Abstract
outcome of a participatory innovation process resting on 4 years teaching practice at bachelor level at the Technical University of Denmark (link 2). The framework VINCA is presented as a manifestation of the proposed model. Finally the paper draws perspectives to actual experiences from engineer education and proposes further development of the framework to reflect an Actor Network perspective (Latour 2005/2007)
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 47th SEFI Annual Conference |
| Number of pages | 12 |
| Publisher | SEFI |
| Publication date | 2019 |
| ISBN (Print) | 978-2-87352-018-2 |
| Publication status | Published - 2019 |
| Event | The 47th SEFI Annual Conference: Varietas delectat… Complexity is the new normality - Budapest University of Technology and Economics, Budapest, Hungary Duration: 16 Sep 2019 → 19 Sep 2019 Conference number: 47 https://sefi2019.eu/ |
Conference
| Conference | The 47th SEFI Annual Conference |
|---|---|
| Number | 47 |
| Location | Budapest University of Technology and Economics |
| Country | Hungary |
| City | Budapest |
| Period | 16/09/2019 → 19/09/2019 |
| Internet address |
Keywords
- Innovation processes
- Managing complexity
- Process models
- Teaching innovation
- Boundary objects
Cite this
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Teaching innovation to engineer students: a proposal for an operational process model. / Keiding, Villads.
Proceedings of the 47th SEFI Annual Conference. SEFI, 2019.Research output: Chapter in Book/Report/Conference proceeding › Article in proceedings › Research › peer-review
TY - GEN
T1 - Teaching innovation to engineer students: a proposal for an operational process model
AU - Keiding, Villads
PY - 2019
Y1 - 2019
N2 - This paper addresses the future reality of engineer students, facing an accelerating uncertainty, ambiguity and interconnectedness. The dominant models for innovation process lectured at universities, e.g. CDIO (link 1), the Double Diamond (Council 2007), Design Thinking (Brown 2009) implicate a process with defined phases. Experience from practice indicates that the models do not prepare the students for the actual uncertainty and ambiguity. Moreover, the students confuse the concepts of Project and Process. The paper outlines a theoretical basis for an operational model resting on design theory (Jancke 2013, Lawson 2005, Schön 1983/2008), innovation theory (Darsø 2001), process theory (Hernes 2007), and project literature (Larson, Clifford 2014). A distinction between Process and Project is established, and the paper discusses a prominent understanding of the innovation process as divided in divergent and convergent phases, here named The DC Diamond Model. The concept of emergence, that is the becoming of something new, is identified as constituting for the Concept of Process. The paper proposes the Extended Diamond, integrating emergence, as the basis for an operational model for situated process analysis, design, and management of innovation processes. The proposal is theoutcome of a participatory innovation process resting on 4 years teaching practice at bachelor level at the Technical University of Denmark (link 2). The framework VINCA is presented as a manifestation of the proposed model. Finally the paper draws perspectives to actual experiences from engineer education and proposes further development of the framework to reflect an Actor Network perspective (Latour 2005/2007)
AB - This paper addresses the future reality of engineer students, facing an accelerating uncertainty, ambiguity and interconnectedness. The dominant models for innovation process lectured at universities, e.g. CDIO (link 1), the Double Diamond (Council 2007), Design Thinking (Brown 2009) implicate a process with defined phases. Experience from practice indicates that the models do not prepare the students for the actual uncertainty and ambiguity. Moreover, the students confuse the concepts of Project and Process. The paper outlines a theoretical basis for an operational model resting on design theory (Jancke 2013, Lawson 2005, Schön 1983/2008), innovation theory (Darsø 2001), process theory (Hernes 2007), and project literature (Larson, Clifford 2014). A distinction between Process and Project is established, and the paper discusses a prominent understanding of the innovation process as divided in divergent and convergent phases, here named The DC Diamond Model. The concept of emergence, that is the becoming of something new, is identified as constituting for the Concept of Process. The paper proposes the Extended Diamond, integrating emergence, as the basis for an operational model for situated process analysis, design, and management of innovation processes. The proposal is theoutcome of a participatory innovation process resting on 4 years teaching practice at bachelor level at the Technical University of Denmark (link 2). The framework VINCA is presented as a manifestation of the proposed model. Finally the paper draws perspectives to actual experiences from engineer education and proposes further development of the framework to reflect an Actor Network perspective (Latour 2005/2007)
KW - Innovation processes
KW - Managing complexity
KW - Process models
KW - Teaching innovation
KW - Boundary objects
M3 - Article in proceedings
SN - 978-2-87352-018-2
BT - Proceedings of the 47th SEFI Annual Conference
PB - SEFI
ER -