Analysis of sustainability presence in Spanish higher education

Purpose: This paper analyzes the presence of sustainability in sixteen Spanish Higher Education curricula in the fields of Education and Engineering. Design/Methodology/Approach: The methodology employs two instruments: the Sustainability Map and the Sustainability Presence Map. These instruments enable the following: to analyze the number of subjects that develop sustainability and the sustainability presence level in each curriculum; to identify at what domain levels of the learning taxonomy sustainability is most developed; and to analyze whether a correlation exists between the sustainability presence and the number of subjects that develop sustainability in each curriculum. Findings: A wide variety of subjects develop sustainability in a given degree, depending on the university. The presence of sustainability is more homogeneous in education degrees than in engineering degrees. Education degrees have a greater presence of sustainability in the lower domain levels of the taxonomy, while in engineering degrees the lower levels of the taxonomy have a lower presence of sustainability than the higher levels. Finally, a correlation appears to exist between the number of subjects that develop sustainability in the curriculum and the sustainability presence. However, engineering degrees seem to need fewer subjects than education degrees to achieve the same degree of sustainability presence. Originality/Value: This paper proposes a methodology to measure sustainability presence that can be applicable to the curricula of a Higher Education degree if the corresponding Sustainability Map is available. To our knowledge, this is the largest study yet conducted to analyze the presence of sustainability in different Higher Education curricula.Peer ReviewedPostprint (author's final draft

Latin American perspectives to internationalize undergraduate information technology education

The computing education community expects modern curricular guidelines for information technology (IT) undergraduate degree programs by 2017. The authors of this work focus on eliciting and analyzing Latin American academic and industry perspectives on IT undergraduate education. The objective is to ensure that the IT curricular framework in the IT2017 report articulates the relationship between academic preparation and the work environment of IT graduates in light of current technological and educational trends in Latin America and elsewhere. Activities focus on soliciting and analyzing survey data collected from institutions and consortia in IT education and IT professional and educational societies in Latin America; these activities also include garnering the expertise of the authors. Findings show that IT degree programs are making progress in bridging the academic-industry gap, but more work remains

Communication and leadership skills in the Computer Science and Information Systems curricula: A case study comparison of US and Bulgarian programs

In this paper we present results from our curriculum research on the behavioral educational topics being in the computer science (CS) and information systems (IS) academic programs in two countries USA and Bulgaria. Specifically, we address learning outcomes as they pertain to IT Project Management. Our research reveals that the two countries approach undergraduate education from different vantage points. The US universities provide a flexible general education curriculum in many academic areas and students have the opportunity to strengthen their soft skills before they enter the workforce. Bulgarian universities provide specialized education in main CS subject areas and the students are technically strong upon graduation. Is there a way to balance out this divergent educational experience so that students get the best of both worlds? Our paper explores this aspect and provides possible solutions

Security and computer forensics in web engineering education

The integration of security and forensics into Web Engineering curricula is imperative! Poor security in web-based applications is continuing to cost organizations millions and the losses are still increasing annually. Security is frequently taught as a stand-alone course, assuming that security can be 'bolted on' to a web application at some point. Security issues must be integrated into Web Engineering processes right from the beginning to create secure solutions and therefore security should be an integral part of a Web Engineering curriculum. One aspect of Computer forensics investigates failures in security. Hence, students should be aware of the issues in forensics and how to respond when security failures occur; collecting evidence is particularly difficult for Web-based applications

Preparing millennials as digital citizens and socially and environmentally responsible business professionals in a socially irresponsible climate

As of 2015, a millennial born in the 1990's became the largest population in the workplace and are still growing. Studies indicate that a millennial is tech savvy but lag in the exercise of digital responsibility. In addition, they are passive towards environmental sustainability and fail to grasp the importance of social responsibility. This paper provides a review of such findings relating to business communications educators in their classrooms. The literature should enable the development of a millennial as an excellent global citizen through business communications curricula that emphasizes digital citizenship, environmental sustainability and social responsibility. The impetus for this work is to provide guidance in the development of courses and teaching strategies customized to the development of each millennial as a digital, environmental and socially responsible global citizen

Developing the Curriculum for Collaborative Intellectual Property Education

Intellectual property education, i.e. how intellectual property should be taught or more importantly how intellectual property is learnt, is a recent addition to the academic 'intellectual property' agenda. The regulation, acquisition and management of intellectual property rights presents economic, ethical, social and policy challenges across the international academic and business communities. Intellectual property is also the starting point of interesting academic cross-disciplinary collaborations in learning and teaching and in research. It will probably always be primarily a law subject taught by lawyers to law students hoping to practice. At the same time there is a growing array of disciplines demanding an awareness of and a competence in handling intellectual property concepts and regulations. At Bournemouth, we have been teaching IP across the disciplines for more than a decade. Recently, the Higher Education Academy subject centres in Law and in Engineering jointly funded a project to research 'IP for Engineers'. WIPO has begun addressing IP Education in earnest. At an international symposium in July 2005, papers addressed different aspects of IP Education, including Collaboration between Law Faculties and other disciplines. In November 2005, they jointly sponsored a National Conference in China to consider IP Education from primary school thru postgraduate research. IP education beyond the law school raises interesting questions for anyone contemplating teaching this complex law subject to non-lawyers. What constitutes the IP syllabus? Who should be teaching IP? When should it be taught? How should it be taught? What resources should be available? This paper begins to explore some of the answers