01674nas a2200265   4500008004100000022001400041245007500055210006900130260004200199490000700241520086000248653002001108653002801128653002801156653002501184653002101209653001701230100002501247700001901272700003301291700002001324700001801344700001601362856003001378       2020                        eng d  a1927-032100aDesigning a Visual Tool for Teaching and Learning Front-End Innovation0 aDesigning a Visual Tool for Teaching and Learning FrontEnd Innov  aOttawabTalent First Networkc09/20200 v103 aThis 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.10adesign thinking10aEvidence-based Learning10aEvidence-based Teaching10afront-end innovation10aProblematisation10aVisual tools1 aJohn, Priscilla, Kan1 aLear, Emmaline1 aDecosta, Patrick, L’Espoir1 aGregor, Shirley1 aDann, Stephen1 aSun, Ruonan  utimreview.ca/article/138601589nas a2200241   4500008004100000022001400041245008400055210006900139260004200208490000700250520081700257653001601074653002001090653002601110653001501136653001001151653002801161653002701189653003801216100003201254700003101286856003001317       2020                        eng d  a1927-032100aHuman-Centered Design for Collaborative Innovation in Knowledge-based Economies0 aHumanCentered Design for Collaborative Innovation in Knowledgeba  aOttawabTalent First Networkc09/20200 v103 aThis research explores a university-industry collaboration based on the case study of an innovation project based on Stanford University'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.10aco-creation10adesign thinking10aHuman-Centered Design10ainnovation10aME31010anew product development10aProject-based Learning10aUniversity-Industry Collaboration1 ada Silva, Tiago, Filipe Per1 aMarques, João, Paulo Coel  utimreview.ca/article/138502092nas a2200265   4500008004100000022001400041245010500055210006900160260004200229300001000271490000700281520126700288653001601555653002501571653002001596653003001616653003801646100001801684700002001702700001901722700001801741700001901759700001801778856003001796       2020                        eng d  a1927-032100aRapid Product Development in University-Industry Collaboration: Case Study of a Smart Design Project0 aRapid Product Development in UniversityIndustry Collaboration Ca  aOttawabTalent First Networkc03/2020  a49-590 v103 aUniversity-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.10aco-creation10aCo-creation pedagogy10adesign thinking10aRapid product development10aUniversity-Industry Collaboration1 aJussila, Jari1 aRaitanen, Jukka1 aPartanen, Atte1 aTuomela, Vesa1 aSiipola, Ville1 aKunnari, Irma  utimreview.ca/article/133601885nas a2200205   4500008004100000022001400041245007900055210006900134260004200203300001000245490000600255520125800261653001501519653002801534653002301562653002001585653002401605100002001629856003001649       2019                        eng d  a1927-032100aThe 3S Process: A Framework for Teaching AI Strategy in Business Education0 a3S Process A Framework for Teaching AI Strategy in Business Educ  aOttawabTalent First Networkc12/2019  a36-420 v93 aA 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.10a3S Process10aartificial intelligence10aBusiness Education10adesign thinking10aHarvard Case Method1 aBhalla, Navneet  utimreview.ca/article/129000710nas a2200253   4500008004100000022001400041245003900055210003600094260004200130300000800172490000600180653002300186653001800209653001600227653002000243653002200263653003800285653002100323653001700344653002000361653001900381100001800400856003800418       2018                        eng d  a1927-032100aEditorial: Insights (October 2018)0 aEditorial Insights October 2018  aOttawabTalent First Networkc10/2018  a3-40 v810acustomer foresight10adata analysis10adata mining10adesign thinking10adigital platforms10aindustry–academia collaboration10amachine learning10amarket entry10aOpen innovation10aservice design1 aMcPhee, Chris  uhttps://timreview.ca/article/118801944nas a2200265   4500008004100000022001400041245009700055210006900152260004200221300001000263490000600273520114000279653001901419653001801438653001801456653002801474653002001502653001601522653002401538653001901562653002101581653001801602100002001620856003801640       2018                        eng d  a1927-032100aHow to Build Competencies for a Data-Driven Business: Keys for Success and Seeds for Failure0 aHow to Build Competencies for a DataDriven Business Keys for Suc  aOttawabTalent First Networkc10/2018  a18-280 v83 aData 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 “Data Driven Business”, 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. 10abest practices10acase projects10adata analysis10adata-intensive services10adesign thinking10aexperiences10ainnovation platform10aservice design10aservice thinking10ateam building1 aKoskinen, Jyrki  uhttps://timreview.ca/article/1190