Abstract
| Original language | English |
|---|---|
| Publication date | 2018 |
| Publication status | Published - 2018 |
| Event | Exploring Teaching for Active Learning in Engineering Education (ETALEE 2018) - Aarhus, Denmark Duration: 29 Nov 2018 → 30 Nov 2018 |
Conference
| Conference | Exploring Teaching for Active Learning in Engineering Education (ETALEE 2018) |
|---|---|
| Country | Denmark |
| City | Aarhus |
| Period | 29/11/2018 → 30/11/2018 |
Keywords
- Facilitation
- Innovation processes
- Reframing
- Problem definition
Cite this
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How to conceive the right problem: A method to reframe problems. / Grex, Sara; Løje, Hanne; Andersson, Pernille Hammar; Hansen, Claus Thorp.
2018. 50-51 Abstract from Exploring Teaching for Active Learning in Engineering Education (ETALEE 2018), Aarhus, Denmark.Research output: Contribution to conference › Conference abstract for conference › Research › peer-review
TY - ABST
T1 - How to conceive the right problem: A method to reframe problems
AU - Grex, Sara
AU - Løje, Hanne
AU - Andersson, Pernille Hammar
AU - Hansen, Claus Thorp
PY - 2018
Y1 - 2018
N2 - The number of innovation and entrepreneurship activities in engineering educations are growing (Rae & Melton, 2016). Innovation and entrepreneurship activities can be categorized as being “About”, “For”, “Through” or “Embedded” (Pittaway & Edwards, 2012). Even if different forms of innovation and entrepreneurship activities in engineering educations exist, they all have in common that the innovative process is by nature iterative, where problem understanding including conceiving the right problem to solve are central activities (van Boeijen et al., 2014; Hurmelinnea-Laukkukanen & Heiman, 2012).
AB - The number of innovation and entrepreneurship activities in engineering educations are growing (Rae & Melton, 2016). Innovation and entrepreneurship activities can be categorized as being “About”, “For”, “Through” or “Embedded” (Pittaway & Edwards, 2012). Even if different forms of innovation and entrepreneurship activities in engineering educations exist, they all have in common that the innovative process is by nature iterative, where problem understanding including conceiving the right problem to solve are central activities (van Boeijen et al., 2014; Hurmelinnea-Laukkukanen & Heiman, 2012).
KW - Facilitation
KW - Innovation processes
KW - Reframing
KW - Problem definition
M3 - Conference abstract for conference
SP - 50
EP - 51
ER -