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Accelerated transformation of the society and industry through digi-talization, artificial intelligence and other emerging technologies has intensified the need for university graduates that are capable of rapidly finding breakthrough solutions to complex problems, and can successfully implement innovation con-cepts. However, there are only few universities making significant efforts to com-prehensively incorporate creative and systematic tools of TRIZ (theory of in-ventive problem solving) and KBI (knowledge-based innovation) into their de-gree structure. Engineering curricula offer little room for enhancing creativity and inventiveness by means of discipline‐specific subjects. Moreover, many ed-ucators mistakenly believe that students are either inherently creative, or will in-evitably obtain adequate problem-solving skills as a result of their university study. This paper discusses challenges of intelligent integration of TRIZ and KBI into university curricula. It advocates the need for development of standard guidelines and best-practice recommendations in order to facilitate sustainable education of ambitious, talented, and inventive specialists. Reflections of educa-tors that teach TRIZ and KBI to students from mechanical, electrical, process engineering, and business administration are presented.
Rising societies’ demands require more sustainable products and technologies. Although numerous methods and tools have been developed in the last decades to support environmental-friendly product and process development, an interdisciplinary knowledge base of eco-innovative examples linked to the eco-innovative problems and solution principles is lacking. The paper proposes an ontology of examples for eco-friendly products and technologies assigned to the Inventive Principles (IPs) of the TRIZ methodology in accordance with the German TRIZ Standard VDI 4521. The examples of sustainable technologies and products build a database for sharing and reusing eco-innovation knowledge. The ontology acts as a tool for systematic solving of specific environmental problems in typical life cycle phases, for different environmental impact categories and engineering domains. Finally, the paper defines a future research agenda in the field of the TRIZ-based systematic eco-innovation.
VDI Standard 4521: Status
(2016)
VDI Guideline 4521 Part 1: “Inventive problem solving with TRIZ: Part 1 – Fundamentals and definitions” has been published on 2015-04-01. The standard will sharpen the image of TRIZ, facilitate cooperation, and support studying and teaching. It is not a textbook but concisely summarizes basic assumptions of TRIZ and its terminology. It gives an overview on specific methods and tools which will be described in the following parts.