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The notion of innovation has new meaning in the 21 st century. With his introduction of the ideas of disruptive innovations in the 1990s, Clayton Christensen became a leader in the field of innovation education. Christensen expanded his theory of disruptive innovation to encompass not only industry, but also healthcare and education. It is in this field of education that much work remains. Christensen proposes that innovative thinking can be learned. Indeed and entire field of innovation education and innovation curriculum now exist in a few US universities. It is the intent of this study to examine to use of knowledge maps of the literature of innovation education, as explained by the disruptive innovation model, to establish a research methodology of how innovation is taught in US education systems, specifically comparing vocational programs (machining), and graduate programs in business and engineering.

Innovation Education and Diffusion in the United States: Using Literature Derived Knowledge Maps to Develop Research Methodology Strategy