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School of Management
—
BUSM4551 CID/Innovation Management
Assessment 3: Reflective piece
Assessment type: Essay Word limit: 1,000 (+/- 10%)
The word count excludes
the cover page, reference
list, and any appendices
that you may wish to
include.
Due Date: On or before Monday of Week 13 @
23:59 (Singapore time)
Weighting: 20%
Overview
You are required to engage in creative writing of a reflective essay consisting of an academic
analysis of your own learning experiences through self-reflection.
The purpose of writing a reflective essay is to provide you with a platform to not only recount a
particular life experience, but to also explore how you have changed or learned from those
experiences. Essays should be authored individually; all ideas and words should be your own.
Assessment criteria (100 marks equate to 20% of overall course assessment)
This assessment will measure your ability to:
• Introduce the context, background, scope and purpose of your essay (10 marks)
• Provide a quality encounter of your learning (15 marks)
• Reflect at a level that reveals deep insights (20 marks)
• Evaluate the significance and impact of your learning (20 marks)
• Implicate the significance of your learning to your future career (15 marks)
• Draw a meaningful conclusion (10 marks)
• Professionally present your encounter (10 marks)
Learning outcomes
Course Learning Outcomes related to this assessment are:
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CLO1 Explain the relationship between creativity, innovation and entrepreneurship and how
it impacts business growth, sustainability and wealth creation
CLO2
Investigate factors that inhibit creativity in individuals and innovation within teams and
organisations, and recommend strategies and tactics to encourage entrepreneurial
behaviour
CLO3 Identify and critique organisational models of innovation management
CLO4 Work individually, and collaboratively with others in applying a range of tools that assist
the creative front end of innovation that leads to problem solving
CLO5 Evaluate the characteristics that make innovative organisations successful and discuss
how a business might emulate these traits
CLO6 Demonstrate learning through presentation and communication skills in a variety of
business and professional contexts
The Program Learning Outcomes related to this assessment are:
PLO1 Explain their role as a local, national and global citizen and be able to apply these
perspectives in business contexts.
PLO4
Reflect on and continuously progress their own professional development, enhancing
their intellectual agility and adaptability as tools for success in ever-changing business
contexts.
Assessment details
This assessment requires you to look back on your learning and experiences in this course and
provide a personal reflection of what you learned from the course and how you have both used and
will use this learning in the future. It allows you to take a bird’s eye view of the complete course and
all the activities that you performed and derive meaning from the entire experience.
A reflection paper is a personal, sometimes anecdotal, or experiential reaction to a subject, but you
may include citations as in any other paper. However, we are more interested to learn about your
thoughts and experiences rather than those of other people, so keep citations to a minimum. If you
refer to a work or use ideas from a work, then cite them in text and include a reference list at the
end.
Note: Back up all copies of drafts and your final assignment on a separate device (USB or similar) in
case it is required as evidence. Computer failure is not an allowable ground for an extension or
Special Consideration.
Feedback mode: Feedback will be provided using the Rubric provided on Canvas.
Essay Format and Suggestions
• Your essay must include a cover page that contains the following information: BUSM4550
Innovation Management; Date; Assessment 3: Reflective Essay; Essay title; Full name and
student number; Tutor name; Word count (count excludes cover page and reference list).
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• Your essay must be professionally presented using Ariel or Calibri 12-point font, justified.
Provide descriptive titles for different sections of your essay. Your essay must include an
introduction, body paragraphs (provide appropriate titles), and a conclusion.
• Your essay in its entirety should answer the following overarching question, clearly and
specifically: how did the course experience broaden, deepen, or otherwise enrich your
understanding of the discipline of innovation management, yourself, and/or the wider world?
• Use a first-person narrative of your experience, highlighting key moments in the learning
process. Tell the story of what you did and how, providing specific examples (e.g., reference
to theories, frameworks, or tools covered in the course) to illustrate how your
perspective/understanding evolved over the course of the semester.
• Reflect on the significance of your experiences with respect to your professional and/or
personal goals. How can you apply what you learned in the future? In what situations?
• List all scholarly and non-scholarly work you have used in the essay in a Reference List. The
reference list is not included in the word count. References should be in RMIT Harvard style
(or Harvard style if using End note). The list should be in alphabetical order by family name.
The list should not be listed by numbers or bullet points.
• The essay is to be written primarily for your own personal consumption and growth, but
since it is a summative assessment, it must be done in a way that your assessor will be
able to judge the value of this exercise to you and the potential impact it will have on your
future career.
• Towards the beginning of the course, you were asked to rate yourself on a variety of factors
related to creativity and innovation skills and abilities. Now, after having completed this
course, you have another opportunity to rate yourself again on the same factors and gauge
whether you have made progress in each of the specified factors. You may use the insights
gained from this activity in your personal reflection essay.
• Aim to provide an honest and sincere reflection that demonstrates depth of thought, not
simply a superficial exercise to get the job done. Don’t be tempted to write things that you
believe your assessor might want to hear as that will be obvious as being insincere.
• When writing your reflection, you should refrain from providing explanations of theory or
providing definitions of concepts that were covered in this course. Rather, simply refer to
these and reflect on the encounter and impact it had on you.
• It is required that you apply the principles of D.I.E.P.
framework https://emedia.rmit.edu.au/learninglab/sites/default/files/Writing_academic_reflec
tion_accessible_2015.pdf in your reflection.
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The DIEP principles are:
In simple terms:
• Describe the topics and your journey; what you have learned (factual, objectively)
• Interpret the net effect this experience has had on you – what insights emerged?
• Evaluate your application of newfound knowledge (in your opinion, subjectively)
• Plan how you will apply relevant model/theories etc. in your future work
Creativity Journal
To complete this assessment effectively, we recommend that you keep a ‘Creativity Journal’ starting
from week 1 where you record at least once weekly instances in which you exercised creative
problem solving in your life, university or while at work.
In doing so, remember to record the problem/task you faced, the creative solution you came up with
to solve the problem/task and the process you went through to come up with the solution (e.g.,
engaged in divergent and convergent thinking, used design thinking, brainstormed ideas, etc.) and
how your learning in the course helped you to come up with a creative solution. This journal will also
help you to keep track of the development of your skills in creativity, innovation and design thinking
and how you can further improve your creative problem-solving skills.
Please note that this journal will NOT be marked, but it will be an essential tool for you to reflect over
the 12 weeks of semester.
Turnitin
• Assignments must be submitted through the CANVAS assessment submission system
(Turnitin). Submitted assignments that do not have a similarity score will not be graded.
• Do NOT attempt to obtain a similarity score by first submitting it to TurnItIn via another
course as this will result in you achieving a very high similarity score when you eventually
submit your assignment for this course.
• Do NOT include the declaration form as part of your TurnItIn submission as that will
incorrectly increase your similarity score.
• The Turnitin Similarity Percentage is an indicator of the similarity of your paper with other
assignments. This link provides information on how to interpret the similarity report.
• Allow sufficient time for the TurnItIn system to reset before you make another attempt at
obtaining a similarity score. Make sure you obtain your final similarity score well in advance
of the assignment deadline in order to avoid a penalty for late submission.
D
Describe
objectively what
you have learned
I
Interpret the
insight (in one or
more
paragraphs)
E
Evaluate what
you have learned
(in one or more
paragraphs)
P
Plan how this
learning will be
applied in
practice
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Referencing guidelines
Use RMIT Harvard RMIT Harvard referencing style for this assessment.
You must acknowledge all the courses of information you have used in your assessments.
Refer to the RMIT Easy Cite RMIT Easy Cite referencing tool to see examples and tips on how to
reference in the appropriated style. You can also refer to the library referencing page for more tools
such as EndNote, referencing tutorials and referencing guides for printing.
Submission format
Only submit Word documents in either .doc or .docx formats. Assignments submitted in pdf format
will not be graded.
Academic integrity and plagiarism
Academic integrity is about honest presentation of your academic work. It means acknowledging
the work of others while developing your own insights, knowledge and ideas.
You should take extreme care that you have:
• Acknowledged words, data, diagrams, models, frameworks and/or ideas of others you have
quoted (i.e., directly copied), summarised, paraphrased, discussed or mentioned in your
assessment through the appropriate referencing methods
• Provided a reference list of the publication details so your reader can locate the source if
necessary. This includes material taken from Internet sites
If you do not acknowledge the sources of your material, you may be accused of plagiarism
because you have passed off the work and ideas of another person without appropriate
referencing, as if they were your own.
RMIT University treats plagiarism as a very serious offence constituting misconduct.
Plagiarism covers a variety of inappropriate behaviours, including:
• Failure to properly document a source
• Copyright material from the internet or databases
• Collusion between students
For further information on our policies and procedures, please refer to the University web site
University website.
Assessment declaration
When you submit work electronically, you agree to the assessment declaration assessment
declaration.
Do NOT submit this declaration via Canvas.
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HD D C PA NN DNS
Introduction
Introduces the topic in an
interesting and appropriate
manner. Defines the
purpose, scope and
structure of the essay.
10 marks
Excellent
Introduction.
Introduces the essay
in an interesting way
that clearly
articulates the
purpose, scope and
structure of the
essay.
Well written
Introduction and well
stated purpose,
scope and structure
of the essay.
Generally good
Introduction of the
topic and quite
clearly stated
purpose, scope and
structure of the
essay There is
however, room for
improvement.
Some Introduction of
the topic and some
statement of the
purpose, scope and
structure of the
essay but not clearly
expressed.
Inadequate
Introduction
provided. Has not
clearly stated the
purpose or the
scope of the essay.
No Introduction
provided.
D – Describe objectively
what happened
Give the details of what
happened. Answer the
question: ‘What did I do,
read, see, hear?’
15 marks
Outstanding
description that
succinctly
summarises the
semester’s
encounters.
Very good
description of the
semester’s
encounters.
Good description of
the semester’s
encounters but
some important
details are missing.
Poor description of
the semester’s
encounters; several
gaps apparent.
Inadequate
description of
semester’s
encounters.
No description
provided.
I – Interpret the events
Explain your learning: new
insights, connections with
other learning and
students, your feelings,
hypotheses.
Degree of descriptive
versus reflective.
Answer the questions:
‘What was the reason I did
these activities?’ ‘What
might it mean?’
In-depth reflection
that leads to a very
meaningful
interpretation of how
specific examples
facilitated new
perspectives,
understanding and
insights.
Good reflection that
leads to a
meaningful
interpretation of how
specific examples
facilitated new
perspectives,
understanding and
insights.
Average reflection
that leads to an
adequate
interpretation of how
specific examples
facilitated new
perspectives,
understanding and
insights.
Rather descriptive
than reflective.
Poor reflection that
leads to superficial
interpretation of how
examples facilitated
new perspectives,
understanding and
insights.
Purely descriptive.
Very poor
interpretation of
events.
No interpretation
offered.
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20 marks
E – Evaluate what you
learned
Make judgments
connected to observations
you have made. Answer
the question: ‘How was
this useful? Explains how
experience broadened,
deepened, or enriched
your learning on different
levels.
20 marks
Outstanding
evaluation of
learning that took
place, its perceived
value, and the
impact it has had.
Very good
evaluation of
learning that took
place, its perceived
value, and the
impact it has had.
Good evaluation of
learning that took
place, its perceived
value, and the
impact it has had.
Poor evaluation of
learning that took
place, its perceived
value, and the
impact it has had.
Very poor evaluation
of learning that took
place, its perceived
value, and the
impact it has had.
No evaluation of
learning that took
place, the perceived
value, and the
impact it has had.
P – Plan how this
learning will be applied
Significance of learning to
professional / personal
goals.
Comment on its relevance
to your course, program,
future profession, life…
Answer the question: ‘How
might this learning apply in
my future?’
15 marks
Highly significant
contextualisation of
learning to current
situation and
excellent future
prospecting. Builds
strongly on key
reflections from
DIEP structure.
Good
contextualisation of
learning to current
situation and good
future prospecting.
Builds on key
reflections from
DIEP structure.
Average
contextualisation of
learning to current
situation and
average future
prospecting. Builds
on some reflections
from DIEP structure.
Poor
contextualisation of
learning to current
situation and poor
future prospecting.
Fails to build on
reflections from
DIEP structure.
Inadequate
contextualisation of
learning to current
situation and future
prospecting.
No contextualisation
of learning to current
situation and future
prospecting.
Conclusion
All aspects are drawn
together in a brief concise
summary. Consistent with
discussion presented in
the body of the essay. No
new materials introduced
here
Excellent conclusion
that is written in a
very concise,
consistent manner.
No new material is
presented.
Very clear and
concise conclusion.
Consistent with the
discussion provided
in the Body.
Good conclusion
that summarises the
main issues clearly.
Yet there is scope
for improvement.
Satisfactory
conclusion but could
be done in a clearer
and/or more concise
manner.
Poor conclusion
given or inadequate
conclusion and
summary of issues
have been poorly
discussed.
No conclusion
provided.
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10 marks
Presentation of essay
Cover page contains all
required information.
Quality of expression /
language, paragraph
construction, spelling, and
proofreading (lacking in
typos). Format and layout
presented in professional
manner.
Sources, if present, are
cited appropriately.
10 marks
Cover page contains
all required
information.
Logical, compelling
progression of ideas
in essay; clear
structure which
moves the reader
through the text.
Excellent expression
/ language used with
minimum spelling
errors.
Professionally
presented in relation
to the DIEP format
and layout.
Cover page contains
most of the required
information.
Overall, the paper is
logically developed.
Progression of ideas
in essay makes
sense and moves
the reader easily
through the text.
Well written and with
good expression
and very few
spelling mistakes.
Good use of
paragraph
constructs. Very well
presented.
Cover page is
missing some key
information.
Progression of ideas
in essay is awkward
yet moves the
reader through the
text without too
much confusion.
Effective language.
Mainly accurate
spelling. Well
presented.
Cover page is
incomplete.
Arrangement of
essay is unclear and
illogical. The writing
lacks a clear sense
of direction. Ideas,
details or events
seem strung
together in a loose
or random fashion;
there is no
identifiable internal
structure and
readers have trouble
following the writer’s
line of thought.
Adequate language
but several errors in
spelling. Format and
layout are poor, can
be presented more
professionally.
No cover page.
Arrangement of
essay is completely
unclear and illogical.
The writing lacks
any sense of
direction.
Inappropriate/poor
language.
Substantial errors in
spelling. Need to be
proofread. Poor
format and layout
that do not meet
professional
expectations.
Not applicable
