MGMT20132 Innovation and

Sustainable Business Development

Assessment overview

Tage Andersson
Unit profile and unit materials
• Use the unit profile to plan your studies.
• You will need access to the unit textbooks to pass this
unit.
– Tidd, J., & Bessant, J. (2013). Managing Innovation (Fifth ed.):
Wiley. Available from the CQUniversity bookstore or
www.amazon.com.au.
– Osterwalder, A., & Pigneur, Y. (2010). Business Model
Generation. New Jersey: Wiley. Available for free at the
CQUniversity Library
• A range of resources are available on the unit website:
– Unit orientation.
– Detailed assessment descriptions.
– Student guides to the assessments.
– Learning resources for the weekly topics and assessments.
– Forums for discussion and questions.
Classes and assessments

• Classes
– Lectures are focused on developing your understanding of
important concepts and their application. Approx. 45 min.
– Workshops are focused on developing your ability to apply
concepts, tools and methods. Approx. 2 hours.
• Assessments.
– Workshops aim to prepare you for and get you to do actual
work on the assessments.
– Assessment 1: Individual essay an short creative video:
Business models (50%).
– Assessment 2: Group report and group presentation: The
business case (50%).
– No exam.

3
Assessment 1 overview
• This assessment must be completed by students individually.
• The assessment is designed for students to develop understanding of the
importance and appreciation of the close links between business strategy,
business innovation and business models.
• The business model concept is central to this understanding. It has evolved
from a term that refers to ‘the logic of the firm or the way of doing business’
to a set of conceptual analytical and creative tools that can be used to help
imagine, conceptualise, deliver and capture business value.
• The assessment is about assessing business models using different
perspectives.
• The assessment involves writing a 1500 word essay and explaining the
essay’s main arguments via a creative video.
• The creative video should be of roughly three minutes duration.
• Please note that academic misconduct and late submission penalties will
apply to this assessment as per the university policies.

4
Assessment 1 tasks: Business essay 30% (I)
Business models are less durable than they used to be as technological
advances in areas such as artificial intelligence, computing power,
communication networks and battery technologies offers both threats and
opportunities for existing businesses and their business models.
"Let's face it: business models are less durable than they used to be. The basic
rules of the game for creating and capturing economic value were once fixed in
place for years, even decades, as companies tried to execute the same
business models better than their competitors did. But now, business models
are subject to rapid displacement, disruption, and, in extreme cases, outright
destruction” (de Jong & van Dijk, 2015).
Specifically, your essay is required to:
1. Clearly and succinctly define the terms ‘business model’ and ‘disruption’
based on a short literature review.
2. Analyse the opportunities and threats caused by the advances in smart-
connected-products (Porter & Heppelmann, 2014, 2015) to the existing
business model for one (1) of the following businesses:
a. Cochlear, Australia (link). Cochlear implant manufacture and service.
b. Commonwealth Bank, Australia (link). Banking and insurance.
c. Domino’s Pizza, Australia (link). Fast food restaurant.
d. LEGO, Denmark (link). Toy manufacturer.

5
Assessment 1 tasks: Business essay 30% (II)
e. Procter & Gamble, United States (link). Manufacture of disposable
nappies and many other products.
f. Volvo Group, Sweden (link). Manufacture and service of trucks and
construction equipment.
g. Strava, United States (link). Social fitness application.
h. A business impacted by the advances of smart-connected-products,
that you are or have been employed at and therefore knows well. It is important
that no confidential business information is included in the essay.
i. If you suggest an organisation other than the ones above, you will
need approval from the assigned lecturer.
3. Use the business model framework by Osterwalder and Pigneur (2010) to
illustrate your initial findings.
4. Expand your analysis to address only two (2) of the following business
model perspectives: business models as value proposition, business models as
a set of capabilities and resources, business models as a system of processes,
business models as a profit formula (Johnson, Christensen, & Kagermann,
2008; Zott, Amit, & Massa, 2011).
5. Conclude by briefly discussing the significance of your findings to the
business and its business model and the future of the business.

6
Assessment 1 tasks: Creative video (20%) (III)
• The creative video must focus on your essay's findings.
• The objective of this video is to develop your presentation skills and ability
to explain difficult theoretical concepts to laypeople.
• To successfully complete this part of the assessment, you are required to
produce a short video that summarises the key arguments of your essay.
• However, your video should not just be a verbatim repeat of your essay. It
should be a creative and unique descriptive explanation of the essay
findings and supporting arguments.
• Make sure your explanations are concise and easy to understand by people
with little business training. Students are rewarded for using the video
medium effectively and creatively

7
Assessment 1 Criteria
Essay marking criteria (30%)
1. Demonstrates an appreciation of business model theory in the literature. 3%
2. Identifies and concisely outlines the opportunities and threats caused by the advances of
smart connected- products to the existing business model. 3%
3. Applies the Osterwalder & Pigneur (2010) business model framework to illustrate findings.
6%
4. Critically applies the business model perspectives: value proposition, capabilities and
resources, system of processes and profit formula to the analysis. 6%
5. Critically discusses the significance of the business model findings to the future of the
business. 6%
6. Introduction, conclusion, coherence of arguments and theoretical integration. 3%
7. Written communication, credible sources and referencing standards skills. 3%
Creative video (20%) marking criteria (20%)
8. Effectively uses text, audio, images and other appropriate methods of communication via
video to explain the arguments to a laypeople audience. 4%
9. Explains the reasons for and significance of disruption by applying business model
knowledge to a recent disruption from real life - as described in the above task description. 8%
(This marking criteria relates to the above video task description: The creative video must focus
on your essay's findings and summarise the key arguments of your essay)
10. Tone of the video is consistent, for instance, uses humour effectively and is professional in
tone throughout. 2%
11. Quality of the video production. 2%
12. Creativity. 4%

8
Assessment 2 overview
• This assessment must be completed by student groups.
• Students will be networking to form the groups.
• The assessment is designed for students to develop and pitch a business
case in a real-world setting. The business case must be for an innovation of
your choice within a specific organisation.
• The assessment involves writing a 2000 word group business case report
and pitching the report’s main arguments and its content at a group
presentation session in class (on-campus students) or video presentation
(distance students).
• The presentation should be of roughly 12 minutes duration (depending on
student numbers).
• Students must be networking to form the groups. Students are required to
self-select into and form groups of 3 to 4 students, maximum of 5 students.
On-campus students confirm groups with the assigned lecturer.
• Distance students confirm groups via email with the unit coordinator. This
activity is to be completed by week 5.
• You will have the opportunity to work on the business case with your group
in class from week 6.
• To obtain marks for assessment 2, students must actively contribute to and
participate in the creation of the group's report and actively contribute to and
participate in the presentation of their group's report.
• Please note that academic misconduct and late submission penalties will
apply to this assessment as per the university policies.
9
Assessment 2 tasks: Business case report (30%) (I)
To successfully complete the business case report, you and your group are required to
undertake the following activities:
Activity 1:
In the first few weeks of term, you are required to self-select into and form groups of 3 to 4
students, maximum of 5 students. On-campus students confirm groups with the assigned
lecturer. Distance students confirm groups via email with the unit coordinator. This activity is to
be completed by week 5. You will have the opportunity to work on the business case with your
group in class from week 6.
Activity 2:
To successfully complete the assessment, your group is required to identify a business and the
business stakeholder you will be writing the business case for. You might be pitching to an
investor or the management of a business. Identify the business and the stakeholder. It can be:
a. A business that one of the group members is or has been employed at and therefore
knows well. It is a very good option if other members of the group are familiar with a similar
business too. It is important that no confidential business information is included in the
business case report.
b. A business that in the public eye, meaning there is a lot of publicly available
information about this business.
c. If you suggest an organisation other than the ones above, you will need approval from
the assigned lecturer.
On-campus groups confirm the selected business with the assigned lecturer. Distance groups
confirm the selected business via email with the unit coordinator. This activity is to be
completed by week 7.

10
Assessment 2 tasks: Business case report (30%) (II)
• Activity 3:
• Identify an innovation that your group believes could be reasonably discussed as the subject of the
business case. The innovation you choose should have the potential to be developed sustainably over a
commercially viable period of time. The suggested innovation must not be implemented by the firm yet. It
can be an innovation your team come up with yourselves or something you learned about through any
media.
• Activity 4:
• Consider and evaluate the possible business models that could be used to realise the opportunities
inherent in the innovation.
• Activity 5:
• Develop the business case document based on the business template provided in class and online. This
will require you to write a business case with five separate sections: 1) the problem the innovation can
solve; 2) benefits of the innovation; 3) strategic response or plan; 4) project options analysis; and 5)
delivery of the recommended solution.
• Each group is required to demonstrate both scholarly independence and academic integrity in
undertaking all steps of the business case development process. Students are required to base their
analyses on data that is reasonably and ethically sourced, and to use assumptions that can be justified in
a commercial setting.
• Responsibility for structuring, coordinating, and managing processes to finalise the business case lies
with each group. Groups are encouraged to work with content beyond Tidd & Bessant (2013) and
Osterwalder & Pigneur (2013). Groups must take charge and deliver a business case capable of
convincing key or principal stakeholders that a return is assured.
• You should have at least 5 refereed journal articles, at least 15 other sources (e.g. statistics, annual
reports, industry publications, etc.), appropriate justification or mathematical models (such as, net
present value analysis, Wolfram alpha), and business development issues specific to the problem or
need expressed. You may utilise appendices to support your business case.
• As part of your working in groups, you are required to provide evidence of your team formation and
ongoing team work with your business case. The team working evidence should be provided in the form
of an appendix, by including team charter and meeting agendas/minutes.

11
Assessment 2 tasks: Business case presentation
(20%) (III)
• In business, concise yet convincing pitches and solid presentations are important in many
contexts, such as board meetings. Key stakeholders are given compelling reasons as to
why they ought to accept, endorse, and finance the business case. The upside gains
versus the downside risks are addressed in full. For example, important details associated
with payback such as Return on Investment (ROI) forms part of the recommendation to act
on the business opportunity.
• Therefore, the assessment culminates in a short ‘pitch’ followed by a group business case
presentation. The presentation is to contain a more detailed presentation of the business
case. Each group is to present a PowerPoint presentation that summarises the key points
of your business case. The entire ‘pitch’ and presentation should be roughly 12 minutes in
duration (depending on student numbers). Everyone in the group should equally contribute
to the delivery of the presentation.
• Each presentation should begin with a 2 minute ‘pitch’ of why the business case should be
approved. The pitch will give you the opportunity to practice making a case succinctly, just
in case you do get the opportunity to talk alone with a decision-maker for a short period of
time prior to a more formal presentation of your ideas. You should nominate one person to
present the 2 minute ‘pitch’. The more formal 10-minute PowerPoint presentation should
follow the ‘pitch’ and involve everyone else in your group.
• On-campus students: you will present live in class during the final workshop on campus.
• Distance students: you have two options: see the unit website for details.

12
Assessment 2 criteria
Group report (30%)
1. Problem that needs solving or the reason the innovation is required is effectively articulated.
3%
2. The benefits and significance of the generated ideas, solution and innovation are logically
and persuasively argued. 3%
3. Business case components, concepts and theoretical treatment addressed: 1) the problem,
2) benefits, 3) strategic response, 4) options analysis, 5) delivery of the recommended solution.
9%
4. Coherence of arguments, theoretical integration, written communication, credible sources
and referencing standards skills. 9%
5. Team formation, role allocation, production of team charter. 3%
6. Team contribution. 3%
Group presentation (20%)
7. The 2 minute “pitch” or introduction of the idea you are selling. 2%
8. The benefits and significance of the generated ideas, solution and innovation are logically
and persuasively argued. 2%
9. Business case components, concepts and theoretical treatment addressed: 1) the problem,
2) benefits, 3) strategic response, 4) options analysis, 5) delivery. 6%
10. Structure and quality of the PowerPoint. 4%
11. Creativity. 2%
12. Everyone had the opportunity to present “equally”. 2%
13. Demeanour and general presenter skills. 2%

13
Questions?

14