Issue link: https://www.e-digitaleditions.com/i/406930
30 November/ December 2014 BizEd F or business leaders to have impact, they must be able to define needs and uncover new ideas, and then move projects for- ward. In other words, they must be able to think innovatively. But how can business schools partner with executives, future business lead- ers, and nonbusiness professionals like engineers to ignite innovative thinking? I believe there are three answers. First, reduce fear of failure by teaching people to assess risk. Second, nudge people out of their comfort zones by empowering them to think broadly, develop empathy for users, and create tools for execu- tion. And third, utilize technology in pursuit of both of these goals. There is no single right way for business schools to teach skills or deploy technology. But at Stanford Graduate School of Business, we have developed teaching methods designed to help students master both innovation and execution. For instance, various courses in our MBA program teach a step-by- step prototyping process in which students brainstorm ideas, conduct user interviews, and consider a broad range of possible solutions before finalizing a strategy, service, or product. We actually put stu- dents out on the street to interview passers-by about product or pro- cess ideas. This helps them develop probing interview skills and develop empathy for users, which leads them to link innovation to an actual need. We've also found ways to use technology to bring our brand of education to audiences around the world. We believe that technol- ogy not only can revolutionize the classroom, it can drive economic growth around the globe, especially in emerging markets of innovation. Those have been two of our goals with Stanford Ignite, a part- time program aimed at working technical professionals and gradu- ate students. Classes are made up Ignite Innovation because it involves not only ¯ Akina in the community sector, but also Contact Energy from the private sector and the Department of Inter- nal Affairs from the government sector. Via SIERC, Massey Univer- sity has signed a memorandum of understanding with ¯ Akina to collaborate on research activities and work together on case studies of ¯ Akina's program participants. SIERC also is generating a series of case studies designed to lead to a deeper understanding of social inno- vation. In our first case on the Wel- lington Zoo, three colleagues and I studied how entrepreneurship and innovation are necessary to build the value of the community assets that are under the zoo's guardian- ship. However, as an interviewee stressed, "We walk a tightrope between commercial and commu- nity concerns." We also investigated the zoo's annual reporting structure to determine how accountability works at organizations that receive public funding. Accountability can get overlooked when strategy and development are guided by social need, so we promote best practices in social responsibility and environ- mental reporting. New Zealand's eight universities have a statutory obligation under Section 162 of the 1989 Education Act to "accept a role of critic and conscience of society." At SIERC, we interpret that as a directive to innovatively mitigate today's complex social and environmen- tal problems through research, partnership, and cooperation. We believe it is a worthwhile goal for all b-schools to partner in collabor- ative efforts that usher in the next wave of global innovation. Technology not only can revolutionize the classroom, it can drive economic growth around the globe. YOSSI FEINBERG John G. McCoy-Banc One Corporation Professor of Economics Director of Stanford Ignite Stanford Graduate School of Business in California