Mostra el registre d'ítem simple

dc.contributor.authorCharosky Larrieu-Let, Guido
dc.contributor.authorBragós Bardia, Ramon
dc.contributor.otherUniversitat Politècnica de Catalunya. Doctorat en Administració i Direcció d'Empreses
dc.contributor.otherUniversitat Politècnica de Catalunya. Departament d'Enginyeria Electrònica
dc.date.accessioned2021-11-17T10:50:14Z
dc.date.issued2021-01-01
dc.identifier.citationCharosky, G.; Bragos, R. Investigating students' self-perception of innovation competences in challenge-based and product development courses. "International journal of engineering education", 1 Gener 2021, vol. 37, núm. 2, p. 461-470.
dc.identifier.issn0949-149X
dc.identifier.urihttp://hdl.handle.net/2117/356580
dc.description.abstractThis study analyzes self-perception in innovation competences development in engineering students with the objective of understanding how to better design educational strategies to improve innovation skills in future engineering graduates. The INCODE (Innovation Competences Development)-Rubric 5 survey is used to compare two groups of engineering students from Telecom Engineering school from UPC (Technical University of Catalonia) going through two types of project-based courses: CBI (Challenge Based Innovation) course versus PDP (Product Development Project) course. CBI is an innovative learning experience carried out by three institutions: Telecom Engineering School of UPC, ESADE Business School and IED Istituto Europeo di Design in collaboration with CERN, where mixed teams of students from the three institutions face open innovation challenges through Design Thinking, with the objective of designing solutions to complex societal problems, considering the use of CERN technologies if suitable. PDP is the ‘‘standard’’ capstone course taken by Telecom engineering students following a classical project-management approach. Results show that both courses give a good self-perception of the learning outcomes in the innovation-related skills, according to what is observed in the INCODE surveys’ results when comparing CBI and PDP. The differences found between CBI and PDP are small and only moderately deviated towards CBI in the individual competences dimension
dc.format.extent10 p.
dc.language.isoeng
dc.publisherTempus Publications
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 Spain
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/es/
dc.subjectÀrees temàtiques de la UPC::Ensenyament i aprenentatge::Ensenyament universitari
dc.subjectÀrees temàtiques de la UPC::Ensenyament i aprenentatge::Innovació i Investigació educativa
dc.subject.lcshEngineering--Study and teaching
dc.subject.lcshEducational innovations
dc.subject.otherInnovation competences
dc.subject.otherChallenge-based education
dc.subject.otherProject-based learning
dc.subject.otherSelf-assessment
dc.titleInvestigating students’ self-perception of innovation competences in challenge-based and product development courses
dc.typeArticle
dc.subject.lemacEnginyeria--Ensenyament
dc.subject.lemacEnsenyament--Innovacions
dc.contributor.groupUniversitat Politècnica de Catalunya. BCN SEER - Barcelona Science and Engineering Education Research Group
dc.description.peerreviewedPeer Reviewed
dc.relation.publisherversionhttps://www.ijee.ie/latestissues/Vol37-2/15_ijee4042.pdf
dc.rights.accessRestricted access - publisher's policy
local.identifier.drac31901278
dc.description.versionPostprint (author's final draft)
dc.date.lift10000-01-01
local.citation.authorCharosky, G.; Bragos, R.
local.citation.publicationNameInternational journal of engineering education
local.citation.volume37
local.citation.number2
local.citation.startingPage461
local.citation.endingPage470
dc.description.sdgObjectius de Desenvolupament Sostenible::4 - Educació de Qualitat
dc.description.sdgObjectius de Desenvolupament Sostenible::8 - Treball Decent i Creixement Econòmic


Fitxers d'aquest items

Imatge en miniatura

Aquest ítem apareix a les col·leccions següents

Mostra el registre d'ítem simple