Training engineers for innovation

Throughout history, engineers have been defined as those who bring technological innovation to society. However, the concept of innovation and the role of the engineer are now changing as a result of globalization, the digital revolution, growing inequalities and environmental concerns. Training Eng...

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Detalles Bibliográficos
Otros Autores:	Lemaître, Denis, editor (editor)
Formato:	Libro electrónico
Idioma:	Inglés
Publicado:	London, UK : Hoboken, NJ : ISTE 2018.
Edición:	1st ed
Materias:	Technological innovations > Study and teaching. Engineering > Study and teaching.
Ver en Biblioteca Universitat Ramon Llull:	https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009633621206719

Tabla de Contenidos:

Cover
Half-Title Page
Title Page
Copyright Page
Contents
Introduction: Why Train Engineers in Innovation?
PART 1: Innovation Design and Expectations toward Training
1. From Technological Innovation to "Situated" Innovation: Improving the Adaptation of Engineering Training to the Societal Challenges of the 21st Century
1.1. Progress and innovation
1.1.1. Progress and engineer training
1.1.2. Progress in crisis
1.2. Rethinking progress
1.2.1. The engineer, innovation and crisis in Progress
1.2.2. The technical and economic paradigm and innovator training
1.3. Rethinking innovation and the innovator
1.4. Training for a "situated" innovation
1.5. Conclusion
1.6. References
2. Responding to an Event: Innovation of the Contemporary Engineer?
2.1. From contemporary capitalism to innovation situations
2.1.1. The dynamics of contemporary capitalism…
2.1.2. … to new situations of innovation
2.2. Innovating: a transaction or inventive response?
2.2.1. Exploiting events: two possible interpretations
2.2.2. The moment of the event: experience and/or disruptive challenge
2.2.3. The moment of innovation: renegotiating the problems and/or discovering the community
2.3. Conclusion of the event to conditions of its innovative exploitation
2.4. References
3. Innovation within Companies: Changes and Impacts on Our Student Engineer Training Models
3.1. Introduction
3.2. The transformation of innovation within contemporary companies
3.2.1. Nature and purpose of innovation
3.2.2. The organization of innovation
3.3. The impact of the new forms of innovation design on the training of engineers
3.3.1. Managerial aspect of the innovation process
3.3.2. The functional aspect of the innovation process
3.4. Conclusion
3.5. References.
4. Skills and Competencies for Innovators: New Priorities and Requirements for Engineering Graduates
4.1. Introduction
4.2. Which skills and competencies are needed for innovation?
4.2.1. Toward a holistic vision of engineers
4.2.2. Emergence of industry requirements
4.3. Industry perception of graduate engineering students
4.3.1. Technical competencies
4.3.2. Non-technical skills and competencies
4.4. Conclusion
4.5. References
PART 2: New Skills and Adaptation to Training Systems
5. The Training of Innovators between Skill Acquisition and Construction of an Individual Socioprofessional Identity
5.1. Introduction
5.2. What is innovation? Who are the innovators?
5.3. The two paths for innovation training in professional education
5.4. Applied study of the training programs to the innovation of engineering schools
5.4.1. Training in innovation management
5.4.2. Research training on innovation
5.4.3. Training regarding the manufacture of new products or services
5.4.4. Professional training oriented toward the emergence of the innovator identity
5.5. What innovation training should be integrated in an engineering school?
5.5.1. Emancipation promotes engagement in learning
5.5.2. Importance of creating an environment rather than a semiclosed method (type of school)
5.5.3. The burden of the transformation identity by action is supported by a collective
5.6. Conclusion
5.7. References
6. Innovation Training and Entrepreneurship in French Engineering Higher Education Institutions: An Investigation of the Commission des Titres d'Ingénieur
6.1. Introduction
6.2. Study context: CTI and engineering higher education institutions
6.3. Expectations regarding entrepreneurship and innovation.
6.4. Investigation conducted within engineering higher education institutions (called "Focus")
6.5. Answers from the institutions
6.6. Pedagogical organization
6.7. Resources implemented and external partnerships
6.8. Conclusion
6.9. References
7. Determinants of Skill Matching among Young Hungarian Engineers
7.1. Introduction
7.2. Theoretical background
7.3. Research question
7.3.1. Effect of academic performance
7.3.2. Effect of labor market involvement
7.3.3. Effect of educational background
7.3.4. Effect of workplace characteristics
7.4. Data and methods
7.5. Empirical findings
7.6. Discussion
7.7. Conclusions
7.8. References
PART 3: Pedagogies of Innovation
8. Swimming with Sharks without Being Eaten: How Engineering Students can Learn Creativity, Entrepreneurial Thinking and Innovation
8.1. Introduction
8.2. Basic considerations regarding entrepreneurship and creativity
8.2.1. Entrepreneurship in higher engineering education
8.2.2. Contemporary concepts of engineering creativity
8.2.3. Deploying creativity techniques
8.2.4. Unleashing the courage to create by practicing breaching experiments
8.3. The Shark Tank Experience tutorial
8.3.1. Intended learning objectives and learning activities
8.3.2. Grading considerations
8.4. Data collection, data analysis and methods reflection
8.5. Results
8.5.1. Developing, presenting and defending a pitch
8.5.2. Do something unusual!
8.5.3. Formative evaluation
8.6. Discussion
8.7. Prospective work
8.8. Conclusion
8.9. Acknowledgments
8.10. References
9. Engaging with Heritage to Promote Innovative Thinking in Engineering Management Education
9.1. Introduction
9.2. Background: the importance of engineering education.
9.3. Synergetic configuration: an innovative approach to engineering education
9.3.1. Heritage, innovation and project management: the learning and teaching context
9.3.2. The P3 Project: methodology
9.3.3. Innovating pedagogy and practice: the P3 Project study findings
9.4. Moving forward: the application of RVS to achieve synergetic configuration and student success
9.5. Conclusion
9.6. References
10. How Do Graduate Engineering Schools Train for Innovation? Study of the Curricula of Three French Schools
10.1. Introduction
10.2. The adaptation of French engineering schools to innovation
10.2.1. The sociohistorical context
10.2.2. The conceptions of innovation beginning with curricular changes
10.2.3. Forms of pedagogical innovation
10.3. Three innovation training methods
10.3.1. Case studies of three engineering schools
10.3.2. Presentation of the three schools
10.3.3. Three training methods dedicated to innovation
10.4. Innovation training teaching methods and logic
10.4.1. Three divergent approaches to innovation training
10.4.2. The logic at work in innovation training
10.4.3. The challenges of a global approach to innovation
10.5. Conclusion
10.6. References
11. Developing Methods and Programs for Teaching Innovation to Engineers: Toward Eco-Innovation?
11.1. Introduction
11.2. A conception of sociotechnical innovation education
11.2.1. A holistic approach
11.2.2. A systemic conception: toward eco-innovation?
11.3. Modeling a system for training innovators: an empirical-inductive approach
11.3.1. A heuristic approach
11.3.2. A case study illustrating the need for interdisciplinarity
11.4. The mobilization of HSS within an existing program
11.4.1. Creating transversality by opening up the disciplines.
11.4.2. Mobilizing HSS to establish particular skills
11.5. Conclusion
11.6. References
Conclusion: Perspective: Engineering Training, from Yesterday to Tomorrow
List of Authors
Index
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