![[open] Innovator
Industrial Design Engineering
The Hague University](https://image.slidesharecdn.com/20120203openinnovatoropenday4feb-120214035747-phpapp02/85/open-innovator-the-hague-university-1-320.jpg)
![[open] Innovator
Industrial Design Engineering
The Hague University](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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[open] Innovator @ The Hague University
- 1. [open] Innovator Industrial Design Engineering The Hague University
- 2. [open] Innovator Industrial Design Engineering The Hague University
- 3. Changes Boundaries Complexity Sustainable solutions There is a need for professionals who can create and realize sustainable solutions that value people, planet and business.
- 4. [open] Innovator will educate and train professionals Who are able to see and anticipate current and future challenges Who have the ability to imagine, create and market sustainable solutions
- 5. Guts Curious Communicative Convincing Driven Confident Headstrong Vision Optimistic Open minded Realistic Friendly and supporting Better place Passion Calm
- 6. In collaboration with The Hague University, Companies and Students
- 7. Attitude Creative & Curious Approach Structured & Integral Context Socially Aware & Future Oriented Impact Inspiring & Convincing
- 8. Competences in the design process Analysis & Concept Develop- Building Models Preparation for Exploration Dimensioning Evaluation Definition ment and testing production
- 10. The Explorer The Creator The Entrepreneur Blazing new Trails Designing your world Making it Happen
- 11. Year 1 Explorer Personal Branding, Future telling, Researching trends and developments, Context-Research, Design solutions, Visualization and Communication training, Real and Relevant Projects and Partners
- 12. Module 1.1 Module 1.2 Module 1.3 Module 1.4 You & The World Futuring People Solutions Project Project Project Project Communities Past Now Future Society and You Create the Solution (5 ects) (10 ects) (10 ects) (10 ects) Personal Branding (5 ects) Cultural Differences Basics of Technology Be the Target Group Implementing Business and (5 ects) (5 ects) (3 ects) Products Global Context (2 ects) (5 ects) Visualization & Communication Visualization & Communication 1.2 Visualization & Communication Visualization & Communication 1.4 1.1 (3 ects) 1.3 (3 ects) (3 ects) (3 ects) Coaching (1 ects) Module 2.0 Itch & Insights Plan the project (3 ects) (Preparation for year 2) Minor 1 (15 ects) Parallel to year 1 and 2 you need to get 15 ects from a single minor or a set of elective courses. IDE offers the minor Collateral Value and some elective courses such as the Better Business in technology project. You can also follow minors or electives from other courses in THU or other Universities
- 17. Year 2 Creator Research abroad, Create meaningful solutions, Transform into tangible results, Creativity, Design, Prototyping, Envisioning
- 18. Module 2.1 Module 2.2 Module 2.3 Module 2.4 Itch & insights Ideas & concepts Materialization Implementation International Insights research Design project 1 Ideas & Design project 2 Design project 3 (12 ects) Concepts Materialization Realization (6 ects) (9 ects) (9 ects) Design methodology (3 ects) Project management Business modelling Business collaboration User Involvement (1 ects) (3 ects) (3 ects) (3 ects) Engineering analysis Construction & requirements Materials & manufacturing Production preparation (1 ects) (3 ects) (3 ects) (3 ects) Exploring craftsmanship Prototyping & craftsmanship 1 Prototyping & craftsmanship 2 Prototyping & craftsmanship 3 (1 ects) (3 ects) (3 ects) (3 ects) Minor 1 (15 ects) Parallel to year 1 and 2 you need to get 15 ects from a single minor or a set of elective courses. IDE offers the minor Collateral Value and some elective courses such as the Better Business in technology project. You can also follow minors or electives from other courses in THU or other Universities
- 19. Year 3 Entrepeneur Financial management, business modeling, Creating tribes, Leadership, Realize your own business, Graduation + Minor
- 20. Year 3: The Entrepreneur “ Making it Happen” The Entrepreneur can translate his solution into an attractive business proposition. To enable this translation, students will learn how to evaluate commercial appeal of concepts, how to set up a business model for innovative concepts and how to Description develop synergetic partnerships for market introduction. Our entrepreneur is a practical idealist, they can turn ideas into concrete plans which can be realized. He/she manages this Mission because he/she understands the interests and needs of stakeholders and is able to activate others to join in. Core idea of the year: in part one the student can learn and experiment in short courses & projects, the second half year the Year set up students have to set up their own business as a graduation project. MinorMinor Part 1 2 Minor 3 Part 2 Minor Part The Real Thing set up your own business 3 The real Thing: (15 ects) (15 ects) (35 ects) (10 wks/15 ects) (10 wks/15 ects) (20 wks/35 ects) Parts Entrepreneurship in Innovation Entrepreneurship in Innovation (12 ects) 20 wks/12 ects
- 21. [open] Innovator Project example: Sustainable Surfboard
- 22. [open] Innovator Project example: Sustainable Surfboard
- 23. [open] Innovator: conscious shower habits • ..
- 24. [open] Innovator: conscious shower habits
- 25. [open] Innovator: Healthy choices by parents for their kids
- 26. [open] Innovator: Healthy choices by parents for their kids • ..
- 27. [open] Innovator: Living environment for the Cultural Creatives • ..
- 28. [open] Innovator: Living environment for the Cultural Creatives • ..
- 29. Entrance requirements For Dutch students: VWO oude profielen - NT direct toelaatbaar - NG direct toelaatbaar - CM met Wa12 en Na1 toelaatbaar - EM met Na1 toelaatbaar VWO nieuwe profielen 2010 of later - NT direct toelaatbaar - NG direct toelaatbaar - EM direct toelaatbaar - CM niet toelaatbaar HAVO: niet toelaatbaar Wel toelaatbaar met HBO propedeuse, vakken kunnen evntueel ingezet worden als vrijstelling voor de minor
- 30. Welcome home..! www.thehagueuniversity.com/idea www.dehaagsehogeschool.nl/idee Join us on facebook!
- 31. Module 1: You & The World 1 2 3 4 5 6 7 8 9 10 Personal branding Test Investigating your own life will result in developing your Personal Brand which will give direction Personal brand, online to the activities during your bachelor. community, culture guide Communities Cultural Differences Learn about different communities and how to Students learn via literature and discussions create one around a topic of your interest. Also about current developments in cultures. The The community for the [open] Innovator will be assignment is to create a personal culture guide shaped here. for a foreign person that comes to live in their home country. Visualisation & Communication: “Image”
- 32. Module 2: Futuring 1 2 3 4 5 6 7 8 9 10 Project: Past-Now-Future Test Time traveling related to the topic and subject and company Article, presentation, company advise. Basics of innovation Impact of innovation on human values, business and society through the years Visualisation & Communication: “Story” Mood- and story boarding, Illustrator, lay-outing, power pointing, Verbal presentation & debating, Mind & Road mapping
- 33. Module 3: People 1 2 3 4 5 6 7 8 9 10 Society & You Test Explore a trend, find a challenge and make a briefing for a designer of the solution. A few Design brief, Innovator companies will be involved so the challenge should be of value to the company and researchskills, society. international Be the Global Be the Global Be the Global Be the Global orientation/communica Target- Context Target- Context Target- Context Target- Context tion skills group group group group Visualisation & Communication: “Insight”
- 34. Module 4: Solutions 1 2 3 4 5 6 7 8 9 10 Project: realization &implementation Test Take the design brief from previous module and design, conceptualize and prototype the solution Prototype/concept in a iterative process (diverging, converging) starting with a pressure cooker and use co-creation. Product concept Implementing the solution and designing a suitable business model is part of this project. Business plan Creativity and creative facilitation course Visualisation & Communication: “Result”
- 35. Module 1: Itch & Insight Year 2 – Module 1 Year 1 - 20wks 1 2 3 4 5 6 7 8 9 10 Plan the project International research project Testing: Applying knowledge year 1 presentations Independent report Individual or small groups Coaching (blackboard/skype) Business 1: project management Exam Engineering 1: analyzing & problem solving Exam Exploring craftsmanship Video/report
- 36. Module 2: Ideas Year 2 – Module 2 1 2 3 4 5 6 7 8 9 10 Design project I Dragons Den & report with Co-creation Analysis, idea generation & testing Co- Concept generation concept/design event creation guidelines event Design methodology: visioning, creativity tools, design methods, sustainable design strategies Business 2: business model canvas, pitching, stakeholders, networked innovation Exam Engineering 2: math, mechanics, construction Exam Prototyping & Craftsmanship 1: model making & crafting Assignment
- 37. Module 3: Materialization Year 2 – Module 3 1 2 3 4 5 6 7 8 9 10 Design project II Testing: design, Concept development Embodiment design intermediate reports & presentations Materialization Service design Business 3: economics, logics, fund raising, business plan, high performance teaming Exam Engineering 3: materials & manufacturing Exam Prototyping & Craftsmanship 2: CAD-models, prototyping, craft specialization Assignement
- 38. Module 4: Implementation Year 2 – Module 4 1 2 3 4 5 6 7 8 9 10 Design project III Final presentations & reports Prototyping Piloting & testing Implementation Documentation Business plan Pitching User involvement Exam Production preparation Exam Prototyping & Craftsmanship 3 : support Design project & individual Assignment craft development
Notas del editor
- Sustainability is a mega trend. More and more consumers are motivated to behave in a more sustainable way in different aspects of their life. Education and new products can motivate this behavior. A concrete example is The Watcher which gives feedback on the energy use of your household. Another example is Join the Pipe. They motivate people to refill a bottle instead of buying new bottles with water. The assignment for the students is to explore the consumer trend: sustainable behavior in the shower. How can we motivate consumers to act more consciously with water, soap and energy during their bathing ritual?
- Sustainability is a mega trend. More and more consumers are motivated to behave in a more sustainable way in different aspects of their life. Education and new products can motivate this behavior. A concrete example is The Watcher which gives feedback on the energy use of your household. Another example is Join the Pipe. They motivate people to refill a bottle instead of buying new bottles with water. The assignment for the students is to explore the consumer trend: sustainable behavior in the shower. How can we motivate consumers to act more consciously with water, soap and energy during their bathing ritual?
- A lot of people are struggling to live a healthy life. Regarding to food there are two extremities. On the one hand there are almost more people who eat too much and on the other hand there are people that have too little too eat. Both are major threats for people’s health. In the more developed countries a growing number of people suffer from obesity or other food related diseases. The basis for this lies often in our childhood. Parents decide what we eat show us a certain view on food and give us our food habits. Because ourparents have a major impact on how we eat, we will focus on this target group in this project. There are several moments they decide for kids what to eat. Except from the three meals a day, kids also eat snacks during several special moments: on birthdays or other celebrations, on the go, in school breaks or being on a day trip with the family. For these moments it is often very easy for a parent to buy the kid a snack which is popular among kids, which often contain lots of sugars and fat. Often kids are nagging for these snacks. And as a parent it is easier to give your kid what he/she want instead of fighting.The assignment for the students is to explore the consumer trend: responsible snacks for kids. How can we motivate young parents and grandparents to choose for more responsible snacks for their kids?
- A lot of people are struggling to live a healthy life. Regarding to food there are two extremities. On the one hand there are almost more people who eat too much and on the other hand there are people that have too little too eat. Both are major threats for people’s health. In the more developed countries a growing number of people suffer from obesity or other food related diseases. The basis for this lies often in our childhood. Parents decide what we eat show us a certain view on food and give us our food habits. Because ourparents have a major impact on how we eat, we will focus on this target group in this project. There are several moments they decide for kids what to eat. Except from the three meals a day, kids also eat snacks during several special moments: on birthdays or other celebrations, on the go, in school breaks or being on a day trip with the family. For these moments it is often very easy for a parent to buy the kid a snack which is popular among kids, which often contain lots of sugars and fat. Often kids are nagging for these snacks. And as a parent it is easier to give your kid what he/she want instead of fighting.The assignment for the students is to explore the consumer trend: responsible snacks for kids. How can we motivate young parents and grandparents to choose for more responsible snacks for their kids?
- More and more people are care about environment, relationships, social justice, self actualization, and creativity. This growing group is often called ‘cultural creatives’ These cultural creatives are the new target group who consciously choose to create their own neighborhood, to build and to take care of it.The challenge for the students is to explore the ‘cultural creatives’ and their needs for their houses, includes public places. What are their requirement and needs for that and what do they need to create them?Governments and companies see this group as trendsetters and want to facilitate in them in their ambitions. They want to give them the opportunity to create their own way of life and explore more sustainable ways of living. So they can set the example for their followers.
- More and more people are care about environment, relationships, social justice, self actualization, and creativity. This growing group is often called ‘cultural creatives’ These cultural creatives are the new target group who consciously choose to create their own neighborhood, to build and to take care of it.The challenge for the students is to explore the ‘cultural creatives’ and their needs for their houses, includes public places. What are their requirement and needs for that and what do they need to create them?Governments and companies see this group as trendsetters and want to facilitate in them in their ambitions. They want to give them the opportunity to create their own way of life and explore more sustainable ways of living. So they can set the example for their followers.