Postdoc on Assessment for Innovation Space Bep and Tu/e Innovation Space Project

Eindhoven University of Technology, Netherlands has an opening postdoctoral scholar position. Applications should be sumbmitted as soon as possible.

Eindhoven University of Technology is looking for a Post-doc on assessment for innovation Space BEP and TU/e innovation Space project

About TU/e

TU/e is a University of Technology with a focus on Health, Energy and Mobility. Within the Energy area, several departments cooperate in the field of renewable energy involving industry. The Energy area envisions a sustainable world that can produce enough energy for its consumption, unimpeded by scarce resources and without any impact on the climate. TU/e's research will help pave the way for this challenging transition. TU/e is an open and inclusive university with short communication lines. The people are curious, collaborative, and strive for excellence. TU/e enables its academic staff to develop research and education at an internationally renowned level. Our lively campus community facilitates connections between staff and students, in an open, friendly, vibrant atmosphere that welcomes and inspires. About Innovation Space

TU/e innovation Space is a community that facilitates and supports interdisciplinary, hands-on education to facilitate systems thinking and an entrepreneurial attitude. TU/e innovation Space offers a place where students learn to deal with complex societal and industrial challenges, develop innovative projects with researchers, businesses and other stakeholders. Furthermore, it provides a space where lecturers involved in hands-on courses can innovate education. Job description

The proposed project will compare the assessment approach in two experimental projects, which are currently running in TU/e innovation Space. The interdisciplinary innovation Space Bachelor End Projects (ISBEPs) and the TU/e innovation Space Project (DSP100/IZM150 -> ISP), a Master level project. We build on two editions of these projects expect to attract much more attention as of February 2019. innovation Space Bachelor End Projects

The ISBEP offers students from different majors to do their final bachelor project in a team of 3-5 students on a project offered by a case owner (company/researcher/student team). The projects consist of an open challenge, and at the start students need to define their personal and team development goals, and their role in the team. Students are coached on a weekly basis by an experienced Master student on their process and professional skills and by a staff member assigned by their major on their disciplinary development. They have frequent meetings with the project owner, who in some cases also acts as project coach. The goal of the project is to develop a solution to the challenge offered by the case owner, involving an experiential prototype. The contributions and explored space vary depending on the backgrounds of the students involved. The assessment is conducted by the departmental examination rules and regulations, which vary per department. TU/e innovation Space Project

The ISP offers students from different masters to conduct a design/innovation project. Case owners offer projects, but students can also put forward a personal case. The projects consist of an open challenge, and at the start students need to define their personal and team development goals, and their role in the team. Students are coached by both researchers and coaches with an industrial/entrepreneurial background, who are directly involved in the course. The goal of the project is to develop an innovative solution to the challenge offered by the case owner; this involves a minimum viable product as well as a business case, which does not necessarily need to be for the case owner, but can also be the definition of a new start-up. Hence, the focus of the project is on new business development and design thinking. The assessment is conducted by the academic coaches involved in the project. Challenge

Both projects have similarities in terms of setup, and size (10ECTS) and offer major challenges in terms of: However, there are also major differences, the most salient one being the assessment. This is done by the departmental coaches for ISBEP, and by the responsible lecturer of the course for ISP. While a large part of the assessment consists of professional skills (communication, teamwork, reflection, planning, organizing and dealing with (scientific) information), there is also a focus on major-specific knowledge development (ISBEP) and on new business development and design thinking (ISP). The novelty of the educational approach, the openness of the challenges (with different/unpredictable opportunities for in-depth knowledge development), and the broadness of the horizontal development (for T or ) are aspects that are currently insufficiently addressed in the assessment formats of the ISBEPs, and can more flexibly (and holistically) be assessed by the ISP coaches. However, this is very much dependent on the attitude of the students towards the validity, reliability and transparency of the assessment (as the authenticity is evident), as in the ISP the assessment is partly conducted based on the personal development goals defined by the students.

Project goal

The ambition of this project is to investigate (and compare) the assessment approaches involved in both projects and to propose an assessment procedure for challenge-based education in the context of ISBEP and ISP: first, by looking at the different departmental assessment rules and regulations for the ISBEPs and how staff and students deal with these rules and regulations; second, by investigating the current assessment procedure for the ISP and conducting a literature review into state-of-the-art assessment of interdisciplinary open (engineering) challenges; third, a generic assessment approaches should be developed in collaboration with stakeholders (students/coaches/examination committees) for Final Bachelor and Master level interdisciplinary projects. A pilot assessment will be conducted at the end of Q4 (2018/2019) and evaluated. The results of this project can be proposed as assessment approach for future editions of these projects. We are accepting applications from enthusiastic candidates who are interested in a dynamic, stimulating and ambitious environment to perform their research. The candidate should have a PhD in educational science or an equivalent area and have a background or affinity with the subject areas as described above. Experience with assessment in the multidisciplinary context is highly appreciated. The candidate will be able to effectively communicate scientific ideas, foster collaboration in an interdisciplinary context and have a capability for independent thinking. Moreover, the candidate should be able to work independently within a dynamic team and be skilled in written and spoken English.

This project is initiated and funded by 4TU.CEE.

Applications can be made through the “apply now” button.Please send your application witha one-page personal motivation letter, a CV including the names and contact details of two recent referencesand beside a list of international conference and journal contributions (if any) a list of marks of MSc-courses. Only complete applications will be considered.


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