Selena GRIFFITH and Ross GRIFFITH
"It is often viewed that students, due to their lack of commercial responsibility, are free to take risk in their course activities and are intrinsically motivated to experiment and push boundaries. This may be partially true, however, students are increasingly driven to perform to their academic best. They feel that their university, peers, potential employers and industry measure them on grades. As a result they like to maintain control over their performance and will avoid risk taking in research, projects, group selection and team participation. When teaching design, management, innovation and collaboration educators promote student risk taking to emulate practice and facilitate learning. Disconnect between educator and student goals and expectations can result. This paper discusses practices developed by the first author to determine student concerns about risk taking, remove perceived risks to performance and encourage collaborative innovation."
PUBLISHED: Proceedings from the The 18th DMI: Academic Design Management Conference, 2012
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