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The science of the innovation processes: an integrated and evolutionary discipline for the education of the XXI centurys Engineers Dr. Laure MOREL, Professor.

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Presentation on theme: "The science of the innovation processes: an integrated and evolutionary discipline for the education of the XXI centurys Engineers Dr. Laure MOREL, Professor."— Presentation transcript:

1 The science of the innovation processes: an integrated and evolutionary discipline for the education of the XXI centurys Engineers Dr. Laure MOREL, Professor Dr. Mauricio Camargo, Associate-Professor Réseau Cartagène dingénierie-RCI 21 septembre 2010 Metz

2 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

3 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

4 INTRODUCTION For example : one consider innovation as a smooth, well-behaved linear process [Rosenberg & al, 86] Idea From 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

5 INTRODUCTION one consider innovation as a systemic process allowing adjustments between the industrial system and its environments The chain-linked model [Kline & Rosenberg 86]

6 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

7 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

8 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 ComplexityConstructivist Paradigm Scientific framework of an Integrated Approach to Innovation

9 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 process PARADOX

10 THE IMPLICATION ON TRAINING IN AN ENGINEERING SCHOOL Customers demand industry Product engineers « How to do the link » Research paradigms emergence

11 THE IMPLICATION ON TRAINING IN AN ENGINEERING SCHOOL 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

12 THE IMPLICATION ON TRAINING IN AN ENGINEERING SCHOOL 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

13 THE IMPLICATION ON TRAINING IN AN ENGINEERING SCHOOL 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

14 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 Sciences Management Sciences Human Sciences Self-learning Self-learning of languages Self-learning and educational information & communication technologies Methodological support Learning through action Industrial projects Analysis of practices Qualitative monitoring Life of associations Personal development Coaching Communication Controlling fear Philosophy Assessing Potential through Simulation Figure: Innovation training: Educational structure of the GSI Engineering school THE IMPLICATION ON TRAINING IN AN ENGINEERING SCHOOL

15 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

16 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

17 A SPECIFIC CONTEXT : THE COMPETITIVENESS CLUSTERS Lorraine - Materalia « Innovative materials and intelligent products » Transport, Biotechnology and Healthcare, IT, images and network, Bio-Agronomics, Chemicals

18 A SPECIFIC CONTEXT : THE COMPETITIVENESS CLUSTERS 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 visibility TRANSFER AND INNOVATION WORKSHOPS – TIW

19 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 TECHNOLOGY PLATFORM SKILLSTRANSFER PROJECT WORKSHOPS Innovation and creativity tools box TIW project New product development tools box 8 months Engineers mission

20 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.

21 Basics on management of innovative projects and Project Organization Application of the courses on the problematic THE TIW PROJECT STRUCTURE

22 Operational implementation of the project Materalia cluster 5000 euros budget THE TIW PROJECT STRUCTURE


24 THE FOUR CONCEPTS « SERICA Carbone » Ecological charter Ecological message PSA « Emballutile » Results : 52 ideas

25 EXAMPLES OF TIW PROJECTS Evolution of the current products product design Usability test But also…. A Roadmaping of the technology strategy

26 EXAMPLES OF TIW PROJECTS Dechaume MoncharmonJulien Dunand Nicolas Guironnet de Massas Mélodie Hay Amandine Laporte Grégoire Marin Edwige Nibourel Adrien Rousset Marc turnover of 13 million 125 employees Manager: M.Moret


28 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 dont 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)Cré@ction

29 - 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 centurys Engineers we need an Integrated Approach to Innovation. Thats mean for a pedagogical structure :

30 Whats 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 Vest President, National Academy of Engineering USA President Emeritus, MIT CONCLUSION

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