[ Essai de modélisation du processus de réalisation de projets innovants dans une école d’ingénieurs au Maroc ]
Volume 40, Issue 1, December 2018, Pages 88–97
Imane ZERGOUT1, Souad AJANA2, Zineb AIT HADDOUCHANE3, and Soumia BAKKALI4
1 Département Génie Mécanique, Université Hassan II / ENSEM, Casablanca, Morocco
2 Département Génie Mécanique, Université Hassan II / ENSEM, Casablanca, Morocco
3 Département Génie Mécanique, Université Hassan II / ENSEM, Casablanca, Morocco
4 Département Génie Electrique, Université Hassan II / ENSEM, Casablanca, Morocco
Original language: French
Copyright © 2018 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Nowadays, the concept of innovation is omnipresent in political and economic discourses and in technological, socio-economic and scientific development plans. This returns to the fundamental role of innovation in solving complex problems in a revolutionary way that helps lead countries to development and prosperity. The realization of an innovation is not the result of a random act, but the result of a process rich in scientific and technical tools and methods using material and human resources. These human resources must possess specific technical and transversal innovation skills. These competencies are reflected in the competence frameworks for engineering education, which increasingly emphasize the need to train creative and innovative engineers capable of succeeding in major development projects. To this end, engineering education, whether in engineering schools or universities, must manage and structure the resources and activities needed to promote innovation in a well-defined process. Thus, the objective of this work is to propose a systemic modelling of the process of realization of an innovative project in the training of engineers. To do this, case studies were conducted in an engineering school in Morocco. This involves studying innovative projects for implementing an "ISO 14001" environmental management system in an engineering school. These studies identify several elements that characterize the innovation process such as: input elements, output elements, control milestones and resources. The added value of this research work is the understanding of the complexity of the innovation system in the context studied through its representation. This will facilitate the identification of barriers to innovation in engineering education and help put in place an appropriate action plan to promote innovation and creativity.
Author Keywords: Innovation, project based learning, engineer education, sustainable development, SADT formalism.
Volume 40, Issue 1, December 2018, Pages 88–97
Imane ZERGOUT1, Souad AJANA2, Zineb AIT HADDOUCHANE3, and Soumia BAKKALI4
1 Département Génie Mécanique, Université Hassan II / ENSEM, Casablanca, Morocco
2 Département Génie Mécanique, Université Hassan II / ENSEM, Casablanca, Morocco
3 Département Génie Mécanique, Université Hassan II / ENSEM, Casablanca, Morocco
4 Département Génie Electrique, Université Hassan II / ENSEM, Casablanca, Morocco
Original language: French
Copyright © 2018 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Nowadays, the concept of innovation is omnipresent in political and economic discourses and in technological, socio-economic and scientific development plans. This returns to the fundamental role of innovation in solving complex problems in a revolutionary way that helps lead countries to development and prosperity. The realization of an innovation is not the result of a random act, but the result of a process rich in scientific and technical tools and methods using material and human resources. These human resources must possess specific technical and transversal innovation skills. These competencies are reflected in the competence frameworks for engineering education, which increasingly emphasize the need to train creative and innovative engineers capable of succeeding in major development projects. To this end, engineering education, whether in engineering schools or universities, must manage and structure the resources and activities needed to promote innovation in a well-defined process. Thus, the objective of this work is to propose a systemic modelling of the process of realization of an innovative project in the training of engineers. To do this, case studies were conducted in an engineering school in Morocco. This involves studying innovative projects for implementing an "ISO 14001" environmental management system in an engineering school. These studies identify several elements that characterize the innovation process such as: input elements, output elements, control milestones and resources. The added value of this research work is the understanding of the complexity of the innovation system in the context studied through its representation. This will facilitate the identification of barriers to innovation in engineering education and help put in place an appropriate action plan to promote innovation and creativity.
Author Keywords: Innovation, project based learning, engineer education, sustainable development, SADT formalism.
Abstract: (french)
Aujourd'hui, le concept d'innovation est omniprésent dans les discours politiques et économiques et dans les plans de développement technologique, socio-économique et scientifique. Ceci revient au rôle fondamental de l’innovation dans la résolution de problèmes complexes d'une manière révolutionnaire qui aide à mener les pays vers la voie du développement et de la prospérité. La réalisation d'une innovation n'est pas le fruit d'un acte aléatoire, mais le résultat d'un processus riche d'outils et de méthodes scientifiques et techniques mettant en action des ressources matérielles et humaines. Ces ressources humaines doivent posséder des compétences techniques et transversales spécifiques en matière d'innovation. Ces compétences apparaissent dans les référentiels de compétence de la formation des ingénieurs, qui mettent de plus en plus l'accent sur la nécessité de former des ingénieurs créatifs et innovateurs capables de réussir les grands projets de développement. A cette fin, la formation des ingénieurs, que ce soit dans les écoles d'ingénieurs ou dans les universités, doit gérer et structurer les ressources et les activités nécessaires pour promouvoir l'innovation selon un processus bien défini. Ainsi, l'objectif de ce travail est de proposer une modélisation systémique du processus de réalisation d’un projet innovant dans la formation des ingénieurs. Pour ce faire, des études de cas ont été menées dans une école d’ingénieurs au Maroc. Il s’agit d’étudier des projets innovants d’implémentation d’un système de management environnemental « ISO 14001 » dans une école d’ingénieur. Ces études permettent d'identifier plusieurs éléments qui caractérisent le processus d'innovation tels que : les éléments d’entrée, les éléments de sortie, les jalons de contrôle et les ressources. La valeur ajoutée du présent travail de recherche est la compréhension de la complexité du système d'innovation dans le contexte étudié à travers sa représentation. Ceci facilitera la détection des obstacles qui entravent l'innovation dans la formation des ingénieurs et aidera à mettre en place un plan d'action approprié pour promouvoir l'innovation et la créativité.
Author Keywords: Innovation, apprentissage par projet, formation des ingénieurs, développement durable, formalisme SADT.
How to Cite this Article
Imane ZERGOUT, Souad AJANA, Zineb AIT HADDOUCHANE, and Soumia BAKKALI, “Modeling test of the process of realization of innovative projects in an engineering school in Morocco,” International Journal of Innovation and Scientific Research, vol. 40, no. 1, pp. 88–97, December 2018.
