Browse Innovation Research and Education by Title

  • Vojak, Bruce A. (2014-02-01)
    A simple qualitative, yet mathematical model powerfully illustrates how breakthrough innovators come to know: A discussion of how breakthrough innovators are well‐described as mathematically chaotic individuals

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  • Vojak, Bruce A. (2012-12-01)
    Paradigms, by their very nature, impose constraints on and help to define innovation: In this essay I violate my one topic per essay paradigm; instead, I share three mini-relfections

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  • Vojak, Bruce A. (2012-10-01)
    Curiosity, motivation and perseverance: Selected reader insight and feedback in response to the recent essay, “Of feral cats and pet cats”.

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  • Vojak, Bruce A. (2012-06-15)
    The intersection of curiosity and connectivity: Magic Eyes® images can provide significant insight into how breakthrough innovators collect and connect dots

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  • Vojak, Bruce A. (2012-08-15)
    Innovation as an “imposition of will” or the “discovery of a hidden reality”?: The Magic Eyes® metaphor suggests that breakthrough innovation is the discovery of an underlying reality.

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  • Vojak, Bruce A. (2012-09-01)
    Breakthrough innovation as an intimate, dance-like engagement: The Magic Eyes® metaphor suggests that breakthrough innovation is an intimate interaction with an underlying reality.

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  • Vojak, Bruce A. (2012-08-01)
    Oblivious to just those tools that enable breakthrough innovation: 3D glasses illustrate how instruments of all types mediate between the innovator and the world around them.

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  • Vojak, Bruce A. (2012-07-15)
    The important and complementary natures of memory and making connections: Magic Eyes® images can illustrate how memory can facilitate or impede breakthrough innovation.

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  • Vojak, Bruce A. (2012-07-01)
    The depth and breadth of the metaphor: Magic Eyes® images can illustrate numerous features of how breakthrough innovators collect and connect dots

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  • Vojak, Bruce A. (2012-09-15)
    Curiosity, motivation and perseverance: How observations of the activity and roaming of cats reveal insights into breakthrough innovators.

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  • Vojak, Bruce A. (2012-11-15)
    A reflection on the differences between incremental and breakthrough innovation: Insights from Kuhn’s "The Structures of Scientific Revolutions" applied to corporate innovation

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  • Vojak, Bruce A. (2012-12-15)
    From the wisdom literature of innovation: A brief – yet hopefully insightful and humorous – digression reflecting on our engagement with innovation

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  • Vojak, Bruce A. (2013-10-01)
    An historical perspective of how breakthrough innovators come to know: The conflicting views of two giants provide perspective on the knowing characteristic of innovation

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  • Vojak, Bruce A. (2013-10-15)
    An historical perspective of how breakthrough innovators come to know: How dialectic and the reconciliation of dichotomies provide perspective on the knowing characteristic of innovation

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  • Vojak, Bruce A. (2012-05-15)
    The front and back ends of innovation: The “Fuzzy Front End” and the “Stage-Gate® Process” are perspectives that dominate how we think about innovation.

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  • Vojak, Bruce A. (2013-09-15)
    An historical perspective of how breakthrough innovators come to know: Taking one small step back to gain a giant leap of insight into the knowing characteristic of innovation

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  • Vojak, Bruce A. (2012-05-01)
    Beginning to know about the knowing of innovation: First steps toward a broader and deeper understanding of the “knowing” characteristic of breakthrough innovation.

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  • Vojak, Bruce A. (2012-06-01)
    A response to the May 23rd Wall Street Journal article entitled, “You Call That Innovation?”: The deception of superficial, chameleon-like charlatans or the fruit of invested, immersed, and highly skilled people?

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  • Vojak, Bruce A. (2012-11-01)
    The definition of knowing a fact as ‘Justified True Belief’: While imperfect and incomplete, the standard, or traditional, analysis of knowledge serves us well and is worth considering

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  • Vojak, Bruce A. (2012-10-15)
    The types of knowing: From ‘know what’ to ‘know how’ to ‘know who’ to ‘know when’ we use the concept of knowing variously.

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