*Entrepreneurship and innovation education have been heavily integrated throughout engineering education across the world due to the ever-increasing role of entrepreneurship in the global economy. While the methodologies behind these innovation curricula have been largely based on research conducted on U.S. samples, it is unclear if or how culture plays a role in innovation processes. Without this knowledge we do not know if modifications to innovation curricula are needed in order to best spawn innovation in engineering education across the globe. The current study took a first step towards identifying the similarities and differences in concept generation and screening practices across cultures through an empirical study in the U.S. and Morocco. The results of this study showed that U.S. students developed more ideas than Moroccan studies during an innovation workshop, and female U.S. students generated more ideas than male U.S. students. Neither culture nor gender impacted the goodness of ideas developed or the percent of ideas screened. In addition, the selection of an idea was predicted by idea ownership and goodness – culture and gender did not contribute significantly to this model.* *The results of this research point to the potential role of culture and gender and concept generation and points to the need for more research identifying the role of these factors in engineering education.*


Does It Translate? A Case Study of Conceptual Design Outcomes With U.S. and Moroccan Students

Division / Sponsors: 
Design Engineering Division and Computers & Information In Engineering Division


Paper Proceedings: https://asmedigitalcollection.asme.org/IDETC-CIE/IDETC-CIE2020/volume/83907

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