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Study objective: The aim of the study is to assess financial expectations of the students of the Faculty of Management of the Jan and Jędrzej Śniadecki Bydgoszcz University of Technology after graduation and to determine whether the field of study has an impact on salary expectations. The hypothesis was formulated that students of finance and accounting have higher salary expectations than students of other fields. Additionally, it was assumed that 2/3 of the students of this faculty work while studying. The field and level of studies were taken into account. Methods: The study was conducted at the Jan and Jędrzej Śniadecki Bydgoszcz University of Technology. It involved 252 students of the Faculty of Management studying in the following fields: management (hereinafter ZA), management and production engineering (hereinafter ZIP) and finance and accounting (hereinafter FIR). The study was based on the primary data, obtained using a measurement instrument prepared for the needs of the study in the form of an online questionnaire (CAWI), as well as data on the number and structure of students of the Faculty of Management obtained from the University IT Department. Conclusions: The study results show that over 70% of the students take up work while studying. This indicates changes in the labour market, where the market demand for young people with both education and experience is clearly visible. The largest group of respondents, both employed and not working, are students of finance and accounting (first and second-cycle studies). The students of management and production engineering have the highest salary expectations after graduation, while students of finance and accounting have the lowest expectations. Students of management, however, fall between these groups. The salary expectations of finance and accounting students differ from the average salary expectations by PLN 1,334.69, by PLN 1,251.55 (for management students) and by PLN 1,194.76 (for management and production engineering students). Therefore, the largest deviation occurs for finance and accounting students who on average expect lower earnings than students of other fields. For all fields of study, the variation between salary expectations is low, which indicates homogeneity of the population. Interestingly, students of management in the highest percentage do not work in their profession (over 60%). The smallest disproportion between students who work and do not work in their profession exists in the case of finance and accounting students. The largest group working in their profession are students of management and production engineering, followed by students of finance and accounting. Most students, regardless of their cycle, combine work with studying. Among second-cycle students, the largest number of people - over half of the students of management and production engineering, and slightly less than half in the field of finance and accounting work in their profession. Among first-cycle students, the vast majority of respondents, regardless of the field of study, do not take up professional work. There is a relationship between salary expectations and the field of study, and it is statistically significant. This hypothesis was positively verified. Originality: The paper shows on the example of the students of the Faculty of Management of the Jan and Jędrzej Śniadecki Bydgoszcz University of Technology that the vast majority of management and finance students work while studying. The study highlights an extremely important aspect of current studying - combining studies with work, which has been noticed by researchers in Australia (Devlin, James, Grigg, 2008; Creed, French, Hood, 2015), New Zealand (Manthei, Gilmore, 2005) and the USA (Butler, 2007). The article is addressed to universities, in particular those offering courses, such as finance and accounting, management, management and production engineering. [ABSTRACT FROM AUTHOR]

University of Canterbury, as an institution, had developed strong educational resilience during and after the 2010–11 earthquakes. Due to the Coronavirus pandemic, New Zealand shut down all university educational facilities in March 2020, with education migrated online. Within this unique context, this research aims to (1) investigate civil engineering students' perceptions about the benefits and challenges of online learning during the lockdown period, (2) identify significant factors that contribute to effective online teaching and learning, and (3) provide the implications of this research for future emergency remote teaching (ERT). A survey was designed and administered to measure students' perceptions of online learning during the lockdown. A total of 192 completed responses were collected from both undergraduate and Master civil engineering students. In addition to typical online learning challenges, students also experienced unique challenges, such as social and emotional isolation, anxiety, depression, and uncertainty. This paper suggests that teaching presence be brought to the forefront of ERT. Future research directions were recommended to better understand ERT by linking it to the Community of Inquiry framework and enhance tertiary education institutions' resilience to handle a future crisis. [ABSTRACT FROM AUTHOR]

This paper investigates the learning effect of a developed coursework for an engineering acoustics course offered to fourth year and postgraduate engineering students at the University of Auckland, New Zealand. The coursework incorporated practical active-learning activities and was developed to help students gain understanding of complex concepts related to the room-acoustics measurement and analysis and also introduce students to some of the practical tasks that are typical of a practising acoustical engineer in New Zealand. The learning effect of the coursework was measured by comparing students' performance in two quizzes that were run before and after students worked on the coursework. Students' performance on the final examination was also analyzed. An analysis of the common mistakes made by students in the assignment report was also conducted. Overall, the analysis suggests that the coursework generally improved the students' understanding of the material that it covered. [ABSTRACT FROM AUTHOR]

A recent report by the Foundation for Young Australians that derived from an analysis of 4.2 million job advertisements in Australia from 2012 to 2015, revealed that the demand for professionals possessing creative problem-solving skills grew by 249%. This paper reflects on the successes of engineering educators in developing creative graduates and discusses the means to instil the skills of creative problem-solving. It considers research evidence of the suitability of heuristics (methods) for problem framing and idea generation that are sourced from the Theory of Inventive Problem Solving (TRIZ) for enhancing the creative problem-solving skills of engineering students. Twelve TRIZ heuristics are considered. A repository of TRIZ educatinal materials (TRIZ Repository) is introduced. The outcomes of four studies from Australia, Hong Kong and New Zealand that embedded educational materials offered by the TRIZ Repository into existing courses are presented. This paper concludes that TRIZ heuristics are suitable for embedding into courses that require students to tackle open-ended problems. As demonstrated by the studies, even one class devoted to a TRIZ heuristic can statistically significantly enhance students' creative problem-solving self-efficacy. The TRIZ Repository of educational materials may enable many engineering educators to instil creative problem-solving into their courses. [ABSTRACT FROM AUTHOR]

Could the challenge of mastering threshold concepts be a potential factor that influences a student's decision to continue in electronics engineering? This was the question that led to a collaborative research project between educational researchers and the Faculty of Engineering in a New Zealand university. This paper deals exclusively with the qualitative data from this project, which was designed to investigate the high attrition rate of students taking introductory electronics in a New Zealand university. The affordances of the various teaching opportunities and the barriers that students perceived are examined in the light of recent international research in the area of threshold concepts and transformational learning. Suggestions are made to help students move forward in their thinking, without compromising the need for maintaining the element of intellectual uncertainty that is crucial for tertiary teaching. The issue of the timing of assessments as a measure of conceptual development or the crossing of thresholds is raised. [ABSTRACT FROM PUBLISHER]

This study explores learner experiences regarding skills acquisition of a cohort of engineering doctoral students enrolled in a New Zealand university. Employing a qualitative methodology, we interviewed 28 PhD students about the range of experiences and exchanges that comprised their pathways to skill acquisition. Students reported that research projects with application enabled the development of 'real world problem solving' by drawing on bonding and bridging network ties. Indeed, informal structures and disciplinary norms operating in the culture of postgraduate engineering research are principle contributors to successful progression, degree completion and outputs. Research practices emphasising repetition and doability establish productive environments for postgraduates, enhancing support for collective endeavours and increased outputs. In the absence of formalised skills development programmes, the approaches discussed in this paper contribute to postgraduates' timely acquisition of skills. This research can assist supervisors, academic developers and administrators from a range of disciplines in improving postgraduate research environments. [ABSTRACT FROM AUTHOR]

The article examines postsecondary education in New Zealand. Concerns among executives that postsecondary education is not producing graduates with the skills required by the country's business enterprises are considered, particularly concerns over soft skills including verbal communication, employee motivation and ability to work in a team. An increase in engineering students in postsecondary education is noted.

Civil and natural resources engineering students at the University of Canterbury, New Zealand, take specific courses requiring small group research projects and the presentation of findings to staff and peers. Although one of the aims of these presentations is to assist in the development of the students' communication skills, staff have raised concerns over their effectiveness for this purpose. The Virtual-i Presenter (ViP) software was created to allow students to pre-record and review their presentations through live video capture synchronised to a slide presentation. With no video-editing facility available, students were required to repeat recordings which they judged unsatisfactory before submitting their work for staff and peer review. This article reports on the experience and outcomes from 97 students in two groups using the ViP software. Few students reported the lack of video-editing facilities problematic. Eighty per cent of the students using the software reported a positive experience with advantages for the development of their personal communication skills. Other feedback indicates use of the ViP software contributes to self- and peer reflection. [ABSTRACT FROM AUTHOR]