TY - RPRT A1 - Deckert, Carsten A1 - Maschmann, Jonas Christopher A1 - Ngoy, Mayanga T1 - Kreativität und Entrepreneurship im Masterstudium Maschinenbau an deutschen Fachhochschulen und Universitäten N2 - 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 Förderung von Kreativität und Entrepreneurship darauf vorbereitet werden. Um die Forschungsfrage zu beantworten, wurden die Modulhandbücher der zehn größten Universitäten sowie Fachhochschulen mithilfe einer Schlagwortsuche auf einschlägige Begriffe analysiert. Die Studie zeigt, dass deutsche Ingenieur*innen sowohl an Fachhochschulen als auch an Universitäten hinsichtlich Kreativität und Entrepreneurship eher unzureichend ausgebildet werden. N2 - Mechanical engineers are often expected to develop and commercialize innovative products, services, or processes. The aim of this study is to find out to what extent they are already prepared for this in the master's programme in mechanical engineering by promoting creativity and entrepreneurship. To answer the research question, the module manuals of the ten largest universities and colleges were analysed for relevant terms using a keyword search. The study shows that German engineers are rather inadequately trained in creativity and entrepreneurship, both at universities and universities of applied sciences. T3 - Working Papers in Industrial Engineering - 4 KW - Kreativität KW - Innovation KW - Entrepreneurship KW - Entrepreneurial Mindset KW - Creativity KW - Mechanical Engineering Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:due62-opus-32121 SN - 2627-8375 PB - Hochschule Düsseldorf CY - Düsseldorf ER - TY - JOUR A1 - Deckert, Carsten A1 - Mohya, Ahmed T1 - Kreativitätstechniken für angehende Ingenieurinnen und Ingenieure JF - Innovations-Forum N2 - In Zeiten fortschreitender Digitalisierung und zunehmender Transparenz auf den Märkten müssen sich Unternehmen mit zunehmenden Veränderungen, z. B. durch Prozess- und Produktinnovationen, auseinandersetzen. Es ist daher unerlässlich, dass sich angehende Ingenieurinnen und Ingenieure mit dem Prozess der Ideenfindung und der damit verbundenen Innovationsbereitschaft auseinandersetzen. Kreativität spielt eine entscheidende Rolle im Prozess der Ideengenerierung und Problemlösung. Hochschulen, die Ingenieurstudiengänge anbieten, sind daher gefordert, die entsprechenden Fähigkeiten zu vermitteln. Durch den gezielten Einsatz von Kreativitätstechniken kann die Kreativität gefördert werden. Der vorliegende Beitrag befasst sich mit der Bewertung unterschiedlicher Kreativitätstechniken und geht der Frage nach, welche Kreativitätstechniken sich eignen, den angehenden Ingenieurinnen und Ingenieuren beim kreativen Problemlösen zu unterstützen. KW - Kreativität KW - Innovation Y1 - 2020 VL - 18 IS - 1 SP - 42 EP - 46 PB - InnoFo 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 -