OPEN INNOVATION CURRICULUM 2021 ii OPEN INNOVATION CURRICULUM 2021 Andrej Raspor iii OPEN INNOVATION CURRICULUM 2021 OPEN INNOVATION CURRICULUM Author: Andrej Raspor Reviewed by: Darko Lacmanović, Ivana Tomašević Editor: Andrej Raspor Proofreading: Lejla Kolman Batagelj Typesetting: Andrej Raspor Series: Teacher's manual Subseries: Curriculums Keywords: Syllabus, Curriculum, Innovation, Open Innovation Description: This document contains a manual for course creators and teachers on how to design a course syllabus, learning objectives, topics, target groups, grading rules, and learning content for open innovation. Front cover photo: ThisIsEngineering, Prosthetic Arm on Blue Background, https://www.canva.com/media/MAD4RvG61yo Back cover photo: ThisIsEngineering, Close Up of Blue Paint, https://www.canva.com/media/MADGx4XsI54 Print: E-edition Available: http://www.andrejraspor.com/perfectus_zalozba Edition: 1st Edition Year and place of publication: 2021, Dolga Poljana Publisher: Perfectus, Svetovanje in izobraževanje, dr. Andrej Raspor, s. p. License: CC-BY-NC-SA (Creative Commons) This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Can I copy/reuse/distribute this work? Check the terms & conditions here. This work is a result of the project: »Youth 4 Open Innovation«. "The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein." Kataložni zapis o publikaciji (CIP) pripravili v Narodni in univerzitetni knjižnici v Ljubljani COBISS.SI-ID 66860291 ISBN 978-961-95418-0-7 (PDF) iv OPEN INNOVATION CURRICULUM 2021 ACKNOWLEDGEMENTS »Open Innovation Curriculum« teacher's manual is a result of the project »Youth 4 Open Innovation«, funded by EACEA. The participating countries were: Montenegro, represented by BSC Bar, which is also the lead partner of the project, Bosnia and Hercegovina, represented by INTERA technology park from Mostar, and Slovenia, represented by The Faculty of Applied Social Studies from Nova Gorica. The starting points for development of the Curriculum were set at the three-day workshop »Preparation of the Curriculum of Open Innovation«, which was due to COVID-19 related restrictions held online via Zoom. The workshop was carried out between 7 and 9 April 2021. Participants of the workshop were the representatives of the youth, economic and academic sector for all three countries. Workshop was hosted by The Faculty of Applied Social Studies from Nova Gorica. The first part of the workshop − Day 1 was dedicated to the development of the strategies for »Syllabi« and »Curricula«. In the second part of the workshop the participants got acquainted with the concept of open innovation. The second day of the workshop was carried out in groups. First group was composed by the representatives of economic sector who shared their views on the development of »Syllabi« and »Curricula«. The challenge they faced was to find out what the representatives of the economic sector expect from youth in terms of their contribution to the labour market. The second group was composed by the representatives of youth sector who stressed the importance of quality education and skills needed for successful and faster integration of the youth into the labour market. The last group was composed by the representatives of the academic sector. In their view the biggest challenge is how to motivate students for work and study and linking economic and academic sector. Above all, they seek closer cooperation with the economy where students can gain practical knowledge and skills for faster integration into the labour market. Workshop – Day 2 resulted in the outline of the »Open Innovation Syllabus« and »CANVAS for Open Innovation Curriculum«. The last day of the workshop was characterized by interdisciplinary team work where groups were formed based on the geographic makeup of each participating country. The objective was to find out how to implement findings at a national level. Team members made a revision of propositions for »Open Innovation Syllabus« and »CANVAS for Open Innovation Curriculum« regarding national arrangements and the possibilities of its implementation. This was followed by the group discussion and shaping of the final unreviewed version of »Open Innovation Syllabus« and »CANVAS for Open Innovation Curriculum«. After the workshop the participants made a revision and provided a clean copy. The representatives of the academic sector prepared »Open Innovation Syllabus«, which will be approved and implemented by »The Faculty of Natural sciences, Mathematics and Education, University of Mostar«, »Faculty of Business, Economics and Law, Bar, Montenegro« and »Faculty of Applied Social Studies, Nova Gorica«. Syllabi are written in English and national languages. This manual is based on »Open Innovation Syllabus« and »CANVAS for Open Innovation« and was designed to enable teachers and students to work smoothly. The manual is available in four languages. Besides English, there is also Slovenian, Bosnian and Montenegrin version. This manual is first and foremost intended for teachers of open innovation course and its participants. However, since this manual is freely accessible, it can be used by anyone interested in the topic. This manual was designed following the principles of open innovation. A special thanks goes to all the participants involved who actively contributed to the development of this manual. v OPEN INNOVATION CURRICULUM 2021 ABOUT THE AUTHOR Assoc. Prof. Dr. ANDREJ RASPOR Svetovanje in izobraževanje, dr. Andrej Raspor s.p. Dolga Poljana 57, 5271 Vipava, Slovenija E-mail: andrej.raspor@t-2.si Assoc. Prof. Andrej Raspor (1965) Ph.D. In terms of his basic education, he is a mechanical engineering technician. After graduating in organisation of work at the Faculty of Organizational Sciences in Kranj that is part of University of Maribor, he continued his post-graduate studies at the Faculty of Social Sciences of the University of Ljubljana and received his PhD in 2010. In terms of his work, he combines business and academic work since he is a lecturer, the director of his own company and a business consultant. Mr. Raspor has more than 36 years of work experience, of which for more than 17 years he has been in various top positions; head of general administration, director of human resources development, director of strategic projects and head of the expense supervision commission. Research works: Employment relationships and processes with a focus on optimisation of work processes both in terms of costs and organisation of working time; Tourism with a focus on Chinese outbound tourism, Tourism for people with special needs and sustainable tourism; Open innovations; Gambling. He has conducted several bilateral projects (in terms of The Slovenian Research Agency) and takes part in Intereg Europe projects. He speaks Slovenian, English and also Italian, Bosnian/Croatian/Serbian/Montenegrin language (Latin alphabet). Follow the links below to learn more: vi OPEN INNOVATION CURRICULUM 2021 TABLE OF CONTENTS TABLE OF CONTENTS PAGE INTRODUCTION TO OPEN INNOVATION CURRICULUM _________________________ 1 1. HOW TO USE THIS MANUAL ____________________________________________ 2 1.1 ICONS USED IN THIS MANUAL ............................................................................................................ 2 1.2 FOR WHOM IS THIS MANUAL INTENDED? ............................................................................................ 3 1.3 GOALS TO PURSUE .......................................................................................................................... 3 2. OBJECTIVES _________________________________________________________ 7 3. LEARNING OUTCOMES ________________________________________________ 7 4. COMPETENCIES ______________________________________________________ 7 5. KNOWLEDGE AND UNDERSTANDING____________________________________ 8 6. ACTIVITIES __________________________________________________________ 9 7. TECHNOLOGIES ______________________________________________________ 9 8. PROCEDURE ________________________________________________________ 10 9. LIMITATIONS ________________________________________________________ 10 10. ASSESSMENT METHODS _____________________________________________ 11 I. MANAGEMENT AND QUALITY THEORIES________________________________ 13 1. DEVELOPMENT OF MANAGEMENT _____________________________________ 14 2. MANAGEMENT THEORIES ____________________________________________ 15 3. KNOWLEDGE MANAGEMENT __________________________________________ 17 4. ENTREPRENEURIAL MANAGEMENT ____________________________________ 18 5. STRATEGIC ASPECTS OF TECHNOLOGICAL DEVELOPMENT ______________ 19 6. TOTAL QUALITY MANAGEMENT _______________________________________ 20 II. INNOVATION THEORIES ______________________________________________ 21 1. INTRODUCTION TO INNOVATION ______________________________________ 22 2. DEFINITIONS OF INNOVATION TERMS (INVENTION, INNOVATION …) ________ 23 3. BASICS OF INNOVATION _____________________________________________ 24 4. OPEN SYSTEM AND CLOSED SYSTEM OF INNOVATION ___________________ 25 III. THE INNOVATION CULTURE ___________________________________________ 27 1. VISION, MISSION AND VALUES ________________________________________ 28 2. ORGANIZATIONAL CULTURE __________________________________________ 29 3 LEARNING ORGANIZATION ____________________________________________ 30 4. SCIENTIFIC AND TECHNOLOGICAL REVOLUTION AND EXPLOSION OF KNOWLEDGE AND INNOVATION ___________________________________________ 31 IV. INNOVATION SYSTEM BREAKDOWN ___________________________________ 33 1. INNOVATION PROCESS BREAKDOWN __________________________________ 34 2. CONTENT INNOVATION _______________________________________________ 35 vii OPEN INNOVATION CURRICULUM 2021 3. TYPES OF INNOVATION ACCORDING TO THE TECHNOLOGY IT USES AND THE IMPACT IT HAS __________________________________________________________ 36 4. TYPES OF INNOVATION ACCORDING TO THE SOURCE____________________ 37 5. TYPES OF INVENTIONS _______________________________________________ 38 6. INTELLECTUAL PROPERTY PROTECTION _______________________________ 39 V. INNOVATIVE CHANGES AND LEARNING ________________________________ 41 1. DEFINING PROBLEMS AND CHALLENGES IN EVERYDAY LIFE _____________ 42 2. TEAM APPROACH DURING INNOVATION PROCESS_______________________ 43 3. PROJECT APPROACH DURING INNOVATION PROCESS ___________________ 44 4. INNOVATION TRAINING _______________________________________________ 45 5. REWARDING INNOVATORS ___________________________________________ 46 VI. OPEN INNOVATION PROCESSES ______________________________________ 47 1. INTRODUCING OPEN INNOVATION _____________________________________ 48 2. OPEN INNOVATION PARADIGM ________________________________________ 49 3. TRIPLE HELIX, QUADRUPLE HELIX, AND QUINTUPLE HELIX _______________ 50 4. COMPANY’S GOALS TO FOSTER COLLABORATION AND OPEN INNOVATION MODELS _______________________________________________________________ 51 VII. OPEN INNOVATION METHODS AND TOOLS ______________________________ 53 1. OPEN SOURCE AND LEAD USERS IN INNOVATION _______________________ 54 2. CROWDSOURCING THEORY AND PRACTICE ____________________________ 55 3. CHOOSING THE RIGHT OPEN INNOVATION TOOL ________________________ 56 4. BUSINESS MODELS AND OPEN INNOVATION ____________________________ 57 5. CO-CREATION ______________________________________________________ 58 VIII. FUTURE DEVELOPMENT OF OPEN INNOVATION CONCEPT ________________ 59 1. GLOBALIZATION-DRIVEN INNOVATION _________________________________ 60 2. MAKING FAST STRATEGIC DECISIONS IN HIGH-VELOCITY ENVIRONMENTS _ 61 3. OPEN INNOVATION AT THE INDIVIDUAL LEVEL __________________________ 62 4. OPEN INNOVATION IN SMES __________________________________________ 63 5. OPEN INNOVATION AND LARGE ORGANIZATIONS _______________________ 64 IX. EXAMPLES OF GOOD PRACTICE ______________________________________ 65 1. OPEN INNOVATION SERVICES _________________________________________ 66 2. PRODUCTION _______________________________________________________ 69 3. TOURISM ___________________________________________________________ 74 4. EDUCATION ________________________________________________________ 77 5. IT _________________________________________________________________ 80 6. NATIONAL CASE STUDY ______________________________________________ 83 7. EU CASE STUDY ____________________________________________________ 84 viii OPEN INNOVATION CURRICULUM 2021 X. PRACTICAL ASSIGNMENTS ___________________________________________ 85 1. GETTING ACQUAINTED WITH COLLABORATION TOOLS ___________________ 86 2. TEAMWORK PROJECTS ______________________________________________ 89 3. UNIVERSITY-INDUSTRY COLLABORATION ______________________________ 91 4. WORK ON THE DEVELOPMENT OF CONCRETE OPEN INNOVATION _________ 93 REFERENCES ___________________________________________________________ 95 APPENDICES ___________________________________________________________ 96 TABLE OF FIGURES PAGE Figure 1: Students learning online _____________________________________________ 1 Figure 2: Bloom's Taxonomy _________________________________________________ 4 Figure 3: Bloom's Digital Taxonomy ____________________________________________ 5 Figure 4: Bloom's Digital Taxonomy ____________________________________________ 6 Figure 5: Chess __________________________________________________________ 13 Figure 6: Marker __________________________________________________________ 21 Figure 7: Hands __________________________________________________________ 27 Figure 8: Working in a group ________________________________________________ 33 Figure 9: Creative ideas ____________________________________________________ 41 Figure 10: Technological ecology concept ______________________________________ 47 Figure 11: Networks _______________________________________________________ 53 Figure 12: Virtual world ____________________________________________________ 59 Figure 13: Teamwork ______________________________________________________ 65 Figure 14: Businessmen ____________________________________________________ 85 KAZALO PRILOG PAGE Appendix 1: Sample assessment rubrics _______________________________________ 96 Appendix 2: Submission of innovative idea ____________________________________ 103 ix OPEN INNOVATION CURRICULUM 2021 x OPEN INNOVATION CURRICULUM 2021 INTRODUCTION TO OPEN INNOVATION CURRICULUM Figure 1: Students learning online 1 OPEN INNOVATION CURRICULUM 2021 1. HOW TO USE THIS MANUAL 1.1 Icons used in this manual The following icons will be introduced as you progress through the manual: Teaching methods References This icon will be used for theoretical library material and articles. All the (A) references are cited in APA style which helps the students to easily locate the source in their library. This icon will be used for online sources. For ease of reference and transparency, we provide only a link to the site from which the article (B) originated. In case the link does not work, find a related source by the title of the topic. This icon will be used for video material, including the link to the video and (C) video length. In case the video has been removed (quite common issue on YouTube) find the video by title. (D) This icon will be used for guest lecture. (E) This icon will be used for internet sources which students find independently. 2 OPEN INNOVATION CURRICULUM 2021 Group work Independent work Case study Company visit Assessment methods 1.2 For whom is this manual intended? This Curriculum is first and foremost designed for teachers of open innovation course. However, since this manual is freely accessible, it can be used by anyone interested in the topic. Furthermore, this manual was set very ambitiously. In building their course, teachers themselves decide, depending on study level, how in-depth they will study the content inside the class and which themes should students study independently. 1.3 Goals to pursue This manual aims at moving students toward the achievement of educational goals and meeting course learning objectives for each specific course. (The learning expectations for each grade level build upon previous expectations as students progress from one level to the next.) In addition to that, it helps students develop the following competencies: • cognitive – the ability to process and acquire knowledge and understanding through thought, reasoning, experience, intuition, perception, imagination; 3 OPEN INNOVATION CURRICULUM 2021 • functional – the ability to use systems, methods, tools (intellectual, linguistic, communication, technical) to perform specific activity on a personal or professional level; • personal, social and ethical – the ability to understand, regulate and control one's behaviour in concrete situations (to assess and understand a particular situation, conflict resolution skills based on moral values – e.g., business behaviour). To explain the teaching-learning process we adopted Bloom’s digital taxonomy: Remembering: Students would be able to define, duplicate, list, memorize, recall, repeat, reproduce, or state. Understanding: Students would be able to classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, or paraphrase. Applying: Students would be able to choose, demonstrate, dramatize, employ, illustrate, interpret, operate, sketch, solve, use, or write. Analysing: Students would be able to compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, or test. Evaluating: To evaluate information, a student might: appraise, argue, defend, judge, select, support, value, and evaluate. Creating: Students would be able to assemble, construct, create, design, develop, formulate, write, or invent. Figure 2: Bloom's Taxonomy https://www.edweek.org/education/opinion-heres-whats-wrong-with-blooms-taxonomy-a-deeper- learning-perspective/2018/03 Bloom’s digital taxonomy (designed by Andrew Churches) is a powerful tool to frame teaching and learning. It helps educators and teachers use digital tools and technology to facilitate student learning process. The list of measurable verbs, which describe cognitive processes of a student, assists teachers in lesson planning, criteria setting, analysing and evaluating syllabi. The pyramid graphic below represents the six levels of Bloom's Digital Taxonomy, ranging from lower-order thinking skills on the left (remembering) to higher-order thinking skills on the right (creating). Bloom's Digital Taxonomy pyramid provides action verbs for each level of the cognitive process dimension. Some action verbs may be used in multiple levels, depending upon context. 4 OPEN INNOVATION CURRICULUM 2021 Figure 3: Bloom's Digital Taxonomy Which levels will you incorporate into your teaching plans largely depends on how you organized your lessons. In this manual we provide some tips and ideas on how to make your lectures and tutorials run smoothly. Use the verbs and phrases below to enrich and shape the tutorials given in this manual and to provide the students with a clearer understanding of what is expected of them. It is up to teacher to decide what to use as part of his/her lectures and tutorials. 5 OPEN INNOVATION CURRICULUM 2021 Figure 4: Bloom's Digital Taxonomy (http://coachescorner.rchk.edu.hk/bloomhots.html) 6 OPEN INNOVATION CURRICULUM 2021 2. OBJECTIVES Curriculum aims: • Students get familiar with the content and concept of open innovation. • Students gain understanding of the role and importance of open innovation. • Students understand the importance of motivation and the ability to motivate themselves and others. • Students develop critical thinking and problem-solving skills. • Students gain the ability to recognize and implement innovative solutions. • Students learn the importance of communication and networking. 3. LEARNING OUTCOMES By the end of this curriculum the students will be able to: • Apply the concept of open innovation in all spheres of business as well as in personal life. • Use motivation techniques for the development of the open innovation concept and to put this knowledge into practice. • Analyse and use critical thinking for problem solving. • Recognize and implement innovative solutions. • Use the potential of networking and modern methods of communication. 4. COMPETENCIES By the end of this unit the students will develop new competencies which will help them to: • Recognize the importance of improving, updating and deepening their knowledge. • Recognize the importance of change and innovation in business environment. • Apply the acquired knowledge, collaborate and work in teams (innovative teamwork). • Solve concrete work-related issues using innovative methods and procedures. 7 OPEN INNOVATION CURRICULUM 2021 • Understand innovation, develop skills to search for and accurately evaluate innovative ideas, and to draw up commercialization plan. • Explain the phases, risks and challenges related to the growth of business, in particular highly innovative companies. • Understand the importance of networking and intellectual property rights in terms of technology and innovation management. • Understand innovation management and new product/service development process until the product enters the market, supported by the evaluation of commercial potential of new product, technology transfer and open innovation opportunities for business growth. 5. KNOWLEDGE AND UNDERSTANDING Students will demonstrate newly developed competencies through their: • Ability to identify innovative idea with potential. • Ability to describe all the phases of the innovation process as well as its context at the micro- and macro- levels. • Ability to understand and distinguish improvements, novelty, inventions, innovations, and patent invention. • Ability to recognize and select resources (human, technological ...), ability to choose the right timing and place for a product launch as key factors to successful development and realization of idea. • Ability to identify risks associated with the realization of invention and innovation, communication and networking with investors in the area of financing of innovations. • Ability to act as an innovation promoter in open innovation processes. • Ability to identify external sources of innovation. • Ability to analyse the innovation needs of a company. • Ability to apply methods of open and user innovation to reflect upon what strategies, structures and processes companies need to change in order to move forward in open innovation processes. 8 OPEN INNOVATION CURRICULUM 2021 6. ACTIVITIES The course will include the following activities: • Lectures with active participation of students (presenting course material, discussion, questions, examples, problem solving). • Practice-based tutorials (reflecting on experience, project work, teamwork, critical thinking, discussion, feedback, social games, excursion). • Individual and group consultations (interviews, additional explanation, specific questions). • Use of online classroom or other contemporary ICT tools. • Facilitating independent study and research (motivation, guidance, self-observation, self-regulation, reflection, self-assessment). • Practical training. • Company visits. • Working on a project. 7. TECHNOLOGIES List of useful technologies: Work on technologies that are available in the business environment (to deliver work-ready graduates) • Excel; • Google drive; • Miro; • Slack (communication); • Trello (project management); • Asana (project management); • Canva; • Prezzi; • Bitable • Windows Remote Desktop • TeamViewer • Moodle • Zoom • Microsoft Teams • We transfer • Dropbox 9 OPEN INNOVATION CURRICULUM 2021 • Google Drive • OneDrive If your working environment allows you, encourage students to: • Participate in competitions. • Attend and participate in hackathon. • Join student-run business club. • Participate in innovation lab (Q5). 8. PROCEDURE Procedure: • From general to concrete. • From theory to practice. • Review of the theory and solidifying students’ learning with concrete examples. • Introducing methods of critical thinking. • Group formation. • Working on team projects. • Cooperating with companies and looking for solutions. More detailed information on procedure is provided in the description of each individual assignment! 9. LIMITATIONS The challenges you will face while teaching: • Lack of commitment and motivation in students. • Creating a culture of innovation to facilitate knowledge transfer. • Low interest in industry to engage with academia. • University's capability to collaborate with industry. • Readiness for innovative work behaviour within the public sector. • Limited access to the latest literature and case studies. It's important to know your limitations in advance and make sure these limitations don't hinder teaching and learning process. 10 OPEN INNOVATION CURRICULUM 2021 10. ASSESSMENT METHODS Here is a list of methods to assess students’ knowledge: • Written/oral exam. • Empirical seminar reports and presentations of project work tasks. • Participation in lectures and tutorials. 11 OPEN INNOVATION CURRICULUM 2021 12 OPEN INNOVATION CURRICULUM 2021 I. MANAGEMENT AND QUALITY THEORIES Figure 5: Chess 13 OPEN INNOVATION CURRICULUM 2021 1. DEVELOPMENT OF MANAGEMENT Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Teacher and students watch a video (C). • Participants exchange their opinions and views. • Drawing conclusions and preparing students for assessments. References • (A) Coulter, M. K., DeCenzo, D. A. and Robbins, S. P. (2017). Fundamentals of management. Pearson Boston, MA. • (B) Development of Management Theory https://www.toppr.com/guides/business- management-and-entrepreneurship/nature-of-management-and-its- process/development-of-management-theory/ • (C) Management Timeline https://www.youtube.com/watch?v=Hzbv6Ud8Mcs (17:10); • (C) What Are the Five Functions of Management https://www.youtube.com/watch?v=_NV7y6E4Ibk (05:57); • (C) What is organizational structure? https://www.youtube.com/watch?v=wO_- MtWejRM (02:27) Assessment methods • Multiple-choice exam focusing on theory – written as a colloquium at the end of each chapter or as final exam. • Assessment of presentation. 14 OPEN INNOVATION CURRICULUM 2021 2. MANAGEMENT THEORIES Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Students work in groups on the videos provided by teacher (C) and prepare a short (up to 30 seconds) presentation. • Participants exchange their opinions and views. References • (A) Coulter, M. K., DeCenzo, D. A. and Robbins, S. P. (2017). Fundamentals of management. Pearson Boston, MA. • (B) Management Theories: Concepts surrounding recommended management strategies https://corporatefinanceinstitute.com/resources/careers/soft- skills/management-theories/ • (C) Taylorism on ABC World Report https://www.youtube.com/watch?v=CCsOqWbK46o (04:48) • (C) Fayol's Management Principles https://www.youtube.com/watch?v=DsYcnapehvA (7:32) • (C) Max Weber Bureaucracy: https://www.youtube.com/watch?v=zp554tcdWO8 (09:52) • (C) Behaviorism https://www.youtube.com/watch?v=R4kDmkXwU2k (01:54) • (C) The Little Albert Experiment https://www.youtube.com/watch?v=9hBfnXACsOI (06:20) • (C) Hawthorne Studies: https://www.youtube.com/watch?v=W7RHjwmVGhs (06:07) • (C) McGregor's Theory X & Y https://www.youtube.com/watch?v=NK8-LhqF4N0 (05:05) • (C) Theory Z https://www.youtube.com/watch?v=5VlG-2WJcsQ (03:08) • (C) HR Basics: Human Resource Management https://www.youtube.com/watch?v=A2HFusWQIeE (06:05) • (C) Likert's four systems of management https://www.youtube.com/watch?v=bdxpU_n2VJg (03:39) 15 OPEN INNOVATION CURRICULUM 2021 Assessment methods • Multiple-choice exam focusing on theory – written as a colloquium at the end of each chapter or as final exam. • Peer assessment1. • Presentation assessment2. 1 See attached: Peer assessment questionnaire 2 See attached: Indicators − seminar papers 16 OPEN INNOVATION CURRICULUM 2021 3. KNOWLEDGE MANAGEMENT Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) provided by teacher and prepare a short presentation. • Teacher and students watch a video (C). • Participants exchange their opinions and views. • Drawing conclusions and preparing students for assessments. References • (A) Ermine, J. L. and Saulais, P. (2019). Knowledge Management in Innovative Companies 1: Understanding and Deploying a KM Plan within a Learning Organization. John Wiley & Sons. • (A) Ermine, J. L. and Saulais, P. (2020). Knowledge Management in Innovative Companies 2: Understanding and Deploying a KM Plan within a Learning Organization. John Wiley & Sons. • (B) A case study on the implementation of a knowledge management strategy oriented to innovation https://www.researchgate.net/publication/229608830 Assessment methods • Essay exam, focusing on theory – written as a colloquium at the end of each chapter or as final exam. • Presentation assessment. 17 OPEN INNOVATION CURRICULUM 2021 4. ENTREPRENEURIAL MANAGEMENT Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students discuss best practices in local development (B). • Lectures or round table with local entrepreneur guest (D). • Participants exchange their opinions and views. • Drawing conclusions and preparing students for assessments. References • (A) Hisrich, R. D. and Ramadani, V. (2017). Effective entrepreneurial management. Strategy, Planning, Risk. • (B) Website address of successful companies in the local area and other useful information available. • (D) Guest lecture. Assessment methods • Group presentation of practical application of a business model. 18 OPEN INNOVATION CURRICULUM 2021 5. STRATEGIC ASPECTS OF TECHNOLOGICAL DEVELOPMENT Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Teacher and students watch a video (B). • Article analysis (C). • Participants exchange their opinions and views. References • (A) Knowledge, technology and development: a conceptual framework http://hdr.undp.org/sites/default/files/sagasti-1-1.pdf • (B) Holionko, N. G., Ivanova, A. S., Olejarz, T., Tverdushka, T. B. and Yakymchuk, A. Y. (2019). The Strategic Management in Terms of an Enterprise’s Technological Development. Journal of Competitiveness, 11(4), 40. https://www.cjournal.cz/files/344.pdf • (C) The 25 Biggest Technology Trends 2020 – 2030 https://www.youtube.com/watch?v=6JOhemCj5Cs (08:10) Assessment methods • Teacher assesses students' progress during guided practice. 19 OPEN INNOVATION CURRICULUM 2021 6. TOTAL QUALITY MANAGEMENT Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) provided by teacher and prepare a short presentation. • Teacher and students watch a video (C). • Participants exchange their opinions and views. References • (A) Charantimath, P. M. (2009). Total Quality Management/Poornima M. Charantimath. Delhi: Dorling Kindersley. • (B) What is total quality management (TQM)? https://asq.org/quality-resources/total- quality-management • (C) Total Quality Management https://www.youtube.com/watch?v=YKwcxjUnots (08:45) Assessment methods • Multiple-choice exam focusing on theory – written as a colloquium at the end of each chapter or as final exam. 20 OPEN INNOVATION CURRICULUM 2021 II. INNOVATION THEORIES Figure 6: Marker 21 OPEN INNOVATION CURRICULUM 2021 1. INTRODUCTION TO INNOVATION Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Teacher and students watch a video (C). • Participants exchange their opinions and views. • Drawing conclusions and preparing students for assessments. References • (A) Laverty, M. and Littel, C. (2020). [eTextbook] Entrepreneurship. • (B) Innovation: Definition, types of innovation and business examples https://youmatter.world/en/definition/definitions-innovation-definition-types-examples/ • (B) Types of Innovation https://techblog.constantcontact.com/software-development/types-of-innovation/ • (C) Introduction to Innovation https://www.youtube.com/watch?v=rLA-vVLNvws (4:17) Assessment methods • Multiple-choice exam focusing on theory – written as a colloquium at the end of each chapter or as final exam. • Presentation assessment. 22 OPEN INNOVATION CURRICULUM 2021 2. DEFINITIONS OF INNOVATION TERMS (INVENTION, INNOVATION …) Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Students analyse legislation and Intellectual Property Office. • Participants exchange their opinions and views. References • (A) Laverty, M. and Littel, C. (2020). [eTextbook] Entrepreneurship. • (B) What is Innovation? https://innolytics-innovation.com/what-is-innovation/ • (B)Creativity, Innovation, and Invention: How They Differ https://openstax.org/books/entrepreneurship/pages/4-2-creativity-innovation-and- invention-how-they-differ • (E) National and supranational legislation. • (E) Intellectual Property Office. Assessment methods • Multiple-choice exam focusing on theory – written as a colloquium at the end of each chapter or as final exam. • Teacher assesses students' progress during guided practice. • Presentation assessment. 23 OPEN INNOVATION CURRICULUM 2021 3. BASICS OF INNOVATION Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students search the internet for world’s most famous innovators (E). • Participants exchange their opinions and views. References • (B) Innovation: the basics https://www.business.qld.gov.au/running- business/growing-business/becoming-innovative/basics • (E) World Wide Web. Assessment methods • Teacher assesses students' progress during guided practice. 24 OPEN INNOVATION CURRICULUM 2021 4. OPEN SYSTEM AND CLOSED SYSTEM OF INNOVATION Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Teacher and students watch a video (C). • Participants exchange their opinions and views. References • (A) Chesbrough, H. W. (2003a). Open innovation: The new imperative for creating and profiting from technology. Harvard Business Press. • (A) Chesbrough, H. W. (2003b). Open innovation. Boston: Harvard Business School Press. • (A) Chesbrough, H. W., Vanhaverbeke, W. and West, J. (2006). Open innovation: Researching a new paradigm. Oxford University Press on Demand. • (B) Innovation & Entrepreneurship - From Basics to Open Innovation https://www.coursera.org/learn/open-innovation-entrepreneurship • (C) What is Open Innovation? https://www.youtube.com/watch?v=GD2wCS2xwWQ (04:11) Assessment methods • Multiple-choice exam focusing on theory – written as a colloquium at the end of each chapter or as final exam. • Teacher assesses students' progress during guided practice. 25 OPEN INNOVATION CURRICULUM 2021 26 OPEN INNOVATION CURRICULUM 2021 III. THE INNOVATION CULTURE Figure 7: Hands 27 OPEN INNOVATION CURRICULUM 2021 1. VISION, MISSION AND VALUES Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Teacher and students watch a video (C). • Participants exchange their opinions and views. References • (A) Coulter, M. K., DeCenzo, D. A. and Robbins, S. P. (2017). Fundamentals of management. Pearson Boston, MA. • (B) Principles of Management https://open.lib.umn.edu/principlesmanagement/chapter/4-3-the-roles-of-mission- vision-and-values/ • (C) The Mission, Vision, and Values statements https://www.youtube.com/watch?v=8wem6FZAucw (5:57) Assessment methods • Multiple-choice exam focusing on theory – written as a colloquium at the end of each chapter or as final exam. 28 OPEN INNOVATION CURRICULUM 2021 2. ORGANIZATIONAL CULTURE Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Teacher and students watch a video (C). • Participants exchange their opinions and views. References • (A) Schein, E. H. (2004). Organizational culture and leadership (Jossey-Bass business & management series). Jossey Bass Incorporated. • (B) Organizational Culture: Definition, Importance, and Development https://www.achievers.com/blog/organizational-culture-definition/ • (C) What is Organizational Culture? https://www.youtube.com/watch?v=4cBN8xH- 5Qw (4:23) Assessment methods • Multiple-choice exam focusing on theory – written as a colloquium at the end of each chapter or as final exam. 29 OPEN INNOVATION CURRICULUM 2021 3. LEARNING ORGANIZATION Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Teacher and students watch a video (C). • Lectures or round table with HRM representative from local company (D). • Participants exchange their opinions and views. References • (A) Senge, P. M. (1995). Learning organizations. Cambridge: Gilmour Drummond Publishing. • (B) What Is a Learning Organization? • https://www.convergencetraining.com/blog/what-is-a-learning-organization • (C) The Learning Organization: Is Your Company Ready for the Future? https://www.youtube.com/watch?v=40meQNZl3KU (4:02) • (D) Guest from practice. Assessment methods • Multiple-choice exam focusing on theory – written as a colloquium at the end of each chapter or as final exam. 30 OPEN INNOVATION CURRICULUM 2021 4. SCIENTIFIC AND TECHNOLOGICAL REVOLUTION AND EXPLOSION OF KNOWLEDGE AND INNOVATION Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Teacher and students watch a video (C). • Participants exchange their opinions and views. References • (A) Frey, C. B. (2019). The technology trap. Princeton University Press. • (B) The knowledge explosion and the knowledge divide http://hdr.undp.org/sites/default/files/sagasti-1-1.pdf • (C) 101 The Explosion of Knowledge https://www.youtube.com/watch?v=uSeDNnVpvcQ (2:00) Assessment methods • Teacher assesses students' progress during guided practice. 31 OPEN INNOVATION CURRICULUM 2021 32 OPEN INNOVATION CURRICULUM 2021 IV. INNOVATION SYSTEM BREAKDOWN Figure 8: Working in a group 33 OPEN INNOVATION CURRICULUM 2021 1. INNOVATION PROCESS BREAKDOWN Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Teacher and students watch a video (C). • Participants exchange their opinions and views. References • (A) Christensen, C. M. (2013). The innovator's dilemma: when new technologies cause great firms to fail. Harvard Business Review Press. • (B) The 4 phases of innovation https://www.lead-innovation.com/english-blog/the-4- phases-of-innovation • (C) Innovation 5 Step Process https://www.youtube.com/watch?v=N70RK3_zXhc (5:53) Assessment methods • Multiple-choice exam focusing on theory – written as a colloquium at the end of each chapter or as final exam. 34 OPEN INNOVATION CURRICULUM 2021 2. CONTENT INNOVATION Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Teacher and students watch a video (C). • Participants exchange their opinions and views. References • (A) Keeley, L., Pikkel, R., Quinn, B. and Walters, H. (2013). Ten types of innovation: The discipline of building breakthroughs. John Wiley & Sons. • (B) Understanding Open-Source and Free Software Licensing https://moqod.com/understanding-open-source-and-free-software-licensing/ • (B) What types of innovation are there? https://www.lead-innovation.com/english- blog/types-of-innovation • (C) 5 Types of Innovation https://www.youtube.com/watch?v=jNoYwJiL6mw (2:39) Assessment methods • Multiple-choice exam focusing on theory – written as a colloquium at the end of each chapter or as final exam. 35 OPEN INNOVATION CURRICULUM 2021 3. TYPES OF INNOVATION ACCORDING TO THE TECHNOLOGY IT USES AND THE IMPACT IT HAS Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Teacher and students watch a video (C). • Participants exchange their opinions and views. References • (A) Keeley, L., Pikkel, R., Quinn, B. and Walters, H. (2013). Ten types of innovation: The discipline of building breakthroughs. John Wiley & Sons. • (B) Types of Innovation – The Ultimate Guide with Definitions and Examples https://www.viima.com/blog/types-of-innovation • (B) The 40 Greatest Innovations of All Time http://startupguide.com/world/the-40-greatest-innovations-of-all-time/ • (C) What is Innovation? https://www.youtube.com/watch?v=A3fvWpGk-Ao (1:36) • (C) Innovation Definition: What Is A Technological Innovation And What Are Some Innovation Examples? https://www.youtube.com/watch?v=zfmbg0ytQ5s (14:20) Assessment methods • Teacher assesses students' progress during guided practice. • Presentation assessment. 36 OPEN INNOVATION CURRICULUM 2021 4. TYPES OF INNOVATION ACCORDING TO THE SOURCE Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Teacher and students watch a video (C). • Participants exchange their opinions and views. References • (A) Keeley, L., Pikkel, R., Quinn, B. and Walters, H. (2013). Ten types of innovation: The discipline of building breakthroughs. John Wiley & Sons. • (B) What is business innovation and why is it important? https://www.wework.com/ideas/growth-innovation/what-is-business-innovation • (B) Personal Innovation: Igniting Dreams, Passions, Careers and Social Impact https://blog.shrm.org/sasia/blog/personal-innovation-igniting-dreams-passions- careers-and-social-impact • (C) 10 types of innovation: https://www.youtube.com/watch?v=JGQQEq5ZQ7Q (7:40) Assessment methods • Teacher assesses students' progress during guided practice. 37 OPEN INNOVATION CURRICULUM 2021 5. TYPES OF INVENTIONS Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Teacher and students watch a video (C). • Participants exchange their opinions and views. References • (A) Christensen, C. M. (2013). The innovator's dilemma: when new technologies cause great firms to fail. Harvard Business Review Press. • (B) Invention and innovation: an introduction https://www.open.edu/openlearn/ocw/mod/oucontent/view.php?id=3440&printable=1 • (B) Types of legal categories of innovation results; patent, model, brand, licence. https://www.legalmatch.com/law-library/article/types-of-patent-infringement.html • (C) What's the difference between invention and innovation? https://www.youtube.com/watch?v=kg8WjcC2KTw (10:17) Assessment methods • Teacher assesses students' progress during guided practice. 38 OPEN INNOVATION CURRICULUM 2021 6. INTELLECTUAL PROPERTY PROTECTION Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Teacher and students watch a video (C). • Analysis of local infrastructure (E). • Participants exchange their opinions and views. References • (A) Christensen, C. M. (2013). The innovator's dilemma: when new technologies cause great firms to fail. Harvard Business Review Press. • (B) The protection of intellectual property https://www.eesc.europa.eu/sites/default/files/files/factsheet_- _the_protection_of_intellectual_property_0.pdf • (C) How to Protect Your Idea (The 4 Different Types of Intellectual Property): https://www.youtube.com/watch?v=QaYzwU1nV8E (5:33) • (E) National Intellectual Property Office. Assessment methods • Teacher assesses students' progress during guided practice. • Presentation assessment. 39 OPEN INNOVATION CURRICULUM 2021 40 OPEN INNOVATION CURRICULUM 2021 V. INNOVATIVE CHANGES AND LEARNING Figure 9: Creative ideas 41 OPEN INNOVATION CURRICULUM 2021 1. DEFINING PROBLEMS AND CHALLENGES IN EVERYDAY LIFE Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Participants exchange their opinions and views. References • (B) 70 Everyday Problems That We All Know And Hate https://www.awesomeinventions.com/everyday-problems/ • (B) How to Solve Daily Life Problems https://www.anxietycanada.com/articles/how- to-solve-daily-life-problems/ • (B) 100 Genius Solutions To Everyday Problems You Didn’t Know Existed https://www.boredpanda.com/creative-solutions-everyday- problems/?utm_source=google&utm_medium=organic&utm_campaign=organic Assessment methods • Teacher assesses students' progress during guided practice. 42 OPEN INNOVATION CURRICULUM 2021 2. TEAM APPROACH DURING INNOVATION PROCESS Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Participants exchange their opinions and views. References • (A) Stewart, G. L. (1999). Team work and group dynamics (No. 658.4036 S8). • (B) Addressing the Paradox of the Team Innovation Process: A Review and Practical Considerations https://www.researchgate.net/profile/Amanda-Thayer-3/publication/323768440 • (B) How to Build an Effective Innovation Team https://www.northeastern.edu/graduate/blog/how-to-build-innovation-team/ • (C) Understanding Group Dynamics https://www.youtube.com/watch?v=uL6x99- VSBA (10:33) Assessment methods • Teacher assesses students' progress during guided practice. 43 OPEN INNOVATION CURRICULUM 2021 3. PROJECT APPROACH DURING INNOVATION PROCESS Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Teacher and students watch a video (C). • Participants exchange their opinions and views. References • (A) Heagney, J. (2016). Fundamentals of project management. AMACOM. • (B) The Management of Innovation in Project-Based Firms https://www.researchgate.net/publication/222575326_The_Management_of_Innovati on_in_Project-Based_Firms • (C) Project Management in under 8 minutes: https://www.youtube.com/watch?v=qkuUBcmmBpk (7:43) • (C) Introduction to Project Management: https://www.youtube.com/watch?v=rBSCvPYGnTc (31:27) Assessment methods • Teacher assesses students' progress during guided practice. 44 OPEN INNOVATION CURRICULUM 2021 4. INNOVATION TRAINING Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Teacher and students watch a video (C). • Participants exchange their opinions and views. References • (A) Kodwani, A. D. and Noe, R. A. (2018). Employee training and development, 7e. McGraw-Hill Education. • (B) How innovation training can transform your organization https://online.hbs.edu/blog/post/innovation-training • (B) What should you know when organizing innovation training? https://www.viima.com/blog/what-should-you-know-when-organizing-innovation- training • (B) Innovation Competence https://ampersand.vc/grow-your-innovation-capabilities/ • (C) The Importance of Open Innovation and Collaboration: https://www.youtube.com/watch?v=05QZQIf8mPg (12:27) • (C) Lecture on Open Innovation: https://www.youtube.com/watch?v=gLsNQ0yjdNo (32:36) Assessment methods • Teacher assesses students' progress during guided practice. 45 OPEN INNOVATION CURRICULUM 2021 5. REWARDING INNOVATORS Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Teacher and students watch a video (C). • Participants exchange their opinions and views. References • (A) Armstrong, M. (2002). Employee reward. CIPD Publishing. • (B) 15 Ideas for Rewarding Innovation in the Workplace https://www.thesuccessfactory.co.uk/blog/11-ideas-for-rewarding-innovation-in-the- workplace • (C) Rewarding Innovation 15 Ideas for Rewarding Innovation in the Workplace: https://www.creativejeffrey.com/creative/rewards.php?topic=creative • (C) Motivation Theories Explained in 10 Minutes: https://www.youtube.com/watch?v=woa2Qa8i80U (10:51) Assessment methods • Multiple-choice exam focusing on theory – written as a colloquium at the end of each chapter or as final exam. • Teacher assesses students' progress during guided practice. 46 OPEN INNOVATION CURRICULUM 2021 VI. OPEN INNOVATION PROCESSES Figure 10: Technological ecology concept 47 OPEN INNOVATION CURRICULUM 2021 1. INTRODUCING OPEN INNOVATION Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Teacher and students watch a video (C). • Participants exchange their opinions and views. References • (A) Chesbrough, H. W. (2003a). Open innovation: The new imperative for creating and profiting from technology. Harvard Business Press. • (A) Chesbrough, H. W. (2003b). Open innovation. Boston: Harvard Business School Press. • (B) Introducing Open Innovation https://www.innoget.com/open-innovation-definition • (C) Open Innovation 01 – Wheel: https://www.youtube.com/watch?v=-G6yaxH1Cis (8:14) • (C) Open Innovation 02 - What is "open innovation"? https://www.youtube.com/watch?v=-G6yaxH1Cis (7:52) • (C) Open Innovation 03 - Blue Ocean Strategy https://www.youtube.com/watch?v=_ArXF2Kspjo&t=25s (13:37) Assessment methods • Multiple-choice exam focusing on theory – written as a colloquium at the end of each chapter or as final exam. • Teacher assesses students' progress during guided practice. • Presentation assessment. 48 OPEN INNOVATION CURRICULUM 2021 2. OPEN INNOVATION PARADIGM Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Teacher and students watch a video (C). • Participants exchange their opinions and views. References • (A) Chesbrough, H. W. (2003a). Open innovation: The new imperative for creating and profiting from technology. Harvard Business Press. • (A) Chesbrough, H. W. (2003b). Open innovation. Boston: Harvard Business School Press. • (A) Chesbrough, H. W., Vanhaverbeke, W. and West, J. (2006). Open innovation: Researching a new paradigm. Oxford University Press on Demand. • (B) Open innovation Accelerating your innovation results https://www.ennomotive.com/open-innovation • (C) Open Innovation Platform | What is the OIP? | An initiative of IMDA https://www.youtube.com/watch?v=ptZUdV8WyfA (2:05) Assessment methods • Teacher assesses students' progress during guided practice. 49 OPEN INNOVATION CURRICULUM 2021 3. TRIPLE HELIX, QUADRUPLE HELIX, AND QUINTUPLE HELIX Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Teacher and students watch a video (C). • Participants exchange their opinions and views. References • (A) Acikdilli, G., Carayannis, E. G. and Ziemnowicz, C. (2020). Creative destruction in international trade: insights from the quadruple and quintuple innovation Helix models. Journal of the Knowledge Economy, 11(4), 1489-1508. • (B) Quadruple and quintuple innovation helix framework https://en.wikipedia.org/wiki/Quadruple_and_quintuple_innovation_helix_framework • (B) The Quintuple Helix innovation model: global warming as a challenge and driver for innovation https://innovation-entrepreneurship.springeropen.com/articles/10.1186/2192-5372- 1-2 • (B) The Quintuple Helix innovation model: global warming as a challenge and driver for innovation https://www.researchgate.net/publication/273268696_Triple_Helix_Quadruple_Heli x_and_Quintuple_Helix_and_How_Do_Knowledge_Innovation_and_the_Environm ent_Relate_To_Each_Other • (C) Successful participation in Quadruple helix co-creation in good governance: https://www.youtube.com/watch?v=Tceg30hwDx8 (5:56) Assessment methods • Group presentation of practical application of a business model. • Presentation assessment. 50 OPEN INNOVATION CURRICULUM 2021 4. COMPANY’S GOALS TO FOSTER COLLABORATION AND OPEN INNOVATION MODELS Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Teacher and students watch a video (C). • Participants exchange their opinions and views. References • (A) Ahonen, M., Antikainen, M. and Mäkipää, M. (2010). Motivating and supporting collaboration in open innovation. European Journal of Innovation Management. • (B) The open innovation model https://www.iccwbo.be/wp- content/uploads/2012/03/20140325-The-Open-Innovation-Model.pdf • (C) Open Innovation And Crowdsourcing: https://www.youtube.com/watch?v=jzjLOBsQ57k (5:03) Assessment methods • Teacher assesses students' progress during guided practice. 51 OPEN INNOVATION CURRICULUM 2021 52 OPEN INNOVATION CURRICULUM 2021 VII. OPEN INNOVATION METHODS AND TOOLS Figure 11: Networks 53 OPEN INNOVATION CURRICULUM 2021 1. OPEN SOURCE AND LEAD USERS IN INNOVATION Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Teacher and students watch a video (C). • Participants exchange their opinions and views. References • (A) Chesbrough, H. W. (2003a). Open innovation: The new imperative for creating and profiting from technology. Harvard Business Press. • (A) Chesbrough, H. W. (2003b). Open innovation. Boston: Harvard Business School Press. • (A) Chesbrough, H. W., Vanhaverbeke, W. and West, J. (2006). Open innovation: Researching a new paradigm. Oxford University Press on Demand. • (B) Open Innovation and Lead User Innovation https://www.eoi.es/blogs/lauraambros/2012/02/09/open-innovation-and-lead-user- innovation/ • (C) What is User innovation? Explain User innovation, Define User innovation, Meaning of User innovation: https://www.youtube.com/watch?v=xxBEkf7gte8 (3:46) • (C) Open Innovation vs. Open Source https://www.youtube.com/watch?v=yh0dq- XSJNY (1:29) Assessment methods • Teacher assesses students' progress during guided practice. 54 OPEN INNOVATION CURRICULUM 2021 2. CROWDSOURCING THEORY AND PRACTICE Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Teacher and students watch a video (C). • Participants exchange their opinions and views. References • (A) Brabham, D. C. (2013). Crowdsourcing. Mit Press. • (B) Crowdsourcing https://www.investopedia.com/terms/c/crowdsourcing.asp • (C) What is Crowdsourcing? https://www.youtube.com/watch?v=AkwhUOQ3nYg (2:02) Assessment methods • Teacher assesses students' progress during guided practice. 55 OPEN INNOVATION CURRICULUM 2021 3. CHOOSING THE RIGHT OPEN INNOVATION TOOL Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Participants exchange their opinions and views. References • (A) Chesbrough, H. W. (2003a). Open innovation: The new imperative for creating and profiting from technology. Harvard Business Press. • (A) Chesbrough, H. W. (2003b). Open innovation. Boston: Harvard Business School Press. • (A) Chesbrough, H. W., Vanhaverbeke, W. and West, J. (2006). Open innovation: Researching a new paradigm. Oxford University Press on Demand. • (B) Open Innovation Platforms - What are There and How to Choose One https://www.viima.com/the-innovation-archive/open-innovation-platforms-what-are- there-and-how-to-choose-the-right-one • (B) 20 Best Innovation Management Tools – Choosing the Right One https://www.viima.com/the-innovation-archive/20-best-innovation-management- tools-choosing-the-right-one • (B) How to select the right Open Innovation platform for your business https://www.ennomotive.com/open-innovation-platform Assessment methods • Teacher assesses students' progress during guided practice. • Group presentation of practical application of a business model. • Presentation assessment. 56 OPEN INNOVATION CURRICULUM 2021 4. BUSINESS MODELS AND OPEN INNOVATION Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Teacher and students watch a video (C). • Participants exchange their opinions and views. References • (A) Baden-Fuller, C. and Morgan, M. S. (2010). Business models as models. Long range planning, 43(2-3), 156-171. • (B) Business models for open innovation: Matching heterogeneous open innovation strategies with business model dimensions https://www.sciencedirect.com/science/article/abs/pii/S0263237314001248 • (B) Open Innovation and Open Business Models: A new approach to industrial innovation https://www.oecd.org/science/inno/37915612.pdf • (B) Open Innovation to Business Model: New Perspective to connect between technology and market https://journals.sagepub.com/doi/abs/10.1177/0971721816661784 • (C) The Explainer: What is a Business Model? https://www.youtube.com/watch?v=_C-vGu2mL38 (2:04) Assessment methods • Multiple-choice exam focusing on theory – written as a colloquium at the end of each chapter or as final exam. 57 OPEN INNOVATION CURRICULUM 2021 5. CO-CREATION Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Teacher and students watch a video (C). • Participants exchange their opinions and views. References • (A) Ozcan, K. and Ramaswamy, V. (2020). The co-creation paradigm. Stanford University Press. • (B) Managing the co-creation of value https://link.springer.com/article/10.1007/s11747-007-0070-0 • (B) Co-creating innovation www.boardofinnovation.com • (B) Intellectual Paranoia https://www.100open.com/ip-intellectual-paranoia/ • (C) What is Co-Creation? https://www.youtube.com/watch?v=H-6-wJdeYfk (2:27) Assessment methods • Group presentation of practical application of a business model. • Presentation assessment. 58 OPEN INNOVATION CURRICULUM 2021 VIII. FUTURE DEVELOPMENT OF OPEN INNOVATION CONCEPT Figure 12: Virtual world 59 OPEN INNOVATION CURRICULUM 2021 1. GLOBALIZATION-DRIVEN INNOVATION Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Teacher and students watch a video (C). • Participants exchange their opinions and views. References • (A) Scholte, J. A. (2008). Defining globalisation. World Economy, 31(11), 1471- 1502. • (B) Globalisation: A learning curve. Reflections from the OECD’s experience https://www.oecd.org/general/globalisationalearningcurvereflectionsfromtheoecdse xperience.htm • (B) How globalization is changing innovation https://www.weforum.org/agenda/2018/08/globalisation-has-the-potential-to- nurture-innovation-heres-how/ • (B) Globalization Helps Spread Knowledge and Technology Across Borders https://blogs.imf.org/2018/04/09/globalization-helps-spread-knowledge-and- technology-across-borders/ • (C) 9 Star Wars Technology Available Now https://www.youtube.com/watch?v=K- EF4Uv7MoU (5:58) Assessment methods • Teacher assesses students' progress during guided practice. • Presentation assessment. 60 OPEN INNOVATION CURRICULUM 2021 2. MAKING FAST STRATEGIC DECISIONS IN HIGH- VELOCITY ENVIRONMENTS Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Teacher and students watch a video (C). • Participants exchange their opinions and views. References • (B) Open innovation: Past, Present and Future Aspects https://www.slideshare.net/dsalampasis/open-innovation-past-present-and-future- aspects • (B) Making Fast Strategic Decisions in High-Velocity Environments https://medium.com/pnr/fast-strategic-decisions-in-high-velocity-environments- 81a904638c76 • (C) Cybernetic Theory https://www.youtube.com/watch?v=EPGtPWRz1Ng (03:00) • (C) Contingency Theory https://www.youtube.com/watch?v=lCbDRM1IvZY (02:16) • (C) What Is Industry 4.0? https://www.youtube.com/watch?v=yKPrJJSv94M (04:56) Assessment methods • Teacher assesses students' progress during guided practice. 61 OPEN INNOVATION CURRICULUM 2021 3. OPEN INNOVATION AT THE INDIVIDUAL LEVEL Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Teacher and students watch a video (C). • Participants exchange their opinions and views. References • (A) Schueffel, P. (2015). Microfoundations of Open Innovation: The Antecedants of Openness and Innovation Performance. In Academy of Management Proceedings (Vol. 2015, No. 1, p. 14019). Briarcliff Manor, NY 10510: Academy of Management • (B) Badir, Y. F., Frank, B. and Bogers, M. (2019). Employee-level open innovation in emerging markets: linking internal, external, and managerial resources. Journal of the Academy of Marketing Science, 1-23. https://link.springer.com/article/10.1007/s11747-019-00674-6 • (B) Microfoundations of Open Innovation: The Antecedants of Openness and Innovation Performance https://www.researchgate.net/publication/291359129_Microfoundations_of_Open_I nnovation_The_Antecedants_of_Openness_and_Innovation_Performance • (C) Writing a personal statement https://www.youtube.com/watch?v=xwXS51Od084 (5:53) Assessment methods • Teacher assesses students' progress during guided practice. 62 OPEN INNOVATION CURRICULUM 2021 4. OPEN INNOVATION IN SMES Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Teacher and students watch a video (C). • Participants exchange their opinions and views. References • (A) Foreman-Peck, J. (2013). Effectiveness and efficiency of SME innovation policy. Small Business Economics, 41(1), 55-70. • (B) Open innovation in SMEs: Exploring inter-organizational relationships in an ecosystem https://www.researchgate.net/publication/320791513_Open_innovation_in_SMEs_ Exploring_inter-organizational_relationships_in_an_ecosystem • (B) Open innovation in SMEs: a systematic literature review https://www.researchgate.net/publication/293009452_Open_innovation_in_SMEs_ a_systematic_literature_review • (C) The role of SMEs in the economy: https://www.youtube.com/watch?v=nzJ8LitiIG8 (3:29) Assessment methods • Group presentation of practical application of a business model. • Presentation assessment. 63 OPEN INNOVATION CURRICULUM 2021 5. OPEN INNOVATION AND LARGE ORGANIZATIONS Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Teacher and students watch a video (C). • Participants exchange their opinions and views. References • (A) Burns, P. (2012). Corporate entrepreneurship: innovation and strategy in large organizations. Macmillan International Higher Education. • (B) Beyond Open Innovation in Large Enterprises: How Do Small and Medium- Sized Enterprises (SMEs) Open Up to External Innovation Sources? https://www.researchgate.net/publication/228197538_Beyond_Open_Innovation_in _Large_Enterprises_How_Do_Small_and_Medium- Sized_Enterprises_SMEs_Open_Up_to_External_Innovation_Sources • (C) How to Build an Innovation Funnel in Large Organizations https://www.youtube.com/watch?v=7BjMFnv10t4 (27:48) Assessment methods • Teacher assesses students' progress during guided practice. 64 OPEN INNOVATION CURRICULUM 2021 IX. EXAMPLES OF GOOD PRACTICE Figure 13: Teamwork 65 OPEN INNOVATION CURRICULUM 2021 1. OPEN INNOVATION SERVICES Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Teacher and students watch a video (C). • Case study analysis (F). • Participants exchange their opinions and views. References • (A) Hull, F. M. and Tidd, J. (Eds.). (2003). Service innovation: Organizational responses to technological opportunities and market imperatives (Vol. 9). World Scientific. • (B) Service (economics) https://en.wikipedia.org/wiki/Service_(economics) • (C) The 9 Most Successful Business Models Of Today: https://www.youtube.com/watch?v=DL6myRFdC_g (18:32) • (C) Services and its Characteristics: https://www.youtube.com/watch?v=OOa2tkDBRi4 (8:43) (F) Case study Samsung • Samsung. www.samsung.com • SmartThings Inc., https://en.wikipedia.org/wiki/SmartThings, https://www.smartthings.com/ • Samsung buys SmartThings for $200 million https://www.youtube.com/watch?v=fvQ68yQp-NE (1:39) L'Oréal • Open Innovation Creating the future through technology and partnership https://www.loreal.com/en/beauty-science-and-technology/l-oreal-open-innovation/ 66 OPEN INNOVATION CURRICULUM 2021 • Open innovation at L'Oréal https://www.youtube.com/watch?v=Qi9pVcf9vqY (2:10) • L'oréal. 2021. »Open Innovation.« Beauty, Science & Technology. https://www.loreal.com/en/beauty-science-and-technology/l-oreal-open-innovation/ • Sampler. 2021. https://sampler.io/ • Sampler. n.l. Features. https://sampler.io/features • L'oréal. n.l. »Engaging Partnerships and Startups. Beauty, Science & Technology. https://www.loreal.com/en/beauty-science-and-technology/l-oreal-open- innovation/engaging-partnerships-and-startups/ • Digital Initiave. 2018. »Open Innovation in L'oréal. « https://digital.hbs.edu/platform- rctom/submission/open-innovation-in-loreal/ • Sifted. 2019. »Can L'oréal's beauty accelerator in Paris help it keep up with the Kardashians?« https://sifted.eu/articles/loreal-accelerator-beauty-startup- kardashians/ • L'oréal. 2018. Annual report. https://www.loreal-finance.com/en/annual-report- 2018/digital-4-3/open-innovation-startups-4-3-4/ • Betakit. 2017. »Sampler selected for L'oréal' and Founders Factory beauty tech accelerator.« https://betakit.com/sampler-selected-for-loreal-and-founders-factory- beauty-tech-accelerator/ • L'oréal Group. 2019. »Behind the Scenes of Beauty: Partnering with innovators #7« https://www.youtube.com/watch?v=Co9XBtLegak Merck • Open Innovation - Research • https://www.merckgroup.com/en/research/open-innovation.html • 2021 Research Grants. https://www.merckgroup.com/en/research/open- innovation/2021-research-grants.html • Merck: “Contributing to human progress: Open Innovation for Infectious Diseases” https://www.youtube.com/watch?v=Zwcx8bolx_A (1:01:25) Coca-Cola • Coca-cola, https://www.coca-colacompany.com/company/history • Coca-Cola Embraces Open Innovation for Sweeter Future https://www.ideaconnection.com/blog/innovation/coca-cola-embraces-open- innovation-for-sweeter-future.html • Coca-Cola Mobile App https://www.youtube.com/watch?v=_OtDC6GX-wM&t=37s (1:30) Zara • Zara Leads In Fast Fashio https://www.forbes.com/sites/walterloeb/2015/03/30/zara-leads-in-fast- fashion/?sh=6616df9d5944 • Target Designer Collaborations (Decades of Budget Fashion Perfection) https://www.thebudgetfashionista.com/archive/target-designer-collaborations/ Nespresso • Our innovations - Nespresso The Positive Cup https://www.nespresso.com/ncp/positive/de/en#!/sustainability/innovations 67 OPEN INNOVATION CURRICULUM 2021 Case study analysis INTRODUCTION THEORETICAL BACKGROUND OF CHOSEN CHALLENGE OPEN INNOVATION ANALYSIS • Basic analysis o Name of idea o Year o Classification of idea o Short description o Author (partner) of idea – professional title, website o Owner of idea (the company where idea was implemented) – business title, website o Development stage • In-depth analysis of idea o Detailed description of open innovation model o Innovation process o Visual material o Video material • References LINKING FINDINGS WITH THEORY CONCLUSION Assessment methods • Teacher assesses students' progress during guided practice. • Group presentation of practical application of a business model. • Presentation assessment. 68 OPEN INNOVATION CURRICULUM 2021 2. PRODUCTION Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Teacher and students watch a video (C). • Case study analysis (F). • Participants exchange their opinions and views. References • (A) Ericson, Å., Johansson, C. and Nergård, H. (2015). Manufacturing knowledge: Going from production of things to designing value in use. Intelligent Decision Technologies, 9(1), 79-89. • (B) Manufacturing Knowledge and the Arrow of Time https://www.nap.edu/read/11024/chapter/25 • (C) What is difference between Manufacturing and Production? https://www.youtube.com/watch?v=DcHCm83mEo4 (5:32) • (C) What Is Industry 4.0 and Smart Manufacturing? https://www.youtube.com/watch?v=EV1Ygw6_rCs (3:06) Future Manufacturing 4.0: Toyota innovation, robotics, AI, Big Data. Futurist keynote speaker: https://www.youtube.com/watch?v=rt65167tZlQ (9:27) (F) Case study Ikea • IKEA Open Innovation Program 2019 https://www.f6s.com/ikeaopeninnovationprogram2019 • IKEA: Open Innovation https://www.youtube.com/watch?v=xNwsuuiVswQ (5:32) 69 OPEN INNOVATION CURRICULUM 2021 Lego • 57 product ideas qualify for the first 2021 Lego ideas review https://ideas.lego.com/ • https://en.wikipedia.org/wiki/Lego_Ideas • Lego Ideas https://en.wikipedia.org/wiki/Lego • Lego https://ev.fe.uni-lj.si/4-2016/Stojmenova.pdf • Information on https://ideas.lego.com/ • Kicking off the bricklink designer program: 2021 invitational https://ideas.lego.com/howitworks https://ideas.lego.com/projects/85773 • Majora's mask https://ideas.lego.com/projects/new • Community https://ideas.lego.com/community • Product idea guidelines https://ideas.lego.com/guidelines • Innovation management based on proactive engagement of customers: A case study on LEGO Group. Part II: Challenge of engaging the digital Customer https://iopscience.iop.org/article/10.1088/1757-899X/95/1/012144/pdf • Product idea guidelines https://ideas.lego.com/guidelines#anchor-5 • What is a Project - LEGO Ideas https://www.youtube.com/watch?v=Zb3KO27LWhA (2:45) Philips • Connect Your Ideas to Philips Needs! https://www.supplierinnovation.philips.com/content/connect-your-ideas-philips- needs-0 • Innovation | Open innovation: Philipsápproach to improve people’s lives https://www.eoi.es/blogs/tatianacasquero/2012/02/12/innovation-open-innovation- philips%C2%B4-approach-to-improve-people%E2%80%99s-lives/ • How to choose the best ideas in innovation https://www.innovationservices.philips.com/news/how-to-choose-best-ideas- innovation/ • Innovate with Philips https://www.supplierinnovation.philips.com/node?page=2 • 23 Creative Philips Hue Ideas You Will Want to Try in Your Home https://smarthomesolver.com/reviews/philips-hue-ideas/ • High Tech Stories #8 - Philips Innovation Services shares knowledge to make innovation happen https://www.youtube.com/watch?v=f-NJOT4V63Y (3:28) Local Motors • Local Motors, Company. (n.d.). https://localmotors.com/company/ • Local Motors, Heritage. (n.d.). https://localmotors.com/heritage/ • Local Motors, Chandler. (n.d.). https://localmotors.com/chandler/ • Local Motors, Knoxville. (n.d.). https://localmotors.com/knoxville/ • Local Motors, Media Kit. (n.d.) https://localmotors.com/mediakit/ • Local Motors, Press. (2021). https://localmotors.com/press-release/local-motors- begins-autonomous-vehicle-project-at-mcas-miramar/ • Merit Morikawa, 16 Examples of Open Innovation – What Can We Learn From Them? (2016). https://www.viima.com/blog/16-examples-of-open-innovation-what- can-we-learn-from-them • Local Motors: Driving Forward with Digital Manufacturing https://www.youtube.com/watch?v=uoqww9qgD24 (2:58) 70 OPEN INNOVATION CURRICULUM 2021 Whole Foods Market • Your Whole Foods Market Favourites https://www.wholefoodsmarket.co.uk/ • Is your company innovating? A Whole Foods case study. | John Mackey | Big Think https://www.youtube.com/watch?v=x5ni6LBRTSs (4:03) OXO • OXO Good Grips Kitchen Tools Innovation | Smart Design https://smartdesignworldwide.com/projects/oxo-partnership/ Nike • Nike https://media.corporate-ir.net/media_files/IROL/10/100529/nike- gs09/index.html • Sustainable Innovation | Nike Innovation 2020 | Nike https://www.youtube.com/watch?v=dmSTIwCAO8M (4:58) Zappos • This Is How Zappos Optimizes Its Campus For Innovation https://www.zappos.com/about/stories/campus-innovation • Zappos Case Study Video https://www.youtube.com/watch?v=uarmfQa6EWs (2:35) Štartaj Slovenija | SPAR • HIT produkt 2020 so Uroš in Valentina bio sadni namazi Mr. in Ms. Jam https://www.spar.si/aktualno/aktualni-projekti/startaj-slovenija?icid=sca • Štartaj Slovenija https://www.startajslo.si/?ecid=SEM_startaj_slovenija_splosno&gclid=CjwKCAjwkN 6EBhBNEiwADVfya6l4fz-U_Zdkitp4ODRCn7yhNgJQ3H- Sx0fpY5tmPRwximuvJ9wKBxoC54gQAvD_BwE • Štartaj Slovenija https://www.youtube.com/channel/UCjGLAjyCzojbS9lM_Jh5eBg Nivea • Open Innovation at Beiersdorf: The Launch of Nivea Invisible for Black & White https://www.thecasecentre.org/corporate/products/view&&id=122087 • TRUSTED NETWORK – confidentiality assured https://trusted- pearlfinders.beiersdorf.com/Group/Welcome.to.Pearlfinder/Overview • Matt Marlow (Head of Global Digital Activation at Beiersdorf for NIVEA) https://digital.hbs.edu/platform-rctom/submission/nivea-leveraging-open-innovation- to-drive-product-development-in-a-race-to-be-the-worlds-leading-skincare- company/ • Nivea Innovation https://www.youtube.com/watch?v=Lv8WwtQ_Tho (4:02) Starbucks • My Starbucks Idea - Social Media & Open Innovation at Starbucks https://www.youtube.com/watch?v=pjNM8drAqG0 (13:21) 71 OPEN INNOVATION CURRICULUM 2021 Unilever • Unilever at a glance https://www.unilever.com/our-company/at-a-glance • BRIEF-Unilever To Contribute Eur 100 Mln Through Donations Of Soap, Sanitiser, Bleach And Food https://www.reuters.com/article/brief-unilever-to-contribute-eur- 100-mln-idUSASN0004IP • Unilever cuts down water usage https://www.thedailystar.net/city/unilever-cuts- down-water-usage-153730 • Operational highlights - at a glance https://web.archive.org/web/20140402110549/http://unilever.com/sustainable- living/ourapproach/ourbusinessataglance/ • Unilever Foods Innovation Centre https://www.youtube.com/watch?v=xOjTQth23qc (2:51) P&G • Ozkan, N. N. (2015). An example of open innovation: P&G. Procedia-Social and Behavioral Sciences, 195, 1496-1502. • Brown, B., & Anthony, S. D. (2011). How P&G tripled its innovation success rate. Harvard Business Review, 89(6), 64-72. • A. G. Lafley, Former Chairman & CEO, P&G discussing open Innovation https://www.youtube.com/watch?v=_7mMToRlAxs (3:07) Volvo • Open Innovations https://group.volvocars.com/company/innovation/open- innovations 72 OPEN INNOVATION CURRICULUM 2021 Case study analysis INTRODUCTION THEORETICAL BACKGROUND OF CHOSEN CHALLENGE OPEN INNOVATION ANALYSIS • Basic analysis o Name of idea o Year o Classification of idea o Short description o Author (partner) of idea – professional title, website o Owner of idea (the company where idea was implemented) – business title, website o Development stage • In-depth analysis of idea o Detailed description of open innovation model o Innovation process o Visual material o Video material • References LINKING FINDINGS WITH THEORY CONCLUSION Assessment methods • Teacher assesses students' progress during guided practice. • Group presentation of practical application of a business model. • Presentation assessment. 73 OPEN INNOVATION CURRICULUM 2021 3. TOURISM Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Teacher and students watch a video (C). • Case study analysis (F). • Participants exchange their opinions and views. References • (A) Dzhyndzhoian, V. and Sardak, S. "Global innovations in tourism". (2016). https://www.businessperspectives.org/images/pdf/applications/publishing/templates /article/assets/8168/im_en_2016_03_Sardak.pdf • (B) World's Most Important Travel Innovations http://www.travelandleisure.com/slideshows/worlds-most-important-travel- innovations#20 • (B) Tourism https://en.wikipedia.org/wiki/Tourism • (C) Future Technology In Hospitality And Tourism (2030) https://www.youtube.com/watch?v=DJTxeL6jgEs (5:15) • (C) Revitalizing the Tourism Industry with Innovation https://www.youtube.com/watch?v=sBc0A-IehWw (5:57) (F) Case study Eurostars Hotels • Eurostars Hotels: innovation and user experience brought together by ideas crowdsourcing https://www.ideas4allinnovation.com/innovators/tourism- crowdsourcing-innovation-eurostars/ • Join our Eurostars sessions on international innovation at the Innovation Expo 2018 in Rotterdam https://www.youtube.com/watch?v=_XufH1-9-z8 • Reach The Top | By Álex González & Eurostars Hotels https://www.youtube.com/watch?v=xXjgIErkvU0 (1:29) 74 OPEN INNOVATION CURRICULUM 2021 • Iglesias-Sánchez, P. P., Correia, M. B., Jambrino-Maldonado, C. (2019). Challenges of open innovation in the tourism sector. Tourism Planning & Development, 16(1), 22-42. Virgin • Our initiatives: Innovation, disruption, realisation ... https://www.virginmediabusiness.co.uk/why-virgin/our-initiatives/ Examples • Aas, T. H. (2016). Open Service Innovation: The Case of Tourism Firms in Scandinavia. Journal of Entrepreneurship, Management and Innovation, 12(2), 53- 76. 75 OPEN INNOVATION CURRICULUM 2021 Case study analysis INTRODUCTION THEORETICAL BACKGROUND OF CHOSEN CHALLENGE OPEN INNOVATION ANALYSIS • Basic analysis o Name of idea o Year o Classification of idea o Short description o Author (partner) of idea – professional title, website o Owner of idea (the company where idea was implemented) – business title, website o Development stage • In-depth analysis of idea o Detailed description of open innovation model o Innovation process o Visual material o Video material • References LINKING FINDINGS WITH THEORY CONCLUSION Assessment methods • Teacher assesses students' progress during guided practice. • Group presentation of practical application of a business model. • Presentation assessment. 76 OPEN INNOVATION CURRICULUM 2021 4. EDUCATION Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Teacher and students watch a video (C). • Case study analysis (F). • Participants exchange their opinions and views. References • (A) Serdyukov, P. (2017). Innovation in education: what works, what doesn’t, and what to do about it?. Journal of Research in Innovative Teaching & Learning. • (B) Innovation in Education: What Does It Mean, and What Does It Look Like? https://resilienteducator.com/classroom-resources/educational-innovations- roundup/ • (C) Emerging Innovation in Education: https://www.youtube.com/watch?v=7SCGuTn5zpw (3:06) (F) Case study Ludwig Boltzmann Gesellschaft • Ludwig Boltzmann Gesellschaft, https://www.lbg.ac.at/ • Ludwig Boltzmann Gesellschaft (2021a). Crowdsourcing research questions in science (CRIS). Retrieved from https://ois.lbg.ac.at/en/projects/crowdsourcing- research-questions-in-science. • Chesbrough, H., Enkel, E. and Gassmann, O. (2010). The future of open innovation. R&D management, 40(3), 213-221. • Ludwig Boltzmann Gesellschaft (2021b). Priority setting. Retrieved from https://ois.lbg.ac.at/en/projects/priority-setting. • Kreps, S. E. and Kriner, D. L. (2020). Model uncertainty, political contestation, and public trust in science: Evidence from the COVID-19 pandemic. Science advances, 6(43), eabd4563. • Ludwig Boltzmann Gesellschaft (2021c). Why open innovation in science? Retrieved from https://ois.lbg.ac.at/en/about-us/mission. 77 OPEN INNOVATION CURRICULUM 2021 • Missbach (2019). »Tell us!« — about accidental injuries. Crowdsourcing final report. Vienna: Ludwig Boltzmann Gesellschaft. • Louis, J. (2019). Definition & examples of open innovation: companies that have taken the plunge. Retrieved from https://blog.idexlab.com/open-innovation- examples. • Davies, S. R. (2019). Science communication is not an end in itself:(dis) assembling the science festival. International Journal of science education, part B, 9(1), 40-53. • Saltelli, A., & Funtowicz, S. (2017). What is science’s crisis real y about? Futures, 91, 5-11. Rapid Innovation in Digital Time • Rapid Innovation in Digital Time https://nbry.wordpress.com/2018/06/20/social- innovation-and-open-innovation-2-sides-of-the-same-coin/ Case study analysis INTRODUCTION THEORETICAL BACKGROUND OF CHOSEN CHALLENGE OPEN INNOVATION ANALYSIS • Basic analysis o Name of idea o Year o Classification of idea o Short description o Author (partner) of idea – professional title, website o Owner of idea (the company where idea was implemented) – business title, website o Development stage • In-depth analysis of idea o Detailed description of open innovation model o Innovation process o Visual material o Video material • References LINKING FINDINGS WITH THEORY CONCLUSION 78 OPEN INNOVATION CURRICULUM 2021 Assessment methods • Teacher assesses students' progress during guided practice. • Group presentation of practical application of a business model. • Presentation assessment. 79 OPEN INNOVATION CURRICULUM 2021 5. IT Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Teacher and students watch a video (C). • Case study analysis (F). • Participants exchange their opinions and views. References • (A) Koch, P. M. and Windrum, P. (Eds.). (2008). Innovation in public sector services: entrepreneurship, creativity and management. Edward Elgar Publishing. • (B) Why innovation is the future of the IT services industry https://yourstory.com/2019/01/innovation-future-services-industry/amp • (C) Top Technologies To Expect In 2020 | Trending Technologies In IT Industry 2020 | Simplilearn https://www.youtube.com/watch?v=B5fuzSuk2WI (9:46) (F) Case study Watson Health in IBM Corporation • New York and IBM Begin COVID-19 Digital Health Pass Pilot • IBM's Watson Health launches IBM Digital Health Pass app https://www.zdnet.com/article/ibms-watson-health-launches-ibm-digital-health-pass- app/ • Salesforce Work.com to integrate IBM Digital Health Pass https://www.zdnet.com/article/salesforce-work-com-to-integrate-ibm-digital-health- pass/ • How IBM Blockchain technology powers IBM Digital Health Pass https://www.ibm.com/watson/health/resources/digital-health-pass-blockchain- explained/ • IBM: How APIs & Open Innovation Will Change Every Industry https://www.youtube.com/watch?v=Qipo6Q1lqx8 (9:31) 80 OPEN INNOVATION CURRICULUM 2021 5G Open Innovation • 5G Open Innovation Lab Actively Recruiting Companies for 3rd Batch Focused on Edge Computing, 5G-Enabled Software Innovation in the Enterprise https://www.prnewswire.com/news-releases/5g-open-innovation-lab-actively- recruiting-companies-for-3rd-batch-focused-on-edge-computing-5g-enabled- software-innovation-in-the-enterprise-301204688.html Apple • Apple Inc. www.apple.com • How Apple Is Organized for Innovation https://hbr.org/2020/11/how-apple-is- organized-for-innovation • 8 Rules Molding Apple Innovation Culture https://www.braineet.com/blog/apple- innovation-culture/ • How Apple Is Organized for Innovation: The Functional Organization https://www.youtube.com/watch?v=5hENFA3CJUY (4:35) • Apple predstavio inovacije https://www.youtube.com/watch?v=_5zqfkV8Gw4 (2:34) Linux • The Linux Community https://www.linux.org/ Netflix • Netflix Beats Google When It Comes to Business Models https://www.thestreet.com/technology/netflix-beats-google-when-it-comes-to- business-models-13223113 • Netflix - A Disruptive Innovation: (Video on demand for movie rentals) https://www.youtube.com/watch?v=eooIPeQDYVo (7:42) Nintendo • Innovation - How Nintendo stays in the game https://www.thedailystar.net/shout/overclock/innovation-how-nintendo-stays-the- game-1548268 • Why Nintendo Switch is the most innovative game console in years https://www.youtube.com/watch?v=6UzGPQOYONk (6:37) 81 OPEN INNOVATION CURRICULUM 2021 Case study analysis INTRODUCTION THEORETICAL BACKGROUND OF CHOSEN CHALLENGE OPEN INNOVATION ANALYSIS • Basic analysis o Name of idea o Year o Classification of idea o Short description o Author (partner) of idea – professional title, website o Owner of idea (the company where idea was implemented) – business title, website o Development stage • In-depth analysis of idea o Detailed description of open innovation model o Innovation process o Visual material o Video material • References LINKING FINDINGS WITH THEORY CONCLUSION Assessment methods • Teacher assesses students' progress during guided practice. • Group presentation of practical application of a business model. • Presentation assessment. 82 OPEN INNOVATION CURRICULUM 2021 6. NATIONAL CASE STUDY Teaching methods Teaching and simultaneous group work. • Students work independently − find and study the case. • Study case analysis (D). • Participants exchange their opinions and views. References • (D) World Wide Web SWOT analysis of national legislation, property rights, innovations, etc. Strengths Weaknesses Opportunities Threats Assessment methods • Teacher assesses students' progress during guided practice. • Group presentation of practical application of a business model. • Presentation assessment. 83 OPEN INNOVATION CURRICULUM 2021 7. EU CASE STUDY Teaching methods Teaching and simultaneous group work. • Students work independently − find and study the case. • Study case analysis (D). • Participants exchange their opinions and views. References • (B) Case studies: Internal Market, Industry, Entrepreneurship and SMEs https://ec.europa.eu/growth/industry/innovation/business-innovation- observatory/case-studies_en • (D) World Wide Web Analysis of EU regulations • Not defined. Assessment methods • Teacher assesses students' progress during guided practice. • Group presentation of practical application of a business model. • Presentation assessment. 84 OPEN INNOVATION CURRICULUM 2021 X. PRACTICAL ASSIGNMENTS Figure 14: Businessmen 85 OPEN INNOVATION CURRICULUM 2021 1. GETTING ACQUAINTED WITH COLLABORATION TOOLS Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Teacher and students watch a video (C). • Hands-on practice; students working with technology (using different tech tools) (E). • Participants exchange their opinions and views. Tools (E) Trello • (A) Where can I find it? https://trello.com/ • (B) How can I use it? Project management and collaboration tool • (C) More about Trello: https://www.youtube.com/watch?v=tVooja0Ta5I (2:10) Asana • (A) Where can I find it? https://asana.com/ • (B) How can I use it? Project management and collaboration tool • (C) More about Asana: https://www.youtube.com/watch?v=QDQ6E5nC_0w: (10:46) Miro • (A) Where can I find it? https://miro.com/ • (A) How can I use it? Project management and collaboration tool • (C) More about Miro: https://help.miro.com/hc/en-us/articles/360017730533-What-Is- Miro- Slack • (A) Where can I find it? https://slack.com/intl/en-si/ • (B) How can I use it? Communication tool • (C) More about Slack? https://www.youtube.com/watch?v=EYqxQGmQkVw (2:33) 86 OPEN INNOVATION CURRICULUM 2021 Windows Remote Desktop • (A) Where can I find it? https://www.microsoft.com/en-us/p/microsoft-remote- desktop/9wzdncrfj3ps#activetab=pivot:overviewtab • (A) How can I use it? Collaboration and sharing tool – to connect to a remote PC • (C) More about Windows Remote Desktop: https://www.youtube.com/watch?v=LmnMRCixwLU (9:02) TeamViewer • (A) Where can I find it? www.teamviewer.com • (A) How can I use it? To connect to a remote PC • (C) More about TeamViewer: https://www.youtube.com/watch?v=8roSsCjxiwQ (4:26) Moodle • (A) Where can I find it? https://moodle.com/ • (A) How can I use it? E-classroom • (C) More about Moodle: https://www.youtube.com/watch?v=3ORsUGVNxGs (1:54) Zoom • (A) Where can I find it? https://zoom.us/ • (A) How can I use it? Meetings, education • (C) More about Zoom: https://www.youtube.com/watch?v=QOUwumKCW7M (12:52) Microsoft Teams • (A) Where can I find it? https://www.microsoft.com/sl-si/microsoft-teams/log-in • (A) How can I use it? Meetings, education • (C) More about Microsoft Teams: https://www.youtube.com/watch?v=OxfukizkyCA (20:38) We transfer • (A) Where can I find it? https://wetransfer.com/ • (A) How can I use it? File sharing tool • (C) More about WeTransfer: https://www.youtube.com/watch?v=gmzMsSCKj4E (2:40) Dropbox • (A) Where can I find it? https://www.dropbox.com/h • (A) How can I use it? Cloud file backup and storage • (C) More about Dropbox: https://www.youtube.com/watch?v=4Nan6Zt6bzw (10:49) 87 OPEN INNOVATION CURRICULUM 2021 Google Drive • (A) Where can I find it? https://www.google.si/drive/about.html • (A) How can I use it? Online file storage and sharing service • (C) More about Google Drive: https://www.youtube.com/watch?v=P7555XLfHgs (2:25) OneDrive • (A) Where can I find it? https://onedrive.live.com/about/en-us/signin/ • (A) How can I use it? Online file storage and sharing service • (C) More about OneDrive? https://www.youtube.com/watch?v=_lN_a68uHGs (7:55) Canva • (A) Where can I find it? https://www.canva.com/ • (A) How can I use it? For graphic design – to create brochures, presentations, flyers, logos, resumes, calendars, videos, cards, labels and more • (C) More about Canva: https://www.youtube.com/watch?v=WL-WbHwsbs8 (5:32) Bitable • (A) Where can I find it? https://biteable.com/ • (A) How can I use it? Making videos • (C) More about Bitable: https://www.youtube.com/watch?v=iv2mW2z3OtQ (11:02) 88 OPEN INNOVATION CURRICULUM 2021 2. TEAMWORK PROJECTS Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Teacher and students watch a video (C). • Case study analysis (F). • Participants exchange their opinions and views. References • (A) Imbrie, P. K. and Smith, K. A. (2004). Teamwork and project management. • (B) 10 Reasons Why Teamwork Matters in Project Management https://www.girlsguidetopm.com/10-reasons-why-teamwork-matters-in-project- management/ • (C) Teamwork Projects Overview https://www.youtube.com/watch?v=31okj6rTS_w (11:00) Teamwork projects (F) Students will be challenged with a real-world issue related to open innovation. Through practical assignments they will become familiar with the principals of project management and will learn how to work on group projects. The OI-issue should challenge the students and encourage them to work on it with interdisciplinary approach. Each year the students are challenged with new project assignment which has its own appropriate weight and value. The assignments should equip students to overcome real-world challenges and to come up with concrete solutions that have practical implications. 6 STEPS TO PROJECT-BASED LEARNING 89 OPEN INNOVATION CURRICULUM 2021 Listed below are 6 basic steps to project-based learning. The content of each step may vary depending on the course content and the nature of project work. 1. Preparation phase: idea generation • Students get acquainted with project work. • Teacher presents students with learning objectives, assessment criteria and intended learning outcomes. • Group formation. Each group is comprised of 4 to 6 members. • Students suggest a topic they should tackle using brainstorming technique. 2. Writing project management draft. • Identifying all the activities that must be accomplished. • Considering references that will provide students with necessary knowledge and information to successfully complete their project work. • Work breakdown. Students can use their first draft to help them define the project goals, objectives, assignments, scopes … and to detail how the project will be executed and managed. 3. Considering project realization steps. • Writing action plan to complete project activities and to achieve project goals and desired outcomes. • Setting operational goals, to outline a clear-cut path to achieve them. 4. Product development • In this phase students analyse, study and develop the product. This phase represents the major part of group project work. • Project group activities can be managed by an individual, in pairs or by a whole team. • Project evaluation, sharing of ideas, providing constructive feedback for product development and improvements. 5. Students present results. • Students present the final product, solution to the problem, exhibition and event. • Students can enrich their presentation by using IKT tools and thus prepare visually rich material. 6. Assessing the steps of project work and reporting assessment results. • Assessment of the final product, students’ participation and engagement in project management steps. • The evaluation of project work results and project work management is carried out by participants (students and teacher). Assessment methods • Teacher assesses students' progress during guided practice. • Group presentation of practical application of a business model. • Presentation assessment. 90 OPEN INNOVATION CURRICULUM 2021 3. UNIVERSITY-INDUSTRY COLLABORATION Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Teacher and students watch a video (C). • Students carry out field research (G). • Field trip to local incubator etc. (H). • Participants exchange their opinions and views. References • (A) Metcalfe, J. S. (2010). University and business relations: Connecting the knowledge economy. Minerva, 48(1), 5-33. • (B) Why Companies and Universities Should Forge Long-Term Collaborations https://hbr.org/2018/01/why-companies-and-universities-should-forge-long-term- collaborations • (B) A digital partnering platform connecting university research with industry R&D https://in-part.com/ • (B) Industry and university collaboration: how partnership drives innovation https://venturewell.org/industry-and-university-collaboration/ • (C) How VUB TechTransfer connects academic and business world https://www.youtube.com/watch?v=myXL1VPv9Js (4:45) Analysis (G) In this assignment the students will identify and discuss the opportunities for collaboration with local/national/global companies/businesses/organizations, which will give them an idea of what their job opportunities are. The following steps will help students achieve their goals: 1. Choose occupation, 2. Choose sector, 3. Choose location, 91 OPEN INNOVATION CURRICULUM 2021 4. Choose who to interview (HRM or R&D executive), 5. Turn to local organizations and associations, 6. Develop a questionnaire, 7. Choose your research methodology (research, internet, mobile phone ...), 8. Develop your interview questions for in-depth responses, 9. Field research, 10. Analyse your findings and compare them with existing research. Field trip (H) Teacher and Faculty Career Centre together arrange: 1. A field trip where students visit successful companies. 2. Linking with researchers and companies. 3. Incubator or Hub visit. Students should actively participate in the programme. Assessment methods • Teacher assesses students' progress during guided practice. • Group presentation of practical application of a business model. • Presentation assessment. 92 OPEN INNOVATION CURRICULUM 2021 4. WORK ON THE DEVELOPMENT OF CONCRETE OPEN INNOVATION Teaching methods Teaching and simultaneous group work. • Teacher prepares a short presentation of learning material (A) or any other material on the topic. • Students work in teams on internet source (B) that teacher provides and prepare a short presentation. • Teacher and students watch a video (C). • Working on real-world innovations (I). • Submitting innovation (J). • Participants exchange their opinions and views. References • (A) Reis, E. (2011). The lean startup. New York: Crown Business, 27. • (B) Osterwalder, A. and Pigneur, Y. (2010). Business model generation: a handbook for visionaries, game changers, and challengers. John Wiley & Sons. • (B) The Complete List Of Unicorn Companies https://www.cbinsights.com/research- unicorn-companies • (B) The Innovator’s Dilemma: A Simple Introduction https://worldofwork.io/2019/07/the-innovators-dilemma/ • (B) This New Model Could Be Replacing Corporate Innovation Consultants https://medium.com/@TheIOSummit/this-new-model-could-be-replacing-corporate- innovation-consultants-667301e321c3 • (C) Canvas LMS - Student Orientation Tour https://www.youtube.com/watch?v=x3j8V-uLkNw (10:56) 93 OPEN INNOVATION CURRICULUM 2021 Open Innovation Canvas (I) • Work on Business Model Canvas Submission of open innovation (J) • See attached questions: Appendix 2. • Jovoto https://www.jovoto.com/about Assessment methods • Students give individual presentations of OI Canvas. • Presentation and final report assessment. 94 OPEN INNOVATION CURRICULUM 2021 REFERENCES Anderson, L. W., & Krathwohl, D. R. (2000). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Bloom, B. S. (1956). Taxonomy of educational objectives. Vol. 1: Cognitive domain. New York: McKay, 20, 24. • Pch.vector. (n. d.). Tiny students learning online lesson via laptop flat illustration. cartoon people listening computer webinar or video college lecture Free Vector [vector]. Retrieved from https://www.freepik.com/free-vector/tiny-students-learning- online-lesson-via-laptop-flat-illustration-cartoon-people-listening-computer-webinar- video-college-lecture_12291310.htm • Bloom, B. S. (1956). Taxonomy of educational objectives. Vol. 1: Cognitive domain. New York: McKay, 20, 24. • Anderson, L. W., & Krathwohl, D. R. (2000). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. • Inovativna pedagogika 1:1. (2020). Bloomova digitalna taksonomija [picture]. Retrieved from https://www.inovativna-sola.si/bloomova-digitalna-taksonomija/ • Vašek, J. (15. 4. 2018). Chess [photography]. Retrieved from https://pixabay.com/photos/chess-pawn-gameplan-queen-game-3325010/ • Altmann, G. (6. 11. 2014). Mark [vector]. Retrieved from https://pixabay.com/illustrations/mark-marker-hand-write-516277/ • Altmann, G. (28. 9. 2016). Hands [vector]. Retrieved from https://pixabay.com/illustrations/hands-puzzle-share-items-1697895/ • Kaboompics.com. (17. 5. 2015). Working in a group [photography]. Retrieved from shttps://www.pexels.com/photo/working-in-a-group-6224/ • Rawpixel.com. (2019). Light bulb ideas creative diagram concept [photography]. Retrieved from https://www.freepik.com/free-photo/light-bulb-ideas-creative-diagram- concept_4413599.htm#page=1&query=learning%20and%20innovation&position=2 • Freepik. (2020). Technological ecology concept [vector]. Retrieved from https://www.freepik.com/free-vector/technological-ecology- concept_6849678.htm#query=innovation&position=12 • Altmann, G. (12. 6. 2017). Network [vector]. Retrieved from https://pixabay.com/photos/web-network-points-lines-2496193/ • Diloka107. (2020). Hand touching virtual world with connection network [photography]. Retrieved from https://www.freepik.com/premium-photo/hand- touching-virtual-world-with-connection- network_9074262.htm#query=innovation&position=8 • Fox. (14. 11. 2018). Group of people watching on laptop [Photography]. Retrieved from https://www.pexels.com/photo/group-of-people-watching-on-laptop-1595385/ • Altmann, G. (17. 7. 2013). Man business man woman economy [illustration]. Retrieved from https://pixabay.com/illustrations/man-businessmen-woman-economy- 162951/ 95 OPEN INNOVATION CURRICULUM 2021 APPENDICES Appendix 1: Sample assessment rubrics Scoring rubric for mentors for evaluating student’s research/seminar paper 1 2 3 4 5 Strongly disagree Disagree Undecided Mostly agree Strongly agree Criteria Student clearly states and presents the results and findings of his research in the abstract. Well-formulated introduction. Well-developed, concise, clear problem/topic statement. Methods used in the research are clearly stated and justified. Adequately defined and discussed concrete practical problem, which is also directly related to the course content and learning objectives. Student demonstrates his/her ability to state, describe, critically evaluate, demonstrate, explain and argue the topic. Apart from providing information taken from the source, student also provides his/her own thoughts, interpretation, evaluation, analysis or viewpoints, develops fresh insight. Independent thinking is evident. Clearly stated problem, well presented methods used in the research, proposed solution that indicates a deep comprehension of the problem, the novelty of proposed solution is relevant to the topic, elaborated and supported with theory. Facts and data are clearly outlined, organized and articulated. Provides a logical interpretation of the data and graphic elements, which are directly related and relevant to the content. Combines material from a variety of sources but doesn’t overuse quotes. Demonstrates thoroughness and competence in documenting sources. It is clear which sources are direct quotes, which are paraphrased and which are students’ own thoughts. Paper is based on primary and new sources. Paper meets length requirements (correct number of characters and pages). / This criterion is not relevant if paper is subjected to revision (to meet format, layout and style requirements). Summary clearly states and synthesizes main findings and presents possibilities for further development and upgrading of the solution or novelty. Conclusion is logical and reflects critical thinking of the student, relevant to the topic. Meets style, grammar, spelling, punctuation, format, design and layout requirements (correct margins, spacing, alignment, indentation, paragraphs, lists) as well as reference and citation requirements. / This criterion is not relevant if paper is subjected to revision (to meet format, layout and style requirements). Student paper meets expectations and tasks assigned by mentor (disposition, plan, instructions). Student demonstrated high level of motivation and initiative. Total number of points scored: 70 Select a grade in the rubric below! Percentage Grade ECTS grade Grade points Definition range 10: Excellent A: excellent 95,60% 100% 66,92 70 Outstanding results with only minor errors Above the average standard but with some 9: Very good B: very good 84,30% 95,50% 59,01 66,85 errors 8: Good C: good 70,80% 84,20% 49,56 58,94 Generally sound results 7: D: satisfactory 59,60% 70,70% 41,72 49,49 Fair but with significant shortcomings Satisfactory 6: Sufficient E: sufficient 55% 59,50% 38,5 41,65 Performance meets the minimum criteria Performance does not meet minimum 5 - 1: Fail F: fail 0% 55% 0 38,5 criteria 96 OPEN INNOVATION CURRICULUM 2021 Performance indicators and research/seminar paper rubric Research Planning Execution Results Evaluation Oral presentation Written presentation question /Topic title Student poses Independent Student Outstanding results Qualitative evaluation Excellent delivery Excellent composition, text is almost his own research does with only minor of the problem, without errors entirely free of errors, with near Up to research planning independent errors provides his/her own (student doesn’t perfect mechanics (correct 6 question, which research conclusions use notes) paragraph and chapter structure, points is clearly stated accurately organized titles. Chapters and relevant to meet length requirements and have the topic correct sequence Student poses Independent Student Above the average Qualitative evaluation Effective delivery, Adequate level of work with several his own research requires standard but with of the problem doesn’t use notes minor mistakes (correct paragraph Up to research planning but minor help some errors but makes minor structure but fails to meet length 4 question but requires from errors; seldom requirements. Text has spelling or points requires minor minimal help teacher returns to notes grammatical errors) help from from teacher and makes no teacher errors Research Poor Student Fair but with Student offers basic Student is ill- Several major mistakes question is research requires significant description and prepared and (inappropriate format, fails to use vague and planning, significant shortcomings summary of reading from notes paragraphs, chapters do not follow a Up to poorly stated, requires help from background research logical order; text has several major 2 requires help more teacher spelling or grammatical errors) points from teacher development and help from teacher Student fails to Plan is Research Student fails to Irrelevant or missing No presentation or irrelevant to the pose a developed paper is provide research topic research by teacher written by paper/research question; others paper is irrelevant research topic to the is proposed by topic/research teacher paper is plagiarized Source: (University of Maribor 2014) 97 OPEN INNOVATION CURRICULUM 2021 Performance indicators of student learning outcomes Criteria Excellent (10) Very good (9) Good (8) Satisfactory (7) Sufficient (6) Fail (5-1) Percentage range 91 – 100 % 81 – 90 % 71 – 80 % 61 – 70% 51 – 60% 0 – 50 % Student demonstrates Outstanding, Exemplary learning Accomplished Acceptable learning Minimally Unacceptable exceptional learning outcomes. learning outcomes with acceptable learning learning outcomes. outcomes. outcomings. shortcomings. outcomes. Analysis of knowledge First Class Standing. Shows thorough Shows relevant and Pass. Shows relevant Minimal pass. A Fail. Shows (cognitive domain contains Superior Performance knowledge. Clearly sound knowledge and knowledge and some passing grade fragmentary, learning abilities to: memorize, showing above average understanding of understanding of indicating marginal inadequate understand, employ, analyse, comprehensive, in- performance with principles and principles and facts performance and knowledge to meet synthesize, evaluate and create) depth understanding knowledge of facts at least but with definite knowledge. learning outcomes. of subject matter. principles and facts adequate to deficiencies. Student not likely to generally communicate succeed in complete and with no intelligently in the subsequent courses serious discipline. in the subject. deficiencies. Skills and competencies Demonstrates Demonstrates Demonstrates good Demonstrates Demonstrates basic Shows low-level of (process competencies, having outstanding process exemplary process process relevant process process process good command of job-specific competencies, competences and competencies and competencies and competencies and competencies and tools and technologies) excellent command of above average good command of acceptable command sufficient command of fails to meet job-specific tools and command of job- job-specific tools and of job-specific tools procedures, job- requirements. technologies specific tools and technologies. and technologies but specific tools and (effective work with technologies. with few technologies but only minor errors. shortcomings. needs improvement. Demonstrates high level of automaticity). Problem-solving skills Outstanding, Exemplary problem- Accomplished Accomplished Minimally acceptable Student fails to solve exceptional problem- solving skills in problem-solving skills problem-solving skills problem-solving skills the problem. solving skills in familiar and unfamiliar in familiar and in familiar and in familiar and familiar and unfamiliar context. unfamiliar context. unfamiliar context, unfamiliar context. context. with minor shortcomings. 98 OPEN INNOVATION CURRICULUM 2021 Criteria Excellent (10) Very good (9) Good (8) Satisfactory (7) Sufficient (6) Fail (5-1) Innovation and creativity Demonstrates Demonstrates Demonstrates Demonstrates Demonstrates Demonstrates (novelty or uniqueness of idea, outstanding, exemplary innovation accomplished accomplished minimally acceptable unacceptable product, form, questions, creative exceptional innovation and creativity skills in innovation and innovation and innovation and innovation and formulation of ideas or solutions) and creativity skills terms of ideas, creativity skills in creativity skills in creativity skills in creativity skills in (extends novel, questions, format, terms of ideas, terms of ideas, terms of ideas, terms of ideas, unique idea, question, products, procedures questions, format, questions, format, questions, format, questions, format, format or product, or solutions. Has the products, procedures products, procedures products, procedures products, procedures procedures or solution ability to create a or solutions. or solutions, but with or solutions. or solutions. to create new novel or unique Experiments with shortcoming. Reformulates a knowledge or product, idea, creating a novel or collection of available knowledge that question. unique idea or ideas. crosses boundaries). product. Initiative and entrepreneurship Demonstrates Demonstrates Demonstrates Demonstrates Demonstrates Fails to (the ability to turn ideas into outstanding, proficient initiative and competent initiative satisfactory initiative sufficient initiative and demonstrate/lacks action through creativity, exemplary initiative entrepreneurial skills. and entrepreneurial and entrepreneurial entrepreneurial skills. initiative and innovation, and risk-taking, as and entrepreneurial skills. skills. entrepreneurial skills. well as the ability to plan and skills. manage projects.) Knowledge transfer (transfer of Demonstrates Demonstrates Demonstrates good Demonstrates good Demonstrates Fails to knowledge skills to a new outstanding ability to exemplary ability to ability to apply ability to apply sufficient ability to demonstrate/lacks context. Adapts and applies apply knowledge to apply knowledge to knowledge to new knowledge to new apply knowledge to ability to apply skills, abilities, theories, or new and challenging new and challenging and challenging and challenging new and challenging knowledge to new methodologies gained in one contexts. contexts. contexts. contexts but with contexts. and challenging situation to new situations) shortcomings. contexts. 99 OPEN INNOVATION CURRICULUM 2021 Critical thinking Excellent critical Very good critical Good critical thinking Good critical thinking Minimally acceptable Unacceptable critical thinking skills thinking skills skills skills but with critical thinking skills thinking skills shortcomings Percentage range 91 – 100 % 81 – 90 % 71 – 80 % 61 – 70% 51 – 60% 0 – 50 % Independent work/learning Excellent, outstanding Can work/learn Can work/learn Can work/learn Demonstrates Unacceptable skills (level of assistance independent independently but independently but independently but minimally acceptable independent required) work/learning skills requires occasional requires assistance requires frequent skills to work/learn work/learnings skills assistance assistance independently Reflection and self- Excellent, outstanding Very good reflective Good reflective ability Good reflective Minimally acceptable Unacceptable assessment (ability to critically reflective ability ability abilities but with reflective abilities reflective ability review, analyse, and evaluate shortcomings your own work or that of someone else) Attitude (towards learning, Excellent attitude Very good attitude Good attitude toward Satisfactory attitude Minimally acceptable Unacceptable attitude content, objects, organisms, toward … toward … ... toward ... but with attitude toward ... toward … codes of ethics, co-workers, shortcomings professions, etc.) Problem-solving skills Outstanding, Exemplary problem- Accomplished Accomplished Minimally acceptable Unacceptable exceptional problem- solving skills problem-solving skills problem-solving skills problem-solving skills problem-solving skills solving skills but with shortcomings Communication skills (ability to Flawless Very good Good communication Good Minimally acceptable Lack of communicate orally and in written communication skills communication skills skills communications skill communication skills communication skills language) but with minor errors Teamwork The assigned tasks The assigned tasks The assigned tasks Able to complete the Minimally acceptable Fails to complete the are completed are effectively are performed well assigned tasks but ability to complete the assigned tasks flawlessly completed with shortcomings assigned tasks Source: (University of Maribor 2014) 100 OPEN INNOVATION CURRICULUM 2021 Oral defense rubric Criteria sample for students’ oral defense of his/her research or seminar paper 1 2 3 4 5 Strongly disagree Disagree Undecided Mostly agree Strongly agree Criteria Well-grounded, properly contextualized, clearly and convincingly presented 5 Results are clearly presented and accurately interpreted 5 Clear, logical, convincing, strong organization 5 Candidate used appropriate research methodology and met format requirements 5 Clearly and accurately answered research question and/or effectively defines the scope of (hypo)thesis 5 Candidate’s speech is clear and articulate 5 Candidate quickly grasps questions, responds clearly and aptly 5 Candidate did not exceed the time limit 5 Overall score: 40 Select a grade in the rubric below! Grade ECTS Grade Percentage range % Grade points Definition 10: Outstanding results with only minor A: excellent 95,60% 100% 38,24 40 excellent errors 9: very Above the average standard but with B: very good 84,30% 95,50% 33,72 38,2 good some errors 8: very C: good 70,80% 84,20% 28,32 33,68 Generally sound results good Fair but with significant 7: good D: satisfactory 59,60% 70,70% 23,84 28,28 shortcomings Performance meets the minimum 6: sufficient E: sufficient 55% 59,50% 22 23,8 criteria 5 - 1: Performance does not meet the F: fail 0% 55% 0 22 insufficient minimum criteria 101 OPEN INNOVATION CURRICULUM 2021 Questionnaire for anonymous peer-assessment Use the criteria below to assess your and peer’s contribution to teamwork at the end of the course. Choose a grade on a scale of 1 to 10 from below criteria: Grade Interpretation of points for Grade Description of performance of individual member description grading teamwork 100% off of total points earned for Most Failed to contribute to teamwork/ completely 1 teamwork assignments or 0 points unsatisfactory unresponsive team member for teamwork assignments Team member responded to assignments but failed to 80% off of total points earned for 2 Unsatisfactory complete them/did little work and has relied on others teamwork assignments to do the work Supported the effort of others, gave comments on the 70% off of total points earned for 3 Satisfactory work done but failed to provide constructive arguments teamwork assignments and feedback to his/her team members Little contribution on his/her part, no original thoughts or work done, only short paragraphs of copy-paste 50% off of total points earned for 4 Very poor text, didn’t contribute any ideas to advance the work of teamwork assignments the group. Completed the assigned task but went by deadline, his/her ideas are irrelevant, didn’t actively participate in 25% off of total points earned for 5 Poor discussions, didn’t provide any arguments or gave teamwork assignments useless suggestions, was not cooperative, didn’t address team’s needs, lack of teamwork skills. Contributed his or her portion of the teamwork by deadline, but didn’t contribute to the end product of the team, contributed few ideas to advance the work of the 15% off of total points earned for 6 Fairly good group, insufficient cooperation in discussions and no teamwork assignments commitment to create synergy in the team, (didn’t attend online meetings) Contributed his or her portion of the teamwork by deadline, but showed little cooperation and 10% off of total points earned for engagement in discussions compared to other teamwork assignments or the 7 Good members of the group; overall present at the meetings, number of total points earned for but failed to provide solutions to advance the work of teamwork assignments the group Contributed his or her portion of the teamwork by deadline, showed little cooperation and engagement in discussions compared to other members of the group, 5% off of total points earned for 8 Very good showed little commitment to foster synergy in the teamwork assignments team; didn’t provide any new, original suggestions but only paraphrased, summarized, reformulated suggestions of others Contributed his or her portion of the teamwork by deadline which reflected his/her own ideas, thoughts, 100% of total points earned for 9 Excellent views, showed adequate level of participation in teamwork assignments discussions, promoted team synergy; made extra effort to advance the work of the group Contributed his or her portion of the teamwork by deadline which reflected his/her own ideas, thoughts, views, gave encouragement and supported active collaboration of team members, always displayed positive attitude in order to create synergy in the team, provided coaching or guidance, intervened when tasks Up to +5% of the total points 10 Exceptional were not moving toward goals, performed all tasks earned for teamwork assignments very effectively, did more than others, was highly productive; attended all meetings and participated enthusiastically; very reliable, assumed leadership role as necessary, did the work that was assigned by the group. Provide comments to justify the grade given and to explain your decision. (This part is obligatory when students assign to their peer(s) grade 10 (the highest) or grade 6 (the lowest). 102 OPEN INNOVATION CURRICULUM 2021 Appendix 2: Submission of innovative idea IDEA, PRODUCT, TECHNOLOGY AND INNOVATIVENESS 1. Describe the product or service that your company offers. 2. Describe the problem that you are solving, the purpose of your idea, how it works and who will benefit from it 3. How is this problem solved today and how is your solution better than what is already available today? 4. Provide detailed information on your idea. Along with the description of idea itself, provide link to your online store, physical working model or prototype, MVP, graphics, sketches, illustrations, etc.) Provide as much material and detail as possible to explain your idea so that it is communicated as clearly and thoroughly as possible. 5. Define development stage of your idea, describe its current characteristics and tell what is the next big thing you want to do with your idea? 6. Explain how you get customer feedback on your idea or product, how does it influence your decision making and the steps you take to improve your product or service (analytics, customer interview, etc.) 7. What is your core competency and what differentiates your idea for a product or service from what is currently being offered in the marketplace today? 8. What is your vision, where do you see your company/business in 5 years? 9. List 5 fundamental principles of your company. TECHNOLOGY 1. Describe the technology that you use and explain what is the biggest difference or advantage of it over the current practice? 2. Explain which of the already existing technologies you used and which technologies were developed by you. 3. Will you protect/patent your idea/product? Explain how. 4. Does your company own or has a license to all IP used and did you licensed other technology that you use? 5. Is your company’s core competency gained from technology (key competitive advantage/edge)? If yes, explain how. If not, explain where does it stem from. 6. List your key suppliers and explain how will you negotiate with them. CUSTOMERS, DISTRIBUTION IN BUSINESS MODEL 1. Describe your ideal customer (persona), their day-to-day life and how they make their purchasing decision. 2. Make a list of customers already using your product or service. If you have no customers yet, define who are your primary target customers and tell how many (of many of these) customers have you talked to already? 3. Write the number of customers who made more than one purchase. Have they also purchased any other product or service that you offer? 4. Define payment methods for your product or service. 5. Describe the way to approach new customers. 6. Describe your strategies to increase your customer base and how will you make it grow? 7. Describe your typical selling day and explain your selling processes step by step (estimate the time required to complete each step). 8. Define 3 key start-up metrics for your company (provide overview of the current state of your company or business based on these metrics)? 103 OPEN INNOVATION CURRICULUM 2021 9. Measure LTV (Lifetime Value) and CAC (Total Marketing + Sales Expenses) of your customer. TEAM 1. Make a list of founders and their references! 2. Write interesting fact about each founder. 3. Add a link to 2-min video presentation of your team. 4. Describe the level of commitment for each member of the team (full-time, part-time, hobby …) Provide details on the type of contract (employment contract, professional/client services agreement, Student Employment Agency …) 5. How long have you been working together? 6. What is your (of each individual member) knowledge of and how familiar are you with industry? 7. Most successful teams share appropriate mix of technical, business and product development knowledge. Describe the role of each member of your team. 8. What is your company/business location? Would you be prepared to move your business/company abroad should the need arise? 9. How much importance and value do you place on design and user experience and who is accountable for that? 10. Highlight the biggest engineering feat inside and outside your company/business for each individual member of the team who works on research and innovation or in product development. 11. Which is the most expensive product or service sold by your CEO? MARKET 1. Define your target market, market size and what are you planning to achieve over the next five years in terms of sales (TAM, SAM, SOM). 2. Define trend that wil foster your company’s growth. 3. Explain why is now the right time and identify the key success factor(s) in a go-to-market strategy. 4. List three threats and weaknesses that could drive your company/business to ruin. BUSINESS COMPETITION 1. Make a list of businesses/companies that are selling or developing similar products or services and compete for the same potential market (direct and indirect competition). Provide link to their website. 2. How is your idea or product better than/what differentiates your idea for a product or service from what is currently being offered by others in the marketplace today? FINANCES 1. Have you found your investor yet (if yes, who is it and approximately how much money is he/she willing to invest)? 2. Estimate financial potential of your company/business. 104 OPEN INNOVATION CURRICULUM 2021 OTHER 1. Have you ever participated in a start-up accelerator or learning/training programme? 3. Do you have any mentors, advisory board, etc. who provide advice and help your company succeed? 4. Is your company registered/has seat/headquarters/subsidiary or branch in your country? 5. Are there any legal threats that your company could face? 6. Are you willing to participate in mentoring/training programme? 7. Could you (or have you already) attended start-up weekend or Demo Day in the preselection procedure? APENDIX 1. Brief summary (no longer than A4 sheet of paper including all key information) 2. Presentation (that complies with guidelines) 105