Abstract
This research investigates globally dispersed innovation teams involved in explorative projects within an engineering graduate course employing problem-based learning. Utilizing insights from a longitudinal study, the objective is to identify how to enhance both individual learning and team performance, thereby increasing the likelihood of a successful outcome. Initial observations revealed common patterns in learning experiences among the top-performing teams, prompting further investigation into how supporting cohorts might positively influence both team performance and students’ learning experiences throughout the course. In addition to advancing comprehension of innovation team performance, the study introduces two lightweight tools designed as shared visual representations of the team’s exploration journey. These tools can assist supporting cohorts in guiding teams effectively. This research augments the existing body of knowledge surrounding the achievement of breakthrough innovations. It provides understanding about how to facilitate team performance and individual learning within globally dispersed innovation teams undertaking explorative projects. The proposed lightweight tools offer practical solutions to enhance the supporting cohort’s ability to guide and impact team performance and individual learning experiences. This study holds implications for academia and industry, particularly organizations reliant on radical innovation for competitiveness and future-proving. Lastly, the study’s findings could inform the design and delivery of future problem-oriented, project-organized learning-based courses in engineering education.
Keywords
Innovation engineering, Problem Based Learning, Engineering Education, Innovation team, Exploration, Preserving ambiguity, Wayfaring, Social connectedness
