Design Odyssey: A Co-Curricular Design Innovation and Entrepreneurship Program for Systemic Change in Design Education

2021 ◽  
Author(s):  
Lim Siow Yuan Sio ◽  
Arianne Collopy ◽  
Aditya Batura ◽  
Lim Jia Xuan ◽  
Ashreya M. Venkatesh ◽  
...  
Keyword(s):  
Design Education ◽  
Systemic Change ◽  
Curricular Design ◽  
Design Innovation ◽  
Innovation And Entrepreneurship

scholarly journals Design Innovation and Entrepreneurship Organization Based on Psychological Cognitiveness of the Space Narrative

2022 ◽  
Vol 12 ◽  
Author(s):  
Jieming Hu ◽  
Xin Zhang
Keyword(s):  
Organizational Culture ◽  
Community Of Practice ◽  
Corporate Culture ◽  
Physiological Data ◽  
Visual Elements ◽  
Entrepreneurial Organizations ◽  
Spatial Narrative ◽  
Design Innovation ◽  
And Behavior ◽  
Innovation And Entrepreneurship

The high-quality workspace can be used as a physical carrier for design innovation and entrepreneurial organizational culture to continuously change the psychological cognition and behavior of employees in community of practice. The spatial narrative of the culture of design innovation and entrepreneurial organizations means to integrate entrepreneurship and organizational culture into the space through visual presentation. Whether the spatial narrative is successful or not needs to be judged by whether the change of people’s psychological cognition achieves the expected effect. The traditional qualitative research methods such as interviews and questionnaires cannot fully and accurately present the psychological cognitive mechanism of design Innovation and entrepreneurship organization members. We use virtual reality technology combined with electrophysiological technology to conduct experiments. We use these technologies to conduct quantitative experiments on psychological cognition in community of practice. This study will select a design innovation and entrepreneurial organization, randomly select 20 participants, and divide them into 2 groups for experimentation. The VR scene is based on their real office space as a prototype. Put the visual elements of corporate culture in one of the VR scenes. The other VR scene as a reference does not incorporate visual elements of organizational culture. Participants participated in the experiment in these two VR scenarios. There are many advanced devices that can accurately test individual psychological changes, but the ErgoLab man-machine environment test platform, can collect and compare these data [physiological data, electroencephalogram (EEG) data, and behavior data] in real-time and comprehensively, which is its advantage. According to the experimental results, judge the changes in the psychological cognitive data of the participants before and after the placement of the spatial narrative in design innovation and entrepreneurial organizations. The experiment combined interviews and questionnaires to ensure the authenticity of the quantitative data. The conclusion of the experiment will produce an accurate quantitative study on the psychological cognition of the spatial narrative of design innovation and entrepreneurial organizational culture. A sense of organizational belonging, collective sense, pride, mission, and work fun can be generated in the workspace.

scholarly journals Integration of fashion design education with innovation and entrepreneurship education

2020 ◽  
Vol 6 (3) ◽  
Author(s):  
Li Zeng
Keyword(s):  
Higher Education ◽  
Empirical Study ◽  
Teaching Methods ◽  
Design Education ◽  
Quality Evaluation ◽  
Entrepreneurship Education ◽  
Fashion Design ◽  
Teaching Staff ◽  
Systematic Education ◽  
Innovation And Entrepreneurship

The paper proposes a systematic education framework combining fashion major with innovation and entrepreneurship in higher education, in terms of target and position, curriculum system, teaching methods, practical platform, quality evaluation, teaching staff, and teaching materials. An empirical study was conducted using BIF (Business+Internet+Fashion) method to verify the framework. Thus, a solution is provided to the gap of convergence between fashion education and innovation and entrepreneurship education.

scholarly journals THE USE OF LEGO ® SERIOUS PLAY IN THE ENGINEERING DESIGN CLASSROOM

2011 ◽  
Author(s):  
Linda Bulmer
Keyword(s):  
Engineering Students ◽  
Positive Impact ◽  
Team Building ◽  
Planning Problem ◽  
Design Teams ◽  
Instructional Technique ◽  
Experiential Process ◽  
Design Innovation ◽  
The University ◽  
Innovation And Entrepreneurship

With the belief that teaching design, innovation and entrepreneurship studies requires methods and techniques that are themselves innovative and entrepreneurial in nature, LEGO® SERIOUS PLAY™ (LSP) has been used within the Technology Management and Entrepreneurship (TME) Program at the University of New Brunswick, Faculty of Engineering, as a complementary instructional technique since 2005. LSP is a creative and experiential process that can facilitate strategic planning, problem solving, team building, and innovation mining through the use of specialized LEGO® brick kits. Designed for the corporate environment, it made its formal debut in 2002. Since then, over 250 global organizations, in 27 countries have used this facilitated thinking technique. Example companies that offer enthusiastic testimonials for the methodology include Daimler/Chrysler, Verizon Wireless, Ikea, and Pfizer. LSP is now emerging in the educational environment. The current generation of students, before becoming gripped to electronics, was encouraged by parents to use their hands and imaginations to construct models using LEGO® bricks. They were at one time ‘Imagineers’. In addition, engineering students tend to work hard and play harder. Thus it became desirable to test how introducing the element of play [1][2] with purpose into the Entrepreneurship and Design classrooms could awaken students’ creative energies that spur innovation. “Constructivism” [3] has been increasingly emphasized as an effective approach to learning. Also, the related “Constructionist” theory suggests that by using our hands and 3D modeling to explore ideas we can surface more information, past experience, intuition and understanding than we can effectively express through speech alone. Based on the promising LSP initial TME pilot results in 2006, it was predicted that Engineering students as a whole could further benefit from the LSP experience and use this form of concrete thinking to solve design/innovation challenges and teaming issues. The LSP pilot action research was extended in collaboration with graduating Civil Engineering students in their Team Capstone Design Course winter 2008. Lego based (LSP) workshops subsequently conducted demonstrated a positive impact on the design teams with respect to their views on team responsibility and accountability, ability to collaborate and cooperate as well as their awareness of team risks and responsibilities over those teams with no LSP workshop experience.

International Collaboration and Design Innovation in Virtual Worlds

2012 ◽  
pp. 429-448 ◽  
Author(s):  
Pete Rive ◽  
Aukje Thomassen
Keyword(s):  
Virtual Worlds ◽  
International Collaboration ◽  
Second Life ◽  
Design Education ◽  
Knowledge Exchange ◽  
Virtual Space ◽  
Design Teams ◽  
Communication Tools ◽  
Geographically Dispersed ◽  
Design Innovation

Second Life is a popular virtual world that can provide us with valuable lessons about international collaboration and design innovation. This chapter will explore how design practice and design education can assist geographically dispersed design teams working on collaborative designs in a shared virtual space, using real-time 3D constructions and communication tools. We contend that Second Life can provide solutions to collaborative international design and enable knowledge creation and innovation through tacit knowledge exchange.

Promotion of Innovation and Entrepreneurship in Engineering Design by Synchronizing Engineering and Business School Courses

2016 ◽  
Author(s):  
José E. Lugo ◽  
Mari Luz Zapata-Ramos ◽  
Manuel J. Perez-Vargas
Keyword(s):  
Engineering Design ◽  
Design Education ◽  
Design Thinking ◽  
Interdisciplinary Teams ◽  
Common Goal ◽  
University System ◽  
Engineering Design Education ◽  
Working Together ◽  
The Impact ◽  
Innovation And Entrepreneurship

There is a need to improve the innovation and entrepreneurship capacity of engineering design students before graduation, as innovation and entrepreneurship are drivers of economic growth. This paper presents the alignment of existing courses within a university system, mainly Design Thinking (Engineering) and Consumer Behavior (Marketing), with the purpose of developing technology-based entrepreneurship efforts that directly impact a society in need of economic development. Students from each course were presented with six current problems being faced by society, for them to work on in groups. The experience of having interdisciplinary teams working together to achieve a common goal is documented. Also, in order to measure the impact of the courses on the students, a survey of innovation self-efficacy was given to the students at the beginning and at the end of each semester. The results and implications for engineering design education are discussed.

scholarly journals Research on Integrated Innovation Design Education for Cultivating the Innovative and Entrepreneurial Ability of Industrial Design Professionals

2021 ◽  
Vol 12 ◽  
Author(s):  
Weifeng Hu ◽  
Yue Hu ◽  
Yilin Lyu ◽  
Yan Chen
Keyword(s):  
Success Rate ◽  
Design Education ◽  
Professional Training ◽  
Industrial Design ◽  
Training System ◽  
Theoretical Research ◽  
Entrepreneurial Ability ◽  
Important Trend ◽  
Design Objects ◽  
Innovation And Entrepreneurship

In the industrial design industry, innovation and entrepreneurship made by professional and technical talents will become an important trend in the future development of the economy and society. The great changes in the design industry, such as the diversification and complication of design objects, the relatively restricted knowledge structure of design talents, the lack of entrepreneurial experience, and other reasons, have led to the low success rate of industrial design talent entrepreneurship. The purpose of this research is to analyze and explore the effects of integrated innovation design teaching modes and methods of cultivating the innovative and entrepreneurial abilities of industrial design professionals to help industrial design professionals to improve their success rate of establishing new companies. This research also aims to improve the innovative and entrepreneurial ability of industrial design professionals in terms of integrated innovation and design teaching reform by integrating the theories and methods of industrial design professional training links such as the objectives, teaching contents, teaching modes and methods, performance evaluation of innovation, and design education, combining these with the requirements of the innovative and entrepreneurial ability training of industrial design professionals. In this study, the educational reform of integrated innovation design in a specific Chinese university is taken as an example to carry out theoretical research and practical application. The results of this research show that the theory and method of integrated innovation of design education have made significant contributions to the enhancement of the innovative and entrepreneurial ability of industrial design professionals. This research also reveals a feasible direction for constructing an industrial design innovative and entrepreneurial talent training system that adapts to the transformation and upgrading of the design industry. Meanwhile, methods and teaching modes applied in this research can be promoted in relevant or similar majors to make innovation and entrepreneurship education in colleges and universities more professional, stimulate students' entrepreneurial consciousness, and improve students' abilities of innovation and entrepreneurship.

Sign in / Sign up

Export Citation Format

Share Document