Creating Innovation Leaders: A Global Perspective PDF
Preview Creating Innovation Leaders: A Global Perspective
Understanding Innovation Banny Banerjee Stefano Ceri Editors Creating Innovation Leaders A Global Perspective Understanding Innovation Serieseditors ChristophMeinel LarryLeifer More information about this series at http://www.springer.com/series/8802 Banny Banerjee (cid:129) Stefano Ceri Editors Creating Innovation Leaders A Global Perspective Editors BannyBanerjee StefanoCeri StanfordUniversity PolitecnicodiMilano Stanford,CA,USA Milano,Italy ISSN2197-5752 ISSN2197-5760 (electronic) UnderstandingInnovation ISBN978-3-319-20519-9 ISBN978-3-319-20520-5 (eBook) DOI10.1007/978-3-319-20520-5 LibraryofCongressControlNumber:2015958362 SpringerChamHeidelbergNewYorkDordrechtLondon ©SpringerInternationalPublishingSwitzerland2016 Thisworkissubjecttocopyright.AllrightsarereservedbythePublisher,whetherthewholeorpartof the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilarmethodologynowknownorhereafterdeveloped. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publicationdoesnotimply,evenintheabsenceofaspecificstatement,thatsuchnamesareexempt fromtherelevantprotectivelawsandregulationsandthereforefreeforgeneraluse. Thepublisher,theauthorsandtheeditorsaresafetoassumethattheadviceandinformationinthis book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained hereinorforanyerrorsoromissionsthatmayhavebeenmade. Printedonacid-freepaper Springer International Publishing AG Switzerland is part of Springer Science+Business Media (www.springer.com) Preface We all witness the tremendous demand for innovation that is occurring in a wide array of contexts, social, technical and organizational. Unprecedented changes in the business environments and social challenges are driving this demand for innovation. Organizations are nowadays recognizing that innovation does not happen by simply proposing something new, but is dependent on the capability to enact change. In turn, this depends on the existence of what we can term innovation leaders.InnovationLeadersarepeoplewhohavetherightskillsandcompetencies and are in a position to influence points of view, practices, decisions and actions. Thisisincontrasttothetraditionalcultureofleadership,whichhasgrownaround the norms of hierarchical decision making, risk-averse decision making and resource management for efficiency. In fact, innovation is emerging as a new modeofleadership,onethatimaginesandcraftsalternativefutures inthecontext ofopenandcooperativeprocesses. Educational institutions around the world have in recent years given birth to a variety of educational programs having the aim of generating the next cadre of innovation leaders. Such programs have originated somewhat independently and fromdifferentfields,butshareverysimilarobjectivesandacommonunderstanding ofthecentralroleofmultidisciplinarityandcreativityinproblemsolving. In 2012 and 2013, a selected group of senior decision makers from these educational institutions, together with representatives from public agencies and privateorganizations,metinComo(Italy)forwhathasbeennamedthe“Creating InnovationLeaders” summit, a“think-tank”ofselectedindividualsfor promoting innovationandcreatingtheleadersofsuchculturalchange,andforreasoningabout theopportunitiesthatmayfavorinnovationprograms(ortheobstaclesthatshould beremoved)soastoincreasethespreadingandrelevanceofsuchprograms. During 2014, a small group of ten participants to the two summits decided to spendaweektogetherinfurtherdiscussiontargetedtotheconsolidationofthemain resultsofthe2012and1013summitsintheformofabook.Thefocusofthebookis the process of educating (creating) innovation leaders through specialized v vi Preface programs, pursued by leading academic schools, in the hope that such programs will soon become widespread, consolidate, extend, and become viral; the authors felt that their educational experiences were very similar, and they agreed that a greaterawarenessoftheseeducationalexperiencesisbyitselfatangibleoutputthat willhelpthecreationofinnovationleadership. Content The book starts with Part I consisting of six chapters which have been jointly designed by the ten authors, with a rigorous plan of content progression in mind, whichmovesfrom(1)innovationto(2)theecosystemswhereinnovationoccurs,to (3)innovationleadership,to(4)theneedsofchangingeducation,to(5)ataxonomy of advanced educational experiences, to (6) cases ofpositive vs.negative innova- tion leadership in action upon complex problems. We show that a new kind of innovation leadership is much needed, how it can be created, and how it is put in action. Subsequently, Part II is a collection of invited chapters which describe ten leading academic programs for creating innovation leaders: their objectives, cur- ricular organization, enrollment procedures, impact upon students. Selected pro- grams include four north American institutions (Stanford’s d.school, Harvard’s Multidisciplinary Engineering Faculty, the Kambar College at Philadelphia Uni- versity, OCAD’s Master of Design on Strategic Foresight & Innovation), five European institutions (Alta Scuola Politecnica of Milano and Torino, the EIT Master Program, Paris’ D-School, Brighton’s Interdisciplinary Design Program, Aalto’s International Design Business Management Program) and the Mission D program at Tongji University. Thus, while the first six chapters provide the theo- retical foundations of why and how innovation leaders should be created, Part II gives evidence that such theoretical foundations are already in action in the pro- gramsoftentop-leveluniversities. We next describe the six chapters of Part I in greater detail. In Chap. 1, we question what is innovation. At the most fundamental level, innovation is the abilitytodelivernewoutcomes,paradigms,value,andtransformations.Itinvolves usingmanydifferentskillsandmodalitiestocreativelyframetheproblem,generate radically effective options, make strategic decisions, and manage a pathway to effective execution in a way such that no matter how complex or ill-defined a challengehappenstobe,adisproportionatelyeffectiveorvaluablesetofoutcomes isgenerated. InChap.2,wediscusshowtheinnovationecosystemresultsfromthecomplex intricacies between pedagogy, practical processes, delivery systems and services. The innovation ecosystem is working well when educational institutions work together with partner stakeholders, such as government agencies, industry, start- ups, venture capitalists and non-profit organizations, to build new types of plat- formsandrelationshipsthatcreateimpactfuloutcomes.Thischapteralsoproposes Preface vii “innovationdiagnosticinstruments”tomeasurethedegreeofpenetrationofinno- vationandthepresenceofkeyindividualrolesandcollectivegroupskillswithinthe organization,andtheoverallstrengthoftheecosystemintermsofrelationshipsand networking. Chapter 3 dwells into the main topic of this book, innovation leadership, defined as the capacity to continually outperform normative techniques and to identify leveragepoints for deliveringscaled transformations which generate new system behavior. The need of innovation leadership is framed in the context of currentsocietyevolutionwhichrequiresbreakingdisciplinarysilosandnormative patterns, yielding to an innovation ecosystem with many new actors and their relationships. The resulting innovation methodology brings about the culture of reframing intentionality, developing new perspectives, reframing the goals, creat- ing powerful and transformational strategies and iterating the delivery of impact through an iterative process of ideating, prototyping, testing, and continuous reframing. Chapter 4 deals with the changing face of education. After recognizing that education is challenged by online sources of “commoditized knowledge”, the super-fast evolution of technology required by many professions, and the need of continuouseducationandofdeeperinterdisciplinaryapproaches,thechapterdwells upon new participative models of activities in class and develops a qualification framework for innovation leadership that details knowledge, skills and compe- tences for innovation agents, leaders, and gurus. It then reframes the purpose of highereducationanddiscussesnewpedagogicalmodelsofinteraction,motivation, andengagement,fromteaching-centrictolearning-centric. Chapter5dealswithinterdisciplinaryinnovationprograms.Interdisciplinary programsandcoursesarebeingrecognizedasanimportantaspectofeducation,but curricula transformation is occurring in a multifaceted, chaotic way; codification and systematization are needed for a broader dissemination. The chapter offers a taxonomy of concepts (including intra-, inter-, cross-, trans-disciplinarity) and of innovationprogramcharacteristics,offeringshortdescriptionsofrelevantexamples anddiscussingthekeyissuesandemergingquestionsforthefuture. Finally, Chap. 6 takes an applied view, by showing examples of complex contexts where a new innovation leadershiphas led to a positive outcome, and of problems where the lack of a leadership modalities, as discussed in Chap. 3, has insteadcreateddamage,concludingwithadiscussionofemergingchallengesthat willrequireaheavyapplicationoftheinnovationleadershipdescribedinthisbook. Intended Readership The book is dedicated to those who feel the need of providing stimuli regarding innovation and innovation leadership, primarily but not exclusively in academia. Theseinclude,butarenotlimitedto,deansandprovostsofacademicinstitutions, senior managers in private organizations and policy makers in government. Its viii Preface intendedreadershipalsoincludesanyonewhoisengagedinpromotinginnovation within hisown organization,andwho feels theneed toenrich the intellectual and practicaltoolboxheusesforthisdemandingandexcitingendeavor. Though most of the editors and coauthors of the material come from higher educationinstitutions,theoverallapproachisnotacademicandresearch-based.In fact, the discussion directly comes from the collective and practical experience gained not only by designing and running educational programs, but also by delivering innovation-focused projects in many types of organizations, and in assistinggovernmentalinstitutionsindefiningpolicy. Stanford,CA BannyBanerjee Milano,Italy StefanoCeri February28,2015 Contents PartI TheoreticalFoundations 1 WhyInnovate?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 BannyBanerjee 2 TheInnovationEcosystem. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 JohnBodyandFawwazHabbal 3 InnovationLeadership:ANewKindofLeadership. . . . . . . . . . . . . 53 BannyBanerjee,StefanoCeri,andChiaraLeonardi 4 ANewKindofUniversity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 RandySwearer,Ve´roniqueHillen,andPaolaBertola 5 ChartingInterdisciplinaryInnovationPrograms:Mapof Experiences. .. . . . . . .. . . . . . .. . . . . .. . . . . . .. . . . . . .. . . . . .. . 105 PaolaBertola,NabilHarfoush,andFedericaVacca 6 InnovationLeadershipinAction–TodayandintheFuture. . . . . . . 125 JohnBodyandStefanoCeri PartII BestPracticesinHigherEducation 7 BestPracticesinHigherEducation:AnIntroduction. . . . . . . . . . . . 145 ChiaraLeonardiandFedericaVacca 8 EmbeddingDesignThinkinginaMultidisciplinaryEngineering CurriculumatHarvardUniversity. . . . . . . . . . . . . . . . . . . . . . . . . . 149 FawwazHabbal 9 TeachingtheInnovationMethodologyattheStanfordd.school. . . . 163 BannyBanerjeeandTheoGibbs ix
The list of books you might like
