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The REDINGE2 – Reengineering Engineering Teaching, version 2 – project seeks to transform engineering education practices at the University of los Andes (UNIANDES) by using technology-based active learning strategies in courses from different disciplines that are to be reformed using a Big-ideas approach. Studies from this two-year project (2017-2018) seek to solve three main questions: What changes in engineering teaching conceptions, methods, tools and practices could be generated by reengineering courses using a Big-ideas approach? What changes in key conditions of learning environments have the students perceived in courses that use a Big-ideas approach? What lessons can be derived from the initial studies of REDINGE2’s pilot experiences?

The REDINGE2 project was conceived as a technology-based educational transformation initiative. It is the Faculty of Engineering at UNIANDES’ explicit intention to move engineering teaching from being content-focused to being big-ideas focused. It also wants to migrate from teacher-centered teaching strategies to student- and group-centered approaches. Additionally, this project intends to enrich engineering education ecologies with digital resources by integrating experiential, flexible and collaborative digital learning environments with traditional classroom/workshop/library/home/work learning settings. To promote this organic change, the project implemented a facilitation-from-the side strategy, which redesigned 14 engineering courses: each was given a two-year grant from the Office of the Dean of Engineering to rethink teaching practices and redesign the course. A cybernetic evaluation system was embedded in the life cycle of the transformation process that could support decision-making through each of the project’s stages (Stufflebeam, 1971). Questions of interest in this study are provided with information using triangulation of data at different times during each course’s redesign process.

After a year and half of the two-year REDINGE2 project (2017-2018), it is possible to say the following three research questions are fully solved. Concerning Question #1: What changes in engineering teaching conceptions, methods, tools and practices contribute to reengineering courses when using a Big-ideas approach? Participating teaching staff have demonstrated changes in their teaching conceptions, methods and resources, which can be attributed to their exposure to active-learning strategies supported by digital technologies. In fact, each one has redesigned and pilot tested at least one restructured learning unit for one of their courses according to the proposed Big-ideas approach; in addition, most admit to already having adjusted their teaching practices by changing their mindset regarding learning and how to promote it. Concerning Question #2: What changes in key conditions of learning environments have the students perceived in courses that have been redesigned using a Big-ideas approach? Data collected from students and participating staff members, both before the redesign and throughout this process, have provided teachers and students with feedback concerning perceived changes in learning environments. This has had positive results and provided opportunities for improvement. Concerning Question #3: What lessons can be derived from REDINGE2’s pilot experiences? Lessons from this project are multi-dimensional and there are organizational, pedagogic, technological and cultural considerations. A decalogue of critical success factors was established, which considered the things that must go right to successfully accomplish proposed educational transformations.

This study is a good case of educational transformations in engineering teaching. No generalizations should be made, but it shows that similar processes of planned change can be made in tertiary science, math, engineering and technology (SMET) education.

The lessons learned from this experience are very valuable for higher education decision-makers who want to innovate by using learning ecologies in their institutions. In addition, theoretical considerations that illuminate the innovation process become very useful to help provide a foundation to similar interventions.

A non-conventional approach to integrate digital technologies in higher education teaching is the most significant contribution this experience has made. Its focus has been to transform educational practices with pedagogically sound uses of digital technologies instead of just integrating technologies in current SMET teaching practices. Facilitation-from-the-side and embedded cybernetic evaluation through the transformation process are key ideas that add value to organic change processes.

The relationship between research and teaching – sometimes referred to as the research–teaching nexus – is an important issue in education literature. However, although it is acknowledged that this question is specific to each discipline, it is rarely addressed in the management accounting (MA) literature. Outside MA, the literature focuses on the influence of research on teaching but rarely touches on the influence of teaching on research. This paper has two aims: to enhance the understanding of the research–teaching link in MA and to analyse the link from teaching into research.

The paper is based on a reflexive analysis of a case in which the content of a management control course progressively changed over a period of 15 years. The authors structure their description of the case using Dewey’s concept of inquiry.

This paper first shows that designing the content of this course was a form of research and it produced knowledge. This analysis also suggests that the influence of research on teaching can take other forms than introducing research results or methods into teaching; designing teaching content is nurtured by not only scientific considerations but also pedagogical considerations and lecturers’ values; and linking research and teaching raises different issues dependent on the stance adopted by MA scholars in their research.

The academic community should seriously consider that knowledge can be produced in a teaching context, through the design of a teaching content.

This paper contributes to an inquiry process by documenting how course content is actually designed, which has not yet been done in the MA literature.

The purpose of this chapter was to describe how the School of Education at Duquesne initiated a school-wide, redesign of its doctoral program in educational leadership through its participation in the Carnegie Project on the Education Doctorate (CPED) – an initiative begun by Lee Shulman in 2006. The focus of CPED is to encourage colleges and schools of education that offer doctoral degrees in leadership, curriculum and instruction, or a similar area to rethink the program in ways that would enhance the learning opportunities and experiences of practitioners in the program. The intent of CPED is to generate more practitioner-leaders who are action researchers prepared to transform pre-kindergarten to secondary learning environments. In the chapter, the author discusses how Duquesne has redesigned its program and the concomitant opportunities and challenges for leadership. She also discusses how the redesigned programs have informed Duquesne's preparation of transformative research practitioners in educational leadership. Finally, the author operationally defines “traveling leadership theory” and what this theoretical concept means in terms of her leadership.

The role of social science in the curriculum of technical institutions of higher learning has always represented a series of tradeoff challenges and opportunities. Recently, issues to be addressed by those developing curricula for this audience have received increased attention. The difficulties that social and physical scientists have had collaborating on research projects have also been a matter of increasing attention and concern. Hence, to enrich this discussion we will offer a historical case study covering a 35-year (so far) experiment at Worcester Polytechnic Institute (WPI) in which both organizational and educational issues had to be addressed as faculty members of both backgrounds worked with technical students on educational projects dealing with social issues.

Introduction Consider a hi‐fi loudspeaker manufacturing company acquired on the brink of insolvency by an American multinational. The new owners discover with growing concern that the product range is obsolete, that manufacturing facilities are totally inadequate and that there is a complete absence of any real management substance or structure. They decide on the need to relocate urgently so as to provide continuity of supply at the very high — a market about to shrink at a rate unprecedented in its history.

Postulates that once the DFMA team has analysed an original product concept and improved the manufacturability and ease‐of‐assembly of that concept, they must change the vision of the product in their mind′s eye to leap forward. The description of the product verbally in terms of functions, not features, frees the product from physical form in the mind′s eye. Once freed from the embodiment of the original product, the DFMA team can teach‐launch its concept probe to explore strange new visions, seek out new product concepts and break through the design paradigms. Contends that the journey of the concept probe through time and space is fired by the launching of concept triggers that burst new ideas from the endless darkness of the mind. Explains the development and the application of some personal DFMA team concept triggers.

Continuous advances in digital technology and business models digitalization have decisively altered the entrepreneurial landscape redefining the aims and the requirements of entrepreneurial education to suit the new digital reality in entrepreneurship. The purpose of this study is to shed light in a neglected niche in the intersection between digital entrepreneurship (DE) and entrepreneurship education and outline DE education as field of research. Given that the interdisciplinary growth of DE research outpaces instructional designs in terms of required knowledge and skills, it is important to document how entrepreneurship education responds to the ongoing integration of emerging digital technologies with the entrepreneurial process. Moreover, the introduction of a DE education conceptual framework would facilitate the discussion on theoretical and practical implications and promote new conceptualizations in future research, new educational approaches and new curriculum designs.

A concept-driven, semi-structured developmental literature review methodology, based on grounded theory and reinforced with increased systemization, was used for the identification and analysis of peer-reviewed articles. Previous literature reviews were used to define the search keywords. The articles from three databases were carefully selected, based on protocol and strict eligibility criteria. The papers in the final set were classified in four primary dimensions, synthesized from several sub-streams of research. Each sub-stream highlighting a different view of DE education emerged through open, axial and selective coding of articles. The combined perspectives of these dimensions resulted in a new DE conceptual framework.

Thematic interrelation between the studies examined, revealed an ample view of the various schools of thought in the research field, offering also a better understanding on how entrepreneurial education addresses the practical requirements of digital entrepreneurship. A four dimensional conceptual framework produced highlights pedagogy and learning, success factors and barriers, behavioral approach and ecosystems as the current trends of research. Also, directions for future research are proposed.

The classification framework proposed can serve as a roadmap for entrepreneurship educators seeking efficient pedagogical practices focused on the transfer of knowledge and training on the new skills required by DE and motivate future researchers aiming to propose novel educational interventions.

Although digital entrepreneurship research has gained significant momentum in recent years, little attention is paid to its increased educational requirements. The body of knowledge develops in an uncontrolled and fragmented manner, and the systematic study of the field from an educational perspective was missing. This study offers a representative picture of the topic, highlights current trends of research, synthesizes literature from different disciplinary origins, provides linkages between unconnected streams of research and points out research gaps. Finally, it proposes a conceptual framework to circumscribe DE education as a field of study and serve as a basis to help future research move forward.