Training engineers for innovation / edited by Denis Lemaitre.

Format:

Book

Contributor:

Lemaître, Denis, editor.

Language:

English

Subjects (All):

Technological innovations--Study and teaching.

Technological innovations.

Engineering--Study and teaching.

Engineering.

Physical Description:

1 online resource (221 pages)

Edition:

1st ed.

Place of Publication:

London, UK : ISTE ; Hoboken, NJ : Wiley, 2018.

Summary:

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 Engineers for Innovation therefore analyzes the ways in which the educational systems for engineers are adapting to these new demands, as well as the conditions in which this training has developed. This book brings together the works of a consortium of researchers dedicated to the subject area as part of the Innov'Ing 2020 project. Its contributors present various means to devise effective pedagogies adapted to a holistic approach to innovation which incorporates the technical, economic, social, ethical and environmental dimensions of engineering.

Contents:

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

Other titles from iSTE in Innovation, Entrepreneurship and Management

EULA.

Notes:

Description based on print version record.

ISBN:

9781119563365

1119563364

9781119563457

1119563453

9781119563938

1119563933

OCLC:

1061129720