In a previous post in this series, we highlighted several of the ongoing EU-wide research projects contributing to the Industry 5.0 vision, supported by the EU Horizon Europe research program. In this post we will add summaries of additional EU research projects addressing similar themes, including those from another EU research programs.
In this series of two posts, we will highlight several of the ongoing EU-wide research projects contributing to the Industry 5.0 vision, supported by the EU Horizon Europe research program.
The title of this post is borrowed from Steve’s Substack post on Dec 24th (we know: some of you were still busy wrapping presents) was particularly relevant for our work with faculty members in the Humanities and Social Sciences and our “business case” for their students as potential contributors of distinctive value in workplace innovation teams.
In June of 2024, Dr. Juan Carlos López of Acadia University participated in our pre-conference workshop on Helping Students to Develop Capability for Inclusive Innovation in the Workplace: An Interdisciplinary Collaboration at the annual meeting of the Society for Teaching and Learning in Higher Education (STLHE) annual meeting in Niagara Falls.
In this post, Tom Carey and two of our B.C. academic team members – Jennifer Williams from English and Kyle Jackson from History, describe their initial pilot projects in which students engaged in reflection on their experiences in adapting their work practices – for learning – to align with new teaching and learning methods and their own personal approaches to learning.
We know that as the future of work and workplace continues to evolve at a fast pace, our graduates will need to adapt to working with new knowledge, new knowledge practices and formats, and new work roles and structures. While we can’t anticipate the form and timing of these changes, we can consider some that are already apparent and how our academic institution might adapt to better prepare learners for change and innovation.
This post announces the launch of the Developing an Innovation-Enabled Workforce for Ontario project, hosted by York University’s Lassonde School of Engineering and supported in part by the Skills Catalyst Fund of the Ontario Ministry of Training, Colleges and Universities. Academic and workplace partners are introduced and the four key activities of the project plan are outlined.
One of our key WINCan WOW factors is the concept of using our higher education “workplaces for learning” as experiential learning opportunities in workplace innovation. That is, te introduction of a new teaching and learning practice can become a ‘teachable moment’ for students to develop their skills, knowledge, and mindsets for workplace innovation. In this post, Tom Carey and our pilot project team leader Farhad Dastur describe our initial pilot studies to test and refine this idea, hosted by Kwantlen Polytechnic University as the lead for a planned collaborative effort within the B.C. Association of Colleges and Universities.
In this post we highlight sample resources we discovered that showed promise in helping us address these goals. These came from multiple research areas, which we characterized under the following headings:
Indigenous Ways of Knowing and “Indigenous-Minded Innovation” as a Social Process
Research evidence on Indigenous Entrepreneurship
Research evidence on innovation within specific indigenous communities
Exemplary practices for incorporating Indigenous Ways of Knowing into higher ed programs
This post from June 2017 appeared on the website of the HASS – Humanities, Arts and Social Sciences – Futures project in Australia, as part of the lead-up to the September 2017 National Forum on the Future of the B.A. Tom’s subsequent presentation at the Forum on our WINCan preliminary work led to our collaboration with two Australian university partners (the University of Queensland and Monash University).
In this article, originally posted in Academica Forum, Thomas Carey and KPU Vice-President Salvador Ferreras discuss how educational institutions are and need to respond to the rapid acceleration of “Industry 4.0”. The rapid pace of change will require our educational institutions – from primary to post-secondary – to revisit how we can best foster innovation, agility and adaptability to a new industrial and economic reality.
In this article, originally posted to Inside Higher Ed, WINCan’s Co-Principal Catalyst Thomas Carey makes the case that adding depth to student learning by integrating outcomes from the liberal arts into all post-secondary programs is not enough to prepare graduates for the workplace. Instead, he argues that institutions need to also integrate Knowledge practices to ready graduates for workplace success.
I use design thinking, in fact IBM's version called IBM Design Thinking, in my work everyday on a very wide range of problem spaces and with a wide variety of organizations. I'm therefore often surprised by the limited view people have of the applicability of design thinking. Many people believe that it is only relevant to the user interface or the "look and feel" of an app or application. Nothing could be further from the truth. These people are essentially conflating and thereby confusing design and design thinking. I explained the difference between the two in my previous post.
In this article, originally posted to academica forum, WinCan’s Co-principal Catalyst and Academic Partners Lead, Tom Carey, identifies four ways in which all post-secondary students can develop the capability for workplace innovation.
WINCan workplace partner Karel Vrendenberg (IBM Canada) recently wrote an article with Sara Diamond (OCADU) entitled, "There's no innovation agenda without design thinking" which generated significant interest and discussion. One of the commenters wrote, in part, "...functional and aesthetic design is important but the technological innovation and the ability to implement the ideas are even more so. The kind of design the writers are speaking of acts as a discriminator if there are competing products but without the existence of a new product, does not come into play."
In this post, WINCan’s co-Principal Catalyst, Thomas Carey identifies a key challenge facing post-secondary institutions and their students “how can we better prepare graduates to engage with future learning and knowledge practices?” Through discussions with other higher ed professionals, a solution emerged: “let’s treat our teaching and learning environments as model workplaces, full of experiential learning opportunities for reflective practice on changing knowledge work, practices and roles.”
As a complement to an earlier post (Four Ways …), Tom Carey, Co-principal Catalyst and Academic Partners Lead, outlines ways in which post-secondary graduates can develop innovation capability by being enabled both for innovation and by innovation.
