Outline

Overview

Creative ideas are the first spark of innovation. They thrive if groups can harness their diversity of skills, experiences and perspectives as a shared resource. In this unit, we learn how to lead co-creative teamwork. We take inspiration from pioneering changemakers and their new ways of working. Together, we create through hands-on experimentation, exploration, and play. We question assumptions, imagine, design, prototype, and synthesise towards an outcome. Drawing on the latest research, we discuss how to reinvent businesses as collaborative communities and how good relationships are crucial prerequisites for responding entrepreneurially to our fast-changing world. The unit is based on an experiential and self-reflective pedagogy that helps us consciously understand and change our role in co-creative settings.

Unit details and rules

Unit code	BUDL2901
Academic unit	Strategy, Innovation and Entrepreneurship
Credit points	6
Prohibitions ?	None
Prerequisites ?	must be in the Dalyell stream
Corequisites ?	None
Assumed knowledge ?	This unit of study is offered in the intensive February session which means it commences prior to the start of Semester 1
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Bernhard Resch, bernhard.resch@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Reflective Paper Reflexive Learning Paper	40%	- Due date: 20 Feb 2022 at 18:00 Closing date: 27 Feb 2022	2.500-3,000 words
Outcomes assessed:
Presentation	Digital Storytelling Multimedia add-on to the performance: a video, vlog, podcast, game, etc.	20%	Week 02 Due date: 11 Feb 2022 at 09:00	Varying. Will be explained in class.
Outcomes assessed:
Presentation	Group Performance Performance. A fictional play around co-creative group dynamics.	30%	Week 02 Due date: 11 Feb 2022 at 09:00	20 mins
Outcomes assessed:
Small continuous assessment	Participation Participation in class discussions and activities	10%	Weekly	Ongoing
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Short essay: Digital storytelling. Each working group will produce a digital storytelling project about the course. It is a co-creative task that can take the form of a multimedia supported blog, a video or blog, a podcast, game, viral social media activity, interview or conversation. Thematically, the digital storytelling can explore student’s experiences with a theme, relational practice or facilitation method that was presented in the course.
Long essay: Reflexive learning paper. Write an individual paper that documents the integration of your learnings throughout the course (including the application of lecture contents, concepts, case-examples, etc.) by illustrating and critically reflecting upon own work experiences or experiences made during the class. The learning paper centers on how this course has (not) changed your view on processes of collaboration.
Tutorial/online participation: Part A 10%: Each student will be asked to come prepared and participate actively in all of the six class sessions. Due to its experiential and project-based set-up, the course will need to be the main focus of attention during the intense two-week period. Part B 10%: Students will be required to engage in two facilitator-led online discussions on Canvas. They will focus on questions and concepts from the course literature.
Group presentation: Performance. On the final day of the class, working groups will perform a fictional documentary play reflecting on the relational development between them. They will develop a story arch, characters, and think about the role of space and the involvement of the audience. Performances should be informative, engaging and original, as well as interactive for opening up a conversation with other class participants - the use of multimedia elements and different performance styles is strongly encouraged.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
Distinction	75 - 84	Awarded when you demonstrate the learning outcomes for the unit at a very high standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
Credit	65 - 74	Awarded when you demonstrate the learning outcomes for the unit at a good standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
Pass	50 - 64	Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Gathering and settling: intentional culture design, collaborative games, story teaching exercise	Lecture and tutorial (7 hr)
	Personal and interpersonal skills: circle practices, authentic relating, and improv exercises	Lecture and tutorial (7 hr)
	Collaborative practices, participatory facilitation methods	Lecture and tutorial (7 hr)
Week 02	Retrospective and Kanban, improv exercises and performance preparation, project development exercise	Lecture and tutorial (7 hr)
	Performance preparation and trial performance, noticing exercise, guest speakers	Lecture and tutorial (7 hr)
	Performance, reflection exercises, and feedback	Lecture and tutorial (7 hr)

Attendance and class requirements

Lecture recordings: All lectures and seminars are recorded and will be available on Canvas for student use. Please note the Business School does not own the system and cannot guarantee that the system will operate or that every class will be recorded. Students should ensure they attend and participate in all classes.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Brown, B. (2012). Daring Greatly: How the Courage to Be Vulnerable Transforms the Way We Live, Love, Parent, and Lead, pp. 31-56. New York, NY: Avery. → read chapter 2

Duhigg, C. (2016, February 25). What Google Learned From Its Quest to Build the Perfect Team. The New York Times.

Kegan, R., & Lahey, L. L. (2016). An Everyone Culture: Becoming a Deliberately Developmental Organization, pp. Boston, MA: Harvard Business Review Press. → read case studies (Chapter 1)

Gino, F. (2019). Cracking the Code of Sustained Collaboration. (Cover story). Harvard Business Review, 97(6), 72–81.

Rayner, T. (2018). Hacker Culture and the New Rules of Innovation, pp. 69-118. London; New York: Taylor & Francis Ltd. → read chapters 4-5

Laloux, F. (2014). Reinventing organizations: a guide to creating organizations inspired by the next stage of human consciousness, pp. 62-86. Brussels: Nelson Parker. → read case studies (Buurtzorg, FAVI, Sun Hydraulics)

Rehn, A., & De Cock, C. (2009). Deconstructing creativity. In T. Rickards, M. A. Runco, & S. Moger (Eds.), The Routledge companion to creativity (pp. 222–231). London: Routledge.

Steyaert, C. (2014). Going all the way: The creativity of entrepreneuring in the Full Monty. In C. Bilton & S. Cummings (Eds.), Handbook of Management and Creativity (pp. 160–181). Cheltenham: Edward Elgar.

Catmull, E. (2008). How Pixar fosters collective creativity. Harvard Business Review, 86(5), 65–72

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. Explain the critical role of relational quality, psychological safety and emotional sensitivity for successful collaboration.
LO2. Facilitate participatory, safe, and inclusive environments from small to large group settings.
LO3. Reflect on the individual differences of group members as well as your own role in collaborative processes, and explain how these differences collide or benefit productivity.
LO4. Describe in detail the role of collaboration in the context of contemporary societal challenges.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

No changes have been made since this unit was last offered

Additional information

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

BUDL2901: Ideas: The Art and Craft of Co-Creation

Intensive February, 2022 [Block mode] - Remote

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect