@inproceedings{DeckertMohya2023, author = {Deckert, Carsten and Mohya, Ahmed}, title = {Tinkering, Tools and Techniques - Creativity in German Engineering Education}, series = {AIJR Proceedings: Proceedings of the 14th European Conference on Creativity in Innovation}, booktitle = {AIJR Proceedings: Proceedings of the 14th European Conference on Creativity in Innovation}, editor = {Heijne, Katrina}, publisher = {AIJR Publisher}, issn = {2582-3922}, doi = {10.21467/proceedings.154.2}, url = {http://nbn-resolving.de/urn:nbn:de:hbz:due62-opus-51142}, pages = {11 -- 18}, year = {2023}, abstract = {Purpose - Engineers are expected to be the creative problem solvers and innovative tinkerers of a company. This article examines to what extent German tertiary education lives up to this expectation. The analysis of German module descriptions in engineering shows that there are no courses dedicated to creativity and that creativity and its techniques are mentioned only sparsely in the modules of the engineering curriculum. Surveys amongst our students show that they are usually familiar with techniques which are based on generating alternatives such as brainstorming and morphological box, but lack knowledge about techniques based on challenging assumptions such as forced connection. They tend to favour discursive techniques over intuitive ones and techniques which use generation of alternatives as an idea-generating principle. A combination of creativity techniques seems to be most conducive to creative output in our course. Finally, we present some first findings on creative sessions in remote work with the help of virtual whiteboards, which have gained in importance since the pandemic. Methodology - Firstly, we present an document analysis of the modules of Bachelor and Master programs of mechanical engineering at German universities and universities of applied sciences. Secondly, we present results from surveys in our Master course in "Innovation and Technology Management" where we gathered data from students over several years and performed an external evaluation of the output using Consensual Assessment Technique (CAT). These results include which creativity techniques the students know prior to the course and which they prefer as well as which techniques seem to be conducive to engineering creativity. Furthermore we surveyed their experiences with creative sessions as remote work. Conclusion - Overall, the article shows the importance to teach prospective engineers the basics in creativity. Students should have the opportunity to acquire knowledge about and apply different creativity techniques, as different techniques have different strengths and weaknesses and, thus, different areas of fruitful application. They should also have the chance to try out different modes such as in-person sessions and virtual sessions, as some of the future work will most likely shift online. Furthermore, a combination of different creativity techniques makes it more likely that engineers break through their usual systematic-analytic way of thinking and helps them to think outside the box to find creative solutions for the pressing problems of our time.}, subject = {Ingenieurstudium}, language = {en} } @techreport{DeckertMaschmannNgoy2021, author = {Deckert, Carsten and Maschmann, Jonas Christopher and Ngoy, Mayanga}, title = {Kreativit{\"a}t und Entrepreneurship im Masterstudium Maschinenbau an deutschen Fachhochschulen und Universit{\"a}ten}, publisher = {Hochschule D{\"u}sseldorf}, address = {D{\"u}sseldorf}, issn = {2627-8375}, doi = {10.20385/opus4-3212}, url = {http://nbn-resolving.de/urn:nbn:de:hbz:due62-opus-32121}, pages = {40}, year = {2021}, abstract = {Von Maschinenbau-Ingenieur*innen wird oft erwartet, innovative Produkte, Dienstleistungen oder Prozesse zu entwickeln und zu vermarkten. Das Ziel der vorliegenden Arbeit ist es herauszufinden, inwiefern sie bereits im Masterstudium Maschinenbau durch die F{\"o}rderung von Kreativit{\"a}t und Entrepreneurship darauf vorbereitet werden. Um die Forschungsfrage zu beantworten, wurden die Modulhandb{\"u}cher der zehn gr{\"o}ßten Universit{\"a}ten sowie Fachhochschulen mithilfe einer Schlagwortsuche auf einschl{\"a}gige Begriffe analysiert. Die Studie zeigt, dass deutsche Ingenieur*innen sowohl an Fachhochschulen als auch an Universit{\"a}ten hinsichtlich Kreativit{\"a}t und Entrepreneurship eher unzureichend ausgebildet werden.}, language = {de} } @article{DeckertMohya2020, author = {Deckert, Carsten and Mohya, Ahmed}, title = {Kreativit{\"a}tstechniken f{\"u}r angehende Ingenieurinnen und Ingenieure}, series = {Innovations-Forum}, volume = {18}, journal = {Innovations-Forum}, number = {1}, publisher = {InnoFo}, pages = {42 -- 46}, year = {2020}, abstract = {In Zeiten fortschreitender Digitalisierung und zunehmender Transparenz auf den M{\"a}rkten m{\"u}ssen sich Unternehmen mit zunehmenden Ver{\"a}nderungen, z. B. durch Prozess- und Produktinnovationen, auseinandersetzen. Es ist daher unerl{\"a}sslich, dass sich angehende Ingenieurinnen und Ingenieure mit dem Prozess der Ideenfindung und der damit verbundenen Innovationsbereitschaft auseinandersetzen. Kreativit{\"a}t spielt eine entscheidende Rolle im Prozess der Ideengenerierung und Probleml{\"o}sung. Hochschulen, die Ingenieurstudieng{\"a}nge anbieten, sind daher gefordert, die entsprechenden F{\"a}higkeiten zu vermitteln. Durch den gezielten Einsatz von Kreativit{\"a}tstechniken kann die Kreativit{\"a}t gef{\"o}rdert werden. Der vorliegende Beitrag befasst sich mit der Bewertung unterschiedlicher Kreativit{\"a}tstechniken und geht der Frage nach, welche Kreativit{\"a}tstechniken sich eignen, den angehenden Ingenieurinnen und Ingenieuren beim kreativen Probleml{\"o}sen zu unterst{\"u}tzen.}, subject = {Kreativit{\"a}t}, language = {de} }