The shape of innovation: systemic approaches to embedding creativity, entrepreneurship and innovation in undergraduate engineering programmes

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1 The shape of innovation: systemic approaches to embedding creativity, entrepreneurship and innovation in undergraduate engineering programmes 17 th September 2018

2 2 The global state of the art in engineering education Commissioned by MIT Published March 2018

3 Two phases of the MIT-commissioned study: 3 Phase 1 (Sept Nov 2016) Phase 2 (March Nov 2017) Provided a snapshot of the cutting edge of global engineering education and a horizon scan of how the state of the art is likely to develop in the future. The analysis drew on interviews with 50 global thought leaders in engineering education and identified the most highly-regarded current and emerging university leaders in the field. Case studies of four selected institutions identified during Phase 1 as being emerging leaders in engineering education. The universities selected were Singapore University of Technology and Design (Singapore), University College London (UK), Charles Sturt University (Australia) and TU Delft (Netherlands).

4 The 10 institutions most frequently identified as current leaders Olin College (US) MIT (US) Stanford University (US) Number of recommendations Aalborg University (Denmark) TU Delft (Netherlands) UCL (UK) Purdue University (US) NUS (Singapore) University of Cambridge (UK) Chalmers University (Sweden)

5 The 10 institutions most frequently identified as emerging leaders SUTD (Singapore) Olin College (US) UCL (UK) PUC (Chile) Number of recommendations Iron Range Engineering (US) NUS (Singapore) TU Delft (Netherlands) Charles Sturt University (Australia) Tsinghua University (China) Arizona State University (US)

6 Tilting of the global axis of educational leadership 6 from north to south and from high-income countries to the emerging economic powerhouses in Asia and South America

7 Tilting of the global axis of educational leadership 7 North America Europe Asia South America Australasia Africa Current leaders 54% 29% 13% Emerging leaders 24% 26% 32% 11% 9%

8 Features distinguishing the top-rated programs: 8 Current leaders Established international profile For many, non-traditional practice is localised, confined to individual courses and experiences: undergraduate research opportunities application of user-centered design hands-on experiential learning online and blended learning experiences in creativity, innovation and entrepreneurship Emerging leaders Systemic and unified approach (most either a new start or systemic reform), with an emphasis on: work-based learning blending off-campus online learning with oncampus experiential learning creativity, innovation and entrepreneurship sustainable development goals Development is typically shaped by regional needs or constraints, enabling them to take a more visionary approach

9 The 10 institutions most frequently identified as emerging leaders SUTD (Singapore) Olin College (US) UCL (UK) PUC (Chile) Number of recommendations Iron Range Engineering (US) NUS (Singapore) TU Delft (Netherlands) Charles Sturt University (Australia) Tsinghua University (China) Arizona State University (US)

10 A clear systemic focus on creativity, innovation and entrepreneurship SUTD (Singapore) Olin College (US) UCL (UK) PUC (Chile) Number of recommendations Iron Range Engineering (US) NUS (Singapore) TU Delft (Netherlands) Charles Sturt University (Australia) Tsinghua University (China) Arizona State University (US)

11 11 Who are the agents of change at the emerging leader institutions?

12 All agents of change 12

13 13 How different agents of change come together to drive systemic change: exemplars from across the world

14 Exemplars 14 UCL (UK) DTU (DK) TU Delft (NL) SUTD (SG) PUC (CL) CSU (AU)

15 Case study PUC (Chile) 15 PUC (CL)

16 Case study PUC (Chile) agents of change 16

17 Case study PUC (Chile) agents of change 17

18 PUC (Chile) visible and invisible curriculum 18

PUC: Research, Innovation and Entrepreneurship course 19 mandatory hands-on 3 rd year course for all 750 engineering undergraduates challenges cross-disciplinary teams to develop technology- based

19 PUC: Research, Innovation and Entrepreneurship course 19 mandatory hands-on 3 rd year course for all 750 engineering undergraduates challenges cross-disciplinary teams to develop technology- based solutions to key problems facing Chile, with mentorship from regional entrepreneurs mid-way through the course, undergraduate teaching assistants deliver deliver two-weeks of workshops in a range of practical design and prototyping skills

20 Case study UCL (UK) 20 UCL (UK)

21 Case study UCL (UK) agents of change 21

22 Case study UCL (UK) 22 project design and core disciplinary exams minor / elective thesis professional skills content examples of cross-facult y experiences involving all engineering students Challenge 2 The second five-week design challenge brings together students from across UCL Engineering to address a multidisciplinary problem focused on global health. HOW TO CHANGE THE WORLD This two-week, intensive project tasks multidisciplinary teams of engineeering students to devise practical solutions to real-world societal and environmental challenges BEng MEng 4 examples of IEP curricular components common to each department CHALLENGE 1 The curriculum opens with a five-week project that introduces incoming students to project-based learning as well as to their engineering discipline. SCENARIO CYCLES All students engage in one-week, full-time projects which require them to draw upon the knowledge and skills gained from linked four-week courses in order to devise a solution. MINORS Students study minors during the second and third year of study, allowing them to either broaden or deepen their engineering capabilities.

23 Case study TU Delft (Netherlands) 23 TUD (NL)

24 Case study TU Delft agents of change 24

humanpowered vehicle focus on renewal, rather than evolutionary

25 DreamTeams (est. 2000) wholly student-led teams engaged in technology-based project, often with an emphasis on social development 25 many teams have set new records, such as the world speed record for a humanpowered vehicle focus on renewal, rather than evolutionary development; most teams work on a 12-month cycle, with 85% of the team newly appointed each year to start afresh with a new design

26 Case study DTU (Denmark) 26 DTU (DK)

27 Case study DTU (Denmark) agents of change 27

Skylab DTU (Denmark) 28 designed as a catalyst to

community launched in custom-designed building in

28 Skylab DTU (Denmark) 28 designed as a catalyst to support and nurture a student-led entrepreneurial community launched in custom-designed building in 2014 supports a wide range of curricular courses, extra-curricular activities and student innovations, including around 60 student-led start-ups each year

29 Case study SUTD (Singapore) 29 SUTD (SG)

30 Case study SUTD (Singapore) agents of change 30

31 4D approach 31 1D design activities: activities that allow students apply and explore concepts learned within a specific course 2D design activities: integrate and apply concepts from across two or more courses that are studies concurrently 3D design activities: activities that allow students to repeatedly revisit a single project over time, advancing it with each iteration 4D design activities: student-led activities outside the curriculum, that allow them to explore and apply design principles

32 Case study CSU (Australia) 32 CSU (AU)

33 Case study CSU (Australia) agents of change 33

the topic tree offers a visual map of the relationships and dependencies between topics and

34 Case study CSU (Australia) 34 Topic Tree core engineering concepts and skills are disaggregated into discrete three-hour topics and accessed independently online by students the topic tree offers a visual map of the relationships and dependencies between topics and branches of engineering students must complete 240 topics before their work placement and 600 topics by graduation

35 35 Introducing the invited guests

36 36

Where the invited guests fit in as agents of change 37 CHILE Marcela Angulo González Manager of Technological Capabilities of CORFO, Chilean Economic Development Agency UCL (UK) John Mitchell Vice

37 Where the invited guests fit in as agents of change 37 CHILE Marcela Angulo González Manager of Technological Capabilities of CORFO, Chilean Economic Development Agency UCL (UK) John Mitchell Vice Dean Education, UCL Engineering TUD (NL) Eva Smeets Masters Student, Aerospace Structures and Materials, TU Delft DTU (DK) Anne Sofie Larsen Masters student, Design & Innovation, DTU SUTD (SG) Pey Kin Leong Associate Provost Education, Singapore University of Technology and Design

38 Where the invited guests fit in as agents of change 38 PUC CHILE Marcela Angulo González Manager of Technological Capabilities of CORFO, Chilean Economic Development Agency Marcela is leading a governmentfunded programme of curricula reform in Chilean engineering schools, designed to nurture a new generation of technology-based innovators and entrepreneurs.

39 ENGINEERING 2030 PROGRAM - CHILE students ~ 70% of total civil engineering students Total Budget: MMUSD122 CORFO grants ~ 50% 7000 New Students 40 New Licencies/year Key Focus 450 New PhD Students 120 New Spin Offs 1100 New Engineers/year 40 New Start Ups

40 Where the invited guests fit in as agents of change 40 UCL UK John Mitchell Associate Dean Education, UCL Engineering John has led a root-and-branch reform to the curriculum across the school of engineering at UCL that allows students to apply their engineering learning through intensive, authentic and cross-disciplinary industrial and societal challenges

at TU Delft a highly innovative and creative team that is entirely

41 Where the invited guests fit in as agents of change 41 TUD NL Eva Smeets Masters student, TU Delft Eva was the team leader of the Eco-Runner team at TU Delft a highly innovative and creative team that is entirely student-run and is also a student representative on the TU Delft's Board of Studies

42 Where the invited guests fit in as agents of change 42 DTU DK Anne Sofie Larsen Masters student, DTU As an engineering student at both Aalborg and DTU, Anne Sofie has engaged in a range of appointments, internships, courses and experiences from within and beyond the curriculum focusing on the development of entrepreneurship and innovation capabilities

43 Where the invited guests fit in as agents of change 43 SUTD SG Pey Kin Leong Associate Provost Education, Singapore University of Technology and Design Kin Leong has overseen and guided the development and delivery of a new student-centred engineering curriculum at SUTD that emphasises hands-on exploration, innovation and entrepreneurship

44 Your questions to the panel 44 Please leave your cards in the drop-buckets on your way to the coffee break

45 45 Thank you

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