How to Develop Innovators: Lessons from Nobel Laureates and Great Entrepreneurs. Innovation Educatio

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How to Develop Innovators Lessons from Nobel
Laureates and Great Entrepreneurs. Innovation
Education.

• Professor Larisa Shavinina
• Université du Québec en Outaouais, Canada
• E-mail larisa.shavinina_at_uqo.ca

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Innovation-based economy

• needs innovators.
• What is innovation?
• What is creativity?
• Innovation gap.

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This presentation

• is based on the preliminary findings from 3
  ongoing projects
• early childhood and adolescent education of Nobel
  laureates in science (supported by the SSHRC
  grant),
• their academic acceleration (supported by the
  IRPA grant, The University of Iowa), and
• the phenomenon of individual innovation
  (supported by the FQRSC grant)

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The common goal of 3 projects

• how to fully develop scientific talents and
  innovative abilities.
• The concept innovative abilities refers to a
  range of talents necessary for successful
  implementation of (new) ideas into practice in
  the form of new products, processes, and
  services. They include entrepreneurial
  giftedness, exceptional creativity, intuition,
  wisdom, excellence, managerial talent, and
  leadership.

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The main finding of the first project

• Nobel laureates in science had at least one GREAT
  teacher.
• What does it mean?
• What are applications for gifted education?
  Gifted children should be taught by gifted
  teachers.

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Lessons learned from todays children the case
of my son

• Kids are interested in why not all Nobel
  laureates in science were good boys or girls at
  school (1st degree of interest).
• This initial interest motivates kids to learn
  more about laureates discoveries (2nd degree of
  interest).

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What are the outcomes?

• Result kids are becoming seriously interested in
  science (3rd degree of interest).
• By-product he is going to write a book on how
  supposed delinquent boys and girls in school
  still managed to make great scientific
  discoveries and became Nobel laureates (4th
  degree of interest).
• Final outcome deep involvement in science (the
  highest degree of interest)

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The phenomenon of individual innovation

• refers to a rare group of individuals, who
  possess by a unique ability to both generate
  great ideas and to implement them into practice
  in the form of new products, services, and
  processes by putting into place all the necessary
  organizational, human, and environmental
  structures.

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The main characteristics of innovators

• ability to implement things into practice (the
  essence of innovation)
• unique vision (the essence of giftedness)

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Great innovators are characterized

• by a unique combination of entrepreneurial
  giftedness, exceptional creativity, practical
  intuition, applied wisdom, excellence, managerial
  talent, and leadership (www.innocrex.com).

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Entrepreneurial giftedness refers to

• talented individuals who have succeeded in
  business by creating new ventures with at least a
  minimal financial reward (fulfilled
  entrepreneurial giftedness) or
• who demonstrated an exceptional potential ability
  to succeed (prospective entrepreneurial
  giftedness).

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The two directions of my research on
entrepreneurial giftedness

• Its early signs
• Micro-social factors in its development

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Early manifestations of entrepreneurial
giftedness

• Special do real, practical projects and
  implement their ideas into practice, etc.
• General initiative, creativity, risk-taking,
  competitiveness, perseverance to succeed, hard
  working, etc.

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Micro-social factors in the development of
entrepreneurial giftedness

• parents (i.e., nuclear family),
• other relatives (i.e., extended family),
• significant others, and
• great contemporaries

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Innovation education a new direction in gifted
and general education

• It refers to a wide range of educational
  interventions aimed at developing and
  transforming child talent into adult innovation.
  That is, those societal actions aimed at
  preparing (gifted) children to become adult
  innovators.
• Such educational interventions should include,
  but should not be limited to, the seven
  interrelated components.

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Structure of innovation education

• The existing programs for the gifted, which
  proved their effectiveness.
• New programs, which can be based on the latest
  advances in the field of giftedness (e.g.,
  research on Nobel laureates).
• The essentials of deadline management.

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Structure of innovation education (cont.)

• Programs aimed at the development of
  metacognitive abilities of the gifted. That is,
  special emphasis should be made on the fostering
  their abilities to implement things the
  so-called executive abilities.
• A general know-what and know-how about
  innovation science, the basics of innovation.
• Courage-related issues. For innovators to
  succeed, the courage is compulsory.

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The immediate tasks for advancing STEM agenda

• encourage school principals and teachers to
  attend 2 workshops
• How to develop scientific talents of Nobel
  calibre Lessons learned from early childhood and
  adolescent education of Nobel Prize winners, and
• Innovation education as a way to develop
  innovators (www.innocrex.com).

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Thank you!

• Questions?
• My e-mail address
• Larisa.Shavinina_at_uqo.ca