Today's employers not only want graduates who are critical thinkers and problem solvers that are able to work in teams, but also individuals that understand innovation and how to use entrepreneurial activities to move innovations to become benefits to society. For research-based graduate students, this is even more desired, with emphasis on an understanding of innovation processes and the realization of the role that innovation plays for the survival and growth of existing corporations as well as the key contribution it makes in start-up companies. Many engineering programs focus on traditional engineering attributes, and although these are essential elements that engineering graduates should learn through their training, little attention is paid to innovation and the conversion of innovations to realized impacts. Here, we review innovation and discuss our experience with trainees (graduate students and post-doctoral scholars) and how to engage them in innovation activities. Our observation is that innovation is coachable and can be cultivated in research-based trainees. We recommend nine actions (understanding the challenge, motivation, safe and mentored local environment, tolerance to failure, diversity, rewarding of passion, awareness of the external, internal-external environment, and creative destruction and preservation) that trainees should be exposed to in order to promote innovation and entrepreneurial activities so that they can establish and/or strengthen their innovation and entrepreneurship muscles, which hopefully continues after they leave university.

中文翻译：

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向工程研究生灌输创新和创业精神：卡尔加里大学的观察

今天的用人单位不仅需要能够在团队中工作的批判性思考者和问题解决者的毕业生，还需要了解创新以及如何利用创业活动推动创新成为造福社会的个人。对于研究型研究生来说，这是更需要的，强调对创新过程的理解，并认识到创新对现有企业的生存和发展所起的作用，以及它对创业的关键贡献公司。许多工程项目侧重于传统的工程属性，虽然这些是工程专业毕业生应该通过培训学习的基本要素，但很少关注创新和创新转化为实现的影响。这里，我们回顾创新并与学员（研究生和博士后学者）讨论我们的经验以及如何让他们参与创新活动。我们的观察是，创新是可以指导的，并且可以在研究型受训者中培养。我们推荐了九个行动（理解挑战、动机、安全和受指导的当地环境、对失败的容忍、多样性、激情的奖励、对外部、内部-外部环境的认识以及创造性破坏和保护），学员应该在为了促进创新和创业活动，使他们能够建立和/或加强他们的创新和创业力量，并希望在他们离开大学后继续下去。