the science of the innovation processes: an integrated and evolutionary discipline for the education...

The science of the innovation processes: an integrated and evolutionary discipline for the education of the XXI century’s Engineers

Dr. Laure MOREL, ProfessorDr. Mauricio Camargo, Associate-Professor

Réseau Cartagène d’ingénierie-RCI21 septembre 2010 Metz

INTRODUCTION

- Environmental changes Increasing perception of complexity

- Difficulties in approaching industrial problems

- Management of Innovation have evolve due to :

- industry needs- customers needs

• « what innovation means ? »

• impact on a training program of an Engineering school

INTRODUCTION

• Innovation is a fashionable concept :

* product : to better satisfy needs or to create new ones

* process or organisation : to reduce delay, cost to improve quality and productivity

• Different communities so different models and representations

* lack of understanding or a misunderstanding

* a huge amount of definition about “what innovation is “

INTRODUCTION

For example :

• one consider innovation as a “smooth, well-behaved linear process “ [Rosenberg & al, 86]

IdeaFrom research activities

MarketingDevelopment

• one consider innovation as a cognitive process based on new way of reasoning and acting in an individual or collective or organisational point of view[March & Simon 74], [Callon 94], [Alter 95], [Boucher & al 95]

Production

INTRODUCTION

• one consider innovation as a systemic process allowing adjustments between the industrial system and its environments

The chain-linked model [Kline & Rosenberg 86]

R RESEARCHR R

KNOWLEDGEKK KD

F

F

F

C C CC

I

3 3 3

Potentialmarket

Development Production ClientMarket

f f f f

1 1 12 22

4

4 4

InventionAnd / oranaliticconception

INTRODUCTION

OBSERVATION : an agreement has emerged to consider innovation as a process

Innovation and complexity are linked

New paradigms and new way of acting are needed to face current industrial challenges

PARADIGMS EMERGING AND CHALLENGES

Innovation as a value -creating

process

Scientific framework of an Integrated Approach to Innovation

Systemic logic

Learning and action logic

Paradigm of Complexity

To apprehend

To conceive its existence

To change our representations of the reality and our way of acting

To create value by the quality of the interactions and by the search of a sense given to our action

To integrate

To take advantage of

No permanent and only one explanation of the reality

Knowledge emerges from the interaction between a system and its environment

Knowledge is a project continuously constructed

Constructivist Paradigm

PARADIGMS EMERGING AND CHALLENGES

Systemic logic

Study of the links and the interactions

Integration of various point of view and of the persons

Learning and action logic

To think in our practical

To develop particular model of action for each situation

Knowledge is not given

Innovation as a value -creating

process

Paradigm of Complexity Constructivist Paradigm

Scientific framework of an Integrated Approach to Innovation

TOWARD AN INTEGRATED APPROACH TO INNOVATION

technical dimension

organizational dimension

behavioral dimension

cognitive dimension

Control of the performance

Creation of value(financial, culture, apprenticeship, common sense…)

Innovation as the search of a

result

Innovation as a processPARADOX

THE IMPLICATION ON TRAINING IN AN ENGINEERING SCHOOL

Customers

• demand industry

Product

• engineers

« How to do the link »

Research

• paradigms emergence


• 2 QUESTIONS :

- How do we train people in order to respond to the industry need ?

- what kind of pedagogical methods must be develop to approach complex reality ?

Postulate : to develop a cross cultural attitude


• 2 MAIN AXES :

- Facilitating access to reasoning where creativity and flexibility have pride of place

- Encouraging observation, common sense, curiosity , interest for the physical and social world and the

willingness to experiment


• 3 PROPOSALS :

- a learning approach combining project and practical experience

- a multi episodic apprenticeship in order to favor the transfer of methodology and methods within the courses

- the setting up of managerial/entrepreneurial development and personal development supervision

H2: The innovation culture requires educational engineering which promotes "practical understanding « (Schön, 1983), (Camargo & al, 2009)

H1: The innovation dynamic is closely linked to the innovative behaviors developed by individuals (Schumpeter, 1965), (Morel, 1998) , (Diedhiou, 2003), (Bary, 2002), (Batjargal, 2007), (Schwartz & Malach-Pines, 2007).

Engineering Engineering SciencesSciences

Management SciencesManagement Sciences Human SciencesHuman Sciences

Self-learning

Self-learning of languagesSelf-learning and educational information & communication

technologiesMethodological support

Learningthrough action

Industrial projectsAnalysis of practices

Qualitative monitoring

Life of associationsPersonal

development

CoachingCommunicationControlling fearPhilosophyAssessing Potential through Simulation

Figure: Innovation training: Educational structure of the GSI Engineering school



• 3 REMARKS :

- our pedagogy is based upon an ever-increasing autonomy of the learners

- teachers gradually turn into an external resource and a help to turn intelligence of knowledge into intelligence of action

- our training should no longer give pride place to order and stability : instability is becoming the driving force of knowledge

A SPECIFIC CONTEXT : THE COMPETITIVENESS CLUSTERS

On July 2005, the French government has decided to grant an official label and to support 66 competitiveness clusters.

These competitiveness clusters concern emerging technological sectors such as nanotechnologies, biotechnologies or microelectronics, but also the more traditional industrial sectors.

What exactly is a competitiveness cluster and what advantages ?The aim of a competitiveness cluster is to concentrate at the same location, the talent incorporated within public and private research units, teaching facilities and the expertise of business enterprises, in order to establish working relationships which develop a cooperation environment and promote partnerships within innovative projects. Universities and enterprises are mobilized, within a public/private partnership to work on new projects.

AN EXAMPLE


Lorraine - Materalia

« Innovative materials and intelligent products »

Transport, Biotechnology and Healthcare, IT, images and network, Bio-Agronomics, Chemicals


There are 4 key elements for a successful regional cluster:

- a common development strategy

- strong partnerships between the various players

- concentration on highly marketable technologies

- international visibilityTRANSFER AND

INNOVATION WORKSHOPS – TIW

THE SCIENTIFIC BACKGROUNG OF THE TIW PROJECT

The School/Enterprise platform project (Morel & Guidat, 2005)

Innovation Engineering

Knowledge Management

and Innovation

Learning and Innovation

PRODUCT INCUBATEUR CRE@CTION

TECHNOLOGYPLATFORM

SKILLS TRANSFER PROJECT WORKSHOPS

Innovation and creativity tools box

TIW project

New product development tools box

8 months Engineers mission

0BJECTIVES OF THE TIW PROJECT

Improving Innovation By Developing Exchanges Between Universities, SMEs, and the Region

Objectives of the TWI project: to assist SMEs in Lorraine in their innovation dynamic and to contribute to a “learning by doing” pedagogy. To assist SMEs in Lorraine The TIW are designed to gradually integrate SMEs in the knowledge economy by developing their practices of collaboration and networking in order to boost their NPD process.

A “learning by doing” pedagogy A project of modernization or innovation in SMEs is a project that can be tackled in all its dimensions (technical, economical, managerial) on a time compatible with the teaching time (2 semesters) and the industrial constraints.It requires a multidisciplinary and multi-actors confrontation. This favor a learning by doing attitude of the students. Furthermore, the multidisciplinary nature of these projects will be a great opportunity to mix skills becoming from different backgrounds: engineering, management and industry.

SEMESTER 1 (September to January)

Vendredi am

Common courses MIPI workshops

Tous les étudiants (et industriels) concernés par les Ateliers de Transfert ThématiqueMIPI suivent ces formations

Vendredi pmAtelier Projet 1 (AP1)

pour Industriel X

1 Atelier Projet Finalisé = 1 sujet industriel + 1 Manager

Industriel + 1 groupe d’étudiants (3 à 4 étudiants x 2 écoles) + 1 équipe de Managers Ecole (1 enseignant /

chercheur par école)


sans Industriel (incubateur)

1 Atelier Incubateur Projet = 1 secteur industriel + 1 groupe d’étudiants (3 à 4 étudiants x 2 écoles) + 1 équipe de Managers

Ecole (1 enseignant / chercheur par école)


pour Industriel Y

Par Atelier Projet : Organisation du projet, répartition des tâches, analyse de tendances multi-points de vue, recherche d’informations, … Réunions de travail entre acteurs d’une même école et/ou des différentes écoles concernées avec (ou sans) acteur industriel.

AP1

AP1 AP1

AP 2 AP 2

AP 2 AP 3

AP 3 AP 3

Gestion de Projet

IND X IND Y

School ASchool BSchool C

8 x Vendredi am :

3 x 4 h Pratique de Gestion de Projet3 x 4 h Pratique de Gestion de l’Innovation2 x 4 h Interventions Professionnelles

School D

Un des vendredi après-midi (décembre) sera réservé à une présentation intermédiaire de l’avancement des travaux de chaque Atelier Projet.

???

Basics on management of innovative projects and Project Organization

Application ofthe courses on the problematic

THE TIW PROJECT STRUCTURE

SEMESTRE 2 (January to June)

Vendredi am and pm

Ressources « fixes »et « en réserve » d’Experts(Enseignants, Chercheurs,

Industriels, Institutionnels, …)

School ASchool BSchool CSchool DIndustrial XIndustrial Y, …

Atelier Projetavec Industriel

?

Atelier Projetsans Industriel (incubateur)

?

Ressources Technologiques

Evaluation : Report and oral presentation

Operational implementation of the project

Materalia cluster5000 euros budget

THE TIW PROJECT STRUCTURE

EXAMPLES OF TIW PROJECTS


THE FOUR CONCEPTSTHE FOUR CONCEPTS

•« SERICA Carbone »• Ecological charter• Ecological message PSA•« Emball’utile »

Results : 52 ideas


•Evolution of the current products• product design •Usability test

•But also…. A Roadmaping of the technology strategy


Dechaume MoncharmonJulienDunand NicolasGuironnet de Massas MélodieHay AmandineLaporte GrégoireMarin EdwigeNibourel AdrienRousset Marc

turnover of 13 million €125 employees

Manager: M.Moret


ContextBroadening

Conceptual issue

A new carrying items bought system

Sheet metalmanufacturing

Prototypes

ContextBroadening

Conceptual issue



Prototypes

ContextBroadening

Conceptual issue



Prototypes

CONCLUSION

In 2006, 3 PMEs and 2 schools was engaged in the TIW project. In 2009, it represents 20 PMEs and 12 schools.

The TIW project is a tool for igniting, accelerating and facilitating innovation through:

- A better identification and formalization of an industrial problematic of technological development

- A more efficient piloting of the project thanks to the access to competencies and tools that SMEs don’t basically get

-Adapted training sessions for the SMEs employees or managers regarding their project-A progressive integration of the SMEs to the local scientific and technology environment regarding the project needs

- A concrete use of all the methods favoring a collaborative work

- A free access for the SMEs to the Cré@ction technological platform and different kind of resources (training, researches, transfer)

mailto:Cr%C3%A9@ction

- an opening up toward a culture of relationships and interdisciplinary

- a new perception of complex environment : constraint to creation of value

- a double process of adaptation and of professional ability to improve autonomy

CONCLUSION

For the training of the XXI century’s Engineers we need an Integrated Approach to Innovation.

That’s mean for a pedagogical structure :

“What’s important in engineering education? Making universities and engineering schools exciting, creative, adventurous, rigorous, demanding and empowering environments is more important than specifying curricular detail.”

Charles VestPresident, National Academy of Engineering USAPresident Emeritus, MIT

CONCLUSION

the science of the innovation processes: an integrated and evolutionary discipline for the education...

Documents

innovation slide

process innovation

innovation training

introduction innovation

challenges innovation

innovation culture

result innovation

innovation processes