Workshop 3

Outline of the session's structure: lecture followed by a tutorial.
Mention of key team members involved: Jason and Jani.
Emphasis on the importance of understanding basic concepts for upcoming assessments.

The session is in Week 3, themed around "discovery and ethics."
Encourage an exploratory mindset when approaching briefs.
Breakdown of team participation in briefs: Hamilton: 3 teams on Brief 1, 3 on Brief 2, and 4 on Brief 3, while Taranga shows diversity in briefing preferences.

Briefs are configurable and represent a response to client needs for innovation.
All teams have chosen their preferred briefs, avoiding redirection to alternatives, which can enhance engagement and interest.
Discussions around a specific team tackling a parking brief, acknowledging outside relevance and student interest.

Teams must learn to identify clients, a departure from a standard classroom dynamic.
The growth of students' entrepreneurial mindset is encouraged through real-world engagement.
Explanation of the acronym OPB (Other People's Brains) and its importance in collaborative projects as well as OPM (Other People's Money).

Encouragement for collaboration amongst team members to identify stakeholders and mentors.
The tutorial approach is less structured and more adaptable, allowing teams to decide how they will engage with the content and mentors.

Introduction to the concept of effectuation, sourced from Saras Sarasvathy's research on entrepreneurship.
Distinction between causal thinking (goal-oriented, linear) and effectual thinking (resource-oriented, flexible).
Analogy of cooking dinner to illustrate how to adapt based on available resources rather than fixed goals:
- Causal approach: Planning to make a specific dish (e.g., carbonara) and facing challenges like missing ingredients.
- Effectual approach: Assessing available ingredients and improvising.

Noted that effectuation includes five key principles, inviting students to explore them:
- Importance of who around them (networking, partnerships).
Emphasis on adaptability and resourcefulness in project development.

Instruction and encouragement to use mind mapping as a planning tool.
Importance of collaborative team dynamics while organizing projects.
Reminder that project management skills can optimize teamwork and time management.

Exploration of team member contributions, stating that diverse contributions should be acknowledged and valued.
Suggestion to draft a team charter focusing on shared ethical values, fostering inclusivity and respect within teams.
Noting previous incidents of insensitive comments as a reminder of the necessity of an inclusive team environment.

Teams must focus their project scopes and avoid overly broad topics. Each team should select a niche for deeper exploration.
Importance of articulating their project focus, providing both justification and potential interest.
Use of examples (e.g., the issue with abandoned pets post-lockdown) to illustrate problem selection and research opportunities.

Encourage teams to gather qualitative and quantitative data, creating a shortlist of relevant findings to guide project direction.
Balance of data-driven insights with personal passion for the respective project topic to maintain momentum and engagement throughout the semester.

Recap of the importance of teamwork and collaborative energy to sustain interest and productivity.
Q&A session encouraged for clarifications, alongside confirmation of class representative's roles in communicating student feedback.