Castrén, K., & Celik, S., & Björklund, T. A., & Nurmi, N. (2020, June), Creating Value in Project-based, Multidisciplinary Design Courses  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34347

\bibitem{asee_peer_34347}
  Castrén, K., \& Celik, S., \& Björklund, T. A., \& Nurmi, N. (2020, June), \emph{Creating Value in Project-based, Multidisciplinary Design Courses}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--34347

Klaus Castrén, Sine Celik, Tua A. Björklund, and Niina Nurmi.  "Creating Value in Project-based, Multidisciplinary Design Courses".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/34347 Internet.  16 Dec, 2024

\bibitem{asee_peer_34347}
  Klaus Castrén, Sine Celik, Tua A. Björklund, and Niina Nurmi.
  "Creating Value in Project-based, Multidisciplinary Design Courses".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/34347 Internet.  16 Dec, 2024

@INPROCEEDINGS{asee_peer_34347
author = "Klaus Castrén, Sine Celik, Tua A. Björklund, and Niina Nurmi"
title = "Creating Value in Project-based, Multidisciplinary Design Courses"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/34347}
number = {10.18260/1-2--34347}
}

TY  - CPAPER
AB  - University-industry collaboration plays an important role in creating engineering programs that are attractive to students, lead to competent, employable engineers and the local impact of universities. However, academic and industrial realms can operate with different vocabularies, assumptions and routines. This can lead to mismatches in expectations as well as missed opportunities for fruitful collaboration.

This paper explores the perceived value of participating as an industry-sponsor to a multidisciplinary engineering design capstone course. Four industry partners were interviewed in the beginning, middle and end of two project-based courses (and one industry partner once) to track what value they expected from the course and what value did they perceive to be delivered. The thirteen in-depth interviews averaged 50 minutes, were audio-recorded and transcribed for analysis.

Based on the qualitative analysis, the motivation to take part as a sponsor in these project-based courses initially centered around new innovative products. However, there was a continuum of expectations ranging from product concepts to ready-to-ship solutions, which often was only surfaced later on during the course. Furthermore, the drivers behind the expected value of these outcomes could be divided into novelty, concreteness and validation. It also became apparent that the value to the sponsoring company at large and the value to the liaison diverged.  At the end of the project, the sponsor liaisons personally highlighted the value of the course collaboration as a way of driving change in the practices, portfolios or the industry of their organization.

The different types of value identified in this paper can help to form vocabulary for joint understanding in project-based innovation courses. Being able to articulate different types of value on both the university and industry side in negotiating and running these courses can help to find better matches in collaboration. As a result, all parties are better set up for successful university-industry collaboration.
AU  - Klaus Castrén
AU  - Sine Celik
AU  - Tua A. Björklund
AU  - Niina Nurmi
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Creating Value in Project-based, Multidisciplinary Design Courses
UR  - https://peer.asee.org/34347
DO  - 10.18260/1-2--34347
ER  -