501 research outputs found

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

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    The gap between industry needs and engineering graduatesÔÇÖ competences is being tackled by project-based courses, which also help to develop key innovation competences to address current societal challenges. Nevertheless, there is limited understanding about what innovation competences are developed through the different types of project-based courses. This study discusses innovation competences development in these courses with the aim of understanding how to better design educational strategies to improve them. Through content analysis, we compare the outcomes of two groups of Telecom Engineering students undergoing a capstone course following a classical product development project approach and a challenge-based course using Design Thinking. Results show that both course types contribute to developing innovation competences. Nevertheless, depending on the chosen pedagogy some competences are developed further. The traditional project-based course demonstrates better results in Planning and Managing Projects. Creativity, Leadership, and Entrepreneurship are more developed through a challenge-based approach combined with Design Thinking.Peer ReviewedObjectius de Desenvolupament Sostenible::8 - Treball Decent i Creixement Econ├▓micObjectius de Desenvolupament Sostenible::4 - Educaci├│ de QualitatPostprint (published version

    Innovation reliability and variability strategies: the importance of absorptive capacity on systemic outcomes

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    The role of absorptive capacity (AC) has been widely recognized in the innovation literature. This study examines the predictive role of AC for business performance, and evaluates the mediation of market orientation (responsive-proactive) and innovation competences orientation (exploitation-exploration) in that relationship. It addresses the gap in the literature on the relative importance of innovation competence orientations versus market orientations. The findings show that innovation competence orientations are more important to business performance than market orientations and that innovation competences are better enhanced by AC than by market orientations. AC is not only confirmed as an antecedent of ambidextrous market and innovation competence orientation, but it also helps directly and indirectly to explain business performance. Responsive market orientation and innovation competence orientation mediate the positive relationship between AC and business performance. The intensity and significance of the indirect effects reveal the specific knowledge-transformative roles of market and innovation competences orientations. Firms seem to mitigate uncertainty by adjusting their preferences toward less risky innovation strategies. Managerial implications highlight the relevance of innovation competences orientation versus market orientation. Furthermore, firms seem to use proactive market orientation ineffectively, a finding that signals a structural marketing handicap.info:eu-repo/semantics/acceptedVersio

    StudentsÔÇÖ perception of learning innovation competences in activity-based learning environment

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    This article demonstrates an example of activity-based pedagogy in universityÔÇôcompany cooperation and shows whether these learning environments support studentsÔÇÖ learning of innovation competences. In this case study, students of a university of applied sciences were selected from three required undergraduate courses (15 ECTS). The students were from different engineering degree programmes and study years (n=77). In all courses, the learning was based on active learning methods under the concept of innovation pedagogy. According to the results of the self-assessment questionnaire, the students assessed that they had learnt innovation competences in their courses. Two groups of learners were found by K-means clustering. Chi square tests showed that all students are able to learn innovation competences. Gender, study year, work experience, or course were not associated with the learning outcomes of innovation competences. T-tests showed that studentsÔÇÖ motivation, importance of learning, atmosphere of the course, learning of field-specific contents and project-based learning preference are related to the learning of innovation competences. When designing learning environments and courses, more focus should be placed on creating a safe and supportive atmosphere, and on increasing studentsÔÇÖ motivation. This article is especially useful for those who want to train innovators and develop higher educational practices to embody the requirements of working life. Artikkelissa esitella╠ła╠łn esimerkki toimintala╠łhto╠łisesta╠ł pedagogiikasta korkeakouluyritysyhteistyo╠łssa╠ł ja tutkitaan, tukevatko ta╠łma╠łn kaltaiset oppimisympa╠łristo╠łt innovaatiokompetenssien oppimista. Tapaustutkimukseen valittiin era╠ła╠łn ammattikorkeakoulun opiskelijoita kolmelta pakolliselta opintojaksolta (15 opintopistetta╠ł). Opiskelijat olivat eri insino╠ło╠łrikoulutusohjelmista ja eri vuosikursseilta (n=77). Kaikilla opintojaksoilla oppiminen perustui toimintala╠łhto╠łisiin oppimismenetelmiin ja opintojaksot toteutettiin innovaatiopedagogiikan mukaisesti. Itsearviointikyselyn tulosten mukaan opiskelijat arvioivat oppineensa innovaatiokompetensseja na╠łilla╠ł opintojaksoilla. K-klusterianalyysin perusteella lo╠łydettiin kaksi oppijaryhma╠ła╠ł: enemma╠łn ja va╠łhemma╠łn innovaatiokompetensseja oppineet. Khiin nelio╠ł -testi osoitti, etta╠ł kaikki opiskelijat ovat kykenevia╠ł oppimaan innovaatiokompetensseja. Sukupuoli, vuosikurssi, tyo╠łkokemus tai opintojakso eiva╠łt ole yhteydessa╠ł innovaatiokompetenssien oppimiseen. Sen sijaan t-testi osoitti, etta╠ł opiskelijoiden motivaatio, oppimisen ta╠łrkeys, opintojakson ilmapiiri, alakohtainen tiedollinen oppiminen ja projektimuotoinen oppimismieltymys ovat yhteydessa╠ł na╠łiden taitojen oppimiseen. Oppimisympa╠łristo╠łjen ja opintojaksojen suunnittelussa tulisikin kiinnitta╠ła╠ł enemma╠łn huomiota siihen, miten luoda turvallinen ja kannustava ilmapiiri seka╠ł kasvattaa opiskelijoiden motivaatiota. Ta╠łma╠ł artikkeli on hyo╠łdyllinen etenkin niille, jotka haluavat kouluttaa innovaattoreita ja kehitta╠ła╠ł korkeakouluka╠łyta╠łnteita╠ł vastamaan paremmin ta╠łma╠łn pa╠łiva╠łn tyo╠łela╠łma╠łn vaatimuksiin

    Contrasting Innovation Competence FINCODA Model in Software Engineering: Narrative Review

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    [EN] Purpose: Innovation competences are expected both in businesses and in higher education. Software organizations, in particular, require engineers that collaborate to deliver better services and products. Staff recruitment and training are human resource management tasks that are crucial to insuring that applicants and job holders have the competences that will facilitate quality output in software development processes. This paper narrates the results of the mapping review accomplished to determine the competences that describe high-performing, innovative professionals in software engineering and weighs them against the FINCODA model on innovation competences devised to assess and enhance individuals' capacity to innovate; a core outcome of the Framework for Innovation Competences Development and Assessment Project. Design/methodology/approach: A review protocol was followed to examine the literature on software engineering to identify the innovation competence and behavioral indicators that are required in individuals. Findings: According to the literature, the innovation competences required of the staff in software companies are creativity, critical thinking, initiative, team work and networking, dimensions that are contained in the FINCODA model. Findings also support the inclusion of the thirty-four behavioral indicators that constitute the five dimensions of the FINCODA model. Originality/value: Business organizations need tools to assess innovation competences in employees. Universities, as well, lack the instruments to measure development of innovation competence in undergraduates that teaching/learning methods should enhance before students reach the workplace. This research sheds light on innovative workplace behaviors of software engineers and on feasible designs of training programs for staff and undergraduates by using the FINCODA model and its behavioral indicators. Future research will focus on ratifying the validation of the model and the online assessment tool derived from it.This work has been conducted as part of a European project financed by the European Union ["FINCODA" Project 554493-EPP-1-2014-1-FI-EPPKA2-KA] (http://bit.ly/FINCODA-EUsite01). (The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein).Andreu Andr├ęs, MA.; Gonz├ílez-Ladr├│n-De-Guevara, F.; Garc├şa Carbonell, A.; Watts Hooge, FI. (2018). Contrasting Innovation Competence FINCODA Model in Software Engineering: Narrative Review. Journal of Industrial Engineering and Management. 11(4):715-734. https://doi.org/10.3926/jiem.2656S71573411

    Developing innovation competences in engineering education through project-based and challenge-based learning

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    There is a gap between industry needs and engineering graduatesÔÇÖ competences that since the past two decades has been under discussion. Engineering graduates are perceived as ÔÇťtoo theoreticalÔÇŁ by the industry and face difficulties when adapting to the practical working context. This gap is being mostly tackled by project-based courses. Furthermore, the expected competences of the future engineers go beyond the purely technical skills. Competences like creativity, innovativeness, business skills, sense of responsibility, problem-based thinking, collaboration, ability to communicate and effectively dealing with stress and uncertainty, among others, will be increasingly important in the future. Innovation competences in particular are key to tackle current societal challenges, but there is limited understanding about what innovation competences are developed through different types of project-based courses. An education that remains only in the scope of technical skills traditionally expected from engineers will eventually limit the capabilities of the engineers to influence strategy and management decisions, as well as concept definition for new products and services. Institutions like ABET, CDIO and ENAEE ÔÇô EUR-ACE┬«, highlight these demands for future engineersÔÇÖ competences. Ultimately, the more engineers master the innovation process beyond the technical aspects, the more impact they can have in shaping the society of the future, and the greater chances they have to position themselves as decision makers. This study discusses what are the innovation competences needed for engineering students and pedagogical approaches to develop those competences, with the aim of understanding how to better design educational strategies to improve innovation competences in future engineering graduates. A broad literature review was developed on existing innovation competences models and pedagogical approaches to develop innovation competences, going from problem-based to project-based learning to challenge-based education, from New Product Development to Design Thinking, and through different strategies to measure innovation competences. Through a mixed method approach, combining quantitative analysis of surveys and qualitative content analysis of project results, we compared two experiential learning courses developed at the UPC Telecom school: a project-based course and a challenge- based course. We compared self-perception on innovation competences using the INCODE (Innovation Competences Development) Barometer and we developed a qualitative content analysis of project results and self-reflection documents of two groups of engineering students from Telecom Engineering school from UPC going through CBI (Challenge Based Innovation) course versus PDP (Product Development Project) course. CBI is an innovative learning experience carried out by three institutions: Telecom Engineering School of UPC, ESADE Business School and IED Instituto Europeo di Design in collaboration with CERN, where mixed teams of students from the three institutions face open innovation challenges through Design Thinking, with the objective of designing solutions to complex societal problems, considering the use of CERN technologies if suitable. PDP is the ÔÇťstandardÔÇŁ capstone course taken by Telecom engineering students following a classical project management approach based on the CDIO framework. Results shows that experiential learning approaches like project-based and challenge-based education are good educational strategies for developing competences and, explicitly, innovation competences in engineering education, but each strategy emphasizes some competences more than others. Project-based courses demonstrates better results in Planning and Managing Projects. Creativity, Leadership and Entrepreneurship are more developed through a challenge-based approach combined with Design Thinking.Existe una brecha entre las necesidades de la industria y las competencias de los graduados en ingenier├şa que se ha estado debatiendo desde las ├║ltimas dos d├ęcadas. Los graduados en ingenier├şa son percibidos como "demasiado te├│ricos" por la industria y encuentran dificultades para adaptarse al contexto laboral real. Esta brecha se aborda principalmente mediante cursos basados en proyectos, desarrollando las competencias esperadas de los futuros ingenieros, que van m├ís all├í de las habilidades puramente t├ęcnicas. Competencias como la creatividad, la innovaci├│n, las habilidades empresariales, el sentido de la responsabilidad, el pensamiento basado en problemas, la colaboraci├│n, la capacidad para comunicarse y afrontar eficazmente el estr├ęs y la incertidumbre, entre otras, ser├ín cada vez m├ís importantes en el futuro. Las competencias de innovaci├│n en particular son clave para abordar los desaf├şos sociales actuales. Pero hay una comprensi├│n limitada sobre qu├ę competencias de innovaci├│n se desarrollan a trav├ęs de diferentes tipos de cursos basados en proyectos. Instituciones como ABET, CDIO y ENAEE - EUR-ACE┬«, destacan estas demandas de competencias de los futuros ingenieros. Este estudio analiza cu├íles son las competencias de innovaci├│n necesarias para los estudiantes de ingenier├şa y los enfoques pedag├│gicos para desarrollar estas competencias, con el objetivo de comprender c├│mo dise├▒ar mejores estrategias educativas para el desarrollo de competencias de innovaci├│n en los futuros graduados en ingenier├şa. Se desarroll├│ una extensa revisi├│n de la literatura incluyendo modelos de competencias de innovaci├│n y enfoques pedag├│gicos existentes para desarrollar competencias de innovaci├│n, pasando del aprendizaje basado en problemas al aprendizaje basado en proyectos y la educaci├│n basada en retos. Tambi├ęn se estudi├│ el desarrollo de nuevos productos (NPD) y el pensamiento de dise├▒o (Design Thinking), as├ş como diferentes estrategias para medir competencias de innovaci├│n. A trav├ęs de un enfoque de m├ętodos mixto, combinando el an├ílisis cuantitativo de encuestas y el an├ílisis de contenido cualitativo de resultados de proyectos, se compararon dos cursos de aprendizaje experiencial desarrollados en la escuela Telecomunicaciones de la UPC: un curso basado en proyectos PDP (Proyecto de desarrollo de producto) y un curso basado en retos (CBI-Challenge Based Innovation). Se analiz├│ la autopercepci├│n sobre competencias de innovaci├│n utilizando el Bar├│metro INCODE (Innovation Competences Development), y se desarroll├│ un an├ílisis de contenido cualitativo de los resultados de proyectos y documentos de autorreflexi├│n. CBI es una experiencia de aprendizaje innovadora llevada a cabo por tres instituciones: Escuela de Ingenier├şa de Telecomunicaciones de la UPC, ESADE Business School e IED Istituto Europeo di Design en colaboraci├│n con CERN, donde equipos mixtos de estudiantes de las tres instituciones enfrentan desaf├şos de innovaci├│n abierta a trav├ęs del Design Thinking, con el objetivo de dise├▒ar soluciones a problemas sociales complejos, considerando el uso de tecnolog├şas CERN (si es apropiado). PDP es el curso final ┬┐est├índar┬┐ que toman los estudiantes de ingenier├şa de telecomunicaciones siguiendo un enfoque cl├ísico de gesti├│n de proyectos basado en el marco CDIO. Los resultados muestran que los enfoques de aprendizaje experiencial como la educaci├│n basada en proyectos y la educaci├│n basada en retos son buenas estrategias educativas para desarrollar competencias y, espec├şficamente, competencias de innovaci├│n en la educaci├│n en ingenier├şa. Pero cada estrategia enfatiza algunas competencias m├ís que otras. Los cursos basados en proyectos demuestran mejores resultados en la planificaci├│n y gesti├│n de proyectos. La creatividad, el liderazgo y el esp├şritu empresarial se desarrollan m├ís a trav├ęs de un enfoque basado en retos combinado con Design Thinking.Postprint (published version

    Mejora de las competencias de innovaci├│n por medio de una simulaci├│n basada en investigaci├│n: desde el marco te├│rico a la implementaci├│n del aprendizaje experiencial.

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    The present study, based on the principles of simulation methodology, sets forth the implementation of experiential learning to enhance transferable skills and the development of innovation competences in an English course setting. The innovative contribution of the educational research undertaken is an experiential learning tool, devised within the tenets of the simulation methodology: an open simulation approached from competence framework to a hands-on experience. The Scenario, Profiles, FacilitatorÔÇÖs Directions and Debriefing Process of the simulation are described in detail throughout the paper as well as the educational implications

    Developing Learning in Organizations with Innovation Pedagogy Methods

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    Most jobs include training and communication tasks, but often the people in these jobs lack pedagogical competences to plan, implement and assess learning. This paper aims to discuss how a learning approach called innovation pedagogy developed in higher education can be utilized for learning development in various organizations. The methods presented how to implement innovation pedagogy such as process consultation and train the trainer model can provide added value to develop pedagogical knowhow in organizations and thus support their internal learning and development

    Describing and assessing co-design competences

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    CAHIER DE RECHERCHE n┬░2014-01 E4Graduate innovation courses are still mostly discipline-specific (marketing, design, etc.) and rely on traditional knowledge acquisition. To get a better understanding of the innovation learning process, we adopt a co-design perspective where participants from different disciplines are working simultaneously and collectively to develop an idea. We then propose a set of seven co-design competences and 23 associated observable indicators to guide students in their learning endeavor and to help evaluators in their assessment tasks. We finally briefly discuss a companion portfolio tool to implement this process

    Innovation competence as part of the new hybrid professions

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    The competencies provided by higher education must be relevant from the viewpoint of working life, i.e. education should meet the needs of the working life and also develop it. The challenge is how to be able to react promptly on the changes and challenges of the society. The objective of this paper is to examine how educational policy could be developed in order to observe these development pressures. Innovation competences (knowledge, skills and attitudes needed for innovation activities to be successful) and how to develop them in higher education are discussed from the viewpoints of educational policy and the working life
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