INNOVATION EDUCATION RELOADED ANNE-LAURE MENTION ARIE P. NAGEL JOACHIM HAFKESBRINK JUSTYNA DABROWSKA THE OPEN INNOVATION HANDBOOKANNE-LAURE MENTION, ARIE P. NAGEL, JOACHIM HAFKESBRINK, JUSTYNA DABROWSKA, INNOVATION EDUCATION RELOADED: NURTURING SKILLS FOR THE FUTURE THE OPEN INNOVATION HANDBOOK iw O lz c coon tek Lappeenranta, Finland 2016 LUT Scientific and Expertise Publications Designed by Valery Matvienko ISBN # 978.952-325-032-8 ISBN #978-952-335-032-5 (PDF) wounmoineteu ="54. IMPLEMENTING OPEN INNOVATION: TOOLS, METHODS & PROCESSES ‘This project has been funded with support from the European Commission, This publication reflects the views only of the author, and the Commission cannot be held responsible for ary use which may be made of the information contained therein, Programme: ERASMUS, Reference number: 542203-LLP--2013-I-FHERASMUS-ENW This work i Icensed under a Creative Commons Attribution - Nor-commercial - Share Alike 2.0 Unported licence, avalable at www.creativecommons.org, You are free to share - to copy. distribute and transmit the work, and to remixc- to adapt the work, under the following conditions: Attribution, You must attribute this work to the author; but not in any way that suggests that they ‘endorse you or your use of the work, Non-commercial You may not use this work for commercial purposes, Share alike If you alter transform or build upon this work, you may distribute the resulting work ‘only under the same or similar licence to this one. * For any reuse or cistrisution, you must make clear to others the licence terms of this work. The best way to do this is with a Ink to this web page www.cieneteu + Any of the above conditions can be waived if you get permission from the copyright holder: ‘Cover and. interior design by Valery Matvienko LUT Scientific and Expertise Publications Reports and studies — Reports, SSN-L 2243-3384, ISSN. 2243-3384 Number in series: 66 ISN numbers: 978-852-235-032-8 978.982-335-022-5 (PDA) Lifelong Learning Lappeenranta University of Technology 2016 ProgrammeTABLE OF CONTENT UST OF CONTRIBUTORS PART I. ENVISIONING THE FUTURE OF INNOVATION EDUCATION: MAKING OPEN INNOVATION MAINSTREAM INDUSTRY HIGHLIGHTS: HOW NEW INNOVATION ECOSYSTEM LOGICS TRANSFORMED OPEN INNOVATION AT SWAROVSKI PART 2. WALKING THE TALK:A EUROPEAN INITIATIVETO SPUR OPEN INNOVATION EDUCATION INDUSTRIAL NEEDS FOR OPEN INNOVATION EDUCATION HOW IS OPEN INNOVATION ADDRESSED IN UNIVERSITIESTODAY? AN OVERVIEW ON EXISTING CURRICULA IN EUROPE EARNING OUTCOMES MULTIDISCIPLINARY APPROACH ~ (OPEN INNOVATION CURRICULA: KEY INDICATORS AND SUCCES FACTORS TEACHING SKILLS FOR OPEN INNOVATION QUICKTIPS FORTHE PROMOTION OF OPEN INNOVATION AMONG. HEI PROGRAM PART 3, TOMORROW'S TEACHING: AN ESSENTIAL GUIDE 3.1, SETTING THE SCENE: DEFINING OPEN INNOVATION INTRODUCTIONTO THE OPEN INNOVATION PARADIGM OPEN INNOVATION PROCESS 28 1s lee$$ '?F 3.2. FRAMING OPEN INNOVATION INA BROADER THEORETICAL LANDSCAPE (OPEN INNOVATION AND STRATEGY, STRATEGIC ALLIANCES AS AN EXAMPLE 207 NETWORK EXTERNALITIES AND OPEN INNOVATION 220 LUSER-LED INNOVATION 237 THE LAW AND MANAGEMENT OF INTELLECTUAL PROPERTY IN OPEN INNOVATION ECOSYSTEMS 247 33. INSTANTIATING OPEN INNOVATION: FROM INDIVIDUALTO SOCIETY LEVEL, (OPEN INNOVATION ATTHE INDIVIDUAL LEVEL 270 OPEN INNOVATION IN SMEs 284 QUALITY MANAGEMENT IN OPEN INNOVATION PARADIGM CONTEXT 304 OUTSOURCING DEVELOPMENT AND LIFE CYCLE MANAGEMENT 208 OPEN INNOVATION IN SUPPLY CHAINS; OPEN SUPPLY CHAINS 34, SPECIFIC EXAMPLES ON FOSTERING OPEN INNOVATION AT THE INDUSTRY LEVEL: UNIVERSITY:INDUSTRY COLLABORATION 374 (OPEN INNOVATION WITHIN INDUSTRIAL NETWORKS 384 (OPEN INNOVATION WITHIN GEOGRAPHICAL AND INSTITUTIONAL SETTINGS 397 PUBLIC POLICY COMPONENTS RELATED TO OPEN INNOVATION 408 34, IMPLEMENTING OPEN INNOVATION: TOOLS, METHODS & PROCESSES (OPEN INNOVATION AND BUSINESS MODELS alg (OPEN INNOVATION INTHE FUZZY FRONT END OFTHE INNOVATION PROCESS 430FINANCIAL ASPECTS OF OPEN INNOVATION APPLICATION OF CREATIVE THINKING TECHNIQUES FOR FACILITATION (OF COOPERATION IN INNOVATIVE BUSINESS DEVELOPMENT ‘TEACHING OPEN INNOVATION USING A GAME SOME LESSONS AND. RECOMMENDATIONS 3.5. SKETCHING THE NEW FRONTIERS OF OPEN INNOVATION CIVIC OPEN INNOVATION OPEN INNOVATION INWECONOMY 458 a4 495 516 oust OF ConTRIBUTORS PETER STRUKELJ Peter truce) graduated in 2007 at the Facuty of Socal Sciences (University of Lubljara) in the fielé of international relations In 2008, he received a Masters cegree at the Facuty of Economies (University of Ljubljana) in the field of international economics. In 2014, he receved 2 PhD at the Facuty of Management (University of Primorska) in the felt of modeling and assessing lechnological capabilly At the Faculty of Management, he now works as an assistant professor in dierent management courses, as well as in professional development work of post-graduate students His fields of research are theory of technology technological capably technology assessment, technology transfer, but also economic and poltical science. He has published several scientific papers in scientific journals and in proceedings of international scientific conferences. He also participates in Slovenian and international projects on open innovation ANDREA SUTOOVA is an Assistant Professor at the Desartment of Integrated Management systems of the Insitute of Materials, Faculty of Metallurgy, Technical University of Kosice, She finshed her postgraduate study in the field of Production and Quality Engineering. She is 2 member of Quality Austria — Laing, certification and evaluation organization where she acts as an externallecturer Her research activities focus on Qualty management systems, Smulation and improvement of processes, Performance ‘managernent and Open innovation. She has publshed in the Qualty Innovation Prosperity Journal TM Journal and Procedia— Social and Behavioral Sciences journal among the others. She has been 2 member of various national and international projects or‘ented mainly to Qualty management Education, Metrology, Qualty management tocls and methods for improvement of processes. DAVID LAURA TEODORA Graduating from History and Philosophy Faculty of Babes-Bolyai University from Cluj Napoca, in 1997, worked for six years as clinical psychologist in Pediatric Clinic, Since 2004 she joined academic staff in Transilvania University of Brasov at Faculty of Psychology and Educational Sciences. The teaching activity is related with psychological assessment, child and adolescent psychopathology, psychology of creativity, Author of books in psychological evaluation, computer use as a tool in children development and creativity and more than thirty scientific papers published in the main international scientific strearn, continuing involvement and participation in conferences and scientific meetings. Along with teaching activity, she participated in European projects concerning entrepreneurship, quality placements in students, open innovation and university-enterprise cooperation, 2PART. WALKING THE TALK: A EUROPEAN INITIATIVE TO SPUR OPEN INNOVATION. HOW IS OPEN INNOVATION ADDRESSED IN UNIVERSITIES TODAY? AN OVERVIEW ON EXISTING CURRICULA IN EUROPE SIMONA LACHE, DAVID LAURA TEODORA ABSTRACT th a dynamic and globalized economy, Innovation, Innovation Management, and Global Innovation Management have become concepts used by the business world and subjects needed to be taught in universities. Derived from them, resulting from practical experience, Open Innovation is becoming an approach with more and more relevance for both academics and businesses. This chapter offers an insight into how widely open innovation is present in the content of academic programs in Europe today, by compiling the results of a recent study developed in a European project. “The content of ths chapter is a compllation based on the Compendium on exiting curricula in Euroge on Innovation, Open innovation and Global Innovation Management (sipsilzoa.clVlvox) developed within the European project No. $42202-.LP-1-2013-I-FLERASMUS-ENW, The European Academic Network for ‘Open Innovation, by the following contributors: Carmen Buzea - University TransIvana of Brasow, Davide (Chiaroni- Politecnico di Milano, Laura David - University Transivania of Brasow Simona Lache - University “Transivania of Brasoy, Aysegul Dalogls Middle East Technical University, Gulzar Karahan Batya - Middle East Technical Universi SSS '?7FPART?2, WALKING THE TALK: A EUROPEAN INITIATIVE TO SPUR OPEN INNOVATION EDUCATION LECTURE CONTENT ‘The subject of open innovation has started to receive more and more attention in the business Feld and ako by instructional agents at higher education institutions (Busarovs, 2013; Chesbrough, Vanhaverbeke, & West, 2014). recent study performed in the context ofthe project the European ‘Academic Network for Open Innovation identified, analyzed and compared the existing curricula fon Innovation, Open Innovation, and Global Innovation Management (GIM) across Europe (goo. LASLALI).The aim was to collect systematic data on whether and how universities make use of the (Open Innovation concept in their education programs ‘The data collection was performed between February and May 2014 by using an online questionnaire hosted on the IT platform of the project:The target population were acadernics at public and private universities across Europe. They received the link of the questionnaire via email and were asked to give information on the following main iterns + Ist of the courses which deal with the topics of Innovation’ Innovation Management at diferent educational levels (Bachelor, Master, PaD): + details on each course: v title of course; type of class (mandatory or optional) v number of hours (in total per week): v number of hours within the course specifically dedicated to the teaching of Open Innovation: ECTS crecits; v average number of students per class; ¥ type of qualification (e.g. Economics, Engineering, etc); year when the course was introduced for the first times ¥ year when Open Innovation was introduced within the course: ¥ language(s) used in teaching background knowledge or prerequisites (if required); ¥ learning objectives and course topics v rele dings on Open Innovation used in teaching: and ¥ method of instruction (e.g lectures, cases, on-field training etc), es and 108 institutions from 28 countries participated in the study, providing entries on 272 study programs at Bachelor, Master and PhD levels. Twenty countries were EU members and eight (Albania, Bosnia and Herzegovina, Croatia, Macedonia, Norway, Serbia, Switzerland and Turkey) ‘were not EU members: The questions were mainly answered by university professors or associate professors, who had been the initiators of the curricula on open innovation or taught courses that ‘were related to open innovation, Akko, in some cases, the questionnaire was fled in by a person 64How Is OPEN INNOVATION ADDRESSES IN UNIVERSITIES TODAY? ‘AN OVERVIEW ON EXISTING CURRICULA IN EUROPE. in a management position of the higher education institution. Another common tendency of the respondents was the field they taught: business, economics, or engineering. Even though the UK is a country with an important contribution regarding higher education, the study received no respances from any UK university “The resus of the study are discussed below by the level of academic programs. Bachelor Level For the Bachelor level, 97 programs from 5I institutions and 23 countries were surveyed. Of the ‘otal nurnber of Bachelor programs reported, 25 programs had Open Innovation as the topic.The 25 Bachelor programs with Ol as the topic were taught in 17 institutions from 14 countries, Out of 25 programs, 22 were taught after 2010 and 3 were introduced in 2014, anly ten of them in English the rest in the maternal language. Many of the classes required background knowledge or had prerequisites in areas such as general management strategic management, quality management project management. informatics, organization processes, marketing, finance, law, research sills, basis of entrepreneurship, management of industrial production, machine design, automation and robotics, mathematics, operations research, and macroeconomics The courses had different objectives, for instance: + to provide knowledge and understanding about innovation, to develop the skils to search for and assess innovative ideas, as well as to draw up a plan for commercialization: + to explain the phases, risks and challenges related to the growth of business, especially in the case of highly innovative enterprises: + to analyze alternative models for organizing innovation strategies and processes within commercial firms; + to acknowledge the importance and meaning of networks and intellectual property righ in the management of technology and innovation, + to provide practical and applicable knowledge about innovation management and the new product/service development process tl introduction to the market, supported by the evaluation of commercialization, technology transfer and open innovation opportunities for business growth; +10 understand the context in which changes and innovations occur - organizational structure and ‘the influence of culture, politics ane leadership on innovation and changes: and + to apply models for the implementation of innovations and changes in the organization, As teaching methods, lectures, cases/seminars and practical tasks were used: + students work in groups on different real procuct development projects gven by start-ups, 65PART?2, WALKING THE TALK: A EUROPEAN INITIATIVE TO SPUR OPEN INNOVATION EDUCATION R&D institutes or SME's tackling a challenge introduced by the industry partner and design thinking methodology to develop relevant interventions; + scanning of a company, after which a group of students have to improve the innovation process ‘or the enabling processes of the company: + cooperation with companies, visiting manufacturing companies, preserting scientific circle ‘examples of innovative products/projects in 2D and 3D presentation, + students work on a real innovation project with a start-up. The ideation phase is combined with 2 traditional brainstorming session and the use of an opensinnovation platform: and + cooperation in an experiment related to the EU project. ‘Other findings regarding open innovation classes were grouped as follows: “the average length of courses was 97.12 hours, with a minimurn of 16 hours and a maximum of 800 hours; + the average length of the Ol topic was 13.92 hours, with a minimum of 2 hours and a maximum of 100 hours: + the average number of ECTS was 5.7, with a minimum of O credits and a maximum of 30 credits {from 25 courses only in 2 cases the number of credits was higher than 10; and * the average number of students/class was 50, with a maximum of 350 students/elass and a rminirsurn of 19 studentsicass ‘Open innovation was taken as a subject at Lappeenranta University Finland for the first time in 2008, as an eight-hour course in a study program centered on innovation and technology management. Fontys University of Applied Sciences from Netherlands seemed to cover the open innovation topic in 100 hours scheduled in the last semester of an innovation management study program for the Bachelor level, Other universities that mentioned great interest in open innovation ‘were Switzerland, Macedonia, Slovenia and Austria, Master Level 137 programs from 80 institutions and 27 countries were surveyed for the Master level. Of the total number of Master programs reported, 50 programs had Open Innovation as a topic, MIP Politecnico ci Milano was the first surveyed institution that taught Ol as a topic starting in 1990, integrated in the Innovation Management - MBA course. The first surveyed Master program (non- MBA) had been taught since 2000 by the Silesian University of Technology as part of the course Managing innovation projects. Most of the Master courses (47 courses) were taught after 2008, with two starting in 2015. Similar to the courses at the Bachelor level, these courses also asked for background knowledge or prerequisites such as: prior business studies, mathematics, operations 66How Is OPEN INNOVATION ADDRESSES IN UNIVERSITIES TODAY? ‘AN OVERVIEW ON EXITING CURRICULA IN EUROPE research, informatics, macroeconomics, microeconomics, basic management, production and services rmanagement, general TIM; minimum years of practical experience; basics in Innovation Management; basic knowledge of economics and projact management, and product development. ‘The objectives stated in the sylabi were: * to provide comprehensive theoretical knowledge of the methods, approaches and tools used in innovation and knowledge management; + to present practical examples and case studies; + to develop the following skils: creative personality, creative thinking skills and methods, creative will and motivation, as wel as skill to act as an innovation promoter in open innovation praces + to faclitate in-depth understanding of the challenges, mechanisms and approaches for the. management of innovation, and of the strategies, structures, processes, and the kind of culture that ‘enhance the innovative capability of firms; + to identify extemal sources of innovation: + to elaborate and specify haw firms can benefit from open and user innovation; + to azply methods of open and user innovation to reflect on how firms need to change their strategies, structures and processes according to more open innovation processes; + to analyze the innovation needs of a company and + to describe all the phases of the innovation process as well as its context on the micro- and macro levels, ‘The teaching methods were centered on practical approach, including + practical skills with real procurement and negotiation services, problem solving + examples of innovative products in 2D and 3D presentation: + case studies students develop a case in small groups and present it to the cls * simulations of consuking projects: + field visits to firms and innovation departments of companies: visit of a Business incubator development of innovation -related project application in national and EU projects + preparation of own business-oriented projects, inchiding innovative project proposal, project documentation and draft application for project funding according to the EU structural funds procedures; + networking, company side visits, creativity games; + team of students designingan innovative product (service. toy or other) by means of consulting end- users expertsthepublicandthendefencingtheprojectinfrontofapanelofexperts(companymanagers, ‘experts in innovation state agencies representative etc}, who evaluate the quality of the innovation, 6rPART?2, WALKING THE TALK: A EUROPEAN INITIATIVE TO SPUR OPEN INNOVATION EDUCATION ‘The number of hours specially dedicated to open innovation varied considerably from a minimum of 2 hours to a maximum of 77 hours (average time being 2642).The numbers of ECTS may also vary from 120 ECTS to none, but in 53 courses in 10 cases the number of cracits was higher than 10,The students attending these courses formed groups as large as 120 students/class, with a minimum of 10 students/cass. The type of class was mainly mandatary (a were optional). The qualifications offered were mainly in the following fields: Business, Economics and Engineering, and additional qualifications were offered in Health ~ Nursing, Design engineering, Organizational theory Project management, Personnel management, and Industrial engineering PhD Level For the PhD level. 18 programs, at 18 insitutions and in 10 counties, were surveyed. Of the total rnumber of PhD programs reported three programs had Open Innovation asa topic. AS the resus for the PhD level were scarce and referred only to the field of Economy, the objectives were tailored: the student will acquire skils and competencies related to theoretical aspects, as well as crcl analysis competencies applied to the main concepts related with the economic science and the economic problem under analysis The student should also understand the innovation economic problem in different contexts and evaluate several public interventions in the innevation process, of competitiveness. The student should develop competencies to stimulate territorial innovation systems and the creation af an innovative environrnent. ‘Comments on the survey findings (Of the 272 programs surveyed (at Bachelor, Master and PhD levels), only 78 (28.6%) had Open Innovation as a topic) of the 97 Bachelor programs surveyed, 25 had Open Innovation as a topic (25.77%;i) of the 157 Master programs surveyed, 0 had Open Innovation as a topic (25.8%): and ii) of the 18 PhD programs surveyed, 2 had Open Innovation as a topic (16.6%). These findings reveal a certain preoccupation for the topic at European universities, which are more and more ‘open to the dialog with enterprises, However, there are still countries in Europe where the subject, ‘of Open Innovation is not tackled at all although different approaches for bringing together actors in higher education, business and industry are in place. In this respect, there is need to promote the concept further for both academics and business partners, No relationships concerning the geographical region, the size of the country, the size of the University or the economic power of the country were found in association with the presence or lack of presence of a study program addressing open innovation topics. Furthermore, there was a lange variety of learning objectives and course topics, although the qualifications offered at Bachelor and Master levels were mainly in Economics, Business and 68How Is OPEN INNOVATION ADDRESSES IN UNIVERSITIES TODAY? ‘AN OVERVIEW ON EXITING CURRICULA IN EUROPE Engineering. Open Innovation was presented as a small section! module of the course, both at Bachelor and Master levels: the average length of the Ol topic was 1392 hours for Bachelors (14.2% ofthe total number of hours) and 2642 hours for Masters (21.58% of hours):These findings were contirmed by some of the stakenolders of open innovation topics. For ‘example, Dr Marcin Baron from the University of Economics in Katowice recommends a gradual introduction of open innovation in the university frst several hours in @ course of innavation management (as an example) and passing slowly from applying open innovation to a specific ‘business stuation to the more advanced content en the concept, untlit can be implemented as a seltstandng area of teaching. Some other ideas are proposing open innovation as course shared ‘by many study programs, most preferable with transferable ECTS (as Prof Kristina Zgodovova from the Technical University of Kosice suggested), ‘otal number of ‘The teaching was based mostly on lectures and seminars, at Master level with 2 higher level of apalications, exercises and field work. Another difference between the Bachelor and Master programs concerned the death of the knowledge taught: at the Bachelor level the objectives were focused mostly on the nature, basics or dynamics of innovation processes, while at the Master level the objectives aimed at revealing the processes, strategies and structures of innovation, and traning students to discover evaluate and implement the sources of innovation, Open innovation should offer what it stays for: field experience, real study cases and collaborative projects, to represent 2 kind of "knowledge without borders", as prof, Marina Dabic from the Faculty of Economies and Business, University of Zagreb, stated.She also noted that even though students can sometimes be reluctant, meaning that in orcer to understand and to apply open innovation one needs to change his! her mind set to comprehend the novelty The same idea was mentioned by Elena Caspina, postdoc at Scuola Superiore Sant Anna, Pisa, wha mentioned that learning and practicing open innovation means thinking out of the box, and this can be a challenge for both academics and students, ‘The references included in the curricula usually combined national literature with Englsh bibliographies, being represented for a arge majority in books, while articles and papers were fewer in number, Chesbrough's books (2003, 2006) were used frequently as bibliographic resources, along with the work ofTidd and Bessant (2009). ‘There was no rule thal institutions which had study programs with a topic in Open innovation at the Bachelor level would continue to offer study programs with a topic in Open innovation at the Master level. A possible explanation is that no real penetration in the education policy at the University level regarding open innovation was in place, The large majority of the courses were the results of individual or small teams’ efforts and not of a coherent educational policy. One recommendation for increasing the importance of open innovation in the university curricula is to activate a bottom — up approach, making use of the advantage of the existence of the students!PART?2, WALKING THE TALK: A EUROPEAN INITIATIVE TO SPUR OPEN INNOVATION EDUCATION Use of technology as digital natves and the existence of a “digtaly connected world”, as Assoc. Prof Sancira Dingl rom the University of Malta suggested, and to “remove walls between fields” (Prof. Marina Dabic, University of Zagreb); at the same time, for a successful implementation of an ‘Ol course, being aware af the time factor may be important, as well as of the needs of proximity between the participants, or taking into consideration the necessity of incentives, such as being partners jn an European projects (postdoc Elena Caspina, Scuola Superiore Santa Ana Pisa) ‘As 2 result of the presented research, it can be stated that Open Innovation has begun its development across European higher education insitutions, The state of the art of curricula development indicates that 2 general unique framework for curriculum design would be beneficial for entiancing the infusion of Open Innovation into higher education at the European level, KEY TAKE-AWAYS + Open innovation, as a subject tackled in academic curricula has gradually derived ffom related concepts innovation innovation management and global innovation management + Although European universities do nat offer stand-alone study programsin this topic, courses or course modules discussing open innovation are present in some of the programs dedicated mainly to students in Business, Economics and Engineering at all levels (Bachelor Master, PAD). + Due to the ‘out ofthe box’ appreach open innovation assumes its implementation needs setting their minds for novelty by all he actors involved: students - future specialists acting as employees or entrepreneurs, professors - teaching innovation and open innovation atuniversits, and company representatives - benefiting from the adéed valve this concept brings to the business world REFERENCES + Busarow. A. (2012), Open Imation: current tends and fue perspectives rhmantes and Soc Scences Lat, 21 102-118, + Buzen.C. Charon B. Davi Ls Lache S, DaloghsA. &Karahan Baya G. Compenian on existing uric Europe on Ipnovation Open inmoraton and GhbalImoraton Management Revieved from buicellannglisim + Chasbough HM (2003). Open ncwzion'The nen mperate e ering and prftg For tcmelegy Boston Hvar Bsns Serle + Chesroug, Kt Vanhaeoce, W, Ws eds 2014 New Froners in Open Inaaton, Oso Oxfors Unversity Press ge. Cainer + Tiel) & Besant (2009). Managing lmnovatin trating Technological Market ane Organi onal John Wiky a Sons "Videos on Testimonials on Open Innovation Curricula a bttpv/o\-net eulm-oinet-nesworkdvideosidisalay, ‘on OL-Net platform: 0