ALDR 8030 Diffusion of Innovations
Instructor:
Dr. Maria Navarro, Associate Professor
Department of Agricultural Leadership, Education, and Communication
131 Four Towers Building
Telephone: 706 583 0225
Class Web Site: https://www.elc.uga.edu/
Please use the class ELC e-mail to communicate with Dr. Navarro regarding class issues. Also note that
all assignments/assessments need to be submitted, on time, through the appropriate
assignment/assessment tools, NOT by e-mail. Failure to do so may result in significant grade penalties.
e-mail: mnavarro@uga.edu (only for non-class matters or urgent messages, also copied to ELC mail)
Class:
Distance Learning (see details below), Thursdays, 5:00 p.m. to 9:15 p.m.
Office hours: By appointment
Course Description:
The primary purpose of this course is to facilitate the students’ understanding of the factors that influence technology
transfer and changes in social systems. The course will rely heavily on the diffusion of innovations model defined by
Everett Rogers (Rogers, 2003). The group will analyze several case studies or examples addressing innovation, diffusion,
and change, and will discuss how each represents the theory base presented by Rogers (2003). In addition, the course will
emphasize students’ role as leaders and change agents, and their responsibility to encourage system sustainability.
Innovation: “An idea, practice, or object that is perceived as new by an individual or
other unit of adoption” (Rogers, 2003, p. 12).
Diffusion: “The process in which an innovation is communicated through certain
channels over time among the members of a social system” (Rogers, 2003, p. 5).
Course Objectives:
After successful completion of this course, the student will be able to the following:
1. Analyze the diffusion process of various innovations and determine possible catalysts and inhibitors associated with
the process;
2. Present elements of diffusion that may encourage or hinder sustainability of change;
3. Identify and describe members of society in relation to the role that they play in the diffusion process;
4. Apply the theory base posited by Rogers to predict the success of planned diffusion;
5. Evaluate members of a social system and classify them in the appropriate categories of adopters;
6. Recognize the value of various communication resources in the diffusion of innovations;
7. Appreciate their role as well as the role of others in successfully implementing positive change;
8. Analyze innovation case studies and evaluate system sustainability after implementation of these innovations; discuss
the effect of innovations in social, economic, cultural, political, and environmental sustainability;
9. Recognize the importance of various attributes of an innovation and their effect on the adoption process;
10. Analyze and evaluate current attempts of diffusion through the lens of the diffusion theory base;
11. Identify and employ appropriate literature and peer-reviewed research in leadership, change, and diffusion of
innovations theory, write a literature review, and give a class presentation;
Course Requirements:
The use of the course ELC page and Wimba is required for all students (https://www.elc.uga.edu/ ):

Students will be able to access most class materials, assignments, readings, and lesson presentations through the class
ELC page. Class and team meetings will take place through Wimba, and are required. If you have “technology”
problems with ELC, contact EITS help desk:
phone: 706 542 3106, e-mail: helpdesk@uga.edu, http://www.eits.uga.edu/request);

If you cannot actively participate in Wimba classes with appropriate audio tools (i.e., for class discussions, student
presentations), or video tools (i.e., respond to in-class real-time written surveys, questionnaires, or tests), you should
not take this class. The in-call Wimba phone number is OK for emergencies, but it is not an appropriate way to follow
the class;

Students should prepare their assignments as word (*.doc or *.docx), rich text format (*.rtf), or adobe acrobat (*.pdf)
documents only, and submit them as an attachment through the assignment tool of the course ELC page;

Submit all assignments and assessments, on time, through the ELC page assignment and assessment tools only: Some
time-bound assignments will not be accepted late and the student will receive a zero for the assignment if the
assignment is late. In other cases, the assignment will be accepted, but penalized with a deduction of twenty five
percent (25%) of the assignment grade for each day the assignment is late.
APA Format: Students are required to document all materials used to prepare all their assignments (with proper use of
quotes, citations, references, bibliography, etc.) using APA. See class document “APA guidelines” (posted in the ELC
Learning Modules link) for some useful web links regarding APA style for citations and references.
Required textbook:
•
Rogers, E. M. (2003). Diffusion of innovations, 5th edition. New York: Free Press.
Course Requirements:
1. On-time attendance - REQUIRED
Students are required to attend, on time, all classes, and participate in class activities and discussions. Although there is
not any percentage of the course grade assigned to attendance, it is an integral element of the learning process and
therefore part of the grade. Failing to be in class on time will negatively affect the student’s grade.
Though I require on time attendance, I understand that sometimes students have professional commitments that impede
attendance. Accommodations for class “make-ups” for students who have “instructor approved” absences (teacher’s
conference, surgery, serious disease, university excused absence, professional conference) will be worked out on an
individual basis with the instructor. Students may discuss with the instructor class “make-up” possibilities no later than a
week after the absence, and complete the make-up no later than two weeks after the absence and before the last days of
exams. Please note that even if the instructor has “approved” your absence, you still need to make up for the class missed.
Students should ALSO review the class archive of any class or portion of a class missed.
2. Class contribution and participation (i.e., response to in-class surveys and questionnaires, participation in
discussions) – 10% total course grade
Active participation in class is very important for the success of the course. To give an extra ‘incentive’ for active
participation, participation will be evaluated and will be part of the grade. Examples of class participation items that will
be graded include in-class surveys and questionnaires and other in-class contributions,
3. On-line assessments (i.e., quizzes on book chapters, readings, and videos) – 30% total course grade
Most assessments will cover materials from the required readings (articles and chapters) and videos. Some of the
readings/videos will help students review material dealt with in prior classes, while others will help students prepare for
active and informed participation in the Wimba class sessions. It is important, thus, that students complete the
readings/videos and the quizzes timely.
4. Weekly assignments (short papers, short presentations, article critiques) – 20% total course grade
Throughout the semester, students will be asked to complete short assignments and submit them through the course ELC
assignment tool. The objective of some of these assignments is to prepare the students for group work, active and
informed participation in class, short presentations, and for better understanding/review of lessons. Timely completion is,
therefore, necessary and required.
Some assignments will require students to prepare a short paper and a short powerpoint presentation. Papers and
presentations will be shared with the rest of the class (through ELC), and on occasions, the students will also be asked to
present “live” during our Wimba session. It is of extreme importance that students complete the assignments on time.
5. Term paper (15) and presentation (5) – 20% of the course grade
All students will complete a term paper (literature review) on a topic discussed with the instructor, and will present their
findings to the rest of the class.
6. Final examination – 20% of the course grade
The final exam will cover the reading assignments and all materials presented and discussed during class. This exam will
have both multiple choice and short essay questions.
Summary of Course Assignments
1. On-time attendance
% of total class grade
Required (see description)
2. Class contribution and participation
10%
3. On-line assessments (quizzes on book chapters, readings, videos)
30%
4. Weekly assignments (short papers, short presentations, article critiques)
20%
.
5. Term paper (15) and presentation (5)
20%
.
6. Final examination
20%
.
100%
.
Total
.
Guidelines for Determining Course Grade:
This course is graded using the + and - system. The grade breakdown is as follows:
A-F System
A
AB+
B
BC+
C
CD
F
=
=
=
=
=
=
=
=
=
=
0-100% scale
0-4 System equivalent
94-100%
90-93%
87-89%
84-86%
80-83%
77-79%
74-76%
70-73%
60-69%
0-59%
4.0
3.7
3.3
3.0
2.7
2.3
2.0
1.7
1.0
0
Academic Honesty: All academic work must meet the standards contained in “A Culture of Honesty.” Each student is
responsible to inform themselves about those standards before performing any academic work.
Syllabus changes: The course syllabus is a general plan for the course; deviations announced to the class by the
instructor may be necessary.
Expected ELC Assessments:
Chapter Assessments:
Rogers Chapter 1
Rogers Chapter 2
Rogers Chapter 3
Rogers Chapter 4
Rogers Chapter 5
Rogers Chapter 6
Rogers Chapter 7
Rogers Chapter 8
Rogers Chapter 9
Rogers Chapter 10
TED Video Assessments: These are multiple choice questions, and some open-ended questions, the course participants
need to respond after watching the linked video, usually 20 minutes-long. The assessments are asynchronous homework
done on-line through the ELC page, assessment tool
Video Assessment 1: Amy Smith: Turning farm waste into clean-burning charcoal
Video Assessment 2: Gladwell on the Norden Bombsight
Video Assessment 3: Gladwell on spaghetti sauce
Video Assessment 4: Charles Leadbeater on Innovation
Video Assessment 5: William Kamkwamba: How I harnessed the wind
Video Assessment 6.1: Seth Godin on standing out
Video Assessment 6.2: Seth Godin on the tribes we lead
Video Assessment 7: Derek Sivers on how to start a movement
Video Assessment 8.1: Ken Robinson says schools kill creativity
Video Assessment 8.2: Tim Brown on creativity and play
Video Assessment 8.3: Larry Lessig on laws that choke creativity
Video Assessment 9: Anil Gupta: India's hidden hotbeds of invention
Video Assessment 10.1: Tom Wujec: Build a tower, build a team
Video Assessment 10.2: Howard Rheingold: The new power of collaboration
Video Assessment 10.3: Yochai Benkler on the new open-source economics
Video Assessment 10.4: Clay Shirky on institutions vs. collaboration
Video Assessment 11: Alexis Ohanian how to make a splash
Video Assessment 12.1: Steven Johnson tours the Ghost Map
Video Assessment 12.2: Nicholas Christakis: The hidden influence of social networks
Written Assignments: Usually short papers or article critiques done as homework and submitted on the ELC page,
assignment tool
Assignment 1: Characteristics of Innovations. Paper and short presentation (5 min)
Assignment 2: Consequences of Innovations. Paper and short presentation (5 min)
Assignment 3: Case Study: A Failed Innovation
Assignment 4: Innovation in Organizations
Assignment 5: Diffusing the idea of sustainability to an organization. Paper and participation in class discussion
Assignment 6.1 and 6.2: Article Critiques
Term Paper and Presentation
HOW SUSTAINABILITY IS BEING ADDRESSED IN HOMEWORK COMPLETED BY THE STUDENTS:
Chapter assessments:
For each chapter, there will be at least one of the multiple choice questions that will address sustainability issues
Assessments
Questions added to assessments to address sustainability in the assessments throughout the duration of the course,
and from different perspectives:
Video Assessment 1: Amy Smith: Turning farm waste into clean-burning charcoal
Added questions:
 How does Amy Smith product development process help ensure the appropriate implementation and continued use of
the innovation?
 Do the products developed by Amy Smith and her team help improve the environmental sustainability of the
communities adopting them? Please justify your response
Video Assessment 5: William Kamkwamba: How I harnessed the wind
 Find another innovation that can help poor rural people in developing countries address problems of resource
sustainability
Video Asessment 9: Anil Gupta: India's hidden hotbeds of invention
 Please give an example where the integration of science and indigenous knowledge has helped develop innovations
that improve the sustainability of rural systems
Assignments
New assignments, new questions, or new foci in assignments to address sustainability throughout the duration of
the course, and from different perpsectives:
Assignment 2: Consequences of Innovations. Paper and short presentation (5 min)
 New focus. In the past, all I asked was for the student to analyze an innovation that had had negative consequences. In
the next edition of the course, the focus of the assignment will be in the analysis of an innovation that has had
negative consequences from a sustainability perspective (any dimension of sustainability – i.e., social, cultural,
environmental, economic, political, etc.)
Assignment 5: Diffusing the idea of sustainability to an organization. Paper and participation in class discussion
 New assignment:
Watch the following TED talk “Jason Clay: How big brands can help save biodiversity”:
http://www.ted.com/talks/lang/en/jason_clay_how_big_brands_can_save_biodiversity.html
After watching the video write a 2 page proposal on how you would diffuse the idea of sustainability to a major
company (or companies). Your plan should include at least 3 elements that we have learned about diffusion of
innovation. Remember to keep with the theme about sustainability.
Some examples of diffusion elements:
1. What are some consequences to adopting sustainability?
2. How could critical mass theory apply to other companies and sustainability?
3. Who would you target (networks)?
4. What role could technology play in the diffusion of sustainability and companies?
Assignment 6.1 and 6.2: Article Critiques
 New focus: Students will have to critique two articles. In the past, students were allowed to choose their own article,
this time, they will choose two out of five articles. The four articles analyze elements of diffusion of sustainability
concepts. These articles are the following:
Smerecnik, K. R., & Andersen, P. A. (2011). The diffusion of environmental sustainability innovations in
North American hotels and ski resorts. Journal of Sustainable Tourism, 19(2), 171-196.
doi:10.1080/09669582.2010.517316
Fabrizio, C. (n.d). Critical factors for implementing and diffusing sustainable product-service systems:
Insights from innovation studies and companies' experiences. Journal of Cleaner Production.
doi:10.1016/j.jclepro.2012.05.034
Deng-Westphal, M., & Beeton, S. (n.d). Who bothers about sustainability?: Applying Rogers' diffusion of
Innovation model to the issue of ecolabel adoption rates in tourism. CAUTHE 2011 National
Conference: Tourism : Creating a Brilliant Blend, 141.
Vaccaro, V. L., & Cohn, D. Y. (2010). Green marketing strategies, diffusion of innovation, and global
consumer values for sustainability. Proceedings of The Northeast Business & Economics
Association, 596-598.
Your choice of article as long as the article addresses directly the diffusion of the concept of sustainability
(social, environmental, economic, or cultural sustainability)
Term Paper and Presentation
New focus to better address issues of sustainability (see assignment sheet and rubric sheet). In the past, students
were free to choose any topic related to diffusion of innovations. Now, their topics need to have elements of both
diffusion of innovations and sustainability.