280,131 research outputs found

    Інноваційні моделі навчання і підготовки кадрів для індустрії високих технологій в Україні

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    The problems of development of innovative learning environment of continuous education and training of skilled personnel for high-tech industry are described. Aspects of organization of ICT based learning environment of vocational and technical school on the basis of cloud computing and outsourcing are revealed. The three-stage conceptual model for perspective education and training of workers for high-tech industries is proposed. The model of cloud-based solution for design of learning environment for vocational education and training of skilled workers is introduced.У статті висвітлено проблеми розвитку інноваційного середовища навчання, неперервної освіти і підготовки кадрів для високотехнологічних галузей промисловості. Виявлено особливості організації інформаційно-освітнього середовища професійно-технічних навчальних закладів на основі технології хмарних обчислень і механізму аутсорсингу. Запропонована триступенева концептуальна модель навчання та підготовки кадрів для високотехнологічних галузей виробництва. Обґрунтовано моделі хмарних рішень для проектування середовища навчання для професійної освіти і підготовки високо кваліфікованих робітникі

    Encouraging Sustainable Urban Access: An Exploratory Student Approach to Design of Product Service Systems

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    Urban access is a key trans-disciplinary design axiom looking to ensure that every member of the society can reach those locations and resources one needs for a sustainable standard of living and productivity. This should be achieved in a way that does not deprive others from their right to access the same urban environment. Crafting the future of urban transportation design is a dynamic process that depends on developing a thorough understanding of the complexity of the human needs that associate with delivering ways to support urban access and, in particular, more sustainable and socially inclusive mobility patterns. New market demands and customer expectations force public and private organisations to expand their commitment to cross-border collaborations to provide attractive alternative transport modes. This paper discusses the challenge of utilizing design innovation as a tool for eco-branding and how an exploratory approach to this has been used in a post-graduate course in Visual Brand Identity and Product Design. Seven research teams, closely guided by the authors, were affiliated with designing an innovative hypothetical bike-sharing scheme for the city of Gothenburg, Sweden, with the potential to captivate road users’ acceptability. An overall description of the project concept and a brief summary of the results produced are presented herein. More specifically, this paper concentrates solely on one of the most innovative projects delivered within the course and discusses how the students adopted the challenge, as well as the actual project outcome and its contribution to the overall learning experience

    Educating engineering designers for a multidisciplinary future

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    Contemporary companies on a global market are experiencing constantly changing business demands and increased competition. Increasing focus in product development is now put on issues like understanding users and their needs, the context where users’ activities take place and creating sustainable solutions (McAloone, et.al., 2007). In manufacturing companies, engineering designers play a significant role in realising what is captured in these words.Future engineering designers will hold wider responsibilities for such tasks (McAloone, et.al., 2007; Larsson, et.al., 2005), thus challenging current engineering design education. Educating engineering designers today significantly differs from traditional engineering education (McAloone, et.al., 2007). However, a broader view of design activities gains little attention. The project course Product/Service-Systems, which is coupled to the lecture based course Product life and Environmental issues at the Technical University of Denmark (DTU) and the master programme in Product Development at the Luleå University of Technology (LTU), Sweden, are both curriculums with a broader view than traditional (mechanical) engineering design. Based on these two representatives of a Scandinavian approach, the purpose in this presentation is to describe two ways of educating engineering designers to enable them to develop these broader competencies of socio-technical aspects of engineering design. Product Development at LTU A process, called Participatory Product Innovation (P2I) underpins the master programme Product Development and originates from the Design for Wellbeing (DfW) framework (Larsson, et.al., 2005). This is an inclusive framework which seeks to bring together business, human issues and technology in a comprehensive approach to support the creation of tomorrow’s innovations. A main principle is that many different disciplines should contribute to spur innovation by collaboration across disciplines (Larsson, et.al., 2007). The P2I process starting position is in Needfinding (Patnaik and Becker, 1999), were the students conduct observations and interviews to gain access to ualities in the users’ context. An identified challenge here is to keep people in view and not jump into conclusions, i.e., to understand a situation perceived by its actors as problematic and to widen the design space. Product/Service-Systems at DTU Besides the teaching of traditional engineering skills, the curriculum for the project course aims to build up multidisciplinary competences such as understanding the socio technical aspects of product design and synthesis of products and delivery systems. The students are assigned to redesign an existing physical product, such as a washing machine, and turn it into a product/service-system. The main objective for the project is that the resulting solution should have a substantially lower environmental impact whilst maintaining a similar functional performance as the initial product. The student teams are first guided through an analysis of the initial product’s product life cycle, yielding insights into four aspects of product design:1. indentification of current environmental impacts, 2. life phase systems the product encounters, 3. activities that involve the human actor (i.e. customer) and the product, 4. actor-network that support and supply these activities throughout the product’s life. Based on the analysis, goals are set for the improved solution and concepts are developed for a new product/service-system. This way the students are lead through engineering and socio-technical analysis tasks and thereby laying the foundation for their synthesis work in the concept development phase of the project. Concluding Remark By emphasising socio technical aspects in a process model or in a project course, the students are more likely to consider users, their context and sustainable solutions. This we see as essential competencies in product/service-system design and functional product development. References Larsson, A., Larsson, T., Leifer, L., Van der Loos, M., Feland, J. (2005), Design for Wellbeing: Innovations for People, In proceedings of 15th International Conference on Engineering Design, ICED 05, August 15-18, Melbourne, Australia.McAloone, T.C., Andreasen, M.M., Boelskifte, P. (2007), A Scandinavian Model of Innovative Product Development, In Proccedings of the 17th CIRP Design Conference, Springer-Verlag, Berlin. Patnaik, D., Becker, R. (1999), Needfinding: The Why and How of Uncovering People’s Needs, Design Management Journal, 10 (2), 37-43.Godkänd; 2007; 20071201 (tobias)Fastelaboratoriet - VINNEX

    National models of ISR: Belgium

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    Organising for Effective Academic Entrepreneurship

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    The contribution has three parts. In the first part the concept of academic entrepreneurship is explained, defined and put into the context of the entrepreneurial university. In the second part four cases are described: - (1) The Nikos case at the University of Twente: In Nikos teaching, research and spin-off activities are combined into one research institute. - (2) The NICENT case at the University of Ulster: NICENT is set up under the Science and Enterprise Centre activities in the UK. It focuses on education and training of students (undergraduates, graduates and post-graduates) and the stimulation of academic entrepreneurship in the academic constituency. - (3) The S-CIO case at Saxion Universities for Applied Sciences: In 2004 Saxion set up this Centre to have a one-stop shop for all entrepreneurial activities at the University. - (4) The Chair in Technological Entrepreneurship at Tshwane University: The focus of the Chair is on education of (under)graduate students in (technological) entrepreneurship and on the stimulation of entrepreneurship in the wider community. Each case has its own specific angle on academic entrepreneurship and in the thrid part the four cases are compared and analysed according to the model presented in the first part. Finally, some conclusions are formulated regarding the organisation of effective academic entrepreneurship

    The changing face of innovation policy: implications for the Northern Ireland economy

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