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This paper presents the results of the idea generation experiment that repeats the study originally conducted at RMIT. In order to establish the influence that the experimental treatments make on the number and the breadth of solution ideas proposed by problem solvers with different knowledge levels, students from different years of study were recruited. Ninety students from the Offenburg University of Applied Sciences, Germany were divided into three groups. All students were asked to generate ideas on cleaning lime deposits from the inside of a water pipe and were given 16 minutes to record their individual ideas. Students of two experimental groups were shown some words for two minuted each. The Su-Field group was exposed to the eight fields of MATCEMIB. The Random Word group was shown eight random words every two minutes. The Su-Field group outperformed both the Control group and the Random Word group in the number of ideas generated. It was also found that the students from the Su-Field group proposed significantly broader solutions than the students from the Control and Random Word groups. The overall results of the experiment support the conclusions made by the RMIT researchers that simple ideation techniques can significantly improve idea generation and that the systematised Substance-Field Analysis is a suitable heuristic for engineering students.
Structured Innovation with TRIZ in Science and Industry - Creating Value for Customers and Society
(2016)
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.