Teaching for innovation competence in higher education Built Environment engineering classrooms: teachers’ beliefs and perceptions of the learning environment

A.R. Ovbiagbonhia*, Bas Kollöffel, Perry den Brok

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

In this study we investigated teachers’ beliefs about innovation competence relevance and their creative self-efficacy and compared teachers’ and students’ perceptions of the learning environment in the Built Environment engineering education domain. In total, 94 teachers participated in this study by completing a questionnaire. Teachers perceived their creative self-efficacy and the learning environment in their classrooms to be supportive of innovation competence. However, only a minority of the teachers considered teaching for innovation competence relevant; most teachers perceived a focus on innovation competence in the curriculum as neutral. Multiple regression analyses showed that teachers’ creative self-efficacy beliefs significantly predicted their perception personal relevance. Similarly, perception of focus on innovation competence in the curriculum significantly predicted perceived uncertainty, while creative self-efficacy significantly predicted perceived knowledge-building through teacher–student and student–student negotiation. Findings of the study are discussed with respect to developing students’ innovation competence in the Built Environment education domain.

Original languageEnglish
Pages (from-to)917-936
Number of pages20
JournalEuropean journal of engineering education
Volume45
Issue number6
DOIs
Publication statusPublished - 19 Jun 2020

Keywords

  • built environment engineering education
  • creative self-efficacy
  • innovation competence
  • Teachers’ learning environment perceptions

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