• Identify, isolate and define the parameters of a real world business problem as presented by a client company.
• Exhibit broad comprehension of concepts, theories, models and frameworks that underpin the development of creativity as a discipline and the creative problem solving process.
• Apply the creative problem solving process to a real world business problem
• Describe the relationship between creativity, innovation and commercialization.
• Describe the importance of risk management and risk mitigation when engaged in creative problem solving.
• Construct and deliver a well-developed and persuasive presentation promoting an innovative solution to a real world business problem or challenge.

This undergraduate level course in business problem solving provides students with a broad based understanding of creative problem solving in business from both theoretical and applied orientations. Students are presented with a comprehensive overview of theory of creative problem solving and its development as it relates to finding solutions to real world business problems. A significant characteristic of this course is its use of self-reflection to enhance the students’ self-awareness with respect to their own level of acceptance and aptitudes for creative problem solving, and to identify areas where they may need to access expertise from partners, service providers, or other external sources. A significant differentiating characteristic of this course is its use of current business problems provided by corporations and/or non-profits. By using business cases and examples illustrating specific approaches to business challenges (both successful and unsuccessful) that have been undertaken in the recent past, the aim of this course is to train students to critically evaluate contemporary business problems and to formulate and develop creative and innovative solutions to those problems.

Students will be placed in groups during the first class and each group will be assigned a real world business problem provided by a client company or organisation. The students must investigate the problem and formulate and develop a solution or solutions to that problem. Milestones will be established, and students will be able to consult with their peers in the class throughout the course for input, ideas and support. In the final class, each group will make a formal presentation, complete with visuals (powerpoint or other visual presentation medium), a proposed solution to the class and a panel of external judges from the client company, non-profit or institution. Presentations will be no longer than 15 minutes in length, with visual presentation of between 10 and 20 slides. The presentation should be submitted to the instructor the day before the formal presentation to the panel.

For the Preliminary Assignment each student will be required to write a synopsis and review of Chapters 1, 2 and 3 of Dweck, Carol S, 2006, Mindset: The New Psychology of Success. The synopsis (maximum 3 pages) is due in Class 1.  Feedback Activity ...

Preliminary Assignment: To help students get maximum value from ISUP courses, instructors provide a reading or a small number of readings or video clips to be read or viewed before the start of classes with a related task scheduled for class 1 in order to 'jump-start' the learning process.

The timetable is available on http://

Dweck, Carol S, 2006, Mindset: The New Psychology of Success, Ballantine Books, New York, NY, Chapters 1, 2, 3, 5 and 8.(141 Page)

Puccio, GJ, Mance, M, Barbero Switalski, L, and Reali, PD, 2012, Creativity Rising, ICSC Press, Buffalo, NY.  (145 Pages)