Creating the Next Generation of Innovators: Igniting the Innovation Imagination

Lead Researchers:

Laura Robinson
Professor of Sociology

Katia Moles
Assistant Teaching Professor of Engineering

Research Question

The central question guiding this project is:

Why is it important to cultivate the Entrepreneurial Mindset early in students’ university careers?

Summary of Methods

The project employed a rich combination of methods to collect a unique primary dataset, which was then analyzed using approaches aligned with the team’s areas of expertise.

Key Findings: Creating the Next Generation of Innovators: Igniting the Innovation Imagination
This project breaks new ground by both establishing the importance of introducing the Entrepreneurial Mindset early in students’ university education and providing a method to do so. Findings are distilled in their “Meta View of Curricular Development Goals” and structured as a multi-step learning process: Step 1: Engage the Sociological Imagination Students recognize their place in history is not deterministic. They can make a difference, which requires embracing a Growth Mindset. Step 2: Adopt a Growth Mindset Students understand that abilities are cultivated through dedication and hard work. Step 3: Enact Entrepreneurial Thinking Students develop reasoning skills, learn to take risks, and view setbacks as opportunities for growth. Step 4: Ignite the Innovation Imagination Students begin to see themselves as agents in history who can pursue lifelong growth, embrace healthy risk-taking, and become lifelong innovators, benefiting themselves, their communities, and society at large. Through these steps, the project supports Gen Z students in adopting a mindset suited to their historical moment. This empowers them to engage in entrepreneurial thinking across disciplines and careers, ultimately cultivating an “innovation imagination”, a mindset that values interdisciplinary knowledge, fosters collaboration to address complex challenges, and inspires students to self-identify as innovators in service to humanity.

Key Findings: Creating the Next Generation of Innovators: Igniting the Innovation Imagination

This project breaks new ground by both establishing the importance of introducing the Entrepreneurial Mindset early in students’ university education and providing a method to do so. Findings are distilled in their “Meta View of Curricular Development Goals” and structured as a multi-step learning process:

Step 1: Engage the Sociological Imagination
Students recognize their place in history is not deterministic. They can make a difference, which requires embracing a Growth Mindset.
Step 2: Adopt a Growth Mindset
Students understand that abilities are cultivated through dedication and hard work.
Step 3: Enact Entrepreneurial Thinking
Students develop reasoning skills, learn to take risks, and view setbacks as opportunities for growth.
Step 4: Ignite the Innovation Imagination
Students begin to see themselves as agents in history who can pursue lifelong growth, embrace healthy risk-taking, and become lifelong innovators, benefiting themselves, their communities, and society at large.

Through these steps, the project supports Gen Z students in adopting a mindset suited to their historical moment. This empowers them to engage in entrepreneurial thinking across disciplines and careers, ultimately cultivating an “innovation imagination”, a mindset that values interdisciplinary knowledge, fosters collaboration to address complex challenges, and inspires students to self-identify as innovators in service to humanity.

Future Implications:

There are numerous benefits to incorporating the Entrepreneurial Mindset into coursework early in the degree seeking process that may influence future studies, policy, practice, or innovation that will benefit students far beyond graduation. Benefits for students may include dedication to hard work, growth in reasoning skills, greater risk tolerance, resilience in the face of setbacks, etc. All of these create students who are lifelong innovators who work to benefit students themselves, their communities, and our society.

Support from the Ciocca Center

Without the Ciocca Center this project would not have been possible. The Center, especially Chris Kitts, contributed to the project in myriad ways including funding, mentorship, collaboration with community members when needed or requested, and an invitation to do a campus event that was on topic. In addition, the project was presented to global scholars through competitive scholarly venues and publications.