Philosophy may not seem to be an obvious source to discover methods for successful product innovation management. However, this book shows that systematic reflection on the nature of product innovation management, supported by insights from the philosophy of technology, can illuminate the innovation process in technology and engineering. Presenting methodological guidelines and philosophical reflections, this book guides readers through each phase of product innovation. At each step, ideas from the philosophy of technology are translated into practical guidelines for managing these processes. The book works through the philosophical perspectives on innovation, methods in innovation design and research, and the value and ethical implications of innovation. Bridging the gap between philosophical context and practical methodologies, this book will be highly valuable for postgraduate students and academics researching and teaching innovation and philosophy of technology.
Research and design activities are often employed in STEM (Science, Technology, Engineering & Mathematics) education. This study aims to examine students' attitudes towards doing research and design activities in secondary school, among two groups of students: (1) students that take the quite recently introduced Dutch subject O&O (research & design), in which students perform authentic research and design projects related to STEM disciplines; and (2) students that do not take O&O. The subject O&O is only taught at a limited number of certified, so called 'Technasium', schools. A questionnaire, developed by the authors, was completed by 1625 students from Grades 8 and 11. Unlike previous studies on student attitudes, which usually use abstract concepts like 'science' or 'technology', the questionnaire used in this study contains active verbs to characterise research and design activities. The results showed that, in general, students who took the subject O&O had more positive attitudes towards doing research and design activities than regular students. Both student groups appeared to find doing research activities more relevant than doing design activities. The results of this study provide useful information for teachers as well as teacher educators about the existing attitudes of students, for example their preference for design projects over research projects.
