scholarly journals Scholars and Literati at the University of Lund (1666–1800)

2021 ◽  
Vol 5 ◽  
pp. 53-60
Author(s):  
David De la Croix
Keyword(s):  
Industrial Revolution ◽  
The University

This note is a summary description of the set of scholars and literati who taught at the University of Lund from its inception in 1666 to the eve of the Industrial Revolution (1800).

China’s Science-Based Innovation and Technology Transfer in the Global Context

2021 ◽  
pp. 314-336
Author(s):  
Jizhen Li ◽  
Ximing Yin ◽  
Subrina Shen
Keyword(s):  
Technology Transfer ◽  
Industrial Revolution ◽  
Government Officials ◽  
Global Context ◽  
Innovation And Technology ◽  
The University ◽  
University Industry ◽  
Critical Overview ◽  
And Diffusion ◽  
University Industry Linkages

Science-based innovation in universities and diffusion through university-industry linkages are the keys to strengthening national innovation capability, especially for emerging markets. This chapter provides a critical overview of China’s innovation and technology transfer between the university and industry in the context of globalization and the new industrial revolution. By doing this, the chapter attempts to provide critical insights for relevant stakeholders—whether they be researchers, innovators, entrepreneurs, government officials, investors, or international organizations—in China’s development, innovation, and technology transfer. The chapter illustrates three aspects related to China’s innovation and technology transfer in comparison with other major players in the field. Then it further analyzes the drivers and challenges of China’s science-based innovation and university technology transfer for understanding the future of China’s innovation and technology transfer.

scholarly journals Excellence VS Relevance in Engineering Education in the Era of the Fourth Industrial Revolution

2020 ◽  
Vol 9 (4) ◽  
pp. 431-436
Keyword(s):  
Developing Countries ◽  
Engineering Education ◽  
Stem Education ◽  
Industrial Revolution ◽  
Human Life ◽  
Fourth Industrial Revolution ◽  
Industrial Age ◽  
Human Endeavor ◽  
Common Term ◽  
The University

Engineering is crucial for economic development in developed and developing countries. With various changes taking place globally over the years, it has had influence on all aspect of human endeavor and we are now at a time of pervasive breakout of technologies known as the fourth industrial revolution. This study therefore conceptualizes excellence VS relevance in engineering education in the era of the fourth industrial revolution by first demystifying what the fourth industrial revolution is and then conceptualizing excellence and relevance in engineering education. Findings from the study revealed that Findings from the study revealed that the world is at a stage of massive changes and this requires solutions to these numerous changes. It was also found out that excellence and relevance are not new as it is a common term used across various spheres of human life especially within the university where excellence in research and learning is emphasized. The study recommended that STEM education should be encouraged across board so as to develop the skills necessary in the fourth industrial age and also effort should be made at intensifying action on adopting some of the technologies that are emerging in the fourth industrial revolution especially in the developing countries.

scholarly journals Requirements for developing a culture of small information technology projects among university students in the context of the Fourth Industrial Revolution.

2022 ◽  
Vol 5 (1) ◽  
pp. 253-314
Author(s):  
Mohamed Abdel Salam Mohamed Mahmoud El Balshi ◽  
Keyword(s):  
Information Technology ◽  
University Students ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Learning Processes ◽  
Faculty Members ◽  
It Projects ◽  
Information Technology Projects ◽  
Fourth Industrial Revolution ◽  
The University

The current study aimed to develop mechanisms for developing the culture of small information technology projects among university students in the context of the Fourth Industrial Revolution by integrating the development of the culture of small information technology projects in the university’s vision, objectives and strategy, and localizing it in the university environment, activating it in the university’s teaching and learning processes, and strengthening the university’s partnership and the outside community to achieve this. The study used the descriptive approach, and the researcher applied a questionnaire consisting of (37) phrases distributed over (4) axes, and the sample amounted to (136) university professors from (5) Egyptian universities. The study found: The need for the university to emphasize in its objectives the teaching of students to build and manage small information technology projects through the development of knowledge and awareness of it, consolidating the values ​​and beliefs that support them, and that the university is interested in formulating a strategy that supports innovation and creativity among faculty members and students, and that the promotions of teachers and assistant professors be linked to their supportive activities for educating students with small IT projects, and to provide paper or digital brochures on opportunities to build small IT projects in the surrounding environment, and to support the practice of cultural activities, and spread the culture of patent in the information technology sector among its students, and that the university’s learning outcomes target the need for graduates to possess positive attitudes and values ​​towards them. and pay attention to educating students about the impact of the Fourth Industrial Revolution on small IT projects, and that the university link the teaching and learning processes, building and managing small information technology projects, and directing its faculty members towards linking the contents of the curricula with the skills of building and managing small information technology projects, with the need to achieve partnership with the external community through the establishment of exhibitions and platforms for marketing information technology projects, and hosting businessmen in seminars or meetings to inform students of their successful experiences.

scholarly journals Education for Sustainable Development 4.0: Lessons Learned from the University of Graz, Austria

2019 ◽  
Vol 11 (8) ◽  
pp. 2347 ◽  
Author(s):  
Thomas Brudermann ◽  
Ralf Aschemann ◽  
Manfred Füllsack ◽  
Alfred Posch
Keyword(s):  
Sustainable Development ◽  
Industrial Revolution ◽  
Education For Sustainable Development ◽  
Lessons Learned ◽  
Added Value ◽  
Online Course ◽  
International Teachers ◽  
Digital Environments ◽  
Interactive Classroom ◽  
The University

Higher education for sustainable development plays a crucial role in the transformation of society towards a more sustainable pathway of development. The new trends in society and technology experienced in the course of the fourth industrial revolution come with challenges, but also provide opportunities. In this paper, we reflect on the conceptual basis of education for sustainable development as approached at the University of Graz, Austria, and contrast this basis with the expectations stated by students. The results showed that students acknowledged the high importance of digital competencies and found it highly important to be confronted with future-oriented topics and contents. Interestingly, students seemed skeptical about online course formats and digitalization of teaching and clearly preferred the interactive classroom experience. Students also rated international topics and transdisciplinary thinking as fairly important. Interestingly, a relatively high share of students only saw mediocre added value in experiencing international classrooms, and in having international teachers, when it comes to meeting their top priority, which is being competitive in the job market. Education for sustainable development in the future will not only need to prepare students for international, interdisciplinary, and digital environments, but also will need to meet the expectations of demanding and ambitious students and provide them with bright career prospects.

The chemical work of James Watt, F. R. S

1985 ◽  
Vol 40 (1) ◽  
pp. 41-52 ◽  
Keyword(s):  
Early Phase ◽  
Industrial Revolution ◽  
Steam Engine ◽  
250Th Anniversary ◽  
Chemical Work ◽  
Instrument Maker ◽  
Astronomical Instruments ◽  
James Watt ◽  
Joseph Black ◽  
The University

The 250th anniversary of the birth of James Watt will be celebrated in January 1986. Watt is primarily remembered for his improvements to the steam engine, which were of such great importance in the early phase of the Industrial Revolution (1). It is less well known that throughout his life Watt was interested in chemistry. This article outlines the main themes of Watt’s chemical work. Watt learned the trade of instrument maker in London. On returning to his native Scotland in 1756 he was employed for a few months by the University of Glasgow in the repair of some astronomical instruments. During this time he met the newly appointed professor of anatomy and chemistry, Joseph Black, who may have assisted Watt in obtaining his appointment as mathematical instrument maker to the University in the following year. It seems possible that Black stimulated Watt’s latent interest in chemistry. Although Watt’s subsequent career took him away from Scotland, he remained in correspondence with Black until the latter’s death in 1799. This correspondence shows how keen and sustained was Watt’s interest in chemistry (2).

Teaching the History of Technical Communication: A Lesson with Franklin and Hoover

2003 ◽  
Vol 33 (1) ◽  
pp. 65-81 ◽  
Author(s):  
Jeff Todd
Keyword(s):  
Technical Communication ◽  
English Language ◽  
Industrial Revolution ◽  
Technical Writing ◽  
Benjamin Franklin ◽  
Teaching History ◽  
Before And After ◽  
History Of ◽  
The Difference ◽  
The University

The first part of this article shows that research in the history of technical communication has increased in quantity and sophistication over the last 20 years. Scholarship that describes how to teach with that information, however, has not followed, even though teaching the history of the field is a need recognized by several scholars. The article provides and defends four guidelines as a foundation to study ways to incorporate history into classroom lessons: 1) maintain a continued research interest in teaching history; 2) limit to technical rather than scientific discourse; 3) focus on English-language texts; and 4) focus on American texts, authors, and practices. The second part of the essay works within the guidelines to show a lesson that contrasts technical texts by Benjamin Franklin and Herbert Hoover. The lesson can help students see the difference in technical writing before and after the Industrial Revolution, a difference that mirrors their own transition from the university to the workforce.

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