scholarly journals Higher Education for Complex Real-World Problems and Innovation: A Tribute to Heufler’s Industrial Design Approach

2013 ◽  
Vol 04 (07) ◽  
pp. 130-136 ◽  
Author(s):  
Gerald Steiner ◽  
Johannes Scherr
Keyword(s):  
Higher Education ◽  
Real World ◽  
Industrial Design ◽  
Design Approach ◽  
Real World Problems

scholarly journals Collaborative learning experiences of fourth-year students in a social work module

2021 ◽  
Vol 5 (2) ◽  
pp. 52-68
Author(s):  
Erica Pretorius ◽  
Hanna Nel
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Collaborative Learning ◽  
Real World ◽  
Industrial Revolution ◽  
Learning Task ◽  
Problem Solving Skills ◽  
Innovative Thinking ◽  
Insight Into ◽  
Real World Problems

This article provides insight into a fourth-year social work module, integrating an authentic learning task. This task focused on the development of a funding proposal for a social service organization. It attempted to integrate collaborative learning by scaffolding students’ participation in the world of work, rather than just receiving a qualification. In view of the prevalent conversation around the Fourth Industrial Revolution and the Covid-19 pandemic, it is essential that lecturers at higher education institutions embrace collaborative and problem-solving skills for student tasks. Recent evidence suggests that higher education graduates’ learning and their readiness for work in a professional environment require a greater focus on creative and innovative thinking to solve real-world problems. The results from this qualitative investigation revealed that students found working in teams and collaborating with their peers both challenging and rewarding. This process contributed to the holistic development of social workers ready to work in the real-world.

scholarly journals AN ONLINE EVENT AS A PRODUCT OF THE ACTIVE LEARNING METHODOLOGY: AN EXPERIENCE VIA PBL AT THE UNIVERSITY OF BRASILIA-BRAZIL

2018 ◽  
Vol 1 (3) ◽  
pp. 240-257
Author(s):  
Ari Melo Mariano ◽  
Joao Mello da Silva ◽  
Simone Borges Simão Monteiro ◽  
Adriana Regina Martin
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Real Time ◽  
Real World ◽  
Production Engineering ◽  
External Agents ◽  
Digital Portfolio ◽  
The Many ◽  
The University ◽  
Real World Problems

The objective of this study was to suggest an alternative for managing the knowledge gained and resulting legacy from the application of the Problem Based Learning (PBL) method in a higher education context. The legacies of the PBL method are found to be more profound and diverse than those related to either the students' experience or the projects developed to solve real-world problems presented by external agents (the partners of the UnB Production Engineering course). The Production Engineering course has, since 2011, adopted the PBL method as an active learning methodology. Although each semester presents new opportunities in the process of consolidating this method, it’s been perceived that the many phases and results of this process are often utilized in real time only, contributing to the participating individuals exclusively as they occur. This is seen as a type of temporal result, seen only at a given "T" moment in the discipline’s lifecycle. Correspondingly, part of this knowledge is currently seen as perishable, since it is not possible to store it for future moments. In an attempt to extend this experience, starting in 2016 the University of Brasilia’s Production Engineering course has begun to develop an extension of PBL products by means of distinct events. The results haven been satisfactory, thus far involving 458 students and 7910 participants. As a legacy, it was possible to create a platform for the presentation of active learning methodologies and the exchange of experiences. Thus, the project presentations, once seen as distinct landmarks, became part of a legacy through a specific event, assisted and accessed as a course memory and a student’s digital portfolio.

Engaging industry in curriculum design and delivery in public policy teaching: A strategic framework

2019 ◽  
Vol 38 (1) ◽  
pp. 46-62
Author(s):  
Rob Manwaring ◽  
Josh Holloway ◽  
Brian Coffey
Keyword(s):  
Higher Education ◽  
Public Policy ◽  
Policy Analysis ◽  
Political Science ◽  
Real World ◽  
Curriculum Design ◽  
Strategic Framework ◽  
Industry Engagement ◽  
Real World Problems

Public policy is frequently characterised as a sub-discipline of political science which is practically oriented and concerned with what government does and does not do. Further, policy analysis can also be characterised as concerned with either the analysis ‘of policy’ or ‘for policy’. This clearly has implications for the design and delivery of public policy courses. More broadly, higher education in Australia, like elsewhere, faces calls to ensure that students graduate with a range of skills and aptitudes that make them ‘job ready’ and able to engage with ‘real world problems’. One of the ways in which this can be pursued is through industry engagement. However, limited research has been undertaken regarding what this might entail or how it can be pursued. Accordingly, in this paper we explore these issues by: (a) situating engagement within the field of public policy; (b) reviewing how the changing context of higher education, with a particular focus on the drivers and rationale for greater engagement with industry, intersects with the teaching of public policy; and (c) providing a framework which helps to clarify the different modes, potential and risks associated with industry engagement.

scholarly journals Programming in the Mathematics Curriculum at Manchester Metropolitan University

2020 ◽  
Vol 18 (2) ◽  
pp. 5-12
Author(s):  
Stephen Lynch
Keyword(s):  
Higher Education ◽  
Real World ◽  
Operational Research ◽  
Mathematics Curriculum ◽  
Computational Modelling ◽  
Mathematics Students ◽  
Metropolitan University ◽  
Real World Problems

An increasing number of schools are teaching programming to their pupils and there is also an increase in programming in Higher Education with recent reports recommending this approach. At Manchester Metropolitan University (MMU) we wanted to attract and retain mathematics students and prepare them for careers upon graduation. By integrating Mathematics/Statistics/Operational Research packages across the curriculum and by solving real world problems we have managed to make the course highly desirable and loved by our students. In this case study, we show how it is possible to integrate programming and mathematical/computational modelling across the curriculum.

Everyday logic about English in applied linguistic research

2021 ◽  
Vol 13 (2) ◽  
pp. 181-200
Author(s):  
Patrick Studer
Keyword(s):  
Higher Education ◽  
Real World ◽  
Research Agenda ◽  
Applied Linguistics ◽  
Background Process ◽  
International Language ◽  
Linguistic Research ◽  
English Medium Instruction ◽  
Insight Into ◽  
Real World Problems

This contribution analyses the argumentative premises underlying applied linguistic research conducted in the area of English-medium instruction. Applied linguistics not only studies language as it is used in the real world but is widely understood as an approach through which real-world problems in matters of language can be solved. It comes as no surprise, therefore, that applied linguistics is commonly used as a diagnostic perspective in English-medium instruction (EMI) research where it aims to provide insight into issues in need of fixing or improvement. Such studies are not conducted in an argumentative vacuum: they are embedded in a background process of policymaking, debate and discussion by stakeholders and policymakers who are involved in the introduction of English as an international language in higher education. This paper aims to highlight the argumentative backdrop against which applied linguistic research into EMI is construed and legitimised. Analysing conference abstracts in the field of EMI, the paper seeks to draw attention to everyday logic and beliefs applied linguists engage in when submitting paper proposals for conferences. It calls for a critical applied linguistic research agenda which foregrounds the potential ideological effects everyday conceptualisations of language have on EMI research and, ultimately, on EMI policymaking.

Applying terminology knowledge to translation

Terminology ◽  
2009 ◽  
Vol 15 (1) ◽  
pp. 105-118 ◽  
Author(s):  
Pilar Sánchez-Gijón ◽  
Anna Aguilar-Amat ◽  
Bartolomé Mesa-Lao ◽  
Marta Pahisa Solé
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Real World ◽  
Translation Studies ◽  
Learning Processes ◽  
Problem Solving Skills ◽  
Teaching Activities ◽  
European Higher Education ◽  
Method Of Instruction ◽  
Real World Problems

Teaching activities in the field of Translation Studies should reflect the changes that have been taking place in recent years within the framework of the European Higher Education Area (EHEA). One of the main changes brought about has been to make students active participants in their learning processes. Problem-Based Learning (PBL) is a method of instruction that encourages students to “learn-to-learn” by working cooperatively in groups to find solutions to real-world problems. Using PBL methods, translation students can develop the problem-solving skills necessary to meet the challenges posed by terminology work in their day-to-day activities as professional translators. This paper illustrates how terminology courses may be adapted to current European higher education requirements using PBL methodology.

Community-Engaged Research

2018 ◽  
pp. 213-233
Author(s):  
Aaron Samuel Zimmerman
Keyword(s):  
Higher Education ◽  
Real World ◽  
Institutions Of Higher Education ◽  
Research Topics ◽  
Community Engaged Research ◽  
Definition Of ◽  
Real World Problems

Community-engaged research describes an approach towards research and a stance towards scholarship that arose in response to the criticism that institutions of higher education functioned only as ivory towers, disconnected from real-world problems. This chapter is intended to serve as an introduction to the concept of community-engaged research. Topics covered will include the definition of community-engaged research, the criteria for the evaluation of community-engaged research, inherent challenges associated with community-engaged research, and strategies that institutions of higher education can employ as a means of cultivating and sustaining community-engaged research among faculty.

Scholar to Practitioner

2021 ◽  
pp. 108-136
Author(s):  
Christina Maria Anastasia ◽  
Debra D. Burrington
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Real World ◽  
Doctoral Student ◽  
Research Institution ◽  
Traditional Research ◽  
Testing Theory ◽  
Doctor Of Philosophy ◽  
Real World Problems

Traditionally, the role of the research supervisor/dissertation chair has been to support the doctoral student with the goal of making the student a scholar through the research conducted for the dissertation. In the traditional research institution environment this research was designed to build theory. Today, while this research tradition still exists and the doctor of philosophy degree continues to be awarded, a shift has occurred in the higher education landscape such that a practice-oriented type of research is being produced in practitioner doctorate programs. Dissertations in the practitioner doctorate should be focused on research that has as its objective solving real world problems. As such, this may be a difficult change for individuals who have been mentoring doctoral students for years with the goal of building or testing theory over application of theory. Seasoned research supervisors/dissertation chairs educated in a research doctorate environment may resist this change, even as they supervise doctoral students studying in a practitioner doctorate environment.

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