October 19, 2007

university is an innovative place?

Some of paul's comment today, made me realised the education spirit of Warwick or UK even European (could be only Anglo Saxon) universities in general is based on continuous improvement. You are not allowed to have an opinion, you are only allowed to give constructive critique, it is only after that you will be given the permission to propose something.

Surely in the span of universe, any change that we have accomplished is only an increment. But I really thought innovation is about making drastic changes and some times is even by not playing the rules. Peter Drucker has defined innovation as creating a new dimension of performance. I guess what my experience so far in Europe, would only mean making an improvements by introducing something new. Not sure if it is a remaining influence of aristocracy in Europe, in contradiction of the new continent countries. Or perhaps that they are just simply trying to ensure that performance would not be a flop.

Still trying to learn the rules, no more of playing square peg in the round hole!


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  1. Paul Roberts

    It does appear as though my comments today have given the wrong impression. I did not intend to suppress your desire for innovation so please consider my comments in this way. If you have an innovative idea – a leap of understanding that enables you to create something new, how do you know that it is innovative? To show that something is new, whether it be completely original or an adaption of existing knowledge, surely you have to understand what is currently known? If you wish others to understand that your ideas are innovative then you have to demonstrate this rather than merely claim innovation. So, in the context of your assignments and project, your opinion is based on your analysis of the knowledge that exists. Others may interpret that knowledge differently to you. Indeed, this is almost certain to be the case, but provided that your analysis is rigorous and supportable, people are likely to respect your conclusions, even if they do agree with them entirely.

    On the other hand, unsubstantiated opinion is difficult to support because you present no basis for the opinion. It just exists. Your journey towards a masters degree is all about you demonstrating the validity of the conclusions that you draw and the innovations or contributions to knowledge that you propose.

    All intuitive leaps of understanding can be retraced to the evidence that supports them and so as part of your reflective practice, when you next have a ‘light bulb’ moment, consider the building blocks of knowledge that support this clarity of understanding.

    12 Nov 2007, 11:39


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