Testing and adapting innovation between Southeast Asia and Greater China. ISC002 aims to develop participants’ ability to test and adapt a startup or industry solution for the Chinese market, using comparative evidence from Thailand and Greater China. The module connects the study of business and innovation across borders with company visits, laboratory prototyping and project work. The module aims to: 1. Develop understanding of the institutional, cultural, technological and industry conditions shaping innovation between Southeast Asia and Greater China. 2. Build participants’ ability to frame a cross-border business challenge and plan a comparative investigation using primary evidence from Thailand and China. 3. Develop practical competence in adapting and testing a prototype, MVP or blueprint, including the responsible use of AI and laboratory prototyping methods. 4. Strengthen judgement in assessing partners, market-entry options, implementation requirements and commercial viability in a second market. 5. Develop the ability to evaluate sustainability impacts across markets, including differences in baselines, regulation and supply chains. 6. Strengthen collaborative project management, evidence-based communication and critical reflection on individual contribution and learning. Fit with the programme: ISC002 applies the learning outcomes and assessment structure of ENT422TC Syntegrative Project B to projects developed across Thailand and China. It may be taken independently or after ISC001. Proposed credit recognition for participants who later join the MSc Entrepreneurship and Innovation is subject to formal approval and the applicable credit-recognition arrangements.
A Analyze industry challenges and opportunities, developing entrepreneurial mindsets to identify potential entrepreneurial solutions that address real-world problems. B Design a comprehensive project plan that integrates key entrepreneurial processes, including ideation, prototyping, and testing, to address the identified industry problems. C Develop a Minimum Viable Product (MVP) or prototype, incorporating iterative feedback from industry partners, peers, and faculty to enhance its viability and relevance. D Evaluate the sustainability impact of the proposed solution, aligning the project outcomes with relevant Sustainable Development Goals (SDGs) and demonstrating awareness of social, environmental, and economic considerations. E Collaborate effectively within multidisciplinary teams, demonstrating leadership, conflict resolution, and communication skills to achieve project milestones. F Reflect critically on individual performance throughout the project, identifying areas for personal and professional growth, and formulating strategies for future entrepreneurial challenges. G Collect and critically compare evidence from selected markets across borders to develop and justify strategies for adapting a solution to different market contexts.
The module runs as a four-phase block. An opening weekend is delivered in Bangkok at the XJTLU Syntegrative Education Centre (Thailand), followed by a two-week interval for baseline field evidence in Thailand, a full immersion week at XJTLU Entrepreneur College (Taicang) including company visits, and Demo Day in China. The written portfolio is submitted approximately four weeks after Demo Day. It is delivered to college students, MSc students and industry professionals through project-based workshops, immersive practical sessions, company visits and facilitated project coaching. All scheduled contact is recorded as Lab / Practicals, and company visits take place inside the scheduled immersion sessions. Of the 102 private study hours, approximately 40 are primary evidence collection: the Thailand baseline gathered during the two-week interval and the write-up of the China field record. The remaining 62 cover independent study, solution refinement during the production period after Demo Day, and assessment preparation. The module uses Project-Based Learning. Students work in multidisciplinary teams on an authentic problem in collaboration with industry partners, across the four phases. Two entry routes carry equal standing. On the continuing-entry route, teams bring a project of their own, whether carried forward from ISC001, from their own venture, or from their employer, and scope the market expansion themselves. On the direct-entry route, a partner brief is supplied pre-scoped, with the problem defined and baseline evidence attached, and teams begin by interrogating that framing. Both routes follow the same project phases, evidence standards and final defence, and both are supported by faculty facilitation and industry pathfinder support. Entry route and project track are distinct: students may bring a project or receive a supplied brief within the relevant track. Both entry routes receive the same access to faculty and industry pathfinders and are assessed against the same learning outcomes and evidence standards. Any work completed before ISC002, including work submitted for ISC001, is identified as background; assessment concerns the new analysis, testing, development and individual learning undertaken in ISC002. Projects follow two tracks: Student Startups, and Other Startup and Industry Partners. Student-startup projects examine entry into Greater China; other industry projects examine market entry or the adaptation and implementation of an innovation in the Chinese context. All tracks address the same learning outcomes and evidence standards. Additional faculty or industry pathfinders may be invited where projects require specialist support. Partner organisations present live briefs during the opening weekend, provide support throughout, and judge the final defence. Teams gather primary evidence in Thailand before departure and in Greater China during the immersion week, against the same protocol. Transferable skills, including communication, teamwork and professional presentation, are developed through the preparation and delivery of written and oral project outputs. AI tools support project analysis, market research, prototyping and critique, subject to the module’s generative AI guidance and academic integrity requirements. Students retain responsibility for the final artefact and must disclose AI use at group level in the group portfolio and at individual level in the reflective portfolio.