ࡱ> a 4jbjbtt bH<     ZoooolnoZvTNpdpdpdpdp]T,R e dpdp 0f 2dp dp4r z r #i Bp Od<o!TF0v0 ZZ2^E)ZZ^EStrategic decisionmaking on innovations in SMEs. A research towards a curriculum of competence learning in multidisciplinary groups Ir. H.G.M. Geraedts Fontys University, Dept. Mechanical Engineering, Team: Mechanical design & Innovation, P.O Box 347, 5600 AH, Eindhoven Holland, ( HYPERLINK "mailto:HGM.Geraedts@Fontys.nl" HGM.Geraedts@Fontys.nl) Abstract It is important for the current small and medium sized companies to innovate and thereby still to be able to compete with the cheaper companies from the east. Within Fontys University a project has been started to develop an innovative education for its future curricula. More attention is paid to competence learning and learn to learn-principles instead of cognitive learning. This has resulted in a so-called major-minor system. In the Netherlands this system of education is commonly used at the Universities. The major, at Fontys, is a three-year primary education, which aims to develop the students discipline. The minor are two education entities restricted, for the size of 30 ECTS, which students can choose. Within the Fontys University a study has started to develop a minor education on the topic "strategically decision-making on innovations in a SME". Fontys wants to train its students for this task in the SME, because it is assumed that many higher educated personnel will find work in the SME. Furthermore it is assumed that there is a growing need for higher educated personnel in possession of competences about strategic decision-making and implementing an innovative organisation. In the autumn of 2006, as a result of the present developments, a minor will be started on the topic strategically decision-making on innovations. This paper describes the progress of the developments of the minor. Keywords: Strategic decisionmaking, Innovation, SME, Interdisciplinary, Company involvement. INTRODUCTION The Dutch Government pays much attention to strengthen innovation in Dutch ventures. The degree of innovation, which a company can exhibit in the future, will strongly determine on the position of that venture on the international market. Companies of a bigger size have the financial possibilities and a well-equipped staff, using their own competences, to develop innovation. This is different for SMEs. Because of their small size and restricted scope approaching the market, they are not able to use their internal capacity for development of innovation power. Many higher vocational educated engineers find their career in the SMEs. In their training the institutes strongly focus on developing professional competences contributing to the daily task in the venture. Almost nobody has been trained for a task in SMEs considering strategic development, among which e.g. developing innovation. The Dutch reports [1] and [2] clearly indicate this need. New, modern education wants to make a contribution to improve the competences of the intermediate staff in SMEs. This new educated staff in technical SMEs will be trained to contribute to the improvement of strategically decision-making on innovation. In this paper, we firstly map out the important innovation aspects in a company. Considering this we can come to formulating the set of competences, which are needed to teach the students the right aspects of innovation. In the second part of this paper we will give an explanation of the outlines of this new education. innovation in SME: A Perception Strategic decision-making on innovations has an ambiguous character. On the one hand it is a moment in which a person, who is responsible for strategic decision-making, takes a weighty decision on which the wellness of the company in the future will depend. On the other hand it is a analysis of what has happened and will happen time, which must be taken into account when taking decisions. Large companies have enough high-educated employees who are trained sufficiently in preparing an in-depth strategic decision with regards to innovation. This is differently for a SME. Frequently the responsible person of this company is not trained highly and has not been trained on strategy development. At all, he must take weighty decisions for its company where higher qualifications are required. Even above this, the entrepreneur hasnt always have higher-educated personnel to prepare qualified decisions and he must take enough effort and give focus on the current production of its company. To conclude, making good decisions in a SME is very difficult for the responsible person. It is important for staff to understand the complexity of innovation in order to understand which decisions needs to be taken. Depending on the heaviness of innovation it can mean that the company can sink to bankruptcy in the future by such a decision or this decision has a positive effect on the current market position with regard to the competitors. The complexity in innovation exists out of a moment where an important decision needs to be taken and a time factor from history to future from which several aspects need to be taken into consideration. Tushman [3] mentioned this tension in the following his book. Decision by itself changes nothing. At the moment decisions are made, we dont know their effect. We spend far more time on the consequences. The innovation process and the strategic decision moment The innovation process is organized in a large company at both management and product development levels. In SMEs this can be organized differently. Very small SMEs are not conscious of an actual innovation process. Often this type of SMEs is committed as a subcontractor to a larger company. For these companies it is essential to focus only on production, cost reduction and keeping up with delivery deadlines. The Staff of such a small company does not have the time answering the question what the future will bring. Higher trained staff, so far they are present, in these small companies will aim also more at obtaining the delivery deadlines. Decisions, which have been taken mainly in those companies, concern only raising quality and efficiency of the production process. In larger companies, and companies which work with own products, decisions on production, efficiency and innovation is treated adequately. Innovation can be trained to higher staff well in small ventures, because they have the capacities and overview to spend more attention to necessary innovation.       Figure 1: System concept for the innovation process in a venture with strategic decision-making in the centre. Depending on of the vision of the owner of the venture he can insist giving more attention to innovation. It is important that all companies have more or less attention for a certain market share of their products in the future. Higher trained staff can very well provide in preparing strategic decision-making to innovation. They can found the discussion in the venture with proof material and with that persuade the owner/responsible person of badly needed innovation. In figure 1 a picture is given of an innovation model and possible influencing factors on this. From left to right a time-axis can be seen. Left on this axis is the moment of using creativity. Product ideas are made and information of a technical and economic nature is examined. After a while there is sufficient information with which in a point-of-no-return meeting a determination, whether the idea has sufficient potential, can be made. With a point of no return meeting we mean that there is made a major decision after which relatively much money will be spent to realise the plan into a realisation of production of the products. At a positive decision the design concept becomes fully designed ready for production. If it will concern relatively small product changes or renewals, the decision will have less weight. Students must be aware of the whole innovation process and the causal connections, which exist between the elements of the process. It is important to mention that using the word product will also mean that a service can be understood for it. For developing services similar innovation models and decision moments can be used. Aspects of innovation From the innovation process, which is mentioned earlier, a number of important aspects can be called of which the student must become aware in his education. It is divided into two parts. 1. Company-specific aspects of innovation 2. Focused aspects of the Competence of innovation Company-specific aspects of innovation In the treatment of strategy forming it is important to look both at what takes place within the walls of the company and what takes place outside those walls. The plans which one draws up for internal development could also be called tactics because the word tactic is more used for the means and methods with which the strategy, the large plan of the company, can hopefully be realised. Under internal matter one understands everything what takes place within the walls of the organisation of the company. This matter can be determined as the tasks, culture, organisation arrangements and individuals in the organisation, the so-called capabilities of the company. A frequently underexposed element of the tactic shaping is the employee himself. It is important to realise that all plans which one considers also need to be carried out by the employees of the company. Good competences of personnel are of substantial importance for the functioning of the internal organisation, which in turn is a requirement for success on the market. The commercial context is too frequently considered as the number one of the influence criteria for success of the organisation in the realisation of their aim to make profit, with or without innovation. Insufficient connection is frequently made with internal company activities, which is the workload and work capacities of people realizing the company goals. The decision-making within this context is very important. The decision determines how the company results will be unpacked in the future. Decisions in ventures, which are strongly made from a commercial viewpoint frequently are called market-pull strategies of the companies. These companies are frequently not structurally innovative. These companies often are the followers of trends on the market and frequently find themselves in the segmentation' or maturity' phase of the product life cycle. The product changes, which by these companies are developed frequently, are incremental. Their strategy is a defensive strategy. The more innovative companies are frequently the companies, which work on new products and induce structural changes in their product-portfolio. Their strategies are called technology push'. They frequently stand at the beginning of a product life cycle. The decision-making and strategy development of this category of companies have a more offensive character. Higher trained staff, in the two types of companies, needs to take the lead in the change to relevant innovations. The degrees of innovation between the market pull company and the technology push company can be differently. As said, beside an important vision of staff aiming at an external, commercial market, the vision is also needs aiming at the internal situation of the company. This should always explicitly be formulated in the strategy of the company. The task of the management is to inspire their own personnel in an important degree so the company is able to operate on a commercial market. Management has further the task to inspire the personnel, to establish borders to projects so that the feasibility can be guaranteed and to take decisions for company activities in the future. The personnel for its part have the capacities and competences to be able to realise the company goals. In a random SME all this is present at a certain level. The owner/entrepreneur is frequently not able to think in a meta-context, whereas this meta-context correctly stipulated shows how a company with its strategy can develop a positive result for the future. Incorrectly assessing this link or at working only from a short period vision can endanger the results of a venture. Higher trained staff can make a contribution to the estimation of result shaping in a certain strategy proposal. Preparing strategy proposals must be carried out by means of a multidisciplinary and multilevel team of employees of the company. Higher staff frequently will take the direction of such a team. It is important therefore in the training that the student not only looks from a point of view of his own discipline to innovation development in a company, but he must also confront himself with a multidisciplinary approach to the development in order to preserve the overview and to be able to prepare thereby correct strategic decisions. For this reason in higher education it is wise that students cooperate with students of other disciplines. Influence of stakeholders Stakeholders are an important influencing factor on the company activities and results. This is why a close analysis of these stakeholders in relation to stipulating an optimum strategic decision-making in combination with an innovation is necessary. Students need to be aware that stakeholders at a strong degree can stipulate the result of a company. Working professionally these days means it is no longer sufficient to show responsibility concerning your own discipline. Strategical developments in respect to time, lifecycle The functioning of a company in society is no stationary balance. The market changes, the technical developments change, the people who work in the venture change developing new competences and get new insights. In short course of time the surroundings change and therefore the conditions change for the company and if the company does not develop a new position according to these changes the company will be less favourable. It is important that one knows in what direction the market will change and how this market will develop in time concerning consumer needs. But also knowing which new technologies are evolving is of evident importance. In the company itself, staff will change also and above all financial possibilities are not constant in time.           Figure 2: Abstract model of important aspects of strategic decision making & innovation Sustainable development as an influencing factor on the company result Sustainable development is a necessary strategic element and is an insistent topic of the last years. In 1987, a definition of sustainable development in the report Our common future of the commission Brundtland was presented: "Today's needs should not compromise the ability of future generations to measures their needs". This means that companies cannot do everything that affects this social context. They need to deal with all the three aspects of sustainable development: the social aspect (People), environment-specific aspect (Planet) and the economy-related aspect (profit). Not having an ethical attitude of companies provides unfavourable changes on a global scale. This could possibly result in a less friendly environment in the future caused by the current activities of organisations. It is very important for this reason that current companies realise which role they play in the global arena and they need to realise that todays activities will certainly have impact in a distant future. But it is also difficult for these companies to assess such long-time issues. The companies are very strongly focussed on the realisation of the company result and of subordinate importance in this company is the interest of people in a future. This basic attitude is the consequence of operating only from a point of view of business economics by the managers and the board of a venture. It is important give students the opportunity to realise what is the consequence of their own professional actions in relation to long-term aspects and that a durable attitude of the company can also work positively on the company result as well. Governmental law claims more and more ethical behaviour of companies and financial banks will not lean money if they are not certain to get the money back out of unsustainable actions of the company. So, it is of importance of the success of the company to include socially relevant aspects in developing the strategy. Focused aspects of the Competence of innovation In the Netherlands in the last decade many educational developments have been made on concepts of profession education. In the style of new education cognitive development and skill development are not the only items on the menu card of education. One has realised in the course of the years that development of knowledge alone will not naturally lead to well-trained professional practitioners. In conversation with companies it has been seen that an improvement of teaching bachelor students is realisable by working with specific professional competences. There are a lot of definitions about competences. The definition we use is a total combination of relevant knowledge, skills and attitude which leads to a capacity of an individual to show adequate behaviour, which further leads to professional practitioner doing his work with outstanding quality. In [4] this new approach of rethinking higher professional education has been formulated. So, it is important to find a relevant set of competences for students in a certain curriculum. In determining a relevant set of competences for training students coming from different institutes (multidisciplinary), one needs also to estimate what will be expected of the future professional in his or her daily practice. In the research phase up till now, only the experience gained during recent years with projects in contact with companies, and knowledge collected with respect to the company. Specific aspects of innovation formulated in the previous paragraph, have been used. There are three innovation aspects, which are considered. 1. The technical aspect of innovation 2. The economic aspect of innovation 3. The psycho-social aspect of innovation The competency, which the student must understand in order to understand innovation processes is the systematic model, which implies causal connections between the source of ideas and the realisation of production of these ideas. Only an integrated consideration of innovation as seen from several disciplines and related to the already named aspects produces a model of a successful innovation. Successfulness exists in such a sense that it is expected that an integrated consideration of an innovation process provide more chance of success than otherwise. The competency components, which must be in possession of highly trained bachelors, are the knowledge of how the complete model of innovation at macro-level is built up, the skill to develop innovation processes in companies and an developing innovation in association with employees of the venture. Technical component Technology ought to be a substantial part of innovation in which products must be fabricated that will satisfy the standards of the market. With technology is meant on the one hand the methods, which are used to realize a materialisation of ideas into really produced products. This form of technology is used internally. On the other hand technology is also meant as knowledge, which is present in the organisation as explicit knowledge and as tacit (implicit) knowledge. One externally examines knowledge in the form of new developments on the market. Which new developments can be used to develop product improvements or new products, services and/or company processes, need to be determined? It is important the students realise the technical component is necessary to innovation. By technical students this will rapidly be endorsed. It is important that students from other disciplines also will realise this. The technical component will of course be used for product development, but it can also be a component of innovative services. The company can apply new developments by improving their products. However competitors always are interested to take over the technical achievements of other companies. Companies for their part can protect themselves for this abuse of competitors by means of having patents for their new developments. Developing patents is a particular competency of higher educated personnel, which can be used in preparing patent documents. Determining which technological developments in the company will lead to worthy product improvements, among other things, by means of a patent survey is a possible basis for determining a technological strategy. Economical component The economic competency is as important as technological competences for innovation. Technological product ideas will not be taken in production if one cannot show that the product can be sold on the market. In a SME little time and money is available to do market research. This is of course depending of the nature of the venture and also its size. A good entrepreneur will be able to assess the match of a technological improvement to the market needs (the product market combination). For this reason Entrepreneurship is a good competency with which one is able to tune the harmonisation of technology in combination with economy. Entrepreneurship is important of course for the owner/founder of the SME, but is also important for the staff within his venture. In this respect one talks thus of Intrapreneurship. It is also important for the company that their staff is able to operate internationally. This competency enables the higher trained staff to communicate on behalf of the company on an international field. The strength of a venture in the market is mostly not determined bij the position of the company within the borders of its own country alone, but also by its position in the international market. To operate internationally can be seen as an important competency of bachelor level trained professionals. Psychosocial component There is still a third component which is very important in the innovation process and that is frequently overlooked. This is the psychosocial component. Classically trained engineers can develop very high quality ideas, which possibly bring also desirable products on the market. However, if the total of employees is not able to convert the technological ideas into real products that can be sold in the market without loss for affordable prices, all effort will be useless. Therefore developing employees competences to a level of functioning with which innovations are producible is important. That means therefore that the venture must invest also in its own personnel. In innovation processes at present complex problems cannot be solved within only one discipline. Bachelors need to work with employees of several disciplines within the company. The company wants to stay ahead of the competitors so more sophisticated products and services must be developed constantly. Complex problems can no longer be solved from one discipline. Higher trained must be able to work on the one hand in multidisciplinary innovation teams, teams compiled of persons of several horizontal levelled disciplines and on the other hand with multilevel persons participating from different vertical levels. The complexity of such a team is of course dependent on the size and type of the company. Anyway the competency interdisciplinary cooperation is an important success factor, which needs to be used in the realisation stage of innovations in a SME. Vision, strategy development and decisionmaking Top-managers of the company give their personal interpretation of how the present will change into a future. This perception and interpretation of that future could possibly of influence on the results of the company and there for to give an interpretation to what future the company should strive to, is very important. The strategy development is an answer to the question "how we realize a desired company in the future?" The strategy development in large companies has been always defined in documents so that everyone can inform themselves what the company wants to reach in the future. In smaller companies this has not always been defined but this is normally communicated orally. The expectations of bachelor-level trained personnel are that he can make a qualitative contribution to the drawing up of a correct strategy for the company. Strategy is a master plan of the company to reach a desired realisation of a mission, which the company has formulated. One gives roughly shape written in the mission to this future how it can be reached. The strategy is strongly focused on the external world. How the company wants to reach the future is strongly depending on what possibilities the company has. The part in the strategy description, which indicates, which route must reach the future, is also depending on the internal structure and capacities of the company itself. One calls this part of the strategy also the tactical description of the strategy. Therefore the strategy analysis must look to internal as to external aspects. And beside this the strategy analysis has to deal with as well the technological, economic as socio-psychological aspects of innovation as well. Eventually everything must end in a decision. Taking good strategic decisions is a vital competency of the staff of a company in order to guide to a future where the company can flourish. bachelor-level trained personnel can give a positive contribution to such a decision. CURRENT STATE OF THE ART: LEARNING LINE DEVELOPMENT for INNOVATION Fontys University department mechanical engineering has been active since 2001 in developing a learning line for innovation. With a learning line for innovation we mean the total amount of lessons, projects and teaching knowledge in a curriculum that gives the student the proper information and preparation to develop innovation professionally in the organisation of the company. The learning line extends from an innovation process exploration for students in the first year to an interdisciplinary graduation project as a round off of the total course in the last year. Students can develop their competences on innovation in all years of the curriculum. The complete learning line has been described in table 1: The number of students at the start of the first year is approximately 150. In the fourth year, students work intensively with students of other disciplines. In the autumn of 2005 a start was given to new education dealing with the topic strategic innovation. The number of students joining this education was 84, coming from mechanical engineering (19), management, economy and law (37) and technical teachers training (26). In spring of 2006 the number of subscriptions to the second round of this course was 95 students coming from mechanical engineering (31), management, economy and law (46), electrical engineering (14) and technical physics (4). In the autumn of 2005 the students have indicated that innovation, as a strategically choice for their chosen profession, is important. Also they indicated that SME could contribute to a strong national economics growth in the future by strategical innovation. As from 2000 Fontys University has invested in the renewal of its curricula. This renewal consists of turning from traditional specific education, to education focused on competences. Fontys is persuaded that the training of higher staff can be improved by means of competency focused learning, students head on to learn the aspects of learning and making students responsible for the direction of their own training. They need to aim the results of their study towards a realization of their own career expectations. The curriculum development has been structured according to the so-called major-minor model that is applied in the Netherlands by many institutes of higher education. The part of Major consists of the basis of the discipline, forms a three-year course, and the minor is an education system of the size of two times 30 ECTS (in total 1 year) with several profession relevant subjects which students can choose. For example, a student is trained for mechanical engineering on a three-year basis programme in combination with two minors, which he can choose. At this moment 25 minors have been developed. The subjects of the minors diverge from technical, economical to social topics. Strategical innovation is one of the topics of these minors. Therefore this topic is no longer a fixed part of a curriculum but a part that need to be chosen by the students. Students, who want to prepare for a profession with strategical innovation as an important component, can qualify themselves in this competency by means of following this minor. In the next chapter the composition of the minor strategical innovation will be commented. 1ste yearExploration of the process by means of the module successfully innovation.Students learn the process of innovation by means of development of know how and by means of development of skills in projects. The final result is development of an own new product. Of this considered product technical drawings are made and a prototype is built.2nd yearProduct development and considering an industrial entityStudents work for the design of a real product. At the second stage of the year students conceive for this product a production facility (a company) which can produce this product also in large quantities.3rd yearExperience acquired with innovative projects in companiesStudents do practical training at a company in the third year. In bringing in companies enough possibilities for students to work on innovative tasks is given. Because of this, students get experience of working on innovation in businesses.4th yearDevelopment of competences for strategic decision-making and innovation. Students can round off their study with an interdisciplinary innovative graduation projectAn education module, in which students learn to tackle integrated innovation problems, has been developed. They cooperate with students coming from other institutes (other disciplines). The competences they work on are: innovate successfully, cooperate interdisciplinary, operate internationally, develop a patent policy, act entrepreneurial and making strategically decisions. The graduation project is the final project in which students show their capacities and competences in strategical decisionmaking in innovation. This project takes place in a company. The students do all inquiries necessary to found and formulate a recommendation for implementing innovation in the company.Table 1: The learning line of innovation at the Fontys University, department mechanical engineering. DESIGN of the MINOR STRatEGICally INNOVATion. In the autumn of 2006 the minor strategic innovation will start at Fontys University. The minor must prepare students of the bachelor level to the functioning in professional practice with regard to the necessary strategical decision-making on innovation processes. The needs of these students have been extensively explained in the previous chapter. The student is able to analyse a company on developing innovation and to make proposals to improve and/or renew existing products and/or services. The subjects in this minor prepare students to a necessary innovation development in ventures. The design of the minor satisfies the standard of the renewed vision of the Fontys University. Objectives of the new curriculum The students learn in this minor to contribute for the venture (particularly SME) in developing necessary innovation. Secondary objectives can be indicated as: - Concept development innovation: the student can assess how product renewal, organisation renewal and market development can contribute to the positive result shaping of companies by means of a creation process. - Concept development strategic decision-making: the student can prepare and will contribute to strategically decisions to stipulate and carry out the innovation mission of the venture. - Consultancy: the student can advise the strategical management of a SME with regard to a desired innovation development in the venture. The minor aims to train students so, that they become able to contribute adequately to important strategic decisionmaking processes within the context of important innovation projects within their chosen field. Strategic innovation is nowadays considered as an important success factor in the management of ventures. It is important that one considers that this not only concerns product innovations. Process innovation, organisation innovations and market innovations are equally interesting subjects for this minor. Because of this the student is able to develop an innovation qualification with which he gets a vision on the broader framework of innovation. Qualification development is the key word in this minor and the total effect of it is realised by means of developing the competences in this specific minor. Specific competences for strategic decision-making on innovations The minor offers possibilities to the student to work on a number of minor specific competences, and to work on 10 generic basic qualifications of the curriculum. The Dutch government has formulated these qualifications. The 10 basic qualifications are more or less partly developed within the minor. The performance of the student as built up by developing required professional competences with educational elements. The student can, depending on his/her development needs, train in parts of the ten generic qualifications by means of working out the six minor specific competences. These specific six competences give a particular character to the minor. The following competences are used in the minor. These are formulated according to the findings of chapter two. Think entrepreneurial, focus on the competence: Independent, intuitive, think consumer friendly and take the responsibility, dare to take calculated risks. Capable to make and maintain important contacts for the company so that maximum chances for the company will be exploited. Develop Patents, focus on the competence: examine independently if new developments of products and/or services do no violate on patents already granted at a national and international level. Furthermore one is able to give a start on the description of a patent. Eventually one can acquire his own patent in negotiation with a patent expert, which are inventive, are new and an industrial application is possible. Develop innovation, focus on the competence: Innovation is the process in which the need of a consumer or customer is translated to a plan to reach producible product. The product creation process can be used for improving processes and/or products or completely renewing it. This whole of activities we call the innovation process. Cooperate Interdisciplinarely, focus on the competence: Cooperate with other disciplines where one must be able to see the strength and weaknesses of own discipline and other disciplines. Working in such a team are better to work to better solutions for complex and multivariable problems. Operate internationally, focus on the competence: this means with interest for other cultures and foreign developments lay contacts and maintained them. Can interpret the interests of its own venture in other cultural surroundings without a direct support of the venture itself. Successful operating in foreign countries. Make strategic decisions, focus of the performance: Strategic decision-making is being aware of choices creating an unique and valuable position, by means of several activities in the company process, toward a desired future position of the venture. Or is a process with the emphasis on the realisation of a change of a current situation, judging by the present knowledge and information, which can be collected concerning the subject. These specific competences are worked out in the five theoretical modules, which are offered in the minor. The students can choose three modules out of these five subjects depending on their learning goals. The five modules are: Successful innovation: With the student it is discussed what is the meaning of the innovation process in a venture? The degree of success will depend on how the bachelor can substantively contribute to the product creation process. (For product creation one can read also process creation and market creation). In the chosen topics the student can gain experience with: creativity techniques, patent development and relevant research techniques. Interdisciplinary cooperation: Starting up strategic innovation processes in a venture, a complex research must be done. One discipline is not able to carry out this complex task. In all cases an integrated research must be started up. The students experience how to work in a multidisciplinary team. They will be able to experience the strength and the weaknesses of their own discipline in order to work towards wanted results of the project. And they are able to sense the strength and weaknesses of the other disciplines that are participating in the project. The following subjects are brought under the attention of the students: teambuilding, learning of other disciplines and collaborative engineering. Business Technology Roadmapping: In a venture many matters are tackled at the same time. The approach of the company is to give attention to product development and to a market approach at the same time. Moreover the last techniques becomes more or less successfully in the contribution towards developing company results. All this subjects have certain interdependence with each other. Within business Technology Roadmapping this interdependence is integrally analysed. The following subjects are taken into consideration: Technology assessments, trend watching, trend breaking analysis and market approach, market development and product development Strategical decision-making and leadership: In an in-depth assessment of the condition and position of the venture answers to the question what developments must be made in the close and future must be given. Eventually all efforts, which have been performed in the researches leading to a decision on how the venture needs to operate in the future This change need to be seen with a certain faith. The student experiences the necessary steps to reach a strategic decision. The following subjects form part from it: SWOT-analysis, factor 20 (objective of sustainable development), decision-making process, styles of leadership, decision-making in interdisciplinary groups. Innovation tools: To reach an in-depth decision, complex analyses must be made. It is impossible to carrying this out without tools. Using innovation tools it should be relatively simple to examine complex matters. The results, which come from these analyses, are used in the innovation processes and in the decision-making process. In this part the student is learning a number of innovation tools: Design for assembly, Failure mode effect Analysis, value analysis, sustainable development, backcasting, TRIZ (vast creativity method), etc. The student must achieve enhancing his quality of the six competences, which are taken into consideration in the modules. Which of these six competences are relevant for the learning process of the student depends on the choice of the three substantive topics of the modules and on the nature of the innovation project. The programme of the minor has been coordinated entirely on these competences as guiding aims and the learning contents and activities within the modules have been chosen so as to support these aims as well as possible. The learning process and the competency within it are leading in assessing the work of the students. Because of this a consistent combination of aims, contents and performances will occur in the learning process for the student. It is important that teachers can indicate on which level the student has developed the competency and how he can be advised to each level of each competency. For this reason it is important to indicate how the criteria can be appointed of each competency. Four levels are distinguished of which the first three is learned in the minor. The fourth competence level is the application of this competence in the own discipline, for example the graduation project. Facets, on which the competences are assessed, according to [4], are: Level 1: The student orients himself on the competence (know) Level 2: The student develops certain skills in the qualification (realise) Level 3: The student develops specific arguments for the qualification (apply) Level 4: The student incorporates the specific competence spontaneously in its projects within its own department. (Incorporate) In table 2 the three levels of the six competences have been described. Level 1Level 2Level 3Think entrepreneurial1 Recognises the importance of entrepreneurial aspects within innovation. 2 Has an open mind for an entrepreneurial approach to the projects. 3 He imitates the entrepreneurial behaviour and the aspects, which he has learned.1 He will establish himself proactively in an innovation project. 2 He can indicate which interests a venture has at developing an innovation process. 3 He can foresee dangers for the venture at a given innovation.1 The student is able to persuade participants of a venture/project to work toward successful innovations. 2 He can show which interests a venture has at developing an innovation process. 3 He does devise proposals, which bring about an effective and efficient change process to innovation in a venture.Develop Patents1 He knows to which requirements the description of a patent must satisfy. 2 He has an open mind to see the importance of patents according to the need of a company. 3 He can consult the patent databases to find information on certain products.1 The student can show the importance of patents for companies. 2 The student uses patents as database in his study into new innovation products and/or processes. 3 He is able to make preparations in collaboration with a patent expert.1 The student can cooperate in the drawing up of a patent policy of a venture. 2 He knows if it is important for a specific venture to work toward patents. 3 He applies the basic rules of developing patents.Develop innovation1 He can note down the innovation process and important aspects in this process. 2 He has an open mind in reviewing companies on to innovation criteria. 3 He can listen to a conversation concerning innovation developments and recognises how this is appropriate in the learned innovation process.1 He can explain what the importance is of innovation for a company in overall setting. 2 He can examine how, in a given situation, an innovation has been arranged in a venture. 3 He can, by means of an interview, determine what the important criteria are relating to innovation in a venture.1 He knows to persuade entrepreneurs to implement a better innovation process. 2 He recognises the pitfalls of an innovation process in a venture and is able to make a proposal for improvement. 3 He is able, for a certain venture, to design a functional innovation process.Cooperate Interdisciplinary1 He can indicate what the important conditions are for a good interdisciplinary cooperation. 2 He has an open mind to indicate the strong and weak properties of the own disciplines. 3 He can listen to the persons of other discipline for their properties of experience.1 The student understands why current complex problems cannot be solved with a monodisciplinairy approach. 2 He is motivated to cooperate with other disciplines. 3 He can persuade other project partners of the importance of an interdisciplinary cooperation.1 He can assess the effectiveness of an interdisciplinary cooperation. 2 He is able to make recommendations to improve an interdisciplinary cooperation. 3 He is able to prepare himself to facilitate a team to cooperate effectively interdisciplinary.Operate internationally1 He knows which aspects play a role in an international operation. 2 He has an open mind towards other cultures and their other way of doing things. 3 He can indicate the important aspects in preparing an international operation. .1 He can determine which aspects are necessary in preparing an international operation. 2 He can show the importance of operating internationally for a given venture. 3 He can demonstrate what goes wrong in an incomplete preparation of an international operation.1 He can set up a complete plan that must be followed to operate successfully internationally. 2 He can persuade others of the importance of an in-depth preparation to an international operation. 3 He has a positive approach towards consulting its partners abroad.Make strategic decisions1 He can indicate which success factors are important for a strategic decision. 2 He knows in which form he must prepare a strategic decision. 3 He recognises the particular aspects in a case of a strategic decision-making.1 He can work in a delimited task toward a strategic decision. 2 He is motivated to prepare a decision conscientiously. 3 He can explain what the success factors and pitfalls are of a strategic decision.1 He can evaluate a carried out strategic decision. 2 He can persuade other participants in preparing a strategic decision to work according to a method. 3 He is able, for a given situation, to devise a good method of decision-making.Table 2: The formulation of the specific competences of the minor strategic decision-making at innovations in 3 levels according to De Block [4] Programme The minor is designed towards professionalism. On the one hand this minor is developed with the aim of developing a generic pre-set of competences formulated for bachelor-level curricula in, among others engineering and on the other hand this minor wants to satisfy the need of the field to implement a package of knowledge and skills to new bachelors so that they can contribute adequately to develop badly needed innovation in the companies. The total programme has 30 ECTS. Theory At the preparatory stage in the minor the students can choose their own competence development, dependent on their own career expectations. The students must choose three of the five topics (total 15 ECTS). This means that no fixed route is imposed, but that students can choose the subjects which best fit their desired qualification development. The subjects are presented at this preparatory stage to the students. The theory is presented by means of colleges and lectures. Next to this the students will do cases to experience the knowledge learned in little projects in a so-called virtual company. In this virtual company the students acts as real professional staff. The virtual company is designed as a consulting company with the mission to solve problems within the topic of strategic decisionmaking and innovations in a certain company. Students work in a virtual company in a realistic surrounding of strategy development and therefore gain meaningful experience. In the lectures experts from several companies will relate selected experiences from the field. Students work in multidisciplinary groups. Because of this a blended team of students can work on problems. Doing this, students gain experience in interdisciplinary cooperation. Innovation project In the Second part of the minor the students work on a larger innovation project. This project consists of 15 ECTS. Strategic innovation is the focus of the project. We offer projects of SMEs that have a need of an innovation focus. This means that students do an innovation analysis for the company, wherein is looked at the technical aspects, industrial economic aspects and the psychosocial aspects. As preparation to this project the student is offered a programme in which the necessary subjects are presented with which the student can show sufficiently competent behaviour. This can be a company in the region of Eindhoven as well as elsewhere within or outside the Netherlands. The group is multidisciplinary with at least three disciplines. In any case the students with a technical discipline and students with an economic discipline in the group must cooperate. The project consists of four phases: Preparatory phase. The students get acquainted with the question of the company. The company gives its vision on innovation chances and supplies other relevant information (positioning of the company in the market etc.). Data collecting phases. The students will collect all required data needed for an in-depth analysis. Information processing phases. The found data are processed at this stage to form information, which gives insight in the position of the company. After that a vision on possible, desired company developments is constructed. Consulting phases. At this stage the students formulate a recommendation for the company. In this recommendation they indicate how market chances can be obtained by innovation. The project will end with a in-company presentation in which the students present their vision, in which changes on innovation developments in the company are advised. Qualative and QUANTITATIVE STUDY Parallel to the design and implementation of the education about strategically decisionmaking and innovation, a research is started where the main question is: "Are the SMEs interested to appoint young employees, who are capable to organize an adequate innovation model into the organisation of the company and at what terms should a new education be designed to learn students the relevant competences?" For this research as well as an actual education is already set up as a quantitative research will set up in order to find data from the SMEs to state if these companies have interests in special trained bachelors. The minor, which is set up can be used for two things. 1. Get experiences with this education in contact with companies via projects and 2. Examine the need of SMEs in stating the relevance of this education. The real investigations will start in the fall of 2006 and the resulting report will be expected in the year 2009. References [1] Van de Graaff , EIM onderzoeksrapport H200502; Product introduction by SMEs; ISBN 9037109551 (2005) [2] AWT-publicatie nr. 64; Innovation without invention, Innovatie zonder inventie [In Dutch]; ISBN 9077005293 (2005) [3] Tushman & Anderson; Managing Strategic Innovation and Change, second edition; a collection of readings. Pag. 257; (2004) [4] Nedermeijer en Pilot; Professional competences and forming an academic attitude in the higher education, Beroepscompetenties en academische vorming in het hoger onderwijs; ISBN 90-01-62600-9; (2000) Curriculum vitea: The writer of this paper graduated at the technical university of Eindhoven at the department of mechanical engineering on October 1988. Since then he works as a teacher at Fontys University in the department of mechanical engineering. In the last years his work was related to give lectures on innovation for several institutes within Fontys. From this his activities have gradually focussed on curriculum innovation and research. As from sep 2005 he has started research and development aimed at constructing a minor curriculum around the topic strategic decisionmaking in innovation for bachelor-level major curricula in order to provide students with more competences on this topic, so that they cab contribute to in improved innovation processes in SMEs. Meeting of Director, Innovation Manager en Production Manager This is a moment where be decided whether the product idea will be put into production. Production Process Logistics Supplier Quality Costing Mechanical design Much money will be spent Relatively little money will be spent External aspects Technological aspects Psycho-Sociological aspects Internal aspects Economical aspects Strategic decision making Innovation Point of no return Decisionmaking External Analysis Internal Analysis Customer needs SWOT Possible market prise Design concepts Satisfying? 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