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Master of Technology Entrepreneurship & Innovation (M.T.E.I.)

Technology Entrepreneurship and Innovation

Kick-off your own hi-tech startup while earning a Master’s degree in a globally recognized, award-winning program. Gain innovation and entrepreneurial skills that will help you professionally, no matter where your career is headed

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Phone:
+1 905.525.9140 x 20477
Office:
ETB 509
Future Student Information

Overview

Develop your business while you earn a Master's Degree.

Create your own business, and invest in yourself with graduate level learning and development. Whether you are engaged in primary research, launching a business, or have been assigned a marketing opportunity from within your company, the Entrepreneurship and Innovation program offers an environment designed exclusively for real-time venture creation through a proven process supported by academic work.

You'll gain professional skills that will advance your career, learn a well-established start-up methodology, work with academic advisors and business and technical mentors, build your network and graduate as a Master of Engineering Entrepreneurship and Innovation.

For non-engineers, if you have an aptitude for technology, you could be eligible for theMaster of Technology Entrepreneurship and Innovation program.

Apply Online

Deadline: June 15, 2018 - International applicants. International applicants are encouraged to apply early as the visa application process may take 3 months
August 15, 2018 - Domestic applicants

Prior degree:
Degree from any discipline, with evidence of ability to successfully complete technical courses,  B- average in last 10 courses  (equivalent to a McMaster 7.0 GPA out of 12)

Tuition & Fees (2017-2018 fees):
Full-time only
Canadian: $6,674 per term
International: $11,028.96 per term

IELTS/TOEFL: Required for international students. Minimum IELTS score 6.5 overall (minimum requirement 5.5 in reading and writing and 6 in listening and speaking). Minimum TOEFL score is 88.

 

About This Program

Anyone holding an engineering, technology or science degree who meets eligibility criteria can enroll in the Master's of Engineering Entrepreneurship and Innovation (MEEI) degree program. This popular program has seen entrepreneurs and intrapreneurs pursue the development of their own technology-based business ideas or those of the company for whom they work.

The Enterprise Project

Student work in the program will be focused on the development of an enterprise project. Project development is nurtured in the School's Innovation Studio, a multi-disciplinary environment in which a design thinking approach to project development combines technical and business know-how. Students experience a disciplined process for creating their new business and outline the way to commercialization.

The major sources of new business concepts include::

  • Entrepreneur's own novel engineering concepts and ideas, nurtured by a deeper understanding of the fundamentals related to the invention. In this case, you will identify the product or service area in which you intend to work based on your technical training and interests.
  • Ideas developed as an outcome of interaction with other students and with the community. Student teams arise as a result of common interest in creating value by adopting new approaches to solving problems.

With the mentoring and coaching of an Advisory Board, students will live the experience of creating a new business. Leadership skills are developed during the practical implementation of technical and business concepts to provide an unparalleled personal development opportunity as ideas are advanced from concept to commercial reality.

Innovation Studio

Innovation Studio

 The W Booth School offers professional graduate degree programs that guides students through the process of making meaningful, creative contributions to local and global communities. Our students learn by doing, working through the program as practicing professionals working on complex, multi-stakeholders problems involving elements of technology, business, and public policy.

Innovation Studio builds on McMaster University's longstanding commitment to relevance through community engagement. In the Faculty of Engineering, we encourage our students to see not just the technical side of the global problems of energy independence, food security and clean water but as an opportunity to co-create change with our global and local communities for the good of all human beings, society, and nature.

Our graduates come with expertise primarily in engineering as well as those with a strong foundation in science and technology. Driven by a desire to work on important societal problems, W Booth students develop a passion for helping people, along with a practical ability to create innovative change.

Innovation Challenges

To educate our students in leadership and innovation, they work on problems and issues that are important and meaningful to a local or global community. These can be as broad as perioperative child anxiety, truck driver fatigue, and sustainable development of the local harbourfront. We call these Innovation Challenges. They are an opportunity to work with community to investigate innovation: new ways for communities work, live, and play.

Students immerse themselves in the communities in which challenges have been identified. Innovation Studio is the place and time where students bring those experiences back to the School, share their learnings and explore new ideas in a safe and familiar environment. W Booth students develop a deeper understanding of the need for empathy as they move toward a new direction or idea. Working within the context of problem identification, the teams learn how to define a project and plan an approach to produce meaningful work, prototypes, policy analysis and new enterprises.

The Student Experience

The Innovation Studio experience is unique in the field of engineering education. At the heart of the Innovation Studio concept, our students experience an in-depth creative process, which is designed to enrich their understanding and problem solving capabilities. Our students are given responsibility to choose their teams and an Innovation Challenge. The role of the faculty is to guide and coach the students towards making an innovative contribution and delivering on an outcome. Over the course of 12 months, students move from selecting teams and an Innovation Challenge into three phases of studio work: discovery, definition, and delivery.

In discovery students develop an understanding of the needs, values, and beliefs of the stakeholders, study existing ways of doing things, and look for levers with which to advocate and create change. From the analysis of this research, a project direction is established by the students. In the following phase, with continued interaction with the stakeholders, each team explores multiple alternatives from which a project is defined. In the last phase, the team delivers on the project, whether policy alternative, new enterprise, product, process, or other implementation. The ultimate deliverable must meet the needs of stakeholders, propose a real world implementation plan and consider organizational, business, regulatory, and policy constraints. Innovation Studio meets on a regular basis and involves a mixture of time to explore ideas, analyze new knowledge, network, and interact with experts and community members.

Innovation Challenge Partners

Our students engage many people in the community in the pursuit of innovation: patients, customers, users, leaders, innovators, influencers, analysts, experts, etc. Although students may work on an Innovation Challenge of their own choosing, many desire to learn and work with a community partner who has brought forward an Innovation Challenge. Students who choose to work with a partner are expected to work through the process with the partner to deliver research, ideas, and an outcome. Partners' roles are to provide students with the access to their network of stakeholders and meet with the students on a regular basis.

As a demonstration of our commitment to community engagement and accountability, our students showcase and celebrate their contributions in an annual showcase.

Case Study: Damage Prevention

W Booth students recently worked with the natural gas industry to investigate new approaches to addressing a complex industry-wide problem: damage prevention. The natural gas industry's infrastructure mostly resides underground, near the surface, where residents digging in their gardens and operators excavating for construction can easily hit the pipes carrying natural gas. Although extensive efforts have been made in recent years to reduce the incidence of damage to pipes, the rate of damage is still too high. Hitting a pipe results in damage to infrastructure, service interruptions, fines, legal bills, business losses, environmental damage and occasional loss of life. Students immersed themselves in the industry. They worked with customers, professionals and leaders inside the industry to learn about the stakeholders, their interests, behaviours at dig sites, the technologies, and policies to develop a broad and comprehensive understanding of the issues, levers for change, needs, and opportunities.

Working continually with stakeholders, students proposed a wide range of solutions included changes to policy, training, onsite data collection, residential education, etc. Consulting with the industry, the student team selected one possible solution for further work. This led to a detailed plan for implementation and included plans for piloting the change, technology development, business implications, and policy considerations. The students experienced working on a complex problem with multiple stakeholders at level they could not normally expect until well in to their career. Industry stakeholders received the benefit of the students' research, new ideas, and detailed analysis on a solution alternative.

Case Study: W Booth students dive into water challenges

Graduate students under the supervision of Dr. Dustin Garrick are contributing to the development of a multi-sector strategy to better manage runoff flowing into our region's extensive watershed. It's part of ongoing efforts to remediate Hamilton Harbour and its surroundings.

In June 2015, the student team - Fizza Anwar, Pooja Chadee and Catherine Burrows (pictured left to right) - participated in a meeting of the Urban Runoff Task Group chaired by Scott Peck, director, Watershed Planning and Engineering, Hamilton Conservation Authority. The team presented highlights of its work to-date on a project to explore alternative approaches to storm water management in connection with a mixed use development coming to Piers 7 and 8 located in Hamilton's West Harbour precinct.

This learning project emerged through the W Booth Innovation Studio and is being implemented in cooperation with the City of Hamilton and other partners. "These students are making the most of an exceptional career development opportunity," said Dr. Garrick. "They're working on a site-specific project while contributing to a highly complex regional initiative. It's a perfect example of engineering leadership in practice."

Gavin Norman, manager, Waterfront Development for the City of Hamilton, is equally positive on the benefits of community-campus collaboration.

"Our team sees this as an excellent opportunity to share knowledge, leverage available resources and see first-hand how the W Booth School can assist the City in implementing our ideas for the waterfront," he said.

Courses

Courses

The information on this page has been replicated from the School of Graduate Studies for your convenience. You may view the original page here »

Innovation and Entrepreneurial Skills Development

Five compulsory enterprise modules will focus on providing the Master's degree candidate basic skills to select an idea with good potential, manage the innovation process, then create and manage the business outcome. The skills will broadly cover all the business life cycle from start, growth and sustainability. The modules will develop an understanding of both the innovation and the entrepreneurial processes through lectures, workshops and hands-on work as well as embed sustainability into their enterprise project as a source of competitive advantage.

Each module is considered the equivalent of a half-course as defined by the School of Graduate Studies, but will contain elements of lecture, group work, presentation and other activities as defined in the course outline. The module courses will be delivered in an intensive format; and it is expected that students will take the module courses in sequenced numerical order. The module courses are:

  • SEP 6E03 / Entrepreneurial Opportunity Identification (Term 1)
  • SEP 773 / Leadership for Innovation (Term 1)
  • SEP 753 / Enterprise Opportunity Development (Term 2)
  • SEP 770 / Total Sustainability Management (Term 2)
  • SEP 790 / Proof-of-Concept Studio (Term 3) (Pending Approval)
  • SEP 755 / Business Launch and Development (Term 4)

All full-time candidates are required to successfully complete:

  • SEP 771 / W Booth School of Engineering Practice and Technology Practitioner's Forum
  • SEP 772 / Innovation Studio
     

Engineering Enterprise Project

The Engineering Enterprise Project will run throughout the entire study period and will result in both a business and a viable Proof-of-Concept defined as the combination of (i) a technical plan for an engineering prototype product (ideally with an actual prototype device or software produced) plus (ii) an identified customer base and a plan outlining the way to commercialization. The project will bring together the two complementary streams of activities, one technical and the other commercial, to bring an idea to the proof of concept phase. The Entrepreneurial course stream, which will run coincidentally with the advanced engineering studies, will guide the technological work performed in the research laboratory so that the concept becomes, by the end of the degree, the nucleus of a business proposition. The Engineering Enterprise Project will have three phases, which will end with project gate assessments to determine the project's readiness to proceed to the next phase:

Phase 1 - Project Preparation

Market research to arrive at a proposed product or service with clear value proposition; define the market for the intended product or service revealing competitive threat, opportunities, and margins and volumes projections; draw up development plans for the product or service indicating the required resources and estimated investment cost; seek the resources within the university and without; build a team of support that might include a partner.

Phase 2 - Technical Research and the Development of the Engineering Prototype

Develop an engineering research plan, identifying key issues and opportunities (with the assistance of academic technical and business supervisors); conduct technical research and development; implement the engineering research plan within the research group in the host-engineering department; build a development network within the engineering research community; ready the technology for transfer to market; conduct initial market engagement to get customer feedback and reactions.

Phase 3 - Technology Transfer to Market

Apply for IP protection if applicable; develop a path-to-market strategy; develop a business case; seek out financing and explore business arrangements; plan for business start-up. Each phase has two equally important components, one technical and the other business:

The Phase 3 evaluation will be a defence of your project in an oral examination to your board (technical mentor, enterprise advisor, business advisor and your business mentor). Candidates are required to complete and pass through each phase in order to graduate.

Leadership Skill Development and the Enterprise Project

The ability to effectively work in a team environment is an important learning outcome of team-based project work on the Enterprise project. The MEEI and MTEI programs use a confidential service to provide each individual with personalized performance feedback from their peers on a periodic basis. Approaches to improving ones own performance include mentoring and guidance by their Enterprise Advisor.

Resources for Current Students

As a student in the W Booth School, you have the privileged access to several resources:

Tollgates

The W Booth Entrepreneurship and Innovation program works with aspiring entrepreneurs to commercialize technologies and create their own start-ups. The program uses an industry-proven commercialization model to help create viable start-up businesses, allowing young entrepreneurs to develop their venture skills through working on solving real-customer problems.

The Master of Engineering Entrepreneurship and Innovation (MEEI) and Master of Technology Entrepreneurship and Innovation (MTEI) programs use a phase and gate commercialization process called the Enterprise Project Development (Tollgate) Process. The Enterprise Project Development (Tollgate) Process is similar to processes used in industry for new product development or new business creation. The idea is to manage the risks and the resources while you are establishing your business.

For tollgate process, click Tollgate Process.

Funding Pitch Presentation Template: Coming soon!

For project merit funding process, click Project Merit Funding Process

Mentor Toolkits

Business mentors and Technical mentors make an important contribution to our program and ultimately to the success of the entrepreneurial students in the program. Every student is provided with a business mentor, a technical mentor, a business development officer and an enterprise supervisor. These people represent the student advisory committee that assist them as they take their idea from concept to the market place. Download the following PDFs here:

Business Mentor Toolkit
Technical Mentor Toolkit

All mentors need to sign the mentor non-disclosure agreement. For NDA Form, click Mentor NDA Form

Admission Requirements

While students in the Technology Entrepreneurship and Innovation program are not expected to have any engineering or scientific background, they are expected to embrace creativity and innovation. Some basic familiarity with technology is expected, but the required technological depth will depend on the project itself and will be evaluated on a case-by-case basis. Considerable emphasis will be placed on team-based experiential learning in which all members of the team will learn from each other as they complete the project.

Applications for admission will be made directly through the Walter G. Booth School of Engineering Practice and Technology. In addition to the general requirements for entry into a graduate program in Engineering, candidates applying to the Master of Technology Entrepreneurship and Innovation program must hold an Honours Bachelor’s degree from any discipline, with at least a B- average (equivalent to a McMaster 7.0 GPA out of 12) students in the final year in all courses in the discipline, or relating to the discipline, in which the applicant proposes to do graduate work.

Strong letters of recommendation are also required. The delivery of the program relies heavily on the synergy created between members of student teams, and successful operation of the program requires that each cohort have an appropriate blend of skills and experience. Therefore each applicant will be interviewed. A strong performance in the interview is a critical requirement for admission.

As part of the application process, each applicant is required to upload:

  • Resume or CV
  • Complete Contact information for 2 Academic References (to be included in the on-line application)
  • Transcripts from any post-secondary institution(s) attended
  • Recent IELTS or TOEFL scores (within the last 2 years) required for international students. Minimum IELTS score 6.5 overall (minimum requirement 5.5 in reading and writing and 6 in listening and speaking). Minimum TOEFL score is 88. Note that if your medium of instruction was English and this is documented on your transcripts, you do not need to submit an ELP test.
  • Statement of Interest is also required. 

*Please note that applications cannot be reviewed until all documents have been uploaded and the referees have responded. All applications must be completed before the international or domestic deadline to be considered.*

The program will accept full--time students. The full program is expected to take 20 months full-time study. Candidates are admitted for September only.

Prospective applicants who did not attain the required standing in their undergraduate degree, but who have at least four (4) years of relevant work experience, should discuss their situation with the Program Lead. If the experience is deemed sufficient, the Program Lead may then recommend an interview. Evidence of ability to do graduate work will still be required (see sections 2.1.1 Admission Requirements for Master’s Degree and 2.1.5 Admission of Students with Related Work Experience or Course Work Beyond the Bachelor’s Degree in the Graduate Calendar.)

A candidate is required to complete successfully two one-term advanced graduate courses and the five compulsory Entrepreneurship and Innovation module courses. Additionally, full-time students must successfully complete SEP 771. A faculty advisor will assist the student in selecting relevant graduate courses. Students will normally be required to complete two graduate level (700 -level) graduate courses in fulfillment of the requirements for Advanced Studies. Advanced studies are an integral component of the program and are offered by various departments in the Faculty of Engineering and beyond. The objective is to acquire leading-edge skills and apply them to the enterprise project.

 

In addition, students may receive advanced standing for the following courses (note that a maximum of two 600-level courses can count towards a SEPT graduate program).

Only a student enrolled in their final year of a degree at McMaster University immediately entering a SEPT graduate program can be eligible for advanced credit. There can be no banking, no retroactive accommodations of advanced credit options.

Current Students