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CONTEXT
The paper addresses the needs of medium and small businesses regarding qualification of R&D specialists in the interdisciplinary cross-industry innovation, which promises a considerable reduction of investments and R&D expenditures. The cross-industry innovation is commonly understood as identification of analogies and transfer of technologies, processes, technical solutions, working principles or business models between industrial sectors. However, engineering graduates and specialists frequently lack the advanced skills and knowledge required to run interdisciplinary innovation across the industry boundaries.
PURPOSE
The study compares the efficiency of the cross-industry innovation methods in one semester project-oriented course. It identifies the individual challenges and preferred working techniques of the students with different prior knowledge, sets of experiences, and cultural contexts, which require attention by engineering educators.
APPROACH
Two parallel one-semester courses were offered to the mechanical and process engineering students enrolled in bachelor’s and master’s degree programs at the faculty of mechanical and process engineering. The students from different years of study were working in 12 teams of 3…6 persons each on different innovation projects, spending two hours a week in the classroom and additionally on average two hours weekly on their project research. Students' feedback and self-assessments concerning gained skills, efficiency of learned tools and intermediate findings were documented, analysed, and discussed regularly along the course.
RESULTS
Analysis of numerous student projects allows to compare and to select the tools most appropriate for finding cross-industry solutions, such as thinking in analogies, web monitoring, function-oriented search, databases of technological effects and processes, special creativity techniques and others. The utilization of learned skills in practical innovation work strengthens the motivation of students and enhances their entrepreneurial competences. Suggested learning course and given recommendations help facilitate sustainable education of ambitious specialists.
CONCLUSIONS
The structured cross-industry innovation can be successfully run as a systematic process and learned in one semester course. The choice of the preferred working teqniques made by the students is affected by their prior knowledge in science, practical experience, and cultural contexts. Major outcomes of the students’ innovation projects such as feasibility, novelty and customer value of the concepts are primarily influenced by students’ engineering design skills, prior knowledge of the technologies, and industrial or business experience.
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.
Process engineering focuses on the design, operation, control and optimization of chemical, physical and biological processes and has applications in many industries. Process Intensification is the key development approach in the modern process engineering. The proposed Advanced Innovation Design Approach (AIDA) combines the holistic innovation process with the systematic analytical and problem solving tools of the theory of inventive problem solving TRIZ. The present paper conceptualizes the AIDA application in the field of process engineering and especially in combination with the Process Intensification. It defines the AIDA innovation algorithm for process engineering and describes process mapping, problem ranking, and concept design techniques. The approach has been validated in several industrial case studies. The presented research work is a part of the European project “Intensified by Design® platform for the intensification of processes involving solids handling”.
The paper is addressing the needs of the universities regarding qualification of students as future R&D specialists in efficient techniques for successfully running innovation process. In comparison with the engineers, the students often demonstrate lower motivation in learning systematic inventive techniques, like for example TRIZ methodology, and prefer random brainstorming for idea generation. The quality of obtained solutions also depends on the level of completeness of the problem analysis, which is more complex and time consuming in the case of interdisciplinary systems. The paper briefly describes one-semester-course of 60 hours in new product development with the Advanced Innovation Design Approach and TRIZ methodology, in which a typical industrial innovation process for one selected interdisciplinary mechatronic product is modelled.
The process of establishing an industry standard for TRIZ has been initiated: VDI Guideline 4521 will cover TRIZ. Work is going on on the first part of the standard which will define and explain basic TRIZ vocabulary and notions. A first draft of a list of terms has been compiled by V. Souchkov and is currently being discussed at MATRIZ. The standardization committee consists of TRIZ specialists of various degrees together with TRIZ users from industry. It is working in close connection with MATRIZ. In parallel, translations for the elements of TRIZ terminology into several languages are being sought. According to schedule, work on the first part of the standard may be finished by July 2014 and may go into print by the end of the year.
The paper is addressing the needs of the universities regarding qualification of students as future R&D specialists in efficient techniques for successfully running innovation process. It briefly describes the program of a novel one-semester-course of 150 hours in new product development and inventive problem solving with TRIZ methodology, offered for the master students at the Beuth University of Applied Sciences in Berlin. The paper outlines multi-source educational approach, which includes a new product development project (about 50% of the complete course), theory, practical work, self-learning with the software tools for computer-aided innovation, and demonstrates examples of the students work. The research part analyses the learning experience, identifies the factors that impact the innovation and problem solving performance of the students, and underlines the main difficulties faced by the students in the course. It describes a method for measurement of education efficiency and compares the results with educational experience in the industry. The presented results can help universities to establish the education in new product development or to improve its performance.