Innovation Ecosystem

Running Head: Innovation Ecosystem Model for DTU 1
How to Build an Innovation Ecosystem

In Universities: A Model for
The Delhi Technological University
Sugandha
Delhi Technological University
May, 2012
2
Innovation Ecosystem Model for DTU
How to Build an Innovation Ecosystem in Universities:

A Model for the Delhi Technological University
A RESEARCH PAPER
Submitted By
SUGANDHA
(DSE/2K9/057)
in partial fulfillment for the award of the degree

of
B.Tech
IN
SOFTWARE ENGINEERING
Written under the guidance of:

Dr. Ruchika Malhotra
Delhi Technological University (formerly DCE), Delhi

Acknowledgements
3
I would like to express my sincere gratitude to my guideDr. Ruchika Malhotrafor giving me

the opportunity to work on this topic. It would never be possible for me to take this project to this
level without her inputs and relentless support and encouragement.
Special thanks also to our honorable Vice Chancellor, Prof. P.B Sharma. It was his suggestion at
an event that motivated me to work on the Innovation Ecosystem model for the Delhi
Technological University, as proposed in this paper. Without his enlightening words and
inspirational vision, I would not have been able to shape up my ideas so well.
Sugandha
(DSE/2K9/057)
Abstract
4
In the light of the changing face of innovation in our country, particularly with the growing
interest of the youth in social and commercial entrepreneurship, Delhi Technological University
could make a major contribution in this direction by taking special measures to encourage its
students to think, reflect, observe and come up with innovative ideas that could further lead to
the diffusion of new technologies and/or businesses. This paper expounds what an innovation
ecosystem means, why it is needed, how it can benefit the countrys economy and how it could
be built within the confines of a university. But most importantly, it elucidates a complete model
for an innovation ecosystem that can be constructed within the Delhi Technological University,
as an example. Several new strategies and steps that could pave the way for us in this direction
have been devised as a part of this research. By recognizing some previous and past student
initiatives founded in Delhi Technological University, and hearing from students their
experiences in the field of innovation and entrepreneurship, this study has come up with an
elaborate framework which can help the university inspire more students to join the "Innovation
Revolution" without putting their careers at stake. Thus, the paper broadly aims at the
development of new innovations by the "driving force of the nation", while granting Delhi
Technological University the rightful responsibility and privilege of being called the "father of
these innovations".
Keywords
Innovation, Innovation Ecosystem, Innovation Ecosystem Model, Technological vs. Non-

Technological Innovation, Student Startups, Entrepreneurship
1. An Introduction to Innovation Ecosystem

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1.1 Evolution of Innovation Ecosystem: What is an Innovation Ecosystem?
The concept of a system of innovation was introduced by B.-. Lundvall way back in 1985[1].
According to Jrn Bang Andersen of the Nordic Innovation Centre, the term innovation
ecosystem has eventually evolved from James Moores usage of the term business
ecosystem[2] to describe the structure of behavior in technology-driven industries.
The system was referred to as an ecosystem because it described a network in which individual
success was dependent on the success of a network of people and groups of people.
A biological ecosystem is defined as an area which consists of biotic components and abiotic
components interacting with each other. Biotic components here refer to the living organisms and
abiotic components to non-living, but maybe natural, elements of the ecosystem such as light,
[3]
air, water, minerals etc . Ideally, ecosystems thrive on the network of interactions among its
organisms, and between its organisms and their environment [4]. Further, they are linked together
by the nutrient cycle and energy flow [5].
Likewise, innovation ecosystem refers to an environment where people of the ecosystem are
its biotic components and all internal and external resources are abiotic components. These
species interact with each other, and by processes similar to the nutrient cycle and energy flow
phenomena of the natural ecosystem, contribute to its sustainability. In the context of an
economic system, sustainability has been defined as nations utilizing their resources to fulfill
[6]
the needs of its present population, without compromising those of the generations to come .
Countries, organizations and individuals across the world have already accepted and started
investing in the fact that innovation has the power to drive economies in a big way by improving
current practices and methodologies to devise those that can lead to longevity and thus,
sustainability. As Bjarn Stigson of the World Business Council for Sustainable Development
says, Innovations and new technology provide a way to improve our social progress through
smarter ways of conducting our activities. [7]
An ideal innovation ecosystem, like a natural ecosystem, thrives on a healthy and multi-
dimensional exchange of energy and resources to lead to the creation of something new
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precisely what innovation is all about. It begins simply with an idea or a concept, but, the real
challenge lies in transforming that idea into a useful phenomenon or productwhich is the intent
behind the globally growing realization for the need of having a well evolved innovation
ecosystem at all levels.
1.2 Need for Innovation Ecosystems
Whats likely to kill you in the new economy is not somebody doing something better; its
somebody doing something different.[8] The world has, in recent times, realized the importance
of innovation like never before. Business firms and countries across the globe are waking up to
the mass revolution that innovation in its various forms, viz. products, processes, marketing
[9]
methods, organizational methods in business practices etc. has brought about. As a matter of
fact, it is one thing to be creative and come up with path-breaking ideas, and another thing to
actually implement them. In a not so surprising improvement over the conventional practices,
innovators now can more easily find takers interested in spending resources for the
implementation of their potentially useful ideas. For instance, Fortune 500 Corporation Procter
and Gambleone of the largest and amongst the fastest growing consumer goods company in
Indiatoday boasts of an innovation strategy due to which, more than 50 percent of product
[10]
initiatives at P&G involve collaboration with outside innovators . Named the Connect +
Develop, P&G claims it is their version of open innovation: the practice of accessing
externally developed intellectual property in your own business and allowing your internally
[11]
developed assets and know-how to be used by others . The basic outline of this strategy is
rather simple: get people external to the corporation submit their innovations. These could bea
promising product, technology, business model, method, trademark, package or design that can
help improve the lives of the world's consumers or new ideas for existing P&G brands. The P&G
Connect + Develop team would evaluate the submissions and if found useful, turn them into
agreements with the innovator(s) behind them, thus adding more value to their infrastructure.
This is how, as the P&G official web-portal claims, they have already established more than
1000 active agreements with innovation partners world-over, thus enabling the arrival of
unforeseen success stories of mutual exchange of R&D and brand strengthening policies with
inventors and innovators alike.
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Heres another brilliant example: Hewlett-Packard makes both laser and ink jet printers, products
that naturally compete. However, rather than trying to avoid the competition, H-P encouraged the
two divisions to cannibalize each others markets. Resultantly, it is the leader in both laser and
ink jet printers [12].
On closer look, both P&G and H-Ps instances provide a glimpse of the kind of strategizing
happening within organizations to leverage all the potential a well-built innovation network can
possibly bring along. While P&Gs case serves as an example of an innovation ecosystem that
spans across internal as well as external actors, H-Ps ecosystem is more condensed and bound
within the confines of the parent organization. That said, both the companies can be seen fully
benefitting from their well-thought (and equally well-executed) strategy.
A rather simple aspect of the bigger question is, why are innovations needed? Different
researchers across the world cite different reasons. These would ideally include:
To increase the economic output within an economy. There are two ways to do the same
[13]
: a) increase the number of inputs in the productive process, or b) think of new ways to
get more output from the same number of inputs.
Survival in a dynamically changing, highly competitive market.
Finding solutions to persisting problems or at least, better alternatives.
Meeting the ever-rising consumer expectations.
Generating higher revenues.
Strengthening brand reputation, etc.
But the bigger question here is, how does one realize these benefits with an innovation
ecosystem? Or, what is the importance of a well-defined innovation-generating ecosystem in
this regard? In simple words, having a well-built innovation ecosystem, apart from comes with a
good number of benefits:
Reduced risk
Optimal expenditure of the resources available
Constructive participation of the youth
Collaborating with external field-experts, which is necessary because no company can
have all the top minds on its payroll[14]
Unison of the best brains through networking
Bridging the gap between the R&D and implementation sectors.
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Above all, enabling not only the generation of more (and better) ideas, strategies and
technologies, but also helping them reach the market and be of service to the society.
Thus, if innovation is our desired product, innovation ecosystem is the path or process to
achieve it with minimum overheads and maximum output.
1.3 Innovation Ecosystems in Industry
In the year 2009, leading consultancy firm, Booz & Company, issued a preprint of its annual
report prepared by partners Barry Jaruzelski and Kevin Dehoff. Titled, Profits Down, Spending
Steady: The Global Innovation 1000, the research analyzed the R&D-spending structure and
behavior of 1000 public companies across the world. In a remarkable turn of events, it was found
that most companies had stuck with their innovation programs despite the recessionand many
were, in fact, boosting spending to compete more effectively in the upturn[15].
The reportfifth in its series of Barry and Kevins annual analyses of corporate spending on
innovationgives a full-view picture of the importance being given innovation in the corporate
world. It says: even companies facing business challenges feel they cannot back off on their
innovation efforts. Hans Stork, who oversees innovation at Applied Materials Inc.s silicon unit,
which makes equipment used to manufacture semiconductors, says his revenues are down
significantly this year. Yet his customers continue to demand innovative new products to
maintain their own competitive positions. Our customers dont seem to slow down, he says.
One would think that if there is less demand and less money available, that somewhere things
would have to slow down. But their competitive nature plays tricks with that. The stronger
companies want to stay on the same innovation page so that at the end of the cycle, they have a
stronger competitive position.[21]
The picture is clear, given the stark competition and growing user expectations, innovation is the
last resort for companies to win customer loyalty. No wonder, they are willing to spend fortunes
on researchers and professionals who can bring them innovations or help them realize a proper
framework that would enable a culture for innovations within the organization. On hindsight, the
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process of experimenting with innovations and innovators is risky, to say the least. Not only the
investments made, but, even the repute of the organization is on stake. Yet, some of the most
successful and respected players of the corporate world are ready to gamble. One may wonder,
why? A not-so-obvious answer to the obvious question is: because the returns are as high, if not
higher, as the risk involved; which is precisely why innovation creation and management
is foremost in the various concerns of Research & Development (R&D) departments at business
setups across the globe. Several companies like Booz & Company pay their R&D team heftily in
terms of both manpower and resources to study how innovation ecosystems are operating
elsewhere, and eventually, how they can build one of their own.
In an age where the very mention of the likes of innovators such as Steve Jobs, Mark Zuckerberg
Bill Gates, Gurbaksh Chahal etc. is enough to trigger inspiration, big players of the business
world sure know what they ought to be doing to stay in the game and in fact, are pretty much at it
already. This calls for a switch of our focus from innovation ecosystems operating in bigwigs
like Google, Microsoft, Apple, Facebook, Amazon etc. to new beginners, adventurous
experimenters, people with a genuine streak for innovation, people who aspire to change the
game by getting in it, people who are, or will soon be, entrepreneursthe most successful,
though not the only, practitioners of innovation. [22]
2. Innovation Ecosystems in Higher Education
Many great companies of today were once founded by people who were yet to complete their
higher education. These prominently include Mark Zuckerberg, Gurbaksh Chahal, Larry Page
and Sergrey Brin amongst others. Back home, according to the findings of a study carried out by
The Knowledge Commission, the median age at which individuals in the (surveyed) sample
became entrepreneurs was 27. [23]
The reason is quite obvious: youth is the age when ambition is at its peak, when the brain is
[24]
constantly churning out new and bold ideas, when students are playing with the knowledge
being imparted to them and trying to explore how it can be practically implemented, when they
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are most aspiring to do something new and different, and when they are looking at ways to
change the society, by making a positive contribution from their own side. But most importantly,
this is the age when imagination knows no bounds and these young men and women can think
freelyexactly what innovation needs.
Thus, given the need for innovations in industry, but most importantly, for economic growth of
the country, it is required to channelize the youth in a direction which can transform their
energies into productivity, which can provide them the right guidancecoupled with appropriate
skills-training and resource-supportand finally, which can give them the opportunity to
innovate, create and participate, and be instrumental in the construction of something new and
necessary. This is where the need for innovation ecosystems in schools and universities steps in.
3. Delhi Technological University: Where Innovations Happen
Quoting Prof. P.B Sharma, honble Vice-Chancellor, Delhi Technological University (formerly
DCE), the University is firmly committed to foster world quality education, accelerate the pace
of innovations and to promote industry-relevant R&D in areas of high relevance. [24] The
university is backed by a glorious past of innovations and achievements galore. The Delhi
Technological University is undoubtedly among the top few engineering schools of the country.
But more important a fact to reckon is that the university has, time and now, with its high-end
faculty and talented bunch of students, proven its mettle in areas of both research and innovation.
On one hand, there are a great number of award-winning research papers that have been written
by faculty-members and M. Tech. students here; on the other hand, the university proudly has to
its accord, the credit of being home to such innovative ventures and technological inventions that
have been appreciated, recognized and duly awarded at various levels over the years.
Some part of the intense research work pursued or being pursued in the university is available for
[25]
review on the official website. Also available is a list of some of the key technological
innovations that the university and its students have produced over the years. These prominently
include the Unmanned Aircraft Systems, Solaris, Autonomous Underwater Vehicle (AUV), etc.
[26]
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What is even more appreciable is the fact that standing by its resolve to be a world-class centre
for education, research and innovations, the projects are being constantly researched upon, to
improve performance and yield a high-performance product.
3.1 Types of Innovations in DTU
Innovations happened, innovations happen and innovations will continue to happen at the Delhi
Technological University, given its well-developed infrastructure and resources; but, the nature
of these innovations varies magnanimously from one to another. Thus, before anything can be
done to enhance the support and environment for these innovative undertakings, we need to
identify what types of innovations are happening here, and who are the people behind them.
Innovations in DTU can primarily be classified into two categories:
University-Incubated Innovations: In keeping with its resolve to encourage students to

innovate and come out with solutions to pertinent problems of the society as responsible
citizens, several student-run and faculty-guided projects are the center of activity and research
currently, while several others are in the planning stage. University-incubated projects, in
particular, are the ones that have the university facilities, faculty and administration as its key
perpetrators right from the initiation phase. These are ideas that are fully supported, nurtured
and maybe even visualized by DTU essentially. Apart from technology-oriented undertakings,
the university administration fully supports students to come up with other new ideas and take
up initiatives. A good many number of students are foraying into entrepreneurial activities,
many of them with support of the university staff and administration. The DTU has a
prominent entrepreneurship-cell (E-cell) that organizes a mega-festival for such student-
entrepreneurs every year on a national level. University-supported or university-dependent
innovations primarily include: fully-aided projects (like the UAV, AUV, Solaris etc.), societies
or groups with a motivated purpose, research papers, software and other academic material.
Independent/Other Innovations: These include all kinds of research/intern work,

entrepreneurial undertakings, social initiatives etc. envisioned and/or implemented by the
students independently, that is, without complete aid from the university. These also include all
kinds of attempts at innovationsuccessful or unsuccessful. Several reasons could be
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responsible for the unsuccessful initiatives students might be apprehensive about approaching
teachers or, they might not need any guidance at all or, the kind of guidance and support
required may not be available. While it is easier to get academic and/or technological
innovations noticed, the same cannot be said about the foundation of other types of ideas and
initiatives. Hence, we shall now narrow down our approach to the local level, and try to find
feasible solutions to such problems.
3.2 Non-Technological versus Technological Innovation
While realization of the importance of innovation in the field of science and technology has been
exponentially growing over the years, consideration, or even understanding, of the need for
innovation in non-technological areas in nearly the same light is a relatively newer phenomenon,
and perhaps, still underrated. A Technological Innovation System has been defined as a dynamic
network of agents interacting in a specific economic/industrial area under a particular
institutional infrastructure and involved in the generation, diffusion, and utilization of
technology. [22] The concept of Non-Technological Innovation, on the other hand, comprises of
factors that operate primarily in the back-end and in the real world, directly or indirectly
contribute to the performance of technological innovations. In general, these may include
innovations pertaining to: business model of firms, strategies for product-marketing, supply-
chain and distribution, developmental processes, creative or managerial activities, and more
recently, initiatives in social setups.
Thus, it would not be wrong to say that in the real world, non-technological processes can
contribute greatly to the success or failure of a technology product, depending on how
innovatively they are strategized. For instance, consider a small start-up located in a remote
corner of the world that has produced an algorithm that can accurately emulate the human brain
and perform all tasks that an ordinary human being can, with the same, if not greater, efficiency
a major challenge in the field of Artificial Intelligence which is presently one of the most
actively pursued areas of research across the world. Noteworthy is the fact that this company has
in its hands a truly remarkable piece of technological innovation, a solution that can truly change
the face of humanity. But, what it doesnt have is the knowledge and experience to know how to
best showcase it to the world, without threatening its own rights over the innovation and at the
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same time, getting the product its fair share of recognition and visibility. Legal, financial, sales,
marketing... there are several questions to answer and issues to resolve before a decision can be
taken: whether or not to make it public in the forever-insecure world of technology and
plagiarism? If yes, how? If no, why? Does a similar solution already exist? Is it safe yet to hand
it over to humanity? How is the technology likely to be received, or worse, exploited? Should it
be patented and the formula withheld forever? What would be the best strategy to market it? And
so on.
As critical as they may sound, these issues form the crux of what have till now been referred to
as non-technological areas. The line separating technological and non-technological
innovations begins to fade as one realizes their extreme importance. Todays markets are highly
competitive and thrive on what one may call as, newness. It is still easier to describe a newly
developed technology as innovative or non-innovative, depending on whether a similar product
already exists or not. But, non-technological or business innovations are comparatively harder to
define since it is almost impossible to know of business practices followed by every player in the
market.
Moreover, in the very dynamic world of today, which is largely governed by the web technology,
what works and what doesnt is a dicey game altogether. While on one hand, a simple Tamil song
with amateur lyrics manages to go bizarrely viral across the web internationally, there are several
other great musicians who keep struggling for recognition for years together and still dont
manage to get anywhere close. Such is the unpredictability of consumer-behavior these days that
even creativity alone is not enough. One needs to put in something extra that is spontaneous,
fresh, untried, imaginative, appealing and well-planned at the same time.
Innovation in the current world is such an important driving factor for businesses and
technologies that it comes with an immense power to make or break utmost unpredictably.
Consider Google, an undisputed world leader in the field of technology and advertising. While
on one hand, the mega-company has seen an unprecedented amount of success through its
advertising model that best signifies what innovation is about, it has also, many times, suffered
losses due to unexpected and shocking failures of products that might have initially been
visualized as innovations. Ninety-six percent of Googles revenues come from its AdWords
and AdSense programs that form the core of a very elaborate and highly creative revenue model.
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The way it cashes on the key to successful advertisinguser relevanceitself speaks of the
power of innovation. But, Google Wave, Buzz, WikiSearch and more recently, Google+ are some
of the many products that either flopped, or havent performed as well as they were slated to.
What could be the reason for this phenomenon? It is the lack of innovation; not only in these
technologies, but also in the way they were pitched to the audience, their publicity and
marketing.
The picture is clear: the concepts of Technological and Non-Technological Innovation do not
have to be compared; rather, they have to work with each other in such synchronization that the
combination produces the best possible output, whichever may be the area of implementation.
4. Understanding the Need for an Innovation Ecosystem in DTU
The Delhi Technological University (formerly DCE) is strongly identified with engineering
education and innovation in the country. With a glorious history spanning over a time-period of
more than 70 years, the university provides to its students world-class facilities and
infrastructure. DTU has already given to the society and to the country, phenomenal innovations
in the field of technology and research; needless to say, given the sheer prowess with which it is
growing and marching from strength to strength, it will continue to do so. An important question
that arises here iswhat can an innovation ecosystem do further for the university, its students
and for its efforts directed in the direction of invention and innovation?
Thus comes the requirement to investigate (a) the problems faced by student innovators in the
university, (b) how the implementation of an innovation ecosystem can help us solve these
problems or bring about better results, and most importantly, c) how to actually build a strong,
holistic, efficient and robust innovation ecosystem in the university; that is, the ideal model of a
successful innovation ecosystem in the Delhi Technological University.
4.1 The DTU Startup Survey: Findings

15
A short survey was conducted to determine what the present and past student innovators of DTU
have got to say about the work-culture here, how successful they are, what they think about the
universitys potential as an innovation incubator and what some of the problems that they faced
were.
It may be noted that the university has taken upon itself, the responsibility of numerous
technological projects that are being constantly worked upon by student teams. Since such
technological projects are already fully supported and inspired by the university, this survey was
intentionally limited to independent or nearly-independent student activities that may be
counted in as innovative ventures. The findings of the survey have been analyzed to present for
each case, some important findings and observations as depicted in the diagrams below:
Case 1: How far can student innovations go?

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10%
10%
More than 2 years For 1-2 years For less than50%

1 year Not in operation anymore
30%
Fig. 1
Case 2: Year in college of the founding students at the time of initiation
8
8
7 6
6 5
5 4
4
0
Year 1 Year 2 Year 3 Year 4
Fig. 2
17
Case 3: Type of startup
Series 1
5%
5%
14% 38%
Internet Educaton Publishing Consumer Services Mobile Technology Social
14%
24%
Fig. 3
Case 4: Students expectations from the university ecosystem
Fig. 4
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Case 5: How successful such student innovations become
Don't want to share; 20%

Profit-oriented and generating profits; 30%
Non-profit (social) venture; 30%

Profit-oriented but working on no-profit, no-losses at present; 20%
Fig. 5
The startups surveyed vary in terms of their domain area, consumer service provided,
professional objective, as well as extent of success. While some of the initiatives fell flat
ultimately, most are still operating. When asked to share whether or not they are generating
profits, according to the type of their startup, some students were not willing to share the
information, but the overall results are commendable.
Even as young entrepreneurs, students seem to have the right amount of energy, enthusiasm, skill
and determination to not only think of new ideas, but to implement, as well as sustain them. 30%
of the ventures are generating profits successfully, and 20% are working on a no-profit, no-loss
basis, which is understandable for any firm in its growing phase. It may also be noted, that
students seem to have special affinity for social, non-profit ventures, aimed at helping the
needful and serving the society and its people. For youngsters of this age, this is a very positive
trend to take note of. With a proper ecosystem, this positive energy can be channelized in the
right direction.
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Case 6: How do students rate DTU as a home for innovations
Students were asked to rate the Delhi Technological University as a home for innovations, on a
scale of 1 to 5. The answers ranged from 1 to 5, the average being of 2.6. Clearly, students
mostly agree that the university can host innovative ventures and ideas, given a proper
framework.
2.6
Fig.
6
Case 7: Role played by DTU in the founding of interviewed startups

20
Responses of the interviewed students have been carefully studied to extract three key
observations about each one. These key points, listed in sequential order in the table below, are:
a) Students approached the university for support, or not

b) How they were helped by DTU in their venture
c) How they could not get help from DTU
Observation of these aspects gives us a picture of what is missing, what is available, and what is
the rapport between the University and its students, at present. These details are crucial if we
want to improve on the current system to come up with a more efficient and comprehensive
model.
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Table 1 Role played by DTU
22
Kartavya DTU
Did approach the university.
1) Funded initial initiatives
2) Provided infrastructure and logistics required
3) Guidance for management

Alpha Packaging
Did not approach the university
Agni
Did approach the university
1) Faculty very supportive, helped to write technical papers about the technology used in Agni.
2) Access to university infrastructure and resources.
No faculty member had good knowledge about the technology used. Concerned faculty
member tried to get help but in vain.
The IRIS Society

Did approach the university.
Help refused.
Jugaadengg
Did not approach the university.
Successful DCE entrepreneurs were an inspiration in general .
The Next Big Step

1) Complete access to college infrastructure
2) Full support from Hon. VC.
3) Access to TnP records which helped in Database compilation.
No volunatary help per se.
Aglasem Edutech Pvt. Ltd.

1) Administration data for website content.
2) University resources.
3) Moral support from faculty and Hon. VC
21 Fools
Did not approach the university.
Exposure within the campus to begin with, in general.
News That Matters Not
Approached the university once for one-time transportation

Not granted on the grounds that it is an indepdenent startup and not the university's
responsibility.
Case 8: What kind of support do student-innovators most need?

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Table 2 Responses of interviewees
News That Matters Not | News-Satire Website

By building a proper framework for this purpose. At present, these initiatives are
independently undertaken by the students and the university does not even get to know about
them. This leads to students missing opportunities, and the university missing out on ideas that
could have been nurtured into something useful for the society.
Kartavya DTU | Social-Venture
More encouragement to entrepreneurship than focusing on company placements.
Alpha Packaging | Consumer-Services and Internet
1. Proper Guidance and Channelization of Efforts in right direction, many a times there are
students with good innovative ideas, but the lack of right direction and backing lets them down.
At DTU we can have a dedicated cell (comprising of both students and other successful
innovators) to address the ideas.
2. Rather than B Plan events being confined to Fests and E Summit, we can have a full fledged
2-3 day Garage day type event where budding ideas/technologies/models should be
showcased, with participation of both Innovators and Venture Capitalists.
3. In order to encourage innovative thinking, there must be an option of opting out of

placements for a year to focus on own start-ups etc. and in case things dont go well he/she can
sit for placements next year.
4. Being a technological university, DTU can have its own specialized technology solutions lab,
which should promote and bring out best technical solutions catering the needs for small-
medium size business. It should be of high standards taking students with promising ideas for
3-6 moths with technical and financial aid and guidance to come up with smart solutions for
big problems.
Agni | Consumer-Services and Internet
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We believe that DTU is almost a perfect place for any type of innovative initiative. Our start-
up failed just because of the lack of the people who were trained/skilled in the technology we
were working on. So, the only thing we could ask for from the university is that they encourage
research, learning and teaching of new technologies like cloud computing, web 2.0, rad
frameworks, etc. Had the university have people who knew these terms and their power, our
start-up would never have failed.
The IRIS Society | Technical Magazine
DTU could have helped us by providing a means to publish magazines as our startup was
aimed at publishing technical magazines of each branch in our college to foster knowledge and
awareness!
Jugadengg.com | Educational Website
Creating a free environment where students are willing to share their ideas with profs. Rather
than a theoretical eco subject that nobody wants to study, a practical course which covers case
studies of entrepreneurs would help.
The Next Big Step | Education
A great help from the authorities side would be to help budding entrepreneurs in skill
development and some monetary assistance (if required, and if the idea is good enough). To
ensure that students dont misuse these initiatives, proper bodies like a functioning
Entrepreneurship Cell/Dept. (unlike our present E-Cell, that does absolutely nothing other
than occasionally organizing events for which no one turns up) with qualified and interested
team of external professionals (from corporate world) should be set up in order to provide
useful tips, guidance and support.
AglaSem EduTech Pvt. Ltd. | Educational Website
There are many resources in DTU but none are utilized fully, also students are not aware of
the many of the opportunities. By increasing the awareness about so many possibilities students
can be encourage to become entrepreneurs also existing entrepreneurial groups can expand
their teams with students within the college for example DSM students can form marketing
teams for the start-up companies.
21fools
Let them appear for the placement after 1-2 years/ Good incubation cell.
25
4.2 The DTU Startup Survey: Observations, Conclusions and Comparisons
I. Potential in DTU Students Ideas: Majority of the initiatives has been operating for
more than 2 years and 30% of them are generating profits too. Clearly, DTU students do
have the potential to think innovatively and even take responsibility of the
implementation, operation and meaningful sustenance in the market.
What the proposed Innovation Ecosystem Model will do: Mentor and incubate the
development of ideas that students come up with, as well as foster an interactive culture
that supports the growth of ideas and thus, innovations.
II. Age-Factor: Majority of the students had the zeal and vigor to become innovators at a
stage in their college life as early as the sophomore year.
What the proposed Innovation Ecosystem Model will do: Channelize the young
generation in a direction that can make good use of their enthusiasm for constructive
purposes.
III. Type of business ideas: A good majority of the ventures are internet-based business
models, followed closely by those in the education sector. Technology and consumer
services as startup domain areas come up next. It may be concluded, that apart from the
fact that students of DTU automatically bring with themselves a passion for the world of
technology and communication, it is due to ease of access to the internet and vast number
of opportunities available on it, that students find it easier to launch themselves in this
sector. Moreover, in todays dynamic commercial world, complete offline existence for
beginners is almost impossible. The young generation taking interest in the social sector,
particularly in the field of education, is also a fact worth taking note of.
What the proposed Innovation Ecosystem Model will do: Uniqueness is the most
essential part of innovation. The DTU Ecosystem shall work towards bringing about
diversity in young ideas, so that creativity is not constrained in any way. Also, innovation
is not always about building new products. It also includes creative modification and
improvement of existent practices to evolve and involve best work practices. Thus, the
26
ideal innovation ecosystem in DTU would give special emphasis to diversity in
innovation.
IV. Students Expectations from the University: Students weighing skills-training and
guidance over monetary assistance as a support system from the university is a
remarkable outcome of the short survey. The observation clearly goes on to show that
todays generation is motivated to learn and apply rather than being spoon-fed.
What the proposed Innovation Ecosystem Model will do: Through regular sessions
among the students, the system shall encourage them to come up with new ideas.
Training in entrepreneurial skills, managerial and organizational abilities, technical as
well as non-technical aspects of the industry, IP rights etc. would be provided to
interested students. Another option is to have entrepreneurial sciences as an elective
course for students in their final year. While the material resources would be made
available only once incubation begins, educating students in this field would be the first
major step in the direction of fostering innovations.
V. How approachable the University is: 30% of the students did not approach the
University for any help, and 20% did, but did not get any help. There could be several
reasons: the faculty-member contacted may not be an expert in that domain or, he/she
may not have found the idea reliable enough. However, considering the need for an
environment where students are free to think and encouraged to experiment, this is an
alarming situation.
The good part is that majority of the students who did approach the faculty or
administration for support, did get a lot of encouragement apart from access to university
resources and able faculty guidance. This confirms two things: a) The DTU has all the
resources to mentor or even incubate innovations, and b) the general attitude of the
faculty as well the hon. VC is highly supportive of independent student innovators and
experimenters. All that is needed is a platform for the students and teachers to interact
feely and work towards newer innovations.
What the proposed Innovation Ecosystem Model will do: One of the strongest features
of the model is the student-mentor relationship that it seeks to build. Having an official
27
platform for students seeking incubation or partial help with their ideas, would ensure
that they do not hesitate from getting their ideas heard and evaluated and accordingly,
supported. Since there are already plenty of resources developed specially for student
innovators, this would overcome the current problem of under-utilization. Further, the
DTU Innovation Ecosystem shall encourage ideas ranging from raw theoretical concepts
to elaborate business models to operating ventures.
VI. Importance of moral support: One of the interviewed groups could not get the required
type of expertise from within the university, yet, with the facultys moral support and
encouragement, they did not stop trying. The responses, in general, present a picture that
clears highlights moral-support as a source of inspiration as important as material sources
and capital.
What the proposed Innovation Ecosystem Model will do: The kind of motivation and
inspiration that the ecosystem shall expectedly instill in students would be unprecedented
and shall further serve the purpose of free-flow of ideas.
VII. Lack of domain expertise: Even though the DTU boasts of one of the best engineering
and non-engineering faculties of the country, there may be several areas of industrial
relevance and application that nobody in the university faculty has sufficient proficiency
in, since it is impossible for any university to host teachers and experts from every of the
vast array of technological domains.
What the proposed Innovation Ecosystem Model will do: This is the strongest feature
of the proposed model. It suggests a way to bring together the best of three worlds
students, university faculty and, industry professionals. Without doubt, the combined
guidance of experts from the teaching field as well as the industry-experienced
professionals shall allow students to get the most comprehensive type of feedback,
guidance and support, apart from the material resources on offer.
4.3 Why DTU needs an Innovation Ecosystem of its own
Finally, the key factors that enforce the need for building an innovation ecosystem in the DTU
are:
28
Job Insecurity: Students with an entrepreneurial and innovative mindset do not find
themselves comfortable in an environment where they are "not their own boss". They are
always in the lookout of new ideas and do end up with several promising concepts. The
college must encourage such students as innovation is the key to progress in any society.
However, a major factor to consider here is that when investing their time, effort and
resources in the construction of what might be an innovative idea, students are also
putting at stake the most critical part of their life that also plays a large role in the shaping
up of their career. As the desperation to seek maximum job-security is at its peak, many
students are deterred from risking their career at the cost of experimentation and
innovation. Having a support system for such students within the university would thus
inspire students to think and experiment freely, without any major risks to worry about.
Such a healthy environment would also make up for the loopholes within our education
system.
Lack of knowledge: Conceptualizing and actually starting up a concept in the form of

business are completely different. The actual initiation requires numerous resources, and
motivation, expert advice (mentorship) and competent skills. If the college takes it upon
itself to provide such resources, it can give a business the much-needed initiation. An idea
without these resources at the very beginning cannot take off.
Lack of means to get ideas evaluated: When a concept is ready, getting it evaluated by
knowledgeable and experienced people can help the student innovators to know of the
pros and cons of their idea or product; that too, from much experienced industry
professionals. The college may provide a panel to make this possible. The panel would
use their own judgment and experience to decide how much promise the idea shows, and
how much feasibility it has in the market. However, the feedback must be given in a
suggestive manner, to warn students of any likely challenges, and not to discourage or
discard them. Optimism and perseverance must be the founding principles of the DTU
Innovation Ecosystem.
No constructive use of the very comprehensive package of MBA, B.Tech. and

M.Tech. Students: What distinguishes the university from most other colleges and
institutes is its largely diverse student culture. Apart from the B.Tech. and M.Tech.
29
students, DTU also houses students of the Delhi School of Management (DSM for MBA
course). Academically, the three fields of study are very different. But, they come with
their own specialties that could be leveraged to foster a culture where the best of three
different worlds come together to create something new. The enriching and highly
industry-relevant experiences that such an initiative would add to their stay at DTU
further stresses on the need of a better interaction network within the DTU ecosystem.
Monetary issues: Statistics have shown that the most prevalent reason for failure of
budding innovators and entrepreneurs over the years has been lack of capital. Funding
issues also pose as the most critical challenge for the successful operation of already
working ventures. Particularly at the student level, there is little access to enough capital
to sustain, or even launch an innovative idea.
The main objective behind the proposal for an innovation ecosystem in DTU is to
channelize available resources in such a way that both the involved partiesthe
university, as well as the young innovatorsend up in a win-win situation that shall
profit the society too.
Need for domain-specific guidance: The industry is vast and hosts an array of
technologies and practices. It is almost impossible to have a teaching faculty that can
offer expertise in every sphere. Further, it is also very possible that with increased flow of
ideas, many of them fall outside the bracket of the teaching facultys experience. Thus, to
curate and mentor new ideas, the system needs to be prepared to face new challenges.
Having experts from the industry on the deciding panel is the best solution to this
prominent challenge.
Corporate Joining Time Factor for Innovators (CJTFI): Neither the number of
degrees, nor any amount of experience makes one an innovator in the real sense of the
word. An innovator, per se, is somebody who has in him the streak to come up with a
solution that is most different, creative and yet, most efficient. He is somebody who can
push the boundaries of the real world. Thus, innovation can neither be taught, nor be
quantified.
However, in the context of the commercial world, we may try to calculate the average
30
time an innovative person takes to join the corporate world with as much knowledge,
skill and experience as needed, to contribute to the firm. Let us see how this can be done:
At the minimum, an exceptional candidate with a distinctive upper-hand in his domain

area, may get to join the industry as an innovator, in the form of an R&D researcher or
developer right after completing graduation. Typically, and particularly in the field of
engineering, this means a lower limit of 4 yearsthe number of years needed to
complete graduation.
CJTFImin = 4 years
After graduation, the other options available to a student are: post-graduation in the form
of MBA (2 years)/M.S. (2 years)/M.Tech. (2 years). It may be noted that the possibility of
any idle time during this while is being ruled out; as such a phase is less likely to
contribute to the innovativeness of the individual, which may be indirectly linked to the
amount of industry-experience gained. Knowledge, per se, does not translate into
innovativeness. It is only an added bonus that empowers one to execute ideas. But the
ability to think innovatively is mostly a persons own capability, further empowered by
gaining new experiences.
Thus, the next level would be innovators who join the corporate world after
MBA = 4 + 2 = 6 years = CJTFI
Note: An individual who opts for a management degree after engineering is less likely to
have expert knowledge in any of the two domains. However, considering again that
innovativeness is more a personal or human trait than a taught one, we can safely
consider this option in our calculation.
M.Tech. = 4 + 2 = 6 years = CJTFI

M.S. = 4 + 2 = 6 years = CJTFI
The next option for the student is to again, join the relevant industry, or, pursue further
higher research in the form of a Ph. D. degree. Now, the time taken to complete doctoral
31
studies is not fixed and varies from person to person. But, the average number of years
required has mostly been calculated as 8 years. [18]
That is, CJTFI = 14 (6+8) years.
What is the average number of years for an innovator coming from an engineering
background to join the corporate world? The answer is 8 years approximately, taking the
average of the above stated results.
What does an Innovation Ecosystem do about it?

One, it makes every year spent by the M.Tech. or B.Tech. or MBA students at DTU so
enriching with new experiences and knowledge, that they are bound to be in a better
position to be able to innovate, than without any special measures. Two, it augments the
possibility of the CJTFI reducing to 4 years (for B.Tech. students of DTU), or 6 years
(for M.Tech. students of DTU and MBA students of DSM). The average CJTFI can also
be assumed to reduce accordingly. Considering the fact that most DTU students are going
to join the corporate world ultimately, it can be imagined how a reduction in the CJTFI,
as it has been defined, can greatly take the DTU to a position where it is largely credible
and responsible for preparing students for the industry right since their beginning years in
the technical field.
5. The DTU Innovation Ecosystem: Key Components
5.1 The Innovation Cell (The I-Cell)
5.1.1 What is the I-Cell?
The Innovation-Cell or I-Cell would be the body responsible for all activities that take
place within the university, aimed at directly or indirectly fostering a culture that
encourages innovation.
The cell would be supremely responsible for all activities undertaken within the campus
to drive innovation and entrepreneurship.
The I-Cell and its panel would be authorized to take all major decisions regarding
incubation of student ideas and proposals.
The I-Cell would formally function as the interface between the student community,
university faculty and industry outsiders,to bring about a holistic innovation environment.
32
Innovation ecosystems have been identified mainly as regions or clusters of
organizations, technologies and people, working towards the development of new ideas,
[19]
technologies and businesses . Working on the same theory, the I-Cell shall strive to
create an Innovation Park within the DTU, apart from its year-round activities and
programs.
5.1.2 Why is it needed?
Innovation has been identified as a critical parameter of economic change [20]. The DTU
Innovation Cell would, thus, be the universitys first step towards contributing to
economic development of the country, by nurturing young minds and motivating them to
innovate, invent and implement.
Innovation, in its most basic definition, is defined as doing things differently in the
[21]
realm of economic life . However, a more exact way of defining innovation is:
Innovation = Invention + Implementation [22]
This means, in order to truly produce innovations, the University needs to not only
encourage its students and teachers to think of new ideas, or invent, but also oversee their
real-world implementation, for their unique ideas to be truly called as innovations.
The currently existing Entrepreneurship Cell of the University is not active the whole
year, except in January when a large-scale Entrepreneurship Summit is organized, with
participants from all over the country.
Even in the annual Entrepreneurship event, focus is mostly on operating ventures or
elaborate business-models which can be designed only by learned individuals or
practiced experts. There is no way to bring up and inspire raw ideas which carry the most
unadulterated form of newness and innovation with them.
At present, there is no perfect platform for innovative students to come together and
create.
An I-Cell is needed also to bridge the gap between the university practices and real-time
industrial and technological advancements.
The ideal I-Cell would form the face of the University for the students, and vice versa. It
will act as the interface between the two groups and will thus encourage innovation on a
one-to-one basis.
For the development of a robust innovation ecosystem, and its subsequent up keeping, an
Innovation-Cell is most essential in the university. Its activities directed specifically
towards innovation-creation within the university, which is otherwise difficult, will
33
ensure that experimentation and innovations never stop happening here, while inculcating
a healthy teaching environment where students learn what they are taught out of their
own interest.
34
Fig.
Students
Faculty
Profession
als
I-CELL
Innovations
7 Where Innovations Come From
35
5.2 The Student Interaction Tree
As stated previously, DTU hosts a very diverse pool of students, with three very diverse areas of
specialization: Bachelor of Technology, Master of Technology, and Master of Business
Administration. The differences, as well as the connection between them may be understood
from the following table:
Table 3 Comparing the three academic disciplines
B.Tech. M.Tech. M.B.A.

A non-technical post-
An under-graduation
A post-graduation graduation course that
technical course that
technical course that attracts students from
undertakes general
focuses on research- diverse graduation
skill-building in
oriented, detailed disciplines and focuses on
students, imparts
KEY disciplinary study industry-oriented human
domain-specific
FEATURES with equal emphasis skill development,
knowledge, with a
on theoretical analytical thinking,
measured amount of
learning, practical ability to leverage
focus on practical
application and technology, finance etc
application and
industrial training. depending on the type of
industrial training.
curriculum.
STRENGTHS Preliminary to Detailed knowledge of Human skills required to
advanced technical technical concepts, manage industry-like
skills depending greater industrial multi-tasking
upon the students experience. (managerial,
own interests and interpersonal,
skill-set, more organizational etc.),
application-oriented knowledge of the market
methodology, the and businesses, general
enthusiasm of young skills required in the
36
age. establishment of any firm.
5.2.1 What is the Interaction Tree?
A symbolic representative model of the ideal interaction level between the concerned
parties here: the three different batches of students, and their access to university
resources.
Similar to a biological tree, the diagram represents the interconnection between the
three branches of study in DTU.
The junction or coming-together of these branches at one point is symbolic of
students coming up with new ideas or methodologies after intensive brainstorming.
Just as soil nutrients are responsible for nourishing a tree and are taken in by being
absorbed in one direction, ultimately reaching every branch of the tree; in a similar
manner, the innovation resourcesmaterial, moral or otherwisethat are available
within the confines of the campus are made available to the students once a junction
point has been achieved. This amounts to effective distribution of resources.
5.2.2 Why is it needed?
Students interviewed in the DTU startup survey, on an average, rate the interaction
between the three types of DTU students at a dismal 1.3.
In reality too, there is no concrete way or platform for the students to work together,
think together or create together.
37
Students access to resources is also very conditional and one-sided: a student must
approach the University for support; moreover, there is a possibility that permission
may not be granted.
This results in the existence of three mutually exclusive sets of students with sparse
interaction among themselves, and scattered access to available resources within the
campus (Figure 7).
Thus, what we need is a way to channelize access in such a way that more
interactions take place, and that are not always one-sided. The knowledge exchange
and skill-sharing procedure has to be well defined and mutual.
5.2.3 What are these nutrients?
Five basic types of support resources have been identified and depicted as nutrients
B.Tech
that can contribute to the innovation ecosystem very positively.
They are: a) Monetary Assistance b) Infrastructure c) MBA
Opportunities d) Support and
M.Tech
guidance e) Recognition.
1
3 2
4 5
38
Fig. 8 Current Scenario
B.Tech
M.Tech MBA
Fig. 9 Channelized Distribution of Resources
1 2
5.3 The Innovation-Cell Panel
3 5
4
39
Hon. VC
I-
DTU Cell Industry
Pan
Faculty Experts
el Alumni
Fig. 10 The I-Cell Panel Structure
5.3.1 Responsibilities
Reviewing students innovations/ideas/proposals and deciding whether or not they

should be incubated. If yes, then up to what extent. If no, then feedback should be
provided to the students accordingly.
Organizing workshops and training students of the Innovation Club in the I-Cells
planned series of workshops. The areas covered would include a vast array of skills
required to become innovators and/or entrepreneurs such as: technological
description, B-Plan writing, Presentation skills, IP rights, Market Validation,
Pitching etc.
The panel may also introduce students in their workshops and training sessions, to
new technologies and practices being adopted by the industry, to keep them upbeat.
The panel would be regularly mentoring and guiding the students once development
of the envisioned and approved ideas begins.
5.3.2 Constituents
40
The DTU Faculty according to their area of expertise, domain-experts of the industry availed
through strategic tie-ups with business firms, ex-alumni of the University who have been
successful in their field; all headed by the honorable Vice Chancellor.
5.4 Innovation Park
Similar to the Knowledge-Park of the university, which hosts computer systems with high-speed
internet connection and limited amount of work-space to some student groups working on
projects, the Innovation Park would be more spacious and accommodating. Ideally, it would
provide a minimum number of features as specified below:
1. A good number of computer systems. At least one for each Special Interest Group (SIG)
working on an innovation.
2. High-speed internet connection.
3. Large workspace for SIGs to sit together and brainstorm, without interruptions or
disturbances.
4. Access to high-level computer software and technologies, not easily available otherwise
OR if an SIG needs a particular software or technology to work on, the same may be
installed on their system.
5. A central repository where details of innovations being pursued by students, or, being
incubated by the university are recorded. These details would be very self-explanatory,
with the objective of the project, extent up to which it is being incubated, student details,
awards and recognitions (if any) etc. are available for students to learn from, as well as
the faculty/recruiters to take note of.
5.5 Incubation Level Decider Model (ILD)
Every innovative idea of the SIGs that get approved by the I-Cell panel for incubation (as
described in the 12-stage model later) is allotted an Incubation Level ID that decides the extent to
which the I-Cell shall mentor or incubate the proposed venture. It may also list the terms and
conditions of the same.
5.5.1 Parameters to Judge
Originality
41
Stage of operation: Raw idea/Business Model/Operating for less than 1 year/Operating

for over 1 year/Failed startup being revived etc.
Apparent market potential
Risks involved
Amount of support needed for setup, etc.
5.5.2 Levels
Each level shall specify the features offered to the student-innovators, along with the terms and
conditions of the procedure. This will be necessary not only during the idea-review process by
panel, but, also for students to decide up to what extent they wish to be helped by the University.
Naturally, students who do not want to share credit, or profits, or services, will not be draw
complete benefit from the incubation program, barring a few trivial services. But students, who
do wish to get help, as well support the Innovation Cell in its endeavors when they are in a
position to do the same, would direct their efforts at being allotted a higher ILD (Incubation
Level ID). Accordingly, for the entire range of ILDs from 1-4 (as assumed in this model); a pre-
decided set of guidelines would be instrumental in the decision-making process.
An example of a slab for the same has been given below:

LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1
All features of All features of All features of Workspace
level 3, plus: level 2, plus: level 1, plus:
Conveyence
Capital for Advanced Help in
initial setup technical securing capital Telecom
assistance or
Complete loss- resources Complete Internet
recovery market-
Capital for assistance General
Monetary initial setup etc. guidance and
support till the feedback
startup begins Monetary RETURNS: sessions with
generating support for a The venture panel
profit limited time shall "parent" etc.
etc. period at least 1 idea
etc. in future, with RETURNS:
RETURNS: similar domain The startup
Share in equity RETURNS: or shall officially
once the Monetary requirements. bear the
company assistance to "Inspired by
begins "child" OR DTU" logo.
operating complete return
profitably. of capital
availed from I-
Cell..
Fig.
42
43
11 Levels in ILD Model
5.6 The Idea Review Model
A crucial stage in the procedure would be the review of the proposals of the SIGs, done by the
panel, to decide how much potential they have and what level of incubation should be provided
to them, if approved.
During this phase, the panel shall consider various parameters, as described above, and allot an
ILD to each proposal. While doing so, it may score the proposal on various criteria and
approve of it only if the score lies above a certain threshold value.
A sample grading scheme for startup requirements, that the panel may use to decide the ILD is
shown below. The requirements are listed from top to bottom in order of their complexity or
expenditure involved.
5.6.1 Purpose
The use of the review model as shown hereby is that it can greatly reduce the effort it would take
the panel to decide up to what extent an idea that does not show a lot of promise or uniqueness,
should be incubated. A similar list of incubation features may be listed and organized in
decreasing order of costs involved. Proposals that may be allotted features or resources listed in
the upper portions of the model should be given a higher ILD (3 OR 4), while those that require
resources listed more towards the bottom may be given a lower ILD (1 OR 2).
5.6.2 Model Features
Services that the I-Cell shall provide to ideas being incubated are listed in decreasing
order of costs or effort involved from top to bottom.
During the review and evaluation process, the services that may be provided to the
development of a business idea (depending on the potential it shows as well as
resources it needs) are listed or ticked on the list used on this model.
The total score is then added up to decide what level of incubation should be allotted to
the business idea.
44
If an idea or proposal gets a score less than the threshold value, it is returned along with
feedback on how to improve. After that, the student may either re-submit after making
changes, or decide to pursue his/her project independently.
45
Complete Funding until Profitable (10)
Total Loss-Recovery (10)
Industry-Expert Mentorship (9)
Whole (advanced) technological setup (9)
Initial Capital (9)
Legal Support and Guidance (8)
Assistance in Market Validation (7)
Media and Publicity Support (7)
Managerial Guidance (6)
Workspace (4)
Logistics: Conveyence, Bills, etc. (2)

46
Fig. 12 Review Model
5.7. The Innovation Invention and Implementation (Triple-I) Model
The Innovation Invention and Implementation program would form the heart of the I-Cells
objective of encouraging students to innovate, by taking the responsibility of supporting them
throughout the development phase. Thus, in a way, this program is central to the Innovation
Ecosystem that the Delhi Technological University shall seek to create.
INNOVATION YEAR: It refers to the time-span over which the I-Cells Triple I program
operates, starting from the first phase when students are invited to become members of the
innovation club, till up to 12 months. The innovation year may be split into quarters or halves
slots when the program shall re-start, to invite new groups of students to participate.
The program would essentially be a 12-stage procedure as described in the representation below:
This representation depicts the functional organization of the Innovation Invention and
Incubation.
Fig. 13 Stages for Triple-I Model
Stage
The "Innovation Club" members are trained by the I-Cell,
through its carefully planned series of workshops and 3
lectures[23].
Stage
Interested B.Tech, M.Tech and MBA Students (DSM) join 2
the "Innovation Club", maybe after paying a nominal fee.
At the start of the Innovation Year, the I-Cell opens Stage
admissions to its "Innovation Club". Students are informed 1
of the features of the program (depicted here) and perks
(Figure 14).
47
Fig. 13 Stages for Triple-I Model (contd.)
Stage
The SIGs who have been alotted an Incubation ID (Figure
11) are now required to confirm participation, or, request for 9
a change in "Incubation Level", if desired (Figure 16).
Stage
Ideally, at least one idea/proposal of each SIG should get
approved by the panel. If not, the SIG recieves panel 8
feedback and suggestions on how to improve and re-submit.
Stage
Submissions from the SIGs are recieved and reviewed by the 7
panel (Figure 12).
Stage
Each SIG is required to come up with and submit to the I-
Cell innovative new business ideas, latest by a specified 6
deadline [24].
Stage
Regular meetings are organized for the SIGs in the 5
"Innovation Park".
Stage
After the training period, Special Interest Groups (SIGs) are
formed with compulsory inclusion of students from all the 4
three academic disciplines.
48
Fig. 13 Stages for Triple-I Model
Stage
The program offers a special "Placement On Hold (POH)" 12
scheme under to members of SIGs that have been able to
launchtheir innovations by the beginning of placement year.
Stage
The next half of the Innovation Year goes into the 11
development and launch of the technologies or ventures
envisoned by SIGs, with support from the I-Cell.
Stage
After confirmation, details of the approved SIGs and the 10
Incubation Level alloted to them are recorded in the I-Cell's
central repository.
49
50
Training,
guidance
from
industry
and
academic
experts.
Opportun
ities
Opportunity to active
students to become an
organizing member of the Cell,
involved in organizing
National/International "Innovation
Competitions" and other activities
round the year.
Certificates after successful completion of the training series and

also for every stage of progress made in the startup building
procedure.
Successfully launched student ventures get their first customer/client in Delhi

Technological University.
Placement on Hold: Students who have been able to setup their venture by the beginning
of their placement year may be granted the privilage of keeping their placement offer on
hold for re-consideration after 1-2 years, in case he decides to discontinue with the
venture., OR, (s)he may be allowed to sit for placements in the next academic year.
Fig. 14 What Innovation Club members get (Stage 1, Figure 13)

51
The control flow of the program may be better understood from the flowchart below:
Improve and re-try
START
Student innovators submit

an idea/business model.
Submission received by
I-Cell panel.
Submission analysis (Fig.

11, 12)
Provide
No feedback on SIGs choice
Approved?
how to
improve
Yes and re-
apply.
Issue Incubation ID to
selected student innovators
(Fig. 12).
Update Database in
Central Repository.
Pursue idea
independently
Incubation Period (Fig. 11)
Fig. 15 Flow-Chart for the Triple-I Model

52
Change in Incubation Level:

A student may want to get the Incubation Level reduced, if he is not willing to undertake the
returns that the higher levels require incubated startups to provide. If so, the students would have
the option of applying for the same.
The only way for a student to avail a higher ILD is to withdraw and re-submit after altering the
idea according to panel feedback. The panel shall not consider requests to increment the ILD
otherwise.
Fig. 16 Change in Incubation Level (Stage 9, Figure 13)
5.8 Revenue Model
It is almost impossible to incubate or support new startups and companies every year, with huge
amount of resources being invested without an efficient revenue model in place. The ecosystem
proposed here may be based on a sample revenue model depicted below:
Funding by University
Sponsors Innovation Ecosystem Fee
I-CELL
Support Student Innovations PROFITS
NO PROFIT / LOSS Stage of no progress
Fig. 17 Revenue Model

53
5.8.1 Model Components
Some of the components of the above depicted revenue model that might need explanation
are:
1. Sponsors: Companies and other larger educational institutions are likely to be interested in
tying up with the Delhi Technological University, in order to be a part of the huge system. It
gives them the opportunity to a) reach out to a large number of students of a top-tier
engineering institute, b) get the privilege of experiencing such a major revolution in the
traditional educational system of India, c) recruit highly innovative and meritorious students
not by the traditional placement policy, but by observation of their skills at display as they
work on their innovations.
Such interested organizations would be invited to fund the I-Cell in its initiatives either
monetarily or materially. Experts from top-companies may also be invited to become
members of the I-Cell Panel.
2. Innovation Ecosystem Fee: A very small addition to the students fees is less likely to
cause any harm. But, the returns are bound to be more promising. Not only does it help the
University support students in their ventures, but, it also indirectly encourages students to
take full advantage of the very stable system that has been developed to inspire and motivate
them, since they have been made to pay additional fees for the same
3. Profit / No-Profits Cycle: When a startup is in a position to generate profits, it should

monetarily support the I-Cells funding activities for other budding innovators, at least for
some time. Otherwise, the cell would be continuously involved in its maintenance up to a
stable stage.
54
7. Other Activities of the I-Cell
Some more activities that the I-Cell may undertake are:
[30]
1. Innovation Garage : An annual national/international event that shall see students
from across the world coming together to create raw, new ideas. The format may give
students (individual or groups) a problem statement to begin with, or different domains
that they could think upon, etc.
2. I-Cell as the Incubator + Mentor + Investor/Customer: The I-Cell in the proposed

model works as a mentor, incubator and business-partner for budding innovations and
businesses. Thus, on the whole, its activities include all the functions performed by
commercial incubators, albeit, with a different objective: to inspire students and
encourage innovation. These generally include: connecting companies with angel
investors, assisting them in applying for loans, helping them in business networking and
communication etc. However, a very significant and unique aspect of the incubation
process here would be: the Delhi Technological University also playing the role of the
first customer of student startups or companies, as they are launched.
The reasons supporting this feature are:

It instills a new level of confidence in student innovators and entrepreneurs, with
their alma mater resting faith in them.
Facilities and materials that the university may have, otherwise, purchased from
outside, are now bought from students trained and supported to become
entrepreneurs by the university itself. Such a mechanism benefits both the parties
in the best way.
3. B-Plan and other business competitions: Such competitions may be similar to the ones
that already take place. But, the winners of these competitions may be offered Incubation
by the I-Cell if they are found to be worthy. The format followed in such a case would be
the same as that for DTU students (if the winners are not from DTU, that is).
4. Support to non-members of the Innovation-Club: The Incubation program would not be

limited to participants of the Triple-I program. Students may submit their ideas or
proposals or requests for incubation year-round, for consideration by the panel. In such
55
cases, however, the cell would not be responsible for conducting extra training classes or
sessions for the selected students.
5. Inculcating leadership qualities by engaging students: Students would also be invited

periodically to become organizing members of the cell, to get hands-on organizational
and managerial experience in conducting the multifarious events that the cell shall seek to
advocate. A panel with senior students and teachers may be the deciding authority for
recruitment purposes such as this.
8. The Complete DTU Innovation Ecosystem: Strengths
A complete understanding of the Innovation Ecosystem proposed here requires a thorough

analysis of the various sub-models, components and features suggested. However, its essence
becomes clearer if we try to understand what sets it apart from current practices, what the
strengths of the system proposed are, etc. Thus, to conclude, a final view of the key
characteristics of the DTU Innovation Ecosystem proposed in this paper is presented below:
1. Trapping ideas that can be turned into innovations: The most prolific inventor of all
times, Thomas Alva Edison, famously said, The best way to have a good idea is to have
lots of ideas. Young students who are yet to step out into the fast-changing world of
commercialization and urbanization, are bound to be unperturbed by constraints of the
real world. Thus, coupled with the enthusiasm to change the world, their imagination,
creativity and ideas are more free-flowing and most importantly, different.
The model provides the outlay for a framework that shall enable the University to tap into
creative, unexplored and sometimes bizarre ideas of the curious young minds being
nourished and educated here. The Innovation Ecosystem of Delhi Technological
University will provide a platform where students can showcase their original ideas and
get noticed. This further empowers the University to recognize creations or ideas that are
particularly new and innovative and may even prove to be path-changing if implemented
56
correctly. After all, the best ideas dont always come with experience. Sometimes, good
imagination is all that it takes.
INNOVATIVE IDEAS
DTU
I-Cell
OPPORTUNITIES & SUPPORT
Fig. 18 The Innovation Ecosystem in DTU: A two-way relationship

2. Constructive suggestions rather than blatant rejections: While the Triple-I Model
aims at recognizing potential in ideas and filtering them for incubation, it does not intend
to simply discard the ones that do not fit the mark. Considering that the primary objective
of the DTU Innovation Ecosystem is to motivate students to think of unique ideas that
can solve existing problems, or improve upon existing solutions, the program has been
designed in such a way that if the panel feels that the proposal of an SIG is not innovative
enough, it shall provide detailed feedback to themdelimitations, flaws in the context of
the consumer market, etc.along with suggestions on how they can modify their model
to be eligible for re-consideration. After that, it will be the choice of the student members
57
of that SIG to either follow the panels advice and re-try for incubation, or pursue their
business idea independently if they are very confident about it, in which case, the Cell
would always be willing to share views, give feedback and suggestions, etc. This
structure solves two major purposes:
a) The students are acquainted with the possible flaws in their idea, or areas where
they can improve, following or not following which is for them to decide.
b) Rejections from the University, if any, are more out of concern for students time
and effort, than for the conservation of University resources. This is because
providing Level 1 (Fig. 12) type of support (conveyance, infrastructure, bills etc.)
is not very difficult to manage for the I-Cell, considering the scale of the
ecosystem. Hence, if an idea does get rejected, there must be serious flaws with it
from expert point of view that the University/I-Cell decided to warn students
against.
Either way, the University succeeds in its mission to inspire students and get them
working.
3. Sustainable revenue model: It is important to understand here that given students

expectations and the I-Cells own objectives and responsibilities, the resources provided
to the Cell directly by the Delhi Technological University will be limited. Even to operate
on no-profit, no-loss basis the Cell needs plenty of resources to ably support the students
in their project. Thus, there arises a need for a revenue model that can support the entire
ecosystem year-by-year, successfully. The proposed revenue model (Fig. 17) takes care of
the same.
4. Two-way exchange of knowledge and resources: As opposed to the current system

where students are required to approach the university in order to get support for their
activities (and their requests may or may not be feasible to entertain), this model provides
for a mechanism where the relationship would work the same way on both ends (Fig. 18).
It is a continuous cycle where students get opportunities and the University gets new
ideas to build upon.
5. Equal importance to raw ideas as well as established ventures: The Innovation
Garage and other similar events and activities that the I-Cell shall organize for students
58
of DTU and other institutes of India and abroad, shall be conceptualized in a manner so
as to encourage founders of operating ventures, failed startups, as well as people with
untried, raw ideas that they feel are innovative. Such a digression from the conventional
B-Plan competitions of colleges in India would go on to bring the student community
together in a big way, as well as give to the University, the opportunity to get mass
recognition for its initiatives.
6. Features to assist students in becoming innovators: Often, a person with an

imaginative mind is unaware of his/her capabilities. With its innovative strategies such as
the Placement on Hold Scheme, DTU as the first client/customer for startups
incubated by DTU, Total Loss Recovery (Fig. 11) etc., apart from the fact that
students need to pay some fee for the up keeping of this system, the Delhi Technological
University will definitely be able to bring about a mass revolution in the educational
system, and get its students to utilize their extra time more constructively, than sit idle in
useless activities.
7. Supporting all kinds of innovations: Even though the terminology of this paper has
been confined more to business-related areas, on closer look one finds, that there needs to
be brought in little difference in the approach for other types of innovations. Types of
Innovations? one may ask. Just as the truly innovative mind cannot be confined, the
world of innovations is ever-growing and ever-changing too. Years ago while people
across the world wondered if there ever will be a solution to the seemingly-small problem
of not being able to join the edges of clothescrucial for most pieces of the wardrobe
little had anyone imagined that something as small as a zipper may once go on to become
an extremely useful invention[31].
Patents, business-models, research-theories, algorithms, technologies, software, products

(electronic, mechanical, chemical, industrial etc.), startup ideas, ideas for improvement in
managerial practices and so onthe DTU Innovation Ecosystem would be in a good
position to welcome all such kinds of innovations from its students.
8. A truly holistic ecosystem: We know that any natural ecosystem can be said to be
functioning properly only if all its componentsabiotic as well bioticare healthy and
59
working in sync with each other. The Innovation Ecosystem proposed for the Delhi
Technological University works much the same way.
Here, people represent biotic factors, and the innovation-building activities

represent abiotic factors. Besides, they work in synchronization with each other to
cultivate new innovationsequivalent to the process of creation of new life in the natural
ecosystem.
The Delhi Technological University (formerly DCE) presently ranks among the top 10
engineering institutes of India. Since its inception in the year 1941, the institution has come a
long way from the status of a polytechnic, to that of one of the best colleges of India, and
today, a full-fledged University with some of the best students, faculty and infrastructure in the
world. Innovations being central to its objectives, some of the most unique technological
innovations have either been the brainchild of DTU and its students, or, are in the making. The
Forumla SAE Car, SAE Mini Baja, Hybrid Car, Solar Car, Biodiesel Plant, etc. are only some
names of projects and inventions that reflect the immense potential and dynamism that the name
of this institute brings along. All that is now needed is to further bridge the gap between the
student community and the University, to make students aware of the opportunities around them
better, and to leverage their enthusiasm and capabilities in the benefit of the society.
As Steve Jobs, co-founder of Apple Inc. and one of the most respected innovators ever, once
said, Innovation distinguishes between a leader and a follower, with a well-structured
Innovation Ecosystem in place, the Delhi Technological University will produce not just
excellent students, but, innovators who would lead the path for change in every sphere of life. If
implemented, an Innovation Ecosystem can prove to be instrumental in taking the Delhi
Technological University up the ladder, right at the first position.
60
C
V
I-C E
TU
/D
L TU
S S
T
N
E
D
NI
M
U
L
A IN D
Y
R
T
S
U
IN N
IB
T
A
V
ODN
L
U IG
IV ic
T
tC
io
b
(A S
E
)IT
Fig. 19 DTU Innovation Ecosystem as an equivalent to the natural ecosystem
References
[1] Bengt-ke Lundvall (2007). Innovation System Research: Where it came from and
where it might go.
61
[2] James Moore (1996). The Death of Competition: Leadership and Strategy in the Age
of Business Ecosystems, Harvard Business Review (1993).
[3] Chapin et al. (2002), p. 380
[4] Schulze et al. (2005), p.400
[5] Odum, EP (1971) Fundamentals of ecology, third edition, Saunders New York
[6] J.M Gilson and Bjarne Stigson (2004). "How innovation Supports Sustainability",
Dow Corning, Smart Innovation Series.
[7] Quoting Stigson in Stigson "How innovation Supports Sustainability", Dow

Corning, Smart Innovation Series, 2004
[8] Michael Bloomberg. Winning at the Intersection of Fear and Opportunity, Business
Week (January 11, 1999).
[9] The Oslo Manual, developed jointly by the Eurostat and the Organization for
Economic Co-operation and Development (OECD) provides a framework to enable
innovation measurement and proposes these innovation types.
[10], [11] Procter and Gamble official portal of the Connect+Develop program.
[12] Frances Horibe. Creating the Innovation Culture: Leveraging Visionaries,

Dissenters and Other Useful Troublemakers.
[13] Deborah J.Jackson. What is an Innovation Ecosystem? National Science

Foundation, Arlington, VA.
[14] D. Murali quotes Tathagat Varma, Sr Director-Business Operations, Yahoo! Software

Development India Pvt Ltd, Bangalore, in his article titled, "Creating an
innovation ecosystem in IT", The Hindu, June 2011.
[15], [16] Barry Jaruzelski and Kevin Dehoff. Report titled, Profits Down, Spending
Steady: The Global Innovation 1000, issued by Booz & Company, 2009.
62
[17] Nicholas Valry. Industry gets religion, The Economist, February 1999.
[18] Amlanjyoti Goswami, Namita Dalmia and Megha Pradhan. Entrepreneurship in India,
National Knowledge Commission, 2008.
[19], [20] http://dce.edu/web/sections/research
[21] http://www.dce.edu/web/Sections/Life/projectteams.php
[22] B. Carlsson, R. Stankiewicz, On the Nature, Function, and Composition of

Technological systems, Journal of Evolutionary Economics 1 (1991) 93-118.
[23]Robert B. Townsend, How Long to the PhD, American Historical Association, 2008.
[24] Jorn Bang Anderson quotes legendary economist Joseph Schumpter in his article
titled, What are Innovation Ecosystems, InnovationManagement.se, May 2011.
[25] E Caroll, An Introduction to Economics and Emphasis on Innovation, 2006.
[26] J.A Schumpter, Business Cycles, Vol 1, p.84, New York 1939.
[27] Kevin Hindle, The Relation Between Innovation and Entrepreneurship: Easy
Definition, Hard Policy, 2009
[28] Inspired by the IC2 Institutes, Austin, and Innovation Readiness Series.
[29] Inspired by the Mit/Stanford Venture Labs online course in entrepreneurship.
[30] Inspired by the Alpha Packaging groups suggestion in the interview.
[31] Sundback patent (1917). Separable Fastener.

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Running Head: Innovation Ecosystem Model for DTU 1

How to Build an Innovation Ecosystem

How to Build an Innovation Ecosystem in Universities:

in partial fulfillment for the award of the degree

Written under the guidance of:

Delhi Technological University (formerly DCE), Delhi

I would like to express my sincere gratitude to my guideDr. Ruchika Malhotrafor giving me

Innovation, Innovation Ecosystem, Innovation Ecosystem Model, Technological vs. Non-

1. An Introduction to Innovation Ecosystem

1.1 Evolution of Innovation Ecosystem: What is an Innovation Ecosystem?

1.2 Need for Innovation Ecosystems

1.3 Innovation Ecosystems in Industry

2. Innovation Ecosystems in Higher Education

3. Delhi Technological University: Where Innovations Happen

3.1 Types of Innovations in DTU

Innovations in DTU can primarily be classified into two categories:

University-Incubated Innovations: In keeping with its resolve to encourage students to

Independent/Other Innovations: These include all kinds of research/intern work,

3.2 Non-Technological versus Technological Innovation

4. Understanding the Need for an Innovation Ecosystem in DTU

4.1 The DTU Startup Survey: Findings

Case 1: How far can student innovations go?

More than 2 years For 1-2 years For less than50%

Case 2: Year in college of the founding students at the time of initiation

Case 4: Students expectations from the university ecosystem

Don't want to share; 20%

Non-profit (social) venture; 30%

Case 7: Role played by DTU in the founding of interviewed startups

a) Students approached the university for support, or not

The IRIS Society

The Next Big Step

Aglasem Edutech Pvt. Ltd.

News That Matters Not

Approached the university once for one-time transportation

Case 8: What kind of support do student-innovators most need?

News That Matters Not | News-Satire Website

3. In order to encourage innovative thinking, there must be an option of opting out of

The IRIS Society | Technical Magazine

4.2 The DTU Startup Survey: Observations, Conclusions and Comparisons

4.3 Why DTU needs an Innovation Ecosystem of its own

Lack of knowledge: Conceptualizing and actually starting up a concept in the form of

No constructive use of the very comprehensive package of MBA, B.Tech. and

At the minimum, an exceptional candidate with a distinctive upper-hand in his domain

M.Tech. = 4 + 2 = 6 years = CJTFI

What does an Innovation Ecosystem do about it?

5. The DTU Innovation Ecosystem: Key Components

5.1 The Innovation Cell (The I-Cell)

5.1.1 What is the I-Cell?

5.1.2 Why is it needed?

5.2 The Student Interaction Tree

Table 3 Comparing the three academic disciplines

B.Tech. M.Tech. M.B.A.

age. establishment of any firm.

5.2.1 What is the Interaction Tree?

5.2.2 Why is it needed?

5.2.3 What are these nutrients?

Fig. 8 Current Scenario

Fig. 9 Channelized Distribution of Resources

Fig. 10 The I-Cell Panel Structure

Reviewing students innovations/ideas/proposals and deciding whether or not they

5.4 Innovation Park

5.5 Incubation Level Decider Model (ILD)

5.5.1 Parameters to Judge

Stage of operation: Raw idea/Business Model/Operating for less than 1 year/Operating