FEATURES : Innovation in Practice

Engineers and geoscientists are known as problem solvers. The issue is that today’s problems have become quite complex and, as such, require highly skilled people and multi-disciplinary teams.

Our knowledge economy is based on using various thought processes: Analytical to simplify complicated information, critical to evaluate alternative options and creative to imagine new approaches.
Through several years of formal training and supervised experience, these thinking habits are thoroughly instilled in engineers and geoscientists and prepare us to help develop innovative solutions, products and processes.

In a fast-paced world, how can we practise engineering and geosciences while we are required to hold paramount the safety, health and welfare of the public and the protection of the environment?

The main purpose of this article is to highlight the role of innovation in practice by providing a general conceptual understanding as well as a Saskatchewan-focused historical background and future opportunities and challenges.

The first task is to define innovation. Innovation is defined as the introduction of something new, such as a new idea, method or device. However, this definition is limited and restrictive.

The word can be better appreciated by understanding the various components and processes involved (Boyer, 1990): Discovery (creation of new knowledge to improve products and methods); integration (collaborations across disciplines to address system level issues); application (interactions with industry and public to ensure usage and acceptance); and teaching (dissemination in various settings to refine and upgrade knowledge).

This broader concept is more akin with our role in society which, according to our Code of Ethics, is to “keep themselves informed in order to maintain their competence, strive to advance the body of knowledge within which they practise and provide opportunities for professional development of their subordinates”.

The triple helix framework was put forward to highlight the crucial interactions between the university, the industry and the public for economic growth (Etzkowitz and Leydesdorff, 1995).
A version of this framework is the Canadian public-private-partnership model that has served well, particularly the infrastructure sector, by providing improved facilities at reduced costs.
In this model, the risks are minimized by considering the entire lifecycle (design, construction, operation and maintenance) of the project and incorporating extensive stakeholder engagement (taxpayers, end users, private companies and government agencies).

Such an arrangement naturally supports innovation because of the need to continuously generate, share, evaluate and upgrade knowledge in a multi-disciplinary environment.

Historically, engineers and geoscientists have played a key role in the agriculture-based economy of Saskatchewan. A good summary of the notable achievements was provided by our President, Dr. Terry Fonstad, Ph.D., P.Eng., P.Ag.,FEC in the 182nd issue of The Professional Edge.

The learned professor discussed the development of arable lands through managing surface and groundwater resources and the innovations in chemical fertilizers, farm machinery, storage facilities, communication networks and transportation systems to support agriculture.

In addition, resource extraction (coal, uranium, potash and oil), power generation (hydro, wind, fuel and geothermal), infrastructure upgrades (highways, railways, waterways and pipelines) and industrial development (oil refineries, fibre optics, mechanical equipment and material products) have remained the primary fields where APEGS members have immensely contributed to economic growth in the province.
The two research intensive universities have led innovation and guided technology transfer through their graduate programs in engineering (civil/environmental, mechanical/industrial, electrical/electronics, chemical/petroleum, and software/computer) and in geosciences (geology).
Their main involvement has been the training for specialized expertise and the development of valuable products and processes. Some of the graduates of these programs have become entrepreneurs in their respective fields thereby creating new job opportunities.

In this context, Innovation Place (with on-campus presence in both Regina and Saskatoon), has been useful in providing support for start-up companies of small and medium sizes. It is satisfying to see that innovation has served the people of Saskatchewan and beyond quite well in terms of university-industry collaborations, value-added solutions, highly qualified professionals and spin-off companies.

The future demands more from us in terms of supporting and exploiting the food-water-energy nexus.

First, innovation will have to capture critical issues related to climate change (extreme floods and prolonged droughts), infrastructure systems (aging facilities and urban growth), energy management (smart grids and renewable resources) and waste disposal (mining slimes and municipal landfills).
Second, we need to ensure that our activities are cost effective, environmentally friendly and socially acceptable. In this regard, guidance from the United Nations Sustainable Development Goals and learning from First Nations practices will be crucial.

Third, the public must participate in the innovation process from idea development to project deliverables and from policy formulation to decision making.

The Johnson Shoyama Graduate School of Public Policy, a collaboration between the two universities, can serve as a vehicle to lead intellectual discourse between academia, government, industry and society.
And fourth, innovation must be practised and converted into business opportunities to contribute to and diversify our economy.

It will be critical to realize this impact and strategically re-adjust with respect to shifts in corporatization of agriculture, extension of urban centers, population demographics and geo-political realities.

Our engineers and geoscientists will have to address some interesting challenges in the coming years. For example, how can we encourage and enhance participation of under-represented members (women, aboriginal and international) to practise the professions?

How can we improve industrial work opportunities for our students in research-based degrees thereby supporting technology transfer and entrepreneurship?

How can we appreciate the role of intellectual property (patents, copyrights, trademarks and trade secrets) in an era of increased competition on the one hand and the availability of open source software and courses on the other?

And, what will be the legal framework and safety considerations of an innovative design – technical publications (open book) or design codes (by the book)?

APEGS members have led innovation in the past and will continue to advance our economy in a meaningful way while we practise to “…safeguard human life and welfare and the environment”.

The conversion of ideas into innovations and further into practice is a life journey and we have always remained poised to earn public confidence.