Straight a Students May Not Be the Best Innovators
Introduction
Many people believe that a good college grade is directly proportional to the level of innovativeness as the need for innovators grow in various parts of the world. There is a need to find out the real drivers of innovation in the world. The sources of new ideas vital for economic growth should be established. The need to understand how college influence innovative capacity and desire for innovation incited the authors to write the article. The title of the article is “Straight a Students May Not Be the Best Innovators,” and it was written by Matthew J. Mayhew and Benjamin S. Selznick. The main idea of the article is that social factors are the main triggers of innovation as opposed to an excellent academic qualification.
Research study
Research questions
- So, where do innovators come from? And how do they acquire their skills?
- What influences student innovation?
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3. Who are the innovators?
4. Why might this be the case?
The researchers conducted a survey of full-time undergraduate and graduate students based in the United States, Canada, Germany, and Qatar. More than 10,000 students were surveyed. The research sample included entrepreneurship and engineering students, students pursuing traditional majors, students from diverse ethnicities and gender, students from diverse socioeconomic and political backgrounds, and those from families who engage in or not in entrepreneurship.
The researchers asked the students about their background information, college experiences, and their innovation intentions and capacities. They also used personality inventory to establish whether innovators are made or born. Statistical analyses were conducted to avoid individual attributes from influencing innovation outcomes.
Research findings
Firstly, the researchers found out that college assessments that are aimed at promoting problem-solving spur the students to develop the desire in students to innovate. Case studies, as opposed to hypothetical cases, are helpful for promoting innovation. Secondly, the researchers established that students who had a close relationship with a faculty member with an outside class environment increase the likelihood of being innovative. Faculty members who mentor students increase their innovative desire. Thirdly, peer networking aimed at connecting career plans and social issues with learning increases the innovativeness of the students. Students who are provided with a discussion on how to apply what was learned in class in the outside world become innovative. The findings are important in raising a new generation of innovators. It is good for the student to understand that high GPA may not necessarily mean that one will be innovative. The researchers propose that higher education faculties introduce learning experiences that motivate the generation of new ideas.
Conclusion
The article provides the solution to the graduates that complain that they cannot secure employment after graduation despite having obtained good grade. The graduates should understand that employers are looking for innovativeness, and they might be just convinced by academic qualifications. I strongly agree with the authors of this article because students who apply what they learned in class in the outside world are more innovative.