Entrepreneurial Mindset

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Nusa FAIN ◽  
Michel ROD ◽  
Erik BOHEMIA
Keyword(s):  
Influencing Factors ◽  
Future Study ◽  
Engineering Students ◽  
Initial Study ◽  
Longitudinal Survey ◽  
Teaching Approaches ◽  
Approaches To Teaching ◽  
Design Students ◽  
Commerce Students ◽  
Case Based

This paper explores the influence of teaching approaches on entrepreneurial mindset of commerce, design and engineering students across 3 universities. The research presented in this paper is an initial study within a larger project looking into building ‘entrepreneurial mindsets’ of students, and how this might be influenced by their disciplinary studies. The longitudinal survey will measure the entrepreneurial mindset of students at the start of a course and at the end. Three different approaches to teaching the courses were employed – lecture and case based, blended online and class based and fully project-based course. The entrepreneurial mindset growth was surprisingly strongest within the engineering cohort, but was closely followed by the commerce students, whereas the design students were slightly more conservative in their assessments. Future study will focus on establishing what other influencing factors beyond the teaching approaches may relate to the observed change.

scholarly journals ENGINEERING STUDENT ATTAINMENT AND ENGAGEMENT THROUGHOUT THE DESIGN PROCESS

2021 ◽  
Vol 1 ◽  
pp. 1373-1382
Author(s):  
Avril Thomson ◽  
Hilary Grierson
Keyword(s):  
Design Process ◽  
Engineering Students ◽  
Project Work ◽  
Design Engineering ◽  
Engineering Student ◽  
Online Questionnaire ◽  
Main Research ◽  
Research Questions ◽  
Design Students ◽  
Major Project

AbstractThe paper reports on a study that aims to gain an understanding of how senior engineering design students engage and attain throughout the various stages of the design process during a major design project. Following a literature review it sets out to answer 3 main research questionsQ1. Do students engage more with certain stages of the design process during major project work?;Q2. Do students attain better during certain phases of the design process during major project ?Q3. Is there a difference in this attainment between year groups of the same degree programme ?The methodology adopted employs an analysis of marks and an online questionnaire to collect data. Patterns and trends in how senior BEng and MEng Product Design Engineering students engage and attain within the design process are presented, identified and discussed and in turn used to inform reflection on the research questions set.

An initial study of the dynamic influences and interactions upon levels of sustainability at the global spatial scale

2021 ◽  
pp. 205301962110358
Author(s):  
Jason Phillips
Keyword(s):  
Population Growth ◽  
Greenhouse Gases ◽  
Spatial Scale ◽  
Influencing Factors ◽  
Initial Study ◽  
Global Environment ◽  
Human Relationship ◽  
Sustainable Society ◽  
Dynamic Impacts ◽  
Dominant Influence

This paper conducts an initial determination and evaluation of the fundamental dynamic influences and interactions upon indicated levels and nature of sustainability occurring, at the global spatial scale over the specified period of 2006–2016. This is achieved by the first full application of the Sustainability Dynamics Framework (SDF) to the results of the Sustainable Society Index (SSI). The results indicate that obtained S-values are potentially influenced primarily by a triumvirate of influencing factors – Population Growth, GDP and Greenhouse Gases. A cumulative analysis of indicator categories indicated that Environmental Wellbeing was the dominant influencing category upon obtained S-values for the period 2008–2014, and Anthropospheric Wellbeing was the dominant influence in 2006 and 2016. The analysis concludes that the triumvirate has potentially caused fundamental breaches and dynamic impacts and feedbacks upon the global environment-human relationship and system. Unless the triumvirate is managed and mitigated urgently, then there is a potential realistic risk of unsustainability occurring.

scholarly journals Factors Influencing University Students’ Performance: A Comparison of Faculties’ Assumptions with Students’ Perceptions

2018 ◽  
Vol 7 (2) ◽  
pp. 113-119
Author(s):  
Radheshyam H. Gajghat ◽  
Chandrahas C. Handa
Keyword(s):  
College Students ◽  
Influencing Factors ◽  
Engineering Students ◽  
Family Background ◽  
Personal Characteristics ◽  
Academic Background ◽  
Mean Values ◽  
Factors Influencing ◽  
The World ◽  
One Way Anova

In the previous research, it was proved that there were so many factors like students’ personal characteristics, family background, learning habits, previous academic background, college environment etc. which influence directly or indirectly the performance of college students in their university examination. The number of such factors has been identified by studying the previous work carried out by different researchers in different geographical areas and boundaries of the world. In many researches, when the opinions of the students and teaching faculties has been taken for similar factors to know the importance of these factors, the significant differences was found in their opinion for some factors. This paper investigates and compares the faculties’ assumptions with the students’ perceptions for various influencing factors. The comparison is done on the basis of their ranking of mean values of the factors allocated by students and faculties independently as per the importance of factors and one way ANOVA is used to check the significance of differences in their opinion. The result shows that there are similarities in the opinions of both, faculties and students, for most of the factors. But for some factors the significant differences in their opinion is also observed. The result of this research can be used for enhancing the performance of students by improving the influencing factors rank-wise. Top ranked factors may be given higher priority. Also this study will provide a platform for continuing the debate on the importance of various influencing factors for engineering students.

scholarly journals Project-based STEM-courses for engineering students

2020 ◽  
Vol 8 (2) ◽  
pp. 53-68
Author(s):  
Galyna Vasylivna Lutsenko ◽  
◽  
Oksana Mykolaivna Podolian ◽  
Lyudmyla Mikhailivna Ozhyndovych ◽  
◽  
...  
Keyword(s):  
Engineering Students ◽  
Optimal Strategies ◽  
Active Role ◽  
Project Based Learning ◽  
Educational Process ◽  
Project Work ◽  
Approaches To Teaching ◽  
Stem Disciplines ◽  
National University ◽  
The Impact

One of the world-recognized practices of modern higher education is the application of problem-based and project-based approaches to teaching STEM-disciplines. In case of integration of problem-based and project-based learning, the educational process is organized around the problem to be solved by students and stimulates them to find optimal strategies for solving, and project activities are chosen as a way of organizing work. The article describes the ongoing experience of implementation of project-based STEM-courses "Hydro- and Gas Dynamics" and "Applied Mechanics and Fundamentals of Design", which is part of training of engineering students of 151 Automation and Computer-integrated technologies speciality at the Bohdan Khmelnytskyy National University of Cherkasy during 2017-2019 academic years. The impact of problem-based and project-based approaches to teaching STEM-disciplines on the formation of professional and general competencies of future engineers had been analyzed. The dynamics of changes of personal and interpersonal skills of junior students during the teamwork on mono- and multidisciplinary projects had been studied. The case study method was chosen as the general research method, which corresponds to the number of research participants and the active role of researchers in the educational process. The results of surveys developed using the 5-point Likert scale, demonstrates that students mostly positively evaluate the projects and teamwork. The possibility of self-grouping, which made possible to form teams based on common interests and promote freer and more natural communication within the team, was the important factor of positive perception of project work. The disadvantages of the implemented approaches include the difficulties that manifested itself at the stage of students' planning of the project process. One of the reasons for this is the lack of previous experience in the realization of students' team projects. The introduction of multidisciplinary projects made it possible to optimize the workload of students working simultaneously on a project in two disciplines and increase the motivation to study the disciplines of the STEM cycle.

scholarly journals Creativity in Design Engineers: Attitudes, Opinions and Potentially Influential Factors

2017 ◽  
Author(s):  
Paul Neufeld ◽  
Omid Mirzaei ◽  
Mark Runco ◽  
Sean Maw
Keyword(s):  
Online Survey ◽  
Engineering Students ◽  
Statistical Tests ◽  
Initial Study ◽  
Influential Factors ◽  
Measurement Tool ◽  
Engineering Programs ◽  
Design Engineers ◽  
Creativity Research ◽  
College Of Engineering

Is creativity important in engineering design? If it is, then why do most undergraduate engineering programs spend so little time teaching creativity? And therefore, as a result of our programs, do our students emerge more creative, less creative or no different compared to when they arrived? If creativity is worth developing, can we accurately measure it in our students, and can we enhance it systematically?These were some of the questions that motivated the initiation of a creativity research program in the College of Engineering at the University of Saskatchewan. The assumption was that creativity is important in engineering, especially in design. The intent was to understand how we could assess creativity in our students and then enhance it.The focus of this initial study is a precursor to many of these more applied questions. We had students and faculty from a variety of Colleges, including Engineering, answer an online survey that probed attitudes towards creativity, respondent personality characteristics, opinions regarding conditional influences on creativity, and potential demographic factors influencing the creativity of individuals. As well, we employed a validated creativity attitudes and beliefs measurement tool (rCAB) as an accepted benchmark for assessment.The survey included both closed- and open-ended questions. The results from some of the open-ended questions have been analyzed to determine emerging groups of similar types of answers, and then efforts have been made to relate the groups in a meaningful framework.The results for the Engineering students are emphasized, but they are also compared with students and faculty from other Colleges. Closed questions were analyzed using inferential statistical tests (distributions, means, standard deviations, t-tests, ANOVA, Cronbach’s alpha), while the open-ended responses are compared more qualitatively when they cannot be quantified easily.The survey went through ethics approval and was distributed in the latter half of the Fall 2015 term.

Innovative approaches to teaching vascular access to nursing students in the COVID-19 era

2021 ◽  
Vol 30 (14) ◽  
pp. S34-S41
Author(s):  
Caroline Marchionni ◽  
Madolyn Connolly ◽  
Mélanie Gauthier ◽  
Mélanie Lavoie-Tremblay
Keyword(s):  
Nursing Students ◽  
Vascular Access ◽  
Content Delivery ◽  
Nursing Program ◽  
Educational Institutions ◽  
Psychomotor Skills ◽  
Teaching Approaches ◽  
Approaches To Teaching ◽  
Undergraduate Nursing ◽  
Mcgill University

Purpose: For the student nurse, peripheral venous cannulation is one of the most stressful skills to be learned. Although some healthcare employers/establishments offer courses on vascular access and infusion nursing as part of their onboarding programs, ultimately educational institutions should share the responsibility to ensure that graduating nurses can provide safe infusion therapies. Methods: An innovative vascular access and infusion nursing (VAIN) curriculum was created and mapped onto the entry to practice undergraduate nursing program at McGill University in Montréal, Québec, Canada. This presented an opportunity to implement new teaching approaches. Results: Students experienced multiple new teaching approaches including multimedia and experiential learning and live simulation to ensure acquisition of knowledge and psychomotor skills. The teaching approaches had to be rapidly modified with the advent of the COVID-19 pandemic. Conclusions: The VAIN curriculum emphasizes simulation and directed practice, seeking to increase competence, confidence, and knowledge. The pandemic underscored the need for flexibility and creativity in content delivery.

Emotional Tools Design: A Project to Increase Empathy, Engagement and Interest in Industrial Design Students

2020 ◽  
Author(s):  
Juan-Carlos Rojas ◽  
Gerardo Muniz ◽  
Juan Luis Higuera-Trujillo
Keyword(s):  
Design Education ◽  
Engineering Students ◽  
Fundamental Aspect ◽  
Positive Perception ◽  
Wide Acceptance ◽  
Emotional Aspects ◽  
Design Students ◽  
Second Year ◽  
Second Period ◽  
Project Dynamics

Abstract Empathy is the ability of people to identify emotional aspects of others. A fundamental aspect to teaching in design education must be empathy. This paper presents the design process of an emotional tools using emoticons or emojis for evaluated products as educational exercise. The dynamics behind of the tool is the empathy experimented during the develop of the emojis characters. The project was implemented in the second period of the second year, with an execution time of 5 weeks. A series of surveys were conducted to assess perception of aspects such as utility, novelty, sensitivity and relevance of the project, in addition to knowing the progress of empathy evoked by the students dynamic. The results revealed the following findings: The opinion of 25 students describe their wide acceptance of this project methodology. Students considered the relevance of assessment processes, their recommendation to use those processes, and invited other students to develop it. Also, student’s positive perception about utility, novelty, sensibility and relevance of project dynamics are not determined by acceptance of this type of project. The preliminary results suggest that this educational exercise has the potential to cultivate or train empathy and other skills in design and engineering students.

Problem- and case-based scenarios in teaching instrumental analytical chemistry: A two-level approach to trialling

2021 ◽  
Vol 2021 (January) ◽  
pp. 51-63
Author(s):  
Konstantin Luzyanin
Keyword(s):  
Analytical Chemistry ◽  
Technological Development ◽  
Teaching Approaches ◽  
Academic Teaching ◽  
Step Model ◽  
New Curriculum ◽  
Case Based Learning ◽  
Learning Scenarios ◽  
Case Based ◽  
The Way

Rapid technological development introduced dramatic changes in teaching analytical chemistry. While instruction of core analytical chemistry continues to be of significance, implementation of additional applied approaches helps to bridge the gap between the theoretical nature of academic teaching, and a practical way typical for employment. Although the use of problem- and case-based learning scenarios in chemistry have shown to be beneficial, evidence of their application for the teaching of instrumental analytical subjects remains limited. One of the main concerns in developing new curriculum disciplines involving problem- and case-based learning regards the way of testing these teaching approaches before implementation. In this report, we introduce a two-step model for trialling of problem- and case-based scenarios for the teaching of applied analytical chemistry, which was helpful in the development of several chemistry modules for both undergraduate and postgraduate curricula.

Performers as teachers: exploring the teaching approaches of instrumental teachers in conservatoires

2005 ◽  
Vol 22 (3) ◽  
pp. 287-298 ◽  
Author(s):  
David Purser
Keyword(s):  
Staff Development ◽  
Prospective Teachers ◽  
Research Community ◽  
Teaching Approaches ◽  
Approaches To Teaching ◽  
Individual Approach ◽  
Brass Players ◽  
The Individual

This article was motivated by a staff development session when the brass faculty of a conservatoire were invited to share and discuss their approaches to teaching. It presents the results of interviews with six well known woodwind or brass players who have also taught at one or more conservatoires in London for periods of between one and 40 years. All are male. The six instruments represented are: trumpet, horn, trombone, flute, clarinet and bassoon. While there were commonalities in the approach of teachers, marked differences also emerged. Although some of these may reflect the particular demands of the instrument on which a teacher specialises, and the ease with which accomplished students of that instrument may be recruited to conservatoires, there also appear to be substantial differences in the individual approach of teachers. The findings raise the issue of whether it may be appropriate to provide some training for instrumental teachers at conservatoire level; surely one way of making the pool of accumulated wisdom more readily available, to prospective teachers and to the research community.

Mathematical Attainments in Primary Schooling: Raising Standards and Reducing Diversity

2002 ◽  
Vol 179 ◽  
pp. 64-75 ◽  
Author(s):  
Julia Whitburn
Keyword(s):  
Teaching Mathematics ◽  
English School ◽  
Teaching Approaches ◽  
Approaches To Teaching ◽  
Primary Stage ◽  
Primary Mathematics ◽  
Primary Schooling ◽  
The Past ◽  
Secure Foundation ◽  
Age Of Entry

Concern over poor standards in mathematics among English school leavers has led to a number of government initiatives in recent years. Without a secure foundation of mathematical understanding and competence during the primary school years, later learning in mathematics is problematic. This paper examines recent major initiatives at the primary stage of schooling and their effect on raising standards, including the National Numeracy Strategy and the Improving Primary Mathematics (IPM) project. The latter project, influenced by successful Continental approaches to teaching mathematics, aimed both to raise average standards of attainment and to reduce the large variation in attainment that has, in the past, characterised the performance of English pupils.Although the new teaching approaches, and the innovatively detailed teaching materials, developed by the IPM project have enabled significant improvements to be effected, concern remains over the low attainment in England of an unduly large proportion of pupils (as compared with Continental schools). It is suggested that serious consideration needs to be given to adopting arrangements that are the norm in several other countries — namely, to introduce some flexibility in age of entry to schooling (at present in England this is governed strictly by date of birth). Such a change would, it is suggested, significantly reduce the number of low attainers and range of attainment within a class, and make a teacher's task of successful interactive whole-class teaching more manageable.

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