How education background affects design outcome: teaching product development to mechanical engineers, industrial designers and managers

Silva, Arlindo; Leite, Marco; Vilas‐Boas, João Paulo; Simões, Ricardo

doi:10.1080/03043797.2018.1465029

Cited by 7 publications

(3 citation statements)

References 42 publications

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“…Based on the information on members' educational backgrounds, a list of several hundred disciplines was generated. In consultation with two educational experts at the first author's university, each entry on this list was subsequently coded into categorical variables that indicated whether the educational discipline allowed for a 'Business and Economics' perspective or a 'Science and Technology' perspective, in line with previous research on different backgrounds in R&D contexts (see also Ahn et al, 2017;Bobadilla and Gilbert, 2017;Hauser, 1992, 1996;Silva et al, 2018;Zhu et al, 2017). If a discipline offered neither a 'Business and Economics' nor a 'Science and Technology' perspective, such as for example law or medicine, the educational background was coded as 'Other'.…”

Section: Methodsmentioning

confidence: 99%

Crowdsourcing for innovation: How related and unrelated perspectives interact to increase creative performance

Boons

Stam

2019

Research Policy

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Section: Methodsmentioning

confidence: 99%

Crowdsourcing for innovation: How related and unrelated perspectives interact to increase creative performance

Boons

Stam

2019

Research Policy

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“…This implies that the role of higher education is to prepare them to embrace their contributions to social justice and sustainability and to assist the student to develop the personal characteristics that support his/her social role. Several articles agree that engineering education needs to introduce topics that teach and encourage critical thinking, reflection, ethical and civic responsibility into already full engineering curricula (Monteiro et al, 2019;Silva et al, 2019;Costa et al, 2019). This brings us back to the aforementioned paradigm shift from disciplinary, to multidisciplinary, to interdisciplinary.…”

Section: Figure 1 the Reciprocal Relationship Between Systems Engineering And The Social Sciencesmentioning

confidence: 99%

Putting the Social in Systems Engineering: An Overview and Conceptual Development

Palmer

Rhodes

Watson

et al. 2021

INCOSE International Symp

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Expanding the capacity of systems engineering to include evaluating and designing social systems is a desired goal as stated in the INCOSE SE Vision 2025. Systems engineering applications in sociotechnical contexts, from management and organizational to learning and education studies is already documented. There is room for adaptability in systems engineering methodology to accommodate a further reach into the social domain. The growing interest in this expansion is leading to the establishment of the term: social systems engineering. Social systems engineering is a reciprocal relationship between systems engineering and the social sciences. More specifically this means: 1) adapting/applying systems engineering methods/tools in a range of social policy areas in industry, government and academia; and 2) developing/applying social science theory and methods for the integration of teams and communities that are engineering systems. In this paper, we provide an overview of the history of social systems engineering and develop the concept to provide systems engineers with a conceptual foundation for using social systems in their systems engineering practice.

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“…al 2010), which could be either quantitative and/or qualitative measures (Leydens et al 2004, Lewis 2005. Some researchers studied the effect of game-based learning (Mavromihales et al 2019), competition on learning outcomes (Gadola and Chindamo 2019), education background (Silva et al 2019), and instructor's approach to the presented problem (Tekmen-Araci and Mann 2019) on the Pedagogical process.…”

confidence: 99%

Immersive Learning Based Introduction to Engineering Design

Alnaggar¹,

Shafee²,

Abdellatef³

et al. 2020

Structures Congress 2020

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Automation is changing the definition and allocation of jobs in most engineering fields including civil engineering. This digital disruption of civil and environmental engineering (CEE) could potentially result in the extinction of the traditional role of structural engineers. In response, educators must strive to provide students with an evolving skill set, nurturing their creativity and engineering judgment. Students will have to design resilient and sustainable solutions for the built environment in a dynamic, virtually connected setting where clients, architects, and contractors are stakeholders with shrinking budgets but public safety remains paramount. This requires a paradigm shift, not only in the methods of teaching or the equipment used, but actually, in the way the students interact and employ such tools and how they swiftly adapt with a dynamically changing set of objectives. The paper is presenting a case study aiming to improve the civil engineering design process through running a mock classroom experience. This class is mimicking the introduction to engineering design (IED) course, offered at Rensselaer Polytechnic Institute's School of Engineering (SOE), taught to undergraduate students mentored by senior undergraduate teaching assistants, and supervised by civil engineering professors. The educational module experimented through the mock class proved to revolutionize the way CEE students are introduced to the design process, by radically changing the design methodology and the classroom technology, with respect to the general SoE IED. The new CEE IED offered students the opportunity to brainstorm their designs through cloud-based modeling software, hold client-contractor interactive meetings through a flipped classroom setting, hold prototype analysis and shape optimization meetings through both cloud-based meetings and classroom team discussions, 3D print prototypes, and mechanically test these prototypes. Direct feedback and exit surveys showed that the participating students were able to put in practice what they have learned in their introduction to civil and environmental engineering courses. The current version of the course will help future CEE students to apply the skills that they have learned from CEE introductory courses taught in the semesters prior into IED class.

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How education background affects design outcome: teaching product development to mechanical engineers, industrial designers and managers

Cited by 7 publications

References 42 publications

Crowdsourcing for innovation: How related and unrelated perspectives interact to increase creative performance

Crowdsourcing for innovation: How related and unrelated perspectives interact to increase creative performance

Putting the Social in Systems Engineering: An Overview and Conceptual Development

Immersive Learning Based Introduction to Engineering Design

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