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A Model of Engineering Education for Innovation
Author(s)
Date Issued
September 17, 2018
Type
Conference Paper
Abstract
The purpose of this paper is to present implications of innovation for Engineering Education (EE) and research. The specific objectives are as follows: Analyze innovation policies from India, Malaysia, Thailand, Korea and the Association of South-East Nations (ASEAN): Identify common themes between policies; determine implications for EE for Innovation (EEFI); create a model of EEFI; determine implications for EEFI research. Analysis of the policies led to the identification of seven themes: prosperity, humanity, inclusivity, capacity, sustainability, inquiry, and community. These themes guided the creation of a model of EEFI. The model consists of four principal bases: learner-based; STEM + AE-based, problem-based and; project-based. Learner-based focuses on what engineers are in terms of their personal and professional competencies. STEM + AE are a reminder that engineers must be more than technicians, well-versed in STEM. Their education needs to include the arts and entrepreneurship. The problem base refers to EEFI activity being driven by complex, authentic, ill-structured challenges, problems and issues that have a social as well as a technical character. The project-base involves collaborative efforts to find answers to questions and create solutions to problems and challenges. Implications for research highlight a range of approaches to researching EEFI from quantitative surveys of perceptions of participants to complex research designs whereby engineers in training are collaboratively solving real problems in communities.
Citation
Proceedings 2017 7th World Engineering Education Forum Weef 2017 in Conjunction with 7th Regional Conference on Engineering Education and Research in Higher Education 2017 Rcee and Rhed 2017 1st International Steam Education Conference Steamec 2017 and 4th Innovative Practices in Higher Education Expo 2017 I Phex 2017, 33-42, 2018