Design of an Integrated Program on Innovation for Universities

1. Innovation Management at the University, Univ. of Aleppo, 4th Nov. 2010 Design of an Integrated Program on Innovation for Universities Galal Hassan Galal-Edeen PhD, MBCS CITP, CT Professor of information Systems Cairo University Chair of Innovation Director, Cairo University Innovation Support Office Certified Trainer Cairo University Galal@acm.org

2. A Brief History • Officially inaugurated on 21st Dec. 1908 as the “National University”. • Around 12,500 full time faculty members. • Around 250,000 students. • 20 faculties, 5 research-oriented institutes. • Informally ranked the top State university in Egypt.

3. Agenda • Background. • An overview of curriculum design. • The essence of innovating. • An over-view of curriculum design. • Innovation skills and attitudes. • The role of connections, intersections & collisions. Source: G. H. Galal-Edeen, 2002

4. A personal background • BSc in Management Sciences, Computing and Information Systems stream. • MSc in Systems Analysis & Design. • PhD in Information Systems Engineering. • BA in Architecture. • MSc in Advanced Architectural Studies. • Member of a number of professional bodies. • Teaching full time in the UK for many years. • Internationally Certified as a Trainer.

5. The School of Athens by Raphael (1509–1510), fresco at the Apostolic Palace, Vatican City. Contacts, variety, dialogue

6. An Overview of Curriculum Design • Intake, output (aim: Theory of the Graduate). • State objectives (learning outcomes?). • Knowledge & Understanding. • Application (professional & practical skills). • Critical skills & exercising own judgment (intellectual skills). • Synthetic skills (generating new insights). • Communication skills (transferable skills) • Using the available student effort hours, distribute to course units. • For each unit, with reference to the programme objectives, define specific learning outcomes & assessment instruments. • Set QA & Review: External examiners, national review boards, professional bodies, accrediting bodies, alumni, student comments etc. • Discuss, debate, document & get approval. • Complete required accreditation documents.

7. A role for professional bodies • American Medical Boards. • The British/ American Bar examinations. • Royal Institute of British Architects (RIBA) • RIBA I, RIBA II, RIBA III. • British Medical Association. • Commercial Air Pilots’ licensing, also aircraft maintenance engineers. • British Computer Society Chartered Professional status (MBCS ICTP). • Certified Gas Maintenance (appliances & connections).

8. with innovation Market share with improvement without improvement time Innovation and Market Share Source: Prof. H. Schnitzer (TU Graz), with permission

9. Innovation • Innovation = invention + exploitation model. • To go to exploitation you need idea/ concept development. • Invention is the first step of bringing a good idea to widespread and effective use. • For concept development and exploitation (innovation), you need a business/ economic model.

10. Famous inventions • The vacuum cleaner, or the “electric suction sweeper” was invented by J. Murray Spengler; W.H.Hoover was a leather goods maker who knew about marketing and selling. • The world’s first sewing machine was produced in 1846 by Elias Howe, from Boston. • But Isaac Singer had stolen the patent and built a successful business from it (he finally had to pay royalty on all machines sold).

11. What is innovation by R. Branson • An innovative business is one which lives and breathes “outside the box”. It is not just good ideas, it is a combination of good ideas, motivated staff and an instinctive understanding of what your customer wants. Sir Richard Branson (1998) DTI Innovation Lecture.

12. Incremental vs Radical Innovation • Incremental innovation: making what you already do better, e.g. Windows Vista after XP; improved line-based telephone lines. • Radical innovation: Ryan Air,iTunes, Easy Jet, Garmeen bank, VoIP such as Skype. • All human societies today need more radical innovations!

13. Can innovation be taught? • Innovation is [..] the means by which [entrepreneurs] exploit change as an opportunity for a different product or service. It is capable of being presented as a discipline, capable of being learned, capable of being practiced” Peter Drucker (1985) Innovation and Entrepreneurship, Harper & Row.

14. Knowledge & Understanding • Business planning. • Marketing and market research. • Product development. • Prototype development and testing. • Basic economic theory. • Ethnographic research methods. • Qualitative research and reasoning.

15. Intellectual & Practical Innovation skills • Holistic thinking: • The electric light bulb: only good if there was widely available power supply! • The challenge is NOT the invention, but in making them work technically and commercially; growing them into practical use. • Eclectic mentality: • All disciplines are potentially relevant. • Interaction skills: • Innovation is interactive: technology push (R&D) and demand pull. Understand the problem and its actors. • Recognize the ideas of others • Experimental attitudes. • Failure is acceptable. • Everyone can contribute: • Away from patriarchal attitudes.

16. Must consider the ecosystem • The student time model. • 36/40 weeks per year • 40-45 hours per week. • 1500-1800 hours per year. • In one academic year: 60 credits measure the workload of a full-time student. • Each credit point stands for around 25 to 30 working hours. • Away from ‘rote’ learning. • Reward novel, creative thinking even if you disagree. Give formal credits/ Diplomas? • Library and other search facilities. • Interaction space.

17. The physical space • Space to generate greater interaction. • Increasing opportunities for, collaboration and chance encounter. • Consider space: Coffee!

18. A space for innovation • Mentoring and coaching. • Reward and motivation. • The ecosystem. • Physical environment. • Team building. • Organizational climate. • Training and development

19. Insights (Henderson & Clark 1990) • Innovation rarely deals with a single technology or market. • It deals with a bundle of knowledge, brought together into a configuration. • Innovation requires getting hold of and use of knowledge about components and how these are put together - the architecture of an innovation. • Diversity, wealth and innovation are all connected.

20. Design-Anthropological Innovation Model Studies of Everyday Practice Concept Development Innovation User Participation Adapted from an illustration by E. Brandt: “The Danish Center for Design Research”

21. J. Barker: Innovation at the Verge • We must learn how to combine ideas with the ideas of others as we meet at the verge. • The verge is where something and something different meet. • Differences come together to create new ideas, new combinations of elements &partnerships. • A huge potential to spawn innovations: • Between disciplines; industries, professions and eco-systems.

22. D. Schön: Epistemology of Practice

23. Supporting measures • Provide training: how does innovation happen at the individual & small group level? • Provide networking spaces: industry liaison, alumni. • Help spread awareness among staff and students: how innovation happens, possible curricular support, etc.

24. The biggest hurdle! • Academics who think in traditional ways and refuse to see the eclectic, multidisciplinary nature of Innovation. • Must train and prepare the teachers with the relevant skills and attitudes. • Keep trying to change them!

25. Elements of Innovation Support Strategy Int.: comms & seminars Awareness & Trust Strategy Ext.: seminar & strong prec. Int.: Staff & Student training Skilling & Training Ext.: External training Web site & materials Streamlining & K Man Sustainability

26. Web site: innovate.cu.edu.eg Thank you.