Research Fellow, Joint Research Centre, European Commission.
Professor Hideyuki Horii
Executive Director, i.school
Emeritus Professor, University of Tokyo
Professor Horii graduated from Department of Civil Eng., The University of Tokyo in 1980. M.S. in 1981, Ph.D. in 1983 from Northwestern University in the field of Civil Engineering. Assistant Professor in 1985, Associate Professor in 1986 and Professor since 1996 in the Department of Civil Eng., the University of Tokyo. He retired from the University of Tokyo at the end of March in 2018 and is serving as the Executive Director of Japan Social Innovation Center (JSIC) which he established in 2016. He has been running an innovation education program, named i.school since 2009. Published a number of papers in international journals on applied mechanics, rock mechanics, socio-technology, innovation education and books including “Socio-technology: Design of problem-solving”, University of Tokyo Press, 2012. He served as the director of social system investigation team in investigation committee on the accident at the Fukushima nuclear power stations of Tokyo Electric Power Company based on his knowledge on socio-technology.
i.school: cutting-edge innovation education
i.school is an educational program to develop the ability to create innovative ideas of products, services, business models and social systems. It started in 2009 at the University of Tokyo. The importance of human-centered innovation is emphasized in i.school. The i.school’s educational program is composed of workshops for 20-30 participants including people from supporting companies.
i.school is not based on design education. Focus is placed on the workshop process. Methodology for workshop process design has been developed based on the accumulated knowledge on human creativity in cognitive science. Science of innovation education is proposed by i.school to study innovation workshop itself.
As an extension of i.school activities, Japan Social Innovation Center (JSIC) is established as a corporation in 2016. It tries to promote social innovation through collaboration among central and local governments, big and small enterprises and i.school. Innovation workshops with government officials, company workers provide practical experience and educational opportunity for i.school students.
Dr Martin Lackéus
Researcher in Entrepreneurial Education, Chalmers University of Technology
Martin Lackéus is a researcher in entrepreneurial education at the division of Entrepreneurship and Strategy at Chalmers University of Technology in Sweden. He is also a teacher at Chalmers School of Entrepreneurship. Martin’s research focuses on how individuals develop entrepreneurial competencies in education through value creation processes, and how such processes can be assessed. In 2016 Martin defended his PhD thesis on value creation as a new educational philosophy. Martin also works part-time as an entrepreneur with two IT companies he co-founded – Vehco and Me Analytics. Me Analytics develops the research tool LoopMe.
The deliberate ‘high tension approach’ to designing an entrepreneurial university
Universities aspiring to become more entrepreneurial are required to engage in a constant struggle, as they endeavour to connect and unite all parts of what are often very large organisations, with an end goal which may be unfamiliar to many on the journey. If we therefore accept the term “entrepreneurial university” as something which entails many conflicting priorities, it may go some way to explaining why truly entrepreneurial universities are relatively few in number.
One potential approach to tackling this problem, is to take a deliberately high tension approach, where conflict is seen as a key source of entrepreneurial energy. By merging a university’s educational structures with its commercialisation structures, we get a university version of a Lava Lamp; constantly mixing wax and water through heat from below. This combination of elements that tends to sit uncomfortably together requires constant stirring, preferably guided by an underpinning logic. A candidate logic that could stabilise an entrepreneurial university is the “tandem learning and value creation” logic.
Dr Lackéus will give an overview of the research behind this logic. Practical examples will be given together with hands-on recommendations for how to use the logic to design entrepreneurial universities.
Chief Representative, China, Advance HE (formerly HEA)
Jing Zhang is the China Chief Representative of Advance HE and an enterprise educator.
Having previously been a management team member at British Council China (1997 – 2015) Jing was recently responsible for developing transnational projects in enterprise education, designing and delivering a national enterprise educators programme for NCEE China (Sinocampus) from August 2015 to October 2016. With her deep understanding of both UK and Chinese higher education Jing has been invited to sit on advisory panels including the Teaching Steering Committee, Vocational Education in Logistics; International Advisory Group (IAG); Sino-British College, University of Shanghai for Science and Technology and the Teaching Committee of Innovation and Enterprise Education, China Machine Press. Jing was also a member of the judging panel for the 3rd and 4th Youth Volunteer Projects Competition organised by the All China Youth Federation.
Jing Zhang is a frequent guest speaker at national and international conferences and her recordings at China E-learning Academy for Education Leadership and Administration have been made compulsory online courses for Chinese education administrators, and since becoming an entrepreneur herself (May 2016) Jing has delivered 58 training workshops/presentations to university and college educators, civil servants, students and retired athletes.
Jing Zhang is committed to introducing the international experience in enterprise and entrepreneurship education to, and contextualized for, China. Most recently she has co-designed and delivered enterprise educators training programmes across China, translated USA textbook “Evolving Entrepreneurial Education: Innovation in the Babson Classroom” (2017) and has started her own social enterprise, helping villagers to sell their produce as well as running specialist projects that expose village children to science and new technology.
A Gold Mine on a Wild Land
Following the Government requirement (2016) for all students to have entrepreneurship education, Chinese HE has become a “wild land” of opportunity with a wide range of providers offering new approaches from USA, Europe and of course, the UK. The Chinese Government is stimulating activity across many public and private providers in order to let “a hundred flowers bloom”. This strategy is a clear way of seeing which approaches gain traction; and obviously, any land this ‘fertile’ is attracting trailblazers who are taking the initiative and responding to the Government call. However, in this crowded and contested new market, it is increasing clear that some of respondents are “forced labourers” working with traditional machinery, whilst others are the true pioneers with modern concepts and tools!
Our Government’s approach has provided great focus and the funding seems to be sufficient, but much progress has been slow without any detailed guidance, as many of our own universities are acting as these ‘forced labourers’. It is clear that whomever can address our latest challenges of convergence, addressing silos and the issues of scale, and gets this right, will be sitting on a goldmine. In this talk, I will elaborate on those challenges and opportunities from my personal experiences and explore how our countries can learn from each as we pioneer our own pathways in enterprise education.