Innovation Entrepreneurship & Technology Transfer

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PGBM150 Innovation Entrepreneurship & Technology Transfer Summative Assessment.
Hand in date will be 31 August 2021
Students are required to submit their assignments through JIRA. Only assessments submitted through JIRA will be marked. Any other submission including submission to your study centre in hard copy will be treated as a non-submission. If your centre supports Turnitin© or alternatively, SafeAssign by Blackboard, a copy of your Turnitin© or SafeAssign originality report must be submitted in conjunction with your assignment.
The assessment has been specifically designed to accommodate the students varying commercial knowledge and understanding of module content. Hence:
Students will be required to conduct either a :-
Option 1. Research abusiness-related theme from the module scheme of work and produce
anindividual academic report.
Option 2. Secure a live organisation, to manage an innovation project and produce a
reflective log
Assessment
The assessment of this assignment will cover all of the following learning outcomes:
Knowledge
K1 Critically analyse the management of innovation and technology transfer as a core business process.
K2 Critically evaluate the choices and challenges in building and managing an innovative organisation.
K3 Reflect upon and critically evaluate the key attributes in capturing learning from Innovation and technology transfer.
Skills
S1 Demonstrate an ability to critically appraise theories of managing innovation and technology transfer in the 21st century.
S2 Evaluate the assessment of viable concepts, models and techniques in order to identify ease of transmission for the adoption and/or application of managing innovation and technology transfer.
Formative feedback
In week 3 of the module you will submit a formative proposal of 300-400 words detailing:
Your choice of organisation or theme for investigation, and your proposed Managing the People Issues
How you will address each learning outcome
You will receive formative feedback to guide you in line with the module aims.
Guidance
Students are asked to reflect on their personal network of tutors, family members, relatives and professional / social networks to thoroughly consider if it is possible to source a live organisation and to manage an innovation project and produce a reflective log.
However the assessment structure is clearly designed not to disadvantage those students who have limited commercial experience and access to a suitable organisation. Hence:-
Option 1. Research abusiness related theme from the module scheme of work and produce
anindividual academic report.
Word Count 3000 Words
Option 1 is a research based assessment in which students must familiarise themselves (i.e. reading and reflecting on current journal articles) with a current theme from the module scheme of work. Student will then be required to write an academic report in the form of a journal paper.
The submitted paper must critically debate a current theme and be supported with company examples.
In week three of the programme you will be required to submit a formative proposal of 300-400 words detailing:
Your proposed managing innovation and technology transfer theme
How you will address each learning outcome
You will receive formative feedback to guide you in line with the module aims.
Guidance
The academic report in the form of a journal paper, excluding appendices, should be 3000 words in length.
For your guidance, it will consist of:
An introduction in which you introduce the theme that you are investigating, clearly emphasising its importance.
A detailed methodology of the analytical approach you are taking, demonstrating a critical understanding of managing innovation and technology transfer theme.
A section on your findings includes a critical evaluation, detailing the theme selected its implications and company examples.
Conclusions and commercially viable solutions.
Throughout the report, you must integrate theory with practice, critically evaluating your findings.
All sources must be cited correctly in accordance with the Harvard system of referencing.
Option 1 is intended to give you an opportunity to show that you are capable of applying your knowledge of managing innovation and technology transfer, not only in describing the issue faced by the commercial sector, but also in explaining it and justifying your proposed actions for improvement.
You are encouraged to make full use of the tutor team support. Those students enrolled at the Sunderland Campus can access the early morning breakfast business clinic 8am – 9am Monday to Friday.
For general assessment criteria see appendix 1.
Good luck
Option 2. Secure a live organisation, to manage an innovation project and produce a
reflective log.
Word Count 3000 Words
Option 2 is directed at students with commercial experience and those who have access to a suitable organisation.
Whilst the questions states ‘to manage an innovation project’ we appreciate that due to time constraints and organisational access, it would be quite acceptable if students assumed the role of a consultant, team play, or observer. If student are unsure then they are encouraged to liaise with their tutor.
This task requires students to document a key challenge an organisation is experiencing whilst implementing an innovation project. It is recognised that whilst a student will identify a core issue there will no doubt be a series of symptomatic issues which will also need to be addressed.
In week three of the programme you will be required to submit a formative proposal of 300-400 words detailing:
Your proposed organisation and managing innovation and technology Transfer project and key challenge
How you will address each learning outcome
You will receive formative feedback to guide you in line with the module aims.
Guidance
The reflective log, excluding appendices, should be 3000 words in length.
For your guidance, it will consist of:
An introduction in which you introduce the theme that you are investigating, clearly emphasising its importance both academically and commercially.
A detailed methodology of the analytical approach you are taking.
A reflective commentary documenting the challenge identified within the project and clearly evidenced with academic underpinning throughout.
Personal reflections and commercially viable solutions to overcome the identified challenge.
All sources must be cited correctly in accordance with the Harvard system of referencing.
Option 2 is intended to give you an opportunity to show that you are capable of applying your knowledge of managing innovation and technology transfer, not only in describing the issue faced by the commercial sector, but also in explaining it and justifying your proposed actions for improvement.
You are encouraged to make full use of the tutor team support. Those students enrolled at the Sunderland Campus can access the early morning breakfast business clinic 8am – 9am Monday to Friday.
Formative Assignment:
Students will be issued with a live innovative case study in which a North East businesses is seeking the support of students to explore a ‘proof of concept’ and how to bring the innovative business model to market. One the students have singed a ‘none disclosure agreement’, the managing director will enlighten the students concerning his request. Students will then work in groups in a co-ordinated effort and present their findings / advice to both the module tutors and managing director.
For general assessment criteria see appendix 1.
Good luck
Dr Derek Watson – Module Leader
Moderated by Dr Hamid Seddighi
Generic Assessment Criteria – Postgraduate
These should be interpreted according to the level at which you are working

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Categories

Grade
Relevance
Knowledge
Analysis
Argument and Structure
Critical Evaluation
Presentation
Reference to Literature
Pass
86 – 100%
The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also unequivocal evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse.
76-85%
The work examined is excellent and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse and some evidence of originality.
70 – 75%
The work examined is of a high standard and there is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is clearly articulated evidence demonstrating that all the learning outcomes and responsibilities appropriate to that level are satisfied At this level it is expected that the standard of the work will be high in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.
60 – 69%
Directly relevant to the requirements of the assessment
A substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues therein
Comprehensive analysis – clear and orderly presentation
Well supported, focussed argument which is clear and logically structured.
Contains distinctive or independent thinking; and begins to formulate an independent position in relation to theory and/or practice.
Well written, with standard spelling and grammar, in a readable style with acceptable format
Critical appraisal of up-to-date and/or appropriate literature. Recognition of different perspectives. Very good use of a wide range of sophisticated source material.
50 – 59%
Some attempt to address the requirements of the assessment: may drift away from this in less focused passages
Adequate knowledge of a fair range of relevant material, with intermittent evidence of an appreciation of its significance
Significant analytical treatment which has a clear purpose
Generally coherent and logically structured, using an appropriate mode of argument and/or theoretical mode(s)
May contain some distinctive or independent thinking; may begin to formulate an independent position in relation to theory and/or practice.
Competently written, with only minor lapses from standard grammar, with acceptable format
Uses a good variety of literature which includes recent texts and/or appropriate literature, including a substantive amount beyond library texts. Competent use of source material.
40 – 49%
Some correlation with the requirements of the assessment but there are instances of irrelevance
Basic understanding of the subject but addressing a limited range of material
Some analytical treatment, but may be prone to description, or to narrative, which lacks clear analytical purpose
Some attempt to construct a coherent argument, but may suffer loss of focus and consistency, with issues at stake stated only vaguely, or theoretical mode(s) couched in simplistic terms
Sound work which expresses a coherent position only in broad terms and in uncritical conformity to one or more standard views of the topic
A simple basic style but with significant deficiencies in expression or format that may pose obstacles for the reader
Evidence of use of appropriate literature which goes beyond that referred to by the tutor. Frequently only uses a single source to support a point.
Fail
35 – 39%
Relevance to the requirements of the assessment may be very intermittent, and may be reduced to its vaguest and least challenging terms
A limited understanding of a narrow range of material
Largely descriptive or narrative, with little evidence of analysis
A basic argument is evident, but mainly supported by assertion and there may be a lack of clarity and coherence
Some evidence of a view starting to be formed but mainly derivative.
Numerous deficiencies in expression and presentation; the writer may achieve clarity (if at all) only by using a simplistic or repetitious style
Barely adequate use of literature. Over reliance on material provided by the tutor.
The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied – for compensation consideration.
30 – 34%
The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators.
15-29%
The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators.
0-14%
The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators.

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