TY - CHAP A1 - Deckert, Carsten A1 - Söhnitz, Stefanie ED - Kangaslampi, R. ED - Langie, G. ED - Järvinen, H.-M. ED - Nagy, B. T1 - Words Don't Come Easy to Me – Teaching Academic Writing to Engineering Students in the Age Of AI T2 - SEFI 53rd Annual Conference (SEFI 2025), Tampere, Finland, 15-18 September 2025 N2 - The competence of academic writing is currently still a central requirement for obtaining an academic degree. However, in teaching academic writing, lecturers have to deal with the two challenges of decreasing reading competence in young people and increasing use of artificial intelligence (AI) in reading and writing assignments. In engineering in particular, literacy understood as reading and writing competence is essential - whether for understanding complex tasks, analysing case studies or dealing with technical documents such as the product requirements document. Against this background, it is crucial to develop strategies and discuss modern approaches to specifically promote students' reading and writing skills and thus create an essential basis for successful scientific work and problem-solving. This workshop aims to stimulate an interactive exchange and develop practical solutions in the three core areas strengthening reading competence, developing academic writing skills, and substituting for reading and writing assessments. KW - Literacy KW - Reading Competence KW - Writing Competence KW - Academic Writing KW - Critical Thinking Y1 - 2025 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:due62-opus-58627 SN - 978-2-87352-029-8 PB - SEFI CY - Tampere ER - TY - CHAP A1 - Deckert, Carsten A1 - Mohya, Ahmed ED - Heijne, Katrina T1 - Tinkering, Tools and Techniques – Creativity in German Engineering Education T2 - AIJR Proceedings: Proceedings of the 14th European Conference on Creativity in Innovation N2 - 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. KW - Ingenieurstudium KW - Kreativität Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:due62-opus-51142 SN - 2582-3922 SP - 11 EP - 18 PB - AIJR Publisher ER - TY - CHAP A1 - Deckert, Carsten A1 - Mohya, Ahmed T1 - Teaching Sustainable Logistics As A Project-Based Learning Course T2 - European Society for Engineering Education (SEFI), 11-14 September 2023, TUDublin, Ireland N2 - Sustainable logistics combines the task of the 6R of logistics (right product, right place, right time, right condition, right cost) with social and environmental sustainability, especially low emissions and low resource consumption. This means that a problem that is already challenging, namely planning, executing, and controlling logistical processes, gets even more complex and requires aspects of systems thinking to incorporate environmental and social impacts. Classical approaches of teaching, e.g. lectures with presentations and short exercises on closed problems, do not do justice to the complexity and intricacies of the topic sustainability. In such a context, projectbased learning (PBL) where students do group work on open-ended problems with real-world complexity seems to be a more adequate means to teach the subject. The paper describes a PBL course in which students worked on projects to conceptualize micro-depots for parcel delivery in different areas of Düsseldorf. A micro-depot is a temporary storage location in a city from which parcels can be delivered by cargo bikes. The aim was to locate the micro-depot, design the delivery routes, check the feasibility, and calculate the reduction of greenhouse gases and other emissions. The course was taught in cooperation with a partner from the courier, express, and parcel delivery industry. The paper describes the experiences with the course and gives recommendations for a successful implementation of PBL in courses on sustainability. KW - Ingenieurstudium KW - Nachhaltigkeit KW - Logistik Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:due62-opus-51182 PB - TU Dublin CY - Dublin ER - TY - CHAP A1 - Deckert, Carsten A1 - Mohya, Ahmed T1 - Self-directed versus guided learning – searching for the sweet spot with lesson activities in Moodle T2 - SEFI 50th Annual conference of The European Society for Engineering Education. "Towards a new future in engineering education, new scenarios that european alliances of tech universities open up." N2 - In times of a pandemic many university courses have to be taught in an online learning format to respect the requirements of social distancing. Online learning takes place between the poles of self-direction by the student and guidance by the lecturer. In this paper a first-semester course in industrial economics for engineers, which was taught in the self-directed learning format of flipped classroom, was enhanced with lesson activities in the Learning Management System (LMS) Moodle as a means of guided learning with student-content interaction. The paper describes the design and the evaluation of the lesson activities. For the evaluation a student survey to gather the opinions and self-assessments of the students was conducted, and statistical data from Moodle on the performance of the students were collected. The results of the student survey show an overall positive evaluation of the lesson activities by the students who participated in the lesson activities. Furthermore, the results of the statistical data about the students’ performance show a relation between participation in the lesson activities and exam success. As a caveat, however, the results also show that the majority of the students chose not to participate in the lesson activities. KW - Selbstgesteuertes Lernen KW - Kooperatives Lernen KW - Moodle KW - Ingenieurstudium Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:due62-opus-51759 SN - 978-84-123222-6-2 SP - 234 EP - 242 PB - Universitat Politècnica de Catalunya CY - Barcelona ER - TY - CHAP A1 - Kretschmar, Dominik A1 - Niemann, Jörg A1 - Deckert, Carsten A1 - Pisla, Adrian ED - Leipzig, Konrad von ED - Sacks, Natasha ED - Mc Clelland, Michelle T1 - Measuring the Impact of Sustainability of Product-Service-Systems T2 - Smart, Sustainable Manufacturing in an Ever-Changing World: Proceedings of International Conference on Competitive Manufacturing (COMA ’22) KW - Nachhaltigkeit KW - Hybrides Leistungsbündel Y1 - 2023 SN - 9783031156014 U6 - https://doi.org/10.1007/978-3-031-15602-1_32 SN - 2194-0525 SP - 435 EP - 446 PB - Springer Nature CY - Cham ER - TY - CHAP A1 - Deckert, Carsten A1 - Kalefeld, Jannik A1 - Kutz, Martin ED - Kumar, Vikas ED - Leng, Jiewu ED - Akberdina, Victoria ED - Kuzmin, Evgeny T1 - Business Model Innovation for the Internet of Things T2 - Lecture Notes in Information Systems and Organisation: Digital Twins and New Business Models Y1 - 2022 SN - 978-3-030-94617-3 U6 - https://doi.org/10.1007/978-3-030-94617-3_23 SN - 2195-4968 VL - LNISO,volume 54 SP - 321 EP - 333 PB - Springer Nature Switzerland CY - Cham ER - TY - CHAP A1 - Eversheim, Walter A1 - Deckert, Carsten A1 - Westekemper, Markus T1 - Increasing Efficiency through Integration of Freeform-Features into the CAD/CAM Chain T2 - Product Data Technology Europe 2000 Y1 - 2000 SP - 355 EP - 362 ER - TY - CHAP A1 - Deckert, Carsten T1 - Managing Knowledge and Best Practice in the Tool and Die Industry T2 - 17th Annual Conference of the South African Institute for Industrial Engineering Y1 - 2002 CY - Stellenbosch ER - TY - CHAP A1 - Deckert, Carsten A1 - Wittberg, Volker T1 - Knowledge Management in Consulting - Value Added through Knowledge Exchange with EDEN Y1 - 2004 PB - International Conference on Competitive Manufacturing CY - Stellenbosch ER - TY - CHAP A1 - Deckert, Carsten T1 - Why Some Ideas Refuse to Diffuse BT - 8th Annual Conference Front End of Innovation (FEI EMEA), Munich N2 - There is a popular saying in German: Innovation is when the market shouts “Hooray!”. Thus, a new idea is only as good as its diffusion into the addressed social system. The question is what affects the adoption or rejection of a new idea. Carsten Deckert shares his experience on the main innovation resistances and on ways to increase the acceptance of new ideas. He talks about which perceived attributes of innovations are conducive to the rate of adoption of an innovation and which are characteristics of failed innovations. Y1 - 2014 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:due62-opus-18193 PB - KNect 365 CY - München ER - TY - CHAP A1 - Deckert, Carsten T1 - Tensions in Corporate Creativity T2 - Book of Papers N2 - The standard definition of creativity is based on a tension between originality and effectiveness. Borrowing from the wave-particle duality in physics one could say that there is an originality-effectiveness duality at work for creativity. The paper explores how this tension pervades Amabile's (1997) componential theory of organizational creativity with the components organizational motivation, management practices (including work assignment and work control) and resources. As a method the so called value square (" Wertequadrat ") developed by Helwig (1967) and Schulz von Thun (1998) is used which balances a value with its countervalue. The author identifies a tension of corporate tradition and corporate change for organizational motivation, a tension of skills and challenges for work assignment, a tension of management by control and management by loss of control for work control as well as a tension of organizational efficiency and organizational slack for resources. Additionally different implications of these tensions for the resistance of a company to creativity, for an organizational climate conducive to creativity as well as for resource allocation in creative endeavours are discussed. KW - Components of Creativity KW - Corporate Creativity KW - Organizational Creativity Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:due62-opus-18065 UR - https://www.researchgate.net/publication/313010955_TENSIONS_IN_CORPORATE_CREATIVITY SP - 79 EP - 86 ER - TY - CHAP A1 - Deckert, Carsten T1 - Creative Heuristics in Engineering Education T2 - 46th SEFI Annual Conference in Copenhagen 17-21 September 2018 "Creativity, Innovation and Entrepreneurship for Engineering Education Excellence" KW - Creativity KW - Heuristics KW - Invention Y1 - 2018 UR - https://www.researchgate.net/publication/327801276_Creative_Heuristics_in_Engineering_Education/download CY - Copenhagen ER -