How Education Background Affects Design Outcome: Teaching Product Development to Mechanical Engineers, Industrial Designers and Managers

Autor/inn/en	Silva, Arlindo; Leite, Marco; Vilas-Boas, João; Simões, Ricardo
Titel	How Education Background Affects Design Outcome: Teaching Product Development to Mechanical Engineers, Industrial Designers and Managers
Quelle	In: European Journal of Engineering Education, 44 (2019) 4, S.545-569 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Silva, Arlindo) ORCID (Leite, Marco) ORCID (Vilas-Boas, João) ORCID (Simões, Ricardo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2018.1465029
Schlagwörter	Design; Engineering Education; Entrepreneurship; Thinking Skills; Creativity; Interdisciplinary Approach; Masters Programs; Course Descriptions; Summer Programs; Graduate Students; Logical Thinking; Teaching Methods; Student Projects; Guidelines; Active Learning; Universities; Industrial Arts; Student Attitudes; Feedback (Response); Competition; Educational Change; Case Studies; Outcomes of Education; Foreign Countries; Portugal + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Unternehmungsgeist; Denkfähigkeit; Kreativität; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Magister course; Magisterstudiengang; Kursstrukturplan; Sommerkurs; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Schulprojekt; Richtlinien; Aktives Lernen; University; Universität; Industriekultur; Kunstgewerbe; Schülerverhalten; Wettkampf; Bildungsreform; Case study; Fallstudie; Case Study; Lernleistung; Schulerfolg; Ausland
Abstract	Product design and development (PDD) is a current topic of academic and industrial research. Emphasis on innovation and entrepreneurship, as well as design thinking and creativity has been recently pulled together into the teaching and research on PDD. This paper looks into a multidisciplinary setting made up of three similar but independent PDD masters courses taught at three higher education institutions, having the same assessment, syllabus, assignments and outcomes. As expected, students' projects "foci" are different. The outcomes of this experience were confronted with an "ex-post" literature review, which generated thorough guidelines that supported an innovative proposal for PDD education, to be implemented into an interdisciplinary Summer School. Significant generalisable contributions for educating modern engineers, designers and business entrepreneurs are expected, instead of just teaching methods of engineering, design and entrepreneurship at the case universities. The limitation of the used inductive reasoning concerns 'truth' being suggested but not assured. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01