Focusing on innovation competencies examples of successful ... · • Global perspective Systems thinking 5 Indonesian partner Universities with diverse background –e.g. public,

EURASHE 27th Annual Conference – Le Havre 2017 – Liisa Kairisto-Mertanen

Dr. Liisa Kairisto-MertanenTurku University of Applied Sciences, Technology, environment and business

Focusing on innovation competencies – examples of successful projects with the help of EU

co-funding

EURASHE 27th Annual Conference – Le Havre 2017

EURASHE 27th Annual Conference – Le Havre 2017 – Liisa Kairisto-Mertanenwww.turkuamk.fi

Outline of the presentation

• Background

• Innovation pedagogy

• Projects on innovation competencies

• INCODE

• FINCODA

• INDOPED

• Discussion


Changes in working life?Name the most importantskills needed to succeed in

work in the future!Discuss with the person next

to you.


Future work skills 2020

The report presents:• 6 drivers of change, disruptive

forces that change how work is done in the future

• Based on there 10 skills which arebelieved to be cricital for successin workplace

By Institute for the Future for the University of Phoenix Research Institute


http://www.iftf.org/futureworkskills/

10 skills critical for success in the forkforce by year 2020


Fadel, C.., Bialik, M. and Trilling, B.(eds.) Four-Dimensional Education. The Competences Learners need to Succeed. The Center for Curriculum Redesign, Boston.

What our graduates need to succeed


Traditional university pedagogy

Stable world

explicitknowledge

Innovation pedagogy

Constantly changing world

tacitknowledge

The change in education



Innovations wanted!

For nationalsuccess

To save the

planet

Mission allaround the

world

Central element in

policyagendas

Earnings logicin companies is

based on innovations

EURASHE 27th Annual Conference – Le Havre 2017 – Liisa Kairisto-Mertanenwww.tuas.fi

Innovation?

Utilized competence based

competitive advantage

(Fi Innovation strategy 2008)

EURASHE 27th Annual Conference – Le Havre 2017 – Liisa Kairisto-Mertanenwww.tuas.fi

Innovation?

The process of constantly improving knowledge, which leads to new sustainable, ideas, products, further knowledge or other practices applicable in working life

Radical innovations create major disruptive

changes whereas incremental innovation

continuously advance the process of change (Schumpeter

1942)

Utilized competence based

competitive advantage

(Fi Innovation strategy 2008)


The whole education must beplanned so that both innovationcompetencies and subject basedcompetencies are reached

According to innovation pedagogy:


What are the antecedents of innovations: the innovation competencies ?

The innovation process

• understandingthe problem

• ideation

• workingtogether

• findingpossiblesolutions

• testing

• implementing

• assessing


Innovation pedagogy in a nutshell

Cornerstonesneeded Innovation

competency

Futuresubstance

basedcompetency


Cornerstones Multidisiplinarity

Renewing teaching

• Educational research, development and

innovation methods(ERDIM)

• Assessment• RDI embedded in

learning• Global perspective

Systems thinking


• Co-funded by LLP

• How to measureinnovation competencies

• theoretical backgroundbuilding INCODE barometer

• 2011-2013

INCODE

• Co-funded by ERF

• Validating the tool

• INNOKOMPPI barometer

• 2012-2014

INNOKOMPPI • Co-funded by Erasmus KA

• From higher education to the enterprises

• FINCODA barometer to beused also in enterprises

• software application tool

• 2014-2017

FINCODA

Research on innovation competences


Focusing on the tools to measure innovation competencies?

The interest of Universities- Tools are needed to measure the development of students’ innovation competencies. -> learning methods?

The interest of Companies- lack of tools and methods to assess innovation competencies - in recruitment processes- in internal development activities - when subcontracting training services for their staff.


The FINCODA project

• From January 2015 – December 2017• Creating

- a novel competence assessment barometer by utilizing the existing tools for behaviour assessment- application software for the barometer

• Training of key personnel for behaviour assessment. • Validating the novel version of the barometer

- in participating organizations - analysing the results from validation and adjustment of the barometer


FINCODA partners

Universities: • TUAS (Turku University of Applied Sciences, Finland)• HAW (Hamburg University of Applied Sciences, Germany)• HU University of Applied Sciences/ Netherlands• MMU (Manchester Metropolitan University, UK) • UPV (Universitat Politècnica de València, Spain), and

Companies

• EENNW UK/ United Kingdom

• Elomatic ltd/ Finland

• Lactoprot/ Germany

• ECDL Foundation/Netherlands

• John Caunt Scientific Ltd.(JCS)/ United Kingdom

• Carter & Corson Partnership Ltd/ United Kingdom

• Celestica Valenciana S.A/ Spain

• Schneider Electric España SA/ Spain.


Innovation

Competence

Creativity

Initiative

CriticalThinking

© FINCODA UPV-SEE-CSP team (2017). Innovation Competence Model

Teamwork

Networking


FINCODA BAROMETER1 Think differently and adopt different perspectives (green=CREATIVITY)2 Be attentive when others are speaking, and respond effectively to others’ comments during the conversation (yellow=TEAMWORK)3 Use intuition and own knowledge to start actions4 Invite feedback and comments 5 Foster improvements in work organization (pink=INITIATIVE)6 Obtain constructive comments from colleagues7 Find new ways to implement ideas8 Identify sources of conflict between oneself and others, or among other people, and to take steps to overcome disharmony9 Take an acceptable level of risk to support new ideas 10 Go beyond expectations in the assignment, task, or job description without being asked 11 Meet people with different kinds of ideas and perspectives to extend your own knowledge domains (blue=NETWORKING)12 Convince people to support an innovative idea 13 Systematically introduce new ideas into work practices14 Act quickly and energetically15 Generate original solutions for problems or to opportunities16 Use trial and error for problem solving (grey=CRITICAL THINKING)17 Develop and experiment with new ways of problem solving 18 Acquire, assimilate, transform and exploit external knowledge to establish, manage and learn from informal organisational ties 19 Challenge the status quo20 Face the task from different points of view21 Make suggestions to improve current process products or services22 Present novel ideas23 Forecast impact on users24 Show inventiveness in using resources25 Search out new working methods, techniques or instruments26 Provide constructive feedback, cooperation, coaching or help to team colleagues27 Work well with others, understanding their needs and being sympathetic with them28 Share timely information with the appropriate stakeholders 29 Consult about essential changes 30 Build relationships outside the team/organization31 Refine ideas into a useful form32 Engage outsiders of the core work group from the beginning33 Ask “Why?” and “Why not?” and “What if?” with a purpose34 Work in multidisciplinary environments


• Co-funded by European Union’s Erasmus+ Capacity Building for Higher Education Programme

• Project period 15.10.2015-14.10.2018

INDOPEDModernizing Indonesian Higher Education

with Tested European Pedagogical Practices


Indoped

The aim of the INDOPED project is to raise the teaching capacity of Indonesian University teachers. During the INDOPED project we shall test and adjust European active learning practices and embed the most valuable ones into the structures of Indonesian partner universities.


Indoped

Challenges encountered in Indonesian educational practices:• teaching based on a teacher-centered approach. • Students don’t get enough contacts with companies during

their studies.• Modernization needs of Indonesian pedagogical practices to

meet the requirements of working life.


Partners of the INDOPED project• Turku University of Applied Sciences TUAS, Finland (coordinator)• Inholland University of Applied Sciences, Netherlands• Business Academy Aarhus, Denmark• University of Gdansk, Poland• University of Seville, Spain• BINUS International, Indonesia• Syiah Kuala University, Indonesia • Syarif Hidayatullah State Islamic University Jakarta UIN, Indonesia• Widya Mandala Catholic University Surabaya, Indonesia • Yogyakarta State University, Indonesia • Southeast Asian Ministers of Education Organization Regional Open Learning Centre

SEAMOLEC, Indonesia

INDOPEDConsortium


Multidisiplinarity

Renewing teaching

• Educational research, development and innovation

methods (ERDIM)• Assessment

• RDI embedded in learning• Global perspective

Systems thinking

5 Indonesian partner Universities with diverse background – e.g. public, private, islamic, catholic - are testing student-centred active-learning methods. European partners are mentoring the pilots. More than 2700 students have participated in the pilots.

Examples of piloted methods:• Project Hatchery• Learning by Teaching• Innovation Camp• Project Market Research• Story Telling• Gamification

INDOPED, Pilots


Thank you!Contact:Dr Dean Liisa Kairisto-Mertanen, Turku university of applied sciences, Faculty of Technology, environment and businessSepänkatu 1, 20700 Turku, Finlandemail: [email protected]. +358 50 3854118

mailto:[email protected]

Documents

Focusing on innovation competencies examples of successful ... · • Global perspective Systems thinking 5 Indonesian partner Universities with diverse background –e.g. public,