On the efficiency of teaching triz: experiences in a french engineering school

• Autores: Denis Cavallucci, David Oget
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 29, no. Extra 2, 2013, págs. 304-317
• Idioma: inglés
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• Resumen

  • Our industry is currently undergoing a transformation that is guiding it from the quality era to that of innovation. Thistransformation necessarily involves changing design practices, the foundations of which currently rest on an optimization mentality.An innovation oriented approach would require that the bases of the design action contain other rules of invention where creativityand problem solving would have priority. In order to address these requirements, some teaching institutions have initially resortedto teaching creativity methods by simply stimulating the ideation phases of standard design processes. Having reached the limit ofwhat creativity methods could contribute; TRIZ appears as a likely alternative to such methods by providing greater structure andmore results. However, the first experiments in teaching TRIZ rapidly revealed an incompatibility between the time needed foreffectively using it and the time generally allotted for teaching a new method. This article presents the results of an experiment inintroducing new TRIZ software and the way in which it was implemented in engineering students’ coursework at INSA-Strasbourgover the past three years. These results lead us to state that the use of software improves quality in the TRIZ teaching process,especially with regard to the number of skills dealt with and acquired by engineering students in project situations.