Abstract:
Currently there is an escalating worldwide rivalry for advancedproduct and process functionality, lower costs, superior quality, and other concerns together with environmental challenges and energy considerations. Everything needs to be done not only fast, but also accurately, effectively, and efficiently. Solving problems facing the 21st Century society demands creativity and innovation. Creativity is a fundamental skill that Engineers must develop in order to be competitive. However there is a generalized concern amongst industry and academic leaders about the effects of traditional engineering education on students’ creativity (for example: lacking design capability or creativity,as well as an appreciation for considering alternatives). The traditional approach to creativity (using methods such as brainstorming, C-sketch, morphological charts, and scamper among others) calls upon the designer to look inward for inspiration. The Theory of innovative problem solution TRIZ, on other hand, invites the Engineer/Designer to use a readily available pool of knowledge for inspiration. The main objective of this research is to comprehensively illustrate the rationale for introducing TRIZ in engineering curricula with particular emphasis on developing countries (exemplar Kenya). The study justified that numerous countries have already in full swing benefiting from such methods as TRIZ; on the other hand many of us in the developing nations are either completely unaware, or in a very comfortable state of hibernation with the warning sign ”Do not disturb”, or extremely resistant to any changes, even if the change is emphatically for the better.
