Relevant bibliographies by topics / Engineering thinking

Academic literature on the topic 'Engineering thinking'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Engineering thinking"

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Frank, Moti. "Engineering systems thinking and systems thinking." Systems Engineering 3, no. 3 (2000): 163–68. http://dx.doi.org/10.1002/1520-6858(200033)3:3<163::aid-sys5>3.0.co;2-t.

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Donovan, Arthur. "Thinking about Engineering." Technology and Culture 27, no. 4 (October 1986): 674. http://dx.doi.org/10.2307/3105322.

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Thomas, Neil. "Innovative Thinking: Engineering Solutions." Architectural Design 91, no. 6 (October 26, 2021): 30–37. http://dx.doi.org/10.1002/ad.2750.

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Robinson, John A. "Engineering Thinking and Rhetoric." Journal of Engineering Education 87, no. 3 (July 1998): 227–29. http://dx.doi.org/10.1002/j.2168-9830.1998.tb00347.x.

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Roy, Rajarshi. "Thinking Comparative Engineering Education: India and the Rest." Issues and Ideas in Education 1, no. 1 (March 4, 2013): 87–107. http://dx.doi.org/10.15415/iie.2013.11007.

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Walch, Michael, and Dimitris Karagiannis. "Design Thinking and Knowledge Engineering: A Machine Learning Case." International Journal of Machine Learning and Computing 10, no. 6 (December 2020): 765–70. http://dx.doi.org/10.18178/ijmlc.2020.10.6.1003.

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MISAKI, Daigo, and Xiao GE. "Design Thinking for Engineering Education." Journal of the Japan Society for Precision Engineering 85, no. 7 (July 5, 2019): 636–39. http://dx.doi.org/10.2493/jjspe.85.636.

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Gill, Kate M. "Systems thinking or systems engineering." International Journal of Intelligent Defence Support Systems 2, no. 3 (2009): 202. http://dx.doi.org/10.1504/ijidss.2009.030584.

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Beder, Sharon. "Beyond Technicalities: Expanding Engineering Thinking." Journal of Professional Issues in Engineering Education and Practice 125, no. 1 (January 1999): 12–18. http://dx.doi.org/10.1061/(asce)1052-3928(1999)125:1(12).

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Frank, Moti. "What is “engineering systems thinking”?" Kybernetes 31, no. 9/10 (December 2002): 1350–60. http://dx.doi.org/10.1108/03684920210443554.

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Dissertations / Theses on the topic "Engineering thinking"

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Coleman, Emma Elizabeth. "Comparisons of Design Thinking for Engineering Education." Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/85867.

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Design thinking ability is vital for engineers who are tasked with solving society's toughest sustainable development challenges. Prior research identified that the percentage of design thinkers among freshmen engineering students is greater than the percentage among the general population. However, engineering education's lack of attention to fostering creative ability may cause the design thinking ability of senior engineering students to suffer. The research addressed in this thesis compares the design thinking ability of engineering students across age groups, and compares design thinking ability between the design disciplines of engineering and architecture. To draw design thinking comparisons between these groups, a survey with a nine item design thinking instrument was distributed nationally to freshmen engineering students (n= 2,158), senior engineering students (n= 1,893), and senior architecture students (n= 336). The survey instrument was validated by conducting confirmatory factor analysis on the senior engineering and senior architecture samples' data. The Analysis of Variance (ANOVA) test was utilized to statistically compare scores across sample groups. Both the freshmen engineering students (2.80) and senior architecture students (3.30) scored significantly higher on the design thinking scale than senior engineering students (2.59). These results have important implications for engineering educators as engineering education may contribute to a decrease in design thinking among senior engineering students. A lower design thinking score among seniors was consistent across all engineering sub-disciplines and should be of concern to engineering educators, since design thinking skills are critical for the development of engineering solutions to grand societal challenges.
Master of Science
Design thinking is a way of thinking about the design process which places the user at the center of the design. Thinking about design in this way is a vital ability for engineers and other design professionals to develop because it enables them to solve “wicked” problems like sustainable development challenges. Wicked problems are those which are difficult to solve due to the number of conflicting components involved. Prior research has found that design thinkers are more prevalent among engineering students in their first year of study than among students in other majors. However, engineering education does not attribute much attention to the development of creative ability which could cause the design thinking ability of engineering students in their final year of study to be worse than the ability of those in their first year, as well as worse than the ability of students who study other design disciplines like architecture. This study compared the design thinking abilities of engineering students in their final year of study to engineering students in their first year and to architecture students in their final year. The goal of making these comparisons was to explore if engineering education helps or hinders the development of design thinking. A survey with nine questions related to design thinking was distributed nationwide. The data from the survey was collected and statistically analyzed. The results showed that the design thinking ability of engineering students in their final year was significantly lower than the ability of first year engineering students and significantly lower than the ability of final year architecture students. A decrease in design thinking ability between freshmen and senior year must be addressed by engineering educators. The National Academy of Engineers and industry leaders are calling for the development of engineers who are design thinkers, and the results of this paper suggest that some changes may need to occur within the engineering education curriculum to accommodate this need.
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Mccord, Rachel. "Thinking About Thinking in Study Groups: Studying Engineering Students' Use of Metacognition in Naturalistic Setting." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/49774.

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Metacognition has been identified as a critical skill set for learning in problem solving, conceptual understanding, and studying, all of which are key in any undergraduate engineering curriculum. Though significant research has identified metacognition as critical in learning, most of this research has been conducted in experimental settings and has focused on individual engagement. While experimental settings provide evidence that metacognition is important to learning, these controlled studies do not tell us if students actually engage in metacognition in their own contexts. The purpose of this research study was to describe the metacognitive habits of engineering students in the naturalistic setting of study groups as well as contextual factors that supported this engagement. In order to accomplish this, I developed a methodological approach useful for identifying metacognitive engagement in naturalistic settings. In this ethnographically-inspired qualitative study, I used participant observations as my primary source of data and ethnographic interviews as supplemental data. Three study groups participated in this study and represented a diverse range of strategies for learning and studying. In order to identify the metacognitive behaviors of the study participants, I developed the Naturalistic Observations of Metacognitive Engagement (NOME) coding strategy, a coding scheme that can be used to identify metacognitive engagement in naturalistic settings involving undergraduate engineering students. Through the use of the NOME for coding the observational transcripts, I found that undergraduate engineering students engage in metacognitive engagement in different ways and certain metacognitive behaviors are engaged in at a higher rate than others. From an analysis of the observational fieldnotes, I found that contextual factors such as learning environment, study group schedule, study group purpose, learning resources, and workload potentially impact the way in which engineering students engage in metacognitive practices. The findings of this study provide important implications for researchers in metacognition and engineering education, educational practitioners, students, and the research site and participants from which the data was collected.
Ph. D.
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Cardella, Monica E. "Engineering mathematics : an investigation of students' mathematical thinking from a cognitive engineering perspective /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/10692.

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Wang, Chao. "An Application of Lean Thinking to the Furniture Engineering Process." Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/42442.

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Efficient engineering processes are critically important for furniture manufacturers. Engineering impacts the production cost, design quality, product lead time, and customer satisfaction. This research presents a systematic approach to analyze a furniture engineering process through a case study. The research was conducted through a case study in a furniture plant located in China, producing American style furniture products. The first stage was to investigate the companyâ s current engineering process, identify non value-added activities, and analyze the engineering performance based on selected Key Performance Indicators (KPIs) such as lead time, document error rate, and engineering throughput. A survey questionnaire was sent out to the engineering group to determine the current engineering efficiency. Results show that â product complexityâ and â engineer competencyâ are the two most influential factors that impact engineering lead time and quality. In the second stage, value stream mapping was used to analyze an upholstery furniture engineering process. The approach encompasses an analysis of the current state of the engineering process and the proposal of a lean future state value stream map (VSM). Results from the current state VSM show, that the value-added ratio of the current engineering process is only 26%. Several engineering steps present deficiency such as the processes of creating drawings, compile mass production documents, check and sign-off engineering documents, create CNC programs, and generate packaging files. Based on current state VSM analysis, the researcher focused on transforming these processes to eliminate waste and to propose the best practices for the future state VSM. From this research, it shows that current processes include a large amount of non-value adding activities such as waiting, extra processing, rework, excess motion, transportation, underutilized people, and inefficient information. These non-value adding activities are interfering with engineersâ ability to prepare engineering documents for downstream jobs and affecting the overall manufacturing process. The VSM is effective to provide the visual control over the engineering process for implementing lean transformations.
Master of Science
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Campbell, Christopher David. "Evolution in engineering dispositions and thinking among culturally diverse students in an undergraduate engineering programme." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54122.

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This study investigated the evolution in engineering dispositions and thinking among culturally diverse students through their enculturating experiences in team-based engineering design courses in second year electrical and computer engineering. Ethnographic methods (participant observation, semi-structured interviews) were employed to collect data in classrooms, labs, and project rooms over a seven-month period. Five culturally diverse students’ trajectories illustrate the processes and products of the evolution of students’ engineering dispositions and thinking. Five key conditions for students in navigating a shift from traditional to team-based project modes of study were identified: i) being willing to buy into working as part of a team, ii) being willing and able to claim a viable role as an engineer, iii) grappling with competing identities in becoming an engineer, iv) navigating different perspectives on engineering projects, and v) being able to self and co-regulate while under a complex, heavy workload. Cultural, language, and personal factors mediated culturally diverse students’ capacities to satisfy these five conditions. The study offers the following implications for fostering the engineering dispositions and thinking of culturally diverse students: i) explicit and meaningful orientation of students towards team-based project modes of study; ii) fostering of metacognitive awareness and capacity with respect to teamwork processes; iii) harnessing cultural diversity for promoting intercultural skills; iv) focus on English language competencies for functioning in formal, informal, and non-formal academic contexts; v) formative and summative assessment to support this mode of study; vi) self-regulation and socially shared regulation skills for sustaining the success of individuals and teams. The study offers the following implications for employing the theoretical framework in future research: i) greater clarity on the evidence required to identify stages of change; ii) greater clarity on establishing the existence and nature of inner contradictions that drive change; iii) exploration of methodological opportunities and limitations on capturing change in students. This study offers an exemplar for researching evolution and change in students in complex educational contexts.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Hixson, Cory Allen. "Exploring Engineering Faculty Members' Experiences with University Commercialization Utilizing Systems Thinking." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/72228.

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Since the Bayh-Dole Act of 1980, commercialization (e.g., patenting discoveries, licensing technologies, and developing startups) has become increasingly prominent at universities across the nation. These activities can be beneficial for universities as mechanisms to increase research dollars, unrestricted funds, student success, institutional prestige, and public benefit, while developing an innovation and entrepreneurship culture. However, although faculty members are a key source of human capital within the university commercialization process, studies of faculty members' experiences with university commercialization are scarce. To better understand these experiences, I conducted a multiple case study exploring engineering faculty members' commercialization experiences at three land-grant universities, using Activity Theory as an analytical framework. Each case consists of in-depth, semistructured interviews with 5-6 engineering faculty members, 1-2 university administrators, and a technology transfer officer, as well as university commercialization documentation (e.g., university commercialization policy documents and web resources). I analyzed the data using provisional coding (activity system elements, supports, challenges, and affect), inductive coding, and within and cross-case analysis techniques. The study's findings include characteristics of the university commercialization activity system, supports for and challenges to faculty engagement, and provisional recommendations to enhance the university commercialization work system. Key findings include faculty members' desire to make an impact with their work, lack of training and expertise relative to commercialization, conflicting attitudes towards commercialization from colleagues and administrations, and tensions about the place of commercialization within the university's mission. This study highlights an important and underrepresented voice in university commercialization research - "the voice of the individual faculty member. By understanding how faculty members experience university commercialization, university leaders are able to make well-informed decisions regarding the university's mission, culture, work structure, resource allocation, and incentive systems related to this increasingly-prominent faculty activity. Moreover, faculty members and industry collaborators interested in university commercialization can use the study's results to make decisions regarding if and how to best proceed with university commercialization activities. Accordingly, this work not only contributes to faculty work system design, but it also contributes a unique systems research approach to the university commercialization literature.
Ph. D.
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Hu, Mo. "Neuroscience for Engineering Sustainability: Measuring Cognition During Design Ideation and Systems Thinking Among Students in Engineering." Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/91399.

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Sustainability is inherently a complex problem that requires new ways of thinking. To solve grand challenges such as climate change, environmental degradation, and poverty, engineers cannot rely on the same models of thinking that were used to create these problems. Engineering education is therefore critical to advance sustainable engineering solutions. Improving education relies on understanding of cognition of thinking and designing for sustainability. In this thesis, a nascent neuroimaging technology called functional near-infrared spectroscopy (fNIRS) was used to measure cognition among engineering students thinking about sustainability. fNIRS provides an opportunity to investigate how sustainability in design influences cognition, and how different concept generation techniques help students consider many aspects related to sustainability. The first manuscript provides evidence that engineering students perceive sustainability in design as a constraint, limiting the number of solutions for design and decreasing the cognitive efficiency to generate solutions. Senior engineering students generated fewer solutions than freshmen, however, seniors were better able to cognitively manage the sustainability parameter with higher cognitive efficiency. The second manuscript investigates the cognitive difference when generating concepts using concept listing or concept mapping. The results indicate that concept mapping (i.e. intentionally drawing relationships between concepts) leads to more concepts generated. An increase in concepts during concept mapping was also observed to shift cognitive load in the brain from regions associated with process sequencing to regions associated with cognitive flexibility. This research demonstrates the feasibility of fNIRS applied in engineering research and provides more understanding of the cognitive requirements for sustainability thinking.
M. S.
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Wedemalm, Manfred. "Learning platform for training critical thinking." Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-448542.

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Dunford, Charlotte Natalie. "Making systems thinking routine systems engineering capability improvement in Rolls-Royce plc." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.702498.

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The business of Rolls-Royce pic makes the routine use of systems thinking a requirement for excellence. Systems Engineering enables systems thinking and their combination is systems practice. This study investigates the improvement of systems practice, focusing on the defence aerospace project design engineers at the Bristol site of the company. Best practice for the assessment and improvement of systems practice in engineering has not been established. Evidence of Systems Engineering impact is lacking. This study contributes to these areas. Systems practice is, in part, a way of thinking so a participative approach to conducting this research is necessary for success. An action research spiral is used as a framework for the research methodology. This research uses surveys, interviews and workshops to build a grounded theory, shown graphically as influence and system dynamic models, describing the engineers' ways of working, how systems practice contributes to it and how to better enable systems practice. The models articulate dynamic hypotheses of abstract concepts to the engineers in an accessible, engaging way and are used to aid discussions of the research findings and develop a shared understanding of the situation. This theory informs the development, implementation and assessment of improvement activities to assist engineers in choosing and using Systems Engineering techniques. This study found that among the engineers involved in the research the use of formal Systems Engineering techniques is usually valuable. Systems Engineering is valued but its lack of application does not reflect this. This study shows that the methodology used provides a means to identify the issues preventing systems practice, and the connections between these issues. This brings clarity and an evidence-base to the Systems Engineering capability improvement work within a company. This knowledge leads to specific improvement activities and a method through which to validate their success.
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Smith, Lucille. "Student experiences of learning in a systems thinking course." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/5471.

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Books on the topic "Engineering thinking"

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Hehn, Jennifer, Daniel Mendez, Walter Brenner, and Manfred Broy, eds. Design Thinking for Software Engineering. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-90594-1.

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Advanced systems thinking, engineering, and management. Boston, MA: Artech House, 2004.

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Moser, Hubert Anton. Systems Engineering, Systems Thinking, and Learning. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-03895-7.

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Orloff, Michael A. Inventive Thinking through TRIZ: A Practical Guide. Berlin, Heidelberg: Springer Berlin Heidelberg, 2003.

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Ferguson, Eugene S. Engineering and the Mind's Eye. Cambridge, MA: MIT Press, 1992.

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Engineering and the Mind's Eye. Cambridge, Mass: MIT Press, 1992.

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Design thinking. Ann Arbor, Michigan: Cherry Lake Publishing, 2015.

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Orloff, Michael A. Inventive thinking through TRIZ: A practical guide. Berlin: Springer, 2003.

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Czichos, Horst. Introduction to Systems Thinking and Interdisciplinary Engineering. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-18239-6.

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Jackson, M. C. Systems thinking in action. Oxford: Pergamon, 1985.

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Book chapters on the topic "Engineering thinking"

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Kumar, Kaushik, Divya Zindani, and J. Paulo Davim. "Design Thinking in Engineering Realm." In Design Thinking to Digital Thinking, 17–38. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-31359-3_2.

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Heywood, John. "Thinking about Thinking." In The Human Side of Engineering, 11–19. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-031-79379-0_2.

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Haberfellner, Reinhard, Olivier de Weck, Ernst Fricke, and Siegfried Vössner. "Systems Thinking." In Systems Engineering, 3–26. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13431-0_1.

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Madni, Azad M. "Thinking Different." In Transdisciplinary Systems Engineering, 11–39. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62184-5_2.

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Gopych, Petro. "Thinking Machines versus Thinking Organisms." In Engineering Applications of Neural Networks, 71–80. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-41013-0_8.

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Beyhl, Thomas, Gregor Berg, and Holger Giese. "Connecting Designing and Engineering Activities." In Design Thinking Research, 153–82. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-01303-9_11.

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Kaur, Misha, and Luke Craven. "Systems Thinking." In Handbook of Engineering Systems Design, 1–29. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-46054-9_36-2.

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Skogstad, Philipp, and Larry Leifer. "A Unified Innovation Process Model for Engineering Designers and Managers." In Design Thinking, 19–43. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-13757-0_2.

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Godfroy, Anne-Sophie. "Thinking Interdisciplinarity in Engineering Education." In GIEE 2011: Gender and Interdisciplinary Education for Engineers, 197–206. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-982-4_15.

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Driscoll, Patrick J. "Systems Thinking." In Decision Making in Systems Engineering and Management, 25–64. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2010. http://dx.doi.org/10.1002/9780470926963.ch2.

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Conference papers on the topic "Engineering thinking"

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Kenyon, Tim. "Critical thinking for engineers and engineering critical thinking." In 2016 2nd International Conference of the Portuguese Society for Engineering Education (CISPEE). IEEE, 2016. http://dx.doi.org/10.1109/cispee.2016.7777736.

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Azevedo, Americo. "Process Thinking in Engineering Education." In 2021 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2021. http://dx.doi.org/10.1109/educon46332.2021.9454142.

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Khalaf, Kinda, George Wesley Hitt, Shadi Balawi, and Ahmad Radaideh. "Engineering design education: Towards design thinking." In 2012 15th International Conference on Interactive Collaborative Learning (ICL). IEEE, 2012. http://dx.doi.org/10.1109/icl.2012.6402149.

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Li, Deyi, Yanni Han, and Jun Hu. "Complex Network Thinking in Software Engineering." In 2008 International Conference on Computer Science and Software Engineering. IEEE, 2008. http://dx.doi.org/10.1109/csse.2008.689.

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Xiao, Hong, Xiaoyu Wang, and Feng Jin. "Construction and Thinking of Track Engineering." In 2021 2nd Information Communication Technologies Conference (ICTC). IEEE, 2021. http://dx.doi.org/10.1109/ictc51749.2021.9441565.

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Guo, Chao-yong, and Bao-hui Gao. "Graphics Thinking in Engineering Graphics Education." In 3d International Conference on Applied Social Science Research (ICASSR 2015). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icassr-15.2016.107.

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Ercan, M. Fikret, and Jolyon Caplin. "Enabling systems thinking for engineering students." In 2017 IEEE 6th International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2017. http://dx.doi.org/10.1109/tale.2017.8252294.

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Lysenko, Ekaterina, and Liudmila Nazarova. "Developing technical thinking in Engineering students." In Proceedings of the 1st International Scientific Practical Conference "The Individual and Society in the Modern Geopolitical Environment" (ISMGE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ismge-19.2019.82.

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Dobrigkeit, Franziska, and Danielly de Paula. "Design thinking in practice: understanding manifestations of design thinking in software engineering." In ESEC/FSE '19: 27th ACM Joint European Software Engineering Conference and Symposium on the Foundations of Software Engineering. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3338906.3340451.

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Ghanavati, Afsaneh, Douglas E. Dow, Ron Frattura, and Margret E. Ragnarsdottir. "Integrating Lean Thinking into Design Thinking With First-Year Engineering Design Course." In 2020 Annual Conference Northeast Section (ASEE-NE). IEEE, 2020. http://dx.doi.org/10.1109/aseene51624.2020.9292647.

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Reports on the topic "Engineering thinking"

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Nagahi, Morteza, Raed Jaradat, Simon Goerger, Michael Hamilton, Randy Buchanan, Sawsan Abutabenjeh, and Junfeng Ma. The impact of practitioners’ personality traits on their level of systems-thinking skills preferences. Engineer Research and Development Center (U.S.), October 2022. http://dx.doi.org/10.21079/11681/45791.

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In this study, we used a structural equation modeling method to investigate the relationship between systems engineers and engineering managers’ Systems-Thinking (ST) skills preferences and their Personality Traits (PTs) in the domain of complex system problems. As organizations operate in more and more turbulent and complex environments, it has become increasingly important to assess the ST skills preferences and PTs of engineers. The current literature lacks studies related to the impact of systems engineers and engineering managers’ PTs on their ST skills preferences, and this study aims to address this gap. A total of 99 engineering managers and 104 systems engineers provided the data to test four hypotheses posed in this study. The results show that the PTs of systems engineers and engineering managers have a positive impact on their level of ST skills preferences and that the education level, the current occupation type, and the managerial experience of the systems engineers and engineering managers moderate the main relationship in the study.
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Nagahi, Morteza, Raed Jaradat, Mohammad Nagahisarchoghaei, Ghodsieh Ghanbari, Sujan Poudyal, and Simon Goerger. Effect of individual differences in predicting engineering students' performance : a case of education for sustainable development. Engineer Research and Development Center (U.S.), May 2021. http://dx.doi.org/10.21079/11681/40700.

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The academic performance of engineering students continues to receive attention in the literature. Despite that, there is a lack of studies in the literature investigating the simultaneous relationship between students' systems thinking (ST) skills, Five-Factor Model (FFM) personality traits, proactive personality scale, academic, demographic, family background factors, and their potential impact on academic performance. Three established instruments, namely, ST skills instrument with seven dimensions, FFM traits with five dimensions, and proactive personality with one dimension, along with a demographic survey, have been administrated for data collection. A cross-sectional web-based study applying Qualtrics has been developed to gather data from engineering students. To demonstrate the prediction power of the ST skills, FFM traits, proactive personality, academic, demographics, and family background factors on the academic performance of engineering students, two unsupervised learning algorithms applied. The study results identify that these unsupervised algorithms succeeded to cluster engineering students' performance regarding primary skills and characteristics. In other words, the variables used in this study are able to predict the academic performance of engineering students. This study also has provided significant implications and contributions to engineering education and education sustainable development bodies of knowledge. First, the study presents a better perception of engineering students' academic performance. The aim is to assist educators, teachers, mentors, college authorities, and other involved parties to discover students' individual differences for a more efficient education and guidance environment. Second, by a closer examination at the level of systemic thinking and its connection with FFM traits, proactive personality, academic, and demographic characteristics, understanding engineering students' skillset would be assisted better in the domain of sustainable education.
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Squires, Alice, Art Pyster, Brian Sauser, David Olwell, Stephanie Enck, Don Gelosh, and Jim Anthony. Applying Systems Thinking via Systemigrams(TM) for Defining the Body of Knowledge and Curriculum to Advance Systems Engineering (BKCASE) Project. Fort Belvoir, VA: Defense Technical Information Center, January 2010. http://dx.doi.org/10.21236/ada522654.

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Nagahi, Morteza, Niamat Ullah Ibne Hossain, Safae El Amrani, Raed Jaradat, Laya Khademibami, Simon Goerger, and Randy Buchanan. Investigating the influence of demographics and personality types on practitioners' level of systems thinking skills. Engineer Research and Development Center (U.S.), March 2022. http://dx.doi.org/10.21079/11681/43622.

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Although the application of systems thinking (ST) has become essential for practitioners when dealing with turbulent and complex environments, there are limited studies available in the current literature that investigate how the ST skills of practitioners vary with regard to demographic factors and personality types (PTs). To address this gap, this article uses a structural equation modeling approach to explore the relationship be-tween practitioners’ ST skills, PT, and a set of demographic factors. The demographic factors included in the study are education level, the field of the highest degree, organizational ownership structure, job experience, and current occupation type. A total of 99 engineering managers, 104 systems engineers (SEs), and 55 practitioners with other occupations participated in this article. Results showed that the education level, the field of the highest degree, PT, organizational ownership structure, and current job experience of practitioners influenced their level of ST skills. Additionally, the current occupation type of practitioners partially affects their level of ST skills. An in-depth analysis was also conducted using multiple group analysis to show how seven ST skills of the practitioners vary across their level of education. Taken together, the findings of the study suggest that PT and a set of demographic factors influence the overall ST skill of the practitioners.
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Marsden, Nick, and Niranjan Singh. Preparing Vocational Students for Future Workplaces: Towards a course evaluation of the Unitec Bachelor of Applied Engineering. Unitec ePress, September 2017. http://dx.doi.org/10.34074/ocds.42017.

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This exploratory study set out to evaluate how well a particular course in automotive engineering is set up to enable students to develop skills necessary to enter the workplace. The research set out to identify trends in student expectations and in the needs of employers at a time when this field of work is characterised by disruptive technological developments such as computerisation and automation. The intended outcome of the research is that the findings will assist the critical thinking of course designers as they reflect on modifications that might be necessary for Unitec Bachelor of Applied Technology (BAT) graduate attributes to fully meet future workplace demands. It is also an aim that this exploratory evaluation of a small cohort of students can, despite its limitations, identify trends for future pedagogical research in the ITP (Institutes of Technology and Polytechnics) sector. Although not a full course evaluation, this study invited feedback from students and recent graduates in relevant employment regarding the alignment of the Unitec Bachelor of Applied Technology (BAT) course design with their perceptions of skills necessary in the workplace. Another intention was to highlight any misalignments between the realities of the automotive engineering sector and student expectations of the course: To what degree are work capability expectations in agreement between the student stakeholders and the institution? Are the course goals realistic and in line with actual industry needs? How is the definition of work readiness changing? The paper also samples current speculative thinking about skills that are becoming progressively more important in the workplace, namely the so-called ‘soft skills’ in communication, problem solving, management and collaboration, and in dialogic and creative attributes relevant to increasingly automated and globalised workplaces.
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Osadchyi, Viacheslav V., Hanna Y. Chemerys, Kateryna P. Osadcha, Vladyslav S. Kruhlyk, Serhii L. Koniukhov, and Arnold E. Kiv. Conceptual model of learning based on the combined capabilities of augmented and virtual reality technologies with adaptive learning systems. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4417.

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The article is devoted to actual problem of using modern ICT tools to increase the level of efficiency of the educational process. The current state and relevance of the use of augmented reality (AR) and virtual reality (VR) technologies as an appropriate means of improving the educational process are considered. In particular, attention is paid to the potential of the combined capabilities of AR and VR technologies with adaptive learning systems. Insufficient elaboration of cross-use opportunities for achieving of efficiency of the educational process in state-of-the-art research has been identified. Based on analysis of latest publications and experience of using of augmented and virtual reality technologies, as well as the concept of adaptive learning, conceptual model of learning based on the combined capabilities of AR and VR technologies with adaptive learning systems has been designed. The use of VR and AR technologies as a special information environment is justified, which is applied in accordance with the identified dominant type of students' thinking. The prospects of using the proposed model in training process at educational institutions for the implementation and support of new teaching and learning strategies, as well as improving learning outcomes are determined by the example of such courses as “Algorithms and data structures”, “Computer graphics and three-dimensional modeling”, “Circuit Engineering”, “Computer Architecture”.
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