Project-Based Innovation Education Through University-Industry Collaboration: A Course Design and Learning Outcomes Analysis
DOI:
https://doi.org/10.34630/cip.vi.7667Keywords:
Innovation education, project-based learning, university-industry collaboration, , student-centered learning, higher educationAbstract
This study examines a student-centered innovation management course implemented through collaboration between a public university's faculty of economics and administrative sciences, its project and research-development coordination office, and a local chamber of commerce. The main purpose of this research is to analyze the instructional design, implementation process, and learning outcomes of this course, titled Innovation Management, and to evaluate its contribution to students’ innovation competencies within the framework of sustainable education.
To achieve this, the study adopts a mixed-method case study design. Empirical data were collected through rubric-based project evaluations and process-oriented learning outcome assessments. Quantitative data consist of standardized rubric scores assigned to three core project outputs: written reports, project posters, and physical or conceptual prototypes, alongside oral presentations. Qualitative data were obtained through continuous instructor observations and performance evaluations throughout the course. Following theoretical instruction, students developed innovation projects under faculty supervision, culminating in a public project market event where student projects were presented to local administrators, business representatives, academics, and media members.
The principal results from the most recent cycle involving 45 student projects demonstrate high engagement and rigorous output quality, with 13 projects receiving formal awards from the evaluation committee. The major conclusions indicate that integrating project-based learning with university-industry collaboration provides a useful applied model for project-based innovation education in higher education. By bridging the gap between theoretical knowledge and practical regional application, the course appears to contribute to students’ professional competencies and entrepreneurial mindsets.
