Pursuing the good case for innovation learning

Hanne Løje, Villads Keiding, Steffen Kjær Johansen

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    Innovation projects are rapidly becoming an integrated part of study programmes in Denmark (DEA, 2014) and in other countries (Zhang et al. 2013). Government and society at large expect students to be able to transform gained knowledge into business, i.e. value creation, and innovation is seen as the method to accomplish this. This expectation is a relatively new phenomenon. Innovation courses have, for at least a couple of decades, been available to students of especially economics and to some extent engineering. Traditionally those students were taught innovation theory with little or no practical components. This has changed radically. Today innovation courses are very hands-on with very strong elements of experience-based learning. At times these courses are purely entrepreneurial in the sense that students are asked to develop a business plan from scratch. There is a growing realization, however, that most students will end up in existing companies; in other words, they will not become full blown entrepreneurs. The innovation courses are therefore shifting from entrepreneurial courses to intrapreneurial courses.
    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


    ConferenceExploring Teaching for Active Learning in Engineering Education (ETALEE 2018)


    • Real-life cases
    • Intrapreneurship
    • Innovation
    • Learning


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