@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 {1385,
	title = {Human-Centered Design for Collaborative Innovation in Knowledge-based Economies},
	journal = {Technology Innovation Management Review},
	volume = {10},
	year = {2020},
	month = {09/2020},
	publisher = {Talent First Network},
	chapter = {5},
	address = {Ottawa},
	abstract = {This research explores a university-industry collaboration based on the case study of an innovation project based on Stanford University{\textquoteright}s ME310 Design Innovation program. The Porto Design Factory and IKEA Industry joined forces to tackle a problem using what has come to be called a human-centered design approach. The case study provides an understanding of outcomes that reveal the potential of using a human-centered design approach to solve technical problems while enhancing customer experience. It also identifies the benefits that each institution gained by collaborating. The outcomes show that companies benefit from building interfaces with external partners, and that universities are relevant players in the innovation ecosystem, satisfying their third mission of being entrepreneurial institutions.},
	keywords = {co-creation, design thinking, Human-Centered Design, innovation, ME310, new product development, Project-based Learning, University-Industry Collaboration},
	issn = {1927-0321},
	doi = {http://doi.org/10.22215/timreview/1385},
	url = {timreview.ca/article/1385},
	author = {Tiago Filipe Pereira da Silva and Jo{\~a}o Paulo Coelho Marques}
}
@article {1336,
	title = {Rapid Product Development in University-Industry Collaboration: Case Study of a Smart Design Project},
	journal = {Technology Innovation Management Review},
	volume = {10},
	year = {2020},
	month = {03/2020},
	pages = {49-59},
	publisher = {Talent First Network},
	chapter = {49},
	address = {Ottawa},
	abstract = {University-industry collaboration aims at mutually beneficial knowledge and technology exchange between higher education and business. Prototyping new products is one sweet spot where industry can gain new valuable knowledge and understanding of technology, while higher education institutions develop the skills and competences of students by encouraging them to work on authentic real-life problems. From the \&ldquo;design thinking\&rdquo; perspective, rapid product development can be defined as the creation of new products, in the shortest timescales possible, that meet the criteria of desirability, feasibility, and viability. This article addresses rapid product development by presenting a case study of developing prototypes in university-industry collaboration. As a result, the study highlights key design principles, such as the importance of involving teachers, business representatives, and students in collaborative project design, of focusing on the customers or service users who will benefit from the design, and of guiding students participating in co-creation activities. Presenting conclusions for both academics and the industry, the article contributes to design thinking and rapid product development in university-industry collaboration.},
	keywords = {co-creation, Co-creation pedagogy, design thinking, Rapid product development, University-Industry Collaboration},
	issn = {1927-0321},
	doi = {http://doi.org/10.22215/timreview/1336},
	url = {timreview.ca/article/1336},
	author = {Jari Jussila and Jukka Raitanen and Atte Partanen and Vesa Tuomela and Ville Siipola and Irma Kunnari}
}
@article {1290,
	title = {The 3S Process: A Framework for Teaching AI Strategy in Business Education},
	journal = {Technology Innovation Management Review},
	volume = {9},
	year = {2019},
	month = {12/2019},
	pages = {36-42},
	publisher = {Talent First Network},
	chapter = {36},
	address = {Ottawa},
	abstract = {A gap has emerged in teaching artificial intelligence (AI) in business education, where a style of curriculum based on strategy is missing. This article presents a new framework, the 3S Process, as a method for teaching leaders how to strategically adopt AI within their organizations. At a high-level, the 3S Process consists of three stages (Story, Strategy, and Solution), which are described in detail in the article. Stage 1: Story in the process is inspired by the Harvard Case Method to provide context for a problem. Stage 2: Strategy uses Design Thinking to produce candidate solutions. The substage of Empathy in Design Thinking plays a crucial role to reduce bias in designing AI. Virtualization technology is a tool for students to experience hands-on learning in prototype development. Stage 3: Solution is where students advocate for their conceptual AI solution in the context of the case study. AI is a type of complex system; therefore, students should consider feedback loops and the potential for unintended biases to enter a deployed solution. The presentation of the 3S Process in this article is conceptual. Further empirical studies, including evaluations of the 3S Process in classroom settings, will be considered in the future.},
	keywords = {3S Process, artificial intelligence, Business Education, design thinking, Harvard Case Method},
	issn = {1927-0321},
	doi = {http://doi.org/10.22215/timreview/1290},
	url = {timreview.ca/article/1290},
	author = {Navneet Bhalla}
}
@article {1188,
	title = {Editorial: Insights (October 2018)},
	journal = {Technology Innovation Management Review},
	volume = {8},
	year = {2018},
	month = {10/2018},
	pages = {3-4},
	publisher = {Talent First Network},
	address = {Ottawa},
	keywords = {customer foresight, data analysis, data mining, design thinking, digital platforms, industry{\textendash}academia collaboration, machine learning, market entry, Open innovation, service design},
	issn = {1927-0321},
	doi = {http://doi.org/10.22215/timreview/1188},
	url = {https://timreview.ca/article/1188},
	author = {Chris McPhee}
}
@article {1190,
	title = {How to Build Competencies for a Data-Driven Business: Keys for Success and Seeds for Failure},
	journal = {Technology Innovation Management Review},
	volume = {8},
	year = {2018},
	month = {10/2018},
	pages = {18-28},
	publisher = {Talent First Network},
	address = {Ottawa},
	abstract = {Data analysis to create deep understanding and insights holds vast potential for innovation, but there is a severe shortage of data scientists. How then can a company create the competencies needed to obtain a competitive edge in the era of data-driven business? This article describes {\textquotedblleft}Data Driven Business{\textquotedblright}, a program developed to coach company teams in Finland in the use of an innovation platform combining data analysis and service design using real-life case projects. The results suggest that this approach is an efficient way to build data-analysis competencies in a company: after taking the 14-week coaching course, 58\% of the participating companies had launched a new product or service in the market within six months from the end of the course. After the program, a network called DOBit was established to share experiences among the members and to leverage data analysis and service thinking in society. This article describes the development and implementation of the course, its results and outcomes, and the keys for success and seeds for failure when attempting to build competencies for a data-driven business. },
	keywords = {best practices, case projects, data analysis, data-intensive services, design thinking, experiences, innovation platform, service design, service thinking, team building},
	issn = {1927-0321},
	doi = {http://doi.org/10.22215/timreview/1190},
	url = {https://timreview.ca/article/1190},
	author = {Jyrki Koskinen}
}
