Ontwerponderzoek

In deze paragraaf van hoofdstuk 6 wordt een beknopt overzicht gegeven van de ontwikkelingen op het gebied van het ontwerponderzoek. Daarnaast wordt aangegeven hoe dit wetenschappelijke onderzoek bij kan dragen aan de vorming en de ondersteuning van ontwerpers

Personality and team performance: a meta-analysis

Using a meta-analytical procedure, the relationship between team composition in terms of the Big-Five personality traits (trait elevation and variability) and team performance were researched. The number of teams upon which analyses were performed ranged from 106 to 527. For the total sample, significant effects were found for elevation in agreeableness ( = 0.24) and conscientiousness ( = 0.20), and for variability in agreeableness ( = -0.12) and conscientiousness ( = -0.24). Moderation by type of team was tested for professional teams versus student teams. Moderation results for agreeableness and conscientiousness were in line with the total sample results. However, student and professional teams differed in effects for emotional stability and openness to experience. Based on these results, suggestions for future team composition research are presented

Issues Influencing Assessment Practices of Inter-Program Challenge-Based Learning (CBL) in Engineering Education: The Case of ISBEP At TU/e innovation Space

This paper reports on 11 issues influencing the assessment practices of ISBEP, an inter-program Challenge-Based Learning (CBL) project facilitated by TU/e innovation Space. To this end, we first identified four characteristics of inter-program CBL guided by the existing literature. Building on an exploratory, qualitative research study conducted over a period of seven months with students and coaches of the TU/e innovation Space Bachelor End Project (ISBEP), we identified the issues arising from those characteristics that had an influence on assessment. Our results and discussion are framed around the theory of constructive alignment, and suggest the need for more time to navigate a challenge; clarity on roles and expectations across the multiple stakeholders involved in the learning process; agreement on learning goals that foster the development of disciplinary knowledge and broad skills; and design and evaluation of assessment practices that are uniform across departments in the institution

Visualizing Extracurricular Student Teams Learning at Tu/e Innovation Space with CDIO Syllabus

This paper's purpose is to present the findings of exploratory research performed at TU/e innovation Space to gain a better understanding of what students learn in extracurricular student teams. Having a better understanding of student learning can help us make such learning more visible, which has a positive impact on students' development of professional identity and employability. The scope of this study includes interviews with five alumni from student teams and an analysis of its outcomes. The results of the interviews' analysis showed that students recognized that they experienced learning gains because of their participation in student teams. However, the process of describing the learning gains in a detailed way is not easy for them, showing that their extracurricular efforts did not make these learning gains explicit. Students reported learning gains associated with personal and professional skills (CDIO syllabus section 2) and interpersonal skills, collaboration, teamwork, and communication (CDIO syllabus section 3). Peer interactions and learning by doing were the most relevant media that promoted those learning gains. Finally, we conclude that additional methods such as observations during teamwork can help understand the mechanisms that facilitate learning

Exploring the entrepreneurial engineer from a value creation perspective

The Grand Societal Challenges, such as the Sustainable Development Goals and the recognition of entrepreneurship as a lifelong learning competence, are raising interest in the engineering field. For engineering students, this is an opportunity to experience sustainable value-creation through innovative entrepreneurial education. Accordingly, they should be educated on applying entrepreneurial competences in environments that are complex, uncertain, and have a value-laden character. From an educational design lens, designing entrepreneurial education for engineers from a value-creation perspective requires exploring and analysing desired states of future entrepreneurship education for engineers. Specifically, this implies understanding who the entrepreneurial engineers are and what their value-creation process looks like to be able to translate such understanding into future educational interventions.Approach: This paper shares the findings of a survey with open-ended questions shared among Faculty and professionals of the engineering industry. We gather data including (1) perspectives of entrepreneurship, (2) characteristics of the entrepreneurial engineer, (3) value creation process (4) desired contribution to society and (5) role of the entrepreneurial engineer when facing sustainable transitions and transformations.Results: We are currently developing and iterating the codebook based on 5 responses. Results reflect the findings of this process and are, therefore, in an early stage.Implications: This paper shares part of the findings of the PhD position of the 4TU project “Educating the Entrepreneurial Engineer”. These help in designing learning interventions for educating future Entrepreneurial Engineers, and they contribute to the overarching theme “The future of engineering education”.Value/Originality: The findings of the study contribute to setting the ground for future studies aimed at mapping how the 4TUs are currently fostering Entrepreneurial Engineers. Ultimately, these will add value in building a common curriculum strategy at the 4TUs and beyond for educating the future entrepreneurial engineer. The originality of this contribution lies in the inclusion of faculty and industry in the design process, contributing to bridge theory and practice

What do we need to consider when designing and researching student learning in Challenge-Based Learning?

Challenge-Based Learning has become specifically popular in higher engineering education. CBL addresses the key characteristics of future engineering programs by embracing authentic, active learning, offering choice in problem-solving and learning practices as well as enabling training in interdisciplinary teamwork and decision-making. This responds to the desire of many students for a sense of meaning in their education. Just as with many other educational innovations, we see a large variety of many different initiatives under the CBL label which is why much research is being conducted on the characteristics of CBL implementation. But the goal for researching different characteristics of CBL experiments is to, in the long run, understand whether CBL influences student learning, and in which way, since prior research suggests positive effects of such active learning approaches. In this short paper we present a framework for capturing the prerequisites, context, process and outcomes of student learning in Challenge-Based Learning. We take a close look at CBL as an educational concept in contrast to the prior ways in which student learning has been described. We put forward a heuristic analytical framework that will allow researchers and educators to capture the different aspects of the CBL process and context that could guide further education innovation and research to foster student learning gain in CBL

Exploring the entrepreneurial engineer from a value creation perspective

The Grand Societal Challenges, such as the Sustainable Development Goals and the recognition of entrepreneurship as a lifelong learning competence, are raising interest in the engineering field. For engineering students, this is an opportunity to experience sustainable value-creation through innovative entrepreneurial education. Accordingly, they should be educated on applying entrepreneurial competences in environments that are complex, uncertain, and have a value-laden character. From an educational design lens, designing entrepreneurial education for engineers from a value-creation perspective requires exploring and analysing desired states of future entrepreneurship education for engineers. Specifically, this implies understanding who the entrepreneurial engineers are and what their value-creation process looks like to be able to translate such understanding into future educational interventions.Approach: This paper shares the findings of a survey with open-ended questions shared among Faculty and professionals of the engineering industry. We gather data including (1) perspectives of entrepreneurship, (2) characteristics of the entrepreneurial engineer, (3) value creation process (4) desired contribution to society and (5) role of the entrepreneurial engineer when facing sustainable transitions and transformations.Results: We are currently developing and iterating the codebook based on 5 responses. Results reflect the findings of this process and are, therefore, in an early stage.Implications: This paper shares part of the findings of the PhD position of the 4TU project “Educating the Entrepreneurial Engineer”. These help in designing learning interventions for educating future Entrepreneurial Engineers, and they contribute to the overarching theme “The future of engineering education”.Value/Originality: The findings of the study contribute to setting the ground for future studies aimed at mapping how the 4TUs are currently fostering Entrepreneurial Engineers. Ultimately, these will add value in building a common curriculum strategy at the 4TUs and beyond for educating the future entrepreneurial engineer. The originality of this contribution lies in the inclusion of faculty and industry in the design process, contributing to bridge theory and practice

Towards open business models: Some challenges and how to overcome them

Contains fulltext : 132018.pdf (publisher's version ) (Open Access)iv, 55 p