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As engineering graduates and specialists frequently lack the advanced skills and knowledge required to run eco-innovation systematically, the paper proposes a new learning materials and educational tools in the field of eco-innovation and evaluates the learning experience and outcomes. This programme is aimed at strengthening student’s skills and motivation to identify and creatively overcome secondary eco-contradictions in case if additional environmental problems appear as negative side effects of eco-friendly solutions. The paper evaluates the efficiency of the proposed interdisciplinary tool for systematic eco-innovation including creative semi-automatic knowledge-based idea generation and concept development. It analyses the learning experience and identifies the factors that impact the eco-innovation performance of the students.
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.
The Advanced Innovation Design Approach is a holistic methodology for enhancing innovative and competitive capability of industrial companies. AIDA can be considered as an open mindset, an individually adaptable range of strongest innovation techniques such as comprehensive front-end innovation process, advanced innovation methods, best tools and methods of the TRIZ methodology, organizational measures for accelerating innovation, IT-solutions for Computer-Aided Innovation, and other innovation methods, elaborated in the recent decade in the industry and academia
The European TRIZ Association ETRIA acts as a connecting link between scientific institutions, universities and other educational organizations, industrial companies and individuals concerned with conceptual and practical questions relating to organization of innovation process, invention methods, and innovation knowledge. In the meantime, more than TFC 1000 papers or presentation of scientists, educators, and practitioners from all over the world are available at the official ETRIA website. Numerous research projects were supported or funded by the European Commission.
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.