Live Cases In Technology Transfer

Case study methods can be an effective way to learn about complex situations and analyze topics using a systems approach. This is particularly important in our applied curriculum. In the topic area of technology transfer, there are few cases that are relevant and appropriate for our graduate students who are working professionals in the technology-based industries located in the Minneapolis-St. Paul metropolitan area. However, we have had guest speakers in this class with extensive experience in technology transfer. Students from previous classes suggested using their experience as the basis of case studies. A method called “Live Cases” had been developed by one of the UST College of Business professors for use in Costa Rica. With his assistance, a “Live Case” method for the course “Technology Transfer and Contemporary Issues” was developed. Guest speakers write a brief case situation and provide some guiding questions. The graduate students work in teams, analyze the case, and create questions and potential solutions of their own. The following week the guest speaker presents the background, and engages the class in a sparkling discussion of the case. This has led to very energetic and fruitful discussions and very positive comments from speakers and students alike. Two side benefits have resulted. First, the guest speakers say they get some very good ideas from the students and second, other faculty are beginning to explore this method for their classes. D Background The Mission of the School of Engineering is the statement that guides all of our programs. It states, “We provide an applied, values-based learning experience that produces well-rounded, innovative engineers and technology leaders who have the technical skills, passion and courage to make a difference.” We strive to deliver on this promise, and students are attracted to this mission. P ge 10901.1 “Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright @ 2005, American Society for Engineering Education” The Graduate Programs in the School of Engineering at the University of St. Thomas are designed for working adults in the region. These students hold a range of leadership positions in large corporations such as 3M, Lockheed, and Medtronic as well as many smaller firms. They are attracted to our programs because the courses cover theory that gives long-term durable knowledge as well as practical knowledge that can be applied to today’s burning issues. Experienced professional faculty bring a collegial relationship between teacher and student to the classroom. Graduate students typically have ten years experience before entering our programs. These students are highly motivated to continue their formal education. Most have full-time jobs, families and other civic duties, so they have high expectations of the graduate courses. They work in many industries that cover many fields. Most have a formal engineering education, but many are practicing in other business areas such as manufacturing, information systems, finance, strategic planning and mergers. With these backgrounds, they bring a wealth of broad experience to the classroom. To provide value to this experienced, motivated, talented group of graduate students, our programs are structured to engage the students actively in the learning process. The faculty, full-time and adjunct alike, are experienced in the industrial world, with many currently practicing at leading regional companies. They bring their relevant experience to the classroom, and often bring additional talent through guest speakers. Many modes of learning are used, from conventional lecture and readings to the use of case studies, projects and panels. The course that is the basis of this paper has been offered for many years. It is titled “Technology Transfer and Contemporary Issues”. While the course has covered much of the same theory over the years, the specific topics and situations have changed dramatically. For example, most of the course material in the early years related to domestic US issues, while this past year it was almost completely global. This is no surprise, but has resulted in the need to change the structure of the course. From the beginning the class has been structured with readings, some lecture, many guest speakers and a series of projects related to the subject matter and to each student’s work environment. Recently we have added case studies to the mix. However, to these industry experienced students, published case studies seemed sterile. Since we have many guest speakers who talk about their own experiences, students recommended using their examples as cases. This would bring the case to life and allow much more relevant interaction between speaker and students, and an enhanced learning experience. This is what we did. Case Study Method P ge 10901.2 “Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright @ 2005, American Society for Engineering Education” The case study method has been used for decades in many fields from medicine and law to education, business and engineering. i , ii , iii The method has not been without controversy, with critics criticizing the difficulty of generalizing from a single case. iv However, the contravening argument builds on the strength that case study outcomes are frequently inconclusive. This forces critical thinking, one of the goals of education at the University of St. Thomas. We have long emphasized that our programs will help students see multiple solutions, often conflicting, in any situation they encounter. The ability to identify many solutions, and then through judgment select one most applicable, is precisely what we are trying to achieve. Further, May v notes the paradox of creative courage needed to stay alert and open to new learning. May describes creative courage as “the discovering of new forms, new symbols, new patterns.... Every profession can and does require some creative courage. In our day, technology and engineering, diplomacy, business, and certainly teaching, all of these professions and scores of others are in the midst of radical change and require courageous persons to appreciate and direct this need for change. The need for creative courage is in direct proportion to the degree of change the profession is undergoing”. vi This, of course, fits perfectly with our Mission, and with the environment in which our students are working. There is, however, a weakness in written cases. While they do provide fodder for discussion, they tend to be remote from the experiences of our students and without the opportunity for follow-up with the principles involved in the case, and hence are viewed as sterile. Our students wanted a more lively form that would engage them fully in understanding the formal issues of the case, plus give them insights into the nuances of how the case actually played out.