Analysis of the Way to Enhance the Professional Core Competence of Engineering Students of New University

2014 ◽  
Vol 596 ◽  
pp. 1048-1051
Author(s):  
Xue Qin Zhao
Keyword(s):  
Core Competence ◽  
Engineering Students ◽  
Core Competencies ◽  
Interpersonal Skill ◽  
Learning Ability ◽  
Clear Understanding ◽  
Professional Skills ◽  
The Way

By analyzing the characteristics of the new university of engineering students’ professional core competencies, students generally attach great importance to the personal and professional skills, they want to improve personal and professional core competencies, but lacking of a clear understanding and effective way to improve interpersonal skill and learning ability; they pay attention to enhance practical ability, but lacking of the development and innovation, so they hope to improve the ability based on the practice. According to the above features, this article presents the way to improve the professional core competencies.

An Entrepreneurship Education Co-Curricular Program to Stimulate Entrepreneurial Mindset in Engineering Students

MRS Advances ◽  
2017 ◽  
Vol 2 (31-32) ◽  
pp. 1673-1679 ◽  
Author(s):  
Moraima De Hoyos-Ruperto ◽  
Cristina Pomales-García ◽  
Agnes Padovani ◽  
O. Marcelo Suárez
Keyword(s):  
Educational Program ◽  
Engineering Students ◽  
Materials Science ◽  
Core Competencies ◽  
Value Added ◽  
Entrepreneurship Education ◽  
Student Experiences ◽  
Evaluation Tool ◽  
Early Assessment ◽  
Science And Engineering

ABSTRACTThere is a need to expand the fundamental skills in science and engineering to include innovation & entrepreneurship (I&E) skills as core competencies. To better prepare the future Nanotechnology workforce, the University of Puerto Rico-Mayagüez Nanotechnology Center, broadened the educational content beyond traditional skills in science and engineering. The Center, offers a rich educational program for materials and nano scientists that aims to create the next generation of knowledgeable, experienced professionals, and successful entrepreneurs, who can develop value-added innovations that can spur economic growth and continue to impact the quality of life for society. Within the educational program an Entrepreneurship Education Co-Curricular Program (EEP) incorporates I&E training into the Materials Science, Nanotechnology, STEM (Science, Technology, Engineering, and Mathematics) faculty and student experiences. The EEP consists of a two-year series of workshops that seek to develop an entrepreneurial mindset, including five key topics: 1) Generation of Ideas, 2) Entrepreneurial Vision, 3) Early Assessment of Ideas, 4) Identification of Opportunities, and 5) Strategic Thinking. The EEP goals, target audience, and implementation strategy, is described with an evaluation tool to assess the program’s success in developing an entrepreneurial mindset.

Reap exceptional value from M&A: manage it as a core competence

2018 ◽  
Vol 46 (5) ◽  
pp. 17-25
Author(s):  
Timothy Galpin
Keyword(s):  
Core Competence ◽  
Process Model ◽  
Flow Model ◽  
Core Competencies ◽  
Growth Strategy ◽  
Single Stage ◽  
Content Type ◽  
Financial Transaction ◽  
Single Discipline ◽  
End To End

Purpose Mergers and acquisitions (M&As) have become the preferred growth strategy for many executives. However, simply “doing deals” is not enough to create a competitive advantage for their companies. Only focusing on M&A as a financial transaction is too narrow of an approach, which is easily duplicated across firms. Using Woodward, Inc. as a case example, this article shows how using an actionable, end-to-end process model, and embedding integrated capabilities within the organization, across the entire process, managers can make M&A a core competence to provide a valuable, rare, and inimitable advantage for their firms. Design/methodology/approach A mixed-methods approach, combining action research with a narrative synthesis of empirical and practice literature was used to develop a comprehensive M&A process model - the Deal Flow Model - consisting of ten stages across three phases. The resource-based view, core competencies, and the VRIO framework provide a theoretical foundation for the model. An application of the Deal Flow Model using Woodward Inc. as a case example is also presented. Findings Only focusing on M&A as a financial transaction is too narrow of an approach, which is easily duplicated across firms. Instead, using an actionable, end-to-end process model, and embedding integrated capabilities within the organization across the entire M&A process provides a valuable, rare, and inimitable advantage for firms. Research limitations/implications Researchers will find the Deal Flow Model useful as a structure to examine the M&A process as a whole or to frame single-stage, single-discipline research in the broader context of the overall M&A process. Practical implications A practice-oriented Deal Flow Model, providing a cross-disciplinary, end-to-end view of the M&A process is presented. The model is designed to be actionable by managers, who can apply the process to build the M&A competence of their organization. Originality/value The Deal Flow Model is unique as it is designed to be actionable by managers, who can apply the process to build the M&A competence of their organization. Likewise, researchers will find the model useful as a structure to examine the M&A process as a whole or to frame single-stage, single-discipline research in the broader context of the overall M&A process.

scholarly journals The Problem of Coordination and the Pursuit of Structural Constraints in Psychology

2020 ◽  
Author(s):  
David Kellen ◽  
Clintin Davis-Stober ◽  
John C Dunn ◽  
Michael Kalish
Keyword(s):  
Historical Analysis ◽  
Available P ◽  
Clear Understanding ◽  
Structural Constraints ◽  
Theoretical Concepts ◽  
Theoretical Progress ◽  
Functional Relations ◽  
Slow Progress ◽  
Empirical Means ◽  
The Way

Paul Meehl’s famous critique laid out in detail many of the pathological practices and conceptual confusions that stand in the way of meaningful theoretical progress inpsychological science. Integrating some of Meehl’s points, we argue that one of the reasons for the slow progress in psychology is the failure to acknowledge the problem of coordination. This problem arises whenever we attempt to measure quantities that are not directly observable, but can be inferred from observable variables. The solution to this problem is far from trivial, as demonstrated by a historical analysis of thermometry. Also, it is not a problem that can be solved by empirical means. At its center is the need for a clear understanding of the functional relations between theoretical concepts and observations. In the case of psychology, the problem of coordination has dramatic implications in the sense that it severely limits our ability to make meaningful theoretical claims. We discuss several examples and lay out some of the solutions that are currently available.

scholarly journals Evaluation of technical drawing rules and its application in engineering drawings and final year projects

2020 ◽  
Vol 3 (3) ◽  
pp. 82-87
Author(s):  
Mohammad Maruf Sharifi
Keyword(s):  
Engineering Students ◽  
Oil And Gas ◽  
Survey Questionnaire ◽  
Engineering Drawing ◽  
Technical Drawing ◽  
Engineering Drawings ◽  
Main Material ◽  
The Way

The way of imagination and visualization of spatial, the ability of read, analyze and interpret different drawings for engineering students is provided by graphics training. The accurate way of technical drawings and rules in engineering drawing in final year projects are discussed in this paper. Primary and main material collection was done by distribution of questionnaires amongst the final year students and also by collecting their look outs based on a survey questionnaire amongst 300 students from different engineering departments. 300 different final year projects and 2500 engineering drawings were surveyed from a batch of students from 2016-0218. Although, the design drawings and architecture drawings in civil and architecture departments take around 90 sheets, whereas simple drawings are sparse. But in the field of geology and mind, oil and gas, hydraulics have majority of infrastructure and simpler drawings. Conclusively, the application of technical drawings is same in all departments, while in civil and Architecture department's projects, scales, thicknesses of lines, types of lines are used correctly and due to wrong use of symbols and colors is rejected. In Geology and mind, oil and gas and hydraulic due to the use of large scales, colors are accepted but, on basis of incorrect use of line thicknesses and small dimensions are rejected.

The Model Eliciting Activity (MEA) Construct: Moving Engineering Education Research Into the Classroom

2008 ◽  
Author(s):  
Larry J. Shuman ◽  
Mary Besterfield-Sacre ◽  
Renee Clark ◽  
Tuba Pinar Yildirim
Keyword(s):  
Problem Solving ◽  
Student Performance ◽  
Engineering Students ◽  
Undergraduate Curriculum ◽  
Conceptual System ◽  
Learning Material ◽  
Professional Skills ◽  
Real World Problem ◽  
Upper Level ◽  
Problem Solvers

A growing set of “professional skills” including problem solving, teamwork, and communications are becoming increasingly important in differentiating U.S. engineering graduates from their international counterparts. A consensus of engineering educators and professionals now believes that mastery of these professional skills is needed for our graduates to excel in a highly competitive global environment. A decade ago ABET realized this and included these skills among the eleven outcomes needed to best prepare professionals for the 21st century engineering world. This has left engineering educators with a challenge: how can students learn to master these skills? We address this challenge by focusing on models and modeling as an integrating approach for learning particular professional skills, including problem solving, within the undergraduate curriculum. To do this, we are extending a proven methodology — model-eliciting activities (MEAs) — creating in essence model integrating activities (MIAs). MEAs originated in the mathematics education community as a research tool. In an MEA teams of students address an open-ended, real-world problem. A typical MEA elicits a mathematical or conceptual system as part of its procedural requirements. To resolve an MEA, students may need to make new connections, combinations, manipulations or predictions. We are extending this construct to a format in which the student team must also integrate prior knowledge and concepts in order to solve the problem at hand. In doing this, we are also forcing students to confront and repair certain misconceptions acquired at earlier stages of their education. A distinctive MEA feature is an emphasis on testing, revising, refining and formally documenting solutions, all skills that future practitioners should master. Student performance on MEAs is typically assessed using a rubric to measure the quality of solution. In addition, a reflection tool completed by students following an MEA exercise assists them in better assessing and critiquing their progress as modelers and problem solvers. As part of the first phase a large, MEA research study funded by the National Science Foundation and involving six institutions, we are investigating the strategies students use to solve unstructured problems by better understanding the extent that our MEA/MIA construct can be used as a learning intervention. To do this, we are developing learning material suitable for upper-level engineering students, requiring them to integrate concepts they’ve learned in foundation courses while teasing out misconceptions. We provide an overview of the project and our results to date.

Paul’s Map and Territory: Rethinking the Work of the Apostle in Light of Ancient Cartography

2020 ◽  
Vol 42 (1) ◽  
pp. 90-107
Author(s):  
Eric Smith
Keyword(s):  
Space And Place ◽  
Pivotal Role ◽  
Clear Understanding ◽  
2 Corinthians ◽  
Roman World ◽  
The World ◽  
End Of The World ◽  
Ancient Maps ◽  
The Way

Abstract Paul had a clear understanding of how his calling and his work mapped onto geography. In contexts where he felt that others were encroaching on his territory, as in Galatians and 2 Corinthians, Paul could be very angry and defensive. Likewise, when Paul was writing to people in territories that he did not consider part of his purview, such as in Romans, he was deferential and submissive. In all three cases—in Galatians and 2 Corinthians when Paul was being defensive about his territory, and in Romans when he was being deferential—Paul used a particular word, κλίµα, to designate geography—a word he never used in any other context. This article puts this observation in conversation with ancient mapping, which relied on “process descriptions” of space and place rather than “state descriptions.” That is, ancient cartography privileged the process of movement or travel, and in contrast to most modern mapping, ancient maps didn’t usually make use of any external system of reference. One particular map, the Peutinger Map, helps illustrate this phenomenon. Understanding how ancient maps organized space, we can begin to understand Paul’s notions of territory and the way they determined which places he felt compelled to visit. By knowing something about Paul’s maps and geographies, we can make sense of his language in Romans 15, where territory played a pivotal role in his self-understanding as an apostle and in his trajectory across the Roman world, “from Jerusalem and as far around as Illyricum,” but also onward to Spain and to the end of the world.

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