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Towards individual innovation capability: The assessment of idea generating methods and creativity in a capstone design course
KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.ORCID iD: 0000-0002-2304-3148
KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.ORCID iD: 0000-0002-4488-1028
2010 (English)In: Proceedings of the ASME International Design Engineering Technical Conferences and Computers and Information in Engineering Conference 2009, NEW YORK: AMER SOC MECHANICAL ENGINEERS , 2010, 459-466 p.Conference paper, Published paper (Refereed)
Abstract [en]

Innovation is per se based not only on the individual problem solving, but the process from new ideas to commercialization of new products. However, in a time with rapid technology shifts and frequently altered customer requirements, creativity and more precisely the lack of useful new ideas surfacing is viewed as problematic by companies. Ways of involving creativity has been to apply idea generating (IG) methods for identification of creativity sources. This paper consists of a combined theoretical and empirical approach which aims at studying existing tests and proposing suitable creative methods to be used in higher engineering education. The authors work with an extensive capstone design course in Integrated Product Development that emphasizes systematic and parallel approaches to product development. In contrast to traditional modes and styles of teaching that make few attempts to encourage students to pursue a variety of IG methods the capstone design course in integrated product development puts a large part of the responsibility on the students. In all cases IG and use of creativity methods is a natural ingredient. Thus, students' self-regulation and insights into how to work with methods and exercises is particularly interesting as this may have an affect on managing their creative skill. Overall possible improvements in students' creative potential transcend interesting notions on capability to innovate. Thus, this paper's purpose is to investigate whether creativity as an ingredient of a student's innovation capability is influenced by using IG methods. And whether the selections made by project groups are aligned to best utilize students' creative thinking.

Place, publisher, year, edition, pages
NEW YORK: AMER SOC MECHANICAL ENGINEERS , 2010. 459-466 p.
National Category
Production Engineering, Human Work Science and Ergonomics
Identifiers
URN: urn:nbn:se:kth:diva-34235ISI: 000290416800045Scopus ID: 2-s2.0-77953762044ISBN: 978-0-7918-4905-7 (print)OAI: oai:DiVA.org:kth-34235DiVA: diva2:422791
Conference
ASME International Design Engineering Technical Conferences/Computers and Information in Engineering Conference San Diego, CA, AUG 30-SEP 02, 2009
Note

QC 20110614

Available from: 2011-06-14 Created: 2011-05-30 Last updated: 2013-11-12Bibliographically approved
In thesis
1. Two facets of Innovation in Engineering Education: The interplay of Student Learning and Curricula Design
Open this publication in new window or tab >>Two facets of Innovation in Engineering Education: The interplay of Student Learning and Curricula Design
2013 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[sv]
Två sidor av innovation inom ingenjörsutbildningen : Samspelet mellan lärande och läroplan.
Abstract [en]

This thesis covers two main perspectives ofinnovation; first, innovation is regarded as an outcome-related mechanism wherelearning is expressed through artefact presentations at the end of adevelopment process; second, innovation comprises a change mechanism in theprocess of student learning, influencing educators to reconsider new methods andpractices. Building on qualitative data from engineering design courses, theaim has been to explore how learning elements in engineering educationinfluence students during early-phase innovation. By implementing andpracticing learning elements, early-phase innovation could strengthen both currentand future engineering curricula, courses, and programmes.This thesis put attention to authentic experiences in which learning elementsis acted upon by students and targeted, defined, and refined by educators.Introducing learning elements need educators to manifest learning efforts moreexplicitly to match students’ capability to interpret new knowledge. Adoptinglearning elements that challenge existing paths of action are characterized by diversity, proactivity, opennessand motivation. For students to excel in the exploration of early-phaseinnovation, it is important to identify when, how and to what extent leaningelements can be reinforced. Thestrengthened understanding by students is mirrored in improved ability to takeaction and apply relevant knowledge in distinct learning situations. Theopportunity to influence student learning provides the design and redesign of curricula,courses and programmes as a prime feature to leaning elements relevant to early-phaseinnovation. To successfully pursue innovation in engineering education abalance is necessary between responsible actors integrating learning elementsand by those determined to learn.

Abstract [sv]

Denna avhandling hanterarinnovation i ingenjörsutbildningar utifrån två perspektiv. Dels studeraslärandeelement som är avsedda att tillägna studenter ökad förståelse kring ettspecifikt område som är relevant för innovationsprocessen, dvs innovation iutbildning, dels studeras utbildningsinsatser som är menade att påverka ochskapa påtagliga förändringar kring studenters lärande, dvs innovation avutbildning. Det senare perspektivet är viktigt för att ompröva och åstadkommanya metoder och arbetssätt. Forskningen bygger på kvalitativa data där studenterslärande har fokuserats kring autentiska utvecklingsprocesser med förankring i tidigutvecklingsfas. Lärandeelement inom tidig utvecklingsfas visar en förstärktförmåga bland studenter att tillämpa sina kunskaper i samspel med de utvecklingsinsatsersom åstadkoms inom ramarna för nuvarande kursplaner, kurser och program. Studenternaslärande visar att det är viktigt att anta ett öppet förhållningssätt där lärandeelementkan definieras, tillämpas och förbättras. I främjandet av innovation behöverlärandeelement vara flexibla och förändringsbara i sättet de introduceras då envarierad grad av kontroll och supportfunktion behöver anpassas till teknologernas kunskapsnivå. Lärandeelement inom utvecklingsprojekt som denna avhandlingstuderat visar att de bör kännetecknas av mångfald, proaktivitet, öppenhet ochmotivation. På vilket sätt och när i tiden det är lämpligt att införa lärandeelementbehöver avvägas noggrant för att på bästa sätt stärka studenternas lärande. Studenternas förstärkta kunskaper avspeglar sig i en ökad kunskapsbas ochförmåga i tillämpning och reflektion av realistiska gemensamma lärandesituationer. Möjligheten till att bättre anpassa läroplaner, kurser och program till specifika behov inom enskilda och ämnesövergripande lärandemiljöer behöver ses över för att bättre tillvarata potentialen bland lärare och studenter. Att införa innovation i utbildningen kräver en balans mellan hurlärare aktivt kan använda lärandeelement och studenternas egen förmåga att själv fatta beslut och agera proaktivt.

Place, publisher, year, edition, pages
Stockholm: KTH Royal Institute of Technology, 2013. xiv, 62 p.
Series
Trita-MMK, ISSN 1400-1179 ; 2013:16
Keyword
Engineering education, innovation, design, learning elements, student, change, Ingenjörsutbildning, innovation, design, lärandeelement, student, förändring
National Category
Engineering and Technology
Identifiers
urn:nbn:se:kth:diva-133898 (URN)978-91-7501-919-2 (ISBN)
Public defence
2013-11-29, B242, Brinellvägen 83, KTH, Stockholm, 10:00 (English)
Opponent
Supervisors
Note

QC 20131112

Available from: 2013-11-12 Created: 2013-11-11 Last updated: 2013-11-12Bibliographically approved

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Berglund, AndersRitzén, Sofia

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