2026-04-17T01:37:25Zhttps://recercat.cat/oai/request

oai:recercat.cat:20.500.14342/61452026-04-15T19:06:04Zcom_2072_482405com_2072_183628col_2072_482408

00925njm 22002777a 4500 dc Charosky Larrieu-Let, Guido author Hassi, Lotta author Papageorgiou, Kyriaki author Bragos, Ramon author 2022-04 The gap between industry needs and engineering graduates’ competences is being tackled by project-based courses, which also help to develop key innovation competences to address current societal challenges. Nevertheless, there is limited understanding about what innovation competences are developed through the different types of project-based courses. This study discusses innovation competences development in these courses with the aim of understanding how to better design educational strategies to improve them. Through content analysis, we compare the outcomes of two groups of Telecom Engineering students undergoing a capstone course following a classical product development project approach and a challenge-based course using Design Thinking. Results show that both course types contribute to developing innovation competences. Nevertheless, depending on the chosen pedagogy some competences are developed further. The traditional project-based course demonstrates better results in Planning and Managing Projects. Creativity, Leadership, and Entrepreneurship are more developed through a challenge-based approach combined with Design Thinking. 0304-3797 https://hdl.handle.net/20.500.14342/6145 https://doi.org/10.1080/03043797.2021.1968347 Project based learning Challenge-based education Innovation competences Design Thinking Multidisciplinary education Developing innovation competences in engineering students: A comparison of two approaches