We the Students! Open Innovation Approaches for Curriculum and Service Design in Higher Education
Open Innovation (OI) describes “the use of purposive inflows and outflows of knowledge to accelerate internal innovation, and expand the markets for external use of innovation, respectively” (Chesbrough et al., 2006). In other words, OI aims to involve external stakeholders (like suppliers, customers, or even peer companies) with creating internal design and development processes for products, processes, or services. Emerging from a mainly technology-driven innovation approach in high-tech sectors’ research and development (R&D), Open Innovation is used these days in a large number of business fields, and has a variety of formats: from innovation networks and product platforms (e.g., open source software), to customer immersion and idea competitions. Open Innovation is also well-known in the higher education sector, though it is primarily known as a tool used to collaborate with companies. As such, Open Innovation aims to transfer research results and innovation from the academic sector to a corporate environment. Other fields of collaboration include training and continuing professional development, the use of research facilities, joint research projects, and staff exchange (Howells et al., 2012). Universities, however, that use Open Innovation processes (e.g., in curriculum or service design), can hardly be found. Instead, the development of services and programs is mainly a top-down approach or, at best, a joint venture between universities and corporate actors. The involvement of students is very often limited to the participation of student representatives in committees or study and service evaluations. This presentation, held at Online Educa 2014, explains how higher education institutions can use Open Innovation for curriculum and service design using the example of "Create Your Studies", the Open Innovation platform of International University Bad Honnef - Bonn (IUBH).
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We the Students! Open Innovation Approaches for Curriculum and Service Design in Higher Education
- 1. We the Students! Open Innovation Approaches for Curriculum and Service Design in Higher Education Thursday, December 4th - 12:00 to 13:30 (IMM11) Presented by: Philipp Höllermann International University of Applied Sciences Bad Honnef – Bonn (IUBH) http://tiny.cc/phoellermann | @phoellermann
- 3. Market Research Evaluations Expert Hearings Market Trends Social Media Analysis Surveys Idea Competitions SWOT Analysis Committees Customer Studies Risk Analysis Mystery Shopping State-Of-The-Art Choice Modelling Competitors Analysis Interviews Word-of-Mouth Marketing
- 4. What is Open Innovation? • “… the use of purposive inflows and outflows of knowledge to accelerate internal innovation, and expand the markets for external use of innovation, respectively.” (Chesbrough et al., 2006) • Aims to involve external stakeholders (like suppliers, customers, or even peer companies) into the (internal) development processes for products, processes, or services • Formats range from innovation networks and product platforms to customer immersion and idea competitions
- 6. Students' role: • propose improvements for processes and services, • suggest new course topics, courses, majors, and study programs, and • review, comment on, and vote for suggestions from other students. University‘s role: • review proposals and comments from students; • comment on students’ proposals; • select proposals that will be implemented; and • present proposals that will be implemented.
- 7. Reward system: • Points are rewarded for • New suggestions • Comments • “Likes” • Implementation of proposals Prices for participation: • Ranking position (hall of fame) • Quarterly: monetary prices (vouchers) for top three “creators”
- 8. Outcomes (since 2013): • 250 suggestions • 1.500 comments • Several new majors for existing programs • Four additional study programs identified • Many students visiting platform on a weekly, or even daily, basis Recommendation: • Start involving your students directly • Not only collect feedback but provide platforms for discussion • OI works for both services and curriculum design
- 9. Thank you for your attention. Philipp Höllermann International University of Applied Sciences Bad Honnef – Bonn (IUBH) http://about.me/philipp.hoellermann http://twitter.com/phoellermann
Notes de l'éditeur
- Now, I myself studies at one of the larger German universities, the University of Bonn. It has got about 30.000 students, buildings all over the city, quite a number of status-conscious professors, and is not what I would call a perfectly organized institution. Quite frankly, studying there was sometimes a pain, not because of the program quality but because organizing my studies was a mess. Reason is: I studied a combination of three totally different subjects, political sciences, economics and modern history which meant that I had to create my own study program from offers of three different and independently acting institutes (or departments). And it was a constant battle to avoid colliding courses, to make different exam dates work out and particularly to get professors working together for my master thesis and final exam. However, It was after a sleepless night that I spent in front of the history department - with some other hundred history students - to be among the first to enrol in essential courses (all booked on the first come – first serve basis) that I really thought: “There is really some space for improvements here and I have tons of ideas how to make this work.” So I tried to find out how to put my ideas into action and how to take an active role in improving my university. Which, of course, worked our just fine with invitations to the president, a standing committee with my name, a picture in the hall of fame … or not. Quite frankly, I totally failed in finding the right place to suggest these improvements with staff I contacted reacting either in this way (slide) or in this (slide).
- A few years later, in 2010, I found myself in a quite different situation: I got responsible for establishing the distance learning programs of my university (IUBH), a rather small private university which at this point only had on-campus programs, basically no IT infrastructure (except wireless internet) and no e-learning initiatives whatsoever. Not the best basis for building distance learning programs you might think. For example we didn’t have any experts within our university to discuss my ideas about structures, media usage, services and all the other stuff. On the other hand I had the luxury to create a brand new business unit and new study programs from scratch. I didn’t have to argue with existing staff which - of course - was a bit hesitant to support such a strange and unknown concept. I didn’t have to consider established processes, technical systems or suppliers. So I used a number of other methods and tools to find out how what our programs should offer… and it worked out. However, one thing kept nagging on me: Once the initial design phase was over, how would we get enough input to frequently improve our programs. How would we be able to utilize feedback from the kind of people I had met during my times as a student and in my other jobs: Highly motivated people keen to improve things. To make processes working smoothly together. To innovate. Because, after all, feedback channels would have been pretty limited (slide): Evaluations, Surveys and students involvement in committees. It was then that I started to explore the concept of “Open Innovation”. (slide)
- So what is „Open Innovation“?