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  • 1.
    Berglund, Anders
    Luleå University of Technology.
    Assessing the innovation process of SMEs2007Licentiate thesis, comprehensive summary (Other academic)
  • 2.
    Berglund, Anders
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Compose or decompose - Resource allocation in engineering design projects2013In: Proceedings of the 15th International Conference on Engineering and Product Design Education: Design Education - Growing Our Future, EPDE 2013, 2013, p. 362-367Conference paper (Refereed)
    Abstract [en]

    This is a paper that reviews the planning, execution and reflection of the collaborative writing efforts made by students when composing their final design project reports. Past research has indicated collaborative writing (CW) as one of the most challenging task that could be assigned to student groups [1]. CW is a process that involves project management, including resource allocation and essentially a great portion of writing skill. Whereas numerous engineering design projects highlight the uniqueness and creative aspects brought forward and the process in which this was created - the final piece of the puzzle how the final report was established is a phenomenon that get dimmed. There is dualistic propagation of parallel processes where the 'artifact' constitutes the main design work and where the efforts made to produce a written report relates to the other. A tradition that maybe is obsolete in some places but that has a life of its' own in other domains. The more administrative work involved with compiling a report of 'good enough' character whilst motivating and supporting each other should be balanced against the activities involved in producing the final output/design/prototype. This study is based on interviews and written 'pros and cons' reflections with project participants, project documentation and lecturer's reflections. Early indications show that communication and iterative work processes, allowing cross-checking, validation and confirmation is crucial for engaging greater commitment to the collaborative writing process. Independently of project management style and delegations made; labour intensity and work distribution of activities seem to propagate a skew execution of work. This is especially noticeable when administrative functions are weak amongst project members, which can be a consequence when putting students from various programs/disciplines/schools in a joint exercise of this type. Based on the findings, the paper stipulates a set of preventive coaching tips to guideline collaborative writing efforts and endorsing increased rigor to the final report and its process. Establishing this set of awareness among students would ultimately minimize uncertainties and dilemmas prior to 'entering the boat' - when the ship has sailed so has also its crew and based on how well they master to serve and execute their skills - so will also the trip be remembered - pleasant or horrific - taking them to paradise or hell.

  • 3.
    Berglund, Anders
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Do we facilitate an innovative learning environment?: Student efficacy in two engineering design projects2012In: Global Journal of Engineering Education, ISSN 1328-3154, Vol. 14, no 1, p. 27-33Article in journal (Refereed)
    Abstract [en]

    This article investigates student efficacy and motivation to work in relation to three distinct elements of interaction. Rather than rediscovering evaluation, student perceptions determine a project's overall efficiency by individual reflection on the effort made, and form circles of influence and impact on interacting elements. Based on previous research on student efficacy, this study takes a student-centric point of view, where the self-efficacy is grounded in stud ents' intr insic mo tiva tio n for work [1]. The article's principal ide a is to inve stiga te how differe nt elements of interaction cause students' beliefs to shift individually and in groups. A qualitative approach has been used, where the results have been collected through structured questionnaires, with respondents from an extensive engineering design project course. Results show that the internal proximity and joint motivation to work have positive influence together with lecturer/coach presence, informative clarity and valuable input. Reported differences clearly separated the teams with several useful features of course analysis to consider for future work.

  • 4.
    Berglund, Anders
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Innovation in Engineering Design Teams! Opening Pandora’s Box by Enabling Autonomous LearnersIn: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898Article in journal (Other academic)
    Abstract [en]

    This paper investigates student prerequisites for innovation in education. Engineering design teams have been studied extensively over the last few decades, providing insights in a wide variety of areas. Building on how new knowledge is interpreted and disseminated as part of a design challenge in relatively large design teams involves a process perspective with a concern for project management, collaborative design, creativity and resource allocation. To clarify these issues, two student teams engaged in year-long engineering design Masters level project courses were studied. The case studies highlight activities that contributed to radical new outputs and a total of three patent applications. The importance of outcome-based project learning is frequently cited, but there is little understanding of the factors that spur early-phase innovation. This paper shows that early-phase innovation is strongly encouraged by active learning and forms of testing in the autonomous product development cycle. To increase student autonomy, it will be necessary to increase the extent to which the functionality of existing knowledge is put into practice.

  • 5.
    Berglund, Anders
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Moving Beyond Traditions: Bachelor Thesis Redesign2012In: International Journal of Quality Assurance in Engineering and Technology Education, ISSN 2155-496X, Vol. 2, no 1, p. 31-45Article in journal (Refereed)
    Abstract [en]

    Student learning is built on native ability, prior preparation and experiences but also by the compatibility of his or her learning style and the instructor’s teaching style. Past research (Kolb, 1984; Felder & Silverman, 1988; Baillie & Moore, 2004; Biggs & Tang, 2007; Crawley, Malmqvist, Ostlund, & Brodeur, 2007) indicate mismatches between engineering students’ common learning styles and traditional teaching styles. This paper addresses a transition from a teacher centered approach to a collaborative student centered approach. A longitudinal study of bachelor thesis redesign is described by following the progression in three parallel courses over four consecutive years. Moving beyond the traditional practices of individual thesis writing, a strict individual assignment has been transformed where roughly 50% now originates from collective work efforts. Findings show support to a collective approach when working with bachelor thesis writing as work groups become self-governed, attached with a creative disposition, pursuing functioning knowledge, key generic skills of industrial relevance, and collectively supporting deep level learning.

  • 6.
    Berglund, Anders
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Moving Beyond Traditions: Bachelor Thesis Redesign2011Conference paper (Refereed)
  • 7.
    Berglund, Anders
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Proactive Student Learning: Towards Innovation in Engineering EducationArticle in journal (Other academic)
    Abstract [en]

    This paper investigates student prerequisites for innovation in education. It looks at the level of proactivity and autonomy in students taking two full-year engineering design masters-level project courses. This research is rooted in what traditionally is categorized as a problem-based learning course. The paper presents strategies to improve the quality of student learning by shaping learning activities to encourage strong self-discipline and motivation to perform. The case studies address activities that contributed to radical new outputs and a total of three patent applications. Outcome-based project learning is frequently cited across a multitude of studies in the field, but evidence is scarce regarding the characteristics that drive early-phase innovation efforts and maximize students’ level of autonomy. This paper shows that early-phase innovation excels through deep-level learning, where embedded knowledge is applied in and stimulated by peer interactions. Proactive characteristics are apparent in work motivation, time on task and overall performance. Clearly stated learning objectives are critical in curricula design, in combination with open and flexible coaching that nurtures the intrinsic motivation to learn, participate and understand future work roles and processes.

  • 8.
    Berglund, Anders
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    The Experiences of an Engineering Design Education Project: The Case of Prototyping the Next Generation Dishwasher Door2008In: PROCEEDINGS OF THE 5TH INTERNATIONAL CONFERENCE ON INTELLECTUAL CAPITAL AND KNOWLEDGE MANAGEMENT & ORGANISATIONAL LEARNING / [ed] OSullivan, K, NR READING: ACADEMIC CONFERENCES LTD , 2008, p. 61-69Conference paper (Refereed)
    Abstract [en]

    Innovation is not a skill that belongs to a single individual that cannot be improved. Instead innovation should be addressed as a social event where the unified working knowledge stands the chance of leveraging regular work activities, enhancing the status quo. The purpose of this paper is to describe how an engineering student project can produce radical new output working in a highly self-regulated project team. The paper investigates how learning objectives, creative activities and team performance is centralized around committed individuals working as one. Using a full year academic graduate course, observational data and participant's reflections has been directed to better understand the relationship between functional knowledge, problem-based learning and creative activities. The findings emphasize that clear stated learning objectives in combination with an open and flexible coaching could have a positive affect on students' motivation to learn, participate and understand future work roles and processes.

  • 9.
    Berglund, Anders
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    The Knowledge Map, A Lubricant for the Firm's Machinery2005In: ECKM 05' Limerick, Ireland., 2005Conference paper (Refereed)
  • 10.
    Berglund, Anders
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Two facets of Innovation in Engineering Education: The interplay of Student Learning and Curricula Design2013Doctoral thesis, comprehensive summary (Other academic)
    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.

  • 11.
    Berglund, Anders
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Understanding Innovativeness by Encapsulating Creativity in Higher Engineering Education2009In: Proceedings of the 11th International Conference on Engineering and Product Design Education EPDE09 / [ed] Clarke, A, Ion, W, McMahon, C and Hogarth, P, 2009, p. 376-381Conference paper (Refereed)
    Abstract [en]

    Innovativeness implies willingness of individuals to support new ideas, creativity and experimentation with impact to change traditional practices. From past studies innovativeness has been brought forward in several dimensions (e.g. market, strategic and technological) [1]. This paper endeavor innovativeness from an academic perspective, viable in a context of product development driven courses (i.e. industry related project). Innovativeness is scarcely if all addressed in higher engineering education. In specific course elements it is difficult to find a red thread between creativity input and output. Perhaps, this is precisely the dilemma with creativity as it follows no given rule and thus not easily followed. Project output, the way things turns out, is often taken for granted as something part of a development process rather than something that need guidance and systematic support like most other elements involved. From academia a more systematic approach to perceive ideation phases is welcomed so that engineers are: 1) more acquainted with supporting methods for creativity, and 2) by integrate the use of such methods improve students' innovativeness, their individual innovation capability. The study covers a literature review of a dozen of the most cited and practiced idea generation (IG) methods. In addition, three case studies involving approximately 50 students in equally divided project groups is used to better understand and propose suitable IG methods to be used in higher engineering education. The author work with a large capstone design course Integrated Product Development (IPD), which have been used to retrieve useful data through interviews, archival records and observations. The IPD constitutes a way of working, an integrated perspective that is attained during the full year academic course. In the course plan, one of the objectives is to establish an increase in students' creative abilities. Research has shown that systematic approaches to creative thinking improve output quality, in terms of producing better final design projects [2][3]. To meet demands of a systematic approach idea generation methods is today considered essential in product development processes. In this paper several idea generating methods are presented together with their usefulness in engineering design projects conducted in close relation with industry. A comparison between several idea generation IG cases is looked upon to withdraw insights in how and what to look for when applying IG methods in project classes. Thus, the overall purpose of the paper is to investigate whether innovativeness by students can be derived from students' ways of using IG methods.

  • 12.
    Berglund, Anders
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    What influences student innovation?2012In: Proceedings of the 14th International Conference on Engineering and Product Design Education: Design Education for Future Wellbeing, EPDE 2012, 2012, p. 167-172Conference paper (Refereed)
    Abstract [en]

    This paper investigates how elements of the learning environment influence student innovation. In detail, the paper addresses students' perceived efficacy and their motivation to work in two parallel engineering design projects. Rather than rediscovering evaluation, student perceptions determine a project's overall efficiency by individual reflection on the effort made. Based on previous research on student efficacy [1], this study takes a student-centric point of view where the self-efficacy is grounded in students' intrinsic motivation for work. The paper's principal idea is to investigate how different elements of interaction cause students' beliefs to shift individually and in groups. A qualitative approach has been used where the results have been collected through structured questionnaires with project participants. Results show that the internal proximity and joint motivation to work have positive influence together with lecturer/coach presence, informative clarity and valuable input. Reported differences clearly separated the teams with several useful features of course analysis to consider for future work.

  • 13.
    Berglund, Anders
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Bernhard, J.
    Co-creation beyond the expected: LAB environments as mean to enhance learning2015In: Proceedings of the 43rd SEFI Annual Conference 2015 - Diversity in Engineering Education: An Opportunity to Face the New Trends of Engineering, SEFI 2015, European Society for Engineering Education (SEFI) , 2015Conference paper (Refereed)
    Abstract [en]

    Background: Co-creation is a term that has been used to emphasize collaborative learning in design education. Allowing students to develop both hard and soft skills has been demonstrated important to facilitate effective learning [1]. Mixing disciplines with each other is an important catalyzer to gain new insights and also grow applicability on societal challenges and innovation. This paper proposes a curricula design that matches student interdisciplinary learning, design challenges and societal benefit. With an aims to create innovation in the meeting between e.g., medicine, social sciences and engineers it is a process that involves empathy and capability to define, ideate, prototype and test. Creation allows prototypes to be made, which are by default presented and interpreted differently by people according to their understanding and frame of reference[2]. Purpose: The purpose of this study is to present the curriculum for a master level course that emphasis and support the creations performed by problem-solving interdisciplinary teams. The subsequent purpose is to position the course design in relation existing best practices that has presented similar challenges of merging the specific methods presented, e.g. Scrum and Design thinking. Design/Methodology: Observational notes and more than 100 student reflections, notes and remarks from more than 30 peer-to-peer faculty internal meetings, international workshops and faculty-student ?review screenings? sessions have been used to evaluate the pros and cons of the presented curriculum. Findings: Open lab has arisen as a new course offering targeting societal challenges and an unique opportunity for students to take part in. To allow divergent and radical thought patterns to arise design thinking and scrum are put together as key elements to support a dynamic learning environment already from start. Moreover, initial team building and checkpoints, pre-checks and cultural differences have been reported to be affected in a positive way resulting deepen student project understanding and appreciation. Conclusions: From initial course design and analysis the learning environment provides a catalyzer for learning to be appreciated and acted upon. The design of activities should build on a shared perspective from faculty and motivate students and convincing them to deepen their need for interdisciplinary design. By working interdisciplinary and collaborative it has been possible for students to co-create new knowledge beyond the expected from the stakeholders? perspective.

  • 14.
    Berglund, Anders
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Bernhard, Jonte
    Linköpings Universitet.
    Reforming Engineering Education: Proposing a Change Model for Sustained ImpactManuscript (preprint) (Other academic)
    Abstract [en]

    Universities must take swift, targeted, and efficient action to overcome future challenges in engineering education. In particular, good decision-making is required to strengthen the educational efforts that influence students’ learning. Engineering education research has not yet produced a robust framework capable of supporting a systematic approach to implementing change initiatives. In addition, existing pedagogical research provides little guidance on how best to ensure the spread of good practice, and the available evidence indicates that the diffusion of such practices tends to be limited, which reduces their long-term impact. Striving for effective teaching provides a systems change at many universities, still universities seem unable to fully transmit or properly support the adoption of new practices, approaches and methods needed by faculty. This paper presents a model that can be used to guide change efforts and support good practices at times when careful decision-making can have profound long-term consequences.

  • 15.
    Berglund, Anders
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Blackne, Johannes
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Jansson, Niklas
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Proposing a Feedback System to Enhance Learning Based on Key Performance Indicators2014In: International Journal of Quality Assurance in Engineering and Technology Education, ISSN 2155-496X, Vol. 3, no 1Article in journal (Refereed)
    Abstract [en]

    This paper proposes a feedback system that is based on the self-evaluation of perceived productivity as a mechanism for detecting deviations in an engineering design student project. By monitoring key performance indicators, project members used feedback loops to recognize alarming patterns and act accordingly. The study is based on descriptive survey data that addressed three factors of influence: perceived productivity, perception of stage completion, and work-activity distribution. The productivity data was analysed by detecting patterns in the form of peaks and lows and by combining the patterns with qualitative data from observations and documented work activities. Measurements were taken every time the project team got together; 33 occasions during the course of the project, resulting in a total of 280 student responses for productivity (P) and completion (C) and 115 student replies for work activity distribution. The findings provide an extraction of peak values and low values that enables tracking of critical incidents. Through an in-depth activity log, each value was enriched with lessons learned about what took place and the consequences for the project, thus enhancing learning from past activities through systematic feedback sessions. The accumulated set of data provided distinguishable patterns for the project team to interpret. Over time this made student actions more proactive, activity execution more distinct and purposeful, and resource allocation in combination with feedback reflections more refined.

  • 16.
    Berglund, Anders
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Blackne, Johannes
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Jansson, Niklas
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Ritzén, Sofia
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Tracking productivity patterns in an engineering design project2013In: Proceedings of the International Conference on Engineering Design, ICED: Volume 8, 2013, Vol. 8 DS75-08, p. 125-134Conference paper (Refereed)
    Abstract [en]

    This paper aims to analyze if self-evaluation of perceived productivity could help detect alarming patterns in time and stop projects from failing. The study is based on descriptive quantitative data that has been gathered continuously throughout a student engineering design project, highlighting three factors of influence; perceived productivity, perception of stage completion and work activity distribution. The productivity data was analyzed by detecting patterns in form of peaks or lows and combining the patterns with qualitative data from observations and documented work activities. Measurements were done on 33 occasions during the project where 280 individual answers for productivity (P) and completion (C) and 115 individual answers for work activity distribution were collected. The findings provide extraction of peak values and low values that enable tracking of critical incidents. Through an in-depth activity back-log each value was enriched with an understanding of what took place and its project consequences. Over time the recognized pattern helped the design team to become more proactive in activity precision and execution, resource allocation and process reflections.

  • 17.
    Berglund, Anders
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Edin Grimheden, Martin
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    The Importance of Prototyping for Education in Product Innovation Engineering2011In: 3rd International Conference of Research into Desgin 11', 2011Conference paper (Refereed)
  • 18.
    Berglund, Anders
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    El Gaidi, Khalid
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Havtun, Hans
    KTH, School of Industrial Engineering and Management (ITM), Energy Technology, Applied Thermodynamics and Refrigeration.
    Hedin, Björn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Kjellgren, Björn
    KTH, School of Education and Communication in Engineering Science (ECE).
    Kommer det på tentan?: Uppfattningar om motivation och demotivation bland studenter på ingenjörsutbildningar2015Conference paper (Other academic)
    Abstract [en]

    Motivation är en av de viktigaste drivkrafterna bakom människors handlingar. Hur en student klarar sina studier beror till stor del på graden av motivation, men också på graden av demotivation. Vi har i den här studien valt att utforska upplevda källor till studenters motivation och demotivation i ingenjörskurser. Dessa har kodats och kategoriserats i termer av kontext, struktur och lärare, och resultatet har jämförts med en liknande omfattande undersökning från USA. Resultaten visar att frågor rörande kurs ens struktur i högre grad anges som viktiga både för motivation och demotivation för våra studentgrupper, jämfört med den andra undersökningen. Vidare förekommer synpunkter kring lärarens förmåga att förklara och lärarens attityd till studenterna i betydligt högre omfattning än lärarens ämneskompetens i sig, vilket kan ses som stöd för att pedagogisk och didaktisk skicklighet bör vara starkt meriterande för undervisande personal. En slutsats är att lärare har mycket stora möjligheter att påverka studenternas motivation både positivt och negativt, och att det är av stor vikt att lärare är både medvetna om, och har verktyg för att hantera, detta.

     

  • 19.
    Berglund, Anders
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Havtun, Hans
    KTH, School of Industrial Engineering and Management (ITM), Energy Technology, Applied Thermodynamics and Refrigeration.
    Jerbrant, Anna
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Industrial Management.
    Wingård, Lasse
    KTH, School of Industrial Engineering and Management (ITM), Production Engineering.
    Andersson, Magnus
    KTH, School of Engineering Sciences (SCI), Physics.
    Hedin, Björn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Kjellgren, Björn
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Language and communication.
    THE PEDAGOGICAL DEVELOPERS INITIATIVE: SYSTEMATIC SHIFTS, SERENDIPITIES, AND SETBACKS2017In: 13th International CDIO Conference in Calgary, Canada, June 18-22, 2017, 2017Conference paper (Refereed)
    Abstract [en]

    Pedagogical projects have often, at KTH Royal Institute of Technology, as well as elsewhere, been initiated and managed by individual enthusiasts rather than dedicated teams. This generally decreases the possibility of successful implementation of more ambitious ideas, e.g., changing educational programs, implementing the CDIO syllabus, or strengthening the pedagogical development of larger parts of the faculty. To enable wider and more effective change, KTH top management therefore launched a universityencompassing three-year project in 2014, in which a group of highly motivated teachers from all schools at KTH were appointed part-time pedagogical developers (PDs). The PDs were given the task of promoting pedagogical development and facilitate cooperation and knowledge exchange among faculty members, as described in two previous papers at CDIO conferences. From 2017, the outcomes of this project are supposed to be integrated parts of the KTH line organization. The project has led to numerous actions, which would have been difficult to set in motion unless given the freedom in time to explore and to develop into a collective effort rather than a myriad of individual “stand-alone” examples. By addressing key areas for pedagogical development, our group of dedicated faculty have tried to surpass the suboptimal "lock-in" of strict individual reasoning and to deal with surfaced questions and relevant issues in a broader collective manner. A major insight confirmed by the project and its many sub-projects has indeed been the fundamental importance of collegial discussions and the creation of processes that facilitate and support teacher cooperation. We have also, through discussions with faculty at KTH, confirmed the need for clearly defined, tangible incentives for teachers, motivating them to participate in pedagogical development activities, even if this means less time left for the traditional pathway to rewards within academia, i.e. research. In this paper, we chart changes that have occurred in the educational practices at KTH by describing and discussing the project’s focus on pedagogical development of faculty, actual execution of changes in the engineering educations, lessons learned along the way, and visions yet to be realised.

  • 20.
    Berglund, Anders
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development. KTH.
    Havtun, Hans
    KTH, School of Industrial Engineering and Management (ITM), Energy Technology. KTH.
    Jerbrant, Anna
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Industrial Management. KTH.
    Wingård, Lasse
    KTH, School of Industrial Engineering and Management (ITM), Production Engineering. KTH.
    Andersson, Magnus
    KTH, School of Information and Communication Technology (ICT), Materials- and Nano Physics.
    Hedin, Björn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Soulard, Juliette
    KTH, School of Electrical Engineering (EES).
    Kjellgren, Björn
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Language and communication.
    The pedagogical developers initiative - development, implementation and lessons learned from a systematic approach to faculty development2016In: Proceedings of the 12th International CDIO Conference, Turku University of Applied Sciences, Turku, Finland, June 12-16, 2016, Turku University , 2016, p. 497-508Conference paper (Refereed)
    Abstract [en]

    This paper presents a systematic, university--wide approach to creating an encompassing movement towards faculty development. In 2014, KTH Royal Institute of Technology launched the pedagogical developers initiative, appointing part--time pedagogical developers among teachers from all schools of KTH, to implement and strengthen good teaching and learning practices among faculty and students. They are teachers active in different educational programmes, with experience of, and interest in, pedagogical issues. In line with CDIO standard 10, the purpose of the pedagogical developers’ initiative is to facilitate cooperation and knowledge exchange between faculty members, and to establish communities of practice. The paper presents the activities, processes for developing these activities and preliminary results from the initiative’s second year, which focused much on supporting faculty development by putting into place a series of workshops, a format chosen for its combination of active community-building learning and time efficiency. The topics of the workshops emerged to meet faculty needs identified by the pedagogical developers during the first year. The workshops were created by smaller teams of pedagogical developers from different schools of KTH. This enabled a wide array of experiences and perspectives to be incorporated into the workshops. Main focuses of the workshops have been on creating internal discussions in dynamic communities of practice on specific subjects of interest, and on creating forums for exchange of ideas, open to the whole faculty. During Autumn 2015, the workshops have been offered as voluntary add-on parts of the basic course in teaching and learning offered to faculty at KTH. This first round of workshops generated a positive interest from teachers, and participant feedback indicates that they particularly appreciated the opportunity to work directly with their own courses and the opportunity to discuss pedagogical aspects with peers. 

  • 21.
    Berglund, Anders
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Havtun, Hans
    KTH, School of Industrial Engineering and Management (ITM), Energy Technology, Applied Thermodynamics and Refrigeration.
    Johansson, Hans Bengt
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Jerbrant, Anna
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Industrial Management.
    Andersson, Magnus
    KTH, School of Information and Communication Technology (ICT).
    Hedin, Björn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Soulard, Juliette
    KTH, School of Electrical Engineering (EES), Electrical Energy Conversion.
    Kjellgren, Björn
    KTH, School of Education and Communication in Engineering Science (ECE).
    The Pedagogical Developers Initiative – Changing Educational Practices and Strengthening CDIO skills2015In: Proceedings of the 11th International CDIO Conference, Chengdu, China, June 8-11 2015, 2015Conference paper (Refereed)
    Abstract [en]

    This paper put emphasis on change agents within the universities and how local initiatives can be systematically approached and ramped up. Rooted in the challenges and constraints that have been addressed in past educational program initiatives, the case consists of specific focus areas to leverage impact. Universities continuously strives to provide the best conditions for an inspiring and prosperous learning environment, and to provide educational programs with teaching of excellent educational quality. KTH is no exception and therefore the university management has initiated a pedagogical program starting in 2014. One of the first thing initiated within the framework of this pedagogical program is the creation of a group of 24 pedagogical developers.

    The focus for the pedagogical developers is to facilitate the opportunities for KTHs faculty to work together and create consensus on educational development in different teaching teams. This paper presents the University's pedagogical developers' initiative as a whole and how this has been outlined in detail to reach specific redesign targets. The School of Industrial Engineering and Management pedagogical group consists of five practicing teachers that besides this new role also engage heavily in various courses of the School's departments. Since the pedagogical initiative is aligned with several important CDIO aspects, e.g. the learning environment, formats of formative feedback, assessment and examination there is also importance to reassure this in the existing Master level programs.

    At KTH the five-year comprehensive Master of Science in Engineering programs concern distinct vocational educations in which the CDIO aspects are very important. At the same time the programs has been divided in a basic level (B.Sc. in Engineering) of three years and a advanced level (M.Sc.) of two years. This has for instance made it harder to align the progression between first cycle level and second cycle level regarding for instance the CDIO efforts (e.g. oral and written communication, teamwork). This paper will therefore discuss and enhance how the pedagogical programme, we as pedagogical developers, can support and strengthen the initiation and implementation of the CDIO aspects in the education.

  • 22.
    Berglund, Anders
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Klasén, Ida
    KTH, School of Education and Communication in Engineering Science (ECE), Lärande.
    Hanson, Mats
    KTH, School of Education and Communication in Engineering Science (ECE).
    Edin Grimheden, Martin
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Changing Mindsets, Improving Creativity and Innovation in Engineering Education2011In: Proceedings of the 13th International Conference on Engineering and Product Design Education E&PDE11 / [ed] Kovacevic, Ahmed, Ion, William, McMahon, Chris, Buck, Lyndon and Hogarth, Peter, 2011, p. 121-126Conference paper (Refereed)
    Abstract [en]

    Universities need to reconfigure and rethink existing engineering beliefs in order to keep promoting students that can target and capitalize on tomorrow’s opportunities. This put pressure on promoting the best possible Engineering Education, which means continuant upgrades and revisions to existing curricula’s and faculties’ pedagogical methods and processes. This paper summarizes the experiences and lessons learned from a nationwide initiative to rethink and redesign existing engineering programs towards more traceable innovative practices. The Swedish Product Innovation Engineering Program (PIEp) and the Royal Institute of Technology (KTH) in particular have a long tradition of successful exchanges involving research and education. PIEp is committed to a system change towards innovation and entrepreneurship in institutes of higher education and research. From PIEp an organized network of senior researchers, PhD students, lecturers and students is seen as the seed for this change. Activities are conducted in three areas; research in product innovation, education for product innovation and industrial collaboration for product innovation. Turning away from one-timer and mere embryonic attempts, PIEp visions a systems shift through long term dedication to influence higher engineering education curricula design. KTH is currently performing a revision of all engineering program to fit the European Bologna higher education restructuring process. Encompassing both undergraduate and master level studies, the integration of engineering syllabus imperatives strive to converge with the internationally recognized CDIO standards and the new Swedish national degree specifications. The paper aims to summarize the initiative provided between PIEp, KTH and Stanford to stimulate Swedish Engineering faculty to embrace methods and tools for integrating creativity and innovation. Ultimately, building on the long experiences of successful workshops held by PIEp and KTH the overall ambition is to establish a change in mindsets, and by so influencing key participants to directly leave endurable footprints onto their respective Swedish Engineering Education Program. The paper has a descriptive character blending ‘best-of-both-worlds’ concepts as it reveals how a nationwide initiative has set up a learning hub overseas together with Stanford University. Utilizing this source of entrepreneurial and inspiring environment the ambition is to equip Swedish faculty with experiences, success stories, lessons learned, personal opinions, to provoke and challenge existing program and curricula design. In summary, the full paper version entails the set-up, reflections and actions outline by Swedish university representatives to address implementation of more transferability between innovation characteristics in respective education programs.

  • 23.
    Berglund, Anders
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Leifer, L.
    Beyond design thinking - Whose perspective is driving the people-Centric approach to change?2017In: Proceedings of the 19th International Conference on Engineering and Product Design Education: Building Community: Design Education for a Sustainable Future, E and PDE 2017, Institution of Engineering Designers, The Design Society , 2017, p. 613-618Conference paper (Refereed)
    Abstract [en]

    This research paper attempts to position fundamental principles of design thinking within a framework of problem-solving theory. The roles that are assumed in a co-creation community, team or workplace, are influenced by a champion who arises and systematically anchors alternatives and ideas once proposals are about to be realised. By embracing diversity, design thinking introduces interdisciplinary challenges that can lead to radical change and break-through innovation. This paper attempts to trace design thinking back to its foundational concern with the design of novel products, services, and business models. Regarding design thinking as a problem-focused (rather than solution-fixated) ethos, mindset or disposition, instead of merely a practitioners’ tool, we believe that this perspective is needed to deepen our understanding of design thinking. Hence, this paper provides a literature review at some depth, guided by a purpose-driven question: How do individual roles in an organisation become utilized throughout the anchoring and implementation of design thinking among stakeholders?.

  • 24.
    Berglund, Anders
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Leifer, L.
    For whom are we prototyping?: A review of the role of conceptual prototyping in engineering design creativity2012In: ICDC 2012 - 2nd International Conference on Design Creativity, Proceedings: Volume 2 DS73, 2012, 2012, p. 201-208Conference paper (Refereed)
    Abstract [en]

    Prototypes are made, presented and interpreted differently by people according to their understanding and frame of reference. Design educators have, in recent decades, come closer to one another in how design creativity is approached. Still, many distinct differences exists. One of the most striking has to do with the role of prototyping in transporting ideas into concrete manifestations. Prototypes unlock cognitive association mechanisms related to visualization, prior experience, and interpersonal communication in ways that favour iterative learning between peers in the product development community. When, where, and how to use prototyping strategies depends on context and demands a high level of situation awareness. The nature of this awareness is in turn dependent on cultural variables. This paper investigates how prototyping is perceived in two distinctly different high performance academic contexts (i.e. Stanford and KTH). In both cases we have studied how prototyping enables new knowledge to emerge through iteration and team-based communication. The paper focuses on student's perceived learning experiences and on teacher's experiences within engineering design projects. Building on related research, this paper establishes a link between embedded implicit knowledge and its consequences for objective learning.

  • 25.
    Berglund, Anders
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Leifer, Larry
    TRIPLE-LOOP-LEARNING: AN INSTRUMENTATION MODEL FOR ENGINEERING DESIGN INNOVATION EDUCATION2016In: DESIGN EDUCATION: COLLABORATION AND CROSS-DISCIPLINARY, The Design Society, 2016, p. 77-82Conference paper (Refereed)
    Abstract [en]

    This paper presents a framework for engineering design innovation education. This is discovery research in a purely qualitative sense. The authors, both highly experienced educators, are reflecting upon their practice of delivering team-based new product development courses at the master's degree level at deeply different universities in Sweden and the United States of America. In both cases, industry partners bring real-world projects and funding to the curricula. They have, as their primary objective, the development of talented new product development leaders. In both cases there is no intellectual property attachment to the funding. This paper seeks to make important distinctions about common language and practices within different regional and academic cultures. We are hopeful that our observations and the presented framework will draw others to deepen our understanding through next generation quantitative studies.

  • 26.
    Berglund, Anders
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Leifer, Larry
    Stanford University.
    Why we Prototype!: An International Comparison of the Linkage between Embedded Knowledge and Objective Learning2013In: Engineering Education, ISSN 1750-0044, E-ISSN 1750-0052, Vol. 8, no 1, p. 2-15Article in journal (Refereed)
    Abstract [en]

    Prototypes are made, presented, and interpreted differently by people according to theirunderstanding and frame of reference. Design educators have, in recent decades, comecloser to one another in how they approach design creativity. Still, many distinct differencesexist. One of the most striking has to do with the role of prototyping in developing ideasinto concrete manifestations. Prototypes unlock cognitive association mechanisms relatedto visualisation, prior experience, and interpersonal communication in ways that favouriterative learning between peers in the product development community. When, where, andhow to use prototyping strategies depends on context, and it demands a high level ofsituation awareness. The nature of this awareness is, in turn, dependent on culturalvariables and curriculum development. Prototyping has been portrayed as an excellentactivity to share inner thoughts, yet a deeper connection to its knowledge-buildingprocesses has been lacking in previous research. This paper builds on related literature inshaping a common understanding of how prototyping is perceived and applied in twodifferent high-performance academic contexts (Stanford University, Stanford, USA, and theKTH Royal Institute of Technology, Stockholm, Sweden). Our exploration focuses onstudents’ perceived learning experiences and on teachers’ experiences within engineeringdesign projects. Prototyping is an active enabler in both cases, establishing iterative loopsof new knowledge through social interaction and team-based communication. The deeperlevel of cognitive attachments to prototyping provides an explicit link between embeddedimplicit knowledge and its consequences for objective learning.

  • 27.
    Berglund, Anders
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Lindh Karlsson, M.
    Ritzén, Sofia
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Allowing Playfulness: Examining Innovativeness2010In: Proceedings of the 12th International Conference on Engineering and Product Design Education EPDE10 / [ed] Boks W; Ion, W; McMahon, C and Parkinson B, 2010, p. 114-119Conference paper (Refereed)
    Abstract [en]

    A child’s playfulness and ability to fantasize are also key creative mechanisms in adulthood. Allowing low formal control functions and high self determination is valuable for intrinsic motivation, triggering new ideas, curiosity, experimentation and the desire to impact and change traditional practices – creating innovativeness. This paper sets out to do three things: provide a literature review of the different aspects and angles of knowledge- and competence learning, and the area of creative techniques and an innovative team process; offer experiences and learning from the unique case studies used; and thirdly, to present the concept of Innovopoly - a new tool to better achieve creative learning and examination in higher education through both the innovative working process and the creative process. These elements together give us the ability to discuss how higher education could best implement courses and methods in order to prepare our students for the future.

  • 28.
    Berglund, Anders
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Lindh Karlsson, M.
    Ritzén, Sofia
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Innopoly: Design Steps Towards Proficiency in Innovative Practices2011In: Proceedings of the 13th International Conference on Engineering and Product Design Education E&PDE11 / [ed] Kovacevic, Ahmed, Ion, William, McMahon, Chris, Buck, Lyndon and Hogarth, Pete, 2011, p. 281-286Conference paper (Refereed)
    Abstract [en]

    This paper is a follow-up on last year’s design steps and case studies analysis to bundle innovation skills in an educational model. In our previous research we presented the ideas and construct foundations to a game plan ideology to build up common knowledge and examine innovativeness. In this, the next phase paper, our ambitions is to deepen students’ abilities for self-governed innovative practices within a team. We have used a series of workshops with engineering design students and design students to frame and concretize the ‘Innovopoly’ educational platform. But also to find a way of communicate a coveted and sustainable knowledge and to motivate the learning since it will affect the momentum of a self-driven learning process. The implementation efforts of specific interdisciplinary design elements aim to strengthen the acknowledgement of how to perform a common and open innovative process and a holistic perspective. In order to do that, Innopoly has a three-dimensional concept based on four process phases and four different layers that can be varied according to level, how the team solves the defined task but also from the effect of an unknown factor in the game. Firstly, Innopoly put emphasis on the team process and team requirements as individual and mutual accountability, commitment to a common purpose, shared leadership and autonomy. Secondly, the game integrates the divergence of the team with a creative process where different knowledge backgrounds and experiences can open up a broader set of perspectives and refinements of ideas for each individual. Thirdly, Innopoly put the focus on external factors like working environment and visual and concrete working techniques and methods that can affect teams' work process. Fourthly, the involvement with organisations and industry in the task definition and also the idea that industry people can work together with the students when they perform the game give a realistic and up to date knowledge to the students in the learning context. The iterative process provides a greater understanding and anchoring knowledge through reflection and students' common discussion. The education model, ‘Innopoly’, builds on student-oriented learning, derived in design situations and situated practices. The ambitions to examine innovative practices are redeemed in incorporation of skills applied to manifest an autonomy level of performance and integrity. ‘Innopoly’ carries the outline logics from the innovation process – identification, research, ideation, concept, prototyping, testing and commercialization similar to the value increase as can be back traced to the original game form. The knowledge construction is supported in their performance, behaviour, thinking and reflections during all four phases. The educational prototype ‘Innopoly’ comprises of an inclination model inspired from Bloom’s taxonomy where ambitions is to prepare our students for future challenges.

  • 29.
    Berglund, Anders
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Nath, A.
    Analyzing the Meritocratic Periphery: Understanding the Value of Applicable Skills2011Conference paper (Refereed)
  • 30.
    Berglund, Anders
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Nath, A.
    Is Meritocracy Important Anymore?: A Study of Small Business Recruitment and Engineering Design Skills2011In: INTED2011 Proceedings, 2011, p. 3334-3344Conference paper (Refereed)
    Abstract [en]

    This paper provides a perspective, not a definitive answer, and draws from quantitative and qualitative evidence in how individual skills and meritocratic beliefs are perceived in human resource activities of Small and Medium Sized Enterprises (SMEs). We aim to explore the ambiguity of meritocratic preferences relating to educational skills, task specific experiences and job performance when searching for skilled individuals in recruitment situations. Human resource management (HRM) is ranked as the second most important activity in organizational management, yet it remains one of the most frequently cited problem areas for SMEs. While there have been considerable research investigating human resource issues over the last decades, few have focused on SMEs. In the last decades remarkable few articles have been published in the field focusing on recruitment and personnel selection issues in small businesses. Thus there is an imperative for renewed research in this area, especially since allocation of available job opportunities are increasingly becoming contentious issues for organizations. In a free market economy, meritocracy is prima facie an ideal rule for such allocations. However, application of the practice has to be weighed against increasing concerns for equality in employment as well as the pitfalls of impersonal evaluations and higher stress on efficiency that often a purely meritocratic system entails; resulting in possible employee dissatisfaction or mismatch between a meritocratic sorting and the skills applied. The main objective of this paper is to provide an identification and review of the factors and associated problems with meritocracy. The paper also examines to what extent the management at SMEs are familiar with meritocracy, and whether a set of defined HR activities are conducted based on meritocratic practices. The formative components of meritocracy in HR practice are identified from literature. The study entails an empirical testing of theoretical suppositions, covering two separate data collection phases. First a sample of 75 manufacturing SMEs in Northern Sweden where used and secondly 17 interviews to verify and test the transferability with students, faculty and HR people in Sillicon Valley small sized design ventures. Our data confirms two principal codified factors linked to meritocracy in recruitment and evaluation of individuals in organizations, and a third non-codified subjective factor based upon the recruiter’s personal traits. The research further shows an increasing moderating effect of experience as a strong influencer past the initial recruiting phase as opposed to meritocracy within Swedish SMEs of the region.

  • 31.
    Berglund, Anders
    et al.
    Luleå Tekniska Högskola.
    Nath, A
    Karlsson, T
    Opoko, R
    Wang, J
    Quang, B.T.
    E-readiness of University Divisions in Online Education2006In: Netlearning 06', Ronneby, 2006Conference paper (Refereed)
    Abstract [en]

    E-readiness can be defined as the degree to which a community is prepared to participate in the networked world. In this paper the concept of e-readiness is used in terms of how internal and external factors affect the delivery of online education offered by universities. The paper applies the macro level five forces model as adopted by Chan and Welebir (2003) in the context of micro (university divisional level). Thus, the purpose is not to have generalizable findings, but rather use the delivery of online education as determinant for the level of universities' e-readiness, and explore the factors affecting e-readiness and ways of utilizing the factors as central to the study. Using a qualitative method case study interviews on divisional level were used to obtain in-depth empirical evidence. The study appears to indicate potential need to further modify the five forces model by Chan and Welebir (2003) due to the non-commercial natureof the Swedish education system. Also, co-operation in providing educational services such as the Net University in Sweden precludes market forces determination by universities internally. No specialized training program for the instructors to fit any special needs of students particular to online education was perceived.

  • 32.
    Berglund, Anders
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Ritzén, Sofia
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Prototyping: The collaborative mediator2012In: Proceedings of the 14th International Conference on Engineering and Product Design Education: Design Education for Future Wellbeing, EPDE 2012, 2012, p. 648-653Conference paper (Refereed)
    Abstract [en]

    Given the potential to deliver 'future wellbeing products', learning mechanisms behind the establishment of such efforts is vital. In this scenario, early efforts are manifested in prototypes that concern ergonomic and innovative product features. Prototypes are made, presented and interpreted differently by people according to their understanding and frame of reference. Newness could interchangeably be used for prototyping as it unlocks cognitive mechanisms where embedded modes, e.g. visualization and communication, enable iterative learning loop in-between peers. The freedom of its use, which depends on contextual relevance and appropriate levels, is therefore important to be aware of. Looking at an ideal, prototypes should be equally strong knowledge disseminators in education as they acted upon in industry, but are they, and how could we expand our perspective on prototyping as a mechanism for creation? This paper investigates how prototyping allows new knowledge to emerge in its implicit role as collaborative mediator. The paper conceptualizes views on prototyping based on student's perceived learning experiences and lecturer experiences from engineering design projects. In contrast to past prototyping research, this paper establishes a link between knowledge embedded perspectives relevant for prototyping and its consequences for learning.

  • 33.
    Berglund, Anders
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Ritzén, Sofia
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Towards individual innovation capability: The assessment of idea generating methods and creativity in a capstone design course2010In: Proceedings of the ASME International Design Engineering Technical Conferences and Computers and Information in Engineering Conference 2009, NEW YORK: AMER SOC MECHANICAL ENGINEERS , 2010, p. 459-466Conference 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.

  • 34.
    Berglund, Anders
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Ritzén, Sofia
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Bernhard, J.
    Reforming engineering education - A feasibility analysis of models for innovation2014In: SEFI Annual Conference 2014, European Society for Engineering Education (SEFI) , 2014Conference paper (Refereed)
  • 35.
    Berglund, Anders
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Sturm, Dennis
    KTH, School of Technology and Health (STH), Medical sensors, signals and systems (MSSS).
    Parida, Vinit
    Luleå University of Technology.
    Embracing Entrepreneurial Behaviour in a Research School2009Conference paper (Refereed)
    Abstract [en]

    The Product Innovation Engineering program (PIEp) has recently established a Research School withthe aim to increase innovation capabilities in Swedish industries and to promote entrepreneurialbehaviour. By following a bottom-up approach PIEp has been able to both embrace and fosterentrepreneurship. As a result, the research school has already been able to change preexisting mindsetsand to encourage PhD students to be more proactive, risk-taking and innovative. Through descriptions of their own experiences and of key cases along the way, the authors illustratethe transformation from the initial idea to the research school as it is today. This paper seeks toprovide insight and draw comparisons with other research schools to further research and assist policymakers interested in founding new research schools.

  • 36.
    Grimheden, Martin
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Berglund, Anders
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Creating a better world by international collaboration in product innovation engineering - The piep way2009In: DS 59: Proceedings of E and PDE 2009, the 11th Engineering and Product Design Education Conference - Creating a Better World, 2009, p. 38-42Conference paper (Refereed)
    Abstract [en]

    This article summarizes efforts undertaken within the Swedish Product Innovation Engineering program (PIEp), in the area of education for product innovation. A key aspect of the program is to create a systematic change in higher engineering education in product development, to move toward a focus on innovative product development, where entrepreneurship thrives and student ideas are brought to reality. Examples include the introduction of new undergraduate and graduate courses in innovation engineering, close integration between project courses offered at PIEp partner universities, joint research projects, and workshops that allow entrepreneurs and companies to better utilize student ideas and projects. During the first years of PIEp, in the build-up phase, a large effort has been placed on creating an international network of'innovation friends'. We strongly believe that there is no need to invent the wheel again - rather we have an obligation to search for, find and gather all relevant actors within this field, on the global arena. Within the rather limited network of partners and friends we have established this far, we have explored several common interest areas, including activities such as university-spanning workshops and collaborative projects.

  • 37.
    Högfeldt, Anna-Karin
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Malmi, Lauri
    Alto University.
    Jerbrant, Anna
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.).
    Kinnunen, Päivi
    Alto University.
    Strömberg, Emma
    KTH, School of Chemical Science and Engineering (CHE), Fibre and Polymer Technology.
    Malmqvist, Johan
    Chalmers University of Technology.
    Villadsen, Jørgen
    Technical University of Denmark (DTU).
    Baggerud, Bjørn
    Norwegian University of Science and Technology (NTNU).
    Berglund, Anders
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Munkebo Hussmann, Peter
    Technical University of Denmark (DTU).
    Program leadership from a nordic perspective: Program leaders' power to influence their program2013In: Proceedings of the 9th International CDIO Conference, 2013Conference paper (Refereed)
    Abstract [en]

    In this paper a continuation research at five technical universities in Nordic countries (N5T network) in 2012 is presented, wheretheaim was to find out how the program leadersconceived their function, role and mandate, and the work situations between the universitieswere compared. The previous research demonstrated that programleadershave quite different positions, strategies and methods when it comes to monitoring and developing their programs.In this paper, a deeper investigationis carried out ofthe (im-) possibilitiesto make realinfluence on the study courses that constitutesthe respective Engineering study programs. Eightprogram leaders from thefiveN5Tuniversities have been interviewed, and theanalysis of these studies, has culminatedina model for the analysis of program leadership for Engineering educationdevelopment.

  • 38.
    Högfeldt, Anna-Karin
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Malmi, Lauri
    Aalto Univ, Dept Comp Sci, Helsinki, Finland.;Aalto Univ, Deans Unit, Sch Business, Helsinki, Finland..
    Kinnunen, Paivi
    Aalto Univ, Dept Comp Sci, Helsinki, Finland.;Aalto Univ, Deans Unit, Sch Business, Helsinki, Finland..
    Jerbrant, Anna
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Industrial Management.
    Strömberg, Emma
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Industrial Management.
    Berglund, Anders
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Villadsen, Jorgen
    DTU Tech Univ Denmark, Dept Appl Math & Comp Sci, Copenhagen, Denmark..
    Leading the teacher team - balancing between formal and informal power in program leadership2018In: Tertiary Education and Management, ISSN 1358-3883, E-ISSN 1573-1936, Vol. 24, no 1, p. 49-65Article in journal (Refereed)
    Abstract [en]

    This continuous research within Nordic engineering institutions targets the contexts and possibilities for leadership among engineering education program directors. The IFP-model, developed based on analysis of interviews with program leaders in these institutions, visualizes the program director's informal and formal power. The model is presented as a tool for starting a shared discussion on the complexities of the leadership of engineering program development. The authors liken program development to hunting in teams. Each individual expert in the program is needed, and all experts will need to work and collaborate for the same target. This calls for strategic and long-term thinking of engineering education development. Institutions should support the development of both formal structures as well as informal leadership skills among their program directors, but never fall for the temptation to see the program director as the only actor on the stage.

  • 39.
    Parida, Vinit
    et al.
    Luleå University of Technology.
    Berglund, Anders
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Sturm, Dennis
    KTH, School of Technology and Health (STH), Medical sensors, signals and systems (MSSS).
    Grimheden, Martin
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Facilitating the Learning Environment: Initiatives within the PIEp Research School2009Conference paper (Refereed)
    Abstract [en]

    Research schools have become common phenomena in the academic world. However, we find lack of studies investigating their influence and role in the academia. This study attempts to address this gap by describing how a specific research school has evolved into an effective learning environment for the enrolled PhD students. The Product Innovation Engineering program (PIEp) is currently the largest research initiative in Product Innovation in Sweden. The PIEp research school is a part of this program, with the aim to increase innovation capabilities in the Swedish industries. Through an action-based research approach the authors, who are research school participants themselves, present the processes and the chain of events to offer knowledge transfer and to give insight into this special research environment. In this pursuit, the findings are presented in three different themes,1) the role of common interest groups, 2) common interest group activities, and c) a tiger team workshop. This paper holds major implications for other research schools and funding organizations.

1 - 39 of 39
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