Traditional engineering education approaches are recognizable around the world – lectures, tutorials, laboratories, some projects. With the emergence of Industry 4.0, the world in which engineers practice is evolving at an ever-increasing rate, combining a greater focus on complex sociotechnical problems with new technologies and increasingly powerful design tools. In general, the engineering curricula have not adapted quickly to this change, but there is a shift in expectations of who and what engineering students should be. Engineering curricula are becoming more flexible, as are the learning environments in which they are implemented. This chapter draws upon the Doblin 10 types of innovation model as a framework to unpack the different kinds of innovation inherent in these emerging forms of disruption. It identifies that innovation is mostly clustered in the configuration and experience of our degrees, rather than the degrees themselves, and shows that effective disruption requires combining several types of innovation to be successful. The chapter further addresses the disruption process itself, highlighting the continuous improvement mindset that is necessary to commence, continue, and sustain disruptive innovation in engineering education. It identifies potential barriers and how these can be overcome, ending with a call to action.
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International Handbook of Engineering Education Research
Lindsay, Euan D.; Hadgraft, Roger G.; Boyle, Fiona; and Ulseth, Ron, "Disrupting Engineering Education" (2023). Integrated Engineering Department Publications. 117.
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Published by Routledge under a Creative Commons (CC BY-NC-ND) license. https://doi.org/10.4324/9781003287483
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This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.