Outline

Overview

This unit presents students with an opportunity to apply their knowledge and hone foundational skills in innovation and entrepreneurship: creativity and ideation; design thinking and empathy; opportunity framing, identification and construction; experimentation and hypothesis validation; systems thinking; critical thinking; project management; and networking skills. The unit introduces various frameworks and processes for developing ideas and opportunities into viable business/social venture concepts; and requires students to apply them. The unit requires students to engage with the disciplines and industries/sectors in which they are interested, where they actively search for and construct opportunities. Students are introduced to and work with the Business, Lean and Impact-Gap Canvas frameworks. At the completion of this unit, students have a 'bank' of business/social venture opportunities ready for further validation and development as well as an insights map of their own understanding and knowledge of their chosen discipline or industry.

Unit details and rules

Academic unit	Strategy, Innovation and Entrepreneurship
Credit points	6
Prerequisites ?	Students must meet the entry requirements for the Bachelor of Advanced Studies (Advanced Coursework) including completion of a pass undergraduate degree
Corequisites ?	None
Prohibitions ?	SIEN1001
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Sandris Zeivots, sandris.zeivots@sydney.edu.au

Assessment

The census date for this unit availability is 31 August 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written work	Authentic Problem Statement Examining a problem space to develop a problem statement.	15%	Week 04 Due date: 26 Aug 2026 at 23:59 Closing date: 05 Sep 2026	700 words (+/- 10%).	AI allowed
Outcomes assessed:
Written work	Innovation Workbook Innovation workbook showcasing the learning journey.	35%	Week 08 Due date: 23 Sep 2026 at 23:59 Closing date: 03 Oct 2026	2,000 words (+/- 10%).	AI allowed
Outcomes assessed:
Presentation	Innovation Project Report: Poster and Pitch Presentation of the problem space and group-generated solution.	35%	Week 13 Due date: 08 Nov 2026 at 23:59 Closing date: 18 Nov 2026	8 minute presentation	AI allowed
Outcomes assessed:
Contribution	Sustainable Engagement and Professional Learning Class participation, attendance and peer feedback	15%	Weekly	n/a	AI allowed
Outcomes assessed:
= group assignment ?

Assessment summary

Authentic Problem Statement: Based on research and an authentic interview, you are required to examine a problem space that leads to a clear problem statement. The main objectives of this assessment are to evaluate your ability to research, analyse and articulate ideas and insights.

Innovation Workbook: In a creative and engaging workbook format, you will showcase your innovation learning journey and personal development during the unit. Specifically, you will write a reflection focusing on the ‘powerful practices’ of innovation introduced in the unit and analyse how applying a practice perspective can influence the capabilities of an innovator or entrepreneur.

Innovation Project Report: Poster and Pitch: In groups, you will present a poster and deliver a visual pitch that capture your inquiry into a grand challenge and propose an innovative or entrepreneurial solution that will contribute to addressing the challenge.

Sustainable Engagement and Professional Learning: Overall contribution demonstrated throughout the semester, including engagement with the Canvas site, quality of peer-review feedback, active participation in class activities, and meaningful contributions to group work and professional learning activities.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy (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.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Late penalties will be applied per University policy.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Preparation for innovation: We explore the goals of innovation and entrepreneurship and consider impactful practices to achieve those goals using different design approaches, mindsets and tools.	Workshop (3 hr)
Week 02	Exploration of the ‘problem space’: We learn about the innovation design process and apply its methods and tools to understand a problem area through primary and secondary research.	Workshop (3 hr)
Week 03	Innovation through collaboration: We examine the importance of collaboration and impactful teams in supporting the design of innovation and entrepreneurship. We consider the skills, mindsets and tools needed to become a successful collaborative innovation leader. We also learn about the importance of co-design in developing inclusive and sustainable ideas.	Workshop (3 hr)
Week 04	Design of human-centred innovation: We explore designerly approaches, specifically design thinking, to develop human-centred mindsets, understand their impact on addressing societal challenges, and examine the roles we adopt in groups and society to realise our creative potential and develop innovative solutions.	Workshop (3 hr)
Week 05	Solution opportunity meets users’ needs: We learn how to gain an understanding of the needs, drivers and journeys of the ‘users’ for whom we are innovating. We explore the desirability, viability and feasibility of holistic, innovative solutions that are sustainable and implementable.	Workshop (3 hr)
Week 06	Generation of valued ideas: We explore approaches to ideating a range of potential solutions to societal problems, including how to develop a compelling value proposition for users.	Workshop (3 hr)
Week 07	Rapid prototypes: We discover how to translate insights about users into concepts, prototypes and minimum viable products.	Workshop (3 hr)
Week 08	Implementing innovations and business models: We learn how to turn ideas into actionable plans with tools that help us prioritise features, allocate resources and outline the steps necessary to bring an innovative solution to market. We explore business models and how organisations create and capture value in exchange for addressing users’ needs.	Workshop (3 hr)
Week 09	Professional consultations: This professional consultation offers project teams collective feedback and s sense-making opportunity to influence actions towards the innovation opportunity space. We also receive feedback from users to improve our MVP and business model.	Workshop (3 hr)
Week 10	Object-based learning and innovation: We explore powerful innovation examples through object-based learning as analytical grounding throughout history. We critically examine artefacts and prototypes from innovations that were (not) human-centred, socially impactful and sustainable.	Workshop (3 hr)
Week 11	Communicating innovation and entrepreneurial visions: We learn about the essentials of an entrepreneurial pitch, including the importance of storytelling and embedding narrative.	Workshop (3 hr)
Week 12	Revisiting the innovators’ toolbox: We revisit the actions and tools covered during the unit and consider how our learnings shape and feature in our innovation projects and pitches.	Workshop (3 hr)
Week 13	Presenting at the Project Fair: We showcase the processes and outcomes of innovation projects, using entrepreneurial communication skills, such as storytelling, pitching and visual representation, and receive feedback from the audience.	Workshop (3 hr)

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

Bernstein, E., Gino, F., & Staats, B. (2014). Opening the valve: From software to hardware (A) (Harvard Business School Case No. 415-015). Harvard Business School.
Brown, B. (2012). Daring greatly: How the courage to be vulnerable transforms the way we live, love, parent, and lead (pp. 31–56). Avery.
Catmull, E. (2008). How Pixar fosters collective creativity. Harvard Business Review, 86(5), 65–72.
Crilly, N. (2026). Critical thinking, creative thinking, systems thinking and many more: A comparative bibliometric analysis of prevalence and distribution. Thinking Skills and Creativity, 59, 102014.
Duhigg, C. (2016). What Google learned from its quest to build the perfect team. The New York Times.
Elias, S. R. S. T. A., Chiles, T. H., & Crawford, B. (2021). Entrepreneurial imagining: How a small team of arts entrepreneurs created the world’s largest traveling carillon. Organization Studies.
Gino, F. (2019). Cracking the code of sustained collaboration. Harvard Business Review, 97(6), 72–81.
Hastings, R., & Meyer, E. (2020). No rules rules: Netflix and the culture of reinvention (Section One: First steps to a culture of freedom and responsibility). Penguin Press.
Itzchakov, G., & Kluger, A. N. (2018). The power of listening in helping people change. Harvard Business Review, 17, 2–7.
Jackson, M. C. (2025). The future of systems thinking through the lens of action research and critical systems practice. Systems Research and Behavioral Science, 42(5), 1377–1390.
Kemmis, S. (2022). The theory of practice architectures: Practices. In S. Kemmis (Ed.), Transforming practices: Changing the world with the theory of practice architectures (pp. 53-74). Singapore: Springer.
Massa, P. (2021). Entrepreneurship in the wild. MIT Press.
Murray, F., & Johnson, E. (2021). Innovation starts with defining the right constraints. Harvard Business Review.
Örnekoğlu-Selçuk, M., Emmanouil, M., Hasirci, D., Grizioti, M., & Van Langenhove, L. (2024). A systematic literature review on co-design education and preparing future designers for their role in co-design. CoDesign, 20(2), 351–366.
Razzouk, R., & Shute, V. (2012). What is design thinking and why is it important? Review of Educational Research, 82(3), 330–348.
Reeves, M., Goodson, B., & Whitaker, K. (2021). The power of anomaly: To achieve strategic advantage scan the market for surprises. Harvard Business Review.
Rösch, N., Tiberius, V., & Kraus, S. (2023). Design thinking for innovation: Context factors, process, and outcomes. European Journal of Innovation Management, 26(7), 160–176.
Sinek, S. (n.d.). Why good leaders make you feel safe [Video]. TED.
The Way We Work, a TED series. (n.d.). The secret to giving great feedback [Video]. TED.
Heffernan, M. (n.d.). Forget the pecking order at work [Video]. TED.
Zeivots, S., Cram, A., & Wardak, D. (2023). Developing project management principles by examining codesign practices in innovative contexts. Project Management Journal, 54(6), 651–664.

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. Identify and research a social problem or grand challenge as an entrepreneur and innovator, and examine it to discover potential business, technological, social development or cultural opportunities that demonstrate creativity and innovation.
LO2. Explore and apply design methods that provide creative and innovative means in entrepreneurship and society.
LO3. Research and design individually and collectively to productively develop a viable opportunity.
LO4. Communicate promising evidence-based business, technological, social development or cultural opportunities.
LO5. Identify and describe the upcoming actions in a sustainable and future-oriented way.
LO6. Research perspectives, lived experiences and evaluations from customers, users, stakeholders and/or experts and consolidate learnings.

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.

Changes to the unit have improved content sequencing and delivery strategies to enhance the student and professional learning group experience.

Additional information

Business School Policies

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

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

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

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

BUSS4908: Innovator's Skills and Actions

Semester 2, 2026 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

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