How to conceive the right problem: A method to reframe problems

Sara Grex, Hanne Løje, Pernille Hammar Andersson, Claus Thorp Hansen

Research output: Contribution to conferenceConference abstract for conferenceResearchpeer-review

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Abstract

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).
Original languageEnglish
Publication date2018
Publication statusPublished - 2018
EventExploring Teaching for Active Learning in Engineering Education (ETALEE 2018) - Aarhus, Denmark
Duration: 29 Nov 201830 Nov 2018

Conference

ConferenceExploring Teaching for Active Learning in Engineering Education (ETALEE 2018)
CountryDenmark
CityAarhus
Period29/11/201830/11/2018

Keywords

  • Facilitation
  • Innovation processes
  • Reframing
  • Problem definition

Cite this

Grex, S., Løje, H., Andersson, P. H., & Hansen, C. T. (2018). How to conceive the right problem: A method to reframe problems. 50-51. Abstract from Exploring Teaching for Active Learning in Engineering Education (ETALEE 2018), Aarhus, Denmark.
Grex, Sara ; Løje, Hanne ; Andersson, Pernille Hammar ; Hansen, Claus Thorp. / How to conceive the right problem: A method to reframe problems. Abstract from Exploring Teaching for Active Learning in Engineering Education (ETALEE 2018), Aarhus, Denmark.
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abstract = "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).",
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author = "Sara Grex and Hanne L{\o}je and Andersson, {Pernille Hammar} and Hansen, {Claus Thorp}",
year = "2018",
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pages = "50--51",
note = "Exploring Teaching for Active Learning in Engineering Education (ETALEE 2018) ; Conference date: 29-11-2018 Through 30-11-2018",

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Grex, S, Løje, H, Andersson, PH & Hansen, CT 2018, 'How to conceive the right problem: A method to reframe problems', Exploring Teaching for Active Learning in Engineering Education (ETALEE 2018), Aarhus, Denmark, 29/11/2018 - 30/11/2018 pp. 50-51.

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 conferenceConference abstract for conferenceResearchpeer-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 -

Grex S, Løje H, Andersson PH, Hansen CT. How to conceive the right problem: A method to reframe problems. 2018. Abstract from Exploring Teaching for Active Learning in Engineering Education (ETALEE 2018), Aarhus, Denmark.