June 23, 2013
June 23, 2013
June 26, 2013
Entrepreneurship & Engineering Innovation
23.17.1 - 23.17.40
Abstract for ASEE 2013 Paper:"The Implications of Corporate Innovation Processes and Culture on Engineering Education: should webe teaching our graduates to follow in those footsteps or to chart a new course?" Leo E. Hanifin and Jonathan Weaver (University of Detroit Mercy), Ross Lee (Villanova University), and Cindy Fry (Baylor University)In recent years there has been a great deal of attention and development of entrepreneurshipeducation within engineering schools. However, most of our graduates will work in establishedcorporations with established cultures, processes and organizations. This paper describes an effort ofengineering faculty members from four universities (Baylor, Dayton, Detroit Mercy and Villanova) tounderstand innovation and intrapreneurship within those companies and, based on that understanding,to recommend changes to engineering education that will lead to graduates who are better innovatorsand intrepreneurs in such companies.This research team was joined in this study by over a dozen companies, including BASF, Campbell Soup,Comcast, DuPont, Ford, IBM and Lockheed Martin; and the US Air Force. The team conducted in-depthvisits/discussions focused on five broad areas: innovation leadership, process, organization, culture andworkspace. Through this process the team defined best practices, and the key inhibitors and enablers ofinnovation and intrapreneurship. Based on these visits and review of literature, the team defined thecompetencies, mindset and knowledge that best serve engineering graduates who wish to be effectiveinnovators in corporations.Finally, insights as to how these competencies might be integrated into engineering education arediscussed. One example is the critical nature of design reviews in both industry and education. For anengineering student, during such reviews they must have pride and passion for their design concept andexecution, but still have the self-confidence to embrace constructive criticism as a means to improvethat design . . . a fine balance that must be deeply understood by engineering faculty and project“design juries.” Other disciplines, such as architecture and art provide some good lessons toengineering educators.
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