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Teaching for Innovation Competence in Higher Education Built Environment Engineering Classrooms: Teachers' Beliefs and Perceptions of the Learning Environment

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Title: Teaching for Innovation Competence in Higher Education Built Environment Engineering Classrooms: Teachers' Beliefs and Perceptions of the Learning Environment
Language: English
Authors: Ovbiagbonhia, A. R. (ORCID 0000-0003-1957-4154), Kollöffel, Bas, Den Brok, Perry
Source: European Journal of Engineering Education. 2020 45(6):917-936.
Availability: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 20
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Innovation, Competency Based Education, Engineering Education, College Students, College Faculty, Physical Environment, Educational Environment, Self Efficacy, Creativity, Relevance (Education), Teacher Attitudes, Student Attitudes, Foreign Countries, Constructivism (Learning), Questionnaires, Likert Scales, Surveys
Geographic Terms: Netherlands
Assessment and Survey Identifiers: Constructivist Learning Environment Survey
DOI: 10.1080/03043797.2020.1784097
ISSN: 0304-3797
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.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1278717
Database: ERIC
FullText Text:
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  Data: Teaching for Innovation Competence in Higher Education Built Environment Engineering Classrooms: Teachers' Beliefs and Perceptions of the Learning Environment
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  Data: <searchLink fieldCode="AR" term="%22Ovbiagbonhia%2C+A%2E+R%2E%22">Ovbiagbonhia, A. R.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-1957-4154">0000-0003-1957-4154</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kollöffel%2C+Bas%22">Kollöffel, Bas</searchLink><br /><searchLink fieldCode="AR" term="%22Den+Brok%2C+Perry%22">Den Brok, Perry</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Engineering+Education%22"><i>European Journal of Engineering Education</i></searchLink>. 2020 45(6):917-936.
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  Data: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 20
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Innovation%22">Innovation</searchLink><br /><searchLink fieldCode="DE" term="%22Competency+Based+Education%22">Competency Based Education</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+Education%22">Engineering Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Environment%22">Physical Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Creativity%22">Creativity</searchLink><br /><searchLink fieldCode="DE" term="%22Relevance+%28Education%29%22">Relevance (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Constructivism+%28Learning%29%22">Constructivism (Learning)</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Likert+Scales%22">Likert Scales</searchLink><br /><searchLink fieldCode="DE" term="%22Surveys%22">Surveys</searchLink>
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  Data: 10.1080/03043797.2020.1784097
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  Data: 0304-3797
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  Data: 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.
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  Data: 2020
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  Data: EJ1278717
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      – SubjectFull: Competency Based Education
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      – SubjectFull: Engineering Education
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      – TitleFull: Teaching for Innovation Competence in Higher Education Built Environment Engineering Classrooms: Teachers' Beliefs and Perceptions of the Learning Environment
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