Course : Advanced Diploma in Management Studies

Assignment: Individual Assignment

 Through the course of the module, we have discussed various concepts of innovation and entrepreneurship.

You are to use various sources of intelligence to identify innovative opportunities to achieve outcome related to SDG (Sustainable Development Goals – UN). Innovation could achieve any of the 17 goals stated in SDG.

You are to write a report listing the ideas generated and identifying or refining one idea for launch into the industry. You can choose from any industry or region.

Specifically, you should elaborate on the following aspects in your report:

• Introduce Sources of Intelligence but not limited to, the recommended resources in IP marketplace in Singapore and Google patent search.
• Students can use patents listed in global search engines like Google Patent to gauge what technologies are available to guide the imagination in your ideation, you may also refine ideas which you found in the sources of intelligence. This idea will contribute to the final business plan presentation.
• Use relevant innovation concepts such as System Thinking or Process innovation concepts to illustrate your ideation process. System Thinking involves identifying Distinction, Parts, Relationships and Perspectives of the selected business idea and its feasibility. You may also use any concepts we have learned in the module to support your ideation process.

This assignment constitutes 50% of the module mark.

Instructions

• You are required to write a well-structured report of 2,500 words, +/- 10%. The word count does not include table(s), figure(s), appendices and references.
• Please type in 1 ½ line spacing using Times New Roman 12 point. All pages must be numbered and justified. Title the headings and/or sub-headings.
• Students should apply concepts or models learnt from lectures and class tutorials. Do further reading from basic textbooks, references, articles and journals.
• Use Harvard Referencing in your report. Guide to the Harvard referencing can be retrieved.
• Sources from Wikipedia and blogs are excluded. Your discussion should be supported by articles from research literature, textbooks, newspapers, articles and/or journals.

Academic Misconduct Rule

• Please do not cut and paste from Internet.

• All forms of cheating, plagiarism or collusion are regarded seriously and could result in penalties including loss of marks.

Brief Summary of Assessment Requirements

The Individual Assignment for this module focuses on applying innovation and entrepreneurship concepts to identify practical solutions addressing one or more of the United Nations Sustainable Development Goals (SDGs). The report requires students to demonstrate creative ideation, analytical reasoning, and strategic application of innovation models.

Key Assessment Components

1. Sources of Intelligence
   Students must utilize multiple innovation databases, including the IP Marketplace in Singapore and Google Patent Search, to explore existing technologies and identify potential innovation gaps. These insights serve as the foundation for generating original or refined ideas that contribute to SDG outcomes.

2. Ideation and Concept Development
   Using innovation frameworks such as System Thinking or Process Innovation, students must demonstrate how an idea was generated, refined, and developed into a viable business concept. This includes identifying:

   • Distinctions (unique aspects of the idea)

   • Parts (components involved in the system)

   • Relationships (interconnections between stakeholders and processes)

   • Perspectives (social, economic, and environmental implications)

3. Selection of One Idea for Industry Launch
   Students must select one promising idea from the brainstorming phase and assess its feasibility, market potential, and alignment with specific SDG targets.

4. Report Requirements

   • Word count: 2,500 words (+/-10%)

   • Formatting: Times New Roman, 12 pt, 1.5 spacing, page numbering

   • Referencing: Harvard Referencing Style (excluding Wikipedia and blogs)

   • Support from credible sources including textbooks, journals, research articles, and news reports.

5. Academic Integrity
   Originality is essential — no plagiarism, collusion, or direct copying. Students are encouraged to critically analyze and synthesize information instead of reproducing external content.

Academic Mentor’s Step-by-Step Guidance

The academic mentor provided structured support to ensure that students approached the assignment systematically and achieved the module’s learning outcomes. The process was divided into five key stages:

Step 1: Understanding the Purpose and Scope of the Assessment

The mentor began by clarifying that this was not a theoretical essay but a practical innovation proposal aligned with one or more SDGs. The student was encouraged to think about real-world problems and marketable solutions that could bring measurable impact.
The mentor emphasized using data-driven insights and innovation intelligence tools (IP Marketplace, Google Patents) to ensure originality and relevance.

Step 2: Researching Sources of Intelligence and Generating Ideas

The mentor guided the student in exploring innovation databases to identify existing technologies and potential gaps. The student learned to:

• Use Google Patent Search to analyze current innovations.

• Explore IP Marketplace Singapore for emerging trends and opportunities.

• Review industry reports and academic journals to identify unmet SDG-related needs.

From this exploration, the student generated several potential ideas, such as sustainable packaging materials, low-cost water purification systems, and renewable energy solutions for rural areas.

Step 3: Applying Innovation Frameworks to Refine the Idea

The mentor introduced System Thinking as the core analytical tool to refine ideas. The student applied it by breaking the chosen idea into:

• Distinctions: Defining what makes the innovation unique.

• Parts: Identifying resources, stakeholders, and components.

• Relationships: Mapping how each part interacts to achieve outcomes.

• Perspectives: Understanding how different groups (users, investors, regulators) would perceive the innovation.

Additionally, Process Innovation Concepts were used to design the workflow for idea implementation — from concept testing to scaling.

Step 4: Evaluating Feasibility and Industry Launch Strategy

Under the mentor’s direction, the student performed a feasibility assessment, considering:

• Technical feasibility (availability of technology and expertise)

• Market feasibility (demand, scalability, and competition)

• Financial feasibility (estimated costs and funding sources)

• Sustainability alignment (environmental and social benefits)

This step helped the student select one high-potential idea for development one that could be practically implemented while contributing to sustainable growth.

Step 5: Structuring the Report and Integrating Academic Research

The mentor emphasized structuring the report into clear, titled sections for coherence and readability. Each section integrated academic concepts and literature to demonstrate theoretical understanding and practical application.

The structure included:

1. Introduction and Purpose

2. Sources of Intelligence and Idea Generation

3. Application of Innovation Concepts (System Thinking/Process Innovation)

4. Feasibility Evaluation

5. Final Innovation Proposal

6. Conclusion and Reflection

To ensure academic integrity, the student used Harvard-style citations for all references and avoided sources such as Wikipedia and blogs.

Step 6: Reviewing, Refining, and Aligning with Learning Outcomes

The mentor conducted iterative feedback sessions to refine:

• Clarity and flow of arguments

• Integration of innovation theories

• Practical connection to SDG outcomes

The student then used feedback to enhance critical analysis and ensure the report met all academic standards, word count, and referencing accuracy.

Final Outcome and Learning Achievements

Through this guided process, the student successfully produced a well-researched and innovative report that demonstrated the following learning outcomes:

1. Application of Innovation and Entrepreneurship Concepts:
   The student applied System Thinking and Process Innovation models to conceptualize a sustainable business idea.

2. Critical Use of Intelligence Sources:
   The assignment showcased the student’s ability to leverage global patent databases and innovation platforms for ideation.

3. Strategic Thinking and Feasibility Analysis:
   The selected innovation was critically evaluated for its technical, financial, and social viability.

4. Academic Writing and Research Skills:
   The student adhered to Harvard referencing, demonstrating strong academic integrity and analytical reasoning.

5. Sustainability and Real-World Relevance:
   The final idea aligned effectively with the UN Sustainable Development Goals, reflecting the student’s understanding of innovation as a driver for positive global change.

Conclusion

Overall, this assignment not only enhanced the student’s understanding of innovation and entrepreneurship frameworks but also strengthened practical skills in research, problem-solving, and reflective analysis.
The academic mentor’s structured approach ensured that each phase—from idea generation to report writing—was grounded in academic theory and professional relevance, resulting in a comprehensive and impactful final report.

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