Enhancing creativity and innovation in engineering education

Badran, Ibrahim

doi:10.1080/03043790701433061

Cited by 75 publications

(46 citation statements)

References 8 publications

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“…However, an appropriate model to empower innovative outcomes in HEIs is lacking in developing countries due to multiple barriers (Bedny and Seglin 1999;Lubart 2001;Badran 2007;Oanda 2013;Armstrong 2014).…”

Section: Problem Statementmentioning

confidence: 99%

“…A well-constructed system for IP is crucial to obtaining full value and creating an intangible asset portfolio (Sharma, Kumar and Lalande 2006). Sustainable innovation depends on in-depth knowledge of IP procedures (Haynes 2002;Badran 2007). …”

Section: Ip Practice At Academic Institutions In Developing Countriesmentioning

confidence: 99%

“…Innovation is a process, the application of a novel or meaningfully amended creation (OECD 2005) that requires a long term commitment, resources and innovative climate within an organization (Badran 2007;Utterback 2002). Innovation requires networks of interdisciplinary players, efficient methods, and sources of funding (Haynes 2002;Kleinberg 2008, cited by Jones 2010).…”

Section: Introductionmentioning

confidence: 99%

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A model for innovation in higher education

Jakovljević

2018

SAJHE

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An extensive research and awareness about the role of innovation at education exist, but insight is missing regarding an individual frame of innovation of how to empower an individual towards life-long innovation activities. There is no adequate model that provides a holistic approach to innovation in academic institutions.This article explores multiple innovation issues culminating in the development of a model for innovation from an individual perspective.This article argues that awareness and the dynamics of individual innovation is missing in academic environments. Academics' engagements in innovation endeavours are scarce; there are visible symptoms of deeply embedded social, institutional, cultural and individual factors of innovation. This requires a holistic approach in innovation research.Awareness of an individual's potential and his/her innovation development cycles, external and internal dynamics can contribute to multiple innovation sustainability. These are pillars of the ORED model (observation, revelation, exploration, design) and ever expanding cycles for innovation.

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Section: Problem Statementmentioning

confidence: 99%

Section: Ip Practice At Academic Institutions In Developing Countriesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A model for innovation in higher education

Jakovljević

2018

SAJHE

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“…By conceptualizing and teaching an art curriculum in this way, students develop the insightful knowledge to understand how their life-world, as embedded in a technological understanding of being and its technological nihilism, compares with alternative understandings of being as articulated by different cultural grammars. Badran (2007) proposed a five pronged engineering program to enhance creativity that encompassed curricular, co-curricular, and extracurricular programs: core scientific knowledge; co-curricular creativity-related workshops, seminars, or competitions; projects and interaction with industry (pp. 575-583).…”

Section: Introductionmentioning

confidence: 99%

Determination of Innovation Indicators in Teaching-Learning Activities of Curricula and Their Application in Art University

Mousavi

Nili

Nasr

et al. 2017

RES

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The present research mainly aims to determine the innovation indicators for teaching in Art University. Qualitative and quantitative methods have been used. The data were collected from semi-structured interviews and Self-made questionnaire. The findings reveal that the most important innovation indicators consist of: Competency-based Art education, Acquaintance with framework of appreciating the art works, Self-directed learning, Choice-based art education Attention to Aesthetics, Experimental leaning through Art Education, Developing Different Approaches to Making Art, Provides the excellent opportunities to learn personal and professional skills, Stress on the description, explanation, critical process cooperative exploration-based learning activities, application of new teaching methods and the application of innovation indicators for "teaching-learning activities" is less than medium.

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“…Badran 2007;Cheung 2012;Cropley and Cropley 2010;Esjeholm 2015;Howard et al 2008;Rutland and Barlex 2008;Zhou 2012). Much research effort has been put into defining and characterising creativity and creative design processes (examples of more extensive overviews: Howard et al 2008;Plucker et al 2004).…”

Section: Introductionmentioning

confidence: 99%

A model to analyse students’ cooperative idea generation in conceptual design

Hultén

Artman

House

2016

Int J Technol Des Educ

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In this article we focus on the co-creation of ideas. Through the use of concepts from collaborative learning and communication theory we suggest a model that will enable the cooperative nature of creative design tasks to emerge. Four objectives of the model are stated and elaborated on in the paper: that the model should be anchored in previous research; that it should allow for collaborative aspects of creative design to be accounted for; that it should address the mechanisms by which new ideas are generated, embraced and cultivated during actual design; and that it should have a firm theoretical grounding. The model is also exemplified by two test sessions where two student pairs perform a timeconstrained design task. We hope that the model can play a role both as an educational tool to be used by students and a teacher in design education, but primarily as a model to analyse students' cooperative idea generation in conceptual design.

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Enhancing creativity and innovation in engineering education

Cited by 75 publications

References 8 publications

A model for innovation in higher education

A model for innovation in higher education

Determination of Innovation Indicators in Teaching-Learning Activities of Curricula and Their Application in Art University

A model to analyse students’ cooperative idea generation in conceptual design

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