Innovation_competencies.pdfVIP

Building Innovation Competencies Charles Bezerra, Ph.D. University of Otago, New Zealand charles.bezerra@design.otago.ac.nz Abstract This research explores the issues concerning innovation education. What essential knowledge and attitudes facilitates the emergence of innovative concepts? How can innovation competencies be learned or taught? What are the appropriate methods or tools for a discipline of innovation? This research is targeted at creating a program of study that combines the best approaches and practices in building innovation competencies, so students can become leaders capable of influence any business or technology. The methods and experiences of the strategic design program at the University of Otago, New Zealand, will be described. . 1. Introduction As our world becomes more and more connected; our markets more dynamic and competitive; and our technology more changeable; organizations are in urgent need for those capable of creating viable new concepts. Innovation competencies are being required in all fields and at all levels. From individuals to organizations, innovation competence means advantage. Innovation is not only the act of introducing something new, but it is to introduce something new that becomes widely adopted. A very challenging task, but well rewarded in open markets. In today’s competitive economic context, which demands innovation, one cannot depend or accept only the idea that innovative concepts come exclusively from ‘gifted’ people, or that innovation is an intellectual ‘accident’ of inspiration and not the result of hard and focused work [1]. Although one cannot guarantee that a given concept will end up a business success, there are conditions, knowledge and attitudes that can facilitate the emergence of innovative ideas. The innovation discipline is still in its infancy, but competencies that increase the chances of innovation can now be learned. The following in