ࡱ> a 2jbjbYQYQ 033339r 777884F8tr F8L9(9(9(9HF#I?I,XRXOI%HHOIOII(9(9̘IIIOI^(9(9IOIII.ݐHhM8 v/_7IR%@M<0eIMIr r d!r r !Experiences with an innovation simulator for developing competences relevant to innovation in SMEs H.G.M. Geraedts1, R. Hagens1, H. Dix1, M.C.E. van Dam-Mieras2 1 Fontys University of Applied Sciences, P.O. box 347, 5600 AH Eindhoven, The Netherlands. ( HYPERLINK "mailto:HGM.Geraedts@fontys.nl" HGM.Geraedts@fontys.nl ;  HYPERLINK "mailto:dixieland.gemonde@planet.nl" dixieland.gemonde@planet.nl ;  HYPERLINK "mailto:rob.hagens@student.fontys.nl" rob.hagens@student.fontys.nl) 2 Open University of the Netherlands, Heerlen, The Netherlands. ( HYPERLINK "mailto:Rietje.vanDam-Mieras@ou.nl" Rietje.vanDam-Mieras@ou.nl) Abstract With Fontys new educational developments we became part of the project called BILOBA. The principal outlines of this new education are based on developing competences, communication by ICT and setting up a major-minor educational system. Fontys has already developed 40 minors with topics related to several areas from institutes backgrounds. One of the minor courses is Strategic Innovation. The main goal of this minor is to make students competent to contribute to innovation in the SMEs. Students will acquire relevant knowledge as well as relevant competences for developing innovation in companies. The outline of the minor is 50 % knowledge development and 50% project work, where the knowledge is used in practice. New in the project is the so-called Innovation Simulator. In this simulator as part of the project students will be confronted with the real world of initiating innovation in the context of a real company. Role-play is an important element to this simulator. We need to learn more about this approach. We have done some evaluations during the spring of 2007 and have found some imperfections, which will be changed in June of 2007/2008 as an outcome of an evaluation with all of the participants. Keywords: Intrapreneur, simulator, multidisciplinary, innovation development, SMEs. 1. INTRODUCTION The economical stability of a country is related to the performance of all the companies that are active in that country. SMEs play an important part in this game. One of the factors that have to be taken into account is innovation. De Jong 2006 [1] points to the need for innovation in SMEs. Innovation is not something that spontaneously will emerge from the ongoing activities of a company and therefore companies need to invest in their capabilities for innovation. The employees of a company are a most relevant factor for developing innovation. As innovation is a multidisciplinary and complex process it is reasonable to state that higher educated employees in a company will play an important role in it. As causal consequences of this, curricula in higher education have to pay attention to competences relevant to become professional intrapreneurs (entrepreneurs within the company) within SMEs. This higher education must prepare future higher trained employees of SMEs to be able, in this busy world, to take initiative in developing innovation. These employees are Key Persons for a company. They are able to foresee possible innovative projects for developing products or processes for the market. Furthermore can they accurately point out to which extend the company is able to carry out innovation projects. For this it is important that students are provided with the knowledge and competences to perform and develop professional innovation in companies that will enhance the life-expectance of that specific company in the future. This is a very complex and delicate analysis where students need to understand how to use the knowledge and how to perform towards strategical decisions, which is a matter of specific organisation typical for each company. Therefore we have chosen for an action-based learning approach for this minor. The goal of this action- based learning is to provide the students with the opportunity to use their acquired knowledge and competences in a project involving a real company. More specifically, students will get the opportunity to find relevant employees that have experience on how innovative developments could be set up. This rather new approach towards developing innovation education will be explained trough out this paper. 2. EXPLANATION OF THE MINOR STRATEGIC INNOVATION The basic educational principle of this minor is the fact that it is based upon competences and above all it will give the students the opportunity to have experiences in the context of a real company. So it has the outlines for action-based learning. Students dont solve real complex problems for the company. Rather do they attempt to independently investigate the companys situation in order to find possible ways to develop innovation. As a result of this the company gets a founded opinion that could be taken up in discussions on how to develop innovation. Knowledge development is an important part of the minor. For students it is also essential, however, to develop skills that are critical when analysing possible innovation developments in their future jobs as higher educated employees in a company. An innovation project in a company will give them perceptions on how this knowledge needs to be used in a real life situation. The main goal of this project is that students will have the opportunity to see for themselves parallels with the real situation in their future career. Knowing how things are organised, how to assess possible elements of an innovation project and reflect todays capabilities to future possibilities are also important items in the minor. Students need to have experiences that are real and give them the feeling that they are right in the middle of a change in a company. It are just these aspects that form both the basis of the Innovation Simulator and the educational conditions that give the students the feeling that they are involved in a real experience. Students must see that using the right knowledge to answer complex questions is not that easy. Cases in study books normally do not represent real life situations. So, students must learn to find answers to non-standard questions. Showing the right attitude towards this is an important condition. In the literature the combination of using knowledge, skills and showing the right attitude is called competence. Modern education is based upon developing competences. For a typical professional group it is important to find the critical working situations in which certain competences are needed to be able to do the job professionally. In much literature this competence-based learning is studied. Nedermeijer & Pilot 2000 [2], De Bie 2003 [3] and Cluitmans 2002 [4] give more insight in how to develop competence based eduaction. It is important to find a relevant set of competences for students in the minor strategical innovation in order to prepare students to act professionally in critical working situations and thereby initiating innovation properly. In determining this set, one also needs to estimate what will be expected of the future career professional in his or her daily practice. In a literature-study specified aspects of innovation have been analysed to find formulations of a relevant set of competences. In this literature, for example: Burgelman 2004 [5], Clarysse 1998 [6], Kaplan 2004 [7], Noorderhaven 1995 [8], Roozenburg 1996 [9], Sundbo 2001 [10], Tennant Snyder 2003 [11], Trott 2002 [12], Tushman 2004 [13] and Twiss 1992 [14], one can see that the following aspects of innovation are considered relevant. The technical aspect of innovation The economic aspect of innovation The psycho-social aspect of innovation The internal aspects of innovation (with in the structure of the company) The external aspects of innovation (outside the structure of the company) The decision-making aspects of innovation development The aspect of innovation concerning future developments The organisational and managerial aspects of work in SMEs. The competency components, which must attained by 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 the right attitude for developing innovation in the company. In the following these aspects of developing competencies for strategical innovation are explained extensively. In this explanation we use the model showed in figure 1. Technical aspects of innovation Technology is to be a substantial part of innovation in which fabricated products must satisfy the standards of the market. It should be clear that on the one hand,technology is a term which sums up the methods, which are used to realize a materialisation of ideas into really produced products or processes. This form of technology is used internally. On the other hand technology is also meant as knowledge, which is present in the organisation as both 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 realise product improvements or new products, services and/or company processes, need to be determined. It is important that students realise the technical component is necessary for innovation development. Technical, in this matter, also means the capabilities to realise products which initiate innovation as well. These products can be material products but can also mean services or processes in which costumers are interested enough to buy. Companies, for their part, can protect themselves from abuse by 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 in order to protect the product achievements of the company. Economical aspects of innovation Defining economical competences is equally important as defining technological competence components for innovation. Technological product ideas will not be taken into production if one cannot show that the product can be sold on the market. In a SME relatively little time and money is available to do market research. This, of course, depends on the nature of the venture and its size. A good entrepreneur will be able to assess a good match of a technological improvement to fulfil the markets needs (the product market combination). For this reason, Intrapreneurship is a good competency with which one is able to tune the combination of technology and economy. The strength of a venture in the market is mostly not only depending on the position of the company within the borders of its own country, but more often its position in the international market. Operating internationally can also be seen as an important competency of bachelor level trained professionals in developing innovation in a company. Psycho-social aspects of innovation A third component that is very important in the development of an innovation process is the psychosocial aspect. Classically trained engineers can develop very high quality of ideas, which possibly bring 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 at reasonable, affordable prices, all efforts are useless. Therefore developing employees competences to a level of functioning in which innovations are producible is important. That means that the venture must invest in its own personnel to come to real innovation. Complex problems in innovation processes, normally, cannot be solved within only one discipline. Higher trained employees must be able to work in multidisciplinary innovation teams. The complexity of such a team is of course depending on the size and type of the company. Nevertheless interdisciplinary co-operation is an important competence, developing innovation in a SME. Internal and external aspects of innovation The expectations of bachelor-level trained personnel are that they can make a qualitative contribution to drawing up a correct strategy for the company. Strategy is a master plan of the company with the goal of reaching a desired pre-formulated realisation of a mission. One roughly gives shape to this future in the mission. The strategy is strongly focused on the external world. How the company wants to have changed its state during the time leaps into the future is strongly depending on what possibilities could be used in the company. The part in the strategy description that indicates which route must be followed to the future is also depending on the internal structure and capacities of the company. The organisation of this internal structure of the strategy could be seen as the tactical description of the strategy. Therefore the strategy analysis must look to internal as well as to external aspects. Decision-making aspects of innovation development Eventually everything must end in a right decision. Taking good strategic decisions is a vital competency of the higher trained employees of a company in order to guide the company to a future where its can flourish. Higher educated personnel can give a positive contribution and preparation to such a decision. So, contribution to strategical decision-making in a company is also seen as a vital competency of higher educated personnel on innovation development. Aspect of innovation concerning future developments Top-managers of the company give their personal interpretation of the way in which the present will change or needs to be changed into a desirable future. This perception and interpretation of the future will influence the results of the company. Therefore to give an interpretation of what kind of future the company should strive for is very important. The strategy development is an answer of the management to the question "How do we realize a desired condition of the company in the future?" The strategy development in large companies has been always defined in documents so that everyone can be informed about the ambitions the company has for the future. In smaller companies this is not always been written down. In those little companies, where the boss is often working on the work floor, this is normally communicated orally or not at all. Organisational and managerial aspects of work in SMEs. If higher educated employees will contribute to preparation for innovation they must be aware of how the business is organized. The state of organisation is something that has to be analysed to be able to determine how innovation could be fitted in. Innovations can also be focused on the way the organisation is designed. Mintzberg 1983 [15] has characterised different types of organisations. Students have to learn to see what the characteristics of an organisation are in order to analyse innovative changes within that organisation. Out of the above-summarized view of the literature a choice has been made as to what typical competences should be developed by the students in the minor. This set of competences will be provided to the students in the minor. After a year of experience the set of competences will be evaluated. The evaluation is done through interviews with relevant employees in participating companies and students and teachers engaged in the minor. With the outcome of this evaluation the competences can be changed, if needed, in order to educate students more efficiently in competences, need to contribute to innovations in their future careers. The first set of competences is: Think intrapreneurial Develop patents Initiate innovation projects Co-operate interdisciplinary Operate internationally Prepare strategic decisions The program of the minor has been designed and developed entirely around these competences as guiding aims for the learning contents and activities within it. The learning process and the competency within it are leading to assessing the work of the students. 3. CONTEXTUALISED CONDITION FOR PROJECT WITHIN A COMPANY. The minor strategic innovation offers students the possibility to develop competences relevant to innovation in a project executed in the context of a real company. For this an active learning approach has been chosen and active interaction between the learning environment within Fontys and a SME in the Region Eindhoven is strived for. Students are given the opportunity to be trained in what could be called an Innovation Simulator in which real life authentic problems are mimicked. As an outcome, students develop an advice for the company on how the innovative capacity in the company can be improved. The scope of the project is to contribute to a real decision-making moment towards the end of the project in which the advice of the students can be useful for the company. The companies are asked to give the students the opportunity to interview persons within the company to collect perceptions on the status quo of innovation in the company. Finding the relevant persons, Key Persons, in the company, that can provide a good perception of the level of innovation is an important issue. The criteria for finding the relevant persons in the company are to be formulated. We are looking for these indicators with which students can find those relevant employees to join an innovation project and where, in this way, they can learn the reality of analysing and implementing innovation in that company. The indicators, which we started with are, degree of education, type of activities, involvement in important developments and the opinion of the strategic management that is relevant in this matter. We need to have more experiences on these indicators to be able to advise students more appropriately. The students research is of qualitative nature. As a result of it the students will formulate 1) their perception of the level of innovation in the company and 2) an advice on how the level of innovation in the company could be enhanced. Companies are interested in the vision of the students, so they say, because they want to hear the opinion of persons who are not involved in the company processes at daily basis and they hope to get fresh perceptions on the activities of the company. The advice will have all the aspects mentioned in figure 1. The students will do a presentation in the company where a coach from the university will assess the quality of the work of the students. The quality of the advice and also the quality of the presentation including the answering of questions of the company persons will be assessed. Students will also be assessed as to competence development. For such an assessment we have set up specific criteria for each competence with which teachers can grade students. The innovative approach in the project is an Innovation Simulator. With this simulator a better perception is given on how innovation development projects are accepted in companies and on what the criteria for enhancing innovation in SMEs are. In the simulator the students experience in authentic environment what it means to do research on innovation development and to prepare and convince strategic management. It is most important in an innovation simulator to create learning environments that mimic real life conditions. In an innovation simulator is thus like a flight simulator where future pilots will encounter for example hazardous situations as they can occur in real life situation in an aeroplane. So, the pilots can train themselves in carrying out the best actions to these hazardous situations without causing life-threatening situations. For students we want to create, like in a flight simulator, a real environment of innovation development in a company without the pressure of the real business world. The basic idea behind the Innovation Simulator is that students do research on innovation development for a company. The information found is analysed from the perspective of the present day situation. As a result they can give relevant indications wherein the company can innovate. The students need to look for Key Persons within the company who have a realistic view about the innovation capabilities of that company. The students choose 4 persons in the company with whom they do an interview. The function and activities of these persons constitute the basis of the innovation simulator. The students will actively reconstruct the working environments of these persons and, as a team, create the innovation simulator, a simulation of the real company world. Each student will choose a person, the task of which he/she will represent in the simulation. So, the students are studying the tasks of persons in a company, and act as if they where these persons. In designing such a innovation simulator four different perspectives come into play: 1) the perspective of students who are interviewing and playing the role of chosen persons in the company, 2) the perspective of teachers who are coaching the students, 3) the perspective of the higher education institute 4) the perspective of the companies. Level of realism of the role-playReality level is lowRealty level is highAmount of time for the role-play Much time A typical course where role-play is the basis within the curriculum, and the setup of the role-play is being made by the teacher. Role-play in the context of the University.Role-play in practical years. Students work in a company for half a year on a realistic task.  Less timeA part of a course where the students can try-out with a role-play, set up by the teacher, how a real situation could be seen. These role-plays endure most of the cases not more than the course time on that specific day.Role-play in projects. Projects within the curriculum where contact with persons from the real environment are involved and the students get experiences as if it is real. Role-plays under the condition of real company situation and set up by companies.Table 1: examples of different forms of role-play with time and level of realistic situation as indicators. Acting in the Innovation Simulator of the minor strategic innovation students entirely oversee how to act in their future jobs in innovation projects in the company. The way that has been chosen is that of implementing role-play aspects into the Innovation Simulator. The activities and the function of the Key Persons are the basis of role-play conditions for the students. The students will use the environments of these persons of the company in their roles. So when they are at the University, in the project group, they can play the discussion, as the persons they chose could hold such a debate in the company. With this setup we want to make the project more realistic for the students. The literature, Burton 1997 [16], Maxwell 1997 [17] and Joyner 2006[18] give several papers on the topic role-play as better learning conditions for students. With these role-play aspects we also would like to inspire students more, so the efficiency of the education will be higher, which means that students get better understanding of the subjects they learn through this role-play. Role-play can be defined as follows: Circumstances under which students must play the competences as if it is in a real situation in a real context. The conditions of a role-play can be developed under different playing situations. Two conditions can be seen as main indicators for different forms of role-play. These are the level of realism in the role-play and the amount of time spend on the role-play. With realistic it is meant that the aspects of the role-play are experienced as actual and relevant in reality. And with time in this matter it is meant that the longer a role-play continues, the better a student can identify him/her self with the role and can experience the role-play as realistic. In table 1 these two variables are related to each other. In the literature mentioned above information is given about role-play conditions and examples where the level of reality is relatively low. Less information can be found about role-play situations where the level of reality is high. Examples of this kind of role-play are rarely found. With some imagination one can understand that the practical year within a curriculum, where students do activities in a real company environment, can be seen more or less as a role-play condition where a lot of time needs to be spent and the level of reality is high. The Innovation Simulator of the minor is between the right upper and lower corner of table 1. The students work 30 ECTS (minimum half a year to maximum a year) in the minor on this project; 50% of the effort is done in the innovation project. 4 EVALUATIONS OF ONE YEAR MINOR The relevance and effectiveness of the Innovation Simulator for the project work and the aspects of the qualitative research towards an innovation advice, will be monitered and evaluated with the students, teachers and companies who are involved in the minor and its project in 2007/8. In addition to experiences with the first year of this minor the outcome of three years of experience with a 5 ECTS course on strategical innovation in the fourth year will be taken into account as well. Because of the similarities as to topic and working methodology between that course and the minor the learning experiences with the former are relevant to us. It is of great importance that we learn from the continuous evaluation. Especially the things that have been gone wrong are important for the optimisation of the minor in the next years. The stakeholders involved in the educational part are the students and the teachers and on the side of the company it are the strategic management and the Key Persons. Stakeholder evaluation of the learning environment for the minor will contribute to improving the theoretical and project conditions. The objective to create a learning environment that enable students to experience, under the best conditions, how innovation in real companies is taking place. 3.1 The evaluation perspective of students In the year 2006/7 20 students from different institutes from Fontys enrolled in the minor; 6 where from Mechanical Engineering, 2 from applied Sciences, 7 from marketing management, 3 from industrial Engineering and 2 from Management, economy and law (MER). Each student had to make a choice of three out of five theoretical courses. Each theoretical course had comparable amount of students. There was no course that had extremely few or many students. For the choices of the competences this was different. 15 students, as the maximum amount, chose the competence strategical decisionmaking and only 2 students chose the competence developing patents. The reason for this is, in our opinion, that the last competence is seen as a typical technological competence. We think, however, there is also a managerial aspect to this competence. So apparently we didnt inform the students well about this competence. We dont have, at the moment, evaluation data from which we can see if the opinion of the students has changed during the minor. At the end of the minor, June 2007, the students will write an evaluation report in which we can find information about this. Around March the students were already interviewed on their opinion about the relevance of the minor to their bachelor education. All the students were interviewed. The following aspects of criticism could be extracted from the interviews. Evaluation on team co-operation In teams it is of importance that students can trust each other. In the evaluation students had some irritations about fellow students. Not every student has the same motivation and sometimes the tasks, which were assigned to some students, were not done well. The students give for reason that they are very busy and focus more on the major program of their institute. Some students pointed out that the reason for poor communication between students in the project was because of a lack of communication rules and because of an approach different from the one students are used to. Availability of basic communication rules, especially as to organizing meetings and listing up the minutes of work to be done by each student for next week, will be helpful for starting up the project. Another important aspect is that students should be given more time to organise the project themselves. Staff should not push the students towards results. In a normal investigation substantial time is given to organise the project team. In some literature 25% of the total time spend on preparing the research is mentioned. So this time span should also be given to students to organise themselves in the innovation project. Company introduction & co-operation Staff identified companies willing to participate in the project and students had to deal with the introduction of the project in the company. What are the goals, what will the students end up with and what are the aspects the company must take account. It became clear in the evaluation that for the introduction to the company students used different approaches. Some briefly describe the goals of the project and others give a full presentation on what the outlines of the project are. Because companies didnt know the exact meaning of the project, the start up was somewhat delayed. Students had to come up with better explanations. Changes for the next year: In the introduction of the project students will be prepared better for the introduction to the company. Gathering information Students came up with a variety of information gathered as well from the company itself as from external information sources. Because some students of marketing management were in the teams, market analysis could easily be made. It was not clear what parts of the knowledge and skills they learned in the courses where used in the project. Next year the teachers need to clearly pinpoint how the knowledge and skills can be used in the project. Choosing the type of innovation In the theoretical part of the minor students learn that there are different kinds of innovation types. From product innovation, process innovation and market innovation to the innovation of the organisation itself. As a precondition of the project, students need to chose one or two types of innovation on which they want to do research. This should be a decision of the students themselves. But companies are used to work with students in graduation projects an practical year. They normally give student assignments, some problems in a process, which they want to be solved. In the project of the minor, students are intellectually free to find their topics of research. So, companies need to be told that students are playing the role of researcher on possible innovation developments. Theory of the minor In the evaluation the students came up with a useful advice to set up the theoretical courses. We can list up the following subjects. Students want to have more practically advice on how to work interdisciplinary in teams. Students have problems with the use theory in obtaining project results. Learning theory and project development do not run parallel in time. Students often fall back on the theory of the major program. It is clear that students need to have perceptions of the usefulness of theory in practice. We did try to teach students relevant theory but we have to develop further to a well-defined combination of theory and explanations on how this theory can be used during investigations on innovation development in companies. Innovation Simulator Generally students used to working in classroom situations find it rather difficult to find relevant Key Persons in a company and than to play their role together with other students. After the first steps, however, students like to discuss the innovation possibilities with real higher educated employees in the companies. We need to have more experiences with this kind of education. Especially on how to help students to find Key Persons and how to communicate with them. We have to motivate students to play roles of employees from companies, which are considered an excellent method to obtain meaningful learning experiences on innovation in SMEs. 3.2 The perspective of teachers who are coaching students In the minor 12 teachers teach theory and tutor students in their projects. Also the teachers team is multidisciplinary. We have 6 teachers coming from the engineering departments, 5 teachers coming from the economical departments and one from communication department. Teachers are involved in the organisation of the minor so they know how to work with students in the project, but they dont always see the problems students have. As the minor is new also a certain learning curve for teachers has to be taken into account. We have a train the trainer course have to be set up to help them in doing their job in guiding students in a multidisciplinary setting with an action learning condition. We hope to get more experiences from the evaluation of the teachers involved to be able to help and tutor them. 3.3 The perspective of companies In total 25 companies in the region of Eindhoven participate in our minor and module on strategic innovation. In the fall of 2006 we worked with 10 companies in the module. In Jan 2007 these students finished their project. We had phone contact with these companies and the following are the different reactions they came up with: We are satisfied about the work of the students, but students unfortunately didnt show their final product. We are very satisfied about the work of the students. We want to continue this project next time. At the start of the project we were not that positive about the outcome. But after the project results we can say the students did their work well. Students did their work well but the advice was not realistic because the particular outcomes were too expensive for our company, of only 30 employees, to be implemented. Students dont present their final result to the company. The results of the students presented were very poor. They could have made much more on this topic in our company. The company was satisfied about the educational results of the students but it brought no new aspects of innovation. The students did a lot but the communication with the company was too poor. Students didnt show up at every appointment. This is unacceptable for the company. Using a questionnaire companies could also give their opinion on the product the students made. None of the companies was negative about the products. They had the opinion that the students could come up with more results. Maybe companies were not informed well about the workload of the students in this course. In June 2007 we will get more information from the companies, where students from the minor have worked. Preliminary contacts with minor companies indicate that they are more satisfied. We have learned from the 2006 module experiences that we need to inform companies better in what they can expect from these innovation project groups, and that we need to have more contact with the company during the project. We have to take care that we dont interfere with the work of the students, however. 4. PRELIMINARY CONCLUSIONS. The first experiences with the innovation project and within that with the innovation simulator approach, show that students form different disciplines working together in a small multidisciplinary team have some problems with co-ordinating teamwork and setting up a well working communication. The experiences using theoretical knowledge and developing competences while working on the project is appreciated, but the relation between the theoretical courses and the innovation project should be improved. In June 2007 we will have more data available. From interviews with some companies and from the students we hear that they both have the opinion that the minor is relevant to teach innovation developments to students. Students also have the opinion that their experiences in the minor are of great interest to their personal developments in their major program. In June we also will have an evaluation meeting with teachers and students to define which imperfections in the minor have to be improved for a new start in September 2007. We are presently recruiting new students for the next year. Literature: De Jong; 2006; EIM research rapport M200607; Innovatie in het MKB (Innovation in SMEs in Holland). Nedermeijer & Pilot 2000; Beroepscompetenties en academische vorming in het hoger onderwijs (Profession competences and academic forming in higher education) ; ISBN 90-01-62600-9 De Bie 2003; Morgen doen we het beter, handboek voor de competente onderwijsvernieuwer (Tomorrow we will do better, handbook for the competent innovator of education); ISBN 90-313-3958-x Cluitmans 2002; Aan de slag met competenties, competentiegericht leren in HBO en MBO (Get to work with competences, competence-focused learning in higher education and intermediate vocational education); ISBN 90-804883-8-0 Burgelman, Christensen en Wheelwright 2004, Strategic management of technology and innovation, fourth edition, ISBN 0072536950 Clarysse & van Dierdonck1998; Working Paper, Inside the black box of innovation; Strategies between SMEs; Universiteit van Gent jan 1998. Kaplan & Norton 2004; Strategie in kaart gebracht (Balanced Scorecard); ISBN 9025418287 Noorderhaven 1995; Strategic Decision Making; ISBN 020159393 Roozenburg & Eekels 1996; Productontwerpen, structuur en methoden. (Product design, structure and methods) ISBN9051890672 Sundbo 2001; The Strategic Management of Innovation, A Sociological and economic Theory. Edward Elgar; ISBN 184064799x Tennant Snyder & Duarte 2003; Strategic Innovation, Embedding Innovation as a Core Competency in Your Organisation. Jossey-Bass; ISBN 0787964050 Trott 2002; Innovation Management and New Product development; ISBN 0273655604 Tushman & Anderson 2004; Managing Strategic Innovantion and Change, second edition; a collection of readings. Oxford University Press; ISBN: 0195135784 Twiss 1992; Managing Technological Innovation; Forth edition ISBN 0273037951 Mintzberg 1983; structures in five: designing effective organisations. ISBN 905261050 Burton 1997; Hitting the issues on, using Role Play in Science Education, A workshop presented at the National Science Teachers Association Annual Conference New Orleans, Lousiana april 3 1997. Maxwell 1997, Role-play and Foreign Language Learning; Paper presented at the annual Meeting if the Japan Association of Language Teachers, Hamamatsu tapan oct 1997. Joyner & Young 2006; Teaching medical students using role play: Twelve tips for succesful role plays; Medical Teacher, Vol. 28, No. 3, 2006, pp. 225-229. Curriculum vitea H.G.M. Geraedts: 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 innovation for bachelor-level major curricula in order to provide students with more competences on this topic, so that they can contribute to improved innovation processes in SMEs.  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