Innovation-based learning (InnBL): Turning science and engineering undergraduate degree programmes towards innovation

Abstract

Research-based projects are conventionally regarded as the capstone of an undergraduate degree. These projects combine what students have learned in their coursework with the undertaking of small, independent research projects. We advocate engaging students towards completing their final research projects from their very first year in science and engineering studies in stimulating their creativity and innovation. Here we argue that this revolution of early directing choices and early commencement of work towards the thesis can potentially impact students' thoughtful selection of core courses that are relevant; provide appropriate grounding for undertaking useful research; swiftly and effectively answer their practical research questions and make the student placement-ready. To this end, we propose an Innovation-Based Learning (InnBL) framework for turning science and engineering degree programmes toward a culture of innovation in an era of Industry 4.0. We explore the pros and cons of InnBL if implemented and the implications for the student, institution, and society.