Workshop | Embedding Entrepreneurial Mindsets into Engineering Education | 4TU.CEE | 23 May

Session by Prof. Frido Smulders & Dr Ufuk Gűr

The modern engineering landscape requires professionals who are not only technically adept but also have an entrepreneurial mindset. The last two decades have seen significant scholarly work in this area, particularly focusing on the Concept-Knowledge (C-K) theory and the Initiating-Designing-Engineering-Realizing (IDER) framework. This training program seeks to blend these advanced theories into engineering education to foster innovation, adaptability, and the personal growth of students. This one-day training program explores a paradigm shift in engineering education. By its end, educators will not just be armed with novel theories and frameworks but will be empowered to innovate their teaching practices stimulating new generations of engineers who are innovators, visionaries, change agents, and leaders in their own right. The blend of rigorous academic models with practical applications for teaching and learning ensures that the lessons from this program will resonate in classrooms and beyond.

Testimonials

“The TTT program really helped me to understand theories about the process of innovating and to connect that to developments in my domain of health tech”

“Great idea to bring teachers the fundamentals of innovative, designerly and entrepreneurial behaviors. This helps me to embed some of that knowledge and insights in my existing
courses and make my students at least aware of the fundamentals related to innovation.”

“The TTT program enables lecturers to bring students a step ahead in handling the challenging transitions we’re facing today by being better prepared to push their innovative ideas forward. And teach them to avoid common mistakes.”

“The program provided me with a mix of theoretical knowledge and practical guidance on how to see ill-defined and wicked problems in my domain.”

Expectations and Learning Outcomes for Engineering Educators in the Training Program

Engineering educators embarking on this training will undergo a transformative journey. Here is what they can expect and what they will learn.

Educators are exposed to a detailed and structured curriculum that seamlessly integrates the C-K theory and the IDER framework with practical applications in entrepreneurial engineering education and learn about

• innovating in organizational settings & technological innovation related to your domain;
• entrepreneurial behaviour beyond startups and relating that to your domain.

The training program fosters a collaborative learning environment that encourages cross-disciplinary discussions and brainstorming and brings networking opportunities by interacting with peers & experts in the field, and some industry practitioners. The learning journey does not end with the training sessions. Educators can expect continued post-training support, resources, and updates to keep their knowledge fresh.

Understanding C-K theory

The Concept-Knowledge (C-K) theory, introduced by Armand Hatchuel and Benoît Weil, presents a dual space model for innovation where innovation is born when the concept space and knowledge space interact, turning an uncertain concept into established knowledge.

Concept Space (C-space): This space contains potential ideas or concepts that are yet to be explored or realized.

Knowledge Space (K-space): This is the realm of existing knowledge, encompassing proven facts, rules, and principles.

How C-K theory drives entrepreneurial behaviour in engineers

Traditional engineering often limits itself to the K-space. However, by embracing the C-space, engineers can generate more innovative solutions and expand knowledge boundaries. Entrepreneurship thrives in uncertainty. Engineers equipped with C-K theory will learn to welcome and navigate through the unpredictable terrains of the C-space. The constant movement between C and K spaces ensures that engineers constantly generate and refine ideas, much like entrepreneurs iterating their business models.