GRD508 Innovation Development Unit Guide S1 2026 | Mourch

GRD508 Unit Details: 

GRD508 Innovation Development 
 
1.1 Unit Description

This unit investigates service innovation and how it is achieved. Innovation is a term used across many industries from business, health, the sciences, mining, technology, community development, social services and all areas of design. It is also used in many contexts from idea generation to the installation of products and services. This unit explores the many uses and perspectives of service innovation. In particular this unit investigates how to develop services that are 'innovated' and the implications of innovation development. 
 
This unit will: engage students in researching service innovation literature, case studies and practices to better understand the terms ‘innovation’ and ‘service innovation’ and what they mean in terms of private and public sectors (ULO 1/2/4/6); involve group discussions and exercises to analyse and deconstruct issues and successes associated with the development of service innovation industries (ULO 2/3/4); explore and compare implementation techniques for commercial and social environments (ULO 3/4/5); develop written/oral techniques for presenting arguments for particular service innovation strategies for complex projects (ULO 1/2/3/4/5/6) and present critical perspectives on service innovation theory, common processes and current implementation strategies. 

1.2 Learning Outcomes

This unit enables you to demonstrate your achievement of the following unit learning outcomes. 

1.3 Murdoch Strategic themes

As an institution, the strategic themes of Sustainability; Equity, Diversity & Inclusion; and First Nations guide and shape much of our activity (see Our Strategy 2023-2030 Ngala Kwop Biddi).  

In this unit, we directly address the following themes in these specific ways:  

This unit introduces students to responsible and reflective design practice. Sustainability is considered through discussion and analysis of how design choices affect places, materials, and long-term environmental impact. Equity, Diversity and Inclusion are addressed by encouraging students to think about different audiences, varied user needs, and inclusive communication when analysing and developing design work. First Nations perspectives are acknowledged through an emphasis on understanding place, storytelling, and respect for the cultural significance of the Country on which we learn and observe. Students are encouraged to approach their site work and narrative analysis with cultural awareness and sensitivity.

GRD508 Unit Schedule 

See myMurdoch Learning for details of all learning activities and assessments. Go to TeachingTimetables or myCalendar to see your scheduled class times.  
Timetable specifics subject to change. You will be notified of changes by the Teaching Team. 

GRD508 Assessments 

Assessment for this unit is conducted in accordance with the Assessment Procedure and Student Assessment Support Procedure.

Refer to myMurdoch Learning for full Assessment details, including additional requirements.

5.1 Assessment summary 

5.2 Assessment information

5.2.1 Assessment 1 - Critical Forum Post – Reflective Analysis of Class Activity

ASSESSMENT OVERVIEW

This assessment asks you to critically reflect on the in-class innovation analysis activity completed at the end of each topic module. Your forum post should document your own preparation, your contribution to the group’s discussion, and your reflections on the ideas presented during the session.

During the problem exploration workshops, students work collaboratively to explore a real-world problem experienced by a member of their group. Using a range of design thinking methods and tools, students analyse the problem, investigate existing services and innovations, and critically evaluate how these might be adapted to address local needs.

The purpose of this assessment is to critically reflect on your participation in these activities and demonstrate how your understanding of service design developed through the workshop process.

Rather than summarising service design theories or concepts, students are expected to reflect on their own experiences, discussions, observations, and learning. Strong submissions will draw directly on workshop activities, include specific examples of group discussions and decision-making, and demonstrate critical engagement with both the design process and the services or innovations investigated. 

 Assessment Task

Write a critical reflection based on your participation in the workshop activities.

Your post should address the following areas:

The Problem

Discuss the problem your group selected and explain why it was chosen over other problems considered during the workshop. Reflect on how your understanding of the issue changed when it was viewed as a broader service or systems problem rather than an individual experience.

Design Thinking Methods and Tools

Reflect on the design thinking methods, tools, or activities used during the workshop. Discuss how these approaches helped your group better understand the problem, challenged assumptions, revealed new insights, or influenced the direction of your thinking. Rather than describing the activity itself, focus on what you learned through the process and how effective the method was in supporting analysis.

Researching Existing Services and Innovations

Discuss the services, systems, technologies, programs, or innovations investigated by your group. Consider which examples appeared most promising and explain what lessons or design principles could be learned from them.

Critical Analysis

Critically evaluate the services or innovations that were researched. Consider their limitations, risks, assumptions, and potential unintended consequences. Reflect on whether these solutions would work effectively for your chosen user group or within the Perth context and discuss any adaptations that may be required.

Personal Reflection

Reflect on your contribution to the workshop activities and how your understanding of service design developed through the process. Identify key insights gained and discuss how these might influence your future design practice.

Use of Evidence

Students are encouraged to support their reflection with visual evidence from the workshop where appropriate.

Examples may include:

• photographs of workshop activities
• journey maps
• empathy maps
• service blueprints
• sketches
• sticky-note exercises
• workshop artefacts
• screenshots of research examples

Visual material should be incorporated directly into the forum post and discussed within the accompanying text. Referencing

This assessment requires academic referencing.

• include in-text citations when referring to external sources, theories, services, systems, technologies, or innovations
• provide a reference list at the end of the forum post
• use the referencing style specified for the unit
• Submission Requirements

5.2.2 Assessment 2 - Engagement & Participation – In-Class Collaboration and Critical Contribution

ASSESSMENT OVERVIEW

This assessment evaluates how you participate in class throughout the weekly innovation analysis activity. Although the activity is group-based, you are assessed individually on your level of engagement, critical thinking, contribution, and collaboration.

This unit values your ability to work collaboratively, think critically, and analyse design and innovation in context. Engagement and participation are essential professional capabilities in creative and interdisciplinary practice.

Your engagement mark reflects your ability to:

• Arrive prepared with personal problems connected to the weekly theme
• Participate actively in meaningful discussion with classmates
• Contribute thoughtful, relevant insights to the group’s analysis
• Listen respectfully and engage with the lived experiences of others
• Critically compare innovations from readings and case studies to the Perth context
• Collaborate inclusively ensuring all voices in the group can contribute
• Demonstrate curiosity, initiative, and a willingness to critique ideas rather than sit back passively

WHERE TO SUBMIT 

• There is no need to submit anything on LMS. This assessment will be based on observation of your work in class time.  

ASSESSMENT CRITERIA

You will be assessed on these key criteria:

• Preparedness
• Contribution to discussion
• Critical thinking
• Respectful and inclusive collaboration
• Ability to integrate theory, readings, and real-world understanding
• In-class behaviour that supports a positive, productive group environment

The assessment includes a moderation process to ensure reliable, just, and fair outcomes.  

Your assessment outcome will be provided to you via LMS.

ESSENTIAL ADDITIONAL INFORMATION

This assessment is not based on how confident or outgoing you are, but on the quality, consistency, and thoughtfulness of your engagement.

5.2.3 Assessment 3 – Service Innovation Essay

ASSESSMENT OVERVIEW

This assessment requires the development of a 2500-word essay responding to the following question:

Service innovation can occur within all sectors of society in Perth. What are the challenges that come with innovation development for a specific service problem based in Perth?

The task assesses the ability to interpret and apply unit concepts, engage with relevant service innovation theories, and undertake independent research. 
Task Requirements

Select a specific service problem located within the Perth context. This may relate to any sector, including health, transport, social services, environmental management, community development, education, or cultural services. The topic could build on an earlier critical forum post.  

The essay must present a clear argument that addresses the set question, supported by appropriate academic research and analysis.

Possible approaches for structuring the argument include:

• a comparison of case studies
• an examination of emerging service innovation techniques
• a critical analysis of existing methods and their limitations within Perth

Other recognised academic approaches may also be used if they support the development of a coherent argument.

The essay should demonstrate understanding of unit content, as well as additional research into theory and practice in service innovation. Academic sources, case studies, industry reports, and relevant literature should be integrated to strengthen the argument. 2500 words (±10%)

WHERE TO SUBMIT  

Submit via the assessment tool on LMS.

ASSESSMENT CRITERIA

You will be assessed on these key criteria:

• a clear and well-structured argument  
• engagement with unit readings and lecture material  
• evidence of independent research  
• critical analysis rather than description  
• appropriate and consistent academic referencing 

The assessment includes a moderation process to ensure reliable, just, and fair outcomes.  

Your assessment outcome will be provided to you via LMS.

ESSENTIAL ADDITIONAL INFORMATION

AI tools may be used to support research and assist with the organisation or refinement of written work. However, the essay must demonstrate an understanding of service innovation challenges specific to Perth, supported by relevant evidence, analysis, and contextual insight.

Generic or broadly framed AI-generated content will not meet the requirements of this assessment. The task demands detailed discussion of a chosen service problem within Perth, including local conditions, constraints, and examples. These elements rely on critical interpretation, appropriate sourcing, and the ability to apply theory to a defined context.

Submissions that rely too heavily on AI will struggle to address the Perth-specific components of the task and are unlikely to demonstrate the depth of analysis, contextual awareness, and original argumentation required. The final essay must reflect individual thinking, research, and engagement with the unit material. 

5.3 Academic integrity

Murdoch University expects students and staff to pursue the highest standards of integrity in all academic activity. Academic integrity involves behaving ethically and honestly in all learning and teaching activity and relies on respect for others’ ideas through proper acknowledgement and referencing of publications.  

More information about academic integrity can be found at https://goto.murdoch.edu.au/AcademicIntegrity. To help you learn about academic integrity practices, all students are required to complete the Murdoch Academic Passport (MAP100). Please also note the library citation guide.  

5.3.1 Use of Artificial Intelligence including generative AI

Murdoch University supports the embedding digital literacy and emerging technologies (GenAI) as a learning expectation (where appropriate) in recognition of its increasing role in society.  

You must engage in appropriate and ethical use of Generative Artificial Intelligence (GenAI) and other forms of AI use. This includes acknowledging, citing and referencing use in all your work.  

You must follow the directions of use for this unit as outlined in this Unit Outline, and in myMurdoch Learning.

Any suspected inappropriate use will be investigated for misconduct.  

5.3.2 Misconduct

Academic misconduct is treated seriously and penalties may apply.  

Your Unit Coordinator may apply a range of approaches to verify that your submitted assessment is your own work.

Text Matching Software

Murdoch University makes use of text matching software and other forms of comparison to identify unoriginal, incorrectly referenced, or uncited text. Where possible, assessments will be submitted to Turnitin.com for the detection of plagiarism and the unauthorised use of artificial intelligence. All submitted assessments will be retained as source documents in the Turnitin.com reference database. You will be required to agree to the Turnitin End-User License Agreement when submitting. 

Other methods

Other methods and tools may be used to confirm academic integrity, and these may include reviewing ownership and progress steps.  

5.4 Extensions and late submissions

This unit follows Murdoch policies and procedures, particularly the Student Assessment Support Procedure and Assessment Procedure, with regards to assessment submission and extensions, supplementary and deferred assessment, and other expectations.

In this unit, extensions and late submissions follow these requirements:

• Assessments submitted after the due date without approval will not be marked, and you will receive 0% for the assessment.
• You can apply for an assessment extension without penalty. See the Student Assessment Support Procedure for all requirements.
• Students who feel that their disability, health condition or disability caring responsibilities may impact on their capacity to meet assessment submission are
• strongly advised to visit Access and Inclusion as early as possible to discuss potential needs and assistance.

5.5 Determination of the final grade

Refer to the Grades Policy for information about marks and grades. Students must attempt all assessments and receive an overall mark of 50% or above