Between rigor and imagination: creativity in structures education
(English) Creativity has been defined as a 21st century competence. In engineering, creativity is a vital component for the success and advancement of the profession. It enables engineers to view challenges from new perspectives, generate original and practical ideas, pose novel questions, and devis...
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| Tipo de recurso: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | CBUC, CESCA |
| Repositorio: | TDR. Tesis Doctorales en Red |
| OAI Identifier: | oai:www.tdx.cat:10803/695503 |
| Acceso en línea: | http://hdl.handle.net/10803/695503 https://dx.doi.org/10.5821/dissertation-2117-443795 |
| Access Level: | acceso abierto |
| Palabra clave: | Creativity Higher Education Engineering Architecture Structures Interviews Field Studies Teaching practice Practical Guidelines Creatividad Educación Universitaria Ingeniería Arquitectura Estructuras Entrevistas Estudios de Campo Práctica docente Directrices prácticas Creativitat Educació Universitària Enginyeria Estructures Entrevistes Estudis de Camp Pràctica docent Directrius pràctiques Àrees temàtiques de la UPC::Ensenyament i aprenentatge Àrees temàtiques de la UPC::Arquitectura 378 - Ensenyament superior. Universitats 72 - Arquitectura |
| Sumario: | (English) Creativity has been defined as a 21st century competence. In engineering, creativity is a vital component for the success and advancement of the profession. It enables engineers to view challenges from new perspectives, generate original and practical ideas, pose novel questions, and devise solutions to complex problems. This competence fosters interdisciplinarity, allowing professionals to collaborate within various fields to develop comprehensive projects that adhere to regulations and standards without sacrificing functionality or aesthetics. Teaching creativity to engineers is essential, as it equips them to devise innovative solutions, adapt to emerging technologies, enhance sustainability, and excel in a competitive job market. Traditionally, engineering education has been structured with methodologies centered on theoretical lectures and exercises with single answers. These studies, organized in silos with rigorous curricula, leave little room for exploration. Therefore, to promote creativity, educational methodologies must be adapted to the cognitive processes of university students and to the real demands of the profession and society. This doctoral thesis focuses on the field of structures, positioned at the intersection of engineering and architecture. This unique context presents an opportunity to explore creativity and contribute innovative ideas to enhance engineering education. The objective of this work is to analyze the theories, perspectives, and methodologies used in teaching structure courses to improve creativity in engineering education. By concentrating efforts in this area, the doctoral thesis aims to achieve reproducible and applicable results that can advance the field of engineering education.This work, based on a qualitative research paradigm, is structured on three pillars. The first is a literature review defining this thesis’s theoretical framework, synthesizing results from five areas relevant to creativity. Results show that, in higher education, effective creativity combines this innate skill with specific field knowledge. In engineering, this involves explaining the creative process to solve real problems. Research shows everyone has creative potential, but it must be fostered through education. The second pillar examines professional perspectives on creativity in engineering. Interviews with experts in structures reveal their opinions on integrating creativity in higher education. While there is agreement on general aspects of creativity, opinions diverge in the field of structures. Some professors question the need for creativity in their field, often due to time constraints that prevent the exploration of new teaching methodologies. The third pillar comprises field experiences. To understand the study environment, three research stays were conducted at European universities. In addition, two teaching innovation projects were carried out at the home institution. The results show that improving the design of the engineering curriculum requires collaboration and diverse teaching methodologies, the most recommended being thinking with your hands. Throughout this research, it has been discovered that there is a crucial need to provide accessible and adapted guidelines that can be applied by all educators in the discipline, regardless of their experience in creativity. The results of this research converge in the creation of nine practical guidelines to guide the development of creativity in structures. By implementing these results, engineering education can reshape the perception of creativity and demonstrate its tangible value in engineering practice. Creativity should not be seen as a separate entity but integrated throughout the curriculum, permeating all aspects of the student's educational itinerary. This requires a concerted effort by all staff involved in these teachings, where each person must play a fundamental role in fostering a culture of creativity. |
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