INCODE
Innovation Competencies Development

Publications

 

2011

 

DEFINING INNOVATION COMPETENCE- THE LEARNING OUTCOMES OF INNOVATION PEDAGOGY

Authors: Kairisto-Mertanen, Liisa; Penttilä, Taru; Nuotio, Johanna (2011)

Turku University of Applied Sciences, Turku, Finland

Abstract: In today’s world the mechanisms of creating competitive advantage are more complex than years ago. There are special goals set for Europe of 2020 which concern the development of competitive advantage based on innovations. The innovation pedagogy developed in Turku University of Applied Sciences is challenging this by targeting to develop students’ innovation competence as an outcome of their studies. This paper presents the issue of innovation pedagogy and the process of developing three specific categories of innovation competence to be defined in the strategy of the university. They are individual scale competence, community scale competence and network scale innovation competence.

Keywords: innovation, competence, education, pedagogy

Published in: “INNOVATIONS FOR COMPETENCE MANAGEMENT - Conference Proceedings-

Articles, reports and other current publications”, pages: 25-33; ISSN: 1989-9068; 2011

link to full text: http://pro.phkk.fi/kit/Julkaisu%20ja%20kuvat/Nettiin_julkaisu_low_res.pdf

 

INNOVATION TYPES AND TALENT MANAGEMENT FOR INNOVATION

Authors: Marin-Garcia J.A., Aznar-Mas, L. E. & González-Ladrón-de-Gevara, F. (2011)

Universitat Politècnica de València, Valencia, Spain

Abstract: Companies need to become innovative and in order to do so, they must learn how to be able to manage the talent of their workforce. In this working paper we have reviewed the literature concerning the concept of innovation as a key for the challenge for change in companies to establish a synthesis and a classification of the types of innovation required. We propose a number of competencies needed by the different staff members (support, technicians, managers, etc.) as well, so that they can succeed in being innovative in different ways.
Keywords: Innovation, Competencies, Management

Published in: “Working Papers on Operations Management Vol.2”, pages: 25-31; 2011

link to full text: http://ojs.upv.es/index.php/WPOM/article/view/926/1029

 

 

2012

 

HOW TO ASSESS THE INNOVATION COMPETENCY OF HIGHER EDUCATION STUDENTS

Authors: Marin-Garcia J.A.; Pérez-Peñalver, María José.; Vidal-Carreras, PI.; Maheut, J. (2012)

Universitat Politècnica de València, Valencia, Spain

Abstract: Starting with the definition of innovation, for this paper we selected the INCODE-ICB-v5 questionnaire as the measurement instrument for individual innovation. Given that said questionnaire has not yet been specified or validated in scientific publications, we showed that its measurement model is formative. The measurement model was subsequently validated, so that it can be used in the future to collect data from dependent or independent variables of causal models. It also provides a tool for teaching professionals interested in measuring the innovation competency levels of their students.

Keywords: Innovation, Competences, Higher Education, Validation, Questionnaire

Published in: Book of Proceedings of the 7th International Conference on Industrial Engineering and Industrial Management, pages: 920-928; 2012

link to full text: http://www.insisoc.org/CIO2013/papers/EN-07%20E/How%20to%20Assess%20the%20Innovation%20Competency%20of%20Higher%20Education%20Students.pdf

 

INNOVATION COMPETENCE BAROMETER ICB– A TOOL FOR ASSESSING STUDENT'S INNOVATION COMPETENCIES AS LEARNING OUTCOMES IN HIGHER EDUCATION AREA

Authors: Penttilä, Taru; Kairisto-Mertanen, Liisa (2012)
Turku University of Applied Sciences, Turku, Finland
Abstract: The European way of building curricula is competence based. However, there is no or very little information available about the innovation competencies in the literature. We need reliable information about the key competence areas leading to innovative professional knowledge. It becomes essential to find the innovation competencies which will be made as one of the aims for any educational processes.

The key question is to define the innovation competencies and a measuring tool, the innovation competence barometer, ICB, for assessing them. Also the best methods which should be used when aiming to the development of these competencies should be found. The innovation competence barometer ICB as well as the research hatchery (REHA) method, both investigated in the INCODE project and financed by European Union Erasmus LLL Programme, are value adding methods when moving towards the European Union aims. In our paper we describe the aims and the development process of ICB, and how by using the ICB and testing the results of different teaching and learning methods universities get up to date information about the usefulness of these methods and can make decisions on how to implement them to wider use. Teaching staff has to be educated to use methods which enhance the achievement of innovation competencies. Also the students must be informed and motivated to participate in these study units carried out in a different way compared to the old more purely lecture based ones. Ultimately it is the local working life that benefits from the newly educated professionals who will possess better qualifications and who will be better prepared to act in the diverse innovation processes in the working life.
Keywords: Innovation competence, innovation pedagogy, higher education, assessment

Published in: INTED2012 Proceedings, pages: 6347-6351; 2012; ISBN: 978-84-615-5563-5

link to full text: http://library.iated.org/publications/INTED2012

 

INNOVATION PEDAGOGY- A NEW CULTURE FOR EDUCATION

Authors: Kairisto-Mertanen, Liisa; Mertanen, Olli (2012)
Turku University of Applied Sciences, Turku, Finland
Abstract: According to Hall [1] “culture is learned and shared behavior”. Culture sets the norms which are rules of conduct for particular circumstances and values, which mean sense of what should be maintained or achieved. Traditionally, the role of education has been to give knowledge-based readiness, which later would be applied in practice to various innovation processes in working life. Innovation pedagogy introduces how the development of students’ innovation skills from the very beginning of their studies can become possible. In this paper we present the concept of innovation pedagogy and show that it can form a new culture for the universities and thus provide a cornerstone for the creation of individuals who are innovative and capable of contributing to the success of future learning organizations of working life.
Keywords: Innovation pedagogy, Culture, Engineering education.

Published in: Research Reports 38- International Conference of Engineering Education 2012, Proceedings, Turku, Finland, July 30-August 3 2012, pages: 43-49; ISBN 978-952-216-315-8

Link to full text: http://julkaisut.turkuamk.fi/isbn9789522163165.pdf

 

INNOVATION PEDAGOGY– LEARNING THROUGH ACTIVE MULTIDISCIPLINARY METHODS

Authors: Kairisto-Mertanen, Liisa; Räsänen, Meiju; Lehtonen, Jouko; Lappalainen, Harri

Turku University of Applied Sciences, Turku, Finland (2012)

Abstract: Traditionally, the role of education has been to give knowledge?based readiness, which later would be applied in practice to various innovation processes in working life. Innovation pedagogy introduces how the development of students' innovation skills from the very beginning of their studies can become possible. The core of innovation pedagogy lies in emphasising interactive dialogue between the educational organization, students, and surrounding working life and society. It aims to develop the student’s innovation competencies which are the learning outcomes which refer to knowledge, skills and attitudes needed for the innovation activities to be successful. It is defined as a learning approach that defines in a new way how knowledge is assimilated, produced and used in a manner that can create innovations. The purpose of this study is to first present the concept of innovation pedagogy and later give examples of the methods used in Turku University of Applied Sciences to implement this pedagogical concept into the everyday life of the university. Innovation pedagogy has been developed in Turku University of Applied Sciences where it also forms part of the strategy in the university. The multidisciplinary projects of applied research and development respond to the customer needs and are integrated with education in a flexible way.

Keywords: Innovation pedagogy, active learning, learning methods, innovation competencies.

Published in: Journal REDU: Revista de Docencia Universitaria Volume: 10, Issue 1; ISSN 1887-4592, pages: 67-86; 2012

link to full text: http://red-u.net/redu/index.php/REDU/article/view/333

 

INVENTIONS AS AN ENVIRONMENT FOR LEARNING

Authors: Lehtonen, Jouko; Räsänen, Meiju
Turku University of Applied Sciences, Turku, Finland


Abstract: Innovations can be used, in addition to pursuing economic benefits, as learning objectives and learning environments in many ways. In this paper, it will be described how Innovations generated in Turku University of Applied Sciences (TUAS) are used as a support for learning. There are several patented Inventions used for learning in TUAS: related to the patented Timperi frame system, an edge-glued laminated timber beam has been researched in cooperation with students since 2010; the OSD pile is a patented new way of making drilled micropiles; sealing sheet pile structures with cement is a patented Invention for watertight underground walls and damping of soil vibration; the nutrition catcher is a patented method to reduce soil particles in flow-waters, e.g. ditches. In addition, the paper will cover description on a student competition in project learning contributing innovative proposals for new business and enterprises. Business development of Inventions can be supported by new financing Instruments introduced recently by Foundation for Finnish Inventions. The Inventions have been a leaming environment for Finnish students and, in addition, for many exchange students who have mapped the possibilities for use of respective Inventions in Germany, Spain, France, ltaly, Portugal and Brazil.
Keywords: Invention, learning environment, Innovation pedagogy

Published in: Research Reports 38- International Conference of Engineering Education 2012, Proceedings, Turku, Finland, July 30-August 3 2012, pages: 912-919; ISBN 978-952-216-315-8

Link to full text: http://julkaisut.turkuamk.fi/isbn9789522163165.pdf

 

LEARNING INNOVATION COMPETENCES THROUGH BOUNDARY CROSSING IN A SOCIAL LEARNING ENVIRONMENT

Authors: Penttilä, Taru; Kairisto-Mertanen, Liisa (2012)
Turku University of Applied Sciences, Turku, Finland


Abstract: In all areas of knowledge creation, the demand for a broader perspective is increasing. The modern world faces issues and challenges, which are becoming more and more difficult to address within the framework of a single method, be that a discipline or a profession. A boundary crossing approach for instance in problem solving, service or product creation, research or organizational team work enhances creativity, and new previously unthinkable innovations are more likely to occur. A learning environment is most frequently understood as the physical or virtual surroundings meant and built for learning purposes. In innovation pedagogy the social aspects of working and learning are emphasized and group processes where learning happens in multidisciplinary teams form an essential part of the whole process of learning. The aim of innovation pedagogy is to generate environments in which know-how-inspired competitive advantage can be created by combining different kinds of know how. When utilized, this edge provides opportunities of success for the whole society. Innovation competences sharpened by innovation pedagogy are the key in introducing new competitive advantages via know-how. In a multidisciplinary environment, it is possible to evoke regional innovations and increase entrepreneurship through research and development.
Keywords: boundary crossing, social learning environment, innovation pedagogy, innovation competence.

Published in: Proceedings of EDULEARN12- International Conference on Education and New Learning Technologies Conference, Barcelona, Spain; pages: 4677-4684; 2012; ISBN: 978-84-695-3491-5

link to full text: http://library.iated.org/publications/EDULEARN12

 

LOOKING BEYOND LINGUISTIC OUTCOMES: ACTIVE LEARNING AND PROFESSIONAL COMPETENCIES IN HIGHER EDUCATION

Author: Montero-Fleta, Begoña (2012)

Universitat Politècnica de València, Valencia, Spain

Abstract: This pioneer study is rooted in a constructivist paradigm and undertakes an empirical research based on a content analysis of 400 digital job vacancies to find out the employability skills required by the job market. The study is focused on introducing innovations in an English language subject in an engineering degree to enhance the development not only of linguistic skills but also of generic skills, a challenge aimed at professional competitiveness and employability. The methodology used and outcomes are discussed in this paper.

Keywords: English language learning, professional competencies, generic skills, innovative learning

Published in: “Procedia- Social and Behavioral Sciences, Volume 46”, pages: 1812–1819;

4th WORLD CONFERENCE ON EDUCATIONAL SCIENCES 02-05 2012, Barcelona, Spain

Link to full text: http://www.sciencedirect.com/science/article/pii/S1877042812015133

 

THE COMPANY: ENTREPRENEURSHIP FOR ENGINEERS

Trommelmans, J.; De Wachter, J.; De Cleyn, S.; De Roy, L.; Daems, W. (2012)

Karel de Grote- University College, Antwerp, Belgium

Abstract: Belgian engineering education has a long tradition based on mathematical rigor and a thorough knowledge of science and technology. A student who pursues an engineering degree is generally perceived as a somewhat nerdy person, proficient in maths and sciences and, preferably, a handy-andy. What is less obvious is that our whole education system seems to turn them into employees. Going to work for a (big) firm seems the logical thing to do. The alternatives of becoming self-employed or an entrepreneur seem to be ironed out of the curriculum.

"The Company" is a set of educational activities that engineering students of the Karel de Grote - University College can choose to get acquainted with entrepreneurship and management. Its characteristics are:

1. it is a continuous effort encompassing both the bachelor and the master level of their studies. We do not believe in the positive effects of one-off initiatives

2. we aim at growth in specific competencies. We limit ourselves to competencies that are not inherent to a person who undertakes an engineering education (e.g. analytical skills). The whole concept of competencies and competency-based education is a pedagogical minefield. We take a pragmatic approach and propose to use competencies where it is informative and useful for the further development of the student

3. all students (freshmen to masters) regularly work together. The students come from different technical fields (mechanics, electronics, electrical engineering, chemistry, biochemistry)

4. "The Company" has the look and feel of a real company. "The Company" is led by a team of directors (students in their master year) who have to apply for these functions and are chosen by the board of external directors. What is considered normal in a business context (e.g. a professional standard of communication (written an oral)) is also required within "The Company"

5. "The Company" is based on action. The consequence is that we have reduced theoretical lectures in order to free up time for projects. We aim at a strong basis on principles (e.g., in financial management, in project management, in marketing) and regularly come back to these principles in the following years

6. "The Company" is linked to outside companies that are innovative, have shown an interest in higher education and promote intrapreneurship

We still train engineers, we still train excellent engineers, but we also hope that they can look back on technical achievement and wonder if there is a product or service waiting to be put before a delighted customer.

Keywords: education, engineering, entrepreneurship, competencies, action-based learning

Published in: INTED2012 Proceedings; pages: 5362-5366; ISBN: 978-84-615-5563-5; 2012

Link to full text: http://library.iated.org/publications/INTED2012

 

TO ADAPT OR TO DIE WHEN LEAVING THE UNIVERSITY: TO PROMOTE INNOVATION COMPETENCE MAY BE THE KEY

Authors: Pérez-Peñalver, María José; Aznar-Mas, Lourdes E.; Watts, Frances (2012)

Universitat Politècnica de València, Valencia, Spain

Abstract: In the current European context, and in the Spanish in particular, with the entire system in global crisis, where everything moves fast and few things remain unaltered, the university has the challenge of training people to be prepared to deal with the changing environment, who must be prepared, at any given time, to compete to get or keep a job, to reinvent themselves at work, to be able to make the leap to other countries or to create their own job or company. Society needs creative and competitive enterprises that offer new products and services, with managers and workers trained for these tasks. In the educational context, the accumulation of knowledge content is losing meaning and the acquisition of procedures and attitudes is gaining presence. Therefore, the generic skills are becoming relevant in the whole educational process, and more specifically innovation competence. In this paper we examine the components of innovation competence with the objective of introducing it into the university curriculum so that graduates will be better prepared for the work place.

Keywords: Competence, Innovation, Higher Education

Published in: INTED2012 Proceedings, pages: 2731-2736; 2012; ISBN: 978-84-615-5563-5

link to full text: http://library.iated.org/publications/INTED2012

 

VALIDATION OF A RUBRIC TO ASSESS INNOVATION COMPETENCE

Authors: Watts, Frances; Marin-Garcia, Juan A.; García-Carbonell, Amparo; E. Aznar-Mas, Lourdes
Universitat Politècnica de València, Valencia, Spain
Abstract: This paper addresses the development and validation of rubrics, materials and situations for the assessment of innovation competence. Research was carried out to verify the viability of the first draft of the assessment criteria, which led to refinement of the criteria and
proposals to enhance the ensuing validation process that will include students and raters of different language backgrounds.

Keywords: innovation competence; assessment; rubrics

Published in: Working Paper on Operations Management, Vol 3, Nº 1, pages: 61-70; ISSN: 1989-9068

Link to full text: ojs.upv.es/index.php/WPOM/article/view/1159

 

 

2013

 

ENHANCING INNOVATION COMPETENCES THROUGH A RESEARCH-BASED SIMULATION: FROM FRAMEWORK TO HANDS-ON EXPERIENCE

Author: Montero-Fleta, Begoña
Universitat Politècnica de València, Valencia, Spain

Abstract: The present study, based on the principles of simulation methodology, sets forth the implementation of experiential learning to enhance transferable skills and the development of innovation competences in an English course setting. The innovative contribution of the educational research undertaken is an experiential learning tool, devised within the tenets of the simulation methodology: an open simulation approached from competence framework to a hands-on experience. The Scenario, Profiles, Facilitator’s Directions and Debriefing Process of the simulation are described in detail throughout the paper as well as the educational implications.

Keywords: simulation, experiential learning, innovation competences, communication skills in English.

Published in: Porta Linguarium, June 20 th 2013, pages: 239-252; ISSN: 1697-7467

Link to full text: http://www.ugr.es/~portalin/articulos/PL_numero20/15%20%20B_Montero.pdf

 

HOW TO ASSESS INNOVATION COMPETENCE IN SERVICES: THE CASE OF

UNIVERSITY STUDENTS

Marin-Garcia; Juan A.; Pérez-Peñalver; M. José; Watts, Frances (2013)

Abstract: The main purpose of this paper is to review the concept of innovation capacity in higher education students, proposing constructs for a measurement model of innovation capacity as a second-order formative model and validation of measurement scales with 332 students from a Spanish university. The proposed model can be considered to meet, in general, the criteria for content validity and the validation tests suitable for the formative model. Thus, the academic community can benefit from a validated measurement instrument that can be used in the future to collect data on dependent and independent variables in causal models. The paper also presents a contribution for teaching professionals interested in measuring the degree of development of innovation competence in their students.

Keywords: questionnaire validation, innovation, competence, capacity, skills, assessment, higher education, PLS.

Published in: Dirección y Organización, pages: 48-62; 2013; Departamento de Organización de

Empresas. Universidad Politécnica de Valencia, Spain

Links to full text: http://www.revistadyo.com/index.php/dyo/article/viewFile/431/451

 

INNOVATION COMPETENCY DEVELOPMENT AND ASSESSMENT IN HIGHER EDUCATION

Authors: Watts, F.; Aznar-Mas, L.E.; Penttilä, T.; Kairisto-Mertanen, L.; Stange, C.; Helker, H. (2013)
Universitat Politècnica de València, Valencia, Spain; Turku University of Applied Sciences,
Turku, Finland; Hamburg University of Applied Sciences , Hamburg, Germany

Abstract: Changes in higher education paradigms have placed at the forefront the development of knowledge, skills and attitudes that will equip students with the competencies necessary to succeed in the workplace. In innovation pedagogy, a learning approach in which students have the opportunity to become innovative members of learning organizations, the social aspects of working and learning are emphasized. Group processes where learning happens in multidisciplinary teams form an essential part of learning. The aim of innovation pedagogy is to generate environments in which a competitive advantage can be created by combining different kinds of know-how. Innovation competencies sharpened by innovation pedagogy are the key to acquiring new competitive advantages via know-how.
This paper describes the progress of an ongoing project on the development and assessment of innovation competencies. The project has received the support of funding through the Life-long Learning Programme of the European Union. The main objective of the project is to create an instrument that will measure outcomes when using innovation pedagogy. The instrument focuses on assessing students’ performance in situations that produce samples of capacities and skills that make up innovation competencies.
The Innovation Competency Development Project includes four European partner universities: Turku University of Applied Sciences from Finland, Universitat Politècnica de València from Spain, University of Applied Sciences Hamburg from Germany and Karel de Grote-Hogeschool Antwerpen from Belgium. Each partner heads a different part of the project, which will finalize at the end of November 2013. The first two work packages, which represent approximately 50 % of the total workload of the five packages, have concluded at the time of writing. The Innovation Competence Barometer (ICB) is currently being piloted in the four universities in order to complete the validation procedure of the instrument. The five work packages will be described in the paper and preliminary trial results will be presented.
The main contribution of the project is the discussion on how, through using the ICB and testing the results of different teaching and learning methods, universities can get up-to-date information on the usefulness of the methods and can make decisions on their implementation on a wider basis. Ultimately, it is the businesses and organizations that will benefit from the newly educated professionals who will possess better qualifications and be better prepared to act in diverse innovation processes in their working lives.
Keywords: Innovation competency, competency development, innovation pedagogy, higher education, assessment

Published in: Proceedings of the 7th International Technology, Education and Development Conference (INTED 2013), pages: 6033-604; ISBN: 978-84-616-2661-8

Link to full text: http://library.iated.org/publications/INTED2013

 

THE COMPANY: INTEGRATING INNOVATION AND ENTREPRENEURSHIP

COMPETENCIES

Trommelmans, J.; De Wachter, J; De Cleyn, S.;. De Roy, L; Daems, W (2013)

Karel de Grote-University College, Antwerp, Belgium

Abstract:

Engineering education has a long tradition of mathematical rigor and a thorough knowledge of science and technology. Most curricula are so focused on science and technology that there is an in-built tendency to turn our students into employees. The alternatives of becoming self employed or an entrepreneur seem to be ironed out of the curriculum. In 2006 the Karel de Grote-University College decided to redesign the curriculum of the engineering department. The goal was to introduce a minor in which students are introduced to topics such as financial management, marketing, operations management. In 2010 we evaluated the minor and concluded that it was still too much based on classical ex cathedra teaching. We decided to introduce collaborative problem-based learning and reduced the theoretical courses in favor of a more hands-on approach in line with the theory of effectuation. The redesigned minor is called "The Company".

Its characteristics are:

1. it is a continuous effort encompassing both the bachelor and the master level of their studies. We do not believe in the positive effects of one-off initiatives

2. we aim at growth in specific competencies. Specifically we want to investigate the relation between innovation and entrepreneurship. This is done in collaboration with the Turku University of Applied Sciences, the Universitat Politècnica de València and the Hochschule für Angewandte Wissenschaften Hamburg in the INCODE project (www.incode-eu.eu)

3. all students (freshmen to masters), coming from different technical fields (mechanics, electronics, electrical engineering, chemistry, biochemistry) regularly work together

4. collaborative problem-based learning is used throughout the four year program. Students build an e-portfolio of their work. This includes ideas for new products or services, drawings and sketches, pictures of prototypes, persona constructions, business plans etc.

5. "The Company" is led by the master students. They get a (limited) introduction to management and they have to apply this in real time as managers of “The Company”. The CEO, the director of projects and the director of communications are all students.

6. "The Company" is linked to outside companies that are innovative and have shown an interest in higher education and promote intrapreneurship. They provide continuous feedback and help us to develop the curriculum design.

Keywords: curriculum design and development, entrepreneurship, problem-based learning, competencies, innovation, international cooperation.

Published in: EDULEARN13 Proceedings:  Publication year: 2013, pages: 3423-3427; ISBN: 978-84-616-3822-2

Link to full text: http://library.iated.org/publications/EDULEARN13