Faculty of Business

BAA517

Innovation, Place & Entrepreneurship In Regions

Semester 1, 2014

Unit Outline
Dr Colin Jones

CRICOS Provider Code: 00586B

Contact details
Unit coordinator/lecturer
Unit lecturer: Campus: Email: Phone: Fax: Address: Dr Colin Jones Sandy Bay Colin.Jones@utas.edu.au (03) 6226 1937 (03) Australian Innovation Research Centre Private Bag 108 Hobart Tas 7001 http://www.teaching-entrepreneurship.com tasdevilcol http://twitter.com/tasdevilcol http://www.facebook.com/tasdevilcol http://www.airc.net.au/bloggers.php?Doo=Co ntentView&id=1030

Colins Webpage Skype: Twitter: Facebook: UTAS homepage:

Other teaching staff

Student Support: Campus: Email: Phone: Fax: Room number: Consultation hours: Aleisha Cross Cradle Coast Aleisha.Cross@utas.edu.au 6430 4902 6430 4965 A1-09 Monday-Friday 9.30am - 4.30pm

The University of Tasmania 2013

Contents
Unit outline Unit description Learning outcomes Generic graduate attributes Learning resources required Recommended reading Electronic resources Unit schedule Learning outcomes, learning strategies and assessment Expectations Assessment details Submission of assignments Individual presentation Requests for extensions Penalties Academic referencing Plagiarism Further information and assistance 2! 2! 3! 3! 4! 4! 6! 8! 9! 10! 10! 11! 11! 11! 11! 12! 12! 12!

Unit outline
Course Name: Course Code: Total Workload: Lecturer: Innovation, Place & Entrepreneurship in Regions BAA517 12.5% Dr Colin Jones

Unit description
This unit explores the emerging inter-relationship between innovation, place and entrepreneurship, and specifically the roles of relationships, local knowledge and liveability in fostering regional competitiveness and innovation. The unit examines the implications of these trends for regional enterprise development and an entrepreneurial culture. In the context of transforming production systems the unit explores the emerging opportunities for innovation, place and regionality in regional businesses and small and medium enterprises often characteristic of regional Australia. A particular focus will be on the manufacturing and agrifood sectors often key industries in regions. The unit will explore opportunities for, and examples of, innovation in regional development. Within this broader context specific aspects and concepts to be canvassed will include: 1. The role of the entrepreneur in engineering social change; 2. Value chains, value adding and value chain innovation; 3. The value of relationships (e.g. social capital) especially with regards to the creation of new value; 4. The role of social media in connecting entrepreneur, value creation and communities; 5. Social innovation and social enterprises;

The unit is structured to suit adult learners and the assessment requires the application of theory and practice to a real-world problem of the student's choosing.

The unit is offered in intensive delivery mode. It comprises a 1 x 2 day & 1 x 1 day intensive delivery of the units core content, with a 3 week period of reflection discussion online between the intensive sessions in which the student applies the knowledge to a real-world problem. Students are expected to become familiar with the essential readings prior to the first 2 day session. During the session students are expected to develop a more informed appreciation of the topics. During the online discussion, students are expected to develop an appreciation of their own personal situation vis--vis the listed topics. Prior to the second 1 day session, students are expected to develop a presentation through which they demonstrate their understanding of the listed concepts. This will be further evidenced through the submission of an action plan as to how they would bring about Innovation to advance their own/community objectives. 2

Learning outcomes
On completion of this unit, you should be able to: 1. Have a greater knowledge of the concepts of innovation, place and entrepreneurship; 2. Have an understanding of value chains; 3. Have an understanding of social innovation and social enterprise; 4. Have a greater understanding of social media and its use by entrepreneurs; 5. Have a framework within which to reflect on social innovation, value chains and regional development; 6. Have an understanding of relationships between innovation, social enterprise, value chains, entrepreneurship, social media and the implications for place and regional competitiveness; 7. Develop practical skills on, the use of social media to bring about social innovation in a community or regional setting; 8. Research, discuss, reflect and evaluate to produce an applied learning project; 9. Research, reflect and synthesise to produce an engaging presentation; 10. Feel confident in applying these skills and capabilities in other work settings and locations.

Generic graduate attributes

The University has defined a set of generic graduate attributes (GGAs) that can be expected of all graduates (see http://www.utas.edu.au/tl/policies/index.htm). By undertaking this unit you should make progress in attaining the following attributes: Knowledge: Graduates will have an in-depth knowledge in their chosen field of study and the ability to apply that knowledge in practice. They will be prepared for life-long learning in pursuit of personal and professional development.

Communication skills: Graduates will be able to communicate effectively across a range of contexts, including written, oral, technical, print and internet media, particularly through technology-based activity.

Problem-solving skills: Graduates will be effective problem-solvers, capable of applying logical, critical and creative thinking to a range of problems. They will have developed competencies in information literacy.

Global perspective: Graduates will be able to demonstrate a global perspective and intercultural competence in their professional lives.

Social responsibility: Graduates will act ethically, with integrity and social responsibility.

Learning resources required

The unit achieves these outcomes through an applied learning project, and participation in exercises and learning activities that involve discussion, debate and development of scenarios, solutions and propositions. Group work and informal collaboration and discussions are important learning tools and will be a key part of the resources provided in the unit to facilitate learning.

Essential Readings and Videos

Regional & Community Development Beer, A, Maude, A & Pritchard, W 2003, Developing Australias regions: theory and practice , UNSW Press, Sydney. See UTAS eReserve http://webpac.lib.utas.edu.au.ezproxy.utas.edu.au/e_reserve/HSD502762447.PDF Eversole, R 2003, Value adding community? Community economic development in theory and practice, Rural Society vol. 13, no.1, pp. 72-86. Available Online at UTAS Social Innovation and Social Entrepreneurship Woolcock, M & Narayan, D 2000, Social capital: implications for development theory, research, and policy, The World Bank Research Observer, vol.15, no. 2, pp. 225-49. Available Online at UTAS Entrepreneurship Aldrich, HE & Martinez, MA 2001, Many are called, but few are chosen: An evolutionary perspective of the study of entrepreneurship, Entrepreneurship Theory and Practice, vol. 25, no. 4, pp. 41-56. Available Online at UTAS Innovation and Value Chains Asheim, BT & Gertler, MS 2006, The Geography of innovation: regional innovation systems in J Fagerberg, DC Mowery and RR Nelson, The Oxford handbook of innovation, Oxford University Press, Oxford, pp. 291-317. Stabell, CB & Fjeldstad, OD 1998, Configuring value for competitive advantage: on chains, shops, and networks, Strategic Management Journal, vol. 19, pp. 413-37. http://www.agbuscenter.ifas.ufl.edu/5188/miscellaneous/configuring_value.pdf Social Media How to Be a Social Media Change Agent http://www.youtube.com/watch?v=iB9Npo3qtH0&feature=player_embedded#! Social Networking or Notworking: The Value of Social Media in Business http://www.youtube.com/watch?v=MVg2XBSqCMw&feature=player_embedded Social Networking and New Media http://www.youtube.com/watch?v=CZ46mXbv1fQ&feature=player_embedded

Other Recommended Readings

Regional & Community Development Australian Bureau of Statistics 2002, Social capital and well being, Discussion Paper, ABS, August. http://www.abs.gov.au/websitedbs/D3110122.NSF/4a255eef008309e44a255eef00061e57/150 bcb152250ddcfca256c220080ba47!OpenDocument Beer, A 1998, Economic rationalism and the decline of local economic development in Australia, Local Economy, vol. 13, no. 1, pp. 51-63. Available Online at UTAS Australian Bureau of Statistics 2004, Measuring social capital: an Australian framework and indicators, Information Paper, ABS, Canberra. http://www.ausstats.abs.gov.au/ausstats/free.nsf/0/13C0688F6B98DD45CA256E360077D526/$Fil e/13780_2004.pdf Australian Local Government Association (ALGA) 2007, 2007-08 State of the regions report: climate change, ALGA, Canberra. Bureau of Rural Sciences (BRS) 2008, Country matters: 2008 social atlas of rural and regional Australia , BRS, Canberra. (available for download from http://www.affashop.gov.au/product.asp?prodid=13896) Barr, N 2003, Future agricultural landscapes, Australian planner, vol. 40, no. 2, pp. 123-28. Christopherson, S & Clark, J 2007, Remaking regional economies, Routledge, New York. Department of Infrastructure, Transport, Regional Development and Local Government 2008, About Australias regions 2008, Australian Government, Canberra. http://www.minister.infrastructure.gov.au/gg/releases/2008/June/files/AboutAustraliasRegions2 008.pdf Social Innovation and Social Entrepreneurship Productivity Commission 2003, Social capital: reviewing the concept and its policy implications, Research Paper, AusInfo, Canberra. Pages 5-23 http://www.pc.gov.au/__data/assets/pdf_file/0018/8244/socialcapital.pdf Boully, L 2004, Participatory governance: intra and inter governmental consultation and th community engagement in the Murray-Darling Basin Initiative. Paper presented to 7 Annual Corporate Governance in the Public Sector Conference , 20-22 April, Canberra. http://www.wentworthgroup.org/docs/participatory_governance.pdf Boully, L, McCollum, B, Vanderbyl, T & Claydon, G 2005, Talk until the talking starts: resolving conflict through dialogue. Paper presented at The International Conference on Engaging Communities , 14-17 August, Brisbane. http://www.wentworthgroup.org/docs/talk_until_the_talking_starts.pdf Cocklin, C & Alston, M 2003, Community sustainability in rural Australia. a question of capital? Charles Sturt University, Centre for Social Research, Wagga Wagga. Doyle, L, Adams, D, Tibbitt, J & Welsh, P (eds) 2008, Building stronger communities. connecting research, policy and practice, NIACE, Leicester, UK. Frances, N 2008, The end of charity: time for social enterprise , Allen & Unwin, Crows Nest. Nicholls, A 2006, Social entrepreneurship: new models of sustainable social change , Oxford University Press, Oxford. 5

Entrepreneurship Florida, R 2005, The flight of the creative class: the new global competition for talent, HarperBusiness, New York. Websites: http://www.socialenterprisehubs.org/ http://vivianoxford07.blogspot.com/2007/04/geoff-mulgan.html Innovation Amin, A & Roberts, J 2008, Community, economic creativity and organisation, Oxford University press, Oxford.

Electronic resources
Library
Required or recommended reading may at times be made available through the Librarys eReserve system. For information on accessing eReserve items go to: http://www.utas.edu.au/library/cat/ereserve.html

MyLO (My Learning Online)

Some resources and a discussion board will be available on MyLO for this unit. For more information about accessing and using MyLO go to: http://tlo.calt.utas.edu.au To access MyLO from your own computer you will need the appropriate software, and hardware to run that software. Please see UConnect at http://uconnect.utas.edu.au/ for information about computer software you will need.

Details of teaching arrangements:

2 day intensive mode delivery (May 2 and May 3) 3 week Online Discussions (May 4 to May 28) 1 day intensive mode delivery (May 30)

Occupational health and safety (OH&S)

The University is committed to providing a safe and secure teaching and learning environment. In addition to specific requirements of this unit you should refer to the Universitys policy at: http://www.admin.utas.edu.au/hr/ohs/pol_proc/ohs.pdf

Unit schedule
This unit is structured around adult learning principles and offered in intensive mode delivery. The major content is delivered in the first 2 day session (May 2 and May 3). Issues to be discussed will be: Regional Development and the Role of the Entrepreneur What are the challenges for the process of regional innovation? We will consider the debates and dilemmas surrounding regional development: is the concept think global act local a reality? If so, what are the current approaches and why have place, provenance, liveability, relationships (as value chains and capital) emerged as being so important? Value Chains The concept of value chains will then be considered in more detail. Contemporary thinking on value chains and methods to examine them will occur. We will consider the various ways firms construct value and discuss the significance of the different approaches. The main feature of value chains lies in relationships which are a key feature of place-based regional development. Social Media We will also consider the issue that regional difference and points of difference are often acknowledged but hard to capture. Therefore, the role of place, provenance and regional characteristics in giving a competitive edge to products and services in particular, and regions more generally will be considered. Social Innovation and Social Enterprise The potential for social innovation and social enterprise to act as important drivers for change and competitiveness in regions will also be discussed.

After the first 2 day session (May 2 and May 3), you will have the opportunity (online) to become more aware about how you and your classmates hold similar and dissimilar opinions of the above noted issues. And we will consider the importance of such similarities and differences of opinion. In the final 1 day session (May 30) you will have the opportunity to present your understanding of the issues you were introduced to in the first session. You will be expected to demonstrate you ability to apply the theoretical concepts to your everyday life.

Learning outcomes, learning strategies and assessment

Assessment Participation - 15% Assessment Criteria Identification and understanding of concepts Willing to engage Critical thinking Evidence of learning Addresses Learning Outcomes 1,2,3,4,5,6,7,8,9 Online Discussion 30% Assessment Criteria Identification and understanding of concepts Application of concepts/ rationale Critical thinking; evidence of analysis and synthesis Addresses Learning Outcomes 1,2,3,4,5,6,7,8,9,10 Presentation of Your Innovative Idea 25% Assessment Criteria Structure Clarity Impact Addresses Learning Outcomes 1,2,3,4,5,6,7,8,9,10 Presentations are an important learning strategy and assessment item as they provide an opportunity for the student to grow confidence in applying these skills and capabilities in other work settings and locations. They also provide excellent opportunities to gain valuable feedback. The Online Discussion process is called Group Sense Making and is explained in detail here: http://blip.tv/file/3574437 The process will be explained during our first meeting. Learning outcomes The participation component in assessment is designed to encourage students to engage with other students. A key learning outcome is critical thinking and a framework for evaluation. Participation also enables learning from others and reflection and critical thinking.

Action Plan 30% Assessment Criteria 1. Articulation of your C-P-S Hypotheses 2. Articulation of your Business Model Sketch 3. Articulation of your Risk Table 4. Evidence of your learning 5. Summary of your ideas future development Addresses Learning Outcomes: 1,2,3,4,5,6,7,8,9,10.

The Action Plan provides you an opportunity to demonstrate your learning from within the unit, as it relates to a relevant real world issue or problem. Action Plan evidences your understanding of the concepts and your ability to conceive where and how value can be created and also how you would test your assumptions. Please follow the Guide to Customer Development (supplied to you in the first workshop)

See http://www.teaching-entrepreneurship.com/baa-510.html for full details

Expectations
The University is committed to high standards of professional conduct in all activities, and holds its commitment and responsibilities to its students as being of paramount importance. Likewise, it holds expectations about the responsibilities students have as they pursue their studies within the special environment the University offers. The Universitys Code of Conduct for Teaching and Learning states: Students are expected to participate actively and positively in the teaching/learning environment. They must attend classes when and as required, strive to maintain steady progress within the subject or unit framework, comply with workload expectations, and submit required work on time.

Assessment details
Participation (in exercise, group work, discussions) 2 x 7.5% (15%) Online Discussion 30% (2 x Group Sense Making exercises) Presentation of Your Proposed Innovation - 25% (Verbal presentation format/length to be determined in session 1) Action Plan 30% (submitted within 4 weeks of the final workshop)

Participation in this unit is an important learning strategy. It is designed to encourage students to engage with the material and analyse it through discussion and exercises. It is recognised that students have various learning styles and will participate differently. The assessment is designed to recognise the students efforts to participate. Fifteen per cent is given over the 2 intensive mode sessions, providing the student with an opportunity to reflect and evaluate their learning styles. The Online Discussion Exercise is designed to give the student an opportunity to gain an understanding of how their feelings and opinions about the discussed topics are similar and different to other participants. The assessment is designed to be formative and summative. It should assist you in the development of your presentation, specifically in regards your understanding of the context of social innovation in the context of regional competitiveness and innovation. The Presentation of your Planned Innovation is an applied assignment in which the student/s demonstrates the learning gained from participation in the unit to a problem or issue in their workplace or community. The assessment is designed to grow the students knowledge both of content and tools. It is designed to foster practice skills and real-world application. After completing this assessment item the student will be able to work more confidently with communities, SME firms and regional development organisations or industry sectors. You will be required to explain the nature of the problem or opportunity you are focused upon. How significant is the problem or opportunity to you and/or your community? How has your thinking about the problem or opportunity been influenced by your engagement with the literature and interaction with the class? What type of resource profile do you hold relative to the problem/opportunity? How do you propose to create and capture new value in a sustainable way? What challenges do you foresee in attempting to create/capture the proposed new value? 10

You are required in your Action Plan to provide a succinct summary of the C-P-S hypotheses for your idea, to articulate pictorially your Business Model Sketch and Risk Table. Finally, you are required to provide evidence of your learning in the unit and conclude by way of a summary of your ideas possible future development. You will receive both formative and summative assessment on your action plan.

Submission of assignments
The Online Discussion will be complete in the three weeks after the first session. Access to the discussion will be through MyLO. The Presentation Content is to be submitted verbally (without any reliance on notes) during the th second session and the accompanying Action Plan by the 15 of June (email to your lecturer Colin Jones).

Requests for extensions

No extensions will be granted for assessments unless there are extraordinary circumstances.

Penalties
Late submission of work is penalised at a rate of 5% per day, unless an extension has been granted by teaching staff.

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Academic referencing
In your written work you will need to support your ideas by referring to scholarly literature, works of art and/or inventions. It is important that you understand how to correctly refer to the work of others and maintain academic integrity. Failure to appropriately acknowledge the ideas of others constitutes academic dishonesty (plagiarism), a matter considered by the University of Tasmania as a serious offence. The appropriate referencing style for this unit is the Harvard (author-date) system. For information on presentation of assignments, including referencing styles: http://www.utas.edu.au/library/assist/gpoa/gpoa.html Please read the following statement on plagiarism. Should you require clarification please see your unit coordinator or lecturer.

Plagiarism
Plagiarism is a form of cheating. It is taking and using someone else's thoughts, writings or inventions and representing them as your own; for example, using an author's words without putting them in quotation marks and citing the source, using an author's ideas without proper acknowledgment and citation, copying another student's work. If you have any doubts about how to refer to the work of others in your assignments, please consult your lecturer or tutor for relevant referencing guidelines, and the academic integrity resources on the web at http://www.academicintegrity.utas.edu.au/ The intentional copying of someone elses work as ones own is a serious offence punishable by penalties that may range from a fine or deduction/cancellation of marks and, in the most serious of cases, to exclusion from a unit, a course or the University. Details of penalties that can be imposed are available in the Ordinance of Student Discipline Part 3 Academic Misconduct, see http://www.utas.edu.au/universitycouncil/legislation/ The University and any persons authorised by the University may submit your assessable works to a plagiarism checking service, to obtain a report on possible instances of plagiarism. Assessable works may also be included in a reference database. It is a condition of this arrangement that the original authors permission is required before a work within the database can be viewed.

For further information on this statement and general referencing guidelines, see http://www.utas.edu.au/plagiarism/ or follow the link under Policy, Procedures and Feedback on the Current Students homepage.

Further information and assistance

If you are experiencing difficulties with your studies or assignments, have personal or life-planning issues, disability or illness which may affect your course of study, you are advised to raise these with your lecturer in the first instance. There is a range of University-wide support services available to you including Teaching & Learning, Student Services, International Services. Please refer to the Current Students homepage at: http://www.utas.edu.au/students/ Should you require assistance in accessing the Library visit their website for more information at http://www.utas.edu.au/library/ 12