Abstract:

Innovation is an essential capability at any workplace today, both in companies and in public workplaces. It is vital for universities and Higher Education Institutes (HEIs) to educate students to be capable of creating new innovations. But how can HEIs teach and educate young students to make business innovations? How can universities and HEIs collaborate with private businesses to create a realistic and effective learning environment?

This paper introduces a single case study on a novel model to contribute to effective learning of innovations. The model discussed here comprises a typical participatory open innovation approach with the concept of rapid innovation and coaching. The main phases of a typical innovation process are compressed into two working days. The “InnoCamp” learning model brings together multi-disciplinary university students, service innovation commissioners, coaches from universities as well as a physical place (authentic service use environment) to work together effectively. All participants work jointly hands-on in mixed teams throughout the entire two day project. This approach enables a mutual exchange of knowledge, fresh ideas and experiences throughout each step of the process. Working is target-oriented and strictly facilitated to bring deliverables at each stage.

The InnoCamp model was tested at the Vierumäki Sport Institute for sport companies that were looking for new ideas or solutions for their existing sport services and products. Five companies gave innovation assignments for the teams. Fifty university students from ten different universities and HEIs participated in the InnoCamp project. The functionality of the test project was evaluated through qualitative research data. The university students participated in an extensive survey within one week after the InnoCamp closing.

According to the research data, the university students learned better real life insights both on the innovation process itself as well as the substance matters studied, compared to traditional classroom teaching. Students gained self-confidence as trusted partners to work with true experts and managers for a real project. Additionally, experts from the commissioning parties learned new ideas and ways of thinking from young people during this project. All participants felt that the InnoCamp was an inspiring, fun and very useful experience.

Keywords:

innovation, open innovation, skills, learning