Year: 2016
Type: dissertation
Study design: Observational Study
Abstract: Multidisciplinary capstones form student teams from different engineering disciplines to design, build, and test proof of concepts for an industry based project. To provide insight on multidisciplinary capstone’s performance and innovative outcomes, we explored innovation and factors related to innovation in both multidisciplinary and monodisciplinary capstones at the University of Toronto. Our investigation includes self-reported data and data from external assessments. We conducted both quantitative and qualitative research by collecting data from surveys, interviews, and video-recordings. External examiner’s and self-reported data show that multidisciplinary students are more innovative than mono-disciplinary ones. Our results show correlation between innovation and psychological safety, collaborative learning, internal and external communication, support for innovation from all parties, vision and feedback. Our research shows that aside from team’s diversity, support for innovation and culture of innovation is essential to realization of student’s creativity potential.
Source: TSpace (University of Toronto)
Author: Narges Balouchestani Asli
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2902656393