Students’ perception of learning innovation competences in activity-based learning environment
Keywords:
innovation competence, activity-based learning, higher education pedagogyAbstract
This article demonstrates an example of activity-based pedagogy in university–company cooperation and shows whether these learning environments support students’ learning of innovation competences. In this case study, students of a university of applied sciences were selected from three required undergraduate courses (15 ECTS). The students were from different engineering degree programmes and study years (n=77). In all courses, the learning was based on active learning methods under the concept of innovation pedagogy. According to the results of the self-assessment questionnaire, the students assessed that they had learnt innovation competences in their courses. Two groups of learners were found by K-means clustering. Chi square tests showed that all students are able to learn innovation competences. Gender, study year, work experience, or course were not associated with the learning outcomes of innovation competences. T-tests showed that students’ motivation, importance of learning, atmosphere of the course, learning of field-specific contents and project-based learning preference are related to the learning of innovation competences. When designing learning environments and courses, more focus should be placed on creating a safe and supportive atmosphere, and on increasing students’ motivation. This article is especially useful for those who want to train innovators and develop higher educational practices to embody the requirements of working life.
