 Subjects -> SOCIOLOGY (Total: 553 journals)
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- Co-creating the future through design-based education in innovation hubs
Authors: Peter Joore, Tua Björklund, Christine Thong, Eduardo Zancul
Abstract: Creativity and innovation have become prominent in higher education curricula. Applying a design paradigm has been frequently used to build innovative and creative skills in graduates across different discipline domains. Besides the design approach, another element that is important to increase innovation in organizations and society involves multidisciplinary and cross-sectoral cooperation. This observation triggered the establishment of the Aalto Design Factory in Finland in 2008, establishing an integrative, multidisciplinary education platform for design and experimentation. Offering vision, space, and courses focused on building capabilities to collaborate and innovate, Aalto Design Factory started sharing its reference model with other universities, supporting the establishment of other Design Factories worldwide. In 2022 the Design Factory Global Network (DFGN) included 37 co-creation platforms in 25 countries across the world. Sharing and learning from these experiences has become a crucial resource to develop DFGN operations further. One avenue where this takes place is a yearly meeting between the partners of the DFGN. In order to broaden the discussion beyond current Design Factories, as well as extend considerations from teaching and management to research, the first Design Factory Global Network Research Conference (DFGN.R) was piloted. In October 2022, 68 participants from 11 countries presented 22 studies at the first DFGN.R that took place at NHL Stenden University of Applied Sciences in Leeuwarden, The Netherlands. This special issue presents five selected papers that were first discussed at the DFGN.R 2022. The studies approach innovation and education from complementary perspectives and methods. Most of the studies have been conducted at one of the Design Factory hubs, showcasing the range of collaborative activities that happen in these hubs to increase innovation capabilities. Taken together, these five papers from three different continents give a glimpse into the activities taking place in the various Design Factories around the world. They explore how new approaches to innovation and creativity in Higher Education can take place, through applying effectuation theory and social learning theory, featuring metaphors such as cooking and sailing to inspire co-creation in action. We hope that these experiences will inspire educators, researchers, students and organizations active in Design Factory’s and similar co-creation platforms, to continue experimenting with the design paradigm, by exploring approaches and skills towards innovation and creativity that are imperative to champion change.
PubDate: 2022-12-21
DOI: 10.23726/cij.2022.1413
Issue No: Vol. 6, No. 2 (2022)
- Building team research targets and capacity in innovation hubs
Authors: Linus Tan, David Mesa, Christine Thong, Pauliina Mattila, Anita Kocsis, Aaron Down, Stefan Lodewyckx
Pages: 4 - 11
Abstract: This study describes how a multidisciplinary team at an Australian university’s innovation hub developed their research targets and capacity. The process through which research teams establish their research targets and strategies for achieving them is often tacit, which makes process sharing challenging. Referencing Situated Learning Theory (Brown et al., 1989) and using the Design and Development Research (DDR) framework (Richey and Klein, 2007) we document the process of how researchers negotiate to develop team research targets in this study. Our workshop data suggests that if researchers want to leverage the research abilities of others in their team, their targets must remain flexible. Additionally, a range of individual and organisation hinderers, barriers and enablers of conducting research were identified, that can inform practical actions to realise research strategy targets for innovation hubs.
PubDate: 2022-12-21
DOI: 10.23726/cij.2022.1396
Issue No: Vol. 6, No. 2 (2022)
- Future-ready skills development through Experiential Learning: perceptions
from students working in multidisciplinary teams
Authors: Sara Figueiredo, Apurva Ganoo, Vikki Eriksson, Kalevi Ekman
Pages: 12 - 19
Abstract: This paper addresses the learning outcomes and student perceptions of the Aalto University PdP course, which promotes experiential learning and where multidisciplinary master student teams work on industry-based projects. These outcomes were collected through a questionnaire filled by students voluntarily, which focussed on what were the main competencies, where they were acquired and what was the core learning. The results highlight the significance of interpersonal skills, which formed the most significant category reported by students, and were perceived as critical for project success. Furthermore, the study highlights the importance of the multifaceted role that prototyping plays in communication and sense-making.
PubDate: 2022-12-21
DOI: 10.23726/cij.2022.1397
Issue No: Vol. 6, No. 2 (2022)
- Looking beyond your own speciality: student and faculty perceptions of
collaboration opportunities
Authors: Xiaoqi Feng, Tua Björklund
Pages: 20 - 27
Abstract: This study examines engineering faculty and students’ views of collaboration beyond their own field, based on 12 engineering faculty interviews and a survey with 101 mechanical engineering students. Our analysis shows that faculty members’ views on collaboration exhibit more diversity in terms of crossing disciplinary, functional, organisational, and geographic boundaries, and they view this collaboration as more integrated into engineering work, professional practices, and problem-solving. Students, in turn, report a narrower scope of collaboration, primarily focusing on multidisciplinary collaboration to utilise engineering output. Our study helps inform engineering educators to integrate diverse collaboration more effectively with course design.
PubDate: 2022-12-21
DOI: 10.23726/cij.2022.1395
Issue No: Vol. 6, No. 2 (2022)
- Understanding engineering students' perceptions of their curiosity,
diligence, and perseverance and assessing its impact on their creativity
Authors: Saurabh Deo, Abhijeet Malge
Pages: 28 - 40
Abstract: Creativity has been among the most in-demand skills for many years. Previous studies have shown that being curious, hard-working, and persevering can significantly impact one's performance. This article is an exploratory study to understand engineering students' self-perception towards their own 1) Curiosity, 2) Diligence, and 3) Perseverance and how it affects their creativity. The research uses a well-curated study based on a survey, rubrics and statistics. The study found that curiosity has the highest potential to support creativity. However, it also has a rather intriguing relationship with diligence and perseverance. Awareness of the dynamic correlations between these three aspects can help educators design their pedagogical practices to support students to be more creative problem solvers.
PubDate: 2022-12-21
DOI: 10.23726/cij.2022.1398
Issue No: Vol. 6, No. 2 (2022)
- Design-driven entrepreneurship: a cooking exercise to integrate
effectuation and design thinking
Authors: Kevin James, Luca Iandoli
Pages: 41 - 50
Abstract: This paper presents an experiential learning exercise to (a) Provide students with an effective analogy of the way entrepreneurs identify opportunities and solve problems in the development of new products, (b) Help them to reflect on the importance of defining a Creative Workflow in entrepreneurial endeavors, and (c) Encouraging students to practice Empathy. The proposed exercise is built on using cooking as a metaphor for design-driven innovation. The exercise design is grounded on effectuation, human-centered design, and pedagogic approaches relying on co-creation and prototyping (Aalto Design Factory, 2017). The exercise was created during the pandemic as part of a broader attempt to migrate an entrepreneurship course online. Since the course intensively used prototyping and design exercises, there was a need to find effective ways to transfer these teaching experiments to a virtual environment. The exercise was demoed to academic instructors during a virtual international conference on design-driven innovation. The experts’ feedback and reactions were collected through the video recording of the session and follow-up conversations. This paper will present the exercise in detail, lessons learned, and reflections extracted from the demo session.
PubDate: 2022-12-21
DOI: 10.23726/cij.2022.1399
Issue No: Vol. 6, No. 2 (2022)
- Are you an Alien Organization' Dare to take the test!
Authors: AA. VV.
Pages: 51 - 58
Abstract: Did you think the IdeaSquare innovation team has run out of things to think about' If so, you are wrong because this time the team explores alien civilizations!
PubDate: 2022-12-21
DOI: 10.23726/cij.2022.1411
Issue No: Vol. 6, No. 2 (2022)
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