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Session 3554

Enabling Student Innovation By Leveraging Lessons From Industry

J. M. Feland III and S. Carter

Stanford University / Doblin, Inc.

INTRODUCTION

Now that Engineering Entrepreneurship (E2) programs are emerging in universities all over the world, the E2 Community’s focus can be shifted from why teach E2 to what should we teach and how should we teach it? Current programs teem with courses on business models, marketing, accounting, etc. In some ways they resemble mini-MBA’s, designed to bootstrap engineers and scientists up the knowledge level necessary to take their product from concept to market. The underlying assumption to building all these skills is that the students have an innovative product to bring to market. Few engineering curriculums teach students to innovate. There is a continuum from science to business. Entrepreneurship programs focus on the business cycles over the technology cycles, assuming students understand the development of technology from their own domain experience. Innovation Fence Innovation Fence Innovation Fence Innovation Fence

Moore’s Chasm Moore’s Chasm

Innova- Early Early Late Laggards tors Adopters Majority Majority

Artistic & Paradigms/ Scientific & Mass Media Educational Visionary Macrohistory Technical Coverage & Historical Works Literature Materials

Exhibit 1: Geoffrey Moore’s Technology Adoption Life Cycle1 and the Wildman’s bibliographic cycle of technological innovations2 with the Innovation Fence included. The Innovation Fence is the hurdle a technology must cross before it finds its way into a product. Engineers help technology over this fence and into products. “Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education”

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Carter, S., & Feland, J. (2003, June), Enabling Student Innovation By Leveraging Lessons From Industry Paper presented at 2003 Annual Conference, Nashville, Tennessee. 10.18260/1-2--11584