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The paper explores the application of responsible innovation (RI) principles in the design and implementation of innovation in the context of digital healthcare. In particular we are interested in the scope for bringing in RI considerations at various stages in the innovation process and in the relevant tools and frameworks which might facilitate this. Using the particular example of a detailed longitudinal case of the development and diffusion (with subsequent modification and 're-innovation') of a digital health information platform we identify a number of key points at which the innovation concept 'pivoted' to reflect new information, some of which resulted from a wider level of inclusion (one of the core RI principles). The paper explores the role played by structured frameworks (such as the 'Business Model Canvas') with which to work with the development of other digital healthcare innovations at an early stage. [ABSTRACT FROM AUTHOR]

As universities transition toward being increasingly entrepreneurial there is, according to their emerging strategies, a call for a new breed of Entrepreneurial Academic. Academic Entrepreneurs, who spin-out or start-up new ventures, have been studied since the inception of academic capitalism in the late 1980s; however, recently, policy and now research recognises less formal modes of business engagement attracts academics with an Entrepreneurial modus-operandi. In reality, we know little about the distinctions between these two types of academics; the challenges they face and how microsocial factors impact upon their motivations and legitimacy. This exploratory research reports on 5 interviews comparing traditional and second career academics in a leading UK Business School. We find that career stage and pathway affects the motivation to become an entrepreneurial academic and that the prevalence of organisational reward and recognition processes, support, norms and role models all impacted upon the perceived legitimacy of Entrepreneurial Academics. [ABSTRACT FROM AUTHOR]

The study assesses the presence of four NPD capabilities in 10 firms with an average age of 178 years, publishing 9,000 journals. Through interviews with 63 individuals the research project assesses whether the case companies are guided by a high level strategic plan considering core, adjacent and breakthrough opportunities. The degree of ambidexterity within the sample is explored through evaluating the operationalization of structured search and select processes across the NPD portfolio. The recruitment and learning from individuals outside the core industry is considered. The majority of the incumbent case companies did not operationalize structured search and select processes across the portfolio. The three companies with the most structured search and select processes confirm the literature that firms need both structures and routines to support ambidextrous search and select activities in both core, and beyond the core environments. The study found the leading companies focusing on jobs-to-be-done to identify opportunities. [ABSTRACT FROM AUTHOR]

This paper explores a challenge in innovation around how you teach it and learn about it. While many organizations offer courses we know these often fail to stimulate a step change in student abilities. Learners know they should act, but training does not enable this and whilst they gain considerable 'explicit' knowledge, they fail to gain the 'TACIT' element that helps them to apply it. We suggest this is partly due to the mode of delivery and there is a need for different approaches. In this paper we report on continuing research around tacit knowledge. The objective of our project is to combine the efforts of business and university educators to create new learner-centred teaching methods, open up new learning opportunities and develop the practical application of entrepreneurial skills. This will be framed as an innovative teaching module to be embedded in the existing curricula of higher education institutions and in the corporate training programs. [ABSTRACT FROM AUTHOR]

The emergence of open innovation theory and practice, alongside the evolution to a quadruple helix system of innovation, has led to a need for universities to rethink their models of engagement with industry and wider society. One important element in this system is the entrepreneurial academics; however there is a lack of research considering the motivations of entrepreneurial academics, who differ from academic entrepreneurs, to engage in knowledge transfer in line with open innovation policy. This research offers practical insights on whether new models of engagement, increasingly offered by universities, really address the policy drivers for open innovation. Furthermore, this research explores whether these activities motivated entrepreneurial academics. Preliminary findings identify that a large number of collaboration activities do not motivate entrepreneurial academics. This may have important implications on the ability of universities to become truly open and to encourage their academics to become engaged in collaboration and impact. [ABSTRACT FROM AUTHOR]

This paper explores a key challenge in innovation around how it might be articulated and communicated. Innovation is what entrepreneurs do but they may not always have the skills with which to articulate and share their vision and to build, revise and reshape it in the context of interaction with other stakeholders. Developing capabilities to enact this involves 'storytelling', making ideas explicit and engaging and allowing them to be elaborated and developed in context. Although the business plan is a robust device for capturing and codifying such information it can be criticised for being static, over-reliant on ex-ante information and requiring high levels of business skills in areas like finance and marketing to support its formulation. For inexperienced entrepreneurs there is a need for alternative approaches which provide a boundary object around which an evolving idea can be explored and across which supportive resource providers, end users and other stakeholders can be integrated. We report on continuing research within this group and highlight the need for training and new tools to help enable effective storytelling. [ABSTRACT FROM AUTHOR]

Open Innovation is recognised as a shift from the classical linear models of innovation, where new knowledge was 'pushed', or 'pulled' between collaborating partners. Universities and other research organisations often act as collaborators providing new knowledge and ideas to commercial organisations. Over the past two decades Universities have invested considerable effort to develop their own intermediary capability - to provide a development and management capacity for these partnerships. Today's open innovation culture is popular in rhetoric but is acknowledged as being difficult to adopt and sustain, and this paper focuses on universities, as one potential knowledge source, to see if they have begun to develop open innovation intermediation services that can keep pace. Taking snapshot results from a pilot study of 10 Universities across the world, this paper considers the dimensions of open innovation in simplistic terms and compares their 'open innovation' activities to give an indication of how 'open' these new activities might actually be. The paper explores the foundations of open innovation and develops a number of comparators that are used to contrast the relative offerings of each university [ABSTRACT FROM AUTHOR]

Innovation in the 21st Century is unarguably a multi-player activity. Universities and Public Research Organisation have an important role to play as sources of new knowledge. They rely on their transfer offices to manage their collaborations and drive the exchange of knowledge and expertise. However, in an open innovation paradigm that outreaches to many collaborative partners and relies on the free flow of knowledge, are the extant model of university intermediaries still pertinent? This conceptual paper considers knowledge transfer, in reference to open-innovation, viewed at an individual organisation level by considering the findings of a two-year comparative study of two transfer offices located in France and the UK, and two recently published studies; the first reviewing Knowledge Transfer Offices and second reviewing Research & Technology Institutes in the UK. The paper draws on a conceptual model of core competences and research in analysing common channels (or modes) of knowledge transfer; considering these in terms of strategic focus, core competences and service offering. [ABSTRACT FROM AUTHOR]