Assignment Task
Task
Module Title Managing Innovation
Assessment Type, Word Count & Weighting Innovation Portfolio-
B: Learning Outcomes
1. Critically assess theory from the area of innovation management towards application in the workplace;
2. Analyse contexts and processes of innovation management and determine critical elements impacting an organisation;
3. Propose and justify the application of approaches for managing innovation within organisations to bring about performance improvement.
C: Assessment Task
You are an innovation consultant tasked by a decision-maker (owner/ managing director) of a small to medium-sized enterprise (SMEs) to develop an innovation for them to implement. You are to produce an ‘Innovation Portfolio’ consisting of 4,000 words, produced in a professional format suitable for your audience; please include the following sections:
(150 words (approximate)) i. Executive Summary. Indicating to the decision-maker everything they need to know about the portfolio succinctly. The Executive Summary should be written as a final task of the portfolio.
(800 Words) 1. Innovation Theory. Define the characteristics of innovation and critically assess theory from the area of innovation management. This section should include a critical analysis of Tidd & Bessant’s (2020) Innovation Process Model or an alternative innovation model. It may also be beneficial to cover incorporating teamwork, project planning, and the influence of the market on an innovation process.
2. Innovation in practice
(500 words) 2.1 Company context
Introduce an SME that you are familiar with (linked to the decision-maker). Describe and analyse the chosen SME’s industry context and outline specific challenges that the SME faces which indicate a need for innovation.
(2100 words) 2.2 Innovation in action
Propose your own clear, justified and substantial area of innovation within the SME to bring about performance improvement, which should also help solve an identified challenge.
Highlight the importance of leadership concerning the proposed innovation.
Identify and evaluate the SME’s internal resources necessary to ensure success in the proposed innovation.
A critical analysis and evaluation of potential external challenges which could impact the design stage of the innovation.
Analyse the potential influence of the organisational culture on approaches to managing the innovation process.
D: Specific Criteria/Guidance
You should define what innovation means by drawing upon the theoretical content delivered in lectures. You will not be able to use all theoretical models covered by the lecturers; an example has been provided, although you can use another. Critically assessing the theory can include it’s strengths and weaknesses and your thoughts and argument development (written in the third person).
Do not use a large or multinational company (such as do not use; Amazon, Tesco, Tesla, McDonald’s, Coca-Cola and Apple) as we want to see the critical elements of innovation and how it impacts a business. Demonstrating the learning outcomes would not be realistic in terms of achieving sufficient depth by selecting a large company. Therefore, you are to select an SME (For example, an SME has: less than £25m turnover, fewer than 250 employees and gross assets of less than £12.5m). When selecting an SME, it should be from a company that either you have worked for or can gain an in-depth understanding of (for example, from a friend or family member who works there). Family businesses and SMEs from across the world are welcome.
You should ensure that your innovation portfolio is analytical and not only descriptive. There will be some elements of setting the scene for the reader; however, use the marking rubric for more guidance. This will help to demonstrate your achievement of the learning outcomes of the module.
Your portfolio is to be written as though a decision-maker of an SME was reading it. Therefore, it should layed out professionally. Use correctly formatted headings and subheadings that are numbered, be consistent with your layout, use page numbering and remember to proofread before submitting. Marks will be awarded for structure and quality of the written portfolio, including correct use of APA (7th edition) citations, grammar and referencing.
Word count guidance in the assessment task are an approximate split of words for each section.
The Generic Marking Criteria (Appendix 1) indicates the marking breakdown; Knowledge (40%); Analysis (50%), and Communication (10%)
E: Key Resources
Core text
Tidd, J & Bessant J. (2020). Managing Innovation: Integrating Technological, Market and Organizational Change,7th edition, Wiley.
Suggested Reading
Bhatti, Y., Basu, R., Barron, D., & Ventresca, M. (2018). Frugal Innovation: Models, Means, Methods. Cambridge University Press;
Burns, P. (2016). Entrepreneurship and Small Business, 4th Edition, Palgrave;
Davila, T., Epstein, M., Shelton, R. (2012). Making Innovation Work: How to Manage It, Measure It, and Profitfrom It, Updated Edition, Pearson Publishing;
Kuratko, D., Goldsby, M., & Hornsby, J. (2018). Corporate Innovation: Disruptive Thinking in Organisations, 1stEdition, Routledge;
Trott, P. (2017). Innovation Management and New Product Development, 6th Edition, Pearson Publishing.
Journals
European Journal of Innovation Management (pub. Emerald Insight);
International Journal of Innovation Management (pub. World Scientific).
F: Submission Guidance
You must submit assessments in Microsoft Word, Microsoft PowerPoint or PDF format. More information, including the exact accepted file types, can be found here.The file must be no larger than 40MB.
Your writing is expected to conform to Standard English in terms of spelling, syntax and grammar.
You must include your Assessment Number (J Number) in the header or footer.
Include your word count at the end of the assignment or the front cover.
Set up your page for A4 paper in portrait style.
The font size must be a minimum of point 12 Calibri (or equivalent) for the body of the assessment and footnotes must be 2 points smaller.
Line spacing in the body of the assessment must be 1.5 lines.
Number the pages consecutively.
Students should submit work before 12 noon (unless otherwise specified) on the deadline date electronically via Moodle. Please follow the ‘Turnitin submission’ link on the module space and follow the on-screen instructions, paying particular attention to any specific instructions for each assignment.
You must submit your work with the following details written on the first page:
Title of your work
Module title and code
Module Leader and Seminar Tutor (if relevant)
Number of words
Your student assessment number (J Number)
Student work that does not have this information on will not be identifiable after marking has taken place and risks being recorded as a non-submission.
G: Academic Integrity and Penalties
It is your responsibility to ensure that you are familiar with all of the information contained in this brief as failure to do this may impact on your achievement.
Please refer to the various Assessment Guidance below for detailed information on:
Academic IntegrityExcess Word Count Penalties (found within 5.15 of the handbook)
Cite Them Right Online guidance HYPERLINK “https://portal1.chester.ac.uk/aqs/Quality Standard Manuals/Handbook F – Assessment/05. F5 – Requirements for the Marking of Assessed Work/Appendices/Appendix 5E Generic MC Levels 4, 5 and 6.pdf” University Generic Marking Criteria for L4, L5 and L6
University Generic Marking Criteria for L7Late Work Penalties: Unless you have an extension, any work submitted past the assessment deadline will be subject to a penalty as per university regulations (5 marks per day deduction).
H: Rubrics and Criteria
Please see attached rubric (Appendix 1).
Appendix 1Distinction
90–100%
Evidence of… Distinction
80-89%
Evidence of… Distinction
70-79%
Evidence of… Merit
60-69%
Evidence of… Pass
50-59%
Evidence of… Fail
40-49%
Evidence of… Fail
30-39%
Evidence of… Fail
20-29%
Evidence of… Fail
10-19%
Evidence of… Fail
0-9%
Evidence of…
Knowledge (40%)
Knowledge and understanding of the identified innovation.
SCOPE: critical engagement with the primary and secondary sources used to answer the question. Insightful and sophisticated engagement with research and/or practice pertaining to field(s) and disciplines of study;
Sophisticated demonstration and application of knowledge, offering innovative and/or
original insights, possibly unparalleled in their application;
A sophisticated degree of synthesis, quite likely of complex and disparate material. Advanced engagement with
research and or practice pertaining to the field(s) and disciplines of study;
Accomplished demonstration of knowledge, contributing towards innovative and/or
original insights;
Extremely high degree of synthesis of research material. A high degree of engagement with research and/or practice pertaining to field(s) and disciplines of study;
Excellent demonstration of
knowledge, with the possibility for new insights;
A high degree of synthesis relating to research material. Sustained engagement with
research and/or practice pertaining to disciplines of study;
An assured understanding of
current problems, supported by critical analysis with the potential for new insights;
A sustained application and depth of research material and accuracy in detail. Engagement with relevant knowledge pertaining to discipline and key issues;
Satisfactory understanding and conceptual awareness enabling
critical analysis;
Response is appropriate and addresses the range of learning outcomes; where the knowledge is accurate. Work may lack sustained depth. Unsatisfactory engagement with relevant knowledge pertaining to discipline and key
issues;
Insufficient understanding and conceptual awareness of knowledge(s)
pertaining to the field;
Response does not address
the full range of learning outcomes, inaccurate and/or
missing knowledge at times. Inadequate coverage of relevant issues, inconsistent understanding shown;
Inadequate understanding of underpinning issues, weak and underdeveloped analysis;
Response does not address learning outcomes, inaccurate
and missing knowledgqe. Lack of relevant research and little understanding shown;
Very weak understanding of key issues, work lacks critical oversight;
Substandard engagement with research material, misunderstanding evident. Severely lacking in relevant
research and underpinning knowledge;
Slight understanding of key
issues, little attempt at critical analysis;
Slight engagement with
research material, inaccurate knowledge and misunderstanding throughout. Negligible understanding of key
issues, which is likely to show no critical analysis or engagement with the learning brief;
No engagement with research tasks.
Distinction
90–100%
Evidence of… Distinction
80-89%
Evidence of… Distinction
70-79%
Evidence of… Merit
60-69%
Evidence of… Pass
50-59%
Evidence of… Fail
40-49%
Evidence of… Fail
30-39%
Evidence of… Fail
20-29%
Evidence of… Fail
10-19%
Evidence of… Fail
0-9%
Evidence of…
Analysis (50%)
Critical analysis and interpretation of practical implementation of innovation.
SCOPE:
appropriate analytical discussion and interpretation of source material. A sophisticated command of imaginative, insightful, original
or creative interpretations;
An unparalleled level of analysis and evaluation;
A sophisticated cogent argument offering new and original contributions to knowledge. Advanced command of imaginative, insightful, original
or creative interpretations;
Accomplished level of analysis and evaluation;
A highly developed cogent argument with the potential to bring new and original contributions to knowledge. An excellent command of imaginative, original or creative interpretations;
A high degree of analysis and evaluation;
A sustained argument with the
possibility for new insights to knowledge. A convincing and sustained command of accepted critical positions;
A developed conceptual understanding that enables the student to find new meanings in established hypotheses;
A developed and sustained argument with the possibility for new insights to knowledge. An ability to deal with complex issues both systematically and creatively;
A satisfactory evaluation of current research and critical scholarship in the discipline;
Ability to devise a coherent critical/ analytical argument is supported with evidence. A lack of ability to deal with complex issues;
Judgements not fully substantiated and understood;
The ability to construct an argument is underdeveloped and not supported fully with
evidence. A lack of ability to deal with complex issues;
Judgements are not substantiated or understood
and the critical position is not made clear;
Weak interpretation of research and work is not supported with evidence. Very weak analysis, possibly limited to a single perspective;
Substandard argument, work lacks scholarly analysis and interpretation;
Episodes of self- contradiction and/or confusion. Slight indication of ability to
deal with key issues;
Slight analytical engagement and reflection, work lacks criticality throughout;
Lacks evidence, work shows
self-contradiction and
confusion. Negligible coverage of learning outcomes;
No attempt to interpret research material.
Communication (10%)
Communication skills: creative, written and presented in a structured manner.
SCOPE:
communication of intent, adherence to academic subject discipline protocols. A sophisticated response, the academic form matches that expected in published and professional work;
Mastery and command of specialist skills pertaining to the academic form;
Idiomatic and highly coherent, scholarly expression. Persuasive articulation, where
the academic form largely matches that expected in published work;
Accomplished command of specialist skills pertaining to the academic form, discipline and context(s); A high degree of skill, the academic form shows exceptional standards of presentation or delivery;
A high command of specialist skills pertaining to the academic
form, discipline and context(s). Secure and sustained expression, observing appropriate academic form;
Fluent and persuasive expression of ideas, work shows flair;
Assured interpretation of the
style and genre, content, form
and technique for specialist and
non-specialist audiences as appropriate. Good expression, observing appropriate academic form;
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