Search

This article explores the current state and new roles of physical education as liberal education (PELE) in higher education. Recently, there has been growing discontent with PELE due to program redundancy and lack of educational power in higher education. However, little attention has been given to how to reconstruct PELE in higher education. To investigate this matter, this article examines (a) the origins and rationale of liberal education; (b) similarities and differences between liberal education, general education, and liberal arts; and (c) connections between liberal education and physical education. To conclude, two challenges of PELE in higher education are presented. These issues need to be overcome to bring PELE authentically into the world of colleges and universities. [ABSTRACT FROM AUTHOR]

Copyright of Humanities Bulletin of Zaporizhzhe State Engineering Academy / Gumanìtarnij Vìsnik Zaporìzʹkoï Deržavnoï Inženernoï Akademìï is the property of Zaporizhzhe State Engineering Academy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A quality curriculum must be in the offing to assist students to achieve more optimally. The curriculum needs to be engaging so that interest in learning is in evidence. Active engagement assists in securing student attendance on a regular basis. Missing class attendance hinders positive progress. Instructors need to look directly at students when classroom activities are implemented in order to communicate effectively. They need to talk to students who have been absent. Reasons for the absent behavior need to be identified and remedied. There, of course, are valid reasons for an absence. If excuses are made by students, the latter must justify the absence. The best instructors that the writer experienced checked attendance regularly. It does not develop student independence when voluntary attendance is in evidence. Making instruction interesting assists in promoting regular attendance. Intrinsically, the student should want to attend each class session. To be engaged in learning, the student needs to attach meaning to what is being presented as a learning activity. Meaningful activities promote motivation for regular attendance. Stimulating indepth discussions involving critical and creative thinking must be in evidence and is useful in any endeavor. [ABSTRACT FROM AUTHOR]

The author discusses her attempts to increase student engagement with Australian history courses at Macquarie University (MU) using a blended learning and flipped classroom approach. She explains the process of the course design and curriculum planning and offers insight on students' responses to such teaching methods.

Historical overview of ceramic development has been provided in the paper. It has been stated that the trail of ceramics has been rooted in Indus valley civilization. Advancement of materials leads to afflux of development in the fields of science and technology. Present paper deals with the realm of Ceramic Engineering, mainly focuses on education and jobs in the respected fields in India. This paper also holds the framework and research work in Ceramic Engineering in India. It has been defined that the whole processing of ceramics is done in the laboratories, like refractories, ceramics white wares, fuel furnace and pyrometry etc. There are a number of jobs which are offered by government sector as well as private sector. It has been determined that ceramic engineers are able to get job opportunities in aerospace, automotive industry, building material manufacturing, chemical industries, electronics, food processing, mining, medicine and refinery sectors in India. Curricula, undergraduate and postgraduate programs in Ceramics Engineering have been characterized. The peculiarities of dual degree education in Ceramics Engineering have been described. It has been stated that there are several initiatives taken by the government for the enhancement of skills and knowledge in Ceramics Engineering, which have been discussed in the extant paper. It has been defined that a new advancement in Ceramics Engineering is the initiative for enhancement of the knowledge through video lectures, offered by a couple of institutes. The prospects of ceramics application have been analyzed. It has been stated that the momentousness of ceramics are protruding diurnally just like in sculptures designing, pottery, building constructions, sanitary & textile etc. Not only the designing field of ceramics but its use in electronics field has been covered. It has been concluded that ceramic has a great potential to give solutions to the heat absorption between the walls or contacting surfaces. Earthenware was the heretofore product of ceramics. It has been proved that the future scope of ceramic is enormous. It has also been stressed that nowadays Ceramic Engineering is one of the emerging fields in engineering education, but a very prospective one. [ABSTRACT FROM AUTHOR]

The concept of student as consumer highlights significant shifts in what Canadian students pay for their education and how this transition has shaped their relationship with learning as well as their overall expectations for, and participation in, the project of higher learning. Consumerism in social work education reflects broader trends towards academic capitalism in Canadian universities and is a result of neoliberal ideology reshaping higher education. In this paper, we explore student and faculty participants’ reflections on the impact of consumerism on progressive social work education, exploring how participants use the term to make sense of their experiences and how doing so reshapes progressive social work education itself. [ABSTRACT FROM PUBLISHER]

Prior research has shown that classroom-based evaluation tools are unable to adequately capture the unique aspects of online courses. To address such challenges, a mid-sized Canadian university with a broad and diverse programme of online offerings adapted a questionnaire designed to assess constructivist-compatible online teaching practices. This paper presents the results of a two-phase pilot project to evaluate the appropriateness of the modified tool. The methods section describes the questionnaire, Bangert’s Student Evaluation of Online Teaching Effectiveness, the participants in the project, and the techniques used to analyse the data. The results are presented in terms of a validity framework used to guide the evaluation process. Finally, the paper offers critical insights into the key findings from the pilot project and the future of teaching effectiveness evaluation at the institution. [ABSTRACT FROM PUBLISHER]

Teaching introductory statistics, a required component of the undergraduate curriculum for many university disciplines, often occurs in multiple, discipline-specific courses1, which leads to duplication, curricular inconsistencies, and understaffing challenges. This paper describes our institution's solution to these challenges: the creation of a shared multidisciplinary blended course. After a brief description of the course redesign project that provided the context for the initiative, the paper focuses on the experiences of the faculty members involved in the team development of the course. A description of how the cross-disciplinary discussion was facilitated and agreement was reached is followed by the design team's collective perceptions of the benefits and challenges of creating a multidisciplinary course and working with a multidisciplinary team of experts. Keys to success are highlighted for other higher education professionals contemplating similar innovations. The article concludes with a discussion of the project's next steps. [ABSTRACT FROM AUTHOR]

Course curriculum design using a research-teaching connection and reflective teaching is presented. The research-teaching connection is expanded to a three stage research-teaching-research cycle and reflection is expanded to include both faculty and students. Traditional disciplinary educational research was used to inform the design of the curriculum, and Scholarship of Teaching and Learning (SoTL) research was used to measure the success of the course design in achieving its objectives for student learning. The objective of the course redesign was to better engage students in applying the authentic disciplinary practices of the field of history teacher preparation. The research project documented how the research-based instructional practices were taught to students, how the students subsequently put this knowledge into practice and how the course was modified over four years based on evidence based reflection. Conclusions and implications for using evidence-based reflective teaching to improve teaching effectiveness as applied to other disciplines are discussed. [ABSTRACT FROM AUTHOR]

Several papers propose analytical methods relating to the inclusion of sustainability in courses and universities. However, as sustainability is a complex subject, methodological proposals on the topic must avoid making disjointed analyses which focus exclusively on curricula or on organisational strategy, as often seen in the literature. Accordingly, the aim of this article was to propose a complex matrix for the analysis of sustainable transformative learning (CMASTL). This model integrates the change processes for sustainability and the management and teaching–learning processes, presenting different levels of sustainability inclusion in educational institutions. The basis of the CMASTL is a complex framework comparing different ways of understanding individuals and organisations that influence how sustainability is defined and the measures necessary for it to be achieved. The framework presents key concepts which informed the development of the CMASTL. In constructing the matrix, a number of articles from international periodicals proposing different sustainability evaluation tools for use in teaching institutions were consulted. The aim of the CMASTL was thus to both integrate and complement existing methodological proposals. As well as adding value to academic discussions, the CMASTL can be used as a guide for courses and universities seeking to implement positive changes for sustainable learning. [ABSTRACT FROM PUBLISHER]

This paper outlines the redesign of an MSc module to enhance students’ engagement and learning through embedding social media technologies into the academic curriculum as a learning and assessment strategy, and in a complementary manner that facilitated and enhanced the achievement of the module’s learning outcomes. This paper describes the process and some of the components of the module redesign. Although the eventual redesign allowed for incorporation of social media both as a learning strategy and for assessment purposes, this paper is focused on use/application of social media in academic curriculum as a learning strategy. Grounding the new module in constructivist pedagogy, and an enquiry-based action learning model, the redesign leveraged the use of social media to expand the interrelational dimensions of students’ learning. This increased the students’ engagement and the depth and breadth of their learning, while enhancing their appreciation for e-professionalism and personal learning networks. [ABSTRACT FROM PUBLISHER]

University-business cooperation has risen to one of the top priorities for many higher education institutions, with its importance mirroring attention from scholars and policy makers worldwide. Despite prolific research in this area, however, few have investigated curriculum-related university-business cooperation or its facilitators. Hence, this study investigates five mechanisms as drivers of business engagement in the design and delivery of the curriculum and the alignment of the curriculum with business needs. Results of a European-wide survey of higher education institution managers show the positive impact of senior management engagement, alumni networks and external communication of university-business cooperation, particularly on business engagement in curriculum design and the curriculum meeting industry needs. The higher education institution's dedication of resources emerged as irrelevant in this context. The conceptual model is validated across higher education institutions with different levels of curriculum-related cooperation with business and across three countries, leading to implications for management and future research directions. [ABSTRACT FROM AUTHOR]

This research is based on an empirical study exploring how academics make curriculum decisions and their perceptions of the influences that shape their decisions. Interviews were held with 20 academics from diverse disciplines, who were both research active and committed to teaching. The higher education curriculum was conceptualised as a field of decision-making shaped by academics’ beliefs about educational and contextual influences. The study identified five distinctive curriculum orientations representing coherent patterns of curriculum decisions aligned with academics’ beliefs about educational purposes. Case studies are presented to elucidate each of the curriculum orientations. Curriculum orientations were also found to shape academics’ responses to educational change. The following higher education change drivers are explored: graduate employability and the skills agenda, teaching–research relationships, changing understandings about teaching and learning, educational technologies and flexible delivery. The findings suggest implications for institutional curriculum change initiatives and academic development programmes. [ABSTRACT FROM PUBLISHER]

ABSTRACT The undergraduate business education landscape is dramatically changing and will continue to do so for the foreseeable future. Many of the changes are being driven by increasing costs, advances in technology, rapid globalization, and an increasingly diverse workforce and customer base, and are occurring simultaneously in both the business world and higher education. This is especially true for undergraduate business education in which alternative models to the traditional four-year curriculum continue to emerge. Using Christensen's theory of disruptive innovation as a framework, we develop a set of recommendations to help undergraduate business education navigate the disruptions it faces by adopting a 'pragmatic liberal' approach. This approach offers a direct contrast to the decades of limited success that business schools have had integrating liberal education and business education. [ABSTRACT FROM AUTHOR]

This article deals with differentiation, diversification and dedifferentiation of purposes and specialisations of institutional types in the post-apartheid setting, using as examples universities of technology created 10 years ago. It examines differentiation, diversification and dedifferentiation in the global context, particularly the specialisation of purposes of institutions as a form of division of labour in knowledge production and dissemination in higher education. It then takes issue with rigid and narrow forms of specialisation, thus projecting more flexible specialisation and specialism in the production and distribution of knowledge and skills. Differentiation in the post-apartheid era is then examined. External influences, competency and outcomes, and their limitations as drivers of curriculum designs are also discussed. Lastly, issues emerging from the discussion are explored and concluding remarks made. [ABSTRACT FROM PUBLISHER]

In a period when international flows of higher education students are rapidly increasing and diversifying, this paper reviews recent research evidence about the experiences of ‘home’ students – those who are not mobile and study in their home nation. This is situated within the concept of ‘internationalisation at home’, which asserts that these students should also receive an international educational experience: through interaction with international students, curriculum development and new pedagogic approaches. However, the evidence to date suggests that this is considerably more problematic than might be imagined. For example, home students across the world are often found to resist intercultural group work and generally to avoid contact with their international peers, leading to concerns about unequal access to transformative experiences and powerful knowledge. The conflict between ‘global worker’ and ‘global citizen’ approaches to internationalisation is discussed, as well as the increasingly hegemonic role of English. [ABSTRACT FROM PUBLISHER]

The transition from traditional instruction to a problem-based approach to learning requires many changes for educators and for students. The aim of this project was to develop an online problem-based learning (PBL) resource centre to provide academic staff from across the University with support in incorporating PBL in their curriculum design. The resultant interactive resource centre (pbLRC) provides guidance and information on designing PBL. Within the pbLRC there are links to student-centred resources and a facility for sharing case studies. A range of dissemination activities, including workshops, seminars and the establishment of a PBL network, have been used to promote the use of the pbLRC. This paper describes the development of the pbLRC and evaluates its impact and the approaches taken to embedding PBL in academic practice across the University of Ulster. [ABSTRACT FROM PUBLISHER]

The proportion of students studying in higher education institutions who are experiencing mental health needs and social isolation is increasing. Innovative ways to improve wellbeing and social inclusion are urgently required, as the growing demands on student counselling services exceed capacity. Previous research in a variety of different populations has shown that participatory arts projects may have beneficial effects on general wellbeing. Therefore the aim of this pilot study was to ascertain whether such a course could be feasibly developed within a university setting, and whether there was any preliminary indication that this could be useful for students who wish to benefit from increased wellbeing and/or social inclusion. In collaboration with student services, a twelve-week participatory arts course was advertised across the university. A total of 14 students attended the pilot participatory arts course, Open Arts, and students attended a mean number of six visual art sessions. Students providing both baseline and post-intervention questionnaires (50%) reported gains in confidence (71.4%), motivation (85.7%) and in their social relationships (71.5%). Non-significant encouraging trends for improvements on validated measures of wellbeing and social inclusion were found, and all students feeding back reported that they intended to continue making art, had enjoyed Open Arts and would recommend the course to a friend. Those attempting to gain accreditation with the course attended more sessions than those not attempting accreditation. Recommendations based on the results from the pilot project can be used to develop future participatory arts courses for students within higher education. [ABSTRACT FROM PUBLISHER]

Engineering design is known as an answer to an ill-defined problem. As any answer to an ill-defined problem, it can never be completely right or absolutely wrong. The methods that universities use to teach engineering design, as a consequence of this, suffer from the same fate. However, the accumulated experience with the ‘chalk and talk’ teaching tradition has led to a reality in which the employers of fresh graduates are not happy with the engineers they are getting. Part of their complaints are related with the inability of recently graduate engineers to work in problems where the boundaries are not well defined, are interdisciplinary, require the use of effective communication and integrate non-technical issues. These skills are mostly absent from traditional engineering curricula. This paper demonstrates the implementation of engineering design perspectives enhancing some of the aforementioned skills in a traditional mechanical engineering curriculum. It emphasises in particular a design project that is tackled in a sequence of conventional courses with a focus that depends on the course objectives and disciplinary domain. This transdisciplinary design project conveys the idea (and effectively implements it concurrently) that design is multidisciplinary. [ABSTRACT FROM PUBLISHER]

Purpose -- This study aims to analyze the main factors that might determine the extent to which Spanish organizational management educators use environmental stand-alone subjects to equip students with alternative views of business. To give a more qualitative study, this paper also provides a more detailed curriculum analysis from a double point of view: first, the authors analyze the environmental integration in curricula by means of the presence of environmental embedded subjects. On the other hand, the authors analyze the main environmental topics covered by curriculum of Spanish universities. Design/methodology/approach -- A Web content analysis and non-parametric mean comparison statistics of the curricula of undergraduate degrees at all universities in Spain was conducted. Findings -- One of the main conclusions of this paper is that public universities in Spain are more likely to require an environmental course than private universities. Other factors, such as size, political orientation or chairs/research institutes are not statistically explanatory of environmental education. Another important finding is that environmental training in management courses offered by Spanish universities is still relatively underdeveloped. Comparatively, the authors found that the most common method of teaching environmental issues in Spain is by means of embedded subjects (horizontal integration) in comparison with stand-alone subjects (vertical integration) as a response of the necessity of providing a systemic and holistic approach toward environmental aspects. From this perspective, the main topics covered in curriculum are environmental management, sustainable tourism, environmental economy or environmental impact. Originality/value -- There is a lack of empirical research focuses on analyzing determinant factors to environmental education in management undergraduate curricula of Spanish universities. Indeed, most of previous studies provide a descriptive review of environmental courses in management education. [ABSTRACT FROM AUTHOR]

Despite the widespread availability of information and communication technologies ( ICTs) and some research into specific pedagogical practices using them, there has been little research on the role of these technologies in shaping broader pedagogical approaches in higher education ( HE). Increased experimentation in using ICTs raises questions about their pedagogical role in teaching, learning and assessment provision, and in creating innovative pedagogies. An accepted approach is needed to compare the different ways ICTs and rich media are used in HE teaching models. Within the SusTEACH HE sustainability research project this was needed to support the carbon-based environmental assessment of HE courses using ICTs. Building on a review of learning design theories and models, and ICTs used for pedagogical purposes, this paper considers several approaches to conceptualising the role of ICTs in HE courses, leading to the development of the Teaching Models Rating Tool designed to examine the role of ICTs in course provision. This tool characterises courses as using Face-to-Face Teaching Models, Distance Teaching Models, ICT-Enhanced Blended Teaching Models or Online Teaching Models. Whilst this tool was designed to support research on sustainable HE teaching models in the UK, it has wider applications to support comparative assessments of pedagogical and economic impacts. Further developments will be informed by the complex and evolving role of ICTs in HE teaching models. [ABSTRACT FROM AUTHOR]

This article considers how course design accommodates the adaptation of L2 students into the early stages of the master's dissertation (Social Sciences and Humanities) at a UK university. I present a contrastive process-oriented analysis of two students' experiences on different courses, extracted from a 13-month ethnographic study in which students' self-reports (journals; interviews) were triangulated with their assignments, interviews with lecturers and classroom observation. I identify two ‘literacy events’ in the early stages: discussing the topic and preparing the proposal. In order to make visible these events, I deploy Lave and Wenger's Community of Practice model, while taking a post-structuralist view of learning as a dynamic between language, identities, power relations, affordances and agency. Findings show unequal support for these events on the two courses; I argue that this exemplifies significantly different ideologies relating to the accommodation of L2 students, and discuss implications for course design. [ABSTRACT FROM PUBLISHER]

This study reports the results of a survey of student study times and perceptions of workload in undergraduate and graduate accounting courses at a large Australian public university. The study was in response to student feedback expressing concerns about workload in courses. The presage factors of student workload and assessment in Biggs’ 3P model are used because these factors can influence students' approaches to learning and therefore course improvements based on these factors could bring the greatest benefits. The findings suggest that the workload is not too heavy but that student perceptions of workload can be improved by clearer communication of teacher expectations and targeted course review to implement constructively aligned curricula. Initiatives implemented in assessment and to better match workload expectations between student and teacher are discussed and could be generalized to most courses. Areas for further research in student workload management are proposed. [ABSTRACT FROM PUBLISHER]

Successful course design and delivery relies on aligning course contents and student assessment with course and programme outcomes (CO and PO). In practice however, emphasis of CO and PO in delivered course content units (CCU) and student assessment units (SAU) may significantly deviate from the emphasis intended by course design. In this article, a mathematical approach was used to generate indicators of alignment of CCU and SAU with CO and PO. The indicators include: emphasis of CO and PO in delivered CCU (ICCU-CO and ICCU-PO); emphasis of CO and PO in SAU (ISAU-CO and ISAU-PO); alignment of SAU with CCU (ISAU-CO/ICCU-PO and ISAU-PO/ICCU-PO), and achievement of CO and PO based on student performance (ISP-CO and ISP-PO). Estimation of the various indicators was based on linking CCU and SAU with CO, linking CO to PO, and assigning weights, on an appropriate scale, to the different links. The mathematical approach requires data that are either readily available to instructors or that can be generated easily. The various indicators provide rational bases for aligning CCU and SAU with CO and PO, as well as for revising CO and re-aligning CO with PO. A spreadsheet can be used to automate estimation of the various indicators, compare the results with limits set by users, and generate a summary report, including tables and figures. The approach was demonstrated using a realistic course example in which the results were used as bases for re-aligning the CCU and SAU with CO and PO the second time the course was offered. [ABSTRACT FROM AUTHOR]

There is a paucity of research on novel approaches to classroom-based global health education despite the growing popularity of this topic in health professional curricula. The purpose of the following paper is to (1) describe the rationale underlying the use of a research-based narrative assignment for global health education, and (2) describe the results from an evaluation of this assignment with undergraduate public health students, including its strengths and limitations. The research-based narrative assignment was implemented during an introductory global health course for third and fourth year undergraduate public health students. The students (n = 20) completed the assignment and then wrote a two-page reflection about their experience. The author analyzed these student reflections using open coding and thematic analysis. Four salient themes were identified from the written reflections including (1) the challenge of representing persons, (2) the opportunity to develop an engaged understanding of the chosen issue, (3) seeing the bigger picture or integrating the various determinants into a coherence story, and finally (4) the struggle to create a compelling story that was based on accurate information. The analysis of the students' reflections provides important insights into their experience conducting this assignment, particularly in highlighting key strengths and challenges of this approach. These strengths and challenges are discussed. [ABSTRACT FROM AUTHOR]

The article presents an introduction in which the editor discusses the theme of disruption in higher education, focusing on curriculum change. A list of referees for the journal from 2012-2013 is provided.

This paper presents findings from research that investigated students and academic staff working in partnership to co-create curricula. Using case study methodology, the study investigated three examples within higher education in the UK, Ireland and the USA, where academic staff and students co-designed curricula. Findings focus on the approach to co-created curricula described by academic staff within each setting, followed by presentation of cross-case themes and outcomes from the three examples. The discussion focuses on drawing out key messages from the study results including the importance of students’ views being taken seriously and a range of early design decisions that are taken by academic staff and which are useful to those considering co-creating curricula. [ABSTRACT FROM PUBLISHER]

Louisiana State University students in environmental management, geology, and landscape architecture courses participated in a transdisciplinary course designed to help students understand approaches to restoring disturbed coastal systems in Louisiana. Expert guest speakers, group miniprojects, and a field trip to the coast brought the classes together to provide background and perspective on the rapid loss of Louisiana's coastal wetlands. The culminating task for the student teams, each of which was composed of geology, landscape architecture, and environmental management members, was the development of a plan for an area near Port Fourchon, Louisiana, with visions for the near and distant (100 years) future. At the end of the semester, student groups presented their final projects to a jury of experts and to other guests. The design and implementation of the course were challenging; scheduling times outside of class for group project work was a particular problem. However, the students seem to have greatly benefited from exposure to new perspectives and approaches. [ABSTRACT FROM AUTHOR]

This article charts the shifting relationship between business law and socio-legal studies. It highlights the uses La Trobe has made of socio-legal studies to teach and research business law and the value it has added. Law and economy had figured prominently in the early social theory and history of law, when the construction of capitalism was still a contested issue. By the time business law formed part of the university's core curriculum, socio-legal studies had largely vacated the field to lawyers and economists. Eventually, socio-legal studies realised that business law was a mover in the internationalisation of the economy. It called on regulatory and governance studies to make up the ground. Today, when capitalism is linked with finance and climate crises, the article suggests that socio-legal studies must think radically again. [ABSTRACT FROM AUTHOR]

It is urgent that we re-examine models of knowledge and knowledge-making within the university, at this time of open learning and deregulated multi-million dollar and euro open science hubs and portals. For otherwise, we are bound into ‘crude’ instrumentalism, ‘delivering’ ‘knowledge packets’ rather than seeing our curricula as potentially transformative (Head in the Clouds and Feet on the Ground.http://www.srhe.ac.uk/events/details.asp?EID=54). This article reflects on two issue-raising colloquia which challenged and reimagined our models of disciplinary knowledge and curricula design: the Society for Research in Higher Education (SRHE) Theory Network ‘New Visions’ symposium and the 4th Biennial Threshold Concepts Conference. Both were linked by a pre-occupation with the visualisation and modelling of knowledge and university knowledge-making: the first looking to Barnett's ‘Structuring Knowledge in an Age of Non-Structure’ and Peters ‘Open Science Economy’ and the second concerned with academic and, now, professional, ‘threshold concepts’; both challenged the way we imagine, and image, knowledge and its incorporation and creation in university curricula. [ABSTRACT FROM PUBLISHER]

Formula Student (FS) is a multi-university student design competition managed by the UK Institution of Mechanical Engineers. Students are required to demonstrate and prove their creativity and engineering skills through the design, manufacture and financing of a small formula style race car. This paper seeks to explore the educational value that derives from the FS activity through a series of semi-structured interviews with key stakeholders. Through the analysis of the interview data, it was found that the FS activity supported development of student skills and competencies in the following areas: use of engineering knowledge to support the application of existing and emerging technology; application of theoretical and practical knowledge to the solution of engineering problems; development of technical and commercial management skills; development of effective interpersonal skills, including communication skills; and demonstration of personal commitment to professional development. In addition, a number of areas for implementing ‘good practise’ have been identified. The information herein supports educators in their responsibility to help meet the needs of the engineering industry for high quality graduates. [ABSTRACT FROM PUBLISHER]

There is international agreement that quantitative skills (QS) are an essential graduate competence in science. QS refer to the application of mathematical and statistical thinking and reasoning in science. This study reports on the use of the Science Students Skills Inventory to capture final year science students’ perceptions of their QS across multiple indicators, at two Australian research-intensive universities. Statistical analysis reveals several variables predicting higher levels of self-rated competence in QS: students’ grade point average, students’ perceptions of inclusion of QS in the science degree programme, their confidence in QS, and their belief that QS will be useful in the future. The findings are discussed in terms of implications for designing science curricula more effectively to build students’ QS throughout science degree programmes. Suggestions for further research are offered. [ABSTRACT FROM PUBLISHER]

Business managers are increasingly engaged with climate change issues, but pedagogy on climate change in the business curriculum is in its infancy. The author addresses the need for greater integration of climate change knowledge in the business curriculum by describing a teaching module for an undergraduate introductory business course and providing a comprehensive list of resources for teaching about climate change at all levels in the business curriculum. [ABSTRACT FROM PUBLISHER]