WP2 - OPEN INNOVATION PROCESS MODEL
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This document summarizes a presentation on the open innovation process model from the VALS project. It describes the project deliverables, timeline, and status. It also analyzes the academic and mentor gains and problems from applying open innovation models. Several scenarios for applying the models in academic institutions are proposed and their feasibility is discussed based on experiences. The document concludes with proposals to refine the open innovation process model based on lessons learned.
WP2 - OPEN INNOVATION PROCESS MODEL
- 1. WP2 - OPEN INNOVATION PROCESS MODEL Alessandra Commisso [email protected] 3rd VALS Project Meeting Udine (Italy) 23-24/02/2015 540054-LLP-L-2013-1-ES-ERASMUS-EKA University of Udine DIEG – Department of Electrical, Mechanical and Management Engineering
- 2. Agenda • Deliverables description and state of the art • Academic gains and problems • Mentors’ gains and problems • Application scenarios analysis • Review of 2.1 deliverable: refinement proposal
- 3. DELIVERABLE DESCRIPTION MONTH 2.1 Open Innovation Process Model Open Innovation Process Model 8 May 2014 Resources-Gain-Problems- Motivations Possible scenarios definition (Students possible usages) 2.2 Report on Course and Supervisor Alignment 1 Report describing recommendations and experiences of the application of the Open Innovation Model in the academic institutions 22 July 2015 2.3 Revised Open Innovation Process Model Revision of the 2.1 based on the feedback achieved 22 July 2015 = Completed = Work in Progress LEGENDA: Deliverables description and state of the ar t
- 4. Agenda • Deliverables description and state of the art • Academic gains and problems • Mentors’ gains and problems • Application scenarios analysis • Review of 2.1 deliverable: refinement proposal
- 5. Academic Gains (1/2) For students: • Dealing with real business / software development issues • Opportunity to put in practise the academic studies • Course or thesis credits BARRIERS IN PERCEIVINGTHE GAIN: • Students’ focus on exam scores and short term vision • High committment and need of time
- 6. For professors: • Reputation in academic world • Consolidation of university – company collaboration • Teaching experience interfacing with external resources (outside academic boundaries) • Obtaining a practical outcome for the company and, if accepted, a new employee already qualified Academic Gains (2/2) BARRIERS IN PERCEIVINGTHE GAIN: • Perception of extra committment • Lack of remuneration
- 7. Academic Problems (1/2): Students PROBLEM REAL OBSERVATION NOTES Lack of self-motivation to participate → only few students Yes Lack of commitment → potential bad proposals Yes Timing Yes Suggestions not accepted No No Uniud student developed a whole project - partners opinion Problems with tools No No Uniud student developed a whole project - partners opinion Project failure No No Uniud student developed a whole project - partners opinion
- 8. PROBLEM REAL OBSERVATION NOTES Difficulty in finding students (need to select the best / most motived students) Yes Final assessment and alternative assignments criteria definition if the project is rejected by the company Yes Disagree with the mentor No No Uniud student developed a whole project - partners opinion Final assessment criteria definition No No Uniud student developed a whole project - partners opinion Academic Problems (2/2): Professors
- 9. Agenda • Deliverables description and state of the art • Academic gains and problems • Mentors’ gains and problems • Application scenarios analysis • Review of 2.1 deliverable: refinement proposal
- 10. Mentor Gains • Improvement of corporate image towards stakeholders • Feedback from an OSS expert that interface both business and academic world • Company’s projects and their formulation being examined by a third person (academic people) • Qualification of a potential future employee • Getting projects results and implementing them in the company / foundation Do you agree?
- 11. Mentor Problems • No sensibility / attraction to seek outside the company’s boundaries • Privacy and data export (legal obstacles) • Proposal definition (to be really feasible) • Feedback not reached • Expects only “final” and immediately feasible solutions, not intermediate ones • Timing • Assessment criteria definition Do you agree?
- 12. Agenda • Deliverables description and state of the art • Academic gains and problems • Mentors’ gains and problems • Application scenarios analysis • Review of 2.1 deliverable: refinement proposal
- 13. Scenarios analysis(1/2) HYPOTHESIZED SCENARIOS 1. The project replaces the course assignments or represents the practical part of an exam evaluation 2. One exam in the curriculum is the project itself: a new course 3. The project is a thesis issue (first/master/PhD degree, it depends on the effort) or covers the internship credits
- 14. HYPOTHESIZED SCENARIOS OBSERVED APPLICATION ACTUAL FEASIBILITY REASONS 1. Course assignment or practical part of an exam Yes, but feasible only in specific courses No • No availability from Computer Science department • Too difficult for Engineering professors 2. New course No No • Limits for national educational programme 3. Thesis issue or internship credits Yes Yes • Placement Scenarios analysis(2/2)
- 15. Deliverable 2.2: Feedback from your experience For the scenarios which you really observed, please give a description of the following aspects: • Adapted content • Improvement perceived in the learning process • Problems found • Special characteristics of each institution in its contexts (in the different countries).
- 16. Agenda • Deliverables description and state of the art • Academic gains and problems • Mentors’ gains and problems • Application scenarios analysis • Review of 2.1 deliverable: refinement proposal
- 17. Refinement proposal (1/3) Phase 4: Student Application • According to our experience, the very first selection of the projects is made by the professor, who looks for the projects that could be developed from the students and selects them depending on his course topics
- 18. • In everyone of the 3 scenarios, this first selection of the projects is actually made by the professor, because of the educational purpose of the platform • Maybe the professor filter could have different weight depending on the student’s experience Refinement proposal (2/3)
- 20. Some references • García-Peñalvo, F.J., Álvarez Navia, I., García Bermejo, J.R., Conde González, M.Á., García-Holgado,A., Zangrando,V., Seoane Pardo,A.M., Cruz-Benito, J., Lee, S., Elferink, R.,Veenendaal, E., Zondergeld, S., Griffiths, D., Sharples, P., Sherlock, D., DeToni,A., Battistella, C.,Tonizza, G., De Zan, G., Papadopoulos, G., Kapitsaki, G.,Achilleos,A., Mettouris, C., Cheung, S., Guerrero, Z., He, E.,Alier Forment, M., Mayol, E., Casany, M.J.,Wilson, S., Wilson, R., and Johnson, M., (2013). VALS: Virtual Alliances for Learning Society. In Proceedings of the TEEM Conference 2013.Technological Ecosystems for Enhancing Multiculturality (Salamanca, Spain, 14-16 November 2013), GRIAL Research Group. First International Conference onTechnological Ecosystems for Enhancing Multiculturality (TEEM'13), 19-26. • García-Peñalvo, F. J., Cruz-Benito, J., Griffiths, D., Sharples, P.,Wilson, S., Johnson, M., ... Lee, S. (2014). Developing win-win solutions for virtual placements in informatics: theVALS case. In Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 733-738). ACM. • García-Peñalvo, F. J., Cruz-Benito, J., Conde, M. Á., Griffiths, D. (2014)Virtual placements for informatics students in open source business across Europe. In 2014 IEEE Frontiers in Education Conference Proceedings (October 22-25, 2014 Madrid, Spain). (pp. 2551-2555) IEEE. ISBN: 978-1-4799-3921-3. IEEE Catalog Number: CFP14FIE-ART. USB version, IEEE Catalog Number: CFP14FIE-USB. 2014 • García-Peñalvo, F. J., Cruz-Benito, J., Conde, M. Á., Griffiths, D. (2015). Semester of Code: Piloting Virtual Placements for Informatics across Europe Proceedings of Global Engineering Education Conference, EDUCON 2015.Tallinn, Estonia, 18-20 Mach 2015. USA: IEEE
- 21. Some references • García-Peñalvo, F.J. (2014).VALS Project – One year after. Presented in the Thematic Cluster Meeting “Knowledge Alliances” in Brussels at November 7th, 2014. http://hdl.handle.net/10366/125221 • García-Peñalvo, F.J. (2015). Introducing VALS project and Semester of Code (English version). http://hdl.handle.net/10366/125227 • García-Peñalvo, F.J. (2015). Presentación del proyecto Virtual Alliances for Learning Society (Spanish version). http://hdl.handle.net/10366/125220
- 22. WP2 - OPEN INNOVATION PROCESS MODEL Thanks for your attention 540054-LLP-L-2013-1-ES-ERASMUS-EKA University of Udine DIEG – Department of Electrical, Mechanical and Management Engineering
- 23. WP2 - OPEN INNOVATION PROCESS MODEL Alessandra Commisso [email protected] 3rd VALS Project Meeting Udine (Italy) 23-24/02/2015 540054-LLP-L-2013-1-ES-ERASMUS-EKA University of Udine DIEG – Department of Electrical, Mechanical and Management Engineering