Purposive Teaching Styles for Transdisciplinary AEC Education: A Diagnostic Learning Styles Questionnaire

With the progressive globalisation trend within the Architecture, Engineering, and Construction (AEC) industry, transdisciplinary education and training is widely acknowledged as being one of the key factors for leveraging AEC organisational success. Conventional education and training delivery approaches within AEC therefore need a paradigm shift in order to be able to address the emerging challenges of global practices. This study focuses on the use of Personalised Learning Environments (PLEs) to specifically address learners’ needs and preferences (learning styles) within managed Virtual Learning Environments (VLEs). This research posits that learners can learn better (and be more readily engaged in managed learning environments) with a bespoke PLE, in which the deployment of teaching and learning material is augmented towards their individual needs. In this respect, there is an exigent need for the Higher Educational Institutions (HEIs) to envelop these new approaches into their organisational learning strategy. However, part of this process requires decision-makers to fully understand the core nuances and interdependencies of functions and processes within the organisation, along with Critical Success Factors (CSFs) and barriers. This paper presents findings from the development of a holistic conceptual Diagnostic Learning Styles Questionnaire (DLSQ) Framework, comprised of six interrelated dependencies (i.e. Business Strategy, Pedagogy, Process, Resources, Systems Development, and Evaluation). These dependencies influence pedagogical effectiveness. These finding contribute additional understanding to the intrinsic nature of pedagogy in leveraging transdisciplinary AEC training within organisations (to improve learner effectiveness). This framework can help organisations augment and align their strategic priorities to learner-specific traits

Learning and sharing in a Chinese high-technology cluster: A study of inter-firm and intra-firm knowledge flows between R&D employees

learning, China, knowledge work, knowledge transfer

Breaking the MBA delivery mould: A multi-group international MBA / practitioner virtual collaborative project

The marketing education project presented here brings together a major UK financial institution in the banking sector and a selection of its high value clients (B-to-B) via e-mail, telephone, video conferencing and other web-based technologies, with two geographically dispersed MBA classes in the UK and the US. Student groups were set up in virtual teams to target critical customer issues, analyzing gaps in the client-company interface. The two MBA courses included Customer Management & Quality Systems delivered at the University of Manchester, Manchester Business School (UK) and International Marketing, delivered at Missouri State University (US). The groups worked as a "think tank" collaborating to solve important customer service issues

Mind, Brain, and Education: A Case Study of Student Perceptions of an Interdisciplinary Graduate Program

Advances in developmental and neuroscience research, calls for educational reform, and an emphasis on interdisciplinarity have generated interest in how science might inform educational practice and policy, resulting in the emerging field of mind, brain, and education (MBE). A primary goal of the field is to connect the cognitive and developmental sciences, biology, and education to develop a scientific grounding for educational practice and policy. Interdisciplinary MBE graduate programs seek to train a new generation of interdisciplinary researchers and practitioners. The purpose of this case study is to investigate students’ perceptions of their experiences developing interdisciplinary understanding in an MBE graduate program; how these perceptions vary based on student characteristics; and, to explore student perceptions of the potential and limitations of MBE to address educational problems. The findings suggest students gain interdisciplinary knowledge and skills in the program; are able to synthesize and produce integrative understandings to apply to problems in education; and, that the MBE program positively affects their appreciation for interdisciplinary research and their readiness to collaborate on interdisciplinary research. The results suggest students perceive the diversity of the knowledge, skills, and backgrounds of the cohort and participation in a lab/research experience are among the most supportive aspects of their experience in interdisciplinary learning and understanding, as well as in their future interdisciplinary work. Students leave having thought critically about a wide variety of tensions, uncertainties, and power imbalances in the interdisciplinary work of MBE and feel prepared to participate in collaborative research and begin the slow, and significant, process of change to improve education. The study is unique in exploring student perceptions of an MBE program and contributes to the literature on students’ development of interdisciplinary understanding and on educators’ beliefs about the potential of MBE to influence educational practice and policy. The study offers insight to institutions and individuals interested in developing interdisciplinary programs to advance the field of MBE and address some of the complex issues facing education today

A Critical Review of Contemporary Practice and Educational Research in Internationalisation within the business education subject communities

This report critically reviews contemporary educational research and practice in the field of internationalisation within the business education subject communities in order to inform curriculum development and pedagogy geared towards the development of international perspectives and intercultural learning. Drawing on current pedagogical literatures as well as staff and student consultations, it identifies a number of key points which reflect good practice in business education curricula. Due to the broad disciplinary scope of the subject area in focus and the diversity of curricular activities across the UK, this critical review is selective rather than exhaustive and seeks to stimulate further discussion and research in the field. The report is structured as a reference text around key themes and issues emerging from the review, providing the reader who has a particular interest or issue in their practice with an outline of key texts which can be followed up as appropriate

Framework to Enhance Teaching and Learning in System Analysis and Unified Modelling Language

Cowling, MA ORCiD: 0000-0003-1444-1563; Munoz Carpio, JC ORCiD: 0000-0003-0251-5510Systems Analysis modelling is considered foundational for Information and Communication Technology (ICT) students, with introductory and advanced units included in nearly all ICT and computer science degrees. Yet despite this, novice systems analysts (learners) find modelling and systems thinking quite difficult to learn and master. This makes the process of teaching the fundamentals frustrating and time intensive. This paper will discuss the foundational problems that learners face when learning Systems Analysis modelling. Through a systematic literature review, a framework will be proposed based on the key problems that novice learners experience. In this proposed framework, a sequence of activities has been developed to facilitate understanding of the requirements, solutions and incremental modelling. An example is provided illustrating how the framework could be used to incorporate visualization and gaming elements into a Systems Analysis classroom; therefore, improving motivation and learning. Through this work, a greater understanding of the approach to teaching modelling within the computer science classroom will be provided, as well as a framework to guide future teaching activities

How to Enhance Interdisciplinary Competence—Interdisciplinary Problem-Based Learning versus Interdisciplinary Project-Based Learning

Interdisciplinary competence is important in academia for both employability and sustainable development. However, to date, there are no specific interdisciplinary education models and, naturally, no empirical studies to assess them. Since problem-based learning (PBL) and project-based learning (PjBL) are learning approaches that emphasize students’ collaboration, both pedagogies seem suitable to enhance students’ interdisciplinary competence. Based on the principle of constructive alignment and four instructional principles on interdisciplinary learning, this paper proposes that students profit more from interdisciplinary PBL (iPBL) than interdisciplinary PjBL (iPjBL). A pre-post study was conducted with a sample of 95 students participating in iPBL and 183 students participating in iPjBL. As expected, multilevel models on students’ development in (a) interdisciplinary skills, (b) reflective behavior, and (c) recognizing disciplinary perspectives show that iPBL enhances students’ interdisciplinary competence more than iPjBL