Contents



Preface

The demand for innovation in engineering is increasing. The new innovations are key elements of engineering education to provide an innovative engineering curriculum for the academics, researchers, and students with integrated and blended learning experiences. The objectives of this edited book are to provide guidelines in developing a successful engineering curriculum, in designing an innovative learning and teaching method, and in promoting consistent standards in engineering

This edited book will introduce resources and case studies of engineering in the areas of technology-enhanced engineering approach, integration of blended e-learning, and sustainable and social innovation in engineering learning experiences.

The book presents number of chapters focusing on the latest developments in engineering education and naval engineering and will provide the reader with a broad overview of the latest developments of engineering design and methods. The chapters include relevant technical, sustainable, and social innovations that have a significant influence on the society and the stakeholders. This edited book consists of two parts. Part One contains 5 chapters focusing on pedagogical aspects of engineering education, and Part Two comprises 4 chapters highlighting new innovations in naval engineering. A brief summary of each part is given below.

*Chapter One "How to deal with quantum leap innovations and free fall situations"* investigates three industrial case studies based on three different start situations for the development of the organization. These three situations are satisfying a market need; satisfying a want or a wish; and satisfying a creativity in combination with improvisation and the use of dynamic management and development methods. This study concludes an important aspect that the product and business development based on satisfying a *want* or a *wish* and mostly also a *need* does not follow linear or continuous curves. This makes the planning of activities difficult for practitioners. Therefore, people need to be creative, to improvise, and to use dynamic mind-settings and principles if they want to develop any successful innovations in

*Chapter Two "Service-Learning and civic engagement as the basis for engineering design education"* presents the pedagogy involved in service-learning that can be implemented to teach students the engineering design process. The similarities and differences of service-learning as implemented through engineering design are compared to community and civic engagement in disciplines such as social sciences. The study reveals the best practices in service-learning and civic engagement in engineering design produce better engineers and enables the profession to fulfill its

*Chapter Three "Divergent abduction model and its convergent interaction in knowledge production"* proposes a new approach that integrates the scientific method with

**Part 1 Engineering and Innovations Methods**

education.

their organization.

highest purposes.
