Academic literature on the topic 'Degree Name: Master of Design Innovation'
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Journal articles on the topic "Degree Name: Master of Design Innovation"
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Friebe, Michael. "HealthTEC Innovation Design - a proposal for a novel Master degree program based on Unmet Clinical Need, global Healthcare Challenges, and 21st century skills." Current Directions in Biomedical Engineering 6, no. 3 (September 1, 2020): 599–603. http://dx.doi.org/10.1515/cdbme-2020-3153.
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AbstractThe effectiveness, efficiency, availability, agility, and equality of global healthcare systems are in question. The COVID-19 pandemic have further highlighted some of these issues and also shown that healthcare provision is in many parts of the world paternalistic, nimble, and often governed too extensively by revenue and profit motivations. The 4th industrial revolution - the machine learning age - with data gathering, analysis, optimisation, and delivery changes has not yet reached Healthcare / Health provision. We are still treating patients when they are sick rather then to use advanced sensors, data analytics, machine learning, genetic information, and other exponential technologies to prevent people from becoming patients or to help and support a clinicians decision. We are trying to optimise and improve traditional medicine (incremental innovation) rather than to use technologies to find new medical and clinical approaches (disruptive innovation). Education of future stakeholders from the clinical and from the technology side has not been updated to Health 4.0 demands and the needed 21st century skills. This paper presents a novel proposal for a university and innovation lab based interdisciplinary Master education of HealthTEC innovation designers.
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Freitas da Silva, Ivonei. "Describing the design thinking and extreme programming activities during a technology innovation academic workshop." Innovation & Management Review 17, no. 3 (April 20, 2020): 267–84. http://dx.doi.org/10.1108/inmr-03-2019-0039.
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Purpose This paper aims to describe the students’ experience in adopting design thinking (DT) and extreme programming (XP) throughout a course of technology innovation workshop in a master of business administration (MBA) degree program. Design/methodology/approach This study analyzes data (performed process and achieved results) from the students’ reports and the instructor’s observations about three courses held in 2016, 2017 and 2018. In each course, there were students conducting activities to understand, develop, and validate the market, customer, user and prototype. Findings This paper identifies that the processes of DT and XP promote active and collaborative learning relationships. The adopted activities along with a mix of different backgrounds from the students can promote good insights to understand the user problem and build a technological solution with incremental innovation. Research limitations/implications This paper describes only a unique view from the instructor’s knowledge; therefore, others might present different scenarios and results. Originality/value The paper contributes to the characterization of DT and XP activities when teaching technological innovation in a MBA.
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Wei, Jianliang, Jianhua Chen, and Qinghua Zhu. "Service Science, Management and Engineering Education." International Journal of Service Science, Management, Engineering, and Technology 1, no. 2 (April 2010): 51–69. http://dx.doi.org/10.4018/jssmet.2010040104.
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Service Science, Management and Engineering (SSME) is an emerging discipline which studies service industry under an integrated framework. SSME education trains scientists and skilled service workers to promote innovation and productivity in service industry. Although quite a number of universities started SSME programs years ago, most of them are still in the stage of experiment, and only address a small portion of the total subject. This paper first discusses the objectives of SSME education program—the abilities that service workers and scientists should have. Then, three types of foundation courses of the current programs are discussed in depth; the bachelor, master and PhD degree programs offered currently are analyzed, which include the course contents and teaching methods. Based on the inspirations from these practical programs, a unified model for SSME education is developed and presented, which proposes to unify bachelor, master and PhD programs, and establishes a new service science department comprising areas of service management, service engineering and design, service arts and humanities.
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Koschmann, Anthony, and Jagdish Sheth. "Brand line extensions: creating new loyalties or internal variety-seeking?" Journal of Product & Brand Management 27, no. 4 (July 16, 2018): 351–62. http://dx.doi.org/10.1108/jpbm-08-2017-1535.
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Purpose The purpose of this paper is to examine whether line extensions (modified brands) create their own loyalties or induce variety-seeking within the brand. Prior research has explored how the branded house strategy (i.e. multiple products bearing the same brand name) retains customers from competing brands. However, this research investigates loyalty within the brand by comparing loyalty and variety-seeking rates of modified brands. Design/methodology/approach Markov chains examine behavioral loyalty and switching rates of panel households in the USA over several quarters for two family brands of carbonated beverages. Emphasis is placed on the consumers who purchase the upper median of volume (heavy half) and constitute a disproportionate amount of brand’s sales (86 per cent of the volume). Findings Three propositions find that loyalty rates are high among modified brands with little switching to other lines within the brand. Further, loyalty and switch to rates are highest for the flagship branded product (the master modified brand). Practical implications Managers segment the market using the branded house strategy, yet loyalty rates vary for each product line. The switching rates can guide managers as to which products have established a loyal consumer base. Originality/value While brand switching is a considerable research stream, this research is believed to be the first to explore loyalty versus variety-seeking in the branded house strategy.
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Zainal Abidin, Shahriman, Shahril Anuar Bahari, Azmi Ibrahim, Aruan Efendy Mohd Ghazali, Mohammad Azroll Ahmad, Mohd Shaleh Mujir, María Victoria Bueno Delgado, et al. "Analysing the Malaysian Higher Education Training Offer for Furniture Design and Woodworking Industry 4.0 as an Input Towards Joint Curriculum Validation Protocol." Asia Pacific Journal of Educators and Education 36, no. 1 (August 25, 2021): 1–24. http://dx.doi.org/10.21315/apjee2021.36.1.1.
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An education programme at the master’s level normally aims to facilitate graduates’ acquisition, mastery and application of advanced knowledge in specialised areas of education. However, there is no learning pathway that aims to improve the level of specific and transversal competencies and skills, with particular regard to those relevant for the labour market in the furniture sector, such as management, entrepreneurship, language competences and leadership toward wood and furniture industry 4.0. The methodology for this research inquiry was based upon a survey questionnaire of 54 respondents during the MAKING4.0 Seminar at Universiti Teknologi MARA (UiTM) in Shah Alam, Selangor, Malaysia. The results were analysed from the Work Package 1 (WP1) “Analysis and comparison of the current Higher Education training offer and furniture and woodworking industry”, before the learning outcomes were defined for each of the identified topics. The definition of learning outcomes was made considering the Recommendations of the European Qualifications Framework (EQF), and subsequently harmonised with the Programme Learning Outcomes defined in the Malaysian Qualification Framework 2nd edition (MQF2.0) for a Master´s Degree Level 7. The identified learning outcomes have been grouped into four modules: (1) Processes and Production of Furniture, (2) Intelligent and Sustainable Design, (3) Wood and New Materials, and (4) Innovation Management. Results of the study indicated that MAKING4.0 is in line with the actions highlighted in the Malaysian Education Blueprint (2015–2025) and the objectives of the Ministry of International Trade and Industry in developing the National Industry 4.0 policy framework. MAKING4.0 aims to ensure an adequate supply of human capital and skills, as well as develop an innovative master’s degree to modernise the current training offer in wood and furniture technology processes and design around Industry 4.0 in Malaysia.
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Ning, Xin, Tong Liu, Chunlin Wu, and Chao Wang. "3D Printing in Construction: Current Status, Implementation Hindrances, and Development Agenda." Advances in Civil Engineering 2021 (April 5, 2021): 1–12. http://dx.doi.org/10.1155/2021/6665333.
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3D printing (3DP) is regarded as an innovation that contributes to automation in civil engineering and offers benefits in design, greenness, and efficiency. It is necessary to objectively analyze the current status and challenges associated with 3DP and identify future research directions to properly understand its construction applications. Previous research has focused more on the technical dimension of 3DP; however, the nontechnical dimension of the technology may hinder its implementation and thus must be paid particular attention to. This study presents a systematic review of the existing literature from both technical and nontechnical dimensions by combining quantitative and qualitative studies. The quantitative study was conducted using scientometric methods. The qualitative study analyzed information, including the technical research status and nontechnical challenges and trends. Two aspects of technical research status are presented, including materials and processes. In addition, nontechnical challenges and trends from the economic, environmental, social, and legislative aspects are proposed. This study provides a comprehensive agenda to advance 3DP in construction and proposes research interests, challenges, and future topics. It is intended to help construction practitioners systematically master existing processes and materials and assess the application degree and necessity of 3DP.
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Cheng, Juan, YuLin Wang, Dian Tjondronegoro, and Wei Song. "Construction of Interactive Teaching System for Course of Mechanical Drawing Based on Mobile Augmented Reality Technology." International Journal of Emerging Technologies in Learning (iJET) 13, no. 02 (February 27, 2018): 126. http://dx.doi.org/10.3991/ijet.v13i02.7847.
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The teaching aim of Mechanical Drawing is to cultivate the students' graphics interpreting ability, plotting ability, inter-space imagination and innovation ability. For engineering students in China Universities, Mechanical Drawing course with the characteristics of 3D and 2D inter-space transformation, is often difficult to master. The ordinary dull teaching method is not enough for stimulating students’ spatial imagination capability, interest in learning, and cannot meet teachers’ teaching needs to explain complicated graphs relationships. In this paper, we design an interactive teaching system based on mobile augmented reality to improve the learning efficiency of Mechanical Drawing course. To check the effect of the proposed system, we carried out a case study of course teaching of Mechanical Drawing. The results demonstrate that the class for which interactive teaching system based on mobile augmented reality technology was adopted is significantly superior to the class for which the ordinary dull teaching approach was adopted with regard to the degree of proficiency of course key and difficult points content，spatial imagination capability, students’ interest in learning and study after class, especially in respect of students’ learning interest and spatial imagination capability.
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Borodina, V. A. "Master-class: from a bibliographic lists to mapping its content (evidently for modeling an exhibition)." Bibliosphere, no. 3 (September 30, 2016): 87–94. http://dx.doi.org/10.20913/1815-3186-2016-3-87-93.
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An innovative component of modern library-information education should become a trend, in which frames it is possible not only to compact and intensify the study of professional issues, but also to shape tools for future professional activities in the innovation logic of an effective character. This in turn requires integrating multiple types of work in a holistic format. A master class on modeling personal exhibitions and its results in developing problems of reading study with application of bibliographic reconstruction and knowledge mapping is chosen as one of these formats. In the master class course a complex of tasks was solved. Among them are the following: developing the strategy of exhibition modeling, its understanding according to the completeness of information and its degree of semantic coagulation as a way to learn and present information in the exhibition format; forming the communicative culture in the exhibition presentation process; improving analytical skills, creative thinking, and improvement of psychologic-pedagogical professionalism through familiarization with the personal contribution of a scientist related to readers study; the acquisition of knowledge and skills to map knowledge. The exhibition was carried out in several stages in the logic «from simple to complex» and starts with learning the exhibition structural design options, their semantic and color solutions; exploring the scientist contribution based on the bibliographic description of publications, annotations and abstracts, later on the basis of studying publications themselves and citation. The latter allows not only to map its content in different ways, but also to build the professional communication sociometric matrix. As a result of this master class with elements of a business game students acquire specific knowledge (in our case readers’ study); a various options of a personal exhibition intelligent-information products are created; the specialist intellectual capacity grows significantly, cognitive and metacognitive skills of specialists are developed; methodological knowledge based on innovative search activities is formed. The heuristic potential of the master class lies in the fact that the tendency to internal resources of a personality determining the propensity to innovate in their professional activities is clearly expressed in the world and domestic science.
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Lee, Suchul, Yong Seog Kim, and Euiho Suh. "Structural health assessment of communities of practice (CoPs)." Journal of Knowledge Management 18, no. 6 (October 7, 2014): 1198–216. http://dx.doi.org/10.1108/jkm-11-2013-0454.
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Purpose – This paper aims to provide organizational knowledge management teams with a new metric, the bottleneck impact score (BIS), a valuable tool for evaluating the structural health of communities of practice (CoPs), by detecting the seriousness and pervasiveness of the bottlenecks occurring in knowledge-sharing activities among CoP members. Design/methodology/approach – This paper uses the social network analysis method to analyze the activities of organizational members in CoPs and classify organizational members into four types based on their degree of involvement in knowledge creation and consumption. CoPs are also categorized into four types based on the proportion of member types they contain to identify the characteristics of CoP member types and of CoP types. Findings – Data analysis of the knowledge-sharing activities of 4,414 members from 59 CoPs within one of the largest steel manufacturing companies finds that few CoPs are active in both knowledge creating and consuming and that most CoPs suffer from the insufficient participation of their most experienced employees and experts and hence are vulnerable to master–apprentice and knowledge drain risks. Originality/value – The proposed BIS metric successfully quantifies the seriousness and pervasiveness of such structural risks and thus can help management teams take preventive action to reduce the identified structural risks.
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Liu, Chunli, Junfeng Li, and S. BalaMurugan. "TEACHING AND PRACTICE OF DESIGN THINKING COURSE BASED ON THE CHANGE OF ENGINEERING STUDENTS' EMOTIONAL BEHAVIOR." International Journal of Neuropsychopharmacology 25, Supplement_1 (July 1, 2022): A54—A55. http://dx.doi.org/10.1093/ijnp/pyac032.075.
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Abstract Background Industrial design is an interdisciplinary subject with the organic combination of engineering and art. In order to systematically construct the curriculum system of design thinking in line with the psychological cognition of engineering students, we can better cultivate students' innovative consciousness and ability. Through the innovation of thinking consciousness, promote the change of emotional behavior. Subjects and Methods Put forward the idea of “5432” curriculum reform based on online and offline mixed teaching - 5 teaching objectives, 4 teaching levels, 3 teaching contents and 2 practical projects - reform the traditional teaching objective setting mode with knowledge objectives, ability objectives and ideological and political objectives as the basic classification mode, and refine it into five objectives: change the way of thinking and cultivate learning interest; Master the micro cycle and macro cycle of design thinking, and implement the complete design process; Use design thinking tools to generate new design concepts and comprehensively analyze user needs; Improve the ability of language expression and product publicity; Train students to become designers with family and national feelings, and use Chinese design language to design solutions with Chinese characteristics. Then, it can be summarized into four progressive teaching levels, that is, speaking theory well, connecting with the real world, teaching thinking methods and transmitting correct values. According to the teaching level, design the teaching content in line with the psychological cognition of engineering students: the process, methods and tools of design thinking; Design consciousness based on situational thinking, as well as the method and practice of design thinking. Finally, according to the teaching objectives, teaching levels and contents, formulate practical projects in line with the psychological cognition of engineering students, and apply the theoretical knowledge to practice; In addition to reforming the traditional teaching forms, we should also change the traditional examination based examination methods, comprehensively check students' online learning, teamwork, discussion and flipped classroom (students speak and teachers listen), and pay attention to the whole process of students' learning. Results The evaluation results show that students' academic performance has been greatly improved compared with previous years, and their comprehensive innovation ability and work innovation degree have also been significantly improved. It shows that the teaching organization based on students' psychological characteristics is reasonable and can be popularized. In addition, the study also found that anxiety was negatively correlated with achievement. Similarly, there is a significant negative correlation between anxiety and self-efficacy. State anxiety, trait anxiety and learning anxiety are all positively correlated. The “anxiety” component of learners' personality characteristics plays a great role in the generation of learning anxiety. The correlation coefficient between LCAS and trait anxiety was 0.408, while the correlation coefficient between LCAS and state anxiety was 0.395. Both reached a significant level (P < 0.01). There was a positive correlation between self-efficacy and achievement. Research shows that anxiety, gender and self-efficacy can be used as comprehensive variables to measure academic achievement. Conclusion “5432” teaching method provides new ideas and methods for the cultivation of engineering students' innovative thinking consciousness. It effectively improves students' innovation ability and problem-solving ability. However, due to the limitation of course time, some projects cannot be deeply implemented, and the effective connection of follow-up courses is needed. Acknowledgements Supported by a project grant from Weifang High-tech Zone 2020 Science and Technology Benefiting People Plan (Grant No.2020KJHM05).
Book chapters on the topic "Degree Name: Master of Design Innovation"
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Vargas-Vera, Maria. "The Development of a Virtual University Campus Using Second Life." In Enhancing Knowledge Discovery and Innovation in the Digital Era, 148–61. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4191-2.ch008.
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This paper presents the development of a virtual campus named DeepThink designed to support a postgraduate program named MPhil (Master in Philosophy) at The Open University. The MPhil is a formal Open University degree delivered to a distance. The virtual campus integrates second life, moodle and several Web 2.0 technologies like elluminate (online conferencing tool), MyStuff (e-Portfolio), Skype and Ning (Social network). This integration between second life and web 2.0 technologies has caused enthusiasm in tutors at the Open University who saw the benefit of using DeepThink in their courses. This campus is an innovative project which brings new ways of supervision. Our campus DeepThink in general promotes higher Education using technologies like second life, which has shown to be useful in supervision and teaching undergraduate courses. Finally, we discuss our experiences on second life and its limitations.
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Wei, Jianliang, Jianhua Chen, and Qinghua Zhu. "Service Science, Management and Engineering Education." In Technological Applications and Advancements in Service Science, Management, and Engineering, 134–51. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-1583-0.ch009.
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Service Science, Management and Engineering (SSME) is an emerging discipline which studies service industry under an integrated framework. SSME education trains scientists and skilled service workers to promote innovation and productivity in service industry. Although quite a number of universities started SSME programs years ago, most of them are still in the stage of experiment, and only address a small portion of the total subject. This paper first discusses the objectives of SSME education program—the abilities that service workers and scientists should have. Then, three types of foundation courses of the current programs are discussed in depth; the bachelor, master and PhD degree programs offered currently are analyzed, which include the course contents and teaching methods. Based on the inspirations from these practical programs, a unified model for SSME education is developed and presented, which proposes to unify bachelor, master and PhD programs, and establishes a new service science department comprising areas of service management, service engineering and design, service arts and humanities.
Conference papers on the topic "Degree Name: Master of Design Innovation"
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Niinikoski, Sanna. "CO-CREATING LEGAL DESIGN CURRICULUM FOR MASTER´S DEGREE: FURTHER-DEVELOPING CURRICULUM BASED ON FUTURE MEGATRENDS AND STUDENT LEARNING EXPERIENCE." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0722.
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Doering, Chris, Karin Fink, Claudia Ramseier, Andreas Unteidig, and Jan-Christoph l. Zoels. "Eco-Social Innovation by Design - Exploring Potential Contributions to Sustainability Transitions in an International PhD and a Master´s Degree Progamme." In Design × Nachhaltigkeit. Jahrestagung der DGTF 2022. Technische Universität Dresden, 2022. http://dx.doi.org/10.25368/2022.299.
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Barbero, Silvia. "Opportunities and challenges in teaching Systemic Design. The evoluation of the Open Systems master courses at Politecnico di Torino." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3353.
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The contamination between design and theory of systems as a field of development of new design processes is nowadays consolidated. However, the issue concerning the methodology to apply in teaching systemic design remains an open question. The approach adopted in the Master Degree in Systemic Design at Politecnico di Torino is based on the assumption that the teaching method must itself be systemic. Alongside designers, the degree course has involved from the very beginning experts of different disciplines (i.e. chemistry, physics, mechanics, history, economy and management) as teachers, in order to create a multidisciplinary environment for the development of projects. Born as master degree in academic year 2002-03 at Politecnico di Torino (Italy) from the close collaboration with Gunter Pauli, the course has changed name and form but not the content, until it reached the current title (a.y. 2015-16): master degree “Aurelio Peccei” in Systemic Design. The Open Systems course has enabled students, in previous years, to experiment the design of production processes. This was the case of the systemic project done with NN Europe, a company engaged in manufacturing ball bearings, in which the output management allows a positive economic impact. Over the years the course has shifted its focus from the production process of a product to the wider company context. In 2010, the approach has been applied to the agricultural enterprise Ortofruit: starting from agricultural production, the students have defined the production system and the relationships with the market. Systemic Design, during this course, has experienced the transition from the design of industrial processes that are closely linked to the territory, and then enhance local resources, to the design of the whole territorial system. The work done by the students of the course in recent years has led to the definition of scenarios about fields usually distant from the traditional design world. For example, the definition of the economic model, the corporate model that is built around relationships on cooperation with different disciplines.This transition, from the product to the entire territorial system, allows the exploration of new contexts, but it also puts the designer in a complex and challenging position in according with complex theories.DOI: http://dx.doi.org/10.4995/IFDP.2016.3353
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Trenor, Beatriz, and Gema Prats. "Uso de la metodología de aprendizaje basada en proyectos para la adquisición de competencias transversales con niveles de dominio alto en asignaturas relacionadas con la Bioelectricidad." In IN-RED 2020: VI Congreso de Innovación Educativa y Docencia en Red. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inred2020.2020.12032.
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The the need for greater participation and motivation of university students in the teaching-learning process has led to the concept of project-based learning. By using this methodology, the student works individually and in groups independently, but under the guidance of the teacher. Furthermore, this methodology allows the acquisition of transversal skills with a high level of mastery in subjects of the last year of undergraduate and master degrees. The objective of this work is the design and application of the project-based learning methodology in the subjects of Bioelectronics and Modeling and simulation of bioelectric systems that is capable of integrating the transversal competences "Design and project" (CT05), "Effective communication ”(CT08),“Understanding and integration ”(CT01),“ Analysis and problem solving ”(CT03),“Innovation, creativity and entrepreneurship ”(CT04) and“ Critical thinking ”(CT09), with high levels of mastery. This methodology has been applied throughout the 2019-2020 academic year in these subjects belonging to the Degree in Industrial Electronic and Automatic Engineering and the Master of Biomedical Engineering, respectively, from the Universitat Politècnica de València. The assessment of the students has been very positive and the acquisition of transversal skills has been very satisfactory.
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Perez-Garcia, Agustin. "Mejora de las destrezas profesionales en el proyecto de estructuras del Máster habilitante." In Jornadas sobre Innovación Docente en Arquitectura (JIDA). Universitat Politècnica de Catalunya. Iniciativa Digital Politècnica, 2022. http://dx.doi.org/10.5821/jida.2022.11650.
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Among the competencies set out in Section 5 of the Annex to Orden EDU/2075/2010 on the university degree that officially qualifies for the practice of the profession of architect, express mention is made of "CE01(E). Aptitude to conceive, calculate, design and integrate into buildings and urban ensembles and execute: building structures". This is a core and specific competence whose didactic development differs from one Spanish School of Architecture to another. This paper provides a critical review of the learning outcomes achieved by students over the last seven years that has been taught the Master in Architecture degree. It also describes the Educational Innovation and Improvement Project launched in the current academic year (2021-22) that constitutes the second itinerary of the course. Finally, a comparative analysis of the learning outcomes observed in the two itineraries is made. Entre las competencias fijadas en el Apartado 5 del Anexo a la Orden EDU/2075/2010 sobre el título universitario que habilita oficialmente para el ejercicio de la profesión de arquitecto, se menciona expresamente la “CE01(E). Aptitud para concebir, calcular, diseñar e integrar en edificios y conjuntos urbanos y ejecutar: Estructuras de edificación”. Se trata de una competencia troncal y específica cuyo desarrollo didáctico difiere de unas a otras Escuelas de Arquitectura españolas. La presente comunicación aporta una revisión crítica de los resultados del aprendizaje alcanzados por los estudiantes a lo largo de los siete cursos que lleva implantado el Máster. También se describe el Proyecto de Innovación y Mejora Educativa puesto en marcha el presente curso (2021-22) y que constituye el segundo itinerario de la asignatura. Por último, se realiza un análisis comparado de los resultados del aprendizaje constatados en cada uno de los dos itinerarios.