@article {1386,
	title = {Designing a Visual Tool for Teaching and Learning Front-End Innovation},
	journal = {Technology Innovation Management Review},
	volume = {10},
	year = {2020},
	month = {09/2020},
	publisher = {Talent First Network},
	chapter = {14},
	address = {Ottawa},
	abstract = {This paper presents work on the design and development of a guided visual tool, the project client map (PCM), which is intended to assist students in their class projects solving real-world problems with industry clients. We use a design science research approach to contribute to existing knowledge through the design of an artefact (the PCM) that has a clear educational and learning goal, and that provides utility. Circumscribing a problem is an essential step to seed the ideation process in front-end innovation. While this step can employ existing tools that focus separately on the organisational, environmental, and human contexts of the problem under scrutiny, there is no formalised roadmap for how to integrate these tools. The PCM addresses this gap. We present a first version of the PCM in this paper, which will be refined in further work.},
	keywords = {design thinking, Evidence-based Learning, Evidence-based Teaching, front-end innovation, Problematisation, Visual tools},
	issn = {1927-0321},
	doi = {http://doi.org/10.22215/timreview/1386},
	url = {timreview.ca/article/1386},
	author = {Priscilla Kan John and Emmaline Lear and Patrick L{\textquoteright}Espoir Decosta and Shirley Gregor and Stephen Dann and Ruonan Sun}
}
@article {1080,
	title = {Realistic Creativity Training for Innovation Practitioners: The Know{\textendash}Recognize{\textendash}React Model},
	journal = {Technology Innovation Management Review},
	volume = {7},
	year = {2017},
	month = {06/2017},
	pages = {5-15},
	publisher = {Talent First Network},
	address = {Ottawa},
	abstract = {Creativity is increasingly being recognized as important raw material for innovation, which highlights the importance of identifying ways to increase the creativity of practitioners. In this article, we describe our efforts to design a creativity training program specifically for innovation practitioners. Our aim was to develop a program that would be both theoretically sound (i.e., based on a rigorous scientific foundation) and relevant for practitioners (i.e., applicable to real-world contexts). Our transdisciplinary study employed co-creation as a method to ensure that three layers of focus would be taken into consideration: metacognitive knowledge, metacognitive monitoring, and metacognitive control. The result is a program called Creative Awareness Training, which is based on the new Know{\textendash}Recognize{\textendash}React model.},
	keywords = {co-creation, cognitive creativity, creative awareness, creative process, creativity, creativity training, front-end innovation, innovation process, metacognition, transdisciplinary},
	issn = {1927-0321},
	doi = {http://doi.org/10.22215/timreview/1080},
	url = {http://timreview.ca/article/1080},
	author = {Dagny Valgeirsdottir and Balder Onarheim}
}
