Designing for Open Innovation: Change of Attitudes, Self-Concept, and Team Dynamics in Engineering Education

  • Dirk Ifenthaler
  • Zahed Siddique
  • Farrokh Mistree
Part of the Educational Communications and Technology: Issues and Innovations book series (ECTII)


Within Science, Technology, Engineering, Arts, and Mathematics (STEAM) education initiatives, a learner-centric paradigm that instills in individuals the habit of becoming self-directed and life-long learners is a major objective. The implemented instructional framework presented recognizes that students develop mental models that represent their competencies in Engineering. Findings of a case study report the students’ change of attitudes, self-concept, and team dynamics while taking the re-designed graduate course. The findings guide the further instructional design of the course and the development of future research projects.


Engineering Self-concept Attitudes Team Scaffolding 



The authors express their deep appreciation to their colleagues Professors Janet K. Allen, Randa Shehab, and Deniz Eseryel at University of Oklahoma for the framing of the study. Dirk Ifenthaler acknowledges the support from the U.S. Department of State Fulbright Scholarship and the support from the University of Oklahoma, School of Education and School of Aerospace and Mechanical Engineering. Farrokh Mistree acknowledges the support from the L.A. Comp Chair and NSF EAGER grants 1042340 and 1258439.


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Copyright information

© Springer International Publishing Switzerland 2015

Authors and Affiliations

  • Dirk Ifenthaler
    • 1
    • 2
  • Zahed Siddique
    • 3
  • Farrokh Mistree
    • 3
  1. 1.University of MannheimMannheimGermany
  2. 2.Deakin UniversityMelbourneAustralia
  3. 3.University of OklahomaNormanUSA

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