Developing innovation competences in engineering students: a comparison of two approaches

Charosky, Guido; Hassi, Lotta; Papageorgiou, Kyriaki; Bragós, Ramon

doi:10.1080/03043797.2021.1968347

Cited by 23 publications

(17 citation statements)

References 19 publications

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“…Researchers believe that these approaches provide a pedagogical way to connect education with real-life situations [1]. Scientists Charosky G., Hassi L., Papageorgiou K., Bragos R. suggest using traditional project courses together with design courses to increase the efficiency of competence development and reduce gap between industry needs and innovative competences of education seekers [2].…”

Section: Discussionmentioning

confidence: 99%

Problems of developing entrepreneurial competence of students in vocational educational institutions of Ukraine

TYKHONOVA

2022

EHS:SS

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The problems of developing entrepreneurial competence among graduates of vocational education are relevant due to the economic crisis, the challenges of wartime, the need to reform the education system, its harmonization with the EU educational system. The purpose of the theoretical research is to determine the pedagogical problems of the development of entrepreneurial competence of students in institutions of vocational education in Ukraine after 2014 and until now. Theoretical (analysis, comparison, classification, systematization of data) and empirical research methods (interviews and observations) were used to identify such problems as youth employment, mobility; the content and quality of vocational education; readiness of vocational teachers to implement the competence approach in the educational process; adaptation of the educational process; the content, theory and practice in education; state standards in vocational education; low prestige of vocational education in society; legislation of Ukraine for self-employment, deregulation in business; harmonization of the professional education system of Ukraine with EU education. But it turned out that pedagogical and socio-economic problems co-exist together being a challenge for the development of entrepreneurial competence among students of vocational educational institutions. In order to solve pedagogical problems, the need to develop educational programs for the economic disciplines “Financial Literacy”, “Fundamentals of Entrepreneurship and Self-Employment”, methodological recommendations were substantiated for the effective development of entrepreneurial competence among students. To reduce the negative impact of socio-economic problems on the development of entrepreneurial competence among graduates of vocational educational institutions, it was suggested developing and submitting recommendations to the Chamber of Commerce, the Cabinet of Ministers of Ukraine and relevant ministries, although the determination of socioeconomic problems were not considered to be the purpose of this study. Also it was recommended to solve these problems as a complex of measures of a pedagogical and socio-economic nature due to their mutual influence.

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Section: Discussionmentioning

confidence: 99%

Problems of developing entrepreneurial competence of students in vocational educational institutions of Ukraine

TYKHONOVA

2022

EHS:SS

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“…In the Fall term, 10-15 students perform AEP in a different way, following a Challenge-Based Learning (CBL) model [7] in multidisciplinary teams. A quantitative and a qualitative study on the differences in the learning of innovation skills among PDP and CBL modalities have been reported in [8] and [9] respectively. The learning outcomes of the course are mostly the ones of the involved personal, interpersonal and professional generic skills.…”

Section: Project-based Coursesmentioning

confidence: 99%

Correlation study between the access mark and the performance in project-based and standard courses

Bardia¹,

Aoun²,

Larrieu-Let³

et al. 2022

Towards a New Future in Engineering Education, New Scenarios That European Alliances of Tech Universities Open Up

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The access mark to engineering studies is often used as an a priori success estimator. In our institution, we have observed that the correlation of the access mark with the grades obtained in project-based courses (R=0.52) is slightly lower than the one obtained with the average of the other non-project-based courses (R=0.58), and is especially low in capstone projects (R=0.31). Project-based and Challenge-based courses are one of the most acknowledged ways of promoting the learning of transversal skills, specifically innovation and entrepreneurship skills. In our institution, ICT engineering bachelor students perform a project-courses path, with three subjects of growing complexity in the 2nd, 3d and 4th year. While the first two are partially guided and with challenges proposed by the faculty members, the 3d one is a 12 ECTS capstone project with challenges proposed by industry or external institutions. In this study, we have analyzed the performance of the students along 10 academic years (2011-2012 to 2020-2021). Not only the correlation with the access mark in these courses is lower but the prediction interval is also different. While it is almost impossible that a student with a low access mark gets an outstanding average mark in the bachelor and vice-versa, there are students with a low access mark which have an outstanding performance in the capstone project and students with a very high access mark and with high results in analytical courses but with a poor performance in capstone projects. Therefore, a different kind of skills are promoted in these courses.

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“…Successful entrepreneurs inspire the students, as they deliver lectures on how they started a business from a great scientific idea. Overall, this course proposes a problem-based learning approach combined with design thinking, which has been proposed to develop innovation competencies such as creativity, leadership, and entrepreneurship in engineering students [20].…”

Section: Getting To Design a Laboratory Experiments With The Help Of ...mentioning

confidence: 99%

Course-Based Research Experience to Introduce Engineering Students to Research Aimed at Innovation in Early Years

Bertón

Barnes²,

Telmadarreie³

et al. 2022

PCEEA

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Course-based undergraduate research experiences (CUREs) increase research exposure and may exert a strong influence on students’ academic and career paths. However, very few CUREs are documented within the entry years of the engineering curricula. In this work, we describe the design, implementation, and evaluation of a CURE-based introductory-level engineering elective, to introduce second-year chemical and petroleum engineering students not only to research but more importantly to the fields of innovation and entrepreneurship. In contrast to more traditional CUREs, this course focuses on the innovation pathway, using concepts from engineering design and from scientific research as tools to solve real-world scientific problems. This innovation-focused CURE has proven to be an effective way to expand research experiences, in particular for engineering students who typically have limited opportunities to participate in hypothesis-driven research aimed at innovation during the introductory years of their undergraduate education.

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Developing innovation competences in engineering students: a comparison of two approaches

Cited by 23 publications

References 19 publications

Problems of developing entrepreneurial competence of students in vocational educational institutions of Ukraine

Problems of developing entrepreneurial competence of students in vocational educational institutions of Ukraine

Correlation study between the access mark and the performance in project-based and standard courses

Course-Based Research Experience to Introduce Engineering Students to Research Aimed at Innovation in Early Years

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