Abstract
Innovative and successful engineers nowadays need to be able to function particularly effectively within complex commercial environments without the need for extensive training. The teaching of the wider business context and, in particular, how a company seeks to remain successful - namely business strategy - is now essential knowledge. How can you endow sufficient comprehension of this important area to undergraduates taking an engineering course? At Coventry University, engineering strategy is taught to approximately 250 full-time direct-entry undergraduate students each year with a diverse knowledge (engineering, economics, and business) and cultural background (several European countries). This year a fictional case-study has been introduced, presented as a story, and released to students on a week-by-week basis over 13 weeks with the aim of engendering sufficient analytical skills in the students as well as the underpinning knowledge to be able to apply a variety of business and operational strategies. The story is supported by in-class group discussion and facilitation by lecturing staff. This paper presents the results from this teaching and learning approach with particular focus on the students' perception of the story and their views on whether it helped their understanding and comprehension. The views from the module teaching team on the efficacy of this method will be discussed. Recommendations for the use of this approach and improvements in next year's delivery will be presented.
Original language | English |
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Publication status | Published - 2010 |
Externally published | Yes |
Event | Engineering Education 2010: Inspiring the Next Generation of Engineers, EE 2010 - Birmingham, United Kingdom Duration: 6 Jul 2010 → 8 Jul 2010 |
Conference
Conference | Engineering Education 2010: Inspiring the Next Generation of Engineers, EE 2010 |
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Country/Territory | United Kingdom |
City | Birmingham |
Period | 6/07/10 → 8/07/10 |
ASJC Scopus subject areas
- Engineering (miscellaneous)