scholarly journals The core components of education 4.0 in higher education: Three case studies in engineering education

2021 ◽  
Vol 93 ◽  
pp. 107278
Author(s):  
Jhonattan Miranda ◽  
Christelle Navarrete ◽  
Julieta Noguez ◽  
José-Martin Molina-Espinosa ◽  
María-Soledad Ramírez-Montoya ◽  
...  
2021 ◽  
Vol 30 (2) ◽  
pp. 9-21
Author(s):  
A. I. Chuchalin

It is proposed to adapt the new version of the internationally recognized standards for engineering education the Core CDIO Standards 3.0 to the programs of basic higher education in the field of technology, natural and applied sciences, as well as mathematics and computer science in the context of the evolution of STEM. The adaptation of the CDIO standards to STEM higher education creates incentives and contributes to the systematic training of specialists of different professions for coordinated teamwork in the development of high-tech products, as well as in the provision of comprehensive STEM services. Optional CDIO Standards are analyzed, which can be used selectively in STEM higher education. Adaptation of the CDIO-FCDI-FFCD triad to undergraduate, graduate and postgraduate studies in the field of science, technology, engineering and mathematics is considered as a mean for improving the system of three-cycle STEM higher education.


Author(s):  
Vladimir M. Nesterenko

The concept of education using an evolutional-activity approach is presented. This approach resolves the problem of continuous self-development of specialists in their professional activity. The conformity of their evolution to individual and social changing needs is supported by development of skills for reliable generation of a new valuable knowledge in the right time and in the right place of the professional space. This new knowledge becomes a basis for generation of time- and energy-effective engineering solutions, including unique ones. The novelty of the proposed approach comes from the establishment of an axiomatic basis. The core categories of the basis are activity classes. The whole conceptual framework and fundamental laws are represented as consequences of initial axioms and postulates of the basis. This approach allows the higher education pedagogy to overcome the conceptual crisis, which resulted from the variety of existing conceptual frameworks.


2020 ◽  
Vol 50 (1) ◽  
pp. 49-69
Author(s):  
James E. Saal ◽  
Anton O. Oliynyk ◽  
Bryce Meredig

The rapidly growing interest in machine learning (ML) for materials discovery has resulted in a large body of published work. However, only a small fraction of these publications includes confirmation of ML predictions, either via experiment or via physics-based simulations. In this review, we first identify the core components common to materials informatics discovery pipelines, such as training data, choice of ML algorithm, and measurement of model performance. Then we discuss some prominent examples of validated ML-driven materials discovery across a wide variety of materials classes, with special attention to methodological considerations and advances. Across these case studies, we identify several common themes, such as the use of domain knowledge to inform ML models.


Author(s):  
Ndwakhulu Stephen Tshishonga

This chapter argues that IKS could be used as a framework upon which African scholarship could be claimed and advanced without overlooking the importance and relevance of other knowledge systems. This framework can break superior-inferior, developed-underdeveloped binaries while keeping in mind the core mandate of education, especially in producing skills and a competent and knowledge-based society capable of dealing with both local and international challenges. The academic socialization on IKS would rather require an integrated approach to research which is also interdisciplinary in nature and aimed at interfacing other knowledge systems. This chapter is based on IKS case studies drawn from South African universities. Data obtained from interviews with experts and practitioners in the IKS sector will be engaged to enrich the debates in this chapter.


2017 ◽  
pp. 1737-1756
Author(s):  
Dung Thuy Nguyen ◽  
Kunio Shirahada ◽  
Michitaka Kosaka

Since service dominant logic and co-creation have been applied to branding in the higher education sector as bottom-up building of brand, research laboratories have become an essential factor in university branding. This paper aims to explore branding of research laboratories based on value co-creation processes through real experiences in research laboratories. The authors' hypotheses have identified how research laboratory brand could be created and sustainably expanded based on co-creation between professors and students. Case studies in Japanese laboratories were assumed to have their operations based on service dominant logic to verify the hypotheses. In addition, the concept of trust as value-in-trust was evaluated through this research to identify ways in which research laboratory brands were directly and indirectly spread by co-creation. Thus, this research emphasized the concept that the core of stable and powerful brands was contributed by value co-creation of stakeholders who maintained their mutual trust.


2016 ◽  
Vol 7 (2) ◽  
pp. 40-57 ◽  
Author(s):  
Dung Thuy Nguyen ◽  
Kunio Shirahada ◽  
Michitaka Kosaka

Since service dominant logic and co-creation have been applied to branding in the higher education sector as bottom-up building of brand, research laboratories have become an essential factor in university branding. This paper aims to explore branding of research laboratories based on value co-creation processes through real experiences in research laboratories. The authors' hypotheses have identified how research laboratory brand could be created and sustainably expanded based on co-creation between professors and students. Case studies in Japanese laboratories were assumed to have their operations based on service dominant logic to verify the hypotheses. In addition, the concept of trust as value-in-trust was evaluated through this research to identify ways in which research laboratory brands were directly and indirectly spread by co-creation. Thus, this research emphasized the concept that the core of stable and powerful brands was contributed by value co-creation of stakeholders who maintained their mutual trust.


Author(s):  
Ardhin Primadewi ◽  
Mukhtar Hanafi

Higher education in Indonesia is regulated by the government with the Higher Education Accreditation (APT). In APT 3.0, Higher Education is required to be able to present performance data in the form of a Higher Education Performance Report (LKPT) as a reference in making a Self-Evaluation Report (LED). However, it is necessary to have an in-depth analysis to determine the gaps in the data required by Higher Education according to the APT 3.0 standard. The process of integrating the samples refer to the Zachman Framework (ZF). The results of this simplification that the data is available in support of APT 3.0 approximately 79% of the total data both inside and outside the core business of Higher Education and is well managed in an integrated database. The remaining 21% of the data that are not available is spread across several information systems, especially SIMMawa, SIMHumas and Cooperation, and SIMAKU. This shows that the change in accreditation standards that have been in effect since April 2019 has created a significant data gap for Higher Education. This research also produced an alternative model of integrated data management that can be used as input for Information System developers in the Higher Education scope.


Author(s):  
Hans Gustafson

This chapter offers instructors in higher education some basic tools and elements of course design for interreligious encounter in the undergraduate classroom. Aiming at practice over theory, it provides practical suggestions for fostering interreligious understanding from the first day of class through the end of the semester. These suggestions include the use of guest speakers, interdisciplinary case studies, in-class reflections, and interreligious community engagement (i.e., “service learning”), among others. Further, it provides a concise bibliography of basic introductory texts for both students and instructors in the areas of comparative theology, theologies of religions and religious pluralisms, and interreligious studies and dialogue.


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