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As engineering graduates and specialists frequently lack the advanced skills and knowledge required to run eco-innovation systematically, the paper proposes a new teaching method and appropriate learning materials in the field of eco-innovation and evaluates the learning experience and outcomes. This programme is aimed at strengthening student’s skills and motivation to identify and creatively overcome secondary eco-contradictions in case if additional environmental problems appears as negative side effects of eco-friendly solutions.
Based on a literature analysis and own investigations, authors propose to introduce a manageable number of eco-innovation tools into a standard one-semester design course in process engineering with particular focus on the identification of eco-problems in existing technologies, selection of the appropriate new process intensification technologies (knowledge-based engineering), and systematic ideation and problem solving (knowledge-based innovation and invention).
The proposed educational approach equips students with the advanced knowledge, skills and competences in the field of eco-innovation. Analysis of the student’s work allows one to recommend simple-to-use tools for a fast application in process engineering, such as process mapping, database of eco-friendly process intensification technologies, and up to 20 strongest inventive operators for solving of environmental problems. For the majority of students in the survey, even the small workload has strengthened their self-confidence and skills in eco-innovation
Economic growth and ecological problems have pushed industries to switch to eco-friendly technologies. However, environmental impact is still often neglected since production efficiency remains the main concern. Patent analysis in the field of process engineering shows that, on the one hand, some eco-issues appear as secondary problems of the new technologies, and on the other hand, eco-friendly solutions often show lower efficiency or performance capability. The study categorizes typical environmental problems and eco-contradictions in the field of process engineering involving solids handling and identifies underlying inventive principles that have a higher value for environmental innovation. Finally, 42 eco-innovation methods adapting TRIZ are chronologically presented and discussed.
Sustainable design of equipment for process intensification requires a comprehensive and correct identification of relevant stakeholder requirements, design problems and tasks crucial for innovation success. Combining the principles of the Quality Function Deployment with the Importance-Satisfaction Analysis and Contradiction Analysis of requirements gives an opportunity to define a proper process innovation strategy more reliably and to develop an optimal process intensification technology with less secondary engineering and ecological problems.
As engineering graduates and specialists frequently lack the advanced skills and knowledge required to run eco-innovation systematically, the paper proposes a new learning materials and educational tools in the field of eco-innovation and evaluates the learning experience and outcomes. This programme is aimed at strengthening student’s skills and motivation to identify and creatively overcome secondary eco-contradictions in case if additional environmental problems appear as negative side effects of eco-friendly solutions. The paper evaluates the efficiency of the proposed interdisciplinary tool for systematic eco-innovation including creative semi-automatic knowledge-based idea generation and concept development. It analyses the learning experience and identifies the factors that impact the eco-innovation performance of the students.