innovation’, ‘social innovation’, and ‘sustainable innovation’. In these weeks we explore how these approaches aspire to be transformative but can also slip back to business-as-usual, showing that they are ‘in the making’ through various case studies and examples. Lastly, we explore the future potential and direction of travel for rethinking innovation. The structure is as follows:
• Why we need to rethink innovation
• Three frames of innovation: moving beyond the mainstream
• Responsible innovation
• Inclusive innovation
• Reverse innovation
• Social innovation
• Sustainable innovation
• Towards transformative innovation
Learning activities and teaching methods (given in hours of study time)
Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
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24 | 126 | 0 |
Details of learning activities and teaching methods
Category | Hours of study time | Description |
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Scheduled Learning and Teaching | 12 | Online Lectures (12 x 1 hour). Eleven weekly lectures and one additional lecture in week 8 on essay writing. |
Scheduled Learning and Teaching | 12 | Tutorials (6 x 2 hours) |
Guided Independent Study | 36 | Preparing for tutorials |
Guided Independent Study | 90 | Reading, exercises, preparation for formative and summative assessments |
Formative assessment
Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
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In class group presentation to support the summative essay | 5-10 minutes | 1-5 | Verbal from tutor and class |
Summative assessment (% of credit)
Coursework | Written exams | Practical exams |
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100 | 0 | 0 |
Details of summative assessment
Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
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Individual essay | 100 | 3000-word essay | 1-5 | Written |
Details of re-assessment (where required by referral or deferral)
Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
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Individual essay | Individual essay, 3000-word, 100% | 1-5 | Referral/deferral period |
Re-assessment notes
Deferral – if you have been deferred for any assessment you will be expected to submit the relevant assessment. The mark given for a re-assessment taken as a result of deferral will not be capped and will be treated as it would be if it were your first attempt at the assessment.
Referral – if you have failed the module overall (i.e. a final overall module mark of less than 40%) you will be expected to submit the relevant assessment. The mark given for a re-assessment taken as a result of referral will be capped at 40%
Indicative learning resources - Basic reading
Core textbook:
- Katie Ledingham, Sarah Hartley, and Richard Owen. 2024. Rethinking Innovation: Alternative approaches for people and planet. Palgrave.
Indicative additional reading:
- Schot, J. and Steinmueller, E.W. (2018) ‘Three frames for innovation policy: R&D, systems of innovation and transformative change,’ Research Policy, 47(9), pp.1554-1567.
- Blok, V., Hoffmans, L. and Wubben, E.F. (2015). ‘Stakeholder engagement for responsible innovation in the private sector: Critical issues and management practices,’?Journal on Chain and Network Science,?15(2), pp.147-164.
- Heeks, R., Foster, C. and Nugroho, Y. (2014). ‘New models of inclusive innovation for development,’?Innovation and Development,?4(2), pp.175-185.
- Pansera, M. and Owen, R. (2018a). ‘Framing inclusive innovation within the discourse of development: Insights from case studies in India,’?Research Policy,?47(1), pp.23-34.
- Ledingham, K. and Hartley, S. (2021). ‘Transformation and slippage in co-production ambitions for global technology development: the case of gene drive,’?Environmental Science & Policy,?116, pp.78-85.
- Immelt, J.R., Govindarajan, V. and Trimble, C. (2009). ‘How GE is disrupting itself,’?Harvard Business Review,?87(10), pp.56-65.
- Tracey, P. and Stott, N. (2017). ‘Social innovation: a window on alternative ways of organizing and innovating,’?Innovation,?19(1), pp.51-60.
- Hickel, J., Kallis, G., Jackson, T., O’Neill, D.W., Schot, J.B., Steinberger, J.K., Victor, P.A. and Ürge-Vorsatz, D. (2022). ‘Degrowth can work – here’s how science can help,’ Nature, 612, pp.400-403
- Irwin, A. (2002). ‘Open Up the Business School! From Rigour and Relevance to Purpose, Responsibility and Quality,’ Global Focus: Annual Research, 1, pp.39-43
Credit value | 15 |
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Module ECTS | 7.5 |
Module pre-requisites | None |
Module co-requisites | None |
NQF level (module) | 5 |
Available as distance learning? | No |
Origin date | 26/01/2024 |
Last revision date | 26/01/2024 |