Abstract - Resistance against innovation oriented learning

Publikation: Konferencebidrag uden forlag/tidsskriftAbstraktForskningpeer review

Abstract

An increasing proportion of the students in technology programs in higher education have a former vocational background as the basis for their inclusion in higher education. Thus, they are experts in creating solutions, experts in follow directions and therefore have a solid academic foundation that is rooted in tradition (www.phmetropol.dk; NCE, 2015). These students now need to be reflective, have an analytical approach to a project, and be innovative and creative. They must be able to collaborate and share their knowledge across and have a critical approach to their work (Weirsøe, 2011; Regeringen, 2012; Poulsen & Wolff-toft 2007) In attitude-impact situations such as innovation teaching, the students react on the fact that they are challenged on their own identity - they must deny their own opinions and preferences. This change process typically entails a number of resistance phenomena. (Berliner & Berthelsen, 1989; Janas, 1998; Illeris, 2000). The aim is therefore to investigate the importance of the resistance phenomena arising in connection with innovation education through the use of Design Based Research as a method of investigation. The study want a more specific knowledge about the "resistance" triggering factors and what role the participant assumptions plays in terms of whether the student commits to innovation processes Keywords: Passiv aggression, Innovation, Resistance, creativity, learning
OriginalsprogEngelsk
Publikationsdato2015
StatusUdgivet - 2015

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