The Demographics of Innovation in the United States

Nager, Adams; Hart, David M.; Ezell, Stephen; Atkinson, Robert D.

doi:10.2139/ssrn.3066060

Cited by 29 publications

(21 citation statements)

References 26 publications

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“…In addition, disciplinary background differences were found to affect expectancies, but not innovator self-concept hinting at differences in how innovation confidence is built in different disciplines. Minority status, learning exceptionality reporting, age, and parental education did not result in different levels of innovator self-identity or expectancies; however, the level of education did, aligning with findings in literature that suggest investment of higher education can make innovation more likely, especially among minority and other historically scantly investigated populations of potential innovators (Nager et al, 2016). It also parallels the findings elsewhere in EVC literature that suggest increased education and training tend to be excellent predictors of confidence in approaching complex tasks (Barron & Hulleman, 2015; Flake et al, 2015).…”

Section: Discussionsupporting

confidence: 80%

Expectancies, Values, and Costs of Innovating Identified by Canadian Innovators: A Motivational Basis for Supporting Innovation Talent Development

Soleas

2020

Journal of Advanced Academics

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Current studies in innovation are often siloed to specific disciplines, precluding a generalizable understanding useful to understanding the factors that promote and hinder individual motivation to innovate. This study integrates analysis of 30 interviews and 500 surveys of Canadian innovators from a variety of disciplines as a means of understanding the avenues that education could use to develop innovation talent. The results of this study point to the overstated role of rewards as drivers of developing innovation talent. These findings support the idea that programs that wish to support innovation for all learners should be guided by the primacy of decisions that build confidence and fulfill interest and perceived importance of the task at hand, as well as those mitigating the costs of innovating. The implementation of promotive and cost-mitigating strategies should be a high priority for educational efforts to stoke the development of innovation talent for learners in many contexts.

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Section: Discussionsupporting

confidence: 80%

Expectancies, Values, and Costs of Innovating Identified by Canadian Innovators: A Motivational Basis for Supporting Innovation Talent Development

Soleas

2020

Journal of Advanced Academics

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“…Interestingly, Simonton [18] described an inverted Ushape, with the peak of creativity at the junior years of university. In contrast, Nager, Hart, Ezell and Atkinson [19] showed that people have their most innovative output (not creative anymore) when they are older -in fact when they are more than 40 years old. These specific findings suggest there are (generationally-and rank-based) workplace realities around innovation that new engineering hires must confront.…”

Section: Introductionmentioning

confidence: 93%

Early-career Engineers at the Workplace: Meaningful Highs, Lows, and Innovative Work Efforts

Klenk

Björklund

Gilmartin

et al.

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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(TUM) with a B.Sc. '15 and M.Sc '17 in Management and Technology. His majors were Computer Science, Innovation and Entrepreneurship. He was also a participant in the entrepreneurial qualification program "Manage&More". This is a program of the center for innovation and business creation at the Technical University Munich ("UnternehmerTUM") which supports innovation and startup projects. While at UnternehmerTUM, Mathias was involved in developing concepts and material design for BMW's logistics department, as well as helping researchers of the Fraunhofer Institute in founding a company in the smart home IoT sector. He currently works for the startup UnifyID as software engineer in San Francisco and founds is own startup Coinance, which is a cryptocurrency portfolio management app. Previously he joined Stanford's Designing Education Lab in 2016 to learn more about the role of motivational psychology in engineering education, where he wrote his Master's thesis about work experience and the role of innovation for software engineers in their early years of working life.

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“…For one thing, while wages have been increasing over the last decade, they have not shown any extreme growth nor changed compared to other majors. 93 Computer science and engineering degrees offer the third-best return on investment of any major, and this has not changed. 94 Wage incentives in IT occupations are not the only draw for student interest in computer science.…”

Section: Seeds Of Growthmentioning

confidence: 99%

The Case for Improving U.S. Computer Science Education

Nager¹,

Atkinson²

2016

SSRN Journal

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Despite the growing use of computers and software in every facet of our economy, not until recently has computer science education begun to gain traction in American school systems. The current focus on improving science, technology, engineering, and mathematics (STEM) education in the U.S. school system has disregarded differences within STEM fields. Indeed, the most important STEM field for a modern economy is not only one that is not represented by its own initial in "STEM" but also the field with the fewest number of high school students taking its classes and by far has the most room for improvement-computer science. Since computer science became an academic discipline in the late 1960s, the level of interest in the field and the number of students taking courses has grown in fits and starts. Currently in an upswing, computer science education in the United States looks poised for steady growth. However, there is the possibility that interest in the field could again wane like it did in 2003 following the burst of the tech bubble. To maintain the field's current momentum, the perception of computer science (CS) needs to shift from its being considered a fringe, elective offering or a skills-based course designed to teach basic computer literacy or coding alone. Instead, it is time for CS to be seen as a core science on par with more traditional high school offerings such as biology, chemistry and physics. Furthermore, universities should capitalize on the growing interest in computer science and expand their offerings to accommodate the growing demand for courses in the field. Not only is computer science a powerful educational tool for fostering critical thinking, problem solving, and creativity, computer skills and competencies are in high demand among employers in a wide range of industries, not just the tech industry. Policy and High School Computer Science Today The last study of high school transcripts completed by the National Center for Educational Statistics in 2009 found that only 19 percent of high school seniors took some form of computer class, down 6 percentage points from 2000. 47 Moreover, these courses revealed a

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The Demographics of Innovation in the United States

Cited by 29 publications

References 26 publications

Expectancies, Values, and Costs of Innovating Identified by Canadian Innovators: A Motivational Basis for Supporting Innovation Talent Development

Expectancies, Values, and Costs of Innovating Identified by Canadian Innovators: A Motivational Basis for Supporting Innovation Talent Development

Early-career Engineers at the Workplace: Meaningful Highs, Lows, and Innovative Work Efforts

The Case for Improving U.S. Computer Science Education

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