Towards Student-Led Open Innovation Approach in Teaching Research and Development

There is little empirical evidence of educating tomorrow's Open Innovation managers among university bachelor level programs under a Learning Living Lab as an ecosystem. Consequently, there is scarce knowledge on how to engage students, universities, and users into a value creation based on open innovation collaboration in educational settings within the bachelor level curricula. A social process model is used to describe the relationships between key actors in the context of student-led planning, design, development and implementation of the R&D module. The relatively stable sequences between consecutive encounters are labelled episodes. Authors acknowledge that “reflection-in-action” and subsequent “reflection-on-action”, when systematic and based on cyclical nature of the Learning Living Lab, could be transformative in improving the practices in terms of future planning, design, development, and implementations of the R&D module. In particular, “reflection-in-action” and “reflection-on-action” as a coping strategy helped authors to deal proactively with unpredictive and dynamic risks brought by outbreak of COVID-19 and the migration of two legacy systems during the investigation period. For educational practitioners, the results unveil some encouraging empirical evidence towards student-led learning environment embracing user-centered open innovation principles.