Aucun titre de diapositive

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The science of the innovation processes an
integrated and evolutionary discipline for the
education of the XXI centurys Engineers
Dr. Laure MOREL, Professor Dr. Mauricio Camargo,
Associate-Professor
Réseau Cartagène dingénierie-RCI 21 septembre
2010 Metz
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INTRODUCTION
Increasing perception of complexity
- Environmental changes
- Difficulties in approaching industrial
problems - Management of Innovation have evolve
due to - industry needs - customers needs

•  what innovation means ? 
• impact on a training program of an Engineering
  school

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INTRODUCTION

• Innovation is a fashionable concept
• product to better satisfy needs or to create
  new ones
• process or organisation to reduce delay,
  cost
• to improve quality and productivity
• Different communities so different models and
  representations
• lack of understanding or a misunderstanding
• a huge amount of definition about what
  innovation is

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INTRODUCTION

• For example
• one consider innovation as a smooth,
  well-behaved linear process Rosenberg al, 86

Idea
Marketing
Development
Production
From research activities

• one consider innovation as a cognitive process
  based on new way of reasoning and acting in an
  individual or collective or organisational point
  of view
• March Simon 74, Callon 94, Alter 95,
  Boucher al 95

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INTRODUCTION

• one consider innovation as a systemic process
  allowing adjustments between the industrial
  system and its environments

The chain-linked model Kline Rosenberg 86
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INTRODUCTION
OBSERVATION an agreement has emerged to
consider innovation as a process
Innovation and complexity are linked New
paradigms and new way of acting are needed to
face current industrial challenges
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PARADIGMS EMERGING AND CHALLENGES
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PARADIGMS EMERGING AND CHALLENGES
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TOWARD AN INTEGRATED APPROACH TO INNOVATION
technical dimension
organizational dimension
Control of the
Creation of value (financial, culture,
apprenticeship, common sense)
performance
behavioral dimension
cognitive dimension
Innovation as a process
Innovation as the search of a result
PARADOX
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THE IMPLICATION ON TRAINING IN AN ENGINEERING
SCHOOL

• Research
• paradigms emergence

• Customers
• demand industry

• Product
• engineers

 How to do the link 
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THE IMPLICATION ON TRAINING IN AN ENGINEERING
SCHOOL

• 2 QUESTIONS
• - How do we train people in order to respond to
  the
• industry need ?
• - what kind of pedagogical methods must be
  develop to
• approach complex reality ?

Postulate to develop a cross cultural attitude
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THE IMPLICATION ON TRAINING IN AN ENGINEERING
SCHOOL

• 2 MAIN AXES
• - Facilitating access to reasoning where
  creativity and flexibility have pride of place
• - Encouraging observation, common sense,
  curiosity , interest for the physical and
  social world and the willingness to experiment

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THE IMPLICATION ON TRAINING IN AN ENGINEERING
SCHOOL

• 3 PROPOSALS
• - a learning approach combining project and
  practical experience
• - a multi episodic apprenticeship in order to
  favor the transfer of methodology and methods
  within the courses
• - the setting up of managerial/entrepreneurial
  development and personal development supervision

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THE IMPLICATION ON TRAINING IN AN ENGINEERING
SCHOOL
H1 The innovation dynamic is closely linked to
the innovative behaviors developed by
individuals (Schumpeter, 1965), (Morel, 1998) ,
(Diedhiou, 2003), (Bary, 2002), (Batjargal,
2007), (Schwartz Malach-Pines, 2007).
H2 The innovation culture requires educational
engineering which promotes "practical
understanding   (Schön, 1983), (Camargo al,
2009)
Figure Innovation training Educational
structure of the GSI Engineering school
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THE IMPLICATION ON TRAINING IN AN ENGINEERING
SCHOOL

• 3 REMARKS
• - our pedagogy is based upon an ever-increasing
  autonomy of the learners
• - teachers gradually turn into an external
  resource and a help to turn intelligence of
  knowledge into intelligence of action
• - our training should no longer give pride place
  to order and stability instability is becoming
  the driving force of knowledge

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AN EXAMPLE
A SPECIFIC CONTEXT THE COMPETITIVENESS CLUSTERS
On July 2005, the French government has decided
to grant an official label and to support 66
competitiveness clusters. These competitiveness
clusters concern emerging technological sectors
such as nanotechnologies, biotechnologies or
microelectronics, but also the more traditional
industrial sectors.
What exactly is a competitiveness cluster and
what advantages ? The aim of a competitiveness
cluster is to concentrate at the same location,
the talent incorporated within public and private
research units, teaching facilities and the
expertise of business enterprises, in order to
establish working relationships which develop a
cooperation environment and promote partnerships
within innovative projects. Universities and
enterprises are mobilized, within a
public/private partnership to work on new
projects.
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A SPECIFIC CONTEXT THE COMPETITIVENESS CLUSTERS
Transport, Biotechnology and Healthcare, IT,
images and network, Bio-Agronomics, Chemicals
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A SPECIFIC CONTEXT THE COMPETITIVENESS CLUSTERS
There are 4 key elements for a successful
regional cluster - a common development
strategy - strong partnerships between the
various players - concentration on highly
marketable technologies - international visibility
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THE SCIENTIFIC BACKGROUNG OF THE TIW PROJECT
The School/Enterprise platform project (Morel
Guidat, 2005)


Knowledge
I
nnovation



Management

Engineering
PRODUCT




and
Innovation
CRE_at_CTION TECHNOLOGY PLATFORM

INCUBATEUR
New product development tools box
Innovation and creativity tools box
8 months Engineers mission

SKILLS
TRANSFER

PROJE
CT
WORKSHOPS
TIW project

Learning and

Innovation
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0BJECTIVES OF THE TIW PROJECT
Improving Innovation By Developing Exchanges
Between Universities, SMEs, and the Region
Objectives of the TWI project to assist SMEs in
Lorraine in their innovation dynamic and to
contribute to a learning by doing
pedagogy.   To assist SMEs in Lorraine   The TIW
are designed to gradually integrate SMEs in the
knowledge economy by developing their practices
of collaboration and networking in order to boost
their NPD process.  A learning by doing
pedagogy   A project of modernization or
innovation in SMEs is a project that can be
tackled in all its dimensions (technical,
economical, managerial) on a time compatible with
the teaching time (2 semesters) and the
industrial constraints. It requires a
multidisciplinary and multi-actors confrontation.
This favor a learning by doing attitude of the
students. Furthermore, the multidisciplinary
nature of these projects will be a great
opportunity to mix skills becoming from different
backgrounds engineering, management and
industry.
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THE TIW PROJECT STRUCTURE
 
Basics on management of innovative projects and
Project Organization
Application of the courses on the problematic
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THE TIW PROJECT STRUCTURE
Operational implementation of the project
Materalia cluster 5000 euros budget
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EXAMPLES OF TIW PROJECTS
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EXAMPLES OF TIW PROJECTS
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EXAMPLES OF TIW PROJECTS

• Evolution of the current products
• product design
• Usability test

• But also.
• A Roadmaping of the technology strategy

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EXAMPLES OF TIW PROJECTS
Dechaume MoncharmonJulien Dunand
Nicolas Guironnet de Massas Mélodie Hay
Amandine Laporte Grégoire Marin Edwige Nibourel
Adrien Rousset Marc
turnover of 13 million 125 employees Manager
M.Moret
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EXAMPLES OF TIW PROJECTS
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CONCLUSION

• The TIW project is a tool for igniting,
  accelerating and facilitating innovation through
• A better identification and formalization of an
  industrial problematic of technological
  development
• A more efficient piloting of the project thanks
  to the access to competencies and tools that SMEs
  dont basically get
• Adapted training sessions for the SMEs employees
  or managers regarding their project
• A progressive integration of the SMEs to the
  local scientific and technology environment
  regarding the project needs
• A concrete use of all the methods favoring
  a collaborative work
• A free access for the SMEs to the Cré_at_ction
  technological platform and different kind of
  resources (training, researches, transfer)

In 2006, 3 PMEs and 2 schools was engaged in the
TIW project. In 2009, it represents 20 PMEs and
12 schools.
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CONCLUSION
For the training of the XXI centurys Engineers
we need an Integrated Approach to Innovation.
Thats mean for a pedagogical structure

• - an opening up toward a culture of
  relationships and interdisciplinary
• - a new perception of complex environment
  constraint to creation of value
• - a double process of adaptation and of
  professional ability to improve autonomy

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CONCLUSION
Whats important in engineering education?
Making universities and engineering schools
exciting, creative, adventurous, rigorous,
demanding and empowering environments is more
important than specifying curricular
detail. Charles Vest President, National
Academy of Engineering USA? President Emeritus,
MIT