scholarly journals How CETYS Engineering is Preparing Its Students for Success

2020 ◽  
Vol 10 (1) ◽  
pp. 273
Author(s):  
Ana Melissa Algravez ◽  
Dan L. Shunk ◽  
Jorge Sosa Lopez ◽  
Juan M. Terrazas Gaynor ◽  
Juan R. Silva
Keyword(s):  
Higher Education ◽  
Engineering Students ◽  
Gap Analysis ◽  
Third Party ◽  
Advisory Council ◽  
Formal Organization ◽  
Private Institution ◽  
College Of Engineering ◽  
Almost All ◽  
Taking Action

The Center for Technical and Higher Education (CETYS University) is a private institution of educational excellence, born in 1961 in Baja California under the auspices of a group of visionary entrepreneurs committed to education. CETYS Engineering recognized in the Spring of 2016 that it needed a formal organization to provide third-party, external feedback for the advancement of the CETYS College of Engineering. An Engineering Advisory Council (EAC) was formed that Spring.At the May 2017 meeting of the EAC it was asked:What competencies are needed for the engineer of tomorrow?How is CETYS preparing its engineering students to meet this challenge?These two simple questions lead to a year-long study conducted by the EAC. The results of this effort are presented in this paper. Key findings are as follows:With a broad industry sample size of 42 we determined what are the most important Domains of Attributes, Skills and Abilities an engineer needs to possess.Using this Domain prioritization we then learned “What are the biggest Competency Gaps?” that industry is finding in engineers today.Using this Gap analysis we then looked at the CETYS curriculum and determined that almost all of the gaps are overtly addressed in multiple classes.Finally, the Engineering College is taking action to determine if those not formally addressed can be addressed in the educational experience.

scholarly journals Stakeholder’s perception of service quality: a case in Qatar

2019 ◽  
Vol 27 (4) ◽  
pp. 493-510 ◽  
Author(s):  
Amal S.A. Shurair ◽  
Shaligram Pokharel
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Engineering Students ◽  
Gap Analysis ◽  
Corporate Image ◽  
Gulf Region ◽  
Content Type ◽  
Perceived Service Quality ◽  
The University ◽  
Higher Institutions

Purpose The purpose of this paper is to investigate and report students’ perception of service quality in a university by examining the perceptual context of service quality with respect to students’ loyalty behavior, image of the university and culture/values. Design/methodology/approach A research framework is developed for quality assessment with three hypotheses. A questionnaire with 65 instruments was used for gathering the required data for the analysis. The questionnaire was sent through email to all engineering students. The analysis included descriptive statistics, reliability analysis, gap analysis and hypotheses tests. Seven dimensions of service quality were identified: the original dimensions of the SERVQUAL, namely, reliability, responsiveness, assurance, empathy and tangibles. Two additional dimensions image and culture/value were added for the research to understand perceived service quality and loyalty. Findings The results provide a significant positive correlation between service quality and student's loyalty. It also shows that there is statistically significant relation between the image of the institution and the perceived service quality, and culture/values of the students in the institution and perceived service quality. Research limitations/implications This study used data collected from a survey in the university in a given period. Practical implications The findings indicate that to provide quality education, meeting students’ needs, wants and expectations of services quality should be carefully understood and addressed. Management also needs to consider factors such as corporate image and culture/value, as they have the ability to heavily impact the type of services provided by the institution. Originality/value The findings presented in this paper fill the gap in the current literature by providing empirical knowledge on the quality of service assessment and customer satisfaction in the higher education context. The study is the first of its kind in Qatar’s context and provides opportunities for higher institutions to focus more on current students’ services. This can lead to an increased brand value representing one of the premier institutes of higher education in the Middle East Gulf Region.

Feeding the Recruitment of Inner City Kids to MSE by Keeping 5TH Graders on Track for Engineering in College

2000 ◽  
Vol 632 ◽  
Author(s):  
William E. Brower
Keyword(s):  
Inner City ◽  
Engineering Students ◽  
Fifth Graders ◽  
Fifth Grade ◽  
College Of Engineering

ABSTRACTThe fifth grade inner city volunteer teaching project (5GVP) at Marquette University's College of Engineering has attempted to inform and inspire Milwaukee's inner city fifth graders about engineering for the last ten years. Each year I have recruited our engineering students to volunteer to take self contained science lessons into the Milwaukee Public Schools'fifth grade classrooms. Although the lessons are on science and the career touted is engineering in general, the lessons are flavored by my being in MSE. Being excited about a career is certainly a precursor to choosing that career. I have found the fifth graders very excited about seeing and experiencing science in action as the engineering students present it to them. Hopefully, the program at Marquette will result in more inner city students choosing to enter college as engineers, with MSE garnering its usual share.

Statistical assessment of peer opinions in higher education rankings

2019 ◽  
Vol 11 (3) ◽  
pp. 481-492 ◽  
Author(s):  
Amir Ghiasi ◽  
Grigorios Fountas ◽  
Panagiotis Anastasopoulos ◽  
Fred Mannering
Keyword(s):  
Higher Education ◽  
Peer Assessment ◽  
Parameter Estimates ◽  
Individual Parameter ◽  
Content Type ◽  
Assessment Scores ◽  
College And University ◽  
Higher Education Rankings ◽  
College Of Engineering

Purpose Unlike many other quantitative characteristics used to determine higher education rankings, opinion-based peer assessment scores and the factors that may influence them are not well understood. Using peer scores of US colleges of engineering as reported annually in US News and World Report (USNews) rankings, the purpose of this paper is to provide some insights into peer assessments by statistically identifying factors that influence them. Design/methodology/approach With highly detailed data, a random parameters linear regression is estimated to statistically identify the factors determining a college of engineering’s average USNews peer assessment score. Findings The findings show that a wide variety of college- and university-specific attributes influence average peer impressions of a university’s college of engineering including the size of the faculty, the quality of admitted students and the quality of the faculty measured by their citation data and other factors. Originality/value The paper demonstrates that average peer assessment scores can be readily and accurately predicted with observable data on the college of engineering and the university as a whole. In addition, the individual parameter estimates from the statistical modeling in this paper provide insights as to how specific college and university attributes can help guide policies to improve an individual college’s average peer assessment scores and its overall ranking.

scholarly journals Analysis of Bio-Risk Management System Implementation in Indonesian Higher Education Laboratory

2021 ◽  
Vol 18 (10) ◽  
pp. 5076
Author(s):  
Anom Bowolaksono ◽  
Fatma Lestari ◽  
Saraswati Andani Satyawardhani ◽  
Abdul Kadir ◽  
Cynthia Febrina Maharani ◽  
...  
Keyword(s):  
Higher Education ◽  
Risk Management ◽  
Management System ◽  
Gap Analysis ◽  
Secondary Data ◽  
Education Institution ◽  
Management Systems ◽  
Primary Data ◽  
Risk Management System ◽  
The Impact

Developing countries face various challenges in implementing bio-risk management systems in the laboratory. In addition, educational settings are considered as workplaces with biohazard risks. Every activity in a laboratory facility carries many potential hazards that can impact human health and the environment and may cause laboratory incidents, including Laboratory Acquired Infections (LAIs). In an effort to minimize the impact and occurrence of these incidents, it is necessary to evaluate the implementation of a bio-risk management system in every activity that involves handling biological agents. This study was conducted in an Indonesian higher-education institution, herein coded as University Y. This is a descriptive, semi-quantitative study aimed at analysing and evaluating the implementation of the bio-risk management systems used in laboratories by analysing the achievements obtained by each laboratory. The study used primary data that were collected using a checklist which referred to ISO 35001: 2019 on Laboratory Bio-risk Management. The checklist consisted of 202 items forming seven main elements. In addition, secondary data obtained from literature and document review were also used. The results show that out of 11 laboratories examined, only 2 laboratories met 50% of the requirements, which were Laboratory A and B, achieving good performance. Regarding the clauses of standards, a gap analysis identified leadership, performance evaluation, and support as elements with the lowest achievement. Therefore, corrective action should be developed by enhancing the commitment from management as well as improving documentation, policy, education and training.

Admission to University Engineering Programs in Sweden: A Multipurpose Approach

2004 ◽  
Vol 94 (3_suppl) ◽  
pp. 1125-1126
Author(s):  
Simon Wolming ◽  
Per-Erik Lyrén
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Engineering Students ◽  
Current System ◽  
Upper Secondary School ◽  
Engineering Programs ◽  
Upper Secondary ◽  
Scholastic Assessment Test ◽  
New Ideas ◽  
Admission Test

This brief article provides a description of some new ideas about admission of university engineering students in Sweden. The current system of admission is based on upper-secondary school grades and the Swedish Scholastic Assessment Test. These measures are used for admission to all higher education. For many reasons, ideas for a new admission model have been proposed. This model includes a sector-oriented admission test, which the universities are supposed to use for different purposes, such as selection, eligibility, diagnostics, and recruitment.

Enkev Beheer BV (of the Netherlands) v. Republic of Poland

ICSID Reports ◽  
2021 ◽  
Vol 19 ◽  
pp. 630-648
Keyword(s):  
Due Process ◽  
The State ◽  
Third Party ◽  
Waiting Period ◽  
Content Type ◽  
Fair And Equitable Treatment ◽  
Just Compensation ◽  
Default Rules ◽  
Equitable Treatment ◽  
Almost All

630Procedure — Addition of a party — Conditional application — UNCITRAL Rules, Article 22 — UNCITRAL Rules, Article 17 — Whether the UNCITRAL Rules or lex loci arbitri allowed for applications to be made conditional on a tribunal’s future decision — Whether the application was consistent with the State’s procedural rights — Whether the amendment to a claim under Article 22 of the UNCITRAL Rules allowed for the addition of a third party as claimantJurisdiction — Investment — Shares — Whether an investor’s shares and rights derived from those shares were protected investments under the BITJurisdiction — Investment — Assets of subsidiary — Whether profits, goodwill or know-how of a local subsidiary constituted investments of the investor protected by the BITJurisdiction — Consent — Cooling-off period — Premature claims — Whether the investor had communicated its own claims rather than those of its local subsidiary — Whether the investor’s failure to comply with a waiting period of six months under the BIT required a tribunal to deny jurisdiction or admissibility — Whether the negotiation of a local subsidiary’s dispute in good faith was relevant to jurisdiction over a foreign investor’s claimsInterpretation — Cooling-off period — VCLT, Article 31 — Object and purpose — Whether the object and purpose of the BIT required a tribunal not to adopt a strict or formalistic interpretation of the waiting period of six monthsRemedies — Declaratory award — Interpretation — Just compensation — Whether the tribunal had jurisdiction under the BIT to make a declaratory award on the interpretation and application of the term “just compensation”Jurisdiction — Dispute — Whether the tribunal had jurisdiction under the BIT to advise the parties of an imminent disputeExpropriation — Direct deprivation — Shares — Rights derived from shares — Whether the State directly deprived the investor of its rights as a shareholder in its local subsidiaryExpropriation — Indirect deprivation — Shares — Rights derived from shares — Whether the shares had lost all or almost all significant commercial value — Whether the measures were adopted in the public interest — Whether due process had been followed — Whether there were any undertakings by the StateExpropriation — Interpretation — “Just compensation” — Whether there was any difference between the terms of the BIT and general international law — Whether the meaning of just compensation could be determined in the abstract631Fair and equitable treatment — Whether the impending expropriation constituted a breach of the standard of fair and equitable treatment — Whether the claim concerned the investor’s rights derived from sharesFull protection and security — Whether the State failed to protect an investment from expropriation by local authorities — Whether the claim concerned the investor’s rights derived from sharesUmbrella clause — Whether there was any assurance directed at the investor that created any legal obligations — Whether the claim concerned the investor’s rights derived from sharesCosts — Arbitration costs — Variation by agreement — UNCITRAL Rules — Whether the terms of the BIT varied the default rules for the allocation of arbitration costs

Non-Burdensome Process: An Argument in Support of Reframing What Constitutes Necessary Disability Documentation

2021 ◽  
Vol 26 (2) ◽  
Author(s):  
Jamie Axelrod ◽  
Adam Meyer ◽  
Julie Alexander ◽  
Enjie Hall ◽  
Kristie Orr
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
First Language ◽  
College Campuses ◽  
Third Party ◽  
Higher Education Access ◽  
Education Access ◽  
Work Settings ◽  
Disability Accommodation ◽  
Disability Documentation

Institutions of higher education and their respective disability offices have been challenged with determining how to apply the 2008 Americans with Disabilities Act Amendments Act (ADAAA) in our present-day work settings. Prior to the amendments, third-party documentation was considered essential almost to the point of being non-negotiable in need for most disability offices to facilitate accommodations for disabled students (The authors have made an intentional choice to utilize identity-first language to challenge negative connotations associated with the term disability and highlight the role that inaccessible systems and environments play in disabling people). The ADAAA questioned this mindset. Students with disabilities often found (and still find) themselves burdened financially and procedurally by disability offices requiring documentation to the point where students may not receive the access they truly need. Furthermore, college campuses are increasingly focusing on the limitations of the environment and not the person. As a result of this evolution, the Association on Higher Education and Disability (AHEAD) offered a new framework in 2012 describing how to define documentation. For professionals in the higher education disability field and for those invested in this work, it is critical to grasp the evolving understanding of what constitutes documentation and necessary information to make disability accommodation decisions. Otherwise, disabiled students may be further excluded from higher education access.

Survey of graduate supply chain courses: content, coverage and gaps

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Heather Lutz ◽  
Laura Birou ◽  
Joe Walden
Keyword(s):  
Higher Education ◽  
Supply Chain ◽  
Supply Chain Management ◽  
Large Scale ◽  
Gap Analysis ◽  
Data Gathering ◽  
Graduate Courses ◽  
Chain Management ◽  
Content Type ◽  
Course Content

PurposeThis paper aims to provide the results of a survey of courses dedicated to the field of supply chain management in higher education. This research is unique because it represents the first large-scale study of graduate supply chain management courses taught at universities globally. Design/methodology/approachContent analysis was performed on each syllabus to identify the actual course content: requirements, pedagogy and content emphasis. This aggregated information was used to compare historical research findings in this area, with the current skills identified as important for career success. This data provides input for a gap analysis between offerings in higher education and those needs identified by practitioners. FindingsData gathering efforts yielded a sample of 112 graduate courses representing 61 schools across the world. The aggregate number of topics covered in graduate courses totaled 114. The primary evaluation techniques include exams, projects and homework. Details regarding content and assessment techniques are provided along with a gap analysis between the supply chain management course content and the needs identified by APICS Supply Chain Manager Competency Model (2014). Originality/valueThe goal is to use this data as a means of continuous improvement in the quality and value of the educational experience on a longitudinal basis. The findings are designed to foster information sharing and provide data for benchmarking efforts in the development of supply chain management courses and curricula in academia, as well as training, development and recruitment efforts by professionals in the field of supply chain management.

scholarly journals Higher education after neoliberalism: Student activism as a guiding light

2018 ◽  
Vol 18 (1) ◽  
pp. 90-116 ◽  
Author(s):  
Rose M Cole ◽  
Walter F Heinecke
Keyword(s):  
Higher Education ◽  
College Student ◽  
Student Activism ◽  
Social Imaginary ◽  
Racial Justice ◽  
Creative Imagination ◽  
Student Activists ◽  
The Past ◽  
College Student Activism ◽  
Almost All

Contemporary college student activism has been particularly visible and effective in the past few years at US institutions of higher education and is projected only to grow in future years. Almost all of these protests and demands, while explicitly linked to social and racial justice, are sites of resistance to the neoliberalization of the academy. These activists are imagining a post-neoliberal society, and are building their demands around these potential new social imaginaries. Based on a discourse analysis of contemporary college student activist demands, to examine more closely the ways that student activists understand, resist, critique, and offer new alternatives to current (neoliberal) structures in higher education, it is suggested that student activists might be one key to understanding what’s next for higher education in a post-neoliberal context. The activists’ critiques of the structure of higher education reveal a sophisticated understanding of the current socio-political, cultural, and economic realities. Their demands show an optimistic, creative imagination that could serve educators well as we grapple with our first steps down a new road. Using their critiques and demands as a jumping-off point, this paper offers the blueprint for a new social imaginary in higher education, one that is focused on community and justice.

Sign in / Sign up

Export Citation Format

Share Document