Within the context of Effective Idea Generation, write a report about how you generated a specific idea for a business / product / innovation either in the past or at the present time. Include reference to relevant academic models / theories from the entrepreneurship / creativity literature and from classroom discussion. Provide insight into the process / steps you followed to generate an idea and turn it into reality. Explain why you think your idea is worthwhile / feasible / valid and who your key stakeholders are
LPC EIDE4019 Effective Ideas Generation Autumn 2018 Coursework Brief Handout: 8th October 2018 Deadline for Submission: Tuesday December 18th 1400 (tbc) Submit this coursework through the Student Portal with a Turn-it-in Report Word Limit: 1500 words (+/- 10%) Learning outcomes assessed: 1. Explain the role of idea generation in business innovation 2. Discuss the importance of new ideas in gaining competitive advantage 3. Apply idea generation techniques to business scenarios This coursework is worth 80% of the total marks for this module. EIDE4019 Effective Ideas Generation Autumn 2018 Coursework Brief GSM LONDON Page 1 of 9 Coursework Instructions Please read carefully • Carefully read the module handbook, the marking criteria and the grade descriptors. Academic Misconduct You are responsible for ensuring you understand the policy and regulations about academic misconduct. You must: • Complete this work alone except where required or allowed by this assignment briefing paper and ensure it has not been written or composed by or with the assistance of any other person. • Make sure all sentences or passages quoted from other people’s work in this assignment (with or without trivial changes) are in quotation marks, and are specifically acknowledged by reference to the author, work and page. EIDE4019 Effective Ideas Generation Autumn 2018 Coursework Brief GSM LONDON Page 2 of 9 Assignment Question Within the context of Effective Idea Generation, write a report about how you generated a specific idea for a business / product / innovation either in the past or at the present time. Include reference to relevant academic models / theories from the entrepreneurship / creativity literature and from classroom discussion. Provide insight into the process / steps you followed to generate an idea and turn it into reality. Explain why you think your idea is worthwhile / feasible / valid and who your key stakeholders are. End of Assignment Brief Suggested report structure: Executive Summary – do it last, put it first! Contents – reflects the structure of the report Introduction – short scene-setting including purpose and rationale Literature review – covering some of the key texts and reference sources from the module; provides an academic basis for the report Methodology – brief description of the research process (eg applied a number of techniques to generate new ideas; use of validation techniques to identify feasible ideas) Application to idea generation and development – main section demonstrating how the techniques outlined in 'Methodology' have been applied to a real-world situation (eg a start-up business, a creative project); also highlights the process of finding an idea and developing it to fruition (include validation evidence here if possible). Outcomes and evaluation – identify the key outcomes to date (eg business launched) and comment both on the positives and the areas for improvement / further development. Conclusion and action plan – key conclusions and implications; plan of action moving forward Bibliography & Appendices EIDE4019 Effective Ideas Generation Autumn 2018 Coursework Brief GSM LONDON Page 3 of 9 Specific assessment criteria: Assessment criteria Explanatory comments on the assessment criteria Maximum marks Knowledge and understanding of the subject: • Clearly understands the assignment question and application to chosen case. • Knowledge and understanding of the steps required to generate and evaluate a new idea in a business / creative context. • Identified key theories and /or concepts relating to effective idea generation • Analysis and synthesis – e.g. Linking different arguments with other models (idea generation with business development / strategy). 45% Cognitive and intellectual skills • Logical argument - e.g. with evidence to articulate how a specific conclusion / outcome has been reached • Analytical approach to review objectively insights and findings from an experiential process • Makes reference to a number of reliable sources (e.g. academic journals / textbooks, market reports, feasibility studies) • Selects relevant evidence to support recommendations and / or conclusions • Has researched beyond the key reading appropriate for the subject. • Academic honesty - has avoided plagiarism • Has used Harvard referencing (in-text and reference list) 30% Graduate Skills for life / employment / business • Uses appropriate academic conventions (e.g. summaries, paraphrasing etc.) • Research-related skills (evidenced by collection and interpretation of data to support findings) • Written and graphical skills • Problem-solving (is the strategy and recommendation based on the analysis?) • Practical and professional skills (work has right level of detail / complexity) 25% EIDE4019 Effective Ideas Generation Autumn 2018 Coursework Brief GSM LONDON Page 4 of 9 Generic Marking Criteria (Level 4) KNOWLEDGE & UNDERSTANDING INTELLECTUAL & COGNITIVE SKILLS Graduate Skills: transferable, employability, practical and academic skills Factual and conceptual knowledge and understanding; use of class materials; independent reading Critical thinking; conceptualisation; creativity; synthesis, analysis and evaluation; application; problem solving and research/investigation Written, oral and presentation skills; interpersonal, group and teamwork skills; leadership skills; numeracy; digital skills; practical, professional and academic skills (including referencing/presentation MARKING BAND CLASSIFICATION WEIGHTED AT 45% WEIGHTED AT 30% WEIGHTED AT 25% 86 - 100% FIRST (1ST) Includes all required factual content, accurately summarised. Well developed, relevant, reasoned introduction and conclusions. Within word count or presentation time. Accurate identification of relevant concepts, theories and/or principles, appropriate to this level and likely to extend beyond core of classroom content Clearly and logically structured material. Accurate spelling, grammar, punctuation, paragraphing. Structured appropriately Excellent understanding of factual and conceptual material, relative to this level. Information or data selected from a good range of appropriate primary and/or secondary sources, and categorised, analysed or evaluated using relevant methods or techniques. Fluent, interesting writing style, appropriate to the assignment OR engaging, confident, audible and well paced presentation. Calculations are accurate, clearly set out, with explanations. Well developed, coherent arguments, referencing primary and secondary literature. Appropriate visual presentation, including font, spacing, margins, headings, graphics, images and appendices. Well developed integration of theory and practice, for this level, using defined conceptual frameworks. Correct use of academic conventions, references and bibliography. Very good application of numerical and statistical methods to defined problems. Outstanding, consistent delivery of group work obligations, for this level. Substantiated, relevant, logical recommendations. Very good awareness of ethical issues, where relevant. Insightful reflection on own strengths and weaknesses in relation to defined professional and practical skills. 70 - 85% FIRST (1ST) Includes all required factual content, accurately summarised. Well developed, relevant introduction and conclusions. Within word count or presentation time. Includes relevant factual content only. Well structured material. Accurate spelling, grammar, punctuation, paragraphing. Structured appropriately Accurate identification of relevant concepts, theories and/or principles, appropriate to this level. Information or data selected from a good range of appropriate primary and/or secondary sources, and categorised, analysed or evaluated using relevant Fluent writing style, appropriate to the assignment OR engaging, audible and well paced presentation. Structured appropriately EIDE4019 Effective Ideas Generation Autumn 2018 Coursework Brief GSM LONDON Page 5 of 9 methods or techniques. Very good understanding of factual and conceptual material, relative to this level. Coherent arguments, referencing primary and secondary literature. Appropriate visual presentation, including font, spacing, margins, headings, graphics, images and appendices. Calculations are accurate, clearly set out, with explanations. Very good integration of theory and practice, for this level, using defined conceptual frameworks. Correct use of academic conventions, references and bibliography. Good application of numerical and statistical methods to defined problems. Very good, consistent delivery of group work obligations, for this level. Relevant and logical recommendations. Good awareness of ethical issues, where relevant. Good reflection on own strengths and weaknesses in relation to defined professional and practical skills. 60 - 69% UPPER SECOND (2:1) Includes most required factual content, mostly accurately summarised. Relevant introduction and conclusions. Appropriate visual presentation, including font, spacing, margins, headings, graphics, images and appendices. Includes relevant factual content only. Clearly structured material. Mostly accurate spelling, grammar, punctuation, paragraphing. Mainly accurate identification of relevant concepts, theories and/or principles, appropriate to this level. Information or data selected from some relevant primary and secondary sources, and categorised, analysed or evaluated using relevant methods or techniques but with some gaps or misunderstandings. Mainly fluent writing style, appropriate to the assignment OR mainly engaging, audible and well paced presentation. Sound understanding of factual and conceptual material, relative to this level. Mostly coherent arguments, referencing primary and secondary literature. Mostly appropriate