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2016 | Buch

Why Innovate? Kapitel lesen Erstes Kapitel lesen

Creating Innovation Leaders

A Global Perspective

herausgegeben von: Banny Banerjee, Stefano Ceri

Verlag: Springer International Publishing

Buchreihe : Understanding Innovation

Enthalten in: Springer Professional "Wirtschaft+Technik" , Springer Professional "Technik" , Springer Professional "Wirtschaft"

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Über dieses Buch

This book focuses on the process of creating and educating innovation leaders through specialized programs, which are offered by leading academic schools. Accordingly, the book is divided into two parts. While the first part provides the theoretical foundations of why and how innovation leaders should be created, the second part presents evidence that these foundations can already be found in the programs of ten top-level universities.

Part one consists of six chapters following a rigorous plan of content development, addressing topics ranging from (1) innovation, to (2) the settings where innovation occurs, (3) innovation leadership, (4) the need to change education, (5) a taxonomy of advanced educational experiences, and (6) cases of positive vs negative innovation leadership in the context of complex problems. Here the authors show that a new kind of innovation leadership is urgently needed, how it can be created, and how it is put into action. The second part is a collection of invited chapters that describe in detail ten leading academic programs: their objectives, curricular organization, enrollment procedures, and impact on students. Selected programs include four North American institutions (Stanford’s d.school, Harvard’s Multidisciplinary Engineering Faculty, Philadelphia University, OCAD’s Master of Design on Strategic Foresight & Innovation), five European institutions (Alta Scuola Politecnica of Milano and Torino, the EIT Master Program, Paris’ d.school, Brighton’s Interdisciplinary Design Program, Aalto University) and the Mission D program at Tongji University in China.

The book is dedicated to all those who recognize the need to provide stimuli regarding innovation and innovation leadership, primarily but not exclusively in academia. These include, but are not limited to, professors, deans and provosts of academic institutions, managers at private organizations and government policy-makers – in short, anyone who

is engaged in promoting innovation within their own organization, and who feels the need to expand the intellectual and practical toolbox they use in this demanding and exciting endeavor.

Inhaltsverzeichnis

Frontmatter

Theoretical Foundations

Frontmatter
Chapter 1. Why Innovate?
Abstract
Across contexts, we see a profound need for identifying and framing problems in new ways, and having framed them, finding radically effective ways of solving them. We face challenges that are complex, urgent and critical. The larger challenges facing our civilization, such as overpopulation, climate change, the energy crisis, food security, water security, loss of biodiversity, and massive urbanization, are wicked and super-wicked problems (Rittel and Webber 1973; Levin et al. 2012). These massive challenges are the backdrop against which the institutions and organizations of the world, irrespective of their sector, find themselves having to carry out their functions. In an increasingly connected and interlaced world, we find ourselves enmeshed in “systems of systems” (Deleuze and Guattari 2004). We are entering an era marked by great turbulence and change (Thackara 2005). Organizations across sectors face the dual challenge of dealing with rapid change as well as the pressure to participate in solving the larger societal challenges facing us.
Banny Banerjee
Chapter 2. The Innovation Ecosystem
Abstract
The big issues we face today are those that go to the heart of our societies, economies and environments. What is the best response to terrorism? What is the right approach to immigration to enhance society and build the economy? How can we preserve water resources while achieving economic returns from irrigated agriculture in a way that fits with the local context? These are just a few examples of the intractable challenges that we face today. These are the types of problems that C. West Churchman called “wicked problems” in his “Guest Editorial” of Management Science. Wicked problems resist resolution and have many interrelated parts such that a change in one area will affect the other parts, often in an unintended way (see also: Rittel and Webber 1973).
John Body, Fawwaz Habbal
Chapter 3. Innovation Leadership: A New Kind of Leadership
Abstract
The previous chapters on innovation and the innovation ecosystem lead us to the central topic of this chapter: Innovation Leadership. In contrast to traditional forms of leadership, we reframe leadership as a modality as well as a mindset, and emphasize the need to define it as a capacity to create impact in an increasingly complex class of challenges. Innovation Leadership involves two main dimensions of change namely the ability to amplify the impact and the ability to amplify the Innovation Capacity of the system. The primary job of the Innovation leader is to manage the two dimensions. The Innovation Capacity of the organization and the ecosystem in altered by increasing both the level of expertise as well as the ability to innovate across challenge categories. There are multiple pathways for increasing Innovation Capacity that are discussed in detail in terms of the required innovation skills, mindsets, and impact frame.
Banny Banerjee, Stefano Ceri, Chiara Leonardi
Chapter 4. A New Kind of University
Abstract
In the previous chapters, we have critically examined the reasons behind the current cross-sector demand for innovation. We have also outlined the nature and scales of the challenges innovation leaders confront as they navigate morphing economic and social conditions characterized by complexity, ambiguity and disequilibrium. In order to succeed in these conditions, the innovation leader uses strategies focusing on framing problems in complex systems, co-creating in transdisciplinary contexts, and scaling solutions.
Randy Swearer, Véronique Hillen, Paola Bertola
Chapter 5. Charting Interdisciplinary Innovation Programs: Map of Experiences
Abstract
There is consensus that higher education institutions in post-industrial economies are experiencing a general crisis, expressed in their lack of flexibility to address contemporary challenges and rapidly changing needs (as touched upon in Chaps. 1–3). A literature review shows that the debate on cross-, inter-, multi-, and transdisciplinary education is still raging among academics (Kozma, 2005). Within this debate a theme has emerged during the last decade for schools of art, design, engineering & applied sciences, centered around the subject of enabling innovation and positive world transformation by design.
Paola Bertola, Nabil Harfoush, Federica Vacca
Chapter 6. Innovation Leadership in Action –Today and in the Future
Abstract
In this chapter, we look at innovation leadership in action, specifically how the presence or lack of leadership has shaped the innovation process. We concentrate on complex problems and great challenges; indeed, such problems highlight where new leadership is required, as they feature higher dimensionality, and a great number of stakeholders with a variety of objectives and needs, and the decision making cannot be reduced to a top-down technical exercise. We show some situations where the use of innovation as a modality, along the dimensions that were discussed in Chap. 3, is a fundamental ingredient for inducing positive change; and we also show, on the negative side, situations in which the lack of innovation leadership has amplified conflicts and difficulties in delivering results. The discussion on acts and processes can be viewed as a natural complement to the main topic of this book, while the other chapters focus on the education and training of the individuals who will be the major actors of innovation. If these individuals are not integrated in processes leading to innovation (or do not set such processes up), it is unlikely that they will be able to deliver results.
John Body, Stefano Ceri

Best Practices in Higher Education

Frontmatter
Chapter 7. Best Practices in Higher Education: An Introduction
Abstract
The first part of the book has demonstrated the need for innovation leaders and the corresponding impact on renewing education. Specifically, Chap. 5 has discussed a number of experiences in higher education, which are becoming widespread in many universities worldwide. This part is focusing upon the changes that are occurring in higher education, by describing in greater depth some of the most interesting and representative international education programs, which provide concrete answers, although by articulating different approaches, to the need for educational models for creating future innovation leaders.
Chiara Leonardi, Federica Vacca
Chapter 8. Embedding Design Thinking in a Multidisciplinary Engineering Curriculum at Harvard University
Abstract
The 21st Century inherited challenges that require new methodologies and processes to solve. Engineering has a critical role to play in supporting changes and solving these problems, but our educational system needs to evolve to prepare future leaders to solve and mitigate such human problems. In particular, the educational system needs to shed disciplinary silos and allow students to learn and engage in multidisciplinary dimensions. Engineering embedded in a liberal-arts education provides unique opportunities, especially when design and innovation have been integrated into most of the engineering courses in the curriculum. The case of Harvard School of Engineering and Applied Sciences with its forward-thinking pedagogy is presented here as an example of such a curriculum data and methodologies for assessment of the interdisciplinary courses with embedded design thinking are presented.
Fawwaz Habbal
Chapter 9. Teaching the Innovation Methodology at the Stanford d.school
Abstract
The Stanford Hasso Plattner Institute of Design, also known as the “d.school”, is an internationally celebrated hub of innovation. It has been active in spreading innovation culture and methods across the Stanford University community, Silicon Valley, and beyond. The d.school has created a strong culture of innovation that places hands-on, Design Thinking-based, team-based studio classes at its core. Central to the approach is its distinct perspective on design: the d.school believes that creativity can be cultivated, not just an innate quality. Anyone can be an innovative designer if they can unlock their creativity and utilize the right process. Its mission is to build creative confidence in every person who walks through its doors, and to make the design thinking method as accessible as possible.
Banny Banerjee, Theo Gibbs
Chapter 10. Reimagining a University for the 21st Century: The Kanbar College of Design, Engineering, and Commerce
Abstract
Philadelphia University has an enrollment of 2,600 undergraduate students and 750 graduate students. The University consists of 39 academic programs recently organized into three colleges with an overall matrix structure: the College of Science Health and the Liberal Arts, the College of Architecture and the Built Environment, and the subject of this section, the Kanbar College of Design Engineering and Commerce (hereafter the College). The University encourages and supports pedagogies that it refers to as Nexus Learning, “active, engaged, real world, and infused with the liberal arts” (Philadelphia University, 2010).
Randy Swearer
Chapter 11. The Master of Design in Strategic Foresight and Innovation (SFI) at OCAD University
Abstract
The Master of Design in Strategic Foresight and Innovation (SFI) is creating a new kind of graduate, one equipped with the skills, tools and methods required to positively impact society, enhance business resilience and sustainability, and navigate complex organizational and cultural change.
Lenore Richards, Nabil Harfoush
Chapter 12. Mission D, an Interdisciplinary Innovation and Venture Program at Tongji University
Abstract
The mission D program provides interdisciplinary “design-driven” innovation and entrepreneurship education to students at Tongji University, including its international and exchange students. The D in the name of the program refers to Design, not only classical skill-based design, but a way of creative thinking and acting. Here, “Design” is regarded as a common creative asset of human being. Through Mission D, we begin to experiment in a proactive way, connecting and sharing experiments through critical and reflective practice, improving design tools and striving for generalizations that can apply in a variety of contexts.
Lou Yongqi, Fan Fei, M. A. Jin
Chapter 13. Alta Scuola Politecnica: Innovation, Multi-disciplinarity and Passion
Abstract
Alta Scuola Politecnica (www.asp-poli.it, (ASP 2009)) was founded in 2004 by the Politecnico di Milano and Politecnico di Torino. It annually selects 150 talented students solely on the basis of merit, from among the applicants to the Master of Science in Engineering, Architecture and Design at the two universities. The resulting community is made up of very motivated and qualified students with a passion for innovation. These students follow an additional track, completely in English, based on ad hoc courses and the development of multidisciplinary projects; the ASP program administrates 30 credits (CFU) to be achieved in parallel to the regular 120 credits of the Master program, 15 from courses and 15 from projects; thus, it consists of an addition to the Master program of about one-fourth of its total workload. The mission of ASP is to provide society with high-profile graduates combining in-depth disciplinary knowledge with interdisciplinary, horizontal skills that are needed to work in a truly multidisciplinary environment.
Marco Ajmone Marsan, Stefano Ceri, Roberto Verganti, Roberto Zanino
Chapter 14. The Paris d.school
Abstract
Paris d.school is a consortium of 5 schools (ENSAVT, ESIEE, UPEM, EIVP, ENPC), covering disciplines ranging from architecture and urban planning to all types of engineering, along with business and finance. It is supported by a French government grant of 4.1M€ distributed over 8 years through ANR (National Research Agency in France). The project for a French d.school was developed between 2007 and 2011, and was submitted in 2011 for the IDEFI tender organized by the French Ministry of Research and Education, with the objective of developing initiatives for excellence in innovative teaching in France.
Veronique Hillen
Chapter 15. Interdisciplinary Design in the College of Arts and Humanities at the University of Brighton
Abstract
In the College of Arts and Humanities at the University of Brighton we have begun to explore emerging forms of design practice and the opportunities these present for the development of design as a core competency of twenty-first century life. Areas of particular interest are those in which design might be repositioned within university education, not primarily as a professional activity but equally as a vital and empowering portfolio of knowledge and skills that generate more confident and resilient graduates.
Anne Boddington, Jyri Kermik, Tom Ainsworth
Chapter 16. The EIT Digital Master School: A Program to Foster the Education of Entrepreneurial, Innovative and Creative Students
Abstract
The EU has 500 million citizens, and is the largest economy in the world. Still, Europe is not a global leader in innovation. In 2008, the European Parliament founded the EIT (European Institute of Innovation and Technology), to answer the need to increase Europe’s competitiveness on the global market. EIT was created also to make new education happen: faster and with higher quality in Europe than anywhere else. The job market asks for academic professionals, with higher order creativity, value judging and leadership skills that will produce innovative and entrepreneurial engineers and researchers. In the following we present and discuss an EIT labeled Master program in ICT that aims to foster the education of entrepreneurial, innovative and creative students.
Maurizio Marchese, Lena Adamson, Carl-Gustaf Jansson, Anders Flodström
Chapter 17. Making an Interdisciplinary Difference: Twenty Years of Design, Business and Technology at Aalto
Abstract
The International Design Business Management (IDBM) program is an interdisciplinary offering of Aalto University in the Helsinki area, Finland. Since 1995, it has delivered world-class multidisciplinary and systemic research and learning in global business development through design and technology. The aim is to educate global producers and leaders of innovation in new product, service and business development.
Mikko Koria
Metadaten
Titel
Creating Innovation Leaders
herausgegeben von
Banny Banerjee
Stefano Ceri
Copyright-Jahr
2016
Electronic ISBN
978-3-319-20520-5
Print ISBN
978-3-319-20519-9
DOI
https://doi.org/10.1007/978-3-319-20520-5

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