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E-grāmata: Training Engineers for Innovation

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  • Formāts: PDF+DRM
  • Izdošanas datums: 25-Oct-2018
  • Izdevniecība: ISTE Ltd and John Wiley & Sons Inc
  • Valoda: eng
  • ISBN-13: 9781119563457
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Training Engineers for InnovationPalielināt
  • Formāts: PDF+DRM
  • Izdošanas datums: 25-Oct-2018
  • Izdevniecība: ISTE Ltd and John Wiley & Sons Inc
  • Valoda: eng
  • ISBN-13: 9781119563457
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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.

Introduction xi
Denis Lemaitre
Part 1 Innovation Design and Expectations toward Training
1(84)
Chapter 1 From Technological Innovation to "Situated" Innovation: Improving the Adaptation of Engineering Training to the Societal Challenges of the 21st Century
3(18)
Emmanuel Cardona Gil
Linda Gardelle
Brad Tabas
1.1 Progress and innovation
4(4)
1.1.1 Progress and engineer training
5(1)
1.1.2 Progress in crisis
6(2)
1.2 Rethinking progress
8(4)
1.2.1 The engineer, innovation and crisis in Progress
8(2)
1.2.2 The technical and economic paradigm and innovator training
10(2)
1.3 Rethinking innovation and the innovator
12(2)
1.4 Training for a "situated" innovation
14(3)
1.5 Conclusion
17(1)
1.6 References
18(3)
Chapter 2 Responding to an Event: Innovation of the Contemporary Engineer?
21(18)
Frederic Huet
Hugues Choplin
Isabelle Cailleau
Pierre Steiner
2.1 From contemporary capitalism to innovation situations
22(6)
2.1.1 The dynamics of contemporary capitalism
22(2)
2.1.2 To new situations of innovation
24(4)
2.2 Innovating: a transaction or inventive response?
28(7)
2.2.1 Exploiting events: two possible interpretations
28(1)
2.2.2 The moment of the event: experience and/or disruptive challenge
29(2)
2.2.3 The moment of innovation: renegotiating the problems and/or discovering the community
31(4)
2.3 Conclusion of the event to conditions of its innovative exploitation
35(2)
2.4 References
37(2)
Chapter 3 Innovation within Companies: Changes and Impacts on Our Student Engineer Training Models
39(24)
Christiane Gillet
Klara Kovesi
3.1 Introduction
39(1)
3.2 The transformation of innovation within contemporary companies
40(10)
3.2.1 Nature and purpose of innovation
41(4)
3.2.2 The organization of innovation
45(5)
3.3 The impact of the new forms of innovation design on the training of engineers
50(7)
3.3.1 Managerial aspect of the innovation process
51(3)
3.3.2 The functional aspect of the innovation process
54(3)
3.4 Conclusion
57(1)
3.5 References
58(5)
Chapter 4 Skills and Competencies for Innovators: New Priorities and Requirements for Engineering Graduates
63(22)
Klara Kovesi
Peter Csizmadia
4.1 Introduction
63(2)
4.2 Which skills and competencies are needed for innovation?
65(8)
4.2.1 Toward a holistic vision of engineers
65(2)
4.2.2 Emergence of industry requirements
67(6)
4.3 Industry perception of graduate engineering students
73(7)
4.3.1 Technical competencies
74(2)
4.3.2 Non-technical skills and competencies
76(4)
4.4 Conclusion
80(2)
4.5 References
82(3)
Part 2 New Skills and Adaptation to Training Systems
85(60)
Chapter 5 The Training of Innovators between Skill Acquisition and Construction of an Individual Socioprofessional Identity
87(20)
Tiphaine Liu
5.1 Introduction
87(1)
5.2 What is innovation? Who are the innovators?
88(4)
5.3 The two paths for innovation training in professional education
92(3)
5.4 Applied study of the training programs to the innovation of engineering schools
95(5)
5.4.1 Training in innovation management
95(1)
5.4.2 Research training on innovation
96(1)
5.4.3 Training regarding the manufacture of new products or services
97(1)
5.4.4 Professional training oriented toward the emergence of the innovator identity
98(2)
5.5 What innovation training should be integrated in an engineering school?
100(3)
5.5.1 Emancipation promotes engagement in learning
102(1)
5.5.2 Importance of creating an environment rather than a semiclosed method (type of school)
102(1)
5.5.3 The burden of the transformation identity by action is supported by a collective
102(1)
5.6 Conclusion
103(1)
5.7 References
104(3)
Chapter 6 Innovation Training and Entrepreneurship in French Engineering Higher Education Institutions: An Investigation of the Commission des Titres d'lngenieur
107(18)
Anne-Marie Jolly
Julie Nolland
6.1 Introduction
107(1)
6.2 Study context: CTI and engineering higher education institutions
108(1)
6.3 Expectations regarding entrepreneurship and innovation
109(4)
6.4 Investigation conducted within engineering higher education institutions (called "Focus")
113(3)
6.5 Answers from the institutions
116(1)
6.6 Pedagogical organization
117(3)
6.7 Resources implemented and external partnerships
120(1)
6.8 Conclusion
121(1)
6.9 References
122(3)
Chapter 7 Determinants of Skill Matching among Young Hungarian Engineers
125(20)
Peter Csizmadia
Zsuzsanna Veroszta
7.1 Introduction
125(1)
7.2 Theoretical background
126(4)
7.3 Research question
130(4)
7.3.1 Effect of academic performance
131(1)
7.3.2 Effect of labor market involvement
131(1)
7.3.3 Effect of educational background
132(1)
7.3.4 Effect of workplace characteristics
133(1)
7.4 Data and methods
134(3)
7.5 Empirical findings
137(1)
7.6 Discussion
138(2)
7.7 Conclusions
140(1)
7.8 References
141(4)
Part 3 Pedagogies of Innovation
145(98)
Chapter 8 Swimming with Sharks without Being Eaten: How Engineering Students can Learn Creativity, Entrepreneurial Thinking and Innovation
147(30)
Claudius Terkowsky
Tobias Haertel
Anna-Lena Rose
Liudvika Leisyte
Dominik May
8.1 Introduction
147(4)
8.2 Basic considerations regarding entrepreneurship and creativity
151(4)
8.2.1 Entrepreneurship in higher engineering education
151(1)
8.2.2 Contemporary concepts of engineering creativity
152(1)
8.2.3 Deploying creativity techniques
153(2)
8.2.4 Unleashing the courage to create by practicing breaching experiments
155(1)
8.3 The Shark Tank Experience tutorial
155(5)
8.3.1 Intended learning objectives and learning activities
157(2)
8.3.2 Grading considerations
159(1)
8.4 Data collection, data analysis and methods reflection
160(1)
8.5 Results
161(5)
8.5.1 Developing, presenting and defending a pitch
161(4)
8.5.2 Do something unusual!
165(1)
8.5.3 Formative evaluation
166(1)
8.6 Discussion
166(4)
8.7 Prospective work
170(1)
8.8 Conclusion
170(1)
8.9 Acknowledgments
171(1)
8.10 References
172(5)
Chapter 9 Engaging with Heritage to Promote Innovative Thinking in Engineering Management Education
177(22)
Jane Andrews
Robin Clark
9.1 Introduction
178(1)
9.2 Background: the importance of engineering education
179(2)
9.3 Synergetic configuration: an innovative approach to engineering education
181(11)
9.3.1 Heritage, innovation and project management: the learning and teaching context
183(2)
9.3.2 The P3 Project: methodology
185(2)
9.3.3 Innovating pedagogy and practice: the P3 Project study findings
187(5)
9.4 Moving forward: the application of RVS to achieve synergetic configuration and student success
192(2)
9.5 Conclusion
194(1)
9.6 References
195(4)
Chapter 10 How Do Graduate Engineering Schools Train for Innovation? Study of the Curricula of Three French Schools
199(26)
Denis Lemaitre
Christophe Morace
10.1 Introduction
199(1)
10.2 The adaptation of French engineering schools to innovation
200(8)
10.2.1 The sociohistorical context
200(2)
10.2.2 The conceptions of innovation beginning with curricular changes
202(2)
10.2.3 Forms of pedagogical innovation
204(4)
10.3 Three innovation training methods
208(6)
10.3.1 Case studies of three engineering schools
208(1)
10.3.2 Presentation of the three schools
209(2)
10.3.3 Three training methods dedicated to innovation
211(3)
10.4 Innovation training teaching methods and logic
214(7)
10.4.1 Three divergent approaches to innovation training
214(2)
10.4.2 The logic at work in innovation training
216(4)
10.4.3 The challenges of a global approach to innovation
220(1)
10.5 Conclusion
221(2)
10.6 References
223(2)
Chapter 11 Developing Methods and Programs for Teaching Innovation to Engineers: Toward Eco-Innovation?
225(18)
Catherine Adam
Serge Coco
11.1 Introduction
225(1)
11.2 A conception of sociotechnical innovation education
226(3)
11.2.1 A holistic approach
226(2)
11.2.2 A systemic conception: toward eco-innovation?
228(1)
11.3 Modeling a system for training innovators: an empirical-inductive approach
229(4)
11.3.1 A heuristic approach
229(1)
11.3.2 A case study illustrating the need for interdisciplinarity
229(4)
11.4 The mobilization of HSS within an existing program
233(7)
11.4.1 Creating transversality by opening up the disciplines
234(3)
11.4.2 Mobilizing HSS to establish particular skills
237(3)
11.5 Conclusion
240(1)
11.6 References
240(3)
Conclusion 243(10)
Andre Grelon
List of Authors 253(4)
Index 257
Denis Lemaītre is a Professor at ENSTA Bretagne, France.
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