scholarly journals GRADUATE ATTRIBUTE MANAGEMENT: MAPPING UNIVERSITY GENERIC ATTRIBUTES TO THOSE OF THE CANADIAN ENGINEERING ACCREDITATION BOARD

2021 ◽  
Author(s):  
Samira ElAtia ◽  
Jason P. Carey ◽  
Bashair Alibrahim ◽  
Marnie V. Jamieson
Keyword(s):  
Management Strategies ◽  
Graduate Attributes ◽  
Sequential Mixed Methods ◽  
Study Results ◽  
Mapping Process ◽  
Backward Mapping ◽  
University Experience ◽  
The University ◽  
Qualitative And Quantitative Study ◽  
Mapping Exercise

After 2009, accredited Canadian engineering schools began to develop processes to map the Canadian Engineering Accreditation Board-Graduate Attributes(CEAB-GAs) to their curriculum and integrate ways to measure them. At around the same time, several Canadian universities embarked on a process to identifytheir own University-wide Graduate Attribute (UGAs).  UGAs are assumed to be applicable across study disciplines; i.e. the university experience as a whole.To address the need to assess students on the basis of the CEAB GAs and the UGAs in the Faculty of Engineering and develop the basis for an integrated graduate attribute management system, an interdisciplinary team conducted a yearlong qualitative study with the purpose of exploringthe intersection of the UGAs with CEAB-GAs. The key objectives were to develop a mapping process between the two sets and to explore management strategies for assessing both sets of graduate attributes. Two independent teams performed the mapping exercise using a sequential mixed methods study design. A qualitative exploratory mapping study was followed by a quantitative aggregation of the mapping results. Integration of the qualitative and quantitative study results was completed as part of the interpretation of the results. Both forward and backward mapping took place. Results demonstrated that, although generic, UGAs may not necessarily capture specific professional program graduate attributes such as the CEAB-GAs. The study also highlighted the need for more revisions and updates of UGAs by including various stakeholders who can substantially contribute to implementation and assessment of UGAs.

scholarly journals Intersecting Roadmaps: Resolving Tension Between Profession-Specific and University-Wide Graduate Attributes

2021 ◽  
pp. 71-98
Author(s):  
Samira ElAtia ◽  
Jason P. Carey ◽  
Marnie Jamieson ◽  
Bashair Alibrahim ◽  
Marcus Ivey
Keyword(s):  
Social Sciences ◽  
Management Strategies ◽  
Assessment Process ◽  
Continual Improvement ◽  
Graduate Attributes ◽  
Research Institution ◽  
Mapping Process ◽  
Backward Mapping ◽  
Program Graduate ◽  
Canadian Research

Can we map university-wide graduate attributes to specific program requirements? Can we develop and manage an integrated assessment process? In this article, we present a seven-month long project where we attempted to map generic university graduate attributes (UGAs) to required engineering program graduate attributes in a large Canadian research institution. The purpose of the project was to explore the intersection of the UGAs with engineering graduate attributes, evaluate the accreditation process, develop a mapping process, and examine management strategies for assessing both sets of graduate attributes, all the while keeping the continual improvement process attractive to students, instructors, and administrators. Using a modified dialectical inquiry, two groups worked on the mapping process: one from engineering, the other from social sciences (Education and Arts), to ensure objectivity of comparison. Both forward and backward mapping took place. Results demonstrated that, although generic, UGAs may not necessarily capture specific professional program graduate attributes. The study also highlighted the need for more revisions and updates of UGAs by including various stakeholders who can substantially contribute to the implementation and assessment of UGAs.

scholarly journals Assessment-focused Model for Monitoring Student Attributes

2012 ◽  
Author(s):  
Dawn Macisaac ◽  
Chris Diduch ◽  
Esam Hussein
Keyword(s):  
New Brunswick ◽  
Learning Opportunities ◽  
Student Progress ◽  
Graduate Attributes ◽  
Monitoring Process ◽  
Student Assessments ◽  
The University ◽  
Graduating Students ◽  
Mapping Exercise

Faculty at the University of New Brunswick have worked collaboratively to develop a streamlined monitoring process for graduate attributes intended to be easy to understand, efficient, and comply with intentions laid out by the Canadian Engineering Accreditation Board. The monitoring process is made up of two parts: An assessment-focused model for monitoring student progress, and a course mapping exercise for monitoring learning opportunities. In monitoring student progress, typical student assessments are used as opportunities for students to demonstrate that expectations are being met in the context of attributes. This provides a transparent mechanism for instructors to produce evidence that their students are developing attributes. To date, expectations for six of the twelve attributes have been articulated in a rubric, and four of the attributes have been tracked. Our experience thus far indicates that our monitoring process allows us 1) to uniformly express expectations regarding graduating student attributes across programs, 2) to indentify assessments which provide opportunities for our students to demonstrate the behaviors outlined in our expectations, and 3) to use results of the assessments to easily summarize data about the attributes of our graduating students.

scholarly journals Assessing the United Nation’s Sustainable Development Goals in academic libraries

2021 ◽  
pp. 096100062110055
Author(s):  
Clare Thorpe ◽  
Lyndelle Gunton
Keyword(s):  
Sustainable Development ◽  
Academic Libraries ◽  
Sustainable Development Goals ◽  
Societal Implications ◽  
2030 Agenda ◽  
Development Goals ◽  
Library Staff ◽  
Stretch Targets ◽  
The University ◽  
Mapping Exercise

The United Nation’s 2030 Agenda for Sustainable Development identifies 17 goals as a shared blueprint for peace, prosperity, people and the planet. Australian academic libraries have started documenting and planning how academic libraries contribute to the Sustainable Development Goals (SDGs), including the identification of assessment frameworks and key performance indicators. In 2019, the University of Southern Queensland (USQ) Library stepped through an exercise of understanding how our day-to-day work and annual planning targets mapped to the SDGs. The article is a case study. The authors outline how an academic library’s services, projects and action plans were mapped to the SDGs and how the mapping exercise was communicated to the community. The article will situate this activity among the broader approaches being taken by the Australian library community, including the 2030 stretch targets for Australian libraries. USQ Library staff found that existing services, collections and projects correlated to eight of the 17 SDGs. Activities were mapped to these eight goals and reported to senior executive of the University. The mapping exercise increased the awareness of library staff about the broader cultural and societal implications of their roles. The communication strategy led to conversations that increased university leaders’ awareness of the SDGs and the value and impact of USQ Library in improving access to information as well as the library’s role in transforming the lives of USQ students and community. By undertaking an exercise to map collections, services and projects to the SDGs, USQ Library has been able to demonstrate how their knowledge and information infrastructures which enable student achievement and research excellence. The SDGs can be used by university libraries as a benchmarking tool and as a challenge to set stretch targets aligned with the United Nation’s 2030 agenda.

Study of graduate attributes of the university of Sydney and implications for building Chinese world-class universities

2021 ◽  
pp. 002072092098431
Author(s):  
Rui Zhao ◽  
Wan-Bing Shi
Keyword(s):  
System Theory ◽  
Comparative Study ◽  
High Position ◽  
Graduate Attributes ◽  
Graduate Employability ◽  
World Class ◽  
World Class Universities ◽  
The University ◽  
Relationship Of

The graduate attributes of the University of Sydney innovatively include the enabling conceptions and the translation conceptions of attributes and ensure that they are specifically oriented, reasonably structured and comprehensively designed. These scientifically constructed graduate attributes of the University of Sydney prove strong efficiency by the university taking up a high position in QS Graduate Employability Rankings in recent years. Chinese top-level universities, in the process of building world-class universities, also face the task of revising the graduate attributes and substantially enhancing the quality of talents cultivation, and can, therefore, learn the successful experience to revise their own graduate attributes on the basis of universities’ history, vision and specialty, on the premise of a sound cognition of the connotation, levels, and relationship of graduate attributes, and by means of System Theory, Phenomenography and comparative study.

scholarly journals The Role of Co-Creating Value and Its Outcomes in Higher Education Marketing

2021 ◽  
Vol 13 (12) ◽  
pp. 6724
Author(s):  
Lien Thi Kim Nguyen ◽  
Tom Meng-Yen Lin ◽  
Hoang Phuong Lam
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Structural Equation ◽  
Equation Modeling ◽  
University Image ◽  
Education Marketing ◽  
University Experience ◽  
The University ◽  
Positive Word Of Mouth

This study examines the role of student co-creation behavior in contributing to student satisfaction, perceived university image, and student positive word of mouth (WOM). Using a sample of 513 students from a Taiwanese university and conducting partial least squares structural equation modeling, the findings indicate that co-creating value is critical to student satisfaction, university image, and positive WOM. The results also show the effect of student satisfaction and university image on student positive WOM. This study confirms the pivotal role of student participation in co-creating value in enhancing satisfaction with the university experience, creating and sustaining a positive image, and building the credibility of the university. This research is particularly important to higher education institutions because it has practical implications for decision-makers, brand managers, and HE marketers who wish to improve understanding of the relationship between the university and students in the process of co-creating value and its outcomes.

The decline and fall of a working classicist

2022 ◽  
Vol 1 (1) ◽  
pp. 31-45 ◽  
Author(s):  
Ross Clare
Keyword(s):  
Popular Culture ◽  
Working Class ◽  
Personal Account ◽  
Ancient History ◽  
Employment Structure ◽  
Family Wealth ◽  
Academic System ◽  
Class Background ◽  
University Experience ◽  
The University

Although the academy tends not to recognize it, scholars and students from working-class backgrounds are automatically at a disadvantage. To demonstrate both sides of the university experience, I provide here a detailed, personal account of my journey from undergraduate to postgraduate to post-Ph.D. researcher. I pay special attention to my chosen subject of classics and ancient history, an area of study with its own set of class-based problems – for while those from working-class backgrounds might be (and are) subject to classism in any discipline, the seemingly inherent elitism of the classics and ancient history field makes it doubly hard for the underprivileged to succeed. I begin by illustrating how ‘working-class knowledge’ of popular culture granted me access into an otherwise closed, exclusionary set of subject materials and go from here to detail how such work is undervalued by the field, before ending on the violent effects that the all-too-familiar casualized employment structure has on those would-be academics who lack access to family wealth, savings and freedom of opportunity/action. Ultimately, I try to show how that – no matter how hard you try – if you are from working-class background, you are highly unlikely to succeed in the modern-day academic system.

How to measure the radial load of radial lip seals

2021 ◽  
Vol 68 (3-4) ◽  
pp. 5-12
Author(s):  
Simon Feldmeth ◽  
Mario Stoll ◽  
Frank Bauer
Keyword(s):  
Practice Guideline ◽  
Best Practice ◽  
Parameter Study ◽  
Radial Load ◽  
Measurement Device ◽  
Lip Seal ◽  
Study Results ◽  
Lip Seals ◽  
German Standard ◽  
The University

The radial load of a radial lip seal indicates how strongly the sealing lip is pressed on the shaft. The radial load significantly affects the function of the seal. The German standard DIN 3761-9 describes the measurement of the radial load according to the split-shaft method but leaves room for interpretation. During the revision of the standard, a parameter study was conducted at the University of Stuttgart. This study analyses the influence of the measurement device, the mandrels and the measuring procedure on the results. Based on the study results, recommendations are derived and summarized in a best-practice guideline, which should enable an appropriate and reproducible measurement of the radial load.

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