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Course Name Introduction to Entrepreneurship and Innovation

Course Code GEN 220

Course Pre-requisites GEN 120

Course Co-requisites

Credit hours 3

Instructor’s Name

Telephone E-mail

Class Location Class Time

Office Location Office Hours

1. Course Description

This course is a skills-rich approach to learning innovation and entrepreneurship that can be

applied to any high-growth enterprise or organization within the United Arab Emirates (UAE).

Students will develop an understanding of the nature of entrepreneurship and its connection to

the culture and economy of the UAE and how innovation drives entrepreneurship. The course is

composed of three modules: Module 1: Design Thinking; Module 2: Entrepreneurship; and

Module 3: Growth and Leadership. The course encourages creativity, civic responsibility, team

work, ethical decision-making, and critical thinking skills, leading to students becoming prepared

to take their places as members of an entrepreneurial oriented workforce. The course culminates

in generating entrepreneurial concepts related to students’ own professional development.

University College Mission

University College offers high quality foundational education, the General

Education Program, to students and prepares them for their future majors

and eventual employment. The experience instills in the students a desire for

lifelong learning, fosters intellectual curiosity, and engenders critical

thinking. The General Education Program initiates the baccalaureate careers

of all ZU students.

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2. Course Learning Outcomes

Upon successful completion of this course, students will be able to:

Course Learning Outcome Program Learning Outcome (ZULO)

Differentiate between design thinking, innovation,

and entrepreneurship, and possess a shared

vocabulary for the process elements of each.

LS1 LA4

Examine the importance of entrepreneurial

ecosystems and innovation clusters to healthy

society and economies.

GA1, GA3

Demonstrate skills for formation of effective teams

and practices for team culture development that

respect diversity.

LA1, LA4, CTQR1

Learn how to differentiate between an idea and a

viable opportunity.

LS3, CTQR3

Understand basic practices to support scaling,

organizational innovation, and change management

to benefit organizations and society.

LA4, CTQR2

Recognize how to connect design thinking,

innovation, and entrepreneurship to their own

career development and paths.

CTQR2, CTQR3, LS2, LS3

Please refer to Appendix A for detailed descriptions of Zayed University Learning Outcomes

(ZULO).

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3. Weekly Outline

Week Topic Readings (Textbook), Materials

Week 1

August 26-

30

Introductions, Syllabus, Course

Expectations

The Design Thinking and Innovation

Mindset: Define entrepreneurship and design

thinking and understand the difference between

the innovation mindset and the routine mindset.

Week 2

Sept. 2- 6

Where Ideas Come From: Illustrate and

explore where innovative and entrepreneurial

ideas come from.

Introduce Project 1

READINGS:

“Innovation lessons from Pixar” by

Hayagreeva Rao, Robert Sutton, and

Allen P. Webb “From Inspiration to

Implementation” by Tina Seelig

VIDEOS:

Talking about Creativity Isn’t

Enough - Bob Sutton

Divergent Thinking - Tina Seelig

Ideas Come from Everywhere -

Marissa Mayer

Creative Confidence: Explore why

believing that you can be creative is the first

step toward becoming a design thinker and

innovation leader. Students will learn the power

of the growth mindset and develop strategies for

enhancing their own creative confidence and

instilling it in others.

READINGS:

“Designers must learn to embrace

failure” by Tom and David Kelley

“Overcome the Eight Barriers to

Confidence” by Rosabeth Moss

Kanter

“How Pixar’s leaders brought the

magic back to Disney

Animation” by Caitlin Roper

VIDEOS:

“How to Build Creative

Confidence,” - TED talk by David

Kelley

“The power of believing you can

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improve,” - TED talk by Carol

Dweck

Week 3

Sept. 9- 13

The Design Thinking Process: Explore

the basics of design thinking and practice

innovation through a classic design thinking

exercise.

READINGS:

“Design Thinking” by Tim Brown

“Intuit’s CEO on Building a Design

Driven Company” by Brad Smith

Design Thinking - Needfinding and

Empathy: Empathy is central to and one of

the first steps in innovation. The goal of this

session is to delve into ways to develop

empathy and uncover needs to fuel innovation.

READINGS:

“Method: Interview for Empathy”

by Stanford d.school

“Introduction to Design Thinking:

Process Guide” by Stanford

d.school

VIDEOS:

The Biggest Successes are Often

Bred from Failures - Randy

Komisar

Obligation to Create Value - Tim

O'Reilly

Week 4

Sept. 16- 20

Design Thinking - Generating

Insights and Reframing: Generating

insights from need finding and reframing

problems in new and novel ways is central to

innovative design.

READINGS:

“How Reframing a Problem Unlocks

Innovation” by Tina Seelig

VIDEOS:

Unlock Creativity with Motivation

and Experimentation - Tina Seelig

Download, Saturate & Group -

Stanford d.school

Journey Map - Stanford d.school

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Design Thinking - Idea Generation: Part 1 of successful innovation processes

include generating a wide variety of ideas and

expanding the solution space beyond the

obvious. In this session, we will learn how to set

up a brainstorming session and what the rules

for effective brainstorming are; in addition,

brain writing will be introduced as an

alternative.

READINGS:

“The Secret Phrase Top Innovators

Use” by Warren Berger

“‘How Might We’ Questions” by

Stanford d.school

“Facilitate a Brainstorm” by

Stanford d.school

“Using Brainwriting for Rapid Idea

Generation” by Chauncey Wilson

Week 5

Sept. 23- 27

Design Thinking - Prototyping and

Experimentation: Prototyping and

experimentation are also important to successful

innovation processes. In this session, the focus

will be on using prototyping to develop, refine,

and evaluate ideas throughout the design

process. Experimentation will be introduced a

way to see whether designs (prototypes) have

the intended effects.

READINGS:

Designing Better and Faster with

Rapid Prototyping by Lyndon

Cerejo

Experience Prototyping by IDEO

VIDEOS:

Nordstrom Innovation Lab -

Nordstrom

Creating a Culture of Rapid

Experimentation - Kaaren Hanson

Influencing and Inspiring Others:

Explore the importance of influencing and

inspiring others in innovative and

entrepreneurial enterprises. The focus will be on

charisma, the components of it, and how to use

charisma to engage others.

READINGS:

“Stanford Prof's Two Things Big Companies Can Learn From Startups” by Peter Cohan

VIDEOS:

Invention Cycle video - Tina Seeling (watch first 27 minutes)

Build Your Personal Charisma - Olivia Fox Cabane

Week 6

Sept. 30-

Oct. 4

Leading for Creative Confidence and

Going Global: Explore how to create and

implement an innovative and entrepreneurial

mindset in a work environment. Review

concepts of what it means to be a great leader

and delve into tools that team leaders can use to

motivate people. Creativity and how you

READINGS:

“Leading Innovation: 12 Things

that Great Bosses Believe and

Do” by Bob Sutton

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achieve it varies by culture, so this class will

also explore global aspects of creativity.

“Creativity and the Role of the

Leader” by Teresa Amabile and

Mukti Khaire

“A Great Boss is Confident, But

Not Really Sure” by Bob Sutton

VIDEOS:

Drive: the surprising truth about

what motivates us - Dan Pink

Reverse Innovation - Vijay

Govindarajan

Project 1 Due on Oct. 3/4

Project 1: Group Presentations

For this project, pick a problem to solve in an

organization you know (for example, your

college campus, a company you have worked

for, or a volunteer organization). Use the design

thinking skills that you learned to identify a

specific pain point for customers/clients,

employees, or both.

Week 7

Oct. 7 -11

Project 1: Group Presentations

For this project, pick a problem to solve in an

organization you know (for example, your

college campus, a company you have worked

for, or a volunteer organization). Use the design

thinking skills that you learned to identify a

specific pain point for customers/clients,

employees, or both.

Project 1: Group Presentations

(Cont.)

Entrepreneurial Vision, Mission, and

Strategy: Seek to understand why people and

companies develop missions and visions. Since

vision drives strategy, we will also explore the

concept of strategy and examine essential

frameworks and models.

Introduce Project 2

READINGS:

Technology Ventures textbook:

Chapter 3.3: The Value

Proposition

Chapter 3.4: The Business Model

Chapter 4.1: Venture Strategyk

Chapter 4.4: SWOT Analysis

“The Five Competitive Forces that

Shape Strategy” by Michael E.

Porter

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VIDEOS:

Facing Competition Through

Innovation - Reid Hoffman

Sustainable Advantages - Kevin

and Julia Hartz

Market Selection - Kathleen

Eisenhardt

Seeing Competition Differently -

Ron Gutman

Week 8

Oct. 14- 18

How an Entrepreneur Identifies

Ideas and Opportunities: Understand

how to distinguish between an idea and an

attractive opportunity to start and grow a high-

impact enterprise.

READINGS:

Technology Ventures textbook:

Chapter 6.1: Creating a New

Business

Chapter 6.5: An Annotated Table of

Contents

“Product/Market Fit” by Marc

Andreessen

“How to Write a Great Business

Plan” by William Sahlman

“Updating a Classic: Writing a Great

Business Plan” by William Sahlman

and Sean Silverthorne

Case: Yahoo, Technology

Ventures textbook: Appendix B,

pages 522-537

VIDEOS:

Creating Opportunities - Kathleen

Eisenhardt

Opportunities Aligned with

Interests - Ge Wang

Changes Present Opportunities - by

Aaron Levie

Opportunity Beyond Geography - by

Amit Chatterjee

Lean Startup Methods 1: Startups that

succeed usually invent and live by a process of

customer learning and discovery called

“customer development,” which is a critical

component of the “Lean Startup” philosophy.

READINGS:

“Why the Lean Startup Changes

Everything” by Steve Blank

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VIDEOS:

Acting on Customer Discovery -

Steve Blank

Seeing Startups on a Continuum -

John Collison

Week 9

Oct. 21- 25

Lean Startup Methods 2: Startups that

succeed usually invent and live by a process of

customer learning and discovery called

“customer development,” which is a critical

component of the “Lean Startup” philosophy.

READINGS:

Chapter 1 of “The Innovators

Method: Bringing the Lean Startup

into your Organization” by Nathan

Furr and Jeff Dyer (please

download Chapter 1 from this link

“The Business Model Canvas” by

Alex Osterwalder (please watch

the two-minute video and skim the

site)

VIDEOS:

Building the Minimum Viable

Product - Eric Reis

Lean Startups and Fat Startups -

Mark Suster

Lean Does Not mean Small - Ann

Miura-Ko

The Innovator’s Method - Nathan

Furr

Go to Market Methods: Concepts of

disruptive innovations and marketing. The

importance and implications of the technology

adoption life cycle will be examined, as well as

the key elements of entrepreneurial marketing.

The latter includes a compelling product/service

strategy, a well-crafted positioning statement,

competitive differentiation, and a subsequent

penetration strategy, involving distribution,

promotion, and pricing.

READINGS:

“Crossing the Chasm” section

in Technology Ventures textbook,

pages 202-206 in Chapter 9

“Crossing the Chasm: What’s New

and What’s Not” by Geoffrey

Moore (please skim the slide deck)

"Crossing the Chasm Meets the

Lean Startup" by Geoffrey Moore

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VIDEOS:

Stay on Simple Messages - Adam

Lashinsky

Marketing Medical Technologies -

Thomas Prescott

Distribution and Growing Your

User Base - Drew Houston

Crossing the Chasm: What's New,

What's Not - Geoffrey Moore

Week 10

Oct. 28-

Nov. 1

Sources of Capital for Entrepreneurs:

Students will consider how much capital to raise

and the advantages and disadvantages of

different sources of capital. Specific sources of

capital in the local region will be examined.

*************

Opportunity Analysis in Practice: This

session will allow students time to determine

whether or not the idea is a true opportunity that

can be turned into a scalable enterprise.

READINGS:

Technology Ventures textbook:

Chapter 18.1: Financing the New

Venture

Chapter 18.3: Sources and Types

of Capital

Chapter 18.9: Valuation

Chapter 19.1: The Presentation

Chapter 19.2: Critical Issues

“How to Present an

Entrepreneurial Investment (to

Me)” by Trevor Loy

VIDEOS:

What are the Essentials of Venture

Finance Process - Tom Byers

Work on your Opportunity Analysis

Project

Pitching and Presenting as an

Entrepreneur: A key skill for any

entrepreneurs, innovators, or other professionals

is being able to structure and tell a story in a

READINGS:

“Storytelling” by Stanford

d.school

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way that captivates their audience, whether they

are pitching ideas, products, their companies, or

themselves.

VIDEOS:

Pitching 101: How to Make Your

Story Compelling - Theresa Lina

Stevens

Making a Great Pitch - Guy

Kawasaki

Tips for a Great Pitch - Heidi

Roizen

Storytelling and Presenting: Part

1 - Michael Dearing

Storytelling and Presenting: Part

2 - Michael Dearing

Week 11

Nov. 4- 8

Introduce Project 3

Project 2 Due on Nov. 4/5

Project 2: Group Presentations

continued (OAP)

Opportunity Analysis Project (OAP). Students

will leverage the many tools they have learned

so far to develop a 3-page “story” and narrative

regarding the OAP.

Project 2: Group Presentations

continued (OAP)

Opportunity Analysis Project (OAP). Students

will leverage the many tools they have learned

so far to develop a 3-page “story” and narrative

regarding the OAP.

READINGS:

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Week 12

Nov. 11- 15

Principles of Change and Growth:

Distill the principles of change in order to

analyze when change works and when it does

not.

Technology Ventures textbook:

Chapter 15.1: Acquisitions and the

Quest for Synergy

Chapter 15.3: Global Business

Chapter 20.1: Execution

Chapter 20.2: Stages of an Enterprise

Chapter 20.3: The Adaptive

Enterprise “Dropbox’s Secret for Saving

Time in Meetings” by Rebecca

Hinds and Bob Sutton

“How to Grow Without Losing

What Makes You Great” by Leigh

Buchanan

“What is a Startup CEO’s real

job?” by Noam Bardin

VIDEOS:

Four Pillars of Innovation -

Padmasree Warrior

Serial Innovation to Create

Change - Adam Lowry

Simple Rules Coordinate People -

Kathleen Eisenhardt

Critical Early Decisions with Long

Lasting Results - Robin Li

The Scaling of Vision - Sheryl

Sandberg

Capturing Cross-Organizational

Opportunities: Focus on leveraging cross-

organizational opportunities, largely through

effective participation on cross-organizational

teams.

READINGS:

Are you a Collaborative

Leader?” by Herminia Ibarra and

Morten T. Hansen

“Teamwork on the Fly” by Amy C.

Edmondson

“Jack Welch's Approach to

Breaking Down Silos Still

Works” by Ron Ashkenas

VIDEOS:

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Collaboration - Morten Hansen

Using Diversity to Drive

Innovation - Kristian Ribberstrom

Week 13

Nov. 18- 22

Innovation, Success and Failure in

Large Organizations: Particular focus on

several organizations as examples of successful

innovation in large enterprises.

READINGS:

“How One CEO Scaled Up

Safety” by Bob Sutton

The HBR Interview: “We Had to

Own the Mistakes" by Adi Ignatius

VIDEOS:

Inside the Braintrust - Ed Catmull

When Big Companies Get Stuck -

Geoffrey Moore

Adapt to Reality - Ed Catmull

Making Change Through Cultural

Lines - Melinda Gates

Thank you Daniel McCallum -

Michael Dearing

Project 3 Workday

Work on your Personal Business Plan

Week 14

Nov. 25- 29

Final Presentations: These sessions will

give students the opportunity to share highlights

from their Personal Business Plan (PBP) and

how entrepreneurship and innovation could play

a role in their personal and career paths.

Final Presentations: These sessions will

give students the opportunity to share highlights

from their Personal Business Plan (PBP) and

how entrepreneurship and innovation could play

a role in their personal and career paths

Week 15

Dec. 2- 6

Project 3 Due on Dec. 5/6

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Final Presentations: These sessions will

give students the opportunity to share highlights

from their Personal Business Plan (PBP) and

how entrepreneurship and innovation could play

a role in their personal and career paths

Week 16

Dec. 9- 13

Final Presentations: These sessions will

give students the opportunity to share highlights

from their Personal Business Plan (PBP) and

how entrepreneurship and innovation could play

a role in their personal and career paths

Reflection on Course Content: This

session will be a summary and reflection on

what students learned about innovation, design

thinking, and entrepreneurship.

4. Pedagogy – Learning Process

Zayed University Pedagogical Framework

Zayed University is committed to fostering a student-centered learning environment that is

characterized by the following approach to teaching:

1. Active and Varied: The ZU faculty member adopts a variety of active teaching-learning

strategies, tailored to each learning task and to the intended learning outcomes.

2. Collaborative and Individual: Cooperative group learning tasks, as well as individual

learning tasks, are integral to each ZU course.

3. Content-rich and Language-rich: Instruction focuses on the development of in-depth

knowledge, along a continuum from richer-in-language in ABP, to richer-in-content in

the baccalaureate and graduate programs.

4. Facilitated by Technology: Appropriate educational technology is integrated into every

ZU course.

5. Interculturally attuned: Teaching in ZU requires global awareness, sensitivity to local

culture, a commitment to developing intercultural competence, and a commitment to

learning from students.

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6. Interpersonally oriented: Successful learning at ZU is facilitated by building positive

relationships with students, while maintaining professional demeanor and holding

students accountable.

7. Learner focused: The ZU faculty member evaluates and builds on learner knowledge and

strengths, while addressing learner needs.

8. Practical and Theoretical: Instruction lays solid theoretical foundations, as

appropriate to the level of study, while having a real-world orientation.

9. Reflective: Instructors strive to be reflective educators who enable reflective and critical

learning in students.

10. Supportive: The ZU faculty member fosters student dispositions of leadership, creativity,

innovation, self-responsibility, and lifelong learning in a supportive learning

environment.

5. Textbooks and Learning Materials

Technology Ventures: From Idea to Enterprise. Byers, Dorf, and Nelson. 4th Edition. McGraw

Hill Education. Copyright 2015. ISBN 978-1259252754 (International Student Edition).

Supplemental Learning Material

Al Awad, M., El-Sokari, H., Huang, Z., Van Horne, C. (2013). Entrepreneurship: An Emirati

Perspective. Abu Dhabi: The Institute for Social and Economic Research

6. Assessment of Student Learning

Assessment

Tools Percentage Description

Course

Learning

Outcomes

Course

Engagement

(Attendance

and

Participation)

20%

Attendance, punctuality, and

contribution to class: Students will be

assessed on regular attendance and

engagement with the stated learning

outcomes of the course. By the end of

the course students ought to be able to

• 1 & 6

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demonstrate knowledge in alignment

with the course learning outcomes.

Punctuality, presence, & engagement

ensure success in learning.

Team Based

Project 1 20%

Design Thinking Project: Students

will use design thinking skills to

identify a specific pain point for

customers/clients, employees, or both.

Conduct interviews, create a journey

map, generate a how might we

question, and come up with at least

three possible solutions. Short

summaries of the interviews are

required for the project.

• 1, 2, 3, & 4

Team based

Project 2

20%

Opportunity Analysis Project (OAP):

Test (OAP) idea from Session 9B by

talking to at least ten potential users,

customers, and partners, document

these discussions, and share what is

learned. Create presentation slides and

write a corresponding written report of

no more than 3 pages in length.

• 2, 3 & 5

Final Project

Project 3

40%

Personal Business Plan: Personal

business plan should include a long-

term vision statement, the "external"

opportunities that exist, "internal"

(personal) strengths, and a strategy for

ones’ life over the next three to five

years. In addition, at least one

"failure" from the past, and what was

learned from it in terms of maximizing

potential for the future is required.

• 2, 4, 5, 6

7. Course Policies:

• When a class is missed it is your responsibility to contact the instructor in order to gather

the information that you missed from the class session.

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• You are expected to be in class on time and remain for the scheduled class period.

Classes will begin promptly at the scheduled time and you will be marked absent if you

are late.

• Course documents (syllabus, readings, assignments, etc.), announcements and grades will

be posted on the BlackBoard site for this class. This site can be found at

http://courses.zu.ac.ae Students are expected to make use of this technology.

• You will be given assignments to complete throughout the semester. Your assignments

must be your work and submitted by the deadline set by your instructor.

• Late assignments will be subject to a penalty as specified by your instructor.

• Please contact the instructor if you have a family emergency or medical reason for a late

assignment.

8. Grading Key

Zayed University is adopting a plus/minus grading scale for all undergraduate and graduate

courses. The previous letter grades of A, B, C, D and F, are expanding to A, A-, B+, B, B-, C+,

C, C-, D, and F. Based on Zayed University policy, the grade points and percentage ranges are

assigned to each letter grade as follows:

Percentage Grade Grade Points

90-100% A 4.00 The highest academic grade possible. This grade is

not automatically given to a student who ranks

highest in the course, but is reserved for

accomplishment that is truly distinctive and

demonstrably outstanding. It represents a superior

mastery of course material and is a grade that

demands a very high degree of understanding as

well as originality or creativity appropriate to the

nature of the course. The grade usually indicates

that the student works independently with unusual

effectiveness and often takes the initiative in

seeking new knowledge outside the requirements

of the course.

87-89% A- 3.700

84-86% B+ 3.300

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80-83% B 3.000 Denotes achievement considerably above

acceptable standards. Good mastery of course

materials is evident, and student performance

demonstrates a degree of originality, creativity, or

both. The grade usually indicates that the student

works fairly well independently and often

demonstrates initiative.

77-79% B- 2.700

74-76% C+ 2.300

70-73% C 2.000 Indicates an appropriate level of competency in the

course’s basic learning outcomes. It is the grade

that may be expected of a student with an average

level of performance who gives to the work a

reasonable amount of time and effort. This grade

implies understanding of the content of the course,

acceptable mastery of course material and learning

outcomes, and completion of all requirements. The

student must have a minimum cumulative GPA of

2.0 (C) to earn a baccalaureate degree from Zayed

University.

67-69% C- 1.700

64-66% D+ 1.300

60-63% D 1.000 Denotes a limited understanding of the subject

matter, meeting only the minimum requirement for

passing the course. It signifies work that in quality

or quantity falls below the average acceptable

standard for passing the course. Performance is

deficient in analysis, synthesis, and critical

expression. There is little evidence of originality or

creativity.

0-59% F 0 Indicates inadequate or unsatisfactory attainment,

serious deficiency in understanding of course

material, or failure to complete the requirements of

the course.

9. Attendance Policy

Attendance Students shall be required to attend all classes, practical sessions, seminars and

examinations related to the courses in which they are registered.

Absence from Class

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• A student who misses 5% of the class meetings allotted for a course will receive a

warning from the Chair/Assistant Dean of the College/Department.

• A student who misses 10% of the class meetings allotted for a course will receive a

second warning from the dean of the College.

• A student who misses more than 15% of the class meetings allotted for a course will fail

the course. If there is a legitimate reason for the absence, which has been accepted by the

Dean of the College in the semester in which the absences occurred, the student will be

granted a satisfactory withdrawal from the course.

Reference: ZU policy and procedure ACA-ADM-06 Attendance.

10. Zayed University Honor Code

“In the Name of God Most Gracious Most Merciful”

As a student of the University that carries the name of the beloved and revered father of the

nation, the late Sheikh Zayed Bin Sultan Al Nahayan (may his soul rest in eternal peace), I

pledge to:

• Demonstrate the virtues of honesty, respect and fairness

• Adhere to the highest standards of personal moral conduct

• Refrain from any and all forms of academic dishonesty

• Present a positive image of myself by acting with maturity and honor

• Take responsibility for my actions and do my part to maintain a community of trust

• Dedicate myself to the achievement of the University’s excellence

I promise to honor Sheikh Zayed and to preserve his legacy by following the example set by the

wise and beloved father of the United Arab Emirates

11. Plagiarism Policy

Plagiarism is presenting someone else’s work or ideas as if it were one’s own.

Examples of plagiarism include the following:

• Copying another person’s work either word for word or making some changes but

keeping the structure, much of the language, and main ideas the same. Even if the work is

not published, it should be treated as someone else’s work and not one’s own work.

• Buying, borrowing, or otherwise obtaining and handing in a paper, project or course

assignment as if it were one’s own.

• Turning in someone else’s paper as if it were one’s own is strictly prohibited, even if the

paper is enclosed in quotation marks. A large part of a paper cannot simply be quotations.

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• Allowing someone else to edit, rewrite or make substantial changes in one’s work and

turning it in as if one had done it all, without acknowledging the other person’s

contribution and without prior permission of the instructor.

• Using someone else’s words or ideas without crediting that person.

- If a student uses someone else’s words, he must identify them by

putting quotation marks around them and citing the source.

- If a student downloads a picture from the Internet, he must cite the

source of the picture.

- If a student paraphrases someone’s work, he must specify the

source of the statement.

- Every book, magazine, or internet site used in a paper must be

identified in the bibliography.

At any time, if a student thinks he may have unknowingly plagiarized someone’s work, he

should discuss it with his instructor before turning in the assignment.”

12. Miscellaneous

Mobile phones: Mobile phones and Smart devices are not to be used for personal use during a

class or exam.

Eating/Drinking/Smoking: Students are not permitted to engage in these activities while in class.

Appendix A - ZULO Learning Outcomes

Information Literacy (IL): ZU graduates will be able to find, evaluate and use appropriate

information from multiple sources to respond to a variety of needs.

• IL1: Determine the nature and extent of information needs

• IL2: Access information

• IL3: Evaluate information and its sources critically

• IL4: Use information to communicate effectively to varied audiences in multiple contexts

• IL5: Adhere to ethical practices in use of information

Technological Literacy (TL): ZU graduates will be able to effectively understand, use, and

evaluate technology both ethically and securely in an evolving global society.

• TL1: Knowledge of technological system

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• TL2: Proficiency in using technological tools

• TL3: Knowledge and practices of technology in society

Critical Thinking and Quantitative Reasoning (CTQR): ZU graduates will be able to

demonstrate competence in understanding, evaluating, and using both qualitative and quantitative

information to explore issues, solve problems, and develop informed opinions.

• CTQR1: Identify essential information

• CTQR2: Interpret both qualitative and quantitative information

• CTQR3: Formulate reasoned conclusion

• CTQR4: Transfer learned skills and knowledge to new contexts

Global Awareness (GA): ZU graduates will be able to understand and value their own and other

cultures, perceiving and reacting to differences from an informed and socially responsible point of

view.

• GA1: Provide an informed response to global concept or issue

• GA2: Examine global issues within the local context

• GA3: Propose or plan action to address an international issue in a way that demonstrates

social responsibility

• GA4: Acknowledge the values of other cultures

Language (L): ZU graduates will be able to communicate effectively in English and Modern

Standard Arabic, using the academic and professional conventions of these languages

appropriately.

• LA1: Comprehension of Written English and Arabic (Reading)

• LA2: Production of Written English and Arabic (Writing)

• LA3: Comprehension of Spoken English and Arabic (Listening)

• LA4: Production of Spoken English and Arabic (Speaking)

Leadership (LS): ZU graduates will be able to undertake leadership roles and responsibilities,

interacting effectively with others to accomplish shared goals.

• LS1: Act responsibly with self-awareness of actions and values

• LS2: Work effectively in group and interpersonal (dynamic) contexts

• LS3: Demonstrate capacity to attain goals