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Topics on Creating Innovations for Graduate Students Eunyoung Kim(著/文) - 博英社
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Topics on Creating Innovations for Graduate Students (トピクス オン クリエティング イノベションズ フォ グラジュアト ストユデンツ)

社会科学
このエントリーをはてなブックマークに追加
発行:博英社
A5変型判
258ページ
価格 2,900円+税
ISBN
978-4-910132-12-9   COPY
ISBN 13
9784910132129   COPY
ISBN 10h
4-910132-12-0   COPY
ISBN 10
4910132120   COPY
出版者記号
910132   COPY
Cコード
C3030  
3:専門 0:単行本 30:社会科学総記
出版社在庫情報
在庫あり
初版年月日
2021年9月3日
書店発売日
登録日
2021年8月9日
最終更新日
2021年9月2日
このエントリーをはてなブックマークに追加

紹介

この本は、高等教育機関の学生、教育者、研究者のために、学習の目的と方法に関する根本的な問題を提起します。

主に6つのトピック
1)知識と学習, 2)学習と創造性, 3)創造性と認知プロセス,
4)イノベーションの類型, 5)破壊的イノベーション, 6)イノベーション

のための認知スキルに関して学術研究の結果に基づいて説明します。

Following a trial and error process over the first two years of teaching, and given that our institute is a research-centred graduate school, I set up the outline of the course content based on six topics – learning, flow, creativity, innovation, disruptive innovation, thinking – and used the pedagogical approach, which includes peer discussion, classroom tasks, review of academic research, providing reading materials, and assignment.

In addition, I hope this book will give us an opportunity to start an open discussion on the educators or future educators community, so that we can share our constructive feedback on learning at HEIs, which will in turn hopefully foster the innovation leaders.

- Table of contents -

CHAPTER 01 : Introduction
CHAPTER 02 : Topic 1 Knowledge and learning
CHAPTER 03 : Topic 2 Flow and creativity
CHAPTER 04 : Topic 3 Theories of creativity
CHAPTER 05 : Topic 4 Types of Innovation
CHAPTER 06 : Topic 5 Disruptive Innovation
CHAPTER 07 : Topic 6 Thinking skills

目次

CHAPTER 01 : Introduction (Eunyoung Kim)
CHAPTER 02 : Topic 1 Knowledge and learning (Thao Thanh Luong and Eunyoung Kim)
CHAPTER 03 : Topic 2 Flow and creativity (Thao Thanh Luong and Eunyoung Kim)
CHAPTER 04 : Topic 3 Theories of creativity (Sun Qianang and Eunyoung Kim)
CHAPTER 05 : Topic 4 Types of Innovation (Nilima Haque Ruma and Eunyoung Kim)
CHAPTER 06 : Topic 5 Disruptive Innovation (Eunyoung Kim)
CHAPTER 07 : Topic 6 Thinking skills (Qianang Sun and Eunyoung Kim)

前書きなど

Following a trial and error process over the first two years of teaching, and given that our institute is a research-centred graduate school, I set up the outline of the course content based on six topics – learning, flow, creativity, innovation, disruptive innovation, thinking – and used the pedagogical approach, which includes peer discussion, classroom tasks, review of academic research, providing reading materials, and assignment. Surprisingly, with this teaching approach, students could recall their own experiences of individual flow and have aspiration for social flow (see Chap.3); they were also motivated to apply the acquired fundamental knowledge of creativity and innovation to their research area. Moreover, after setting up the new teaching content and tools, students who had already taken this course before attended again to learn from my new style of teaching, even on the severely cold winter mornings.

Of note here is a recently-introduced policy which states that university faculty members are evaluated, in terms of their performances, based on a quantitative index, such as how much in funding or grants they have attracted from outside campus, and how many indexed scientific journal papers they have published. In light of this, many of the professors are not able to spend enough time refining or re-organising their teaching content or teaching methods. However, regardless of personal performances for a teacher’s tenure or annual incentive, it is still valuable to publish a textbook to share my ideas as an educator for students as well as lecturers and researchers. I would be extremely happy if any of the readers were influenced by this book, and I welcome them to create or add their own ideas for enhancing their learning experiences. In addition, I hope this book will give us an opportunity to start an open discussion on the educators or future educators community, so that we can share our constructive feedback on learning at HEIs, which will in turn hopefully foster the innovation leaders.

版元から一言

Following a trial and error process over the first two years of teaching, and given that our institute is a research-centred graduate school, I set up the outline of the course content based on six topics – learning, flow, creativity, innovation, disruptive innovation, thinking – and used the pedagogical approach, which includes peer discussion, classroom tasks, review of academic research, providing reading materials, and assignment. Surprisingly, with this teaching approach, students could recall their own experiences of individual flow and have aspiration for social flow (see Chap.3); they were also motivated to apply the acquired fundamental knowledge of creativity and innovation to their research area. Moreover, after setting up the new teaching content and tools, students who had already taken this course before attended again to learn from my new style of teaching, even on the severely cold winter mornings.

Of note here is a recently-introduced policy which states that university faculty members are evaluated, in terms of their performances, based on a quantitative index, such as how much in funding or grants they have attracted from outside campus, and how many indexed scientific journal papers they have published. In light of this, many of the professors are not able to spend enough time refining or re-organising their teaching content or teaching methods. However, regardless of personal performances for a teacher’s tenure or annual incentive, it is still valuable to publish a textbook to share my ideas as an educator for students as well as lecturers and researchers. I would be extremely happy if any of the readers were influenced by this book, and I welcome them to create or add their own ideas for enhancing their learning experiences. In addition, I hope this book will give us an opportunity to start an open discussion on the educators or future educators community, so that we can share our constructive feedback on learning at HEIs, which will in turn hopefully foster the innovation leaders.

著者プロフィール

Eunyoung Kim  (ウニョン キム)  (著/文

Eunyoung Kim : Editor and co-author
Eunyoung Kim is an associate professor in the School of Knowledge Science, Japan Advanced Institute of Science and Technology, Japan. Her research interests include learning process design for creating innovations, social creativity and innovation, utilizing information technology for international development, business and management.

Thao Thanh Luong  (タオ タン ルオン)  (著/文

Thao Thanh Luong : Co-author 1
Thao Thanh Luong holds a master's degree in human resources management from Griffith University, Australia, and a bachelor's degree in business administration from the University of Economics Ho Chi Minh City, Vietnam. She is currently pursuing her doctoral degree under KIM Laboratory in Graduate School of Knowledge Science at Japan Advanced Institute of Science and Technology, Japan.

SUN Qianang  (サン クアンアン)  (著/文

SUN Qianang : Co-author 2
SUN Qianang holds a Master's degree in Fine art and a Bachelor of Art Design from the School of Art Design, Jingdezheng Ceramic Institute, China. Currently, she is a PhD candidate in KIM Laboratory in Graduate School of Knowledge Science at Japan Advanced Institute of Science and Technology.

Nilima Haque Ruma  (ニリマ ホック ルマ)  (著/文

Nilima Haque Ruma : Co-author 3
Nilima Haque Ruma is currently a PhD student at Eunyoung KIM laboratory in the school of Advanced Science and Technology at Japan Advanced Institute of Science and Technology (JAIST). She did her second master's degree in the field of Knowledge Management, School of Knowledge Science, JAIST. She did a master's degree and bachelor's degree in Sociology from Shahjalal University of Science and Technology (SUST), Sylhet, Bangladesh.

上記内容は本書刊行時のものです。