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This paper presents and evaluates a role-play simulation called 'Theatrical Technology Assessment', in which students learn about complex stakeholder dynamics around emerging technologies. This role-play combines insights from Constructive Technology Assessment, improvisational theatre and educational role-play designs. It was implemented in an online setting with bachelor students of an interdisciplinary engineering programme. Based on collected chat conversations and reflection reports in seven different simulations, we qualitatively analysed what students learned about stakeholder dynamics. The study shows that students gained novel and relevant insights regarding stakeholder perspectives on technologies, the effects of uncertainties on decision making, collective stakeholder dynamics, and strategies to steer technology development. Students considered the role-play simulations to be engaging learning experiences. The dual set-up of the role-play, with students as players and co-designers, and the integral use of improvisational theatre are novel elements of educational role-play designs. [ABSTRACT FROM AUTHOR]

This paper presents a design-based research project undertaken to test and implement an interest-based engineering challenges framework for pre-college students. This work is motivated by the need for innovative engineering education practices in pre-college settings, and making engineering more inclusive for people from diverse backgrounds. The design-based research methodology can be challenging to implement as it comprises of multiple, cyclical research activities that provide challenges in documenting and communicating the larger study's progress. This paper presents findings from this continuously evolving study, and also the design and implementation of this design-based research at roughly the halfway point for a four-year study. Each of the consequent versions scaffold to answer the broader research questions of the study pertaining to: engineering appealing to students' personal interests, empowering underrepresented groups to find meaningful connections to engineering, leading more authentic engagement in engineering and design practices, and improving students' attitudes and perception of engineering. [ABSTRACT FROM AUTHOR]

It is a long and winding road from invention to innovation. Starting from this observation, this paper presents a historical perspective on the capabilities engineers should possess to do their work. The importance of the ‘communicative competence’ involved in creating a social base for innovation is underpinned. We will present a theoretical framework with regard to engineering and society and argue that this competence requires a good understanding of the social dynamics of technology as well as the ability to communicate on the level of facts, values and emotions. Three particular skills are extensively discussed: orientation on the future and the abilities involved in dialogue and cultural differences. We will argue that engineers can develop this new competence through project learning. [ABSTRACT FROM AUTHOR]

With the rapid progress of modern civilization, creativity and innovation within a techno-economic perspective are becoming the major driving forces behind the sustainability of economic growth and competitive achievements. The current paper will focus on developing a clear concept of the terms creativity and innovation, and investigate their possible relation with engineering education. The parameters that could be essential for the enhancement of creativity or innovation are discussed from the perspective of the individual and the community. An engineering creativity enterprise diagram (ECED) is introduced to be reflective of the industrialization and technological level of any community as correlated to creativity and innovation. A systematic approach is designed to help developing the possible courses and activities that would enhance creativity and innovative skills and capabilities of a graduate engineer. [ABSTRACT FROM AUTHOR]

This article explores issues relating to innovation in engineering education arising from the implementation of e-education. This can be correlated with innovation in general. We describe a systematic approach to innovative design and utilise this approach in engineering education. The main emphasis is on the presentation of attitudes, approaches and the outcomes resulting from the experiences at the University of Zilina, within the project "Using of ICT and new generation networks platform in education". This project was carried out over the past three years within the framework of the state research and development program. [ABSTRACT FROM AUTHOR]

Engineering is now, more than ever before, a global profession. The context in which engineering design problems must be framed is increasingly a global one, and global sustainability needs to be taken up as an important design criterion. Engineers are finding employment in multinational companies in greater numbers, and their work takes them to every corner of the world. But engineering is still far from culturally inclusive. There has been a worrying tendency for the global reach and impact of engineering to be based essentially on North American or European perspectives. I argue that we need to reclaim the term globalization as implying the celebration of rich diversity, not as a recipe for an essentially neo-colonial domination by a perspective drawn from one or two regions, however powerful they may be. The extent to which multicultural as well as international issues should be taken into account in engineering practice raises questions about the extent to which cultural issues permeate the whole of engineering education. However, it is far from clear that developments in higher education in general are necessarily supportive of a variety of perspectives. Indeed, a group of forces and ideas promoting a two-tier global market for education seems to be increasingly influential in national and international discussions. Traditional universities, even as they extend their international reach, may increasingly be maintained only for élite groups, while a bargain basement type of training emerges for the masses at the local level. I offer some reasons why this arrangement would be both socially disastrous and professionally damaging to engineers. Australians may be able to offer a useful contribution to the development of a broader perspective on engineering. The engineering context in which our students and academics work has allowed us, in a range of innovative approaches, to experience and give voice to cultural diversity. This variety includes some approaches that my own university has adopted in order to incorporate international issues and awareness in our programmes. I offer some ideas about how we should be preparing engineering students to think through global issues so that, as individuals, they are culturally sensitive and inclusive and can take justifiable pride in their profession's international role. [ABSTRACT FROM AUTHOR]