TY - CONF
T1 - IDENTIFYING INDUSTRY NEEDS FOR INNOVATION SKILLS IN ENGINEERING EDUCATION
T2 - SEFI 49th Annual Conference: Blended Learning in Engineering Education: Challenging, Enlightening - and Lasting?
AU - Kunrath, Kamila
AU - Leka, Serena
AU - Abu-Ghaida, Haitham
AU - Ramanujan, Devarajan
N1 - Funding Information:
We are very grateful to all the companies involved and to the center for Educational Development at Aarhus University for sharing comments on pedagogical practices. This research was partially supported by the AU Educational-IT Programme under the grant IT-Augmented "earning modules for Integrating (sustainability Education Into Engineering courses as well as the Fonden for Entreprenørskab, Denmark under the grant (E AU: (sustainability-focused, Experiential, Entrepreneurship Education in Engineering Aarhus University. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the cited funding agencies.
Publisher Copyright:
© 2021 Proceedings - SEFI 49th Annual Conference: Blended Learning in Engineering Education: Challenging, Enlightening - and Lasting?. All Rights Reserved.
PY - 2021
Y1 - 2021
N2 - Providing students with knowledge, skills, and competencies in innovation has become a central focus in engineering education. However, there is limited knowledge on which innovation skills need to be supported and how well engineering education meets current knowledge gaps in the industry. As a first step towards addressing this research question, our paper presents findings from examining 49 innovation cases provided by Danish industries for the Applied Innovation in Engineering (AIE) course at Aarhus University. A thematic analysis was conducted to identify dominant trends from the case descriptions and to assess areas of interest and demands from different industry sectors. Results identify areas of interest from the cases that correspond to desired innovation skills in three primary aspects (i) technology/product, (ii) digitalization, and (ii) sustainability, and five secondary aspects: (a) future trends, (b) customer behaviour, (c) business, (d) regulations, and (e) training. This study provides valuable insights on needs from the Danish industry and the areas of interest to which innovation skills are required, therefore supporting EE in integrating industry-oriented competencies for engineering students.
AB - Providing students with knowledge, skills, and competencies in innovation has become a central focus in engineering education. However, there is limited knowledge on which innovation skills need to be supported and how well engineering education meets current knowledge gaps in the industry. As a first step towards addressing this research question, our paper presents findings from examining 49 innovation cases provided by Danish industries for the Applied Innovation in Engineering (AIE) course at Aarhus University. A thematic analysis was conducted to identify dominant trends from the case descriptions and to assess areas of interest and demands from different industry sectors. Results identify areas of interest from the cases that correspond to desired innovation skills in three primary aspects (i) technology/product, (ii) digitalization, and (ii) sustainability, and five secondary aspects: (a) future trends, (b) customer behaviour, (c) business, (d) regulations, and (e) training. This study provides valuable insights on needs from the Danish industry and the areas of interest to which innovation skills are required, therefore supporting EE in integrating industry-oriented competencies for engineering students.
KW - Engineering education
KW - Industry
KW - Innovation
KW - Sustainability
UR - http://www.scopus.com/inward/record.url?scp=85122911437&partnerID=8YFLogxK
M3 - Paper
AN - SCOPUS:85122911437
SP - 306
EP - 315
Y2 - 13 September 2021 through 16 September 2021
ER -