Validity of innovation processes on outcome and performance

Abstract

Innovation is a nebulous and subjective field that's definitions and validity is often put into question. To study this field, it is critical to look at thought leaders within the field as well as well established institutions of innovation and analyze their processes to establish a common framework. This paper expands on common ideas presented by people within the design innovation field who write and educate the public about innovation processes. It also looks at educational institutions and departments whose goal is to establish innovation processes and engage people in the innovation process. From there, a common high-level framework of innovation is extrapolated into a map of modules. The modules can then be used as an analysis tool for past innovation engagements as well as future innovation planning. Additionally, certain innovative characteristics and behaviors are also identified from popular literature and educational frameworks and surveyed for their impact. In the study presented, financial data is collected from students who engage in a school project that requires the design, manufacturing, and sales of original products. The students are then surveyed on various innovative behaviors and asked to compare themselves to other teams within their cohort. Through anecdotal evidence and interviews, specific teams' processes are summarized. The data and analysis can offer a holistic perspective to the innovation processes as well as evidence of correlations between specific innovations and their effectiveness on financial impact.