Engineering students’ use of creativity and development tools in conceptual product design: What, when and how?

Bourgeois‐Bougrine, Samira; Buisine, Stéphanie; Vandendriessche, Claire; Glăveanu, Vlad Petre; Lubart, Todd

doi:10.1016/j.tsc.2017.02.016

Cited by 52 publications

(31 citation statements)

References 39 publications

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“…Our studies (Bourgeois-Bougrine, Sandoz, Allena, & Dallez, 2015;Bourgeois-Bougrine et al, 2017) showed that the use of a "pencil and paper" workbook proved very useful in understanding engineering and scriptwriter students' creative process as well as evaluating the nature and effectiveness of the tool used. However, other types of support (computer tab, mobile phone, etc.)…”

Section: Training Evaluationmentioning

confidence: 88%

“…Thus, contrary to the approach of taking as a starting point users' known and unmet needs for the development of artefacts or services, we propose in this paper a new approach that combines the tools and principles of the DT, those of PE virtual and digital tools in order to think of future needs and develop scenarios of uses as well as prototypes of the selected strategic solutions. It is the result of the identification of a) the pitfalls of our experience of teaching and facilitating DT and creativity workshops in education setting (Bourgeois-Bougrine, Sandoz, Allena, & Dallez, 2015; Bourgeois-Bougrine, Buisine, Vandendriessche, Glaveanu, & Lubart, 2017), b) the benefits of PE in the creation of future services, products and systems (Brangier & Robert, 2014) and c) the recent advances that suggest that digital mock-up (Latorre, Markowski, & Pointet, 2016) and virtual environment promotes ideation and empathy (Guegan et al, 2016;Buisine, Guegan, Barré, Segonds, & Aoussat, 2016;Bourgeois-Bougrine, Richard, Lubart, Burkhardt, & Frantz, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Promoting Creative Imagination of Non-Expressed Needs: Exploring a Combined Approach to Enhance Design Thinking

Bourgeois‐Bougrine

Latorre

Mourey³

2018

Creativity Studies

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Creativity is vital to radical innovation for the generation of new and disruptive ideas. Managers, practitioners and teachers are increasingly integrating design thinking approach to stimulate creativity and innovation. Design thinking implies empathy as an innovation mind-set to understand the latent needs of users observed in real settings. However, it has been suggested that radical innovations do not come from a user-centred approach such as design thinking and that design thinking is often based on anecdotes than data and that its value is difficult to prove. The aims of this paper is to propose an approach to enhance design thinking in educational setting in order to promote radical innovation mindset. Drawing on the benefits of prospective ergonomics, digital mock-up and virtual environment to promote ideation and empathy, the proposed approach takes as a starting point the imagination of future needs using prospective scenarios approach, instead of users’ latent and unmet needs, for the development of artefacts and services that would change social practices. The paper a) discusses why and how this combined approach would foster students’ radical innovations skills by not just satisfying actual users’ needs but by imagining and anticipating new needs and b) propose a method to evaluate the effectiveness and the efficacy of design thinking enhancement. Santrauka Kūrybiškumas – iš esmės svarbus radikalioms inovacijoms, generuojant naujas ir griaunančias idėjas. Vadovai, praktikuojantys specialistai ir dėstytojai vis labiau integruoja dizaineriškos mąstysenos metodą, siekdami sužadinti kūrybiškumą ir inovacijas. Dizaineriška mąstysena reiškia empatiją kaip inovacija grindžiamą požiūrį, kuriuo siekiama suprasti slaptus vartotojų, stebėtų realiomis aplinkybėmis, poreikius. Vis dėlto buvo teigiama, kad radikalios inovacijos nekyla iš požiūrio, sutelkto į vartotojus, tokio kaip dizaineriška mąstysena, ir kad tokia mąstysena dažnai grindžiama pavieniais atvejais, o ne duomenimis bei tuo, kad jos vertę sunku įrodyti. Šio straipsnio tikslai – pateikti požiūrį, kuris padidintų dizaineriškos mąstysenos vertę lavinimo aplinkoje, siekiant palaikyti radikaliomis inovacijomis grindžiamą mąstymo būdą. Atsižvelgiant į ateities ergonomikos nešamą naudą, skaitmeninį modelį ir virtualią aplinką, skirtą idėjizavimui ir empatizavimui paskatinti, siūlomas požiūris yra it pradinis taškas, įsivaizduojant ateities poreikius, pasitelkiant ateities scenarijų atvejus, o ne slaptus ir nepatenkintus vartotojų poreikius, siekiant žmogaus darbo produktų ir paslaugų, kurios pakeistų socialines praktikas, plėtros. Straipsnyje svarstoma, kodėl ir kaip šis mišrus požiūris paskatintų studentų radikalių inovacijų įgūdžius, ne tik patenkinant tikruosius vartotojų poreikius, bet įsivaizduojant ir numatant naujus, taip pat pateikiamas metodas, skirtas dizaineriškos mąstysenos tobulinimo veiksmingumui įvertinti.

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Section: Training Evaluationmentioning

confidence: 88%

Section: Introductionmentioning

confidence: 99%

Promoting Creative Imagination of Non-Expressed Needs: Exploring a Combined Approach to Enhance Design Thinking

Bourgeois‐Bougrine

Latorre

Mourey³

2018

Creativity Studies

Self Cite

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“…Kampylis and Valtanen (2010) suggest that creative product(s) must be novel (original, unconventional) and appropriate (valuable, useful). In a study by Bourgeois-Bougrine et al (2017), creativity involves the production of original, potentially workable, ideas to solve a problem. We chose to employ a combination of metrics from the design science literature as a framework for evaluating the creativity of our experiment's ideation outcomes.…”

Section: Methodsmentioning

confidence: 99%

The Impact of Design Briefs on Creativity: A Study on Measuring Student Designers Outcomes

Koronis¹,

Silva²,

Kang³

2018

Proceedings of the DESIGN 2018 15th International Design Conference

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This study is based on an interdisciplinary project aimed at ways to improve creativity among student designers. We examine the influence of different kinds of stimuli and relationships between ideas generation in product design creative outcomes. This entails a design of experiments approach to measure and determine whether factors as quantitative requirements, visual and physical stimuli can affect creativity scores. The statistical analysis suggests that briefs of no quantitative data without additional stimuli produce high scored ideas and minimize the variability of all three factors.

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“…(Gil, Gardelle, & Tabas, 2018). In this work we especially focus on project based learning (PBL) activities that involve a set of actors in real situations (Bourgeois-Bougrine, Buisine, Vandendriessche, Glaveanu, & Lubart, 2017). This allows future engineers to follow the different technical and analytical steps involved in solving complex problems in socio-technical contexts, and to reflect deeply by taking into consideration all the characteristics and issues of the project's scope (be they social, cultural, economic, political, and technological...) (Adam & Coco, 2018).…”

Section: Introductionmentioning

confidence: 99%

Modelling Approach of an Innovation Process in Engineering Education: The Case of Mechanical Engineering

Zergout

Ajana²,

Adam³

et al. 2019

IJHE

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Nowadays, the concept of innovation is omnipresent in most political discourses as well as in technological, socio-economic and scientific development plans. Innovation is essential for solving complex problems in new ways, which can lead countries to development and prosperity. The realisation of an innovation is not the result of a random act, but the product of a multidisciplinary process, rich in methods and scientific and technical tools, using materials and human resources. These human resources, in particular engineers, must possess both technical and soft skills that strengthen their capacity to innovate, and which have been in continual development since the initial training phase. Innovation is at the heart of engineer training concerns and requires management and structuring according to a well-defined process.The objective of this paper is to present the approach followed to define an innovation training process model for engineers through Project Based Learning (PBL). In this work, we have identified the main components of our process through a combination of data from the literature review and the results of an empirical study. Innovative projects in the field of mechanical engineering, carried out by future Moroccan engineers, were studied in depth. The results of the study enabled the identification of the different elements characterising the process of carrying out an innovative project such as the inputs, outputs, control milestones and resources required for the implementation of innovative educational projects in this field. These elements were supported by semi-directive interviews to form the basis of our systemic modelling.

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Engineering students’ use of creativity and development tools in conceptual product design: What, when and how?

Cited by 52 publications

References 39 publications

Promoting Creative Imagination of Non-Expressed Needs: Exploring a Combined Approach to Enhance Design Thinking

Promoting Creative Imagination of Non-Expressed Needs: Exploring a Combined Approach to Enhance Design Thinking

The Impact of Design Briefs on Creativity: A Study on Measuring Student Designers Outcomes

Modelling Approach of an Innovation Process in Engineering Education: The Case of Mechanical Engineering

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