Case-based Instruction for Innovation Education in Engineering and Technology.

The need for the integration of relevant curriculum focused on innovation theory and the management of innovation within engineering education has been a topic of ongoing discussion at the national level. The Council of Competitiveness suggests STEM graduates will be the key to innovation growth, although the number of engineers entering the field is not sufficient to replace retiring professionals. Today's global economy requires engineers and technologists to take the lead role in innovation and idea generation, although innovation is not a topic that is typically included in the undergraduate curriculum. One approach to teaching innovation theory is case-based instruction. Case studies are effective in engineering education because they bridge the gap between theory and practice. Students also report being more engaged in coursework when case studies are included in the curriculum. Although effective, case analysis is not as prevalent in the classroom as the more traditional lecture-based instructional methods. This paper explores student attitude toward the use of case studies in engineering education. The data is drawn from the results of a mixed-methods study of engineering technology students who participated in a case study analysis of disruptive innovation theory. An assessment of student attitude toward the use of the innovation case study was given to a sample of 90 engineering technology students. Qualitative results from this instrument were derived from a directed content analysis research methodology. This research is intended to provide insight into student perception and acceptance of the use of cases in the engineering and technology classroom. This study examines students' personal views of their attitudes through qualitative content analysis. Research will be supported by thick, rich description drawn from students' own words to gain further insight into student perception of both innovation education and case-based instruction. [ABSTRACT FROM AUTHOR]