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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.
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”.
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.
In der Wertanalyse ist die Methodik TRIZ (Theorie der Lösung erfinderischer Problemstellungen) seit vielen Jahren als Werkzeug zur Kostensenkung oder zur Steigerung der Funktionalität von Produkten bekannt. Seit ihrem ersten Bekanntwerden in Westeuropa hat sich auch TRIZ weiterentwickelt. So wurden Methoden zur Modellierung von Systemen inzwischen erweitert und um Werkzeuge zur schnellen Lösungsfindung, zur Fehlervoraussage und zur Produktplanung neu entwickelt. Durch den weltweiten wissenschaftlichen Fortschritt, die Verwendung unterschiedlicher Sprachen und neue Literatur ist andererseits auch die verwendete Terminologie angewachsen und nicht mehr eindeutig. Die neue VDI-Richtlinie 4521, von deren erstem Teil nun der Gründruck vorliegt, zielt deswegen auf eine Standardisierung der Terminologie und eine vereinheitlichte Beschreibung der Methoden ab. Mit ihrer Hilfe sollen das Studium der Methodik erleichtert, die Benutzung von Literatur vereinfacht und Inhalte der TRIZ klarer darstellbar werden.
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.
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.
Enhancing engineering creativity with automated formulation of elementary solution principles
(2023)
The paper describes a method for the automated formulation of elementary creative stimuli for product or process design at different levels of abstraction and in different engineering domains. The experimental study evaluates the impact of structured automated idea generation on inventive thinking in engineering design and compares it with previous experimental studies in educational and industrial settings. The outlook highlights the benefits of using automated ideation in the context of AI-assisted invention and innovation.
Cross-industry innovation is commonly understood as identification of analogies and interdisciplinary transfer or copying of technologies, processes, technical solutions, working principles or models between industrial sectors. In general, creative thinking in analogies belongs to the efficient ideation techniques. However, engineering graduates and specialists frequently lack the skills to think across the industry boundaries systematically. To overcome this drawback an easy-to-use method based on five analogies has been evaluated through its applications by students and engineers in numerous experiments and industrial case studies. The proposed analogies help to identify and resolve engineering contradictions and apply approaches of the Theory of Inventive Problem Solving TRIZ and biomimetics. The paper analyses the outcomes of the systematized analogies-based ideation and outlines that its performance continuously grows with the engineering experience. It defines metrics for ideation efficiency and ideation performance function.
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.
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.
The comprehensive assessment method includes 80 innovation performance parameters and 10 key indicators of innovation capability, such as innovation process performance, innovating system performance, market and customer orientation, technology orientation, creativity, leadership, communication and knowledge management, risk and cost management, innovative climate, and innovation competences. The cross-industry study identifies parameters critical for innovation success and reveals different innovation performance patterns in companies.
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 internal crowdsourcing-based ideation within a company can be defined as an involvement of its staff, specialists, managers, and other employees, to propose solution ideas for a pre-defined problem. This paper addresses a question, how many participants of the company-internal ideation process are required to nearly reach the ideation limit for the problems with a finite number of workable solutions. To answer the research question, the author proposes a set of metrics and a non-linear ideation performance function with a positive decreasing slope and ideation limit for the closed-ended problems. Three series of experiments helped to explore relationships between the metric attributes and resulted in a mathematical model which allows companies to predict the productivity metrics of their crowdsourcing ideation activities such as quantity of different ideas and ideation limit as a function of the number of contributors, their average personal creativity and ideation efficiency of a contributors’ group.
The proposed method includes identification and documentation of the elementary TRIZ inventive principles from the TRIZ body of knowledge, extension and enhancement of inventive principles by patents and technologies analysis, avoiding overlapping and redundant principles, classification and adaptation of principles to at least following categories such as working medium, target object, useful action, harmful effect, environment, information, field, substance, time, and space, assignment of the elementary inventive principles to the at least following underlying engineering domains such as universal, design, mechanical, acoustic, thermal, chemical, electromagnetic, intermolecular, biological, and data processing. The method includes classification of abstraction level of the elementary principles, definition of the statistical ranking of principles for different problem types, and specific engineering or non-technical domains, definition of strategies for selection of principles sets with high solution potential for predefined problems, automated semantic transformation of the elementary inventive principles into solution ideas, evaluation of automatically generated ideas and transformation of ideas to innovation or inventive concepts.
As engineering graduates and specialists frequently lack the advanced skills and knowledge required to run eco-innovation systematically, the paper proposes a new teaching method and appropriate learning materials 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 appears as negative side effects of eco-friendly solutions.
Based on a literature analysis and own investigations, authors propose to introduce a manageable number of eco-innovation tools into a standard one-semester design course in process engineering with particular focus on the identification of eco-problems in existing technologies, selection of the appropriate new process intensification technologies (knowledge-based engineering), and systematic ideation and problem solving (knowledge-based innovation and invention).
The proposed educational approach equips students with the advanced knowledge, skills and competences in the field of eco-innovation. Analysis of the student’s work allows one to recommend simple-to-use tools for a fast application in process engineering, such as process mapping, database of eco-friendly process intensification technologies, and up to 20 strongest inventive operators for solving of environmental problems. For the majority of students in the survey, even the small workload has strengthened their self-confidence and skills in eco-innovation
Economic growth and ecological problems have pushed industries to switch to eco-friendly technologies. However, environmental impact is still often neglected since production efficiency remains the main concern. Patent analysis in the field of process engineering shows that, on the one hand, some eco-issues appear as secondary problems of the new technologies, and on the other hand, eco-friendly solutions often show lower efficiency or performance capability. The study categorizes typical environmental problems and eco-contradictions in the field of process engineering involving solids handling and identifies underlying inventive principles that have a higher value for environmental innovation. Finally, 42 eco-innovation methods adapting TRIZ are chronologically presented and discussed.
Environmentally-friendly implementation of new technologies and eco-innovative solutions often faces additional secondary ecological problems. On the other hand, existing biological systems show a lesser environmental impact as compared to the human-made products or technologies. The paper defines a research agenda for identification of underlying eco-inventive principles used in the natural systems created through evolution. Finally, the paper proposes a comprehensive method for capturing eco-innovation principles in biological systems in addition and complementary to the existing biomimetic methods and TRIZ methodology and illustrates it with an example.
Sustainable design of equipment for process intensification requires a comprehensive and correct identification of relevant stakeholder requirements, design problems and tasks crucial for innovation success. Combining the principles of the Quality Function Deployment with the Importance-Satisfaction Analysis and Contradiction Analysis of requirements gives an opportunity to define a proper process innovation strategy more reliably and to develop an optimal process intensification technology with less secondary engineering and ecological problems.
The 40 Altshuller Inventive Principles with numerous sub-principles remain over decades the most frequently applied tool of the Theory of Inventive Problem Solving TRIZ for systematic idea generation. However, their application often requires a concentrated, creative and abstract way of thinking that can be fairly challenging for the newcomers to TRIZ. This paper describes an approach to reduce the abstraction level of inventive sub-principles and presents the results of the idea generation experiment conducted with three groups of undergraduate and graduate students from different years of study in mechanical and process engineering. The students were asked to generate and to record their individual ideas for three design problems using a pre-defined set of classical and modified sub-principles within 10 minutes. The overall outcomes of the experiment support the assumption that the less abstract wording of the modified sub-principles leads to higher number of ideas. The distribution of ideas between the fields of MATCHEM-IBD (Mechanical, Acoustic, Thermal, Chemical, Electrical, Magnetic, Intermolecular, Biological and Data processing) differs significantly between groups using modified and abstract sub-principles.
Classification of TRIZ Inventive Principles and Sub-Principles for Process Engineering Problems
(2019)
The paper proposes a classification approach of 40 Inventive Principles with an extended set of 160 sub-principles for process engineering, based on a thorough analysis of 155 process intensification technologies, 200 patent documents, 6 industrial case studies applying TRIZ, and other sources. The authors define problem-specific sub-principles groups as a more precise and productive ideation technique, adaptable for a large diversity of problem situations, and finally, examine the anticipated variety of ideation using 160 sub-principles with the help of MATCEM-IBD fields.