Module: Psychology of Disruptive Innovation

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Psychology of Disruptive Innovation
Module Code	PSYC116 (ITS) / PSY1017 (Banner)
Faculty	Science & Health	School	Psychology
Module Co-ordinator	Maggie Brennan
Module Teachers	-
NFQ level	8	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

Coursework Only

Description

The aim of this module is to provide an introduction to the history and state of the art of psychology, creativity, disruptive innovation. Particular emphasis will be placed on an interdisciplinary approach to defining disruptive innovation and candidate technologies that drive disruption. Additionally, a primer in ethical, legal and other critical considerations of disruptive innovation through technology and impacts on the person and society will be explored. Examples can include cognitive technologies, artificial intelligence, social robotics, and mixed reality.

Learning Outcomes

1. Identify and analyse key assumptions underpinning definitions and models of disruptive innovation
2. Critically consider the role of psychology in defining, measuring and influencing disruptive innovation
3. Identify and analyse key factors influencing candidate technologies for disruptive innovation
4. Critically consider the behavioural, ethical and legal issues associated with the design, implementation and impacts of disruptive innovation
5. Critically analyse the role of psychology and disruptive innovation in addressing individual and societal issues.
6. Apply the competencies of entrepreneurship in experimenting with different techniques to generate alternative solutions to problems, using available resources in an effective way.
7. Present solutions to problems orally and visually in a clear, engaging, effective style.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	24	Lecture (Asynchronous) Based on indicative content and learning outcomes
Seminars	11	Post Lecture (Synchronous) Moderator and student-led tutorials based on case studies
Tutorial	4	Companion Tutorials Moderator and student-led/collaborative with industry immersive online workshops
Independent Study	86	Self directed learning including elevator pitch and Case Study Analysis
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Disruptive Innovation - Definitions, Frameworks and State of the Art

Psychology of Innovation and Creativity

Adaptive Expertise, Innovation and Disruption

Collaborative and Group Creativity and Innovation

Candidate Technologies for Disruptive Innovation

Enterprise and Disruptive Innovation

Behavioural, Ethical, Legal and Critical Considerations of Disruptive Technologies: A Primer
Behavioural, Ethical, Legal and Critical Considerations of Disruptive Technologies: A Primer Cognitive Technologies; Artificial Intelligence; Social Robotics, Mixed Reality and State of the Art

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Presentation	Develop an enterprise ready ‘disruptive’ elevator pitch for a non-expert audience(individual / small group). How did you identify the problem? What solution/idea did you generate and how? What positive impact will your solution have, and on whom? How will your innovative solution be implemented? How could you grow and scale the solution? What do you need from the audience to help you?	30%	n/a
Assignment	Case Study (small/larger group). Consult on a hypothetical case study modelled on real-life industry / societal problem and solution, and advise on the candidate technology design, likelihood of disruptive innovation and sector; Ethical, Legal and Other considerations of design and implementation. Focus on positive impact for relevant stakeholders (customers / community members)	70%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Breazeal, C., Dautenhahn, K., & Kanda, T.: 2016, Social robotics., Springer handbook of robotics,
Calvo, R. A., D'Mello, S., Gratch, J. M., & Kappas, A. (Eds.).: 2015, The Oxford handbook of affective computing, Oxford Library of Psychology,
Jung, R. E., & Vartanian, O. (Eds.).: 2018, The Cambridge handbook of the neuroscience of creativity., Cambridge University Press.,
Nambisan, S., Lyytinen, K., & Yoo, Y. (Eds.).: 2020, Handbook of digital innovation., Edward Elgar Publishing.,
Paulus, P. B., & Nijstad, B. A. (Eds.).: 2019, The Oxford handbook of group creativity and innovation., Oxford Library of Psychology.,
Armstrong, P.: 2017, Disruptive technologies: understand, evaluate, respond, Kogan Page Publishers.,
Gutsche, J.: 2020, Create the future+ the innovation handbook: tactics for disruptive thinking., Greenleaf Book Group.,

Other Resources

None