Process and product innovation needs integrated engineering collaboration skills

Riel, Andreas; Drăghici, Anca; Drăghici, George; Grajewski, Damian; Messnarz, Richard

doi:10.1002/smr.497

Cited by 16 publications

(14 citation statements)

References 4 publications

(5 reference statements)

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“…Given the highly interdisciplinary and integrative nature of engineering, students should also be provided opportunities to work together in teams to enhance their collaboration skills (Riel et al, 2012;Rinke et al, 2016;Thibaut et al, 2018), which are necessary to develop negotiated design solutions that synthesize across differing understandings of the same problem space (Wendell et al, 2017). Indeed, in the K-12 classroom, small group activities account for approximately half of instructional time in science classrooms with the expectation that small groups co-construct knowledge of STEM content and design solutions to real-world problems (Wieselmann et al, 2020;Wendell et al, 2017).…”

Section: Twenty-first Century Skillsmentioning

confidence: 99%

Beyond the basics: a detailed conceptual framework of integrated STEM

Roehrig

Dare

Ellis

2021

Discip Interdscip Sci Educ Res

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Given the large variation in conceptualizations and enactment of K− 12 integrated STEM, this paper puts forth a detailed conceptual framework for K− 12 integrated STEM education that can be used by researchers, educators, and curriculum developers as a common vision. Our framework builds upon the extant integrated STEM literature to describe seven central characteristics of integrated STEM: (a) centrality of engineering design, (b) driven by authentic problems, (c) context integration, (d) content integration, (e) STEM practices, (f) twenty-first century skills, and (g) informing students about STEM careers. Our integrated STEM framework is intended to provide more specific guidance to educators and support integrated STEM research, which has been impeded by the lack of a deep conceptualization of the characteristics of integrated STEM. The lack of a detailed integrated STEM framework thus far has prevented the field from systematically collecting data in classrooms to understand the nature and quality of integrated STEM instruction; this delays research related to the impact on student outcomes, including academic achievement and affect. With the framework presented here, we lay the groundwork for researchers to explore the impact of specific aspects of integrated STEM or the overall quality of integrated STEM instruction on student outcomes.

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Section: Twenty-first Century Skillsmentioning

confidence: 99%

Beyond the basics: a detailed conceptual framework of integrated STEM

Roehrig

Dare

Ellis

2021

Discip Interdscip Sci Educ Res

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“…It is challenging for a single individual to acquire expertise across all these domains, leading experts to focus on highly specialized fields [22]. In this context, NPD often requires effective communication and collaboration among teams of experts with field-specific knowledge and skills [2]. Each expert contributes specialized knowledge to their respective fields, enabling firms to combine their expertise to drive innovation in product development.…”

Section: Inventors' Roles In New Product Developmentmentioning

confidence: 99%

“…Successful new product development (NPD) hinges on fostering integrated product development through knowledge exchange and shared decision-making between designers and engineers [1,2]. This holistic approach to NPD incorporates technological and user-centric considerations, ensuring that the resulting products are technically feasible and meet the target market's needs [3].…”

Section: Introductionmentioning

confidence: 99%

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The role of design engineers: Evidence from intra-firm knowledge and collaboration networks

Hur,

Hwang,

Kim

2024

PLoS ONE

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Successful new product development requires the integration of design and engineering, bridging the gap between technological feasibility and user-centric considerations. However, direct collaboration between designers and engineers with heterogeneous knowledge presents challenges. In this context, the role of design engineers—professionals skilled in both design and engineering—becomes pivotal. This study categorizes inventors into three primary groups: engineers, designers, and design engineers based on the type of patent applications they hold and investigates their differences in knowledge portfolios and collaboration patterns. The study relies on patent data for 4,665 US publicly-traded firms from 1980 to 2015 from the PATSTAT database, and constructs two networks for each firm period: a social network of inventors and a knowledge network of knowledge elements. Findings show that design engineers are highly connected within the social network but have disconnected knowledge in the knowledge network in comparison to engineers. While design engineers may not be the primary drivers of firms’ technological innovations, they facilitate interdisciplinary communication and decision-making, fostering a design-technology integrated new product development environment. This research has practical implications for firms seeking to optimize their innovation processes by creating interdisciplinary teams that harness the complementary strengths of engineers and design engineers.

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“…While a large body of research focuses on competency requirements of engineers [7,8] , there is a lack of studies specifically focusing on design engineers [7], even though it is estimated that over 70% of the product development life-cycle cost is embedded in the design conception phase [11]. It is also notable that a large part of engineering competence literature focuses upon engineering education, specifically to close gaps between skills acquired in higher education and skills required by industry [8,12].…”

Section: Design Engineers and Competenciesmentioning

confidence: 99%

Mapping the Competencies of Design Engineers Against the Jantsch’s Hierarchical System

Sajdakova¹,

Newnes²,

Carey³

et al. 2020

Advances in Transdisciplinary Engineering

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Presented in this paper are the results of a systematic literature review to identify the competencies required by design engineers to work in increasingly complex societal projects. These competencies are then mapped against the four levels of a hierarchical system defined by Jantsch to ascertain the disciplinarity of these competencies. The results from this mapping form the first phase in the creation of a Designer Readiness Level for transdisciplinary engineering. To date current research has identified that to meet these future needs, defined as Grand Challenges for Engineering by the National Academy of Engineering, it will be necessary to adopt transdisciplinary methods of working. However, there is little in the literature that identifies how to assess the transdisciplinarity of people, tools or project teams. Although literature and learned societies do highlight that engineers are crucial to meet these societal needs, how do we determine whether an engineer is able to work in a transdisciplinary manner? A total of 2398 papers were included in the review and twenty-nine papers selected for full-text review. A final seven focussing on practicing design engineers were used to create a current list of competencies. The paper continues by describing the analysis method and results of mapping the competencies identified against Jantsch’s four levels. The paper concludes with a summary of the next stage required to create a Designer Readiness Level for transdisciplinary engineering.

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Process and product innovation needs integrated engineering collaboration skills

Cited by 16 publications

References 4 publications

Beyond the basics: a detailed conceptual framework of integrated STEM

Beyond the basics: a detailed conceptual framework of integrated STEM

The role of design engineers: Evidence from intra-firm knowledge and collaboration networks

Mapping the Competencies of Design Engineers Against the Jantsch’s Hierarchical System

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