Teaching for innovation competence in higher education Built Environment engineering classrooms: teachers’ beliefs and perceptions of the learning environment

A.R. Ovbiagbonhia*, Bas Kollöffel, Perry Den Brok

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

In this study we investigated teachers’ beliefs about innovation competence relevance and their creative self-efficacy and compared teachers’ and students’ perceptions of the learning environment in the Built Environment engineering education domain. In total, 94 teachers participated in this study by completing a questionnaire. Teachers perceived their creative self-efficacy and the learning environment in their classrooms to be supportive of innovation competence. However, only a minority of the teachers considered teaching for innovation competence relevant; most teachers perceived a focus on innovation competence in the curriculum as neutral. Multiple regression analyses showed that teachers’ creative self-efficacy beliefs significantly predicted their perception personal relevance. Similarly, perception of focus on innovation competence in the curriculum significantly predicted perceived uncertainty, while creative self-efficacy significantly predicted perceived knowledge-building through teacher–student and student–student negotiation. Findings of the study are discussed with respect to developing students’ innovation competence in the Built Environment education domain.

Original languageEnglish
JournalEuropean Journal of Engineering Education
DOIs
Publication statusE-pub ahead of print - 18 Jun 2020

Keywords

  • built environment engineering education
  • creative self-efficacy
  • innovation competence
  • Teachers’ learning environment perceptions

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