ASSESSMENT BRIEF
(AY 2022/2023)
The assessment of this module comprises of two components:
- A group presentation to be submitted by Friday 4th November (Week 9), counting for 30% of the final mark,
- An individual report to be submitted by Friday 9th December (Week 14), counting for 70% of the final mark.
Component 1 – 30%
The first component consists in a group presentation to be recorded and submitted in Week 9.
You will work in group with 4/5 students. Each team will be required to ideate an innovative product or service to be presented in a short video (between 2 and 5 minutes). During the tutorials (Week 3 – Week 8), you will be provided with a set of tools and techniques
- to scout and assess innovative ideas,
- conduct market research,
- effectively communicate your product or service
The video, to be submitted in Week 9, must cover the following aspects:
- Name and nature of your product/service
- How your product/service creates value for its final users
- The results of market research on your product/service (EITHER a survey with min. 50 responses OR a focus group with 4-6 participants)
- The validation of your product/service from an external stakeholder (e.g., an expert of innovation, a key partner of your product/service, etc.)
Edinburgh Napier University is a registered Scottish charity Reg. No. SC018373
Throughout the weekly sessions each team will be guided and supported in the development of the project. Formative feedback on the video will be provided during the tutorial in Week 8.
Component 2 – 70%
The second component consists in an individual report to be submitted in week 14. The report will have a wordcount of min 3,400 – max 3,600 words and will explore how innovation is managed by a small or medium enterprise (SME), chosen by the student.
Students are free to choose any SME, provided that they can collect sufficient information on it to develop a comprehensive and in-depth analysis. In Week 2 and 9, students will get familiar with a variety of sources and tools that can be used for data collection.
In addition to collecting secondary and/or primary data on the selected SME, students are expected to use concepts and frameworks from the literature to critically analyse the strategies put in place by the organisation to manage innovation. The lecture materials and the reading list provides an initial set of references to be used in the assessment: students are required to identify additional references and theories to enrich their analysis
The report will be structured as follows:
- The introduction will present the SME and summarising the key points discussed in the analysis (approx. 500 words)
- Section 1 will provide a historical overview of innovation within the selected SME and analyse what types of innovation your selected SME engages with, referring to key concepts from the literature on innovation: for example, marginal/radical innovation, product/process innovation, paradigm innovation, etc. (approx. 800 words)
- Section 2 will describe and critically analyse the processes and strategies put in place by the selected SME to develop innovative products and services, referring to key concepts from the literature on innovation: e.g., design thinking, experiential learning, entrepreneurial teams, etc. (approx. 800 words)
- Section 3 will describe and critically analyse the processes and strategies put in place by the selected SME to manage innovation, referring to key concepts from the literature on innovation: e.g., entrepreneurial leadership, intrapreneurship, innovation networks, open innovation, etc. (approx. 800 words)
- Section 4 will provide three recommendations for the selected SME. These recommendations need to address criticalities emerging from the analysis and be supported by relevant references (max. 600 words).
- A reference list, including all references cited in the report and formatted according to APA-7th.
Marking criteria
Component 1
| F6-F2 | F1 | P1 | P2-P5 | D1-D5 | |
| Presentation | The group | The group | The group | The group | The group |
| (20%) | presentation lacks a | presentation is clearly | presentation has a | presentation has a | presentation has a |
| clear structure and | structured but fails to | clear structure and | clear structure and | clear structure and | |
| fails to clearly | clearly communicate | message, but the | message. The | message, the | |
| communicate your | your innovative | communication of | communication of | communication of | |
| innovative project | project | your innovative | your innovative | your innovative | |
| project is not | project is effective but | project is effective | |||
| sufficiently effective | lacks creativity. | and creative. | |||
| nor creative. | Excellent use of | ||||
| storytelling techniques | |||||
| Ideation (40%) | No evidence of a | The innovative idea | The innovative idea | The innovative idea | The innovative idea |
| coherent and in-depth | lacks a clear rational | has a clear rationale | has a clear rationale | has a clear rationale, | |
| ideation process. | and coherent | but lacks a coherent | and a coherent | a well-thought design | |
| development. | development. | development, but | and a coherent | ||
| some aspects are not | development. | ||||
| thoroughly or | |||||
| consistently designed. | |||||
| Idea testing and | No evidence that the | Idea testing and | Idea testing and | Some evidence of | Considerable |
| validation (40%) | innovative project has | validation do not meet | validation meet the | how idea testing and | evidence of how idea |
| been tested or | the minimum | minimum | validation have been | testing and validation | |
| validated | requirements. | requirements but | used to improve the | have been used to | |
| there is no evidence | innovative project. | improve the | |||
| of how they were | innovative project. | ||||
| used to improve the | |||||
| innovative project. |
Edinburgh Napier University is a registered Scottish charity Reg. No. SC018373
Component 2
| F6-F2 | F1 | P1 | P2-P5 | D1-D5 | |
| Presentation | The report lacks a | The report lacks a | The report has a | The report has a | The report has a |
| (10%) | coherent structure, | coherent structure, | coherent structure, | coherent structure. | coherent structure. |
| the writing style is too | the writing style is too | but the writing style is | The writing and | The writing and | |
| informal, and the | informal, and the | too informal, and the | referencing style | referencing style are | |
| references are | references are poorly | references are poorly | good, apart from | fully accurate. | |
| missing. | formatted. | formatted. | minor inaccuracies. | ||
| Research on the | The report does not | The report contains | The report contains | The report contains | The report contains |
| case study (30%) | contain any | little information on | little information on | detailed information | detailed information |
| information on the | the selected SME, | the selected SME, | on the selected SME, | on the selected SME, | |
| selected SME. | which is not backed | supported by relevant | supported by a wide | supported by a wide | |
| by relevant | references. | range of sources. | range of sources | ||
| references. | (including primary | ||||
| data). | |||||
| Engagement with | No evidence of | Limited evidence of | Limited evidence of | Good evidence of | Considerable |
| the literature | engagement with the | engagement with the | engagement with the | engagement with the | evidence of |
| (30%) | literature. | literature. Mainly | literature. Only few | literature. Many | engagement with the |
| reports and non- | academic references | academic references | literature, including | ||
| academic references | are cited | are cited | references not | ||
| are cited. | reported in the | ||||
| reading list. | |||||
| Critical analysis | No evidence of critical | No evidence of critical | Some evidence of | Good evidence of | Excellent evidence of |
| (30%) | analysis. The report is | analysis. The report is | critical analysis. Few | critical analysis. Many | critical analysis. Many |
| purely descriptive and | purely descriptive with | concepts and | concepts and | concepts and | |
| lacks references to | inconsistent | frameworks from the | frameworks from the | frameworks from the | |
| relevant theories and | references to relevant | literature are cited in | literature are cited in | literature are used to | |
| frameworks. | theories and | the analysis, but the | the analysis, but the | develop an in-depth | |
| frameworks. | links with the case | links with the case | and original analysis | ||
| study are not always | study are not always | of the case study. | |||
| clear. | clear. |
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