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Universities seeking to establish or expand their research missions in developed countries have at their disposal well-established literature on strategies to foster research capacity in universities. On the contrary, the literature on these processes in the context of developing countries is quite recent and scarce. We offer a descriptive, narrative review of the literature on research capacity building in universities in developing countries, both in terms of the conceptual models or theoretical frameworks used and of strategies reported. We also compare this corpus with recent literature on this set of issues coming from developed countries, covering 40 papers overall. On the theoretical side, we find substantial differences in density and content across both sets of papers. The empirical dimension suggests universities in developing countries tackle the problems of fostering research capacity piecemeal and idiosyncratically without the benefit of an overall conceptual model or blueprint to guide them.

Curriculum Analytics (CA) emerged as a sub-field of Learning Analytics, aiming to use large amounts of educational data to drive curriculum decision-making and program improvement. However, it is still an open question how the use of CA tools impacts student learning and program quality. To advance this field, this paper describes the lessons learned from having designed and implemented a CA tool to help managers and teaching staff reflect on curriculum and teaching practices. This CA tool was developed under a design-based research approach called The Integrative Learning Design Framework. We implemented a two-cycle building-testing structure to evaluate the perceived usefulness and usability of this tool. The first cycle consisted of designing a first version of the tool and evaluating its use throughout a case study involving 5 managers and 124 teaching staff members who participated in a 3-year continuous improvement process in one Latin American university. The second cycle consisted of redesigning the tool according to the lessons learned during the first cycle and evaluating its use throughout workshops with 16 managers and 9 teaching staff members in two Latin American universities. Findings indicate that the CA tool helped teachers collect a greater number and variety of evidence regarding students' attainment of competencies, allowing staff to be more aware of the learning situation of their students when redesigning course assessment methods and course sequences. Currently, this CA tool is being used by 20 Latin American universities, guiding curriculum renewal strategies beyond the current global pandemic.

Today, engineers are expected to face challenges that involve complicated social elements related to new technological developments and their adoption. In this scenario, there needs to be a renewed attention to the instilment of general epistemic beliefs that facilitate multidisciplinary collaboration and the incorporation of social science practices. In other words, there is a need for a "social turn" in engineering education. In the following case study, we examine the learning process of 45 undergraduate engineering students enrolled in an Anthro-Design course at a private university in Chile. This course teaches students to use cultural anthropology and design tools to generate an applied qualitative research project for real-life counterparts. Under a socio-constructivist approach, we developed a sequential explanatory design, with an emphasis on qualitative data [quant- > QUAL]. We used the three factor Epistemic Beliefs Inventory (EBI) to conduct pre-post assessment. Semi-structured interviews were conducted at the end of the course to explore representations of key epistemic notions such as objectivity and validity. This study identifies a significant diversity in how epistemic notions such as validity and objectivity are represented by students after undertaking a course that embraces the social turn. This diversity can also be observed in non-epistemic notions related to the learning experience. We argue that a better understanding of the research process and the handling of qualitative information under rigorous theoretical frameworks are key to changing beliefs about the nature of knowledge within the engineering-design students' context.

The growth of undergraduate entrepreneurship education programs and research, both within and outside of business programs, has led to a diverse array of academic literature on this topic. The diversity of perspectives has led to many conceptual and educational challenges that remain unresolved within the literature. The following conceptual paper offers a critical perspective on challenges that have been identified. A narrative-style literature review was conducted to explore challenges emerging from both (a) the practice of teaching entrepreneurship and (b) the definitions and assessment of entrepreneurial mindsets and skills that result from those education processes in entrepreneurship education, particularly within an undergraduate engineering education context. We achieve this objective by discussing previously dispersed sources of literature from disciplines that have critically discussed and explored entrepreneurial themes, such as business education, sociology, psychology, and philosophy. Contemporary debates within multiple disciplines are integrated and organized as challenges to inspire new theoretical discussions among scholars, educators, and other practitioners that can inform a more comprehensive way to conceive and assess entrepreneurship in engineering education. Seven challenges were identified ranging from the definition of entrepreneurship in education to the role of ethics in the teaching and assessment of entrepreneurship. We use these seven challenges and research questions as a starting point for the disambiguation of the working definition of entrepreneurship in the context of engineering education.

K-12 Engineering Education has placed a lot of attention on students' attitudes or predispositions towards science and technology. However, most assessment methods are focused on STEM as a whole or only on technology. In this article, we will discuss the instrument called Technology and Engineering Attitude Scale (TEAS) which focuses on attitudes towards technology. Previous studies and applications of this particular scale lacked proper statistical validation of the instrument. The following research looks at the application of an adapted version of the TEAS to assess a GEDC awarded pre-engineering design program in Chile. This version was psychometrically analyzed in 436 cases to validate the interpretations driven by a particular cultural context and specific to the discipline of engineering. The article focuses on the modifications applied to the instrument after the statistical validity process. The discussion is centered on the ethical importance of adapting an existing scale in a valid and reliable way to assess a pre-engineering design program in a local context. Lessons learned and recommendations for future research in this area are proposed based on this particular experience.

While teamwork has been a central concern in engineering education, little research has systematically examined how conflict is managed in engineering teams of students. Socio-constructivism provides a solid base to explain how teamwork can foster innovation through the use of cultural artifacts, such as "boundary objects." The purpose of this paper describing the anatomy of negotiation within several teams of engineering students located in universities of Northern California and Santiago de Chile from 2010 to 2017. We propose the concept of "conflict orchestration" to explain the dynamics of engineering teams working on innovation-driven engineering design challenges. A context sensitive qualitative research design was deployed using an ethnographic approach to the study team negotiation patterns observed in 11 teams of engineering students from Northern California and Santiago de Chile. The methodological focus was on identifying commonalities in the use of boundary objects and trading zones emerging from the students' team interaction. Our findings illustrate two distinct strategies that the engineering teams adopted using boundary objects. We describe the use of Sticky Notes and Third Platforms. Finally, we explore students' perceptions of the educational gain of PBL engineering design courses. The relevance of this study is threefold. First it conceptualizes a teamwork phenomenon that energizes innovation through scaffolded conflict. We also explore how this concept is enacted by engineering teams in two different cultural sites. Finally, we provide bottom-up strategies that can be implemented in other undergraduate engineering design programs.

Traumatic peripheral nerve injuries (PNI), present with symptoms ranging from pain to loss of motor and sensory function. Difficulties in intraoperative visual assessment of nerve functional status necessitate intraoperative nerve conduction studies (INCSs) by neurosurgeons and neurologists to determine the presence of functioning axons in the zone of a PNI. This process, also referred to as nerve "inching", uses a set of stimulating and recording electrode hooks to lift the injured nerve from the surrounding surgical field and to determine whether an electrical stimulus can travel through the zone of injury. However, confounding electrical signal artifacts can arise from the current workflow and electrode design, particularly from the mandatory lifting of the nerve, complicating the definitive assessment of nerve function and neurosurgical treatment decision-making. The objective of this study is to describe the design process and verification testing of our group's newly designed stimulating and recording electrodes that do not require the lifting or displacement of the injured nerve during INCSs. Ergonomic in vivo analysis of the device within a porcine model demonstrated successful intraoperative manipulation of the device, while quantitative nerve action potential (NAP) signal analysis with an ex vivo simulated "inching" procedure on healthy non-human primate nerve tissue demonstrated excellent reproducible recorded NAP fidelity and the absence of NAP signal artifacts at all points of recording. Lastly, electrode pullout force testing determined maximum forces of 0.43 N, 1.57 N, and 3.61 N required to remove the device from 2 mm, 5 mm, and 1 cm nerve models, respectively, which are well within established thresholds for nerve safety. These results suggest that these new electrodes can safely and successfully perform accurate PNI assessment without the presence of artifacts, with the potential to improve the INCS standard of care while remaining compatible with currently used neurosurgical technology, infrastructure, and clinical workflows. [ABSTRACT FROM AUTHOR]

Several studies have indicated that stakeholder engagement could ensure the successful adoption of learning analytics (LA). Considering that researchers and tech developers may not be aware of how LA tools can derive meaningful and actionable information for everyday use, these studies suggest that participatory approaches based on human‐centred design can provide stakeholders with the opportunity to influence decision‐making during tool development. So far, there is a growing consensus about the importance of identifying stakeholders' needs and expectations in early stages, so researchers and developers can design systems that resonate with their users. However, human‐centred LA is a growing sub‐field, so further empirical work is needed to understand how stakeholders can contribute effectively to the design process and the adoption strategy of analytical tools. To illustrate mechanisms to engage various stakeholders throughout different phases of a design process, this paper presents a multiple case study conducted in different Latin American universities. A series of studies inform the development of an analytical tool to support continuous curriculum improvement, aiming to improve student learning and programme quality. Yet, these studies differ in scope and design stage, so they use different mechanisms to engage students, course instructors and institutional administrators. By cross analysing the findings of these three cases, three conclusions emerged for each design phase of a CA tool, presenting mechanisms to ensure stakeholder adoption after tool development. Further implications of this multiple case study are discussed from a theoretical and methodological perspective. Practitioner notesWhat is already known about this topic? Human‐centred learning analytics (LA) has accommodated different configurations of stakeholder engagement, including co‐design and participatory design.Participatory design provides developers with a wide variety of techniques to engage a particular group in a mutual learning process.Most studies mainly focus on engaging stakeholders to identify needs in the early stages of the design process.More empirical works are needed to unveil the effectiveness of human centredness during LA design and after tool development.What this paper adds? Provides a multiple case study to illustrate mechanisms to engage various stakeholders in different design phases of a curriculum analytics (CA) tool.Summarises different assertions based on case study findings regarding needs for analytical tool, its early evaluation and its potential use after development.Provides empirical evidence on how to promote stakeholder engagement at a specific design stage and for a specific purpose.The implications for practitioners LA researchers and developers can use assertions based on evidence as a starting point to drive the design process of CA solutions.Researchers and practitioners will have a set of protocols to implement participatory techniques in different design phases of a CA tool. [ABSTRACT FROM AUTHOR]

Disagreements often arise from citizen–expert collaboration, as both agents share a different epistemic worldview. Fogelin, following Wittgenstein, proposed that some disagreements (i.e. deep disagreements) cannot be rationally solved when participants share different forms of life. Citizen–expert is an exemplar of this sort of disagreement. Moreover, deep disagreements are often followed by deficit attributions from one of the agents to the other, regarding their epistemic understanding, credibility, and motives. Articulating the notions of deep disagreements and deficit attributions, as well as reviewing the complementary concept of epistemic injustice, we have constructed analytical categories that allow us to understand two things: (1) how deficit attributions operate in dialogical contexts of deep disagreements and (2) what types of deficit attributions we can find. We expect that this characterization can serve to analyze citizen–expert dialogues and the pursuit of more modest and inclusive forms of conversation. [ABSTRACT FROM AUTHOR]