Explore UCD

UCD Home >

BMGT30350

Academic Year 2026/2027

The Human Side of Innovation (BMGT30350)

Subject:
Business Management
College:
Business
School:
Business
Level:
3 (Degree)
Credits:
5
Module Coordinator:
Ms Carolin Grampp
Trimester:
Spring
Mode of Delivery:
Blended
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This module explores innovation with a particular focus on the humans involved in the process. Humans are complex in their thinking and expression which can lead at times to expected and unexpected complications when searching for solutions to problems. The Design thinking process will be used as a means to frame the exploration of innovation in combination with experiential learning, active experimentation and reflections to capture learning and development.

IMPORTANT NOTE::

Students are expected to attend all sessions.

The use of AI tools (e.g. Gemini, Copilot, ChatGPT, Claude, Jasper, NotebookLM, DeepL, Grammarly,  etc.) is not permitted in this module. Students are expected to engage directly with module materials and activities without the use of AI tools. Failure to comply will result in a NM/fail grade.

Students must complete their written (individual/grouo) submissions from start to finish in Google docs on their UCD Connect Google drive while online and without using the Document tab function.  Failure to comply will result in a NM/fail grade.

Students are expected to comply with UCD's Academic Integrity Policy requirements. Any evidence of misconduct will be forwarded to the school's committee.

Students will be expected to engage in face to face group activities outside of the scheduled sessions during most weeks for the group assessment component.

About this Module

Learning Outcomes:

On completion of this module students will be expected to be able to:
(a) Apply the Design thinking process framework to find innovative solutions to problems guided by users,
(b) Understand the impact of the human factor on innovation processes, and
(c) Reflect on their own behaviour and experience with a focus on growth and competence building.

Personal development is also an important outcome of this module:
The class sessions and assessment components will encourage students to develop and practice a range of skills which are not just relevant for this module but other modules and the work place.

Indicative Module Content:

Active exploration and application of innovation framed by the Design Thinking process in a group project.
Engagement in preparation and and follow up tasks to allow for direct experience of concepts related to the human experience in innovation, e.g. creativity, fear of failure as block to creativity.
Reflective practice on experiences to capture insights, learning and development.

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Advanced Beginner

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Novice

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Novice

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Advanced Beginner

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Novice

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Advanced Beginner

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Novice

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Novice

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Novice

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Not addressed

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Novice

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

Ensure healthy lives and promote well-being for all at all ages 1

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 1

Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation 1

Reduce inequality within and among countries 1

Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 1
 

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

65
Autonomous Student Learning

45
Lectures

24
Total

134

Approaches to Teaching and Learning:
My teaching and learning approach is experiential in nature, inspired by Kolb’s (1984) learning cycle of concrete experience, reflective observation, abstract conceptualisation, and active experimentation. I aim to engage students as much as possible in discussion through activities which embody specific conceptual content and give a direct experience, a reflection on that experience in reference to its conceptual foundations and based on that an application in work/real life settings. My focus is not on disseminating information but exploring the embodiment of such as knowledge that individuals act upon in the real world, influenced by the complexities of the setting and the history of its players.

Students will interact in the classroom and virtual sessions, complete individual preparation/follow up tasks and also a Design Thinking group task in addition to learning reflections throughout the trimester.

The use of AI tools (e.g. Gemini, Copilot, ChatGPT, Claude, Jasper, NotebookLM, DeepL, Grammarly, etc.) is not permitted in this module. Students are expected to engage directly with module materials and activities without the use of AI tools. Failure to comply will result in a NM/fail grade.

Requirements, Exclusions and Recommendations
Learning Requirements:

Students must have online access to complete course work.

Learning Recommendations:

Ability to use UCD library online resources
Proficiency in use of in text citation and bibliographies
Proficiency in professional written and oral presentations


Module Requisites and Incompatibles
Incompatibles:
BMGT30240 - Knowledge Management and Innov


 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Group Work Assignment: Design thinking project in a group with weekly group records, 60 seconds pitch in Week 4, 5 minutes status update in Week 7, meeting with module coordinator in Week 8 and final presentation in Week 12 Week 3, Week 4, Week 5, Week 6, Week 7, Week 8, Week 9, Week 10, Week 11, Week 12 Graded No
50
 No
Participation in Learning Activities: Continuous contributions made up of preparations for sessions, contributions in sessions and follow up activities to sessions. Week 1, Week 2, Week 3, Week 4, Week 5, Week 6, Week 7, Week 8, Week 9, Week 10, Week 11, Week 12 Standard conversion grade scale 40% No
25
 No
Reflective Assignment: Weekly structured learning reflections on class sessions, readings/viewings, self-assessments and group activities. These are not subject to Additional considerations unless Extenuating circumstances. Week 1, Week 2, Week 3, Week 4, Week 5, Week 6, Week 7, Week 8, Week 9, Week 10 Graded No
25
 No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
No
 

Resit In Terminal Exam
Autumn No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Peer review activities

How will my Feedback be Delivered?

Students will receive class/group level feedback on first submissions of recurring components like continuous contributions, Structured learning reflection or follow on group components within 2 weeks after the submission deadline. In addition, individual feedback in the form of provisional grades/completion record will be posted on Brightspace within twenty working days of a submission deadline. Supplementary individual feedback will be given upon written request (sent per email via Brightspace) in a scheduled Zoom meeting. Students will also provide formative feedback to their peers after the completion of a project elements. Feedback Disclosure: In this module, feedback on students' work may be supported by University-approved AI tools. Any such use will be disclosed.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Spring Lecture Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Tues 15:00 - 16:50
Print this page
Fill in the following details:
Enter the body of your query here.

From time to time UCD would like to send you further information that we feel, based on your enquiry, would be of interest to you.