scholarly journals Disaster Management Education through Higher Education – Industry Collaboration in the Built Environment

2014 ◽  
Vol 18 ◽  
pp. 651-658 ◽  
Author(s):  
Menaha Thayaparan ◽  
Chamindi Malalgoda ◽  
Kaushal Keraminiyage ◽  
Dilanthi Amaratunga
Keyword(s):  
Higher Education ◽  
Built Environment ◽  
Disaster Management ◽  
Management Education ◽  
Education Industry ◽  
Industry Collaboration ◽  
Higher Education Industry

scholarly journals TOWARDS A FRAMEWORK FOR CLOSER UNIVERSITY-INDUSTRY COLLABORATION IN EDUCATING BUILT ENVIRONMENT PROFESSIONALS

2013 ◽  
Vol 17 (2) ◽  
pp. 114-132 ◽  
Author(s):  
Emlyn Witt ◽  
Irene Lill ◽  
Chamindi Malalgoda ◽  
Mohan Siriwardena ◽  
Menaha Thayaparan ◽  
...  
Keyword(s):  
Higher Education ◽  
Built Environment ◽  
Conceptual Framework ◽  
Professional Learning ◽  
Contemporary Literature ◽  
Learning Context ◽  
Education Industry ◽  
Industry Collaboration ◽  
Future Challenges ◽  
University Industry

Recent reports suggest that even the current industry skills needs are not being adequately met with graduate capabilities falling short of industry expectations. If higher education institutions (HEIs) are to respond effectively to the current and future challenges, a robust conceptual appreciation of the education-industry skills context is required in order to support recommendations and, ultimately, interventions. A conceptual framework aimed at addressing the ‘mismatch’ between the skills requirements of industry and the competences of graduates in the built environment sector was derived. A series of surveys was undertaken on the basis of the derived framework. It was intended that the findings from the surveys would enable the framework to be refined and validated. However, some of the findings suggest that the originally derived conceptual framework does not adequately represent the complexity of the professional learning context and it is not feasible to refine it. This paper describes the conceptual framework which was derived, highlights selected findings from surveys which indicate its inadequacy and then draws on the contemporary literature of higher education futures to discuss the implications for a more representative framework. Recommendations for a closer representation of the education-industry context and for further research directions are made.

scholarly journals DISASTER RESILIENT BUILT ENVIRONMENT: ROLE OF LIFELONG LEARNING AND THE IMPLICATIONS FOR HIGHER EDUCATION

2013 ◽  
Vol 17 (2) ◽  
pp. 174-187 ◽  
Author(s):  
Mohan Siriwardena ◽  
Chamindi Malalgoda ◽  
Menaha Thayaparan ◽  
Dilanthi Amaratunga ◽  
Kaushal Keraminiyage
Keyword(s):  
Higher Education ◽  
Built Environment ◽  
Lifelong Learning ◽  
Disaster Management ◽  
Management Education ◽  
The Subject ◽  
Managerial Innovation ◽  
Peculiar Nature

Disasters cause considerable damage around the world every year. The built environment is significantly affected by disasters. Whilst the built environment is expected to withstand such occurrences, the construction industry is expected to play a pivotal role in reconstruction of damaged property and infrastructure. Such responses call for technological and managerial innovation. Therefore it is important that construction professionals receive continuous skill development to respond to disaster situations in order to build a disaster resilient built environment. Due to the complexities involved in and due to peculiar nature of disaster situations, lifelong learning is considered as an appropriate way of ensuring continuous education to the various stakeholders of disaster management. The paper reports preliminary findings from a European Commission funded research project aimed at modernising the higher education institutes to support lifelong learning in the built environment. The paper reports the key findings from the literature review and case study on disaster management, emphasising the role of lifelong learning in disaster management education. Empirical data collected as part of the workshop suggest that providing disaster management education as a degree programme is ineffective due to the complexity and multi-disciplinary nature of the subject. Further, the lack of involvement with the industry and the lack of research and development activities on disaster management by built environment professionals act as hindrance to effective disaster management education. In addressing the shortcomings on the existing approaches of disaster management education, this paper concludes that lifelong learning as the most appropriate approach to educate built environment professional in the context of disaster management.

University–Industry Cooperation in Eastern Europe

1990 ◽  
Vol 4 (3) ◽  
pp. 163-169
Author(s):  
Yuri V. Novozhilov
Keyword(s):  
Higher Education ◽  
Eastern Europe ◽  
National Economy ◽  
Science And Technology ◽  
Special Focus ◽  
Education Industry ◽  
Industry Collaboration ◽  
Higher Education Industry ◽  
University Industry ◽  
East West

This special focus from the USSR looks at the future of higher education–industry collaboration since perestroika and sets it in the context of reforms aimed at developing the national economy and mastering progress. The first article examines university–industry cooperation in science and technology in Eastern Europe, with particular reference to the USSR. It discusses how different kinds of collaboration are organized, supervised and assessed, analyses the problems that have to be addressed, and looks beyond perestroika to consider the possibilities for East–West cooperation.

A strategy tripod perspective on merger effectiveness in the higher education industry: the mediating role of future foresight

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Zahraa Sameer Sajwani ◽  
Joe Hazzam ◽  
Abdelmounaim Lahrech ◽  
Muna Alnuaimi
Keyword(s):  
Higher Education ◽  
Structural Equation ◽  
Government Support ◽  
Equation Modeling ◽  
Survey Method ◽  
Content Type ◽  
Mediating Role ◽  
Education Industry ◽  
Higher Education Industry

PurposeThe purpose of the study is to investigate the role of the strategy tripod premises, mediated by future foresight and its effect on merger effectiveness in the higher education industry.Design/methodology/approachA quantitative survey method was implemented, with the data provided by senior managers of 14 universities that went through a merger from the years 2013–2016. The proposed model was tested using partial least squares (PLS) of structural equation modeling (SEM).FindingsThe results indicate that government support, competitive intensity and knowledge creation capability relate positivity to merger effectiveness, and these relationships are mediated by future foresight competence.Originality/valueThe study provides a better understanding of merger effectiveness in the higher education industry by identifying the role of future foresight competence in the application of strategy tripod and its contribution on merger effectiveness. Results indicate that future foresight competence contributes to the merger effectiveness and enables the effective implementation of the strategy tripod dimensions in higher education mergers.

Faculty and Student Activism

2019 ◽  
pp. 183-195
Author(s):  
David V. Tolliver ◽  
Michael T. Miller ◽  
Jennifer M. Miles ◽  
Daniel P. Nadler
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Student Activism ◽  
Colleges And Universities ◽  
Education Industry ◽  
Higher Education Industry ◽  
Faculty Mentors ◽  
Academic Content

Colleges and universities can be important social drivers in the functioning of society. Through their efforts and activities, they can educate an electorate and teach behaviors that ultimately benefit the society in which they work. Additionally, students can learn from their faculty mentors not only academic content, but important behaviors about how to be involved activists in seeking change. This chapter explores how faculty and students are activists, how they learn and interact with each other, and ultimately, what impact this has on the operation on individual higher education institutions and the higher education industry at large.

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