TY  - BOOK
AU  - Lemaître,Denis
TI  - Training Engineers for Innovation
SN  - 9781119563365
AV  - HD58.82 .T735 2018 
U1  - 620.0071 
PY  - 2018///
CY  - Newark
PB  - John Wiley & Sons, Incorporated
KW  - Engineering-Study and teaching
KW  - Electronic books
N1  - Cover -- Half-Title Page -- Title Page -- Copyright Page -- Contents -- Introduction: Why Train Engineers in Innovation? -- PART 1: Innovation Design and Expectations toward Training -- 1. From Technological Innovation to "Situated" Innovation: Improving the Adaptation of Engineering Training to the Societal Challenges of the 21st Century -- 1.1. Progress and innovation -- 1.1.1. Progress and engineer training -- 1.1.2. Progress in crisis -- 1.2. Rethinking progress -- 1.2.1. The engineer, innovation and crisis in Progress -- 1.2.2. The technical and economic paradigm and innovator training -- 1.3. Rethinking innovation and the innovator -- 1.4. Training for a "situated" innovation -- 1.5. Conclusion -- 1.6. References -- 2. Responding to an Event: Innovation of the Contemporary Engineer? -- 2.1. From contemporary capitalism to innovation situations -- 2.1.1. The dynamics of contemporary capitalism… -- 2.1.2. … to new situations of innovation -- 2.2. Innovating: a transaction or inventive response? -- 2.2.1. Exploiting events: two possible interpretations -- 2.2.2. The moment of the event: experience and/or disruptive challenge -- 2.2.3. The moment of innovation: renegotiating the problems and/or discovering the community -- 2.3. Conclusion of the event to conditions of its innovative exploitation -- 2.4. References -- 3. Innovation within Companies: Changes and Impacts on Our Student Engineer Training Models -- 3.1. Introduction -- 3.2. The transformation of innovation within contemporary companies -- 3.2.1. Nature and purpose of innovation -- 3.2.2. The organization of innovation -- 3.3. The impact of the new forms of innovation design on the training of engineers -- 3.3.1. Managerial aspect of the innovation process -- 3.3.2. The functional aspect of the innovation process -- 3.4. Conclusion -- 3.5. References; 4. Skills and Competencies for Innovators: New Priorities and Requirements for Engineering Graduates -- 4.1. Introduction -- 4.2. Which skills and competencies are needed for innovation? -- 4.2.1. Toward a holistic vision of engineers -- 4.2.2. Emergence of industry requirements -- 4.3. Industry perception of graduate engineering students -- 4.3.1. Technical competencies -- 4.3.2. Non-technical skills and competencies -- 4.4. Conclusion -- 4.5. References -- PART 2: New Skills and Adaptation to Training Systems -- 5. The Training of Innovators between Skill Acquisition and Construction of an Individual Socioprofessional Identity -- 5.1. Introduction -- 5.2. What is innovation? Who are the innovators? -- 5.3. The two paths for innovation training in professional education -- 5.4. Applied study of the training programs to the innovation of engineering schools -- 5.4.1. Training in innovation management -- 5.4.2. Research training on innovation -- 5.4.3. Training regarding the manufacture of new products or services -- 5.4.4. Professional training oriented toward the emergence of the innovator identity -- 5.5. What innovation training should be integrated in an engineering school? -- 5.5.1. Emancipation promotes engagement in learning -- 5.5.2. Importance of creating an environment rather than a semiclosed method (type of school) -- 5.5.3. The burden of the transformation identity by action is supported by a collective -- 5.6. Conclusion -- 5.7. References -- 6. Innovation Training and Entrepreneurship in French Engineering Higher Education Institutions: An Investigation of the Commission des Titres d'Ingénieur -- 6.1. Introduction -- 6.2. Study context: CTI and engineering higher education institutions -- 6.3. Expectations regarding entrepreneurship and innovation; 6.4. Investigation conducted within engineering higher education institutions (called "Focus") -- 6.5. Answers from the institutions -- 6.6. Pedagogical organization -- 6.7. Resources implemented and external partnerships -- 6.8. Conclusion -- 6.9. References -- 7. Determinants of Skill Matching among Young Hungarian Engineers -- 7.1. Introduction -- 7.2. Theoretical background -- 7.3. Research question -- 7.3.1. Effect of academic performance -- 7.3.2. Effect of labor market involvement -- 7.3.3. Effect of educational background -- 7.3.4. Effect of workplace characteristics -- 7.4. Data and methods -- 7.5. Empirical findings -- 7.6. Discussion -- 7.7. Conclusions -- 7.8. References -- PART 3: Pedagogies of Innovation -- 8. Swimming with Sharks without Being Eaten: How Engineering Students can Learn Creativity, Entrepreneurial Thinking and Innovation -- 8.1. Introduction -- 8.2. Basic considerations regarding entrepreneurship and creativity -- 8.2.1. Entrepreneurship in higher engineering education -- 8.2.2. Contemporary concepts of engineering creativity -- 8.2.3. Deploying creativity techniques -- 8.2.4. Unleashing the courage to create by practicing breaching experiments -- 8.3. The Shark Tank Experience tutorial -- 8.3.1. Intended learning objectives and learning activities -- 8.3.2. Grading considerations -- 8.4. Data collection, data analysis and methods reflection -- 8.5. Results -- 8.5.1. Developing, presenting and defending a pitch -- 8.5.2. Do something unusual! -- 8.5.3. Formative evaluation -- 8.6. Discussion -- 8.7. Prospective work -- 8.8. Conclusion -- 8.9. Acknowledgments -- 8.10. References -- 9. Engaging with Heritage to Promote Innovative Thinking in Engineering Management Education -- 9.1. Introduction -- 9.2. Background: the importance of engineering education; 9.3. Synergetic configuration: an innovative approach to engineering education -- 9.3.1. Heritage, innovation and project management: the learning and teaching context -- 9.3.2. The P3 Project: methodology -- 9.3.3. Innovating pedagogy and practice: the P3 Project study findings -- 9.4. Moving forward: the application of RVS to achieve synergetic configuration and student success -- 9.5. Conclusion -- 9.6. References -- 10. How Do Graduate Engineering Schools Train for Innovation? Study of the Curricula of Three French Schools -- 10.1. Introduction -- 10.2. The adaptation of French engineering schools to innovation -- 10.2.1. The sociohistorical context -- 10.2.2. The conceptions of innovation beginning with curricular changes -- 10.2.3. Forms of pedagogical innovation -- 10.3. Three innovation training methods -- 10.3.1. Case studies of three engineering schools -- 10.3.2. Presentation of the three schools -- 10.3.3. Three training methods dedicated to innovation -- 10.4. Innovation training teaching methods and logic -- 10.4.1. Three divergent approaches to innovation training -- 10.4.2. The logic at work in innovation training -- 10.4.3. The challenges of a global approach to innovation -- 10.5. Conclusion -- 10.6. References -- 11. Developing Methods and Programs for Teaching Innovation to Engineers: Toward Eco-Innovation? -- 11.1. Introduction -- 11.2. A conception of sociotechnical innovation education -- 11.2.1. A holistic approach -- 11.2.2. A systemic conception: toward eco-innovation? -- 11.3. Modeling a system for training innovators: an empirical-inductive approach -- 11.3.1. A heuristic approach -- 11.3.2. A case study illustrating the need for interdisciplinarity -- 11.4. The mobilization of HSS within an existing program -- 11.4.1. Creating transversality by opening up the disciplines; 11.4.2. Mobilizing HSS to establish particular skills -- 11.5. Conclusion -- 11.6. References -- Conclusion: Perspective: Engineering Training, from Yesterday to Tomorrow -- List of Authors -- Index -- Other titles from iSTE in Innovation, Entrepreneurship and Management -- EULA
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