Assignment Brief

Submission Deadline Marks and Feedback

Before 10am on:
08/12/2023 20 working days after deadline (L4, 5 and 7)15 working days after
deadline (L6)10 working days after deadline (block delivery)

22/12/2023

Key assignment details

Unit title & code
Assignment number and title
Assignment type
Weighting of assignment
Size or length of assessment
Unit learning outcomes
BSS057-6 Corporate Innovation and Entrepreneurship
1. Critical evaluation of vignettes (scenarios)
CW-OT
40%
2400 words (+/- 10%)
On completion of this unit you should be able to:
1. Demonstrate the following knowledge and understanding
Demonstrate a systematic understanding and critical appreciation of theories and models of
creativity, innovation, entrepreneurship and change management in the context of
contemporary organisations.
2. Demonstrate the following skills and abilities
Synthesise individual and organisational theoretical perspectives to systematically promote
the potential for creativity, innovation, entrepreneurship and change in practice.

What am I required to do in this assignment?

Students will be provided with vignettes which detail various scenarios in selected organisational contexts of direct relevance to creative
thinking with a view to enhancing innovation and corporate entrepreneurship. You are required to undertake an in-depth critical analysis of
each scenario integrating theory and practice throughout and fully supported by influential theories, models and frameworks to
demonstrate a critical appreciation of how this is/not achieved and including feasible recommendations.

The assignment focuses on creative thinking and the development of the entrepreneurial mindset to facilitate innovative responses to
complex problems and opportunities for continuous improvement. Informed by influential theories, models and frameworks introduced,
your task is an in-depth critical analysis and evaluation of the scenario(s) leading to conclusions and recommendations for improvement.
 Growth/ Fixed mindset
 Individual blocks to creative thinking
 Techniques of structured problem solving/Ideation techniques
 Systematic processes
What do I need to do to pass? (Threshold Expectations from UIF)

ABT2020_V1
In order to pass Assessment 1, you will need to:
• Demonstrate an adequate knowledge and understanding of challenges and opportunities in promoting organisational
creativity and innovation or developing corporate entrepreneurship.
• Synthesise alternative perspectives of influential contemporary theorists, contributors and models.

How do I produce high quality work that merits a good grade?

This section is to be left blank and completed by the students in an in-class Assessment Dialogue.
The assessment brief is discussed during an in-class session with students, explaining the assessment, the rubric and marking criteria.

Here are some of the requirements we will be discussing in the assignment workshops:

 You need to complete the guided learning to develop your understanding of influential contributors
 You need to extend this through independent research using quality academic and practitioner sources
 You will apply theory in practice for critical, in-depth analysis in the context of the allocated vignettes
 Consider what are the main conclusions derived from in-depth analysis?
 Draw feasible inferences and conclusions that are directly actionable
 You must use in-text citations throughout to acknowledge others’ ideas in support of your critical analysis
 You must use the Harvard Style of Referencing.

A random sample of students will be called to attend a viva voce to check the authenticity of their work
How does this assignment relate to what we are doing in scheduled sessions?
A flipped classroom approach is used to allow you to experience practical application in scheduled workshops. It is essential
that you complete the guided learning detailed in the unit study guide in advance of the scheduled classes.

In scheduled sessions you will participate in fun activities designed to provide the opportunity for you to personally experience
individual blocks to creative thinking. In groups you are expected to actively participate in structured approaches to develop
creative thinking skills, typical of those that are used in organisations for training and development. In this way this provides an
opportunity to reflect on these experiences of integrating theory in practice.

Also in scheduled classes you will engage in small group discussions to consider how you might address the task to develop a
plan for an organisation to promote creative thinking skills with a view to enhancing innovation and corporate
entrepreneurship, in the context of a live consultancy project(s) or in the context of contemporary case studies.

Group discussions guided by the teaching team will support your understanding of the integration of theory and practice in
relation to individual creative thinking skills. In this way you will develop an understanding and critical appreciation of how the
integration of theory and practice in context supports problem solving and decision making to improve creative and innovative
performance in real life organisations.
Assignment Brief
How will my assignment be marked?
Your assignment will be marked according to the threshold expectations and the criteria on the following page.
You can use them to evaluate your own work and consider your grade before you submit.
70% + (A)
Distinction
Draws on major theoretical
contributors introduced in
Application of the unit and with substantial
Theory evidence of independent
reading.
(30%)
Critical evaluation of an
excellent range of directly
relevant quality academic
and practitioner sources.
Demonstrates an excellent
Analysis understanding and clear
(30%) practical awareness of the
challenges and opportunities
in synthesizing integration of
theory and practice.
ABT2020_V1
60-69% (B) 50-59% (C) 40-49% (D) 30-39% (E) 0-29% (F)
Commendation Pass Threshold Standard Marginal Fail Fail
Draws on most Draws on a good Demonstrates an Fails to apply Fails to apply
theoretical contributors range of theoretical adequate application of appropriate theory. theory. No
introduced and with contributors appropriate theory (ies) Poor understanding understanding of
evidence of independent introduced but with drawing on published of key issues key issues
reading. limited evidence of sources introduced.
wider reading. Limited evidence of
understanding key issues
and concepts.
Critical evaluation of a Critical evaluation Demonstrates adequate Fails to No critical
very good range of of a good range of critical evaluation of some demonstrate evaluation of
relevant quality academic relevant quality relevant quality academic critical evaluation sources. No
and practitioner sources. academic and and practitioner sources. of relevant sources. integration of
Demonstrates a very practitioner Demonstrate an adequate Poor understanding theory and
good understanding and sources. understanding of of how to integrate practice.
practical awareness of Demonstrates a challenges and theory and practice
the challenges and good understanding opportunities in
opportunities in of challenges and integrating theory and
synthesizing theory and opportunities in practice.
practice. Less in-depth synthesizing theory
than for an A grade. and practice.
 Conclusions are valid and Conclusions are clearly Conclusions are Conclusions are not Conclusions are No conclusions
clearly derived from in-depth derived from in-depth mainly derived from clearly derived from vague and not
analysis and reflection analysis through analysis through analysis through derived from
drawing on application of application of most major application of application of theoretical analysis
Conclusions major theoretical theoretical contributors theoretical contributors and
(15%) contributors and experiential and experiential learning. contributors and experiential learning.
learning. Entirely convincing. Largely convincing experiential Validity of conclusions is
learning. Limited unconvincing.
and not entirely
convincing.
Clear and appropriate Clear and appropriate Recommendations Recommendations are Vague No
Recommendations recommendations. recommendations. Less are clear and mostly reasonably clear. Doubtful recommendations recommendations
(15%) Professional applicability comprehensive than for realistic feasibility lacking feasibility
an A grade.
Clearly and concisely Clearly and concisely Well-structured in Not in report Not in report
structured in report format, structured in report report format, Reasonable report format, few format. No
Presentation and sourced throughout and with format, sourced sourced throughout citations and a poor citations and no
format. Few citations and
Referencing a comprehensive throughout and with a and with an bibliography bibliography
a passable bibliography.
(10%) bibliography good bibliography. adequate
bibliography.