IAMOT and Education: Defining a Technology and Innovation Management (TIM) Body-of-Knowledge (BoK) for graduate education (TIM BoK)

Yanez, Mario; Khalil, Tarek M.; Walsh, Steven T.

doi:10.1016/j.technovation.2010.03.007

Cited by 62 publications

(44 citation statements)

References 44 publications

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“…Johnson (2001) provided specific inputs for innovation education and training including: research and development (R&D) product development, new usage of established product or service, changes in markets exploited, operational and logistical innovations and business model innovation. Yanez et al (2010) provide a technical perspective, highlighting: an accepted range of management specialties, knowledge of technology and innovation and related management procedures and topics covering the contextual setting of management of technology and innovation. They include a process that would enable their students to develop and implement new technologies.…”

Section: Contentmentioning

confidence: 99%

“…Cognizance is taken that the overall degree or award for the GIM program is a Master of Science (MSc) in GIM, awarded as a joint degree between the applicable participating institutions. Technology and innovation management programs typically are delivered by business faculties, engineering faculties and/or specialized centers (Yanez et al, 2010). All three identified institution types are integrated in this consortium approach to an IEP.…”

Section: Ieps: Toward a Conceptual Frameworkmentioning

confidence: 99%

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Innovation education programs: toward a conceptual framework

Maritz

Waal

Buse³

et al. 2014

European Journal of Innovation Management

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation.*Related content and download information correct at time of download. Ross MaclachlanStrathclyde University, Glasgow, UK Abstract Purpose -Innovation education has been identified as a key contributor to enhancing the innovative behavior of individuals, organizations and economies; yet very little literature exists on the development and assessment of innovation education programs (IEPs). This is particularly so in the higher education and vocational education domains. The purpose of this paper is to bridge the gap in the literature, by proposing a conceptual framework of a multi-dimensional IEP. Design/methodology/approach -The paper employs a transparent and reproducible procedure and critical appraisal of the literature; coupled with emergent inquiry and case study implementation of a leading international IEP. Findings -The study provides a framework by which innovation education facilitators may develop and evaluate their IEPs. The proposed framework provides a thematic appreciation of the multidimensional relationships between components.Research limitations/implications -Limited within the context of this case study, geographical context and scant literature on IEPs and reproducible procedure. Originality/value -The study provides a conceptual innovation education framework, based upon a successful international innovation management program.

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Section: Contentmentioning

confidence: 99%

Section: Ieps: Toward a Conceptual Frameworkmentioning

confidence: 99%

Innovation education programs: toward a conceptual framework

Maritz

Waal

Buse³

et al. 2014

European Journal of Innovation Management

View full text Add to dashboard Cite

show abstract

“…Here the challenge is to prepare future leaders in entrepreneurship, innovation, and management of technology with a set of knowledge, skills and attitudes that enable them to address global challenges (Groen and Walsh, 2013). While the literature has identified common bodies of knowledge for TE (Yanez et al, 2010), didactics for technology-based entrepreneurship are still debated. This paper is positioned at this didactics debate in that it deals with performance effects of different learning methods for technology-based entrepreneurship classes (Byrne et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Self-regulated learning, team learning and project performance in entrepreneurship education: Learning in a lean startup environment

Harms

2015

Technological Forecasting and Social Change

159

102

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Contemporary entrepreneurship education (EE) is often based around a team-based challenge such as creating a new venture or solving a startup problem. A creative and professional solution to such a challenge requires individual and team efforts. At the level of the individual student, selfregulated learning (SRL) is proposed as an effective way to learn in entrepreneurial projects. At the level of a student team, team learning and psychological safety are hypothesized to contribute to group performance. Yet, there is little evidence to support these claims. I seek to add to the literature by demonstrating the effects of SRL, team learning, and psychological safety on various assessment types in the context of an entrepreneurship class. Data is collected from 194 students in 41 groups. Analysis is performed with hierarchical linear modeling. The results suggest that SRL is positively related to assessments at the individual level. Team learning and psychological safety are positively related to assessments at the group level. The results inform educators, students, and entrepreneurs about effective learning strategies.

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“…Research in technology innovation and management offers multiple definitions of terms around innovation and technology management (Yanez et al, 2010). Technological discontinuities are "those rare, unpredictable innovations which advance a relevant technological frontier by an order-ofmagnitude and which involve fundamentally different product or process design" (Anderson and Tushman, 1990) but -surprisingly -those that have occurred in the drug industry seem (thus far) to have reinforced rather than challenged the positions of industry incumbents: the overall industry logics have not really changed, either in how business is done, or in how diseases are prevented or cured.…”

Section: Introductionmentioning

confidence: 99%