The document outlines a structured approach to academic innovation, detailing six key steps: idea generation, incubation, development, implementation, assessment, and future iterations. It emphasizes the importance of collaboration among stakeholders and the need for flexibility in defining innovation. The framework encourages innovative thinking while adhering to academic rigor, ultimately aiming for effective and efficient outcomes within the academic community.

1. From Idea to Production
Rolin Moe, EdD
Director of Academic Innovation
Seattle Pacific University

2. Definition #1 – Innovation is the introduction of
something new to a population.
Joseph Schumpeter, Economic Doctrine & Method: An
Historical Sketch. 1912
Definition #2 – Innovation is an idea or application
perceived as new by the receiving individual or group.
Everett Rogers, Diffusion of Innovations. 1962
Definition #3 – Innovation is a way of thinking resulting
in new or better things.
George Couros, The Innovator’s Mindset. 2015

4. Example: BioCORE Scholars

5. Step 1 – Idea
What is the obstacle the innovation will address?
Ideas come from all stakeholders:
*Students
*Faculty
*Staff
*Administration
Step 2 – Incubation
Where is the best space to grow the innovation?
How can a unique process be cultivated amidst
day to day operations?
Three areas to house an academic innovation:
*Existing Process
*Sandbox
*New Apparatus
Innovative learning is, by design,
a broad definition, requiring
flexibility for buy-in and process.
An innovation can be small or
large, and each requires different
operational requirements. It
recognizes the local environment,
the distributed network of
stakeholders, and the campus
community. An academic
innovation is typically Essential,
Effective, & Efficient.

6. Step 3 – Development
What are the objectives of the innovation?
Who and what must work together to realize
objectives?
*Set common goals and realistic timelines
*Ensure operational congruence
*Ensure buy-in and support from directly
and indirectly affected stakeholders
Step 4 – Implementation
What needs to happen so this innovation puts
its best foot forward, and the results can be
properly measured?
*Support innovation with staffing and
needed funds
*Support innovators with assistance,
workflow necessities & shared vision

7. Step 5 - Assessment
What did agreed-upon measures indicate about the
innovation? What unintended outcomes shaped the
project and the perceptions of stakeholders?
Assessing an academic innovation must adhere to
academic rigor while continuing to embrace nimble
thinking.
*Action Research (qual, quant, mixed methods &
the relationship of the innovator to the study)
*The indicators from initial development are a
starting point for discussion, not the entirety of the
schema.
“BioCORE has allowed me
to have a real relationship
with people going through
the same things…it is a
reminder that we have
people we can lean on and
work together with. I am
not the only person
struggling, and I am not
the only one who will
succeed.”
- First Year BioCORE
Scholar

8. Step 6 – Future Iterations
After the first iteration, what does the future hold for the
innovation?
1) End of Service – decision that the innovation will
not significantly and/or practically address the obstacle.
Wind up the project, supporting stakeholders through the
process.
2) Continued Testing – whether a sandbox or an
apparatus, make a decision to invest more time in
the research & development. Use design thinking to
further shape the process.
3) Production – Make a commitment to the innovation as
an operational process on campus.
How to do Production
*Build a coalition of new and existing
stakeholders around a rationale for the innovation.
*Develop an operational plan years 1-3: financing, staffing,
benchmarks, evidence metrics.
*Organize staffing – evidence of benefit for existing staff.
*Herald the innovation and its uses