Applied imagination pdf free download

September 19, History. This edition was published in by Scribner in New York. Written in English — pages. Subjects creative thinking , creativity , brainstorming , advertising , creative problem solving , CPS , Creation Literary, artistic, etc. Not in Library. Libraries near you: WorldCat. Applied imagination: principles and procedures of creative problem-solving. Applied imagination. Scribner's Sons. Applied imagination: principles and procedures of creative thinking.

Applied Imagination Principles and Procedures of Creative Problem Solving First published in Subjects creative thinking , creativity , brainstorming , advertising , creative problem solving , CPS , Creation Literary, artistic, etc. People Alex F. Times Classifications Dewey Edition Notes Includes bibliography. Classifications Dewey Decimal Class The Physical Object Pagination p. Number of pages Community Reviews 0 Feedback? Loading Related Books. Scribner's Sons in English - Rev.

September 19, July 24, Edited by ramsil August 11, Click here to sign up. Download Free PDF. Leon Cruickshank. A short summary of this paper. Download Download PDF.

Translate PDF. This is achieved through the close collaboration of three business schools with a strong record of excellence in KT research and application Lancaster University, Manchester University and Liverpool University together with one of the UKs leading centers for design research ImaginationLancaster, Lancaster University.

Here we describe how we have applied creative thinking research to the creation design of new KT activities and processes. This is achieved through the presentation of a conceptual model; two cases studies of the application of this model and a discussion of future projects and applications.

Over the past several years government reports and policy have highlighted the importance of KT from universities for social and economic benefit. This, in addition to other national and regional funding initia- tives, such as the Science Enterprise Challenge, Knowledge Transfer Partnerships and European Regional development Fund, has increased levels of HE engage- ment, competence and enthusiasm for the task. This definition captures the elements that policy makers are particularly keen to evidence, which are the impacts of KT on innovation and growth in the individual and firm and at regional and national levels, resulting in economic growth and national competitive advantage.

In the light of recent developments in policy and funding, it can be argued that there has been advancement in the development of KT as a legitimate activity for HE, with a more informed and enabled community of practice and with real ben- efits realised in business and community.

The US has higher levels of entrepreneurship in and around universities, easier routes to venture capi- tal and policies such as the Bayh-Dole Act, which allowed universities to commercialise publically funded research. The result of this was that efforts were focussed on the exploitation of technology and technology transfer. Whilst in the UK there was greater focus on the publication of papers, with the aim of UK uni- versities being to put knowledge in the public domain.

Decter et al From the relatively well researched and measured commercialisation of research development of IP, licensing, uni- versity spin outs etc to programmes where the exchange of knowledge is more tacit and less tangible, with a focus on user led programmes that involve skills de- velopment, network learning, sharing of expertise through a variety of mecha- nisms with large corporations, SMEs and the public sector.

As KT matures as an area of both research and an increasingly important compo- nent of economic activity in the UK there is a need for the development of new methods, approaches, processes and activities building on but also transcending traditional and ad-hoc activities.

In this paper we are demonstrating how creative approaches have been used to develop new approaches to innovation in KT and how the design of KT opens up new avenues for further development. There has been a substantial adoption of crea- tive processes in business which is drawing upon the concept of design thinking. Brown claims that the former role is tactical, and results in limited value creation; the latter is strategic, interdisciplinary and leads to dramatic new forms of value. This application across disciplines is a fundamental characteristic of de- sign thinking.

This spread of design thinking into other areas is especially noticeable in the world of business Verganti, where design thinking has been closely linked to innovation processes Utterback ; Wylant While this really started to be a key issue in the last 10 years or so, the roots of this move can be drawn back to a specific publication in the s.

In Osbourne developed techniques such as brainstorming and started the de- velopment of an approach called Creative Problem Solving CPS concentrated in a research group in Buffalo State College.

While this may not be immediately familiar, underpinned by ongoing empirical research this introduced the idea of phases of convergent and divergent thinking in the creative process that is common currency in design pro- cess discussions. This is non- linear process of understanding challenges, generating ideas, planning and prepar- ing for action.

While CPS resonates either directly or indirectly through much published writ- ing in design thinking, there are many other creativity models and frameworks, some are similarly underpinned by research e.

Operating within these frameworks there are a multitude of creative problem solving techniques. The innovation com- pany Mycoted provides a free online resource of over techniques divided into categories such as idea generation, problem definition, and idea selection My- coted, A more exciting approach is seen in the recently launched Inno- vate for Universities programme that places experienced designers with know- ledge transfer offices in universities with a proven track record in innovative KT.

This follows on from a pilot project with Isis the Oxford University KT centre , that demonstrated a significantly higher success rate in spin out companies that had the benefit of design thinking as they spun out of Oxford compared to those with the traditional support offered Design Council Both these initiatives are successful within the established KT frameworks for companies and universities. As a result they share strengths and weaknesses com- mon to this area as we go on to describe in the following section.

Our interest in this paper is to describe how we are using design to develop innovative new KT frameworks rather than operating within orthodox processes that have already been well established and proven e.

KTPs, innovation vouchers, placements. The IDEAS Partnership is based on the fundamental premise that there are a number of areas where a joint initiative and collective partnership between the three Schools and their partners through working more effectivly together rather than the Schools working on their own. Within this overarching aim there are four key objectives for the Partnership which can be seen to operate at a num- ber of different scales, namely to: 1.

Specifically this includes, the Institute for Entrepreneurship and Enterprise Development IEED which focuses on entrepreneurial learning, small firm innovation and leadership and developed KT programmes that support leadership and enterprise development capability within SMEs. Studies have been conducted that explore the regional impact of a university through the creation of jobs and expenditure of students and staff Robson et al, However, there has been little research in to the potential forward linkages Felsentein, arising from the presence of a university within a region Cox and Taylor, Our approach is to develop agendas in partnership with their participants that not only address what they want, but what they need.

Design thinking is em- ployed to challenge norms and enable participants to feel comfortable upon uncer- tain ground. The development of an ImaginationLab shares numerous characteristics with the design process and broadly follows the following four-stage Designing Cre- ative Frameworks DCF process. This process recognises the role and sometimes the necessity of dysfunctional behavior, non-linear approaches and shifting goals.

We also try and engage with participants before, during and after the Imagination Labs in a more collaborative, co-creating approach than conventional facilitation, working with groups to create a framework for action that is specific to them and created by them in collabor- ation with other actors. A pertinent analogy is that through working with organi- zations to create their own tools and techniques - we are not just giving organiza- tions nets not fish - we are giving organisations the ability to make more and better nets themselves.

This approach is reflected in both the case study and con- ceptual overview of our process, described below. There were only people from Dare at - students, academics, 3rd party consul- the presentation with an Imagination re- tants and clients contributed to the day work- searcher and a design visualizer. As these case studies have only been recently undertaken, further analysis and evaluation is planned in the future.

The feedback from both Imagination Labs demonstrate the potential for the KT approaches we employed to have a life beyond the specific event, with the poten- tial for high impact over a long period of time. Even at this stage there is often the need to be reactive to a va- riety of parameters, such as group dynamics or personal bias, to ensure the relevance and validity of the activities, and that the overall project goals are being met.

As our approach can en- compass a variety of project, this phase is not prescriptive and can be adapted to the audience and available resources. The use of divergent and convergent thinking, undertaken in an iterative man- ner, is core to our design of KT approachs. This approach resonates with Os- bourne-Parnes Creative Problem Solving methodology Parnes et al, , par- ticularly in terms of convergent and divergent phases of thinking in the creative process.

As a key characteristic of design thinking, creating many options diver- ging and then narrowing them down into their options converging is clearly evident in our approach. This is well proven as a requirment for the generation of innovative, creative solutions, Alexander, ; Dubberly, Banathy identifies the consideration of a number of inquiry boundaries as fundamental to the divergent approach in terms of establishing core values for the project.

The result was the two-year HEIF funded project as described below. Using participatory design methods to create new KT tools, ser- vices and possibly products.