June 15, 2014
June 15, 2014
June 18, 2014
Entrepreneurship & Engineering Innovation
24.229.1 - 24.229.5
Biassociation for the Entrepreneurial Engineering CurriculumAs universities and colleges struggle to differentiate their graduates from the rest in this increasinglycompetitive market, innovation offers an opportunity to channel untapped potential from students tosolve the grand challenges faced by the society. The implementation of an entrepreneurial mindset in theclassroom has the potential to develop this point of difference, producing students who are morecreative, goaloriented, and interdisciplinary team players. Such a mindset enables students to make apositive difference in companies and businesses who hire them.However, despite the apparent benefits of fostering creativity, the question largely remains at how todevelop and deliver a curriculum that can stimulate such innovative thinking. Several models havedeveloped on an attempt to ground creative thinking and its usage such as schema theory from Bartlett,Johansson’s Medici Effect, Koestler’s bisociation/biassociation or Tom Kelley’s faces of innovation.While the first three focused more on the structure and processes of innovation, Kelley’s work took amore personal approach, defining several characters that play different roles in the creative process.Michael Michalko rebrands bisociation as “conceptual blending,” but essentially works from the samebase theory as Koestler.Thus, biassociationthe process of combining seemingly unrelated conceptshas quickly become theoperating frontrunner of theories on creative conceptualization. Implemented traditionally inentrepreneurial practices, this paper summarizes the current state of art in biassociation and techniquesto help students to operationalize the concept. Thus, this paper explores what are the implications andpossibilities for biassociation in the classroom and what a curriculum with biassociation as its fulcrummight look like.
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2014 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015