Contradictions and Paradoxes in Design-Centric Engineering Education: A Complex Responsive Processes Perspective

Autor/in	Varadarajan, Sudhir
Titel	Contradictions and Paradoxes in Design-Centric Engineering Education: A Complex Responsive Processes Perspective
Quelle	In: International Journal of Technology and Design Education, 33 (2023) 2, S.685-716 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Varadarajan, Sudhir)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-022-09744-3
Schlagwörter	Design; Engineering Education; Experiential Learning; Entrepreneurship; Undergraduate Students; Program Implementation; Affordances; Sociology + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Experiental learning; Erfahrungsorientiertes Lernen; Unternehmungsgeist; Soziologie
Abstract	The 1950s saw the emergence of the science-driven model of engineering education. In the following decades, the model has been continuously challenged to incorporate aspects such as liberal arts, information & communication technology, design, entrepreneurship, innovation, sustainability, industry 4.0, and more recently, online-learning. This has triggered several initiatives at institutional and national levels, and manifested in approaches and practices for transforming engineering education. One approach that appears to be gaining attention is design-centric engineering, with its emphasis on learning-by-doing, product design and entrepreneurial orientation. While literature points to several variants of design-centric engineering and challenges in implementation, it also calls for more empirical studies and deeper theoretical inquiry into the contradictions and paradoxes that this approach might present to the students at the micro-level, and guidance on how they might make sense and find pathways of action jointly with internal and external stakeholders. This paper throws light on the contradictions and paradoxes experienced by undergraduate engineering students while implementing a design-centric engineering program at a young public-funded institute in India, involving approximately 1500+ students over a period of six years. The paper also discusses the theoretical and pragmatic aspects of the approach adopted to encourage students to make sense of the contradictions and paradoxes, namely: (a) leveraging the affordance offered by one of the courses in the program--"Sociology of Design--to synthesize engineering, design and sociological perspectives; (b) turning the contradictions and paradoxes into sources of learning and change, informed by the theory of complex responsive processes; and (c) application of multiple methods such as rich pictures, reflective writing, self-organized interactions and data analysis to enable sense-making. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01