84,924 research outputs found
Evaluation of team dynamic in Norwegian projects for IT students
The need for teaching realistic software development in project courses has
increased in a global scale. It has always been challenges in cooperating
fast-changing software technologies, development methodologies and teamwork.
Moreover, such project courses need to be designed in the connection to
existing theoretical courses. We performed a large-scale research on student
performance in Software Engineering projects in Norwegian universities. This
paper investigates four aspects of team dynamics, which are team reflection,
leadership, decision making and task assignment in order to improve student
learning. Data was collected from student projects in 4 years at two
universities. We found that some leader's characteristics are perceived
differently for female and male leaders, including the perception of leaders as
skilful workers or visionaries. Leadership is still a challenging aspect to
teach, and assigned leadership is probably not the best way to learn. Students
is are performing well in task review, however, needs support while performing
task assignment. The result also suggests that task management to be done in
more fine-grained levels. It is also important to maintain an open and active
discussion to facilitate effective group decision makings
Every student counts: promoting numeracy and enhancing employability
This three-year project investigated factors that influence the development of undergraduatesâ numeracy skills, with a view to identifying ways to improve them and thereby enhance student employability. Its aims and objectives were to ascertain: the generic numeracy skills in which employers expect their graduate recruits to be competent and the extent to which employers are using numeracy tests as part of graduate recruitment processes; the numeracy skills developed within a diversity of academic disciplines;
the prevalence of factors that influence undergraduatesâ development of their numeracy skills; how the development of numeracy skills might be better supported within undergraduate curricula; and the extra-curricular support necessary to enhance undergraduatesâ numeracy skills
The women in IT (WINIT) final report
The Women in IT (WINIT) project was funded by the European Social Fund (ESF) from March 2004 until April 2006 under
HE ESF Objective 3: Research into equal opportunities in the labour market. Specifically the project came under Policy Field
2, Measure 2: Gender discrimination in employment. The project was run in the Information Systems Institute of the
University of Salford. One of the Research Associates has an information systems (IS) background, the other has a
background in sociology. We begin this report with an overview of the current situation with regards women in the UK IT
sector.
Whilst gender is only recently being recognised as an issue within the mainstream IS academic community, thirty years of
female under-representation in the ICT field in more general terms has received more attention from academics, industry
and government agencies alike. Numerous research projects and centres (such as the UK Resource Centre for Women in
Science, Engineering and Technology) exist to tackle the under-representation of women in SET careers, although the
figures for womenâs participation in the ICT sector remain disheartening, with current estimates standing at around 15%
(EOC 2004). Various innovative initiatives, such as e-Skillsâ Computer Clubs for Girls, appear to have had little impact on
these low female participation rates. Additionally, these and other initiatives have been interpreted as a means to fill the
skills gap and âmake up the numbersâ to boost the UK economy (French and Richardson 2005), resulting in âadd more
women and stirâ solutions to the âproblemâ of gender in relation to inclusion in IS and ICT (Henwood 1996).
Given that there have been decades of equal opportunity and related policies as well as many government initiatives
designed to address the gender imbalance in IT employment patterns, sex segregation in IT occupations and pay and
progression disparity in the IT sector (including the latest initiative- a one million pound DTI funded gender and SET project),
we could be forgiven for assuming that these initiatives have had a beneficial effect on the position and number of women
in the IT workforce, and that even if we have not yet achieved gender equity, we can surely argue that there are positive
moves in the right direction. Although we do not wish to make definitive claims about the success or failure of specific
initiatives, our research, backed up by recent major surveys, paints a picture that remains far from rosy. Indeed a recent
comparative survey of the IT workforce in Germany, Holland and the UK indicates that women are haemorrhaging out of
the UK IT workforce (Platman and Taylor 2004). From a high point of 100,892 women in the UK IT workforce in 1999,
Platman and Taylor (ibid., 8) report a drop to 53,759 by 2003. As the IT industry was moving into recession anyway, the
number of men in the industry has also declined, but by nothing like as much, so the figures for women are stark.
When it comes to number crunching who is employed in the UK IT sector and when trying to make historical comparisons,
the first obstacle is defining the sector itself. Studies vary quite substantially in the number of IT workers quoted suggesting
there is quite a bit of variation in what is taken to be an IT job. The IT industry has experienced considerable expansion over
the past twenty years. In spring 2003 in Britain, it was estimated that almost 900,000 people worked in ICT firms, and there
were over 1 million ICT workers, filling ICT roles in any sector (e-Skills UK, 2003). This growth has resulted in talk of a âskills
shortageâ requiring the âmaximizationâ of the workforce to its full potential: âYou donât just need pale, male, stale guys in
the boardroom but a diversity of viewsâ (Stone 2004).
In spring 2003 the Equal Opportunities Commission estimated there to be 151,000 women working in ICT occupations
compared with 834,000 men (clearly using a different, much wider job definition from that of Platman and Taylor (2004))
, whilst in the childcare sector, there were less than 10,000 men working in these occupations, compared with 297,000
women (EOC 2004). It is estimated that the overall proportion of women working in ICT occupations is 15% (EOC 2004).
In the UK, Office of National Statistics (ONS) statistics indicate that women accounted for 30% of IT operations technicians,
but a mere 15% of ICT Managers and only 11% of IT strategy and planning professionals (EOC 2004). Although women
are making inroads into technical and senior professions there remains a âfeminisationâ of lower level jobs, with a female
majority in operator and clerical roles and a female minority in technical and managerial roles (APC 2004).
App creation in schools for different curricula subjects - lesson learned
The next generation of jobs will be characterized by an increased demand for
people with computational and problem solving skills. In Austria, computer
science topics are underrepresented in school curricula hence teaching time for
these topics is limited. From primary through secondary school, only a few
opportunities exist for young students to explore programming. Furthermore,
today's teachers are rarely trained in computer science, which impairs their
potential to motivate students in these courses. Within the "No One Left
Behind" (NOLB) project, teachers were supported to guide and assist their
students in their learning processes by constructing ideas through game making.
Thus, students created games that referred to different subject areas by using
the programming tool Pocket Code, an app developed at Graz University of
Technology (TU-Graz). This tool helps students to take control of their own
education, becoming more engaged, interested, and empowered as a result. To
ensure an optimal integration of the app in diverse subjects the different
backgrounds (technical and non-technical) of teachers must be considered as
well. First, teachers were supported to use Pocket Code in the different
subjects in school within the feasibility study of the project. Observed
challenges and difficulties using the app have been gathered. Second, we
conducted interviews with teachers and students to underpin our onsite
observations. As a result, it was possible to validate Pocket Codes' potential
to be used in a diverse range of subjects. Third, we focused especially on
those teachers who were not technically trained to provide them with a
framework for Pocket Code units, e.g., with the help of structured lesson plans
and predefined templates.Comment: 10 pages, 5 tables EduLearn 201
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New creative careers: the problems of progression and uncertainty
This chapter presents findings from research which we conducted with participants who were current and former art college students, practitioners in different areas of creative arts and design, and therefore workers in a relatively newly named part of the economy, the âcreative industriesâ. Originally identified by New Labour as a significantly successful new sector, they have subsequently received considerable attention from policy-makers and also academic commentators, in the UK and elsewhere. The list of creative industries cited by New Labour (DCMS 2001) also corresponds closely to the subject areas and activities of many art college courses, indicating how these institutions function as a vocational training ground and entry point for the creative industries. In this chapter, we discuss special issues which our research raised in relation to creative working; the implications of our research findings for vocational learners themselves and for course providers, teachers and institutions; sources of advantage and disadvantage for learners, as indicated by our research, and some further implications for those aiming to assist and expand lifelong learning opportunities
Explaining Student Retention: The case of the University of Aberdeen
Student retention has risen high on the political agenda in the UK as part of the governmentâs priorities to widen participation in higher education, in particular among groups traditionally under-represented in the sector. These concerns have been reflected in policies of the funding bodies in the UK. In turn Universities across the UK have become increasingly active in developing processes and procedures to meet the challenges of improving student retention while simultaneously widening access and participation in the context of rising student numbers overall. This has led to the desire for accurate data and reliable statistical analysis on which to inform policy at the University of Aberdeen. The purpose of this report is to answer the question: âTo what extent can the probability of drop out of a student be explained by student characteristics?â Are mature students more likely to drop out? Is there an empirical distinction between younger and older mature students? Are male students more prone to dropping out? To what extent can the level of entry qualifications explain dropouts? Are there any differences in the impact of below core entry qualifications between male and female students? Do students who performed unsatisfactorily in their first year and who were allowed to repeat this first year drop out less or more often than other students? Have there been any significant trends over time? It is clear that any associations of these characteristics with drop out rates may have important policy implications for the University as it may allow the identification of those potentially âat riskâ before they join the University and hence facilitate the targeting of support once students start their studies
Exploring collaboration patterns among global software development teams.
This study examines communication behaviors in
global software student teams. The authors of the
paper characterize the types of communication
behaviors that occur when student teams are engaged
in a software development project. The authors
present findings from a one-semester study that
examined factors contributing to successful distributed
programming interactions among students enrolled at
the University of Atilim (Turkey), Universidad
TecnolĂłgica de PanamĂĄ, University of North Texas,
and Middlesex University (UK). Using content and
cluster analyses techniques, we identified distinct
patterns of collaboration and examined how these
patterns were associated with task, culture, GPA, and
performance of collaborative teams. Our results
suggest that communication patterns among global
software learners may be related to task type, culture
and GPA. It is hoped that these findings will lead to the
development of new strategies for improving
communication among global software teams
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