The Effect of Performance-Based Practical Assessment Model Towards Students' Competency Level at Civil Engineering Workshop in Kupang State Polytechnic

2021 ◽

Vol 16 (1) ◽

pp. 47-66

Author(s):

E. Oztemel ◽

S. Ozel

Keyword(s):

Real Life ◽

Assessment Model ◽

Assessment Methodology ◽

Governmental Organizations ◽

Proposed Model ◽

Different Types ◽

Technological Competency ◽

Effective Assessment ◽

Competency Level

Small and Medium-Sized Enterprises (SMEs) are of major importance to developing countries. SMEs are the main drivers to strengthen society in sustaining economic growth and development. Governments provide various support programs to improve their industrial power and to increase the number of enterprises in the market. The enterprises must be assessed and suitable funds should be provided to those in need, to achieve an effective support program in the most efficient way.This requires implementing an assessment methodology based on a predefined set of scientific criteria. The current literature is comprehensive enough to assess the healthiness of the enterprises concerning strategic, technologic, financial as well as intellectual competencies but on the other hand, it lacks of an assessment model. This study aims to introduce a general framework for sustaining an effective assessment methodology for SMEs to eliminate this gap. The proposed model measures five different types of competencies such as Technological Competency, Strategic Competency, Financial Competency, Intellectual Competency, R&D and Innovation Competency. These competencies are to put forth the conditions in which the enterprises are running accurately. A real-life case study is conducted to ensure the baseline of the model to be implemented. The governmental organizations may utilize the model for sustaining their support role effectively to SMEs.

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A holistic approach to delivering sustainable design education in civil engineering

International Journal of Sustainability in Higher Education ◽

10.1108/ijshe-04-2017-0049 ◽

2018 ◽

Vol 19 (1) ◽

pp. 197-216 ◽

Cited By ~ 7

Author(s):

Chandra Mouli Vemury ◽

Oliver Heidrich ◽

Neil Thorpe ◽

Tracey Crosbie

Keyword(s):

Learning Strategies ◽

Undergraduate Students ◽

Design Education ◽

Civil Engineering ◽

Sustainable Design ◽

Project Based Learning ◽

Assessment Model ◽

Teaching Staff ◽

Content Type ◽

Practical Implications

Purpose The purpose of this paper is to present pedagogical approaches developed and implemented to deliver sustainable design education (SDE) to second-year undergraduate students on civil engineering programmes in the (then) School of Civil Engineering and Geosciences at Newcastle University. In doing so, the work presented offers an example of how to help students understand the contested and contingent nature of sustainability. Design/methodology/approach The research presented takes an action-based approach to the development of a teaching and assessment model centered on problem- and project-based learning in a real-world context. Findings Because of the use of a design brief, which addresses a practical infrastructure problem encountered by regional communities, the academic team were able to make arguments related to the three pillars of sustainability more accessible to the students. This suggests that pedagogical instruments based on problem- and project-based learning strategies are effective in delivering SDE. Practical implications The successful delivery of SDE requires commitment from the senior management teams leading individual departments as well as commitments embedded in the high-level strategies of Higher Education institutions. It was also found that some students need extra support from the teaching staff if their engagement through SDE is to be successful. This has practical implications for the amount of contact time built into undergraduate and postgraduate degree programmes. Originality/value The teaching and assessment model presented in this paper addresses various substantive and normative issues associated with SDE making it relevant and transferable to courses other than civil engineering.

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