Dr Darren Lawless, dean of applied research and innovation, Humber Institute of Technology and Advanced Learning

Youth in (innovation) revolt: Igniting the passion of Canada's future innovators

By Dr Darren Lawless

Our innovation challenges have been well documented. Rather than lament these, it's time to take action and build on our strengths. It's time to support and invest in the next generation of innovative workers by accelerating their skill development and preparing them to be the ones who will put Canada on the innovation map.

Many efforts are being made by governments, and others. The federal government recently announced $28 million to help jump-start the careers of university graduate students and post-doctoral fellows through the Collaborative Research and Training Experience (CREATE) initiative administered by the Natural Sciences and Engineering Research Council (NSERC).

The awards support workers combining technical research training with professional workplace-oriented skills to ensure a smoother transition from researcher to productive employee.

Efforts to accelerate the work of graduate students who are well trained in research methodologies and fundamental skills is certainly a step in the right direction, but it is important that the focus be on experiences focused on the real world context.

Colleges and polytechnics

Unfortunately, the CREATE program is not available to colleges or polytechnics where students are often actively engaged with industry and community partners and apply their skills to solve technical challenges as part of their curriculum.

Colleges and polytechnics are the breeding ground for the next generation of innovative workers. College students and recent graduates are an under used resource that can be part of a solution to changing Canada's performance in the global innovation game.

At Humber, we already have a well-established model for working with industry and community partners. Our applied research department oversees successful college-industry collaborations, helping a myriad of sectors. Regardless of the industry, the model remains the same. It begins with a need.

Many small (or established) companies want to take their business to the next level, but a lack of design talent, or access to facilities and resources, or a shortfall in funds or personnel is holding them back. We pair these companies with college faculty and students who are eager to get real world experience to enhance their skills, and ultimately make themselves more attractive to employers.

The industrial partner benefits from these projects by reducing the cost of design, or prototyping significantly while maintaining or enhancing the technical integrity of its products. It also gives the partner a close look at student talent for future hiring.

Strengthening industrial relations

For Humber, these projects strengthen industrial relations. That translates into staying in touch with new technologies, and updating academic curriculum to reflect current trends and advances. This model works. It moves companies forward, strengthens the college and launches student careers. This is often achieved in a matter of months. However, the model does have challenges.

Students often work on industrial and community-driven projects while balancing other academic demands. They graduate with a good appreciation of what is needed to effectively solve problems but these skills could benefit from fine-tuning and mentorship. At the same time, students enter the work place where companies have embraced "lean" and the expectation is that the student will have an immediate impact with minimal to no training.

What if there was funding and a mechanism that would allow a recent graduate to be engaged in solving industry or community problems while still having the ability to learn from an experienced professor over a short period of time – say six months to a year?

What if these students could mentor junior students working their way through their programs, providing insight and guidance? What if we harnessed the passion and enthusiasm of college graduates to propel innovation?

Call it a "Springboard Mentorship."

Funding for such a partnership could stem from a joint effort between industry, government agencies (such as the tri-councils) and colleges.

Enthusiastic graduates could put their skills into action immediately, without having to worry about course work, thus generating an immediate influx of new ideas, new designs and new ventures into the marketplace.

They would benefit from the expertise and guidance of faculty mentors who could help polish their applied research skills. In exchange, graduates could reduce faculty workload by assisting students involved in faculty-run projects or externally driven work. By acting as mentors to junior students, graduates develop leadership and communication skills while improving their practical know how.

The benefits are multi-layered. Graduates would be more employable and better equipped to take the next step in their career, easing the transition into the workforce.

It would reduce the risk of hiring new graduates as employers would see a solid body of real-world work experience, instead of hoping there's talent behind the credential.

Picture the innovation payoff of 1,000 experienced and engaged college graduates. Imagine the domino effect of their new ideas, new designs and new approaches. And boiling-over desire to join the workforce.

Now picture what is lost if that same number are unable to find employment and experience an inevitable erosion of skills.

There is so much attention being placed on creating something new — new funding for research, new incubators and new initiatives — yet no attention is being paid to developing the skills of the next generation of innovators.

We have an incredibly talented eager and promising group of college graduates who possess the skills, drive and imagination to reshape Canada's innovation identity. All they need is the opportunity.

Dr Darren Lawless is dean of applied research and innovation at Humber Institute of Technology and Advanced Learning