Widening the Industrial Competence Base

2016 ◽  
pp. 2083-2095
Author(s):  
Pia Lappalainen
Keyword(s):  
Engineering Education ◽  
Teaching Practice ◽  
Operating Environment ◽  
Face To Face ◽  
Engineering Teams ◽  
Engineering Degree ◽  
Technical Content ◽  
Key Concepts ◽  
Micro Level ◽  
Ultimate Objective

Amidst the macroeconomic, social, and industrial trends altering the industrial operating environment, calls have been made to shift attention from specialized but narrow technical content of engineering education to a broader competence base that better accommodates societal demands. This chapter focuses on the micro-level ethical conduct that materializes in face-to-face interaction in engineering teams. The chapter serves three aims: first, it defines the key concepts employed in the discussion. Second, it offers an account of the worth and impacts of investments in emotive skills in the engineering world. Finally, it describes a pedagogic experiment in incorporating ethics into engineering degree studies at Aalto University, Finland. The ultimate objective is to propose a teaching practice that would turn the currently marginal attempts to include ethical topics in engineers' syllabi into a mainstream mindset and philosophy that dictates decisions and drives conduct in future engineering communities.

Widening the Industrial Competence Base

2015 ◽  
pp. 191-203
Author(s):  
Pia Lappalainen
Keyword(s):  
Engineering Education ◽  
Teaching Practice ◽  
Operating Environment ◽  
Face To Face ◽  
Engineering Teams ◽  
Engineering Degree ◽  
Technical Content ◽  
Key Concepts ◽  
Micro Level ◽  
Ultimate Objective

Amidst the macroeconomic, social, and industrial trends altering the industrial operating environment, calls have been made to shift attention from specialized but narrow technical content of engineering education to a broader competence base that better accommodates societal demands. This chapter focuses on the micro-level ethical conduct that materializes in face-to-face interaction in engineering teams. The chapter serves three aims: first, it defines the key concepts employed in the discussion. Second, it offers an account of the worth and impacts of investments in emotive skills in the engineering world. Finally, it describes a pedagogic experiment in incorporating ethics into engineering degree studies at Aalto University, Finland. The ultimate objective is to propose a teaching practice that would turn the currently marginal attempts to include ethical topics in engineers' syllabi into a mainstream mindset and philosophy that dictates decisions and drives conduct in future engineering communities.

Micro-Credentialing of Entrepreneurship Education in a Practice-Based Undergraduate Engineering Context

2019 ◽  
Vol 3 (4) ◽  
pp. 352-363
Author(s):  
Bronwyn Eager ◽  
Emily Cook
Keyword(s):  
Engineering Education ◽  
Assessment Framework ◽  
Education Students ◽  
Delivery Methods ◽  
Design Decisions ◽  
Face To Face ◽  
Undergraduate Engineering ◽  
Design Considerations ◽  
Engineering Degree ◽  
Competency Based

This article presents a case description of the design decisions, delivery methods, and assessment framework for an entrepreneurship micro-credential in a newly developed practice-based engineering degree, which was codesigned with industry partners who called for the integration of innovation, proactivity, and creativity (i.e., characteristics of entrepreneurship) into engineering education. Students undertake the micro-credential via online and face-to-face modules. Assessment is competency-based, requiring students to apply the theoretical knowledge provided in the micro-credential to an industry-based project. By participating in the micro-credential, it is expected that students will have a better understanding of how products and services can address customer needs, and how opportunities for product and service enhancement can create opportunities for growing the offerings of engineering. Several insights into the strengths, limitations, and design considerations for entrepreneurship micro-credentials in an engineering education context are outlined in addition to suggestions for improvement.

Group Discussion in a Blended Environment in Engineering Education

TEM Journal ◽  
2021 ◽  
pp. 508-516
Author(s):  
Deepti Mishra ◽  
Gonca Gokce Menekse Dalveren ◽  
Frode S. Volden ◽  
Carly Grace Allen
Keyword(s):  
Engineering Education ◽  
Group Process ◽  
Eye Gaze ◽  
Group Discussion ◽  
Group Discussions ◽  
Verbal Cues ◽  
Face To Face ◽  
Seating Arrangement ◽  
Key Factor ◽  
Group Members

Group work is a necessary element of engineering education and group members need information about one another, group process, shared attention and mutual understanding during group discussions. There are several important elements for establishing and maintaining a group discussion such as participant’s role, seating arrangement, verbal and non-verbal cues, eye gaze, gestures etc. The present study investigates these elements for identifying the behavior of group members in a blend of traditional face-to-face discussion along with computer supported cooperative work (CSCW) setting. The results of this study have shown that, speaking duration is the key factor for identifying the leadership in a group and participants mostly used eye gazes for turn taking. Although this study is a mix of face-to-face and CSCW discussion setting, participants mostly behave like faceto- face group discussion. However, unlike the previous studies involving face-to-face discussion, the relation between seating arrangement and amount of attention is not apparent from the data during this study.

scholarly journals Creation of environments and scenarios for learning based on internet habits: a theoretical approach for face-to-face, blended and distance education

2020 ◽  
pp. 1-9
Author(s):  
Paul Rafael SIORDIA-MEDINA ◽  
Nadia Sarahi URIBE-OLIVARES ◽  
Sofía de Jesús GONZÁLEZ-BASILIO
Keyword(s):  
Distance Education ◽  
Student Learning ◽  
Learning Environments ◽  
Theoretical Approach ◽  
Teaching Practice ◽  
Virtual Learning Environments ◽  
The Internet ◽  
Technical Knowledge ◽  
Face To Face ◽  
New Challenges

The creation of virtual learning environments requires extensive pedagogical, methodological and technical knowledge that generates relevant training processes and contributes to the development of student learning. That is why this article presents a proposal for a theoretical framework from which environments and scenarios can be designed and developed based on the Internet habits of students and teachers. Various theoretical and author proposals are integrated that allow understanding the complexity of this great task not only for those who work in the non-school modality, but now for those who have had to make the transition from face-to-face to virtual, which has meant significant changes in their teaching practice, but not only for them, but the students have acquired new habits or reinforced those they already had in order to face the new challenges posed by changes in reality.

scholarly journals Evaluation Results of an Online Teacher Training Course Specialized in Engineering Education

2021 ◽  
Vol 11 (5) ◽  
pp. 54
Author(s):  
Diego Gormaz-Lobos ◽  
Claudia Galarce-Miranda ◽  
Steffen Kersten
Keyword(s):  
Engineering Education ◽  
Teaching Practice ◽  
Academic Staff ◽  
Descriptive Analysis ◽  
Working Hours ◽  
Pilot Project ◽  
Research Process ◽  
Training Course ◽  
Online Teacher Training ◽  
High Level

The purpose of this article is to present the results of the evaluation of the imple-mentation of a teaching training course in Engineering Pedagogy (EP) at a Chilean university of applied sciences. The research questions that guided the research process were: (i) How do the participants evaluate the course in general? (ii) How do the participants evaluate the didactic design of the course? (iii) How do they evaluate the teaching competencies? (iv) How do they value the usefulness of the learning outcomes for their teaching practice? (v) How they self-evaluate their participation and their learning process? Based on different authors a questionnaire with closed and open-ended questions was developed and implemented online. For the statistical analysis was applied an exploratory-descriptive analysis. The training course consists of two online modules with 90 working hours in LMS, and was designed by the Center of Engineering Education (CIEI) at the University of Talca, according to the IGIP Curricula of the IGIP center at the Technische Universität Dresden (TU Dresden, Germany). From the first results of the pilot project, it can be noted that there is a high level of motivation and interest to participate in a teaching training course based on EP, which has been specially oriented and designed to meet the specific requirements of the academic staff of engineering schools.

scholarly journals Contemporary teachers' action research: Basis for the development of reflective practice in education

2020 ◽  
Vol 10 (2) ◽  
pp. 354-366
Author(s):  
Jelena Osmanović-Zajić ◽  
Jelena Maksimović
Keyword(s):  
Reflective Practice ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Diagnostic Skills ◽  
Five Factors ◽  
Years Of Teaching Experience ◽  
Micro Level ◽  
The Republic ◽  
Descriptive Method ◽  
Qualitative Changes

A reflective practitioner is an active individual who explores the possibilities of solving problems in practice and who is characterised by being reflectively open to reexamining their own opinion. The authors of this paper start from the premise that the process of education, however consistent and well-founded it may be, is exposed to constant inspection and improvement. The aim of this research is to identify the teachers' skills needed for conducting action researches. This goal is accomplished by examining the possibility of connecting action researches with teachers' reflective practice. The methods used are the descriptive method, scaling technique and the Likert-type scale (AIRP). This scale examines the teachers' skills for conducting action researches and is based on five factors extracted by the factor analysis: diagnostic skills, attitudes towards action researches, data collecting skills, practical skills and skills needed for conducting action researches. This study involved 305 respondents from the territory of the Republic of Serbia. The obtained results show statistically significant differences between the teachers with long teaching experience and those with a few years of teaching experience, p<0.05. This research represents an attempt to change the current practice at the micro level with the purpose of initiating qualitative changes and improving teaching practice by means of action researches. Therefore, it will be possible to induce changes at the meso and macro level of the system of education.

scholarly journals Corporate fraud as a threat to the company’s economic security

2021 ◽  
Vol 110 ◽  
pp. 04011
Author(s):  
Galina Krokhicheva ◽  
Iulia Mezentseva ◽  
Tian Yu
Keyword(s):  
White Collar Crime ◽  
Scientific Work ◽  
White Collar ◽  
Economic Security ◽  
Operating Environment ◽  
Economic Interests ◽  
Corporate Fraud ◽  
Economic State ◽  
Micro Level ◽  
The Relationship

The article is devoted to the study of the organizational and methodological foundations of ensuring economic security through the mechanism of preventing corporate fraud. The influence of “white-collar” crime at the micro level on the overall economic state of the state is considered. The theoretical aspects of corporate fraud are investigated and generalized. The analysis of existing methods and techniques to assess the risk of their occurrence in a particular enterprise is carried out. The emphasis is placed on the assessment of the external operating environment, considered as a source of potential threats to the company’s security, as well as on the study of the risk of corporate fraud in relation to a particular business entity. The authors propose mechanisms to protect the economic interests of the organization from various threats from the staff, which are essential for maintaining the level of its economic security. The findings on the relationship between corporate fraud and micro-level economic security are not conclusive. This indicates the need for further scientific work on the problem, which will logically continue the problems raised in the article.

scholarly journals Comparative Analysis of Program Outcomes Achievement between Face-to-Face and Virtual Classes during COVID-19 Pandemic

2021 ◽  
Vol 20 (1) ◽  
pp. 1-7
Author(s):  
M Tanseer Ali ◽  
Md. Abdur Rahman ◽  
Carmen Z. Lamagna
Keyword(s):  
Online Education ◽  
Engineering Education ◽  
Paradigm Shift ◽  
Program Outcomes ◽  
Face To Face ◽  
Knowledge Based ◽  
Outcome Based Education ◽  
Electronic Engineering ◽  
Virtual Classes ◽  
Education Platform

Outcome based engineering education is a paradigm shift from traditional knowledge-based education to modern skill-based education. After the Washington Accord, the engineering education all over the world has adopted the new pedagogy for Engineering Education. But last year, after the hit of COVID – 19 pandemics, most of the education system has to move online. The online education platform raised a new challenge for Outcome Based Education. In this paper, the effect of Online education on OBE implemented B.Sc. in Electrical and Electronic Engineering program has been analyzed and the attainment performance of the Program Outcomes has been presented. With this empirical evidence it has been demonstrated that with careful implementation and encouragement OBE can achieve its potential even with Online education.

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