Disaster Management Education through Higher Education – Industry Collaboration in the Built Environment

Effectively responding to the current and dynamic construction labour market requirements is a major responsibility of higher education institutions (HEIs). HEIs aim to reduce the mismatch between what they deliver and what is required by the industry. Built environment professionals require continuous update of knowledge and education in order to effectively contribute to disaster management. However, the complex and multidisciplinary nature of disaster management education pose a challenge to the higher education institutions to make them more responsive to the industrial needs and to prepare the students for careers in disaster resilience. Adopting a lifelong learning approach would be appropriate for HEIs to maintain a through-life studentship and to provide disaster related knowledge and education on a continuous basis to respond to the labour market requirements. However, incorporating lifelong learning approach within the system of higher education is not easy and straightforward for HEIs. This is mainly because of the formal and bureaucratic nature of HEIs that acts as a barrier for providing effective lifelong learning education. In resolving this issue, HEIs are increasingly relying on the benefits associated with fostering close collaboration with external organisations such as industries, professional bodies and communities. In this context, this paper discusses the role of HEIs in providing disaster management education, the challenges associated with it, and the way of addressing the challenges through the higher education industry collaboration

Translational research principles applied to education: the mapping educational specialist knowhow (MESH) initiative

MESH is a part of a research project applying knowledge management principles which are well known in other sectors, public and private, to the education sector (Leask, 2011, 2012; Leask and Younie 2013, Leask and Preston 2012). The goal is to develop and test out the new ways of working now possible with digital technologies which can address long standing improvement challenges faced by education sectors in all countries

Systemic approach to knowledge and skills management in the context of education administration

Much has been written on the significance of knowledge management, the challenges facing organizations, and the relevant human resource management activities involved in assuring the acquisition and transfer of knowledge. Higher education plays an important role in preparing students to assume the knowledge management and human resource roles so necessary to organizations. The authors examined the relationship between knowledge management, human resource management, and typical knowledge learning goals of an accredited medical education program. The work is based on the relationship between knowledge management, human resource management and competence development process

ROMANIAN HIGHER EDUCATION REFORM AND ADAPTATION BETWEEN THE REQUIREMENTS OF THE KNOWLEDGE SOCIETY

In today's society, characterized by a continuous process of globalization andknowledge-based economy, intellectual property is the central resource that creates the realvalue in all sectors of economic life. In this context, higher education's mission is to providethe highest quality standard representing a main actor in providing highly skilled workforceand creating knowledge. Thus, we say that to meet the new challenges that universities is needto go through the stages of a process of reform and adaptation, in line with the LisbonStrategy.Consequently, our approach is to put in the foreground the need to create a new system ofhigher education to meet the new demands of society.higher education quality reform, knowledge management education.

Knowledge Management as a Driver of Continuous Change Management Improvement in Academic Institutions

Globalization processes have brought significant changes in society in general, on the market, in economy, and especially in academic institutions. The changes taking place through the Bologna process continually present new challenges to Croatian academic institutions. Programs such as Erasmus, Socrates, and others permanently support learning and research, as well as improvements in teaching in order to achieve higher levels of knowledge and competitiveness for teachers, researchers, and students. The trends in higher education show an increase in the following demands towards academic institutions: - to organize higher education in the context of lifelong learning, - to internationalize the education process and research, - to cooperate and create an interactive partnership between university and business, - to reorganize knowledge, - to provide mobility and flexibility for “knowledge-producing” jobs, - to continuously promote new knowledge and new expectations. Knowledge based on an economic, i.e. business premise is marked by information production, transfer and dissemination – for universities in general, as well as for individual processes in academic institutions. The conclusion of different European (academic) commissions is that more should be invested in modernization and quality of university and other higher education teaching. The aim is to create a direct impact on the quality of education, to better implement new positive trends in university development, as well as to provide better facilities and equipment for all students, teachers and researchers.knowledge, higher education, university, academic institutions, change management, knowledge management

Challenges in the Management of Graduate Education in the Knowledge Society

This research aimed to analyze the challenges faced by graduate education management in the knowledge society about curriculum management, research processes and training itself; for this purpose, a qualitative approach was adopted from the hermeneutic paradigm, and the case study was defined as the methodological input. Open-ended questionnaires were applied to 10 teachers and 10 graduate students from private universities in Bogota. Among the conclusions, it is highlighted that universities are called to empower endogenous curricular models that should emerge from the particular needs of Latin American regions and nations, without resorting to replicating imported models. Furthermore, concerning quality research, it was found that it should be measured not only by publication rankings and citation metrics but also by the impact and incidence in the transformative processes of education and finally, to favor student retention, it is necessary to review state and institutional policies of economic support, given that it continues to be a determining factor in desertion

A review on cloud based knowledge management in higher education institutions

Knowledge Management (KM) is widely discussed by researcher and attracts many enterprisers to extract, dispense and use information in a systematic way under Knowledge Management System (KMS). New technology adoption within the knowledge management system is one of the core issue, identified by researcher and underlined as future research agenda. Cloud computing becomes the most adoptable choice for enterprisers to reduce infrastructure and maintenance cost by shifting business on the cloud. Higher Education Institutions (HEIs) are more enthusiastic about knowledge management due to its primary goal of knowledge creation and sharing. Cloud based knowledge management attract higher education institutions by changing the educational method and objectives due to innovative trends in technology. This exploratory research based on literature review for cloud-based knowledge management, targeting higher education institutions. This study highlights the benefits and challenges associated with cloud-based knowledge management system and its impact on knowledge

Collaborative writing tools in engineering education : challenges for knowledge management and sharing

Along with the change of the internet paradigm to Web 2.0, it exists huge and varied online applications for several aims, in which the user faces a stimulating environment to produce information. Within this scope, collaborative writing tools as wikis have shown advantages for a variety of different uses in educational contexts. Wikis are already used in many countries, which means that schools and companies have adopted them whether to share or to manage knowledge. In Engineering Education, this tool becomes helpful in the development of projects, ideas and assistant management, as it stimulates collective cooperation and intelligence.Universidade do Minho. Centro de Investigação em Educação (CIED

Challenges faced by deans of engineering faculties, focusing on innovative management methods and organisational processes : a global perspective

Published ArticleThere have been numerous national- and international-level calls for the reform of engineering education. This includes the need for a shift to a knowledge economy - one that utilises knowledge as the key engine of competitive growth. However, despite several initiatives to address reform, relatively little has changed in the content and conduct of engineering education. It has been argued that engineering education has entered a period where changes are required, but that the management structures that are in place do not provide the needed support to encourage and facilitate these changes in order to promote innovation. The current study employed a multiple case study method to explore challenges faced by the deans of four engineering faculties in four non-adjacent countries and to explain the organisational structures and management processes employed to deal with these challenges in their unique contexts. The analysis identified four areas of challenges and innovative structures and management practices that can be transferred and implemented in other contexts

Norwegian Orthodontists’ Experience and Challenges With Treatment of Patients With Cleft Lip and Palate

Background: Patients born with cleft lip and/or palate (CL/P) have orthodontic treatment challenges due to maxilla deficiency, malocclusions, and dental abnormalities. In Norway, orthodontic treatment is done by centralized CL/P teams. Due to traveling restrictions, this treatment might be done locally in the future. The experience of Norwegian community orthodontists in managing such patients has not been investigated previously. Objective: To assess Norwegian orthodontists’ management of patients with CL/P and need for further education. Material and Methods: All orthodontists in Norway were sent a questionnaire about their experience, challenges, and knowledge and asked about their need of further theoretical education and clinical training in the management of patients with CL/P. Results: Norwegian orthodontists’ standard of knowledge of CL/P treatment is adequate. However, few respondents have treated a high number of cleft patients. Eighty-six percent of the participants believed that treating CL/P patients involves challenges, such as time-consuming treatment and technical difficulties. Increased perceived need for more education was revealed among participants stated unpreparedness during education (4 folds), encountered challenges, and lack of knowledge (almost 3 folds). Conclusions: The study revealed that community orthodontists in Norway lack experience and acknowledged the challenges in treating patients with CL/P. Most of the respondents perceived a need for additional education and clinical training to treat CL/P patients competently. The findings suggested more focus on patients with CL/P management in the curricula and more collaboration between centralized CL/P teams and community orthodontists.publishedVersio