GIS module design and development of management systems in a virtual campus

In the context of digitalization, the functioning of the QMS necessitates the development and application of qualitatively new management technologies, as well as fundamentally new production technologies. Science is faced with the question of studying the main ways of developing the QMS, determining its place and role in modern conditions and realities, including the use of digital technologies. The article defines the sections of the QMS (GOST R ISO 9001-2015), in which digital technologies can and should be implemented: clause 8.3 Design and development of products and services, clause 8.4. Production of products and provision of services, p. 7.1.5 Resources for monitoring and measurement, p. 9.3. Management analysis.

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Professional skills development for mathematics undergraduates

Higher Education Skills and Work-based Learning ◽

10.1108/heswbl-01-2018-0010 ◽

2019 ◽

Vol 9 (3) ◽

pp. 374-386

Author(s):

Ewan Russell ◽

Peter Rowlett

Keyword(s):

Teaching Style ◽

Skills Development ◽

Design And Development ◽

Professional Skills ◽

Content Type ◽

Module Design ◽

Before And After ◽

Key Competencies ◽

Academic Year ◽

Practical Implications

Purpose The purpose of this paper is to describe the design and development of a final year undergraduate mathematics module designed to address professional skills development at a UK university, including via input to curriculum and assessment from employers, and to investigate student acquisition of skills from this module. Design/methodology/approach Literature on skills development in mathematics informs module design and development. Students optionally completed Likert-style competency questionnaires before and after the taught module content, and reflected on skills development via an end of module questionnaire. Data collection took place over three academic years. Findings Several key competencies exhibit median increases over the course of the module in each academic year, indicating a perceived skills development. Problem solving and presentation skills are particularly highlighted. Research limitations/implications Numbers of students were small, though the study is repeated with three different cohorts. Some students study mathematics jointly with another discipline and hence may have experience in skills development from the other subject. Practical implications This study indicates that innovations in teaching style and assessment in mathematics modules can enhance student confidence and competence with key professional skills. Originality/value Undergraduate modules in mathematics which have a focus on professional skills development are still fairly rare in UK universities. Often such modules do not embed the professional skills development activities with subject-specific technical tasks and projects as this module does. There are few formal studies of the effectiveness of this style of module, especially longitudinal studies covering several academic years.

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