Design-driven innovation in STEM disciplines in higher education: The role and impact of transversal competences

The purpose of this study is to explore students’ and academic staff’ perspectives on the importance of transversal competences in creating design-driven innovations within STEM disciplines in higher education, aiming to find solutions for the enhancement of transversal competences. Accordingly, the...

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Bibliographic Details
Published in:	Journal of open innovation Vol. 10; no. 4; p. 100429
Main Authors:	Mezinska, Silvija, Abolina, Anda, Lubkina, Velta
Format:	Journal Article
Language:	English
Published:	Elsevier Ltd 01-12-2024 Elsevier
Subjects:	Design-driven innovations Higher education STEM disciplines Transversal competences STEM disciplines Higher education Design-driven innovations Transversal competences
Online Access:	Get full text
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Summary:	The purpose of this study is to explore students’ and academic staff’ perspectives on the importance of transversal competences in creating design-driven innovations within STEM disciplines in higher education, aiming to find solutions for the enhancement of transversal competences. Accordingly, the following research questions are explored in this study: 1) What is the connection between design-driven innovation and transversal competences in STEM disciplines in higher education? 2) How can students' and academic staff’s self-assessment of transversal competences influence the creation of design-driven innovations? Throughout this study, the authors analyze the promotion of design-driven innovation by enhancing the transversal competences of academic staff of STEM disciplines and students. The exploration of qualitative components of transversal competences enable the identification of conditions that may contribute design-driven innovations in higher education. By examining the link between design-driven innovations and transversal competences, added value in competence, design and values-based higher education, based on socio-cultural environment and technological development. The results of the study, based on contemporary knowledge including survey data and focus group discussions on this topic, will be utilized as development conditions, an assessment system to promote progress towards design-driven innovations in higher education facilitated by the enhancement of transversal competences.
ISSN:	2199-8531 2199-8531
DOI:	10.1016/j.joitmc.2024.100429