Search

The research project aimed at identifying the limiting beliefs of faculty members at a technological university in southern Sonora, Mexico, about research and scientific production. This qualitative study used the methodology part of the symbolic interactionism perspective, as well as open-ended qualitative interviews with 10 full-time professors chosen through the homogeneous cases technique. The following categories emerged from the information analysis: Research as a consequence/function of time, lack of motivation towards research, and research training needs. Within these categories, time was considered as scarce; regarding motivation, the lack of institutional support was salient and, in regard of training, the scarce opportunities for training were highlighted by the participant researchers. It is reasonable to conclude that such limiting beliefs should be re-signified through reflective processes promoted by the university, whether they are beliefs with or without support, given that the most important thing is to motivate their scientific work linked to their social responsibility. An important recommendation is to continue deepening in this subject to derive concrete actions that stimulate the interest and dedication of university professors towards the production of regional science and technology. [ABSTRACT FROM AUTHOR]

Analysis of the experimental results presented in the following chapter reveals experiences with introduction of active learning methods in basic mathematics courses at the Faculty of Mechanical Engineering, Slovak University of Technology in Bratislava. Experiment was implemented in the academic year 2018/19, in basic courses Mathematics I and Mathematics II scheduled in the first year of bachelor study programs and in subject Basics of Statistical Analysis for bachelor students in the second year of their studies. The aim of the experiment was to find achieved level of knowledge acquisition and to compare abilities of students to solve mathematical problems individually or by collective work and collaboration in small groups. Anonymous questionnaire answered by students after completion of the experiment provided rich feedback and overview of their opinions, from which their attitudes towards different teaching methods applied in 3 compulsory subjects from their study programs could be deduced and summarised. Based on received data, research analysed also results that students achieved comparing their achievement from the secondary schools and in both maths courses at the university. [ABSTRACT FROM AUTHOR]

Distance education (DE), based on educational technologies (TE), is a consequence and a necessity of the development of pedagogy and didactics throughout history. Consequently, the University of the Sciences of Physical Culture and Sport (UCCFD) of Cuba is developing a program so that its courses are carried out at a distance, as another alternative for its undergraduate and graduate students. DE at UCCFD presents scientificpedagogical problems that are very difficult to solve due to the influence that the development of complex motor skills in courses and subjects related to sports practice has on the teaching of its subjects. For this reason, a work strategy has been developed that aims to have appropriate courses to be studied at a distance. As part of this strategy, a new didactic-pedagogical model has been designed, appropriate for the teaching-learning of these courses, some of which are more oriented towards a greater theoretical tradition and others more towards the development of physical-motor skills. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to analyze the management practices that contribute to single and double cycles of organizational learning in the vocational education of the Brazilian higher education technology courses (HETC), and to study the learning outcomes that result through the Brazilian Ministry of Education SINAES indicators.Design/methodology/approach It consisted in both participant observation and quantitative phases. The participant observation phase included a benchmarking activity at École de Technologie Supérieure (ÉTS) de Montréal, to analyze and delimitate their practices for the preparation of the second phase, test the hypotheses by means of modeling of structural equations.Findings The key practices that contribute to organizational learning in the Brazilian HETC were identified through a benchmark activity at ÉTS by using a quantitative research scheme of single cycles of organizational learning, and further in correspondence with the Brazilian criteria (SINAES-Ministry of Education).Research limitations/implications The extent of the sample is concentrated in the southern region of Brazil (Rio Grande do Sul, Santa Catarina and Paraná), limiting its representativeness to a regional basis.Practical implications Practices that contribute to organizational learning are a counterpoint and a complement of the Brazilian Ministry of Education SINAES indicators, which value the formalization of those courses and the future actions in the Brazilian universities.Social implications The study re-inforces the importance of organizational learning for the development of excellence in Brazilian HETC.Originality/value The results contribute to build analysis frameworks on the relationships between management practices, organizational learning, benchmarking and organizational outcomes, particularly in the management of the technology courses and for Brazilian universities. [ABSTRACT FROM AUTHOR]

This study utilises the quality audit reports of Finnish Universities of Applied Sciences to describe the quality management of their research, development and innovation activities (RDI). The institutions are trying to find ways of enlarging the volume of RDI activities and this is clearly reflected in the ways in which they manage quality. Much of the focus lies on the project proposal preparation phase and strategic direction of resources, while less attention has been paid to monitoring and developing the quality of the output. These emphases are analysed in relation to Harvey & Green's seminal notions on quality in an attempt to see how useful this theoretical framework is in explaining perceptions on quality in RDI activities. More research should be done on the conceptualisation of quality in especially non-university higher education sector. [ABSTRACT FROM AUTHOR]

This article presents the findings of a study to determine the degree of consistency in what is taught and learned in high school and college-level introductory courses in geographic information science and technology (GIS&T). A content analysis identified sixteen topics that are generally representative of the knowledge, skills, and abilities developed in introductory undergraduate courses. The findings were used to propose a standard college-level survey course in GIS&T that could inform future efforts to introduce more academically rigorous GIS&T coursework in high schools, such as through the Advanced Placement Program. [ABSTRACT FROM AUTHOR]

The article discusses the role that the educational program known as the California Science & Technology (S&T) Policy Fellows Program, developed by the California Council on Science & Technology (CCST), has on S&T expertise within the California state legislature. The impact that the aforementioned higher educational program has on science policy and legislation is discussed.

The article discusses the introduction of technological universities in Ireland and mentions its impact on higher education system. According to the author the passing of Technological Universities Act 2018 will benefit the diverse education system in Ireland. Topics include the difference between technological university and an Institute of Technology and the launch of Technological Higher Education Association.

The article discusses the career development and trajectories of women academics in applied science at a university in North Rhine-Westphalia, Germany, with a particular focus on the challenge of women academics becoming professors. An overview of women academics' career decision making process is provided.

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica 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.)

The article presents an interview with Jack Wescott and Donald F. Smith, former department chairs of the Department of Technology at Ball State University. They talk about the characteristics of the type of educator that they desired to prepare through their undergraduate program, outstanding people who built the department before and during their administrative experiences, and how the curriculum changed over the years.

This study sought to explore emerging university-industry partnerships in technology transfer education, the process for the engagement, and benefits to the learning and teaching experience. Participants were a convenience sample of ten lecturers at a technology university (females = 80%; management sciences = 70%). Data on the scope and nature of industry partnership practices and experiences were collected using semi-structured interview. Thematic data analysis revealed the lecturers to perceive benefits to learning and teaching from the university-industry engagement, including the use of field practice examples, customer service-orientated skills, innovation learning and technology transfer, curriculum enhancement and professional learning. A work-integrated approach to learning appears to be a serviceable model for real-world technology transfer education outcomes. [ABSTRACT FROM AUTHOR]

The article discusses the Columbia Global Humanities Project which involves a group of scholars and policy makers from several regions including Africa, the Arab world, and South Asia. The project is aimed at assessing and rethinking the place of humanities in universities and institutes. It describes the dismal state of the humanities in the regions caused by the redirection of resources and prestige to science and technology.

US universities are leading the way in technology commercialization, while universities in Russia lag far behind. This paper discusses the best American practices, as well as the main issues of technology commercialization at the US universities. As an example, we consider the experience of the University of Maryland, College Park. In the next section, we turn to technology commercialization in Russia, where it struggles for several reasons. In this paper, we propose that Russia can improve its technology commercialization by studying the example of the leading US entrepreneurial universities and implementing proper procedures. And the important overarching point is that Russian universities need to improve their collaboration with industry, and they need to develop new standards of administrative, research, and business activity that will promote innovation and entrepreneurship. [ABSTRACT FROM AUTHOR]

This paper presents findings from a research study investigating the relationship between intended learning and actual learning in Design and Technology lessons (Southall, 2015). The research focused upon the 'pre active' phase of the teaching-learning process, that is the teacher's planning processes and procedures. The planning processes and procedures used by teachers are an essential pre-requisite to ensuring students' progress their learning and consequently a vital aspect of teaching. Unfortunately however, it is an area of teaching often only considered in the context of 'novice' teachers. With the recent increasing focuses on the production of measurable learning 'outputs' in education, understanding the mechanisms behind effective planning processes that provide appropriate learning experiences, producing a range of learning outcomes is challenging for teachers and schools. The concept of being able to identify students' learning and consequently plan for, capture and then gather learning, is directly related to the notion of learning outcomes, however can learning outcomes demonstrate the type of learning required to progress in Design and Technology? The role and function of a learning outcome within the teaching-learning process, the influences on and issues involved in the application of Design and Technology learning outcomes will be discussed. Seventy lesson plans were analysed and the intended learning outcome was identified and compared with the actual learning outcome produced during the lesson. The findings from this study reveal that the dominant, systematic planning model used by many teachers, provides only to a limited extent the relational framework for the intended and actual learning that supports the teaching-learning process. The prevailing focus on learning outcomes identified during this research is, it is argued, unable to fully support the multidimensionality and multimodality integral to Design and Technology learning. Instead it is restrictive and promotes a limited approach to the subject in relation to both teaching and learning. The study concludes that the planning processes and procedures in Design and Technology need to be developed with the clear intention of strengthening their role within the teaching-learning process. This would encourage the development of the underlying important principles inherent within the subject and support teachers' and students' achievement, creativity and enjoyment in teaching and learning in the classroom. [ABSTRACT FROM AUTHOR]

In Dutch Design and Technology Education the beginning of a process of learning is usually determined by the teacher. In this paper it is argued that a beginning, determined in interaction with the students, is more profitable as the interaction will lead to joined-up exploring, creating and thinking and an increased motivation to learn. Furthermore, students are empowered to treat an activity as a means rather than an end. The interaction acts as groundwork in advance of the assignment. Groundwork is something that is done at an early stage and that makes later work or progress possible. Literature does however not cover the groundwork topic for children in the four-eight year age bracket. Therefore a model for the groundwork phase, consisting of five components, was designed and tested. The components are: context, communication, integration of acting and thinking, presentation of instruction and presentation of the problem. In this paper two case-studies, which handle groundwork in different ways, are described. The groundwork was in both cases addressed in group activities, aiming to prepare students to commence a process of learning. The cases show that, when used in combination, the five components appear to make groundwork successful. Careful communication gave added value. A communication link was configured between teacher and learner, between learners, and between subject and learner. Through groundwork the teacher shared both thoughts and knowledge with the students and this created a base for effective classroom communication and a common approach. [ABSTRACT FROM AUTHOR]

This paper intends to learn from international experiences in order to facilitating China’s ongoing regional university transformation with an ultimate goal to enhance the role of university in regional economic development and innovation. In so doing, this paper compares major models of universities of applied sciences (UAS) around the world from the perspective of the Triple Helix Model with an emphasis on the nature of university-industry relation implied by each model, and then exploring their relevance for China’s UASs transformation. It is concluded that the Finnish model is the most relevant to China. By comparing the Finnish and Chinese practices, a number of recommendations are solicited to Chinese policy-makers. [ABSTRACT FROM PUBLISHER]

The universities of applied sciences in Finland aim to support students in achieving work life competences by integrating authentic research, development and innovation (RDI) practices into learning. However, pursuing an educational change from a traditional higher education culture to a networked model of working is challenging for teachers. This study examines 46 teacher-developers’ motivational experiences, like sources of enthusiasm and interest, as well as challenges and organisational support needed in the process of educational innovation, namely integration of RDI and education. The results indicate that the organisational culture and structures must be in line with the new adaptive ways of working and the collaboration must be consciously created in the teachers’ working environment in order to succeed in integration, as well as to succeed in the diffusion of innovation. [ABSTRACT FROM PUBLISHER]

The assessment process of an undergraduate program is used as a case study to share some strategies to simplify the assessment process during a period where faculty members initiated the use of Tk20. Some strategies to establish an organized, and systematic academic program assessment process for the development and improvement of the academic program while implementing TK20 are identified. The strategies identified may help others to move forward in the assessment process and make it permanent and sustainable. [ABSTRACT FROM AUTHOR]

We explored how the institutional and individual backgrounds of university teachers influence their beliefs about what the role of research in university teaching should be and their perceptions of how they have managed to incorporate research into their actual teaching. A total of 132 teachers from research universities (RU) and universities of applied sciences (UAS) participated in our survey study. Teachers from both institutions highly value the role of research in teaching. The teachers from the RU were more positive about the incorporation of research into their teaching than the teachers from the UAS. To explain these differences, the institutional and individual backgrounds of the teachers were investigated in terms of: perceived research support and the institutional research culture, time spent doing research, educational background and research experience. Research support and research culture were found to be particularly and highly relevant for the teachers at the UAS. The teachers with higher educational backgrounds and more research experience - at the RU - were more positive about incorporating research into their actual teaching. We conclude that both institutional and individual backgrounds play a significant role in the incorporation of research into university teaching, particularly in the case of universities of applied sciences. [ABSTRACT FROM AUTHOR]

This paper concerns transdisciplinarity as an educational and research strategy in technological higher education. The starting point of the article will be a synthetic analysis of the nature and demands faced by the university in our complex world, and the models of knowledge that could be activated, developed, and operationalised within it. Emerging traits in transdisciplinary processes are presented, as well as some of their impacts and effects on people, communities and the university. Also described are the challenges and difficulties that can arise in the implementation of transdisciplinarity in polytechnic universities and some strategies to face them. Finally the paper ends with a reflection regarding the link between some of humanity's problems faced from a transdisciplinary perspective and some values pointing towards the building of a world of harmony and awareness. [ABSTRACT FROM PUBLISHER]

This paper begins from the assumption that knowledge specialisation and differentiation will continue to increase, and that these features of contemporary STEM knowledge will increasingly pose questions which science and engineering education must address. Two typical responses are outlined. The first response, the default position, has come to be known as traditionalism, a minimal response that attempts to shore up a high-selectivity, low curriculum change elite template by means of repair services, which is where Academic Development in the universities began. The second response, a ' progressive' one reacting to traditionalism, strove to put the learner and the act of learning in the spotlight, inadvertently thereby foregrounding skills and backgrounding the knowledge to be taught and learnt. The paper goes on to discuss de-differentiating features of this second response and argues that this will over time undermine the capacity of the university to deal effectively with rapidly evolving specialisation and differentiation. The paper concludes by considering a third way to address the issue. [ABSTRACT FROM AUTHOR]

Pedagogical transformations in universities are typically explored as 'top down' attempts or in the context of training programs targeted towards educating more pedagogically aware individuals. In this study, promoting pedagogical development is explored on a community level as change agency: acting as a broker between the discipline-specific and pedagogical communities of practice in order to establish mutually shared new concepts and practices of teaching and learning. Thirteen pedagogically aware academics from the fields of science and technology participated in thematic interviews in which they were asked to describe change agency. The descriptions were explored utilizing a social theory of learning and categorized with content analysis. The findings reveal practical means of promoting pedagogical development between academic communities and point out various identities related to acting as a change agent. The study provides a theoretical model and further advances the understanding of pedagogical change agency in the fields of science and technology. [ABSTRACT FROM AUTHOR]

The Ecuadorian higher education is undergoing a process of constant improvement with the aim of increasing the quality and relevance of the system of institutions that comprise it. This research was performed in order to assess the relevance of the academic training of senior tourism technologists of the Higher Institute of Technology Cordillera (ITSCO). At first a characterization of the ITSCO and of the Higher Technology in Tourism studies was done. Later, a study of the articulation of the object of study and the international trends of tourism development was carried out, as well as the review of instruments and policies of Ecuador, including the National Plan for Good Living, Transformation Agenda of the Productive Matrix and the Zonal Agenda for Development. It is concluded that the Higher Technology in Tourism studies (ITSCO) is relevant as it relates to trends and tourism development policies worldwide. It contributes to the achievement of the major development projections in Ecuador. [ABSTRACT FROM AUTHOR]

Copyright of Revista Ingeniería e Investigación is the property of Universidad Nacional de Colombia, Facultad de Ingenieraia 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.)

This article discusses the work of mid-level management at Finnish universities of applied sciences. Based on in-depth interviews with 15 line managers, this study investigates how the standardized management ideas of rational management and employee empowerment are used in the leadership of lecturers at these institutions. The findings indicate that the work of middle managers is characterized by the consistent pursuit of rationality, strenuous efforts to provide individualized attention to every staff member and the promotion of cooperation. This study concludes that the global management script has firmly shaped the work of middle management at Finnish universities of applied sciences, as demonstrated by their attempts to tighten the couplings between the organizational subsystems and between the management and the teaching staff. [ABSTRACT FROM AUTHOR]

Copyright of HAU: Journal of Ethnographic Theory is the property of University of Chicago Press 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.)

The article presents the address delivered by the dean of the Faculty of Technology at the University of Saravejo in Bosnia and Hercegovina during its 55th anniversary ceremony in 2015. Topics discussed include the people behind the establishment of the Faculty of Technology, the contributions of the faculty to the technological development of and the modernization of factories across the nation, and the changes to the curriculum and academic programs between 2010 and 2014.

On the basis of introducing embedded systems, the implementation process of embedded systems teaching reform and practice was finished in planning of Xi'an Technological University's outstanding talent training project. Through the analysis of the current problems in embedded teaching and characteristics of teaching, a project-driven teaching and training model for embedded systems was proposed, in which how the specific engineering project is introduced into the curriculum system and training system in an embedded system is discussed. It is proved that the project-based embedded systems driven teaching training model can effectively solve the difficulty of teaching, improve students' engineering practice ability and it can prefect the system of the embedded system teaching. [ABSTRACT FROM AUTHOR]

Educational institutions face many challenges in closing the gap between what is currently offered through academic engineering curricula and what is expected by society in general and industry in particular. There are many aspects to these challenges and here we address needs that are specific to global professionals by investigating the knowledge, skills and abilities needed for mediating and using Collaborative Technologies (CT) in an Open Ended Group Project (OEGP) within a global setting. We discuss these needs as framed by relevant theoretical frameworks for collaboration and learning (including Collaborative knowledge building and Collaborative Technology Fit), mapped using empirical data from a course setting involving global collaboration between two Universities (one in the United States and one in Sweden). The paper concludes with a commentary on competencies beyond discipline specific technical skills and presents recommendations, based upon this research, for developing students' proficiency in both mediating and using CTs in OEGP courses. These recommendations are followed by an outline of key areas for future research. [ABSTRACT FROM AUTHOR]

A project-based learning approach is proposed and tested in this study to explore its feasibility and the effectiveness of such a pedagogical framework to guide instructors and learners in an interdisciplinary learning context. Objective data from summative evaluations were collected to understand students' performance and attitude in their project-based learning experiences, as well as to explore whether the interdisciplinary project-based learning approach improves students' abilities to perform project work. The results of this study showed that students did improve their ability to work on group projects through the engagement and experience of this interdisciplinary PBL. Also, students performed well on their final projects, for the instructors were satisfied with their group project performances. Students also expressed positive attitudes toward the interdisciplinary PBL approach as an effective instructional strategy. Based on the findings of this study, discussion and recommendations are provided on future issues in engineering education, both for practical application as well as research. [ABSTRACT FROM AUTHOR]

This paper provides a brief history and overview of the development of the School of Mathematics, Physics and Technology at the College of The Bahamas from the College's inception in 1974 to 2014. It charts the evolution of the School out of two major departments within the College, highlighting the development of the School's academic courses, programs and research facilities, in the context of the College's overall strategic plan toward attaining university status. The paper also chronicles the present and past chairpersons and discusses briefly the significance of Mathematics, Physics and Technology in the context of Science, Technology, Engineering and Mathematics education within the grander framework of the role of COB in providing widespread tertiary education in The Bahamas. The paper celebrates and analyzes the progress of the School in its various earlier incarnations, and its programs over the past 40 years, and provides some thoughts about the directions in which it should go in helping to fulfill the College's mandate to transition to a university in 2015. [ABSTRACT FROM AUTHOR]

This study examined a novel mentoring model, near-peer mentorship, that supports the development of mentee and mentor, incorporates established principles of mentoring, and offers unique opportunities to integrate research and teaching in a science, technology, engineering, and mathematics (STEM) internship. Using qualitative methods, this model was examined from the perspectives of near-peer mentors and student mentees during a science education internship at the Walter Reed Army Institute of Research. Results revealed that this mentorship model contributed to personal, educational, and professional growth for near-peer mentors and increased the interest and engagement of students studying STEM. We discuss implications, limitations, and future directions. [ABSTRACT FROM AUTHOR]

The article presents a study that aims to develop a hybrid predictive model for the retention of underrepresented minority (URM) students in the science, technology, engineering, and mathematics (STEM) disciplines in the U.S. The study finds that high school academic science and mathematics preparation can affect college freshmen's achievement and considers mathematics placement test scores, high school rank and Scholastic Assessment Test (SAT) mathematics scores as strong retention predictors.