%0 Journal Article %J Technology Innovation Management Review %D 2020 %T Designing a Visual Tool for Teaching and Learning Front-End Innovation %A Priscilla Kan John %A Emmaline Lear %A Patrick L’Espoir Decosta %A Shirley Gregor %A Stephen Dann %A Ruonan Sun %K design thinking %K Evidence-based Learning %K Evidence-based Teaching %K front-end innovation %K Problematisation %K Visual tools %X 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. %B Technology Innovation Management Review %I Talent First Network %C Ottawa %V 10 %8 09/2020 %G eng %U timreview.ca/article/1386 %N 9 %1 Australian National University Priscilla Kan John obtained her Ph.D in Computer Science from the Australian National University (ANU) in 2013. She then took a detour from academia and worked in facilitating innovation between business and universities, including setting up an Innovation Hub at the College of Business and Economics, ANU. She is currently a lecturer at the College of Engineering and Computer Science, ANU. Her research interests are in Artificial Intelligence (especially exploring concepts such as trust, autonomy and decision-making), Human Computer Interaction (exploring the social and design aspects of using smart machines) and Computer Science Education (developing pedagogical frameworks and tools for nurturing skills to face disruption). %2 Australian National University Emmaline Louise Lear is an educator formally working at the Australian National University. Her work at the Australian Centre for the Public Awareness of Science (CPAS) included coordinating the Professional Practice courses for engineers and computer scientists and investigating engaging approaches to teaching responsible innovation in science education using design thinking, flipped modes of delivery, problem and project based learning and work-integrated learning. Emmaline also has experience in developing technical communication skills particularly for international STEAM students. %3 Australian National University Patrick J.N. L’Espoir Decosta is a Senior Lecturer in the College of Business and Economics at the Australian National University, Canberra, Australia. His research interests span the areas of curriculum development in higher education, evidence-based management of education, tourism marketing and promotion, and critical studies of tourism. Other key areas of research include the sharing economy, and the commercial relevance of place and space. %4 Australian National University Shirley Gregor is a Professor Emerita at the Australian National University. Her research interests include artificial intelligence, human-computer interaction and the philosophy of science and technology. She obtained her Ph.D. in Information Systems from the University of Queensland in 1996. In 2005 she was made an Officer of the Order of Australia and a Fellow of the Australian Computer Society and in 2010 she was appointed a Fellow of the Association for Information Systems. %# Australian National University Stephen Dann is a marketer, academic, Lego Serious Play practitioner, and Senior Lecturer in the Research School of Management, College of Business and Economics at the Australian National University. He is a Senior Fellow of the Higher Education Academy (UK), and recipient of the Australian and New Zealand Marketing Academy Conference Emerging Educator award, the College of Business and Economics Education Innovation award and the Australian National University Vice Chancellor’s Citation for Outstanding Contribution to Student Learning. %$ Australian National University Ruonan Sun is a sessional lecturer at the Research School of Management. Australian National University. His primary research are in the areas of digital platform architectures and technology affordances. He has published in Australasian Journal of Information Systems and International Journal of Injury Control and Safety Promotion. %& 14 %R http://doi.org/10.22215/timreview/1386 %0 Journal Article %J Technology Innovation Management Review %D 2020 %T Human-Centered Design for Collaborative Innovation in Knowledge-based Economies %A Tiago Filipe Pereira da Silva %A João Paulo Coelho Marques %K co-creation %K design thinking %K Human-Centered Design %K innovation %K ME310 %K new product development %K Project-based Learning %K University-Industry Collaboration %X This 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. %B Technology Innovation Management Review %I Talent First Network %C Ottawa %V 10 %8 09/2020 %G eng %U timreview.ca/article/1385 %N 9 %1 Sonae MC IT Labs Tiago Silva has a master’s degree in Business Management from the Polytechnic Institute of Coimbra and an international post-graduate certificate in Product and Service Innovation (ME310) from the Polytechnic Institute of Porto in collaboration with Stanford University and SUGAR Network. Currently working at Sonae MC, a Portuguese retail company, he is part of an innovation and experimentation team - IT Labs. His interests are in Innovation Management, Human-Centered Design and Entrepreneurship. %2 Polytechnic Institute of Coimbra João Paulo Coelho Marques obtained the Ph.D. in Industrial Management at University of Aveiro-Portugal (2005). His master’s degree is in Management, at Lisbon School of Economics and Management - Lisbon University (1997). He has been a Professor at Polytechnic Institute of Coimbra - Portugal, since 1990, where he coordinated the M.Sc. Course in Business Management between 2009 and 2015, and the undergraduate course of Commerce and International Economics Relations between 2017 and 2020. He has been a researcher at a Research Unit on Governance, Competitiveness, and Public Policies at the University of Aveiro since 2007. Having published more than 20 scientific papers and 2 books, his main interests are in Innovation Management, Entrepreneurship, triple helix innovation and Business Incubators. %& 5 %R http://doi.org/10.22215/timreview/1385 %0 Journal Article %J Technology Innovation Management Review %D 2020 %T Rapid Product Development in University-Industry Collaboration: Case Study of a Smart Design Project %A Jari Jussila %A Jukka Raitanen %A Atte Partanen %A Vesa Tuomela %A Ville Siipola %A Irma Kunnari %K co-creation %K Co-creation pedagogy %K design thinking %K Rapid product development %K University-Industry Collaboration %X 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 “design thinking” 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. %B Technology Innovation Management Review %I Talent First Network %C Ottawa %V 10 %P 49-59 %8 03/2020 %G eng %U timreview.ca/article/1336 %N 3 %1 Häme University of Applied Sciences Jari Jussila, DSc, is the director of the HAMK Design Factory and the Principal Research Scientist at Häme University of Applied Sciences (HAMK). His research is currently focused on knowledge management, co-creation, social media and health informatics. %2 Häme University of Applied Sciences Jukka Raitanen, BBA, community manager of HAMK Design Factory, is also a business designer. Jukka has been developing interdisciplinary initiatives for students in Amazing Business Train, FRUSH and Freezing Week. As community manager, Raitanen has the role of embedding business in different disciplines at Häme University of Applied Sciences. Vesa Tuomela, MSc, MBA, is a senior lecturer at Häme University of Applied Sciences and teacher of business design. Vesa has been designing flipped learning experiences, including cSchool, Amazing Business Train, Freezing Week and Startup Business School. %3 Häme University of Applied Sciences Atte Partanen holds a bachelor’s degree in electrical and automation engineering from Häme University of Applied Sciences (HAMK, 2017). He works as a project engineer in many projects focused on the Internet of Things, data management and information systems at Häme University of Applied Sciences (HAMK). His research is currently focused on information and data management systems. His work on information systems and smart cities has been published in journals. %4 Häme University of Applied Sciences Vesa Tuomela, MSc, MBA, is a senior lecturer at Häme University of Applied Sciences and teacher of business design. Vesa has been designing flipped learning experiences, including cSchool, Amazing Business Train, Freezing Week and Startup Business School. %# Häme University of Applied Sciences Ville Siipola is a Lecturer at HAMK and a footwear designer with passion for digital design, manufacturing methods and product development. He specializes in innovation through multidisciplinary teamwork and Design Thinking. %$ Häme University of Applied Sciences Irma Kunnari has a PhD in Education, is a principal lecturer, teacher educator, pedagogical developer and researcher at HAMK’s Edu research unit. Irma Kunnari has developed student-centered and innovative competence-based higher education in many national and international contexts and has researched teacher learning and educational change. %& 49 %R http://doi.org/10.22215/timreview/1336 %0 Journal Article %J Technology Innovation Management Review %D 2019 %T The 3S Process: A Framework for Teaching AI Strategy in Business Education %A Navneet Bhalla %K 3S Process %K artificial intelligence %K Business Education %K design thinking %K Harvard Case Method %X 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. %B Technology Innovation Management Review %I Talent First Network %C Ottawa %V 9 %P 36-42 %8 12/2019 %G eng %U timreview.ca/article/1290 %N 12 %1 University College London & Cetana AI Navneet Bhalla, PhD, is a Senior Honorary Research Associate at University College London, in the Department of Computer Science, and a member of Intelligent Systems Group. He is also the founder of Cetana AI Inc., a consultancy specializing in artificial intelligence. Prior to starting the consultancy, Navneet was a postdoctoral fellow at Harvard University (in the Department of Chemistry and Chemical Biology), at Cornell University (in the Department of Mechanical and Aerospace Engineering), and at the Universität Paderborn (in the Department of Computer Science). His research interests include self-assembling systems, machine learning, soft robotics, mechanical design, composite materials, and innovation management. %& 36 %R http://doi.org/10.22215/timreview/1290 %0 Journal Article %J Technology Innovation Management Review %D 2018 %T Editorial: Insights (October 2018) %A Chris McPhee %K customer foresight %K data analysis %K data mining %K design thinking %K digital platforms %K industry–academia collaboration %K machine learning %K market entry %K Open innovation %K service design %B Technology Innovation Management Review %I Talent First Network %C Ottawa %V 8 %P 3-4 %8 10/2018 %G eng %U https://timreview.ca/article/1188 %N 10 %1 Technology Innovation Management Review Chris McPhee is Editor-in-Chief of the Technology Innovation Management Review. Chris holds an MASc degree in Technology Innovation Management from Carleton University in Ottawa, Canada, and BScH and MSc degrees in Biology from Queen’s University in Kingston, Canada. He has nearly 20 years of management, design, and content-development experience in Canada and Scotland, primarily in the science, health, and education sectors. As an advisor and editor, he helps entrepreneurs, executives, and researchers develop and express their ideas. %R http://doi.org/10.22215/timreview/1188 %0 Journal Article %J Technology Innovation Management Review %D 2018 %T How to Build Competencies for a Data-Driven Business: Keys for Success and Seeds for Failure %A Jyrki Koskinen %K best practices %K case projects %K data analysis %K data-intensive services %K design thinking %K experiences %K innovation platform %K service design %K service thinking %K team building %X 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 “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. %B Technology Innovation Management Review %I Talent First Network %C Ottawa %V 8 %P 18-28 %8 10/2018 %G eng %U https://timreview.ca/article/1190 %N 10 %1 Avaamo Konsultointi Jyrki Koskinen is an entrepreneur running a consulting company Avaamo Konsultointi, which he started following his retirement from IBM, where he was in charge of university relations in Nordic countries and external relations and corporate responsibility in Finland. Before IBM, Jyrki worked as a management consultant for PriceWaterhouseCoopers and in managerial positions in companies Kesko Oyj, Anttila Oy, Tieto Oyj, VTT Technical Research Centre of Finland Ltd, and Nokia Oyj. He has a master’s degree in Information Systems from Turku University in Finland. Jyrki’s ambition is to develop a sustainable services society for improved welfare. His special areas of interest are next-generation innovation platforms together with ecosystems, services thinking, and open technology. He has experience in business strategies, especially digital business, organizational change, and transformation as well as IT strategies, IT management, business process development and program management. His key industries include ICT, healthcare, retail, telecommunication, and insurance. Jyrki was the director of DOB program working for COSS. %R http://doi.org/10.22215/timreview/1190