New paper: Guiding Global Innovation Teams on their ExplorationJourney: Learning from Aspiring Engineering Students

New paper: Guiding Global Innovation Teams on their ExplorationJourney: Learning from Aspiring Engineering Students

A new paper by Jenny Elfsberg, Christian Johansson Askling, Andreas Larsson, Tobias Larsson, and Larry Leifer is in a special issue on Case-Based Learning in Engineering and Applied Science Education in the International Journal of Engineering Education.

The research conducted at Blekinge Institute of Technology and Stanford University explores the impact of problem-based learning (PBL) on engineering students’ individual learning and team performance. The study introduces two lightweight tools to assist globally dispersed innovation teams in explorative projects.

Innovative Team Performance in Engineering Education 

This study explores the performance of globally dispersed innovation teams within an engineering graduate course employing problem-based learning (PBL). The research aims to enhance individual learning and team performance, increasing the likelihood of successful outcomes.

Some highlights from the paper:

  • Exploration Journey: Teams engage in a year-long capstone course, navigating problem and solution spaces and crafting prototypes.
  • Team Dynamics: The study highlights the importance of team dynamics and social connectedness for successful innovation.
  • Supporting Cohorts: Industry and academic partners collaborate to guide teams without disrupting their learning process.

Observations from a longitudinal study identified patterns among top-performing teams, leading to the development of two lightweight tools for supporting cohorts. These tools visually represent the team’s exploration journey, aiding in effective guidance. The findings contribute to understanding how to facilitate team performance and individual learning in explorative projects, with implications for academia and industry. The study emphasizes the importance of multidisciplinary approaches and dynamic shifts between divergent and convergent thinking in achieving breakthrough innovations. This research advances our understanding of PBL in engineering education and offers practical insights for industry organizations focused on radical innovation.

Link to journal issue International Journal of Engineering Education: Contents Vol 40, No. 3 (