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Universities have developed various informal learning experiences, such as design challenges, hackathons, startup incubator competitions, and accelerator programs that engage students in real-world challenges and enable environments for creative problem-solving. However, limited studies explain the extent and nature of the impact of student innovation competitions and programs (ICPs) on participating students' innovation mindset. Current literature was analysed using network analytics techniques to discover relations among ICPs and innovation skills. Using an online instrument, 194 students from two universities categorised and ranked skills/abilities they gained as the most or least improved due to participating in ICPs and their challenges during ICPs. The collected data was analysed to gain insight into the student's experiences and perceptions. The findings of this study showed that overall, students rated technical and problem-solving skills higher than some innovation mindset skills. However, the findings also suggested that incorporating more entrepreneurial elements in ICPs may improve the innovation mindset learning outcomes of ICPs. The findings contribute to how ICPs can be better designed to foster an innovation mindset, mitigate challenges that students come across, and increase the participation of all students. [ABSTRACT FROM AUTHOR]

Background: Innovation and entrepreneurship training are increasingly recognized as being important in medical education. However, the lack of faculty comfort with the instruction of these concepts as well as limited scholarly recognition for this work has limited the implementation of curricula focused on these skills. Furthermore, this lack of familiarity limits the inclusion of practicing physicians in health care innovation, where their experience is valuable. Hackathons are intense innovation competitions that use gamification principles to increase comfort with creative thinking, problem-solving, and interpersonal collaboration, but they require further exploration in medical innovation. Objective: To address this, we aimed to design, implement, and evaluate a health care hackathon with 2 main goals: to improve emergency physician familiarity with the principles of health care innovation and entrepreneurship and to develop innovative solutions to 3 discrete problems facing emergency medicine physicians and patients. Methods: We used previously described practices for conducting hackathons to develop and implement our hackathon (HackED!). We partnered with the American College of Emergency Physicians, the Stanford School of Biodesign, and the Institute of Design at Stanford (d.school) to lend institutional support and expertise in health care innovation to our event. We determined a location, time frame, and logistics for the competition and settled on 3 use cases for teams to work on. We planned to explore the learning experience of participants within a pragmatic paradigm and complete an abductive thematic analysis using data from a variety of sources. Results: HackED! took place from October 1-3, 2022. In all, 3 teams developed novel solutions to each of the use cases. Our investigation into the educational experience of participants suggested that the event was valuable and uncovered themes suggesting that the learning experience could be understood within a framework from entrepreneurship education not previously described in relation to hackathons. Conclusions: Health care hackathons appear to be a viable method of increasing physician experience with innovation and entrepreneurship principles and addressing complex problems in health care. Hackathons should be considered as part of educational programs that focus on these concepts. [ABSTRACT FROM AUTHOR]

Objective: This study was intended to demonstrate the applicability of the hackathon in idea generation for managing emergencies and disasters with a particular focus on flash floods. Methods: A 4-day hackathon event was held, having 60 students, 9 mentors and 6 judges gathered to explore different ideas, and to solve problems of Iran flooding from mid-March to April, 2019. Of these, 10 teams with 6 students were accordingly formed to brainstorm and discuss the idea, while 9 mentors offered advice and guided them to manage their ideas. Then, all teams focused on designing their business models. Finally, the hackathon teams finalized their lean canvas and presented their ideas to the judging panel and the other participants. Results: A total of 10 ideas were presented, and based on the knowledge and experience of the judges, 3 ideas that were more practical and useful were selected. Conclusions: As participants in a hackathon identify and present real-world problems, while ensuring that the prototype solutions address the end-user's needs, it could be used to drive innovation, generate ideas, promote change in emergencies and disasters, and can increase our preparedness for future events. It helps us to develop tools and applications to better respond to these events. [ABSTRACT FROM AUTHOR]

This article addresses the educational hackathon as an innovation pedagogy method for developing entrepreneurship competence. Specifically, it focuses on the design and execution of the hackathon. This study is based on the ideas that entrepreneurship competence can be learned and taught, and educational hackathons are a specific type of innovation contest, which as a practical method can be used to induce practical entrepreneurial experiences. The paper reports a case study in the teaching of a higher education institution. We present both the hackathon process description along with students' outcome according to Entrepreneurship Competence Framework, EntreComp, and feedback, that is, suggestions for developing the method. By presenting conclusions for both academic use and the practical design of hackathons in entrepreneurship education, the paper clarifies the literature of innovation pedagogy as an intertwined part of entrepreneurship education, as well as hackathons as a type of innovation pedagogy method for developing entrepreneurship competence in university-industry collaboration in Finland. [ABSTRACT FROM AUTHOR]

Highlights • Smart urbanism is sustained by entrepreneurship and competition. • Using a Tardean approach, entrepreneurship is driven by passion and imitation. • Hackathons leverage passion and imitation to produce new urban solutions. • Spatiotemporality of hackathons actively modulate passion and imitation. • Hackathons also reproduce precarity and exploit participant ideas and labour. Abstract Hackathons – quick prototyping events to create technical innovations for perceived challenges – have become an important means to foster innovation, entrepreneurship and the start-up economy in smart cities. Typically such events are organized by companies working in partnership with city administrations, and are predominately attended by technically literate participants who work in the tech sector. In this paper, we consider and critique the rationalities and practices of commercially-oriented hackathons. Drawing on Gabriel Tarde and recent re-engagement of his ideas, we analyse the spatiotemporal practices that modulate the passion and imitation in and around hackathons. We document how hackathon schedules and spaces are arranged in ways to extend but also exploit participants' passions for digital innovation and entrepreneurship, act as sites of upskilling and career progression, but also reproduce neoliberal and entrepreneurial labour and urban development. We argue that hackathons interpellate by attracting participants to desire and believe in entrepreneurial life and technocratic rationality to the effect of furthering the precarity of work and life and intensifying the corporatisation of cities. As such, hackathons reinforce the neoliberal underpinnings and ethos of entrepreneurial and smart urbanism. [ABSTRACT FROM AUTHOR]

A hackathon is best described as an ‘innovation marathon’. Derived from the words ‘hacking’ and ‘marathon’, it brings together multidisciplinary teams to collaborate intensely over a short period of time to define a problem, devise a solution, and design a working prototype. International scientific meetings are conducive to successful hackathons, providing an audience of expert professionals who describe challenges and ensure the proposed solutions address end-user needs. Collaborations with local organizations and academic centers are crucial to attracting complementary specialties such as IT advisors, engineers, and entrepreneurs to develop sustainable projects. The core process of first identifying and deconstructing a problem followed by solution iteration is applicable to challenges at workplaces around the world. Ultimately, this model can be used to drive innovation and catalyze change in the global health community. The planning, execution, and outcomes of a hackathon event organized in conjunction with the International Meeting on Emerging Diseases and Surveillance (IMED 2016) are described in this article. Physicians, public health practitioners, veterinarians, IT professionals, engineers, and entrepreneurs came together for 2 days to develop solutions at the intersection of emerging infectious diseases and climate change. Projects that resulted from the IMED 2016 Hackathon included environmental impact assessment software for humanitarian organization relief efforts; enhanced communication tools to prevent disease outbreaks; a participatory mobile application to speed the elimination of rabies in Indonesia; integrated disease surveillance platforms; and an improved search function for infectious disease outbreak reports in the ProMED-mail network. [ABSTRACT FROM AUTHOR]