Making an Interdisciplinary Difference: Twenty Years of Design, Business and Technology at Aalto

Koria, Mikko

doi:10.1007/978-3-319-20520-5_17

Cited by 3 publications

(7 citation statements)

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“…Thirdly, the stakeholders widely indicated that collaboration needs to happen in a neutral space, where the few cannot appropriate most of the value created. The delicate balance of UIC with a deep engagement of students is easily disturbed; a common space is needed to enable equitable participation and resource integration (Banerjee and Ceri 2015;Koria 2016). In the fourth place, the implementation of activities needs to be planned.…”

Section: Discussionmentioning

confidence: 99%

“…Today, global competition, shorter product and service lifecycles, exponential growth in knowledge, shifting research and development (R&D) strategies, open innovation, and changes in university funding increasingly encourage deeper collaboration (Hagen 2002;Wright et al 2008). Acting as a key source of innovation (Ankrah and Omar 2015) with a wide socio-economic remit, student-centric and challenge-based learning have changed the nature of UIC from the mid-'90s onwards (Banerjee and Gibbs 2016;Koria 2016;Unger et al 2018). This has involved individual courses, such as the Mechanical Engineering 310 or non-degree studies at the d.school at Stanford, or degree programmes such as the International Design Business Management (IDBM) MSc at Aalto University or the Alta Scuola at Politécnico de Milano.…”

Section: Literature Reviewmentioning

confidence: 99%

“…These collaborations build on trust, motivation, and empowerment of participating students and are deeply embedded in local institutions, culture, and organizational arrangements. They are also history and path dependent, highly context specific, and have typically engaged with few participants (Banerjee and Gibbs 2016;Koria 2016;Marsan et al 2016).…”

Section: Introductionmentioning

confidence: 99%

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An innovation intermediary for Nairobi, Kenya: Designing student-centric services for university-industry collaboration

Koria

Osorno

Telalbasic

et al. 2020

African Journal of Science, Technology, Innovation and Developm

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Engaging students as partners in university-industry collaboration (UIC) through challenge-based and real-life projects creates significant value for all participants through novel educational approaches, talent recruitment, user-driven innovation, new resources, and research-related opportunities. However, as these practices have developed iteratively over time in industrialized countries and are highly context dependent, it is unclear how they can be best transferred to emerging economy contexts. In this paper, we present a research and design process of creating an innovation intermediary to foster student-centric UIC in Nairobi, Kenya. Seen as a set of services that reside on a multilevel platform, the intermediary aims to add value to the existing ecosystem through open access knowledge sharing, promoting partnerships, and mentoring for impact in an integrative, complementary way. Through a four-step qualitative research process involving interviews and co-creation workshops with local stakeholders, we examine the ecosystem, define value creation, design the services of the intermediary, and propose a step-wise model for further diffusion. We note the importance of establishing a solid rationale for collaboration, understanding the expected value to be created, creating a neutral space for the collaboration, and planning the implementation in detail. We contribute to transferring student-centric UIC practices into emerging economy contexts.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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An innovation intermediary for Nairobi, Kenya: Designing student-centric services for university-industry collaboration

Koria

Osorno

Telalbasic

et al. 2020

African Journal of Science, Technology, Innovation and Developm

Self Cite

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“…The overall pedagogical approach of UniWASH highlights the individual student as an active and responsible group member, sharing knowledge and views and contributing with peer inputs. Aalto University's long-term teaching practices in multidisciplinary interaction, critical thinking, and learning as a social process supported the pedagogical approaches (Koria, 2015). The multicultural setup of the project brought in desirable diversity, expecting that the contextual knowledge and differences in cultural and educational backgrounds would yield complementing perspectives, insights, and solutions.…”

Section: Picture 2 Toiletsmentioning

confidence: 99%

“…Project-based learning integrates knowing and doing, through a constructivist pedagogy and teamwork. The focus is on the student, not the curriculum, rewarding drive, passion, creativity, empathy, resilience, and learning through experience (Koria, 2015;Markham, 2011).…”

Section: Picture 2 Toiletsmentioning

confidence: 99%

Building Student Change Agent Capabilities: Case UniWASH in Uganda

Subra

Koria

Timonen³

et al. 2017

Youth as Architects of Social Change

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In this chapter we discuss youth-led inclusive innovation in the context of a recent UNICEFled project, in which students from Uganda and Finland collaborated to generate solutions to water and sanitation problems faced by school children in Northern Uganda. We focus on the post-project experience of the university students, building our analysis on both participatory observation and student interviews. We propose a multi-layer framework to discuss the desired capabilities of youth as future innovators and agents of change in the project context, and to analyse how the normative, contextual and pedagogical approaches applied in the project contributed to the development of those abilities. We highlight aspects of the project design that were significant in the learning process, and discuss implications for the development of similar initiatives.

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One World, Two Ideas and Three Adaptations: Innovation Intermediaries Enabling Sustainable Open Innovation in University–Industry Collaboration in Finland, Mexico and Nicaragua

et al. 2022

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Sharing global knowledge and practices while adapting them to local contexts is a central concern in innovation and sustainable development. In this paper, we examined how intermediary organisations promoting innovation can foster and enable the diffusion and local adaptation of knowledge, practices of open innovation and collaboration between universities, firms and social innovators. We studied three longitudinal, interlinked cases from Finland, Mexico and Nicaragua, moving from highly industrialised to emerging-economy contexts. We traced how innovation intermediaries support developing cultures of collaboration and the value co-creation by diffusing knowledge, getting actors together, sharing activities and supporting the engagement between organisations. Through observation, interviews, participatory action and self-reflection, we proposed a stepwise generic model for diffusion and adaptation. We argued that all steps and roles must co-exist to achieve successful transfers, and noted the evolutionary nature of the process and the importance of aligning the interests and activities of the actors. We contributed to sustainable development goals through the global diffusion of open innovation knowledge within the collaboration of universities, firms and social innovators. We noted the limitations of addressing three cases, while proposing directions for further research on the capabilities of actors, collaboration practices and the co-creation of value by actors.

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Making an Interdisciplinary Difference: Twenty Years of Design, Business and Technology at Aalto

Cited by 3 publications

References 0 publications

An innovation intermediary for Nairobi, Kenya: Designing student-centric services for university-industry collaboration

An innovation intermediary for Nairobi, Kenya: Designing student-centric services for university-industry collaboration

Building Student Change Agent Capabilities: Case UniWASH in Uganda

One World, Two Ideas and Three Adaptations: Innovation Intermediaries Enabling Sustainable Open Innovation in University–Industry Collaboration in Finland, Mexico and Nicaragua

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