Through the lenses of the two I’s: Implement or Innovate?

Andy Penaluna

ISEE 2016 Interdisciplinary Engineering - Breaking Boundaries 6th International Symposium of Engineering Education 15th July 2016

…when a Wing Commander prangs one of

these

My story starts in Wales…

Technical Illustrator (Artist / engineer)

Visualize and explain!!!

Harrier Gr3 Phase 6

“I wrote a list of what could and couldn’t be changed. The second list was surprisingly short”

Min-Kyu Choi, Lead Designer – Made in Mind

InnovationRCA

UK Plug - Mechanical? Shape? Function?

IICED – From UK centre to international force

IICED was founded in 2013 and extended Swansea Met’s Centre for Creative Entrepreneurship work – we kick started it with a summit of 32 world leading entrepreneurial educators. ‘Practice into Policy’ was the aim.

The United Nations, The Commonwealth, The European Commission and Welsh Government were there to listen.

“The goal is to help policy

makers determine the

appropriate actions to

take to develop the

entrepreneurial

ecosystem in their country

as well as to build an

effective national

innovation system.”

UNCTAD Toolkit

Entrepreneurship and Innovation

(http://unctad.org/en/Pages/DIAE/Entreprene

urship/Entrepreneurship-Policy-Framework-

and-Implementation-Guidance.aspx)

Entrepreneurship Policy Framework and Implementation Guidance

• Do national curricula recognize entrepreneurship as a subject? Is it integrated across other disciplines?

• Do policies promote key entrepreneurial skills’ training in schools including both attitudes and enabling skills?

• Are there policies for introducing more interactive and experience-based teaching approaches in the educational system?

• Are schools engaged with business practitioners and local entrepreneurs?

• Have provisions of specific training and incentive for teachers been introduced?

• Do curriculum designers develop local case studies and entrepreneurship course materials to be used in the classroom?

• Have national entrepreneurship educators’ networks been established to facilitate the application of programmes?

http://unctad.org/en/Pages/DIAE/Entrepreneurship/EPF-3.aspx

An Education System fit for an Entrepreneur

An Education System fit for an Entrepreneur The first ‘joined up thinking’ review for Westminster Government - but it is merely a starting point…

An Education System fit for an Entrepreneur

… discussions continue! Rt Hon Mathew Hancock MP & Rt Hon Sajid Javid MP - Minsters for Business Innovation and Skills

…enterprise education is defined as the process of equipping students (or graduates) with an enhanced capacity to generate ideas and the skills to make them happen.

http://www.qaa.ac.uk/Publications/InformationAndGuidance/ Documents/enterprise-guidance.pdf (Page 2)

Employability, Enterprise or Entrepreneurship?

Entrepreneurship education equips students with the additional knowledge, attributes and capabilities required to apply these abilities in the context of setting up a new venture or business All of this is a prerequisite for entrepreneurial effectiveness

http://www.qaa.ac.uk/Publications/InformationAndGuidance/ Documents/enterprise-guidance.pdf (Page 2)

Employability, Enterprise or Entrepreneurship?

Quality Assurance Agency for Higher Education (2012) Enterprise and Entrepreneurship Education: Guidance for UK Higher Education providers, p 25.

• from case studies to emerging situations • from abstract problems to innovation • from passive learning to active learning • from objective analysis to subjective experience • from text-heavy communication to multimedia

communication • from neutrality to personal perspectives • from formal activities to authentic activities • from fearing failure to learning from failure • from dependency to self-reliance and resilience.

QAA Suggest a move…

QAA Guidance translated into Chinese November 2015 Policy introduced December 2015

About?

For?

Through?

Talking or writing ‘about’ doesn’t mean a learner is ready ‘for’ the entrepreneurial environment. The only way to assess

performance is ‘through’ active engagement.

(Constructive Alignment, Biggs, 2003)

Take a moment to think

Image Courtesy of Google Campus

Logical

Clear Manageable Sequentially valid (Reductionist - to make sense of complexity)

Unclear Complex

(until patterns emerge and links are made)

Pedagogy = method and practice of teaching, especially as an academic subject or theoretical concept:

“The creativity of an education system

cannot surpass the creativity of its

teachers… We need a disciplined creativity,

informed by and generating the best possible

evidence.”

https://www.thersa.org/action-and-research/creative-

learning-and-development/creative-educators/

Starting to think out loud

• Where does entrepreneurship ‘spark up’? • Through an advanced knowledge of business

and how it works or…

• … a new connection in an enquiring mind?

Make the learning relevant to real world issues, business and community

Contexts and triggers for thought –

• Are people employed in stable working environments?

• Or complex multi-level and ever changing working environments?

• Should we be goal driven or opportunity driven?

Contexts and triggers for thought – What research tells us about working world?

• We live in a VUCA world:

• Volatile,

• Uncertain,

• Complex and Ambiguous.

This complicates strategic planning and increases business risk, in a landscape more difficult to navigate than ever.

http://www.ncub.co.uk

Problems?

“Enterprise skills require responsiveness to unexpected

pressures and tasks; they require reaction to changing

circumstances and disruptive interventions.

These attributes are contrary to the established framework

of assessment processes.”

Wilson, T. (2012) A review of business-university collaboration. Dept. of Business

Innovation and Skills, p52.

Understanding fundamental aspects

• What do we want? • Hindsight? Knowing what has happened and being

able to review it through the written word?

• Insight? Knowing what has happened and being able to apply it in practical situations?

• Foresight? Knowing what has happened, connecting it with ‘best guesses’ / visioning an informed way forward?

Contexts and triggers for thought – Creativity and Innovation

Creativity Avalanche?

Research indicates a significant drop in creative thinking scores in US schools… there is a creativity crisis. Using the Torrance Tests of Creative Thinking (TTCT), and a sample of 272,599 pupils (kindergarten to fourth grade), Kim evidences

‘Decreased Creative Thinking in the Past 20 Years’, noting that ‘the decline is steady and persistent’.

Kim, K. H. (2011), ‘The Creativity Crisis: The Decrease in Creative Thinking Score on the Torrance Tests of Creative Thinking’ Creativity Research Journal, 23 (4), 285-295.

“What’s particularly disturbing is that the greatest decline in entrepreneurial activity [from 2007 – 2012] occurred in the 18-24 year-old cohort” (Forbes, 2015)

Gestalt - what do you really ‘know’?

Limens, Soma, Dendrites and connections

Penaluna & Penaluna 2006 / United Nations Conference on Trade

and Development 2011

The innovative brain structure

Key point – Developing synapse potential through learning

Left Cortex

dominance

Right Cortex

dominance

Micro molecular structure images

courtesy of Mark Jung Beeman and

John Kounios, Mid Western and Drexel

Universities

Detail of Pyramid neuron from the amygdala / hippocampus

Evaluating Creativity Japan’s iSchool findings

• Two ways to think, divergently and convergently

• Ability to develop a range of solutions results in more innovative outcomes

With thanks to Prof. Hideyuki Horii (Via OECD CERI)

Seek out

freshly

identified

problems /

solutions

Deadline =

solution

proposal

Reflect and

analyze –

use time

thoughtfully

Look for

inspiration,

contextual

materials

and links

Discard irrelevant

or non beneficial

information

Divergent - Convergent thinking Penaluna & Penaluna 2006

Thinking about thinking as an innovator – the journey

Spotting change

& being adaptable

with new

information

Making new

connections

and seeing

things

differently

Will they work?

Test, Check

Contrast

Divergent - Convergent thinking Penaluna & Penaluna 2006

Thinking about thinking as an innovator – the journey

Having lots

of views and

ideas DISRUPT

“Given the role played by the unconscious in creative thought, one clearly cannot manage the direction of insights and thought patterns that emerge. However, one can shape the overall creative process, through the careful management of interruptions and breaks. Therefore, walking away from the job is no longer seen as unproductive, but a key element in the creative process. This involves educating educators and managers…” Breslin, D. (2016) ENHANCING AND MANAGING GROUP CREATIVITY THROUGH OFF- TASK BREAKS. Paper for the 6th International Symposium for Engineering Education, 2016, The University of Sheffield, July 2016, UK

Evaluate the thinking through context and engagement, not merely ‘normal’.

Sample of Key Findings

• Evidence suggests that learning for innovation needs to be implicit and not seen as a bolt‐on experience.

• Our education systems need to deliver knowledge harvesters, not merely knowledge retainers

• Flexibility and adaptability are key skills and behaviours, yet many educational systems conspire against them

An Education System fit for an Entrepreneur

Understanding fundamental aspects

Enterprising

mind

With personal motivation

there is energy, with energy

there is resilience, with

resilience, success is likely...

Creativity, innovation and

opportunity recognition are

key intrinsic motivational

drivers, they are central to

the enterprising mindset

Successful students: enhancing employability through enterprise education

Understanding fundamental aspects

Enterprising Angels © A Penaluna, 2010

Enterprising

mindset

Entrepreneur

The ‘business

developer and

enhancer’

Social entrepreneur

‘The society

developer and

enhancer’

Overall aim - learning to

learn; they use harvested

knowledge to societal and

economic advantage

• As education evolves we silo into departments and qualifications

• Departments worry about budgets and don’t always share their approaches

• We worry about exams and tests that can be compared and contrasted through ‘norms’ and ‘standards’.

• So we kill creativity without realizing it!

But what happens in Education?

http://www.enterprise.ac.uk/index.php/news/item/download/70_e3bc9b6704c5be4efe1ddf06ab704e5b

What’s going on out there?

Multi tasking and multidisciplinary thinking is required

…artificial categorizations between disciplines “do not reflect how people actually live their lives”…“the most promising knowledge frontiers typically exist at the boundaries between fields rather than at the fields’ respective cores” (Prof. Gerald Zaltman, Harvard Mind Brain Behaviour Group).

If doing as you are told is the ability to ‘Implement’… (Usually from pre-determined plans, standards and expertise)

…what is is needed to evaluate the other ‘I’ – Innovation?

"FUTURE PRIORITIES OF THE ET 2020 STRATEGIC FRAMEWORK FOR EUROPEAN COOPERATION IN EDUCATION AND TRAINING AND SYNERGIES WITH YOUTH POLICY”

Round 1: Promoting excellence and innovation 9/10/2014

How to spot innovators through their actions

Making distinction between the two I’s

Implementation Doing things that are determined by others and matching against their expectations

Innovation Producing multiple and varied solutions that respond to change and often surprise

Adapted from:

Making distinction between the two I’s

Implementation Can you write and follow a detailed business plan?

Innovation Can you respond positively to short term and ever changing venture environments? (Any business plan is temporary)

Making distinction between the two I’s

Implementation Can you come up with a good idea that fits the problem?

Innovation Can the student come up with multiple ideas that respond to changing circumstances? See the problems that led to the problem?

Making distinction between the two I’s

Implementation Does your solution match the expectation of the test or examiner?

Innovation Does your solution surprise through new insights and alternatives?

Making distinction between the two I’s

Implementation Can the solution be easily compared and contrasted to previous work and understandings?

Innovation Does the solution offer new insights and potentially challenge accepted understandings? Make links that were not made before?

KILLS BUGS FAST

I asked my nephew if he liked fast food

Understanding creative thinking

Extract Courtesy of John Kounios - Drexel and UWTSD ‘Learning for Innovation Week’

DOG

Understanding creative thinking

Extract Courtesy of John Kounios - Drexel and UWTSD ‘Learning for Innovation Week’

Extract Courtesy of John Kounios - Drexel and UWTSD ‘Learning for Innovation Week’

Understanding creative thinking – errors of omission or areas of commission

Things to remember as an entrepreneur

Our job is not just about joining the dots (Steve Jobs) Our job is to create more dots to be joined…

…then create new connections that others have not even spotted yet!

Examples of 360 statements and alignments

A New Skills Agenda for Europe: Working together to strengthen human capital, employability and competitiveness

Entrepreneurship is when you act upon opportunities and ideas and transform them into value for others. The value that is created can be financial, cultural, or social .

Hindsight?

Insight?

Foresight?

“Talent hits a target no-one else can hit

genius hits a target no-one else can see.”

Arthur Schopenhauer 1788 - 1860

Britain must start preparing now to deal with the

coming changes… the skills employers most want

from staff are digital know-how, management,

creativity, entrepreneurship and problem-solving –

all abilities unlikely to be replaced by developments

in technology… (place) a premium on workers’

ability to adapt to new challenges

Angus Knowles-Cutler, London senior partner at Deloitte - Following research project with

Oxford University’s Carl Benedikt Frey and Michael Osborne

(http://www.deloitte.com/view/en_GB/uk/ef762fa93fa89410VgnVCM1000003256f70aRCR

D.htm)

10 November 2014

Bigger picture – what’s going on?

International perspectives – what’s going on?

Competent critical thinkers, problem solvers… Who are curious, have initiative, determination, are adaptable…

Education systems are keeping up with the transformation rather than leading it

“Creativity—and the latter’s close relative, entrepreneurship—are often cited as essential skills… (So) some students are taking it into their own hands to make up for deficiencies within the education system. ”

Bigger picture – what’s going on?

What’s the evidence?

Entrepreneurship education in higher education makes a difference. It has impact on intention, competence and employability and generally benefits society and the economy. The (EU) report underlines the importance of developing effective educational capacity across all disciplines.

European Commission (2012)

Effects and Impact of Entrepreneurship Programmes in Higher Education

Directorate-general for Enterprise and Industry,

European Commission.

Brussels

In summary

• We need flexible and adaptable thinkers

• … who are experienced / can demonstrate the skills

• … and can respond to shifting and changing scenarios whilst communicating well

• …within complex situations

• …in an innovative and self-determined way

Creating a goal is great, but constantly developing new goals is essential… more goals = more flexibility

What IICED works with

How education can build creative and entrepreneurial mindsets

Creative Mindsets. Entrepreneurial Futures – EXTRA EXTRA READ IT ALL ABOUT IT…

Penaluna, A. and Penaluna, K. 2015. Entrepreneurial Education in Practice, Part, 2 – Building Motivations and Competencies, Entrepreneurship 360 Thematic Paper, Organisation for Economic Co-operation and Development (OECD) and the European Commission (DG Education and Culture). Penaluna, A., Penaluna, K and Diago, I., 2014. The Role of Creativity in Entrepreneurship Education. Chapter 13, “Handbook of Research on Entrepreneurship and Creativity” Sternberg, R & Krauss, G. (Eds) Cheltenham / Northampton MA: Edward Elgar Publishing Limited Penaluna, K. Penaluna, A., Usei, C. and Griffiths, D. 2015. Enterprise Education Needs Enterprising Educators: A Case Study on Teacher Training Provision, Education +Training, Emerald, Vol 57, 8/9, 948-963 Penaluna K., Penaluna A., Jones C. and Matlay H., 2014. When did you last predict a good idea? Exploring the case of assessing creativity through learning outcomes. Industry & Higher Education, Vol. 28, No 6, December 2014, pp. 399-410.

How education can build creative and entrepreneurial mindsets

Andy Penaluna

ISEE 2016 Interdisciplinary Engineering - Breaking Boundaries 6th International Symposium of Engineering Education 15th July 2016

??? Through the lenses of the two I’s: Implement or Innovate?