Applying an inductive method to a new, multidiciplinary, management of innovation & technology course: Evidence from the University of Nicosia

Managing Technological innovation is one of the most important aspects of business for management, business, management information systems (MIS), engineering and science students to learn. Academics and practitioners, who teach topics related to technology innovation to multidisciplinary classes, usually they do so deductively, that is the lecturer introduces the general principles and continues with applications of those principles. A common observation is that University students do not see any motivation knowing that someday they will need those knowledge and skills. A Student-centered teaching method on the other hand shifts the focus of activity from the lecturer to student including inductive teaching and learning. The new, elective “MGT370- Management of Innovation and Technology” course was to engage students from different specializations in a collaborative environment in which students have access to assignments based on real-world case studies and problems. After a group open-discussion a preliminary analysis of students' perceptions towards technology innovation content knowledge faced a significant contradiction. This paper presents a review of the unique features of the main inductive methods, describes the new elective Management of Innovation and Technology course, presents assessment outcomes, reports the learning outcomes after the employment of inductive learning strategies in the course and gives recommendations on how assessments are being used to deploy, manage and improve the course.