Connected Learning Journeys in Music Production Education

The field of music production education is a challenging one, exploring multiple creative, technical and entrepreneurial disciplines, including music composition, performance electronics, acoustics, musicology, project management and psychology. As a result, students take multiple ‘learning journeys’ on their pathway towards becoming autonomous learners. This paper uniquely evaluates the journey of climbing Bloom’s cognitive domain in the field of music production and gives specific examples that validate teaching music production in higher education through multiple, connected ascents of the framework. Owing to the practical nature of music production, Kolb’s Experiential Learning Model is also considered as a recurring function that is necessary for climbing Bloom’s domain, in order to ensure that learners are equipped for employability and entrepreneurship on graduation. The authors’ own experiences of higher education course delivery, design and development are also reflected upon with reference to Music Production pathways at both the University of Westminster (London, UK) and York St John University (York, UK)

An experience of modularity through design

We aim to utilise the experiences of a marine industry-based design team to determine the need for research into a modular design methodology in an industrial environment. In order to achieve this we couple the outcome of a current design project with the findings of a recent literature survey with the objectives of firstly, clarifying why a methodology is required and, secondly, defining the key elements which the methodology would have to realise or address. The potential benefits of modularity have long been recognised in the shipbuilding industry. Many shipbuilders adopt a 'module' approach to ship construction whereby the ship structure is separated into a number of large structural 'blocks' to ease manufacture and manoeuvrability during construction. However, as understanding of the capabilities of modularity as a design tool develops there is increased interest in capitalising on the differing life phase benefits of modularity such as reduced design costs and time, increased ease of maintenance, upgrade, re-use, redesign and standardisation across individual products and product families. This is especially pertinent in naval shipbuilding where the maintenance of a class of ship requires that all previously designed ships in that class must be of similar outfitting and must be able to interface with the new ship, in terms of propulsion, weapons, communications and electronics, and thus often require some form of retrofit. Therefore, many shipbuilders are moving from viewing modularity as a purely 'manufacturing' principle to a design centred principle. However, as noted by Chang and Ward 'none of the design theories or tools in the mechanical world serves as an articulate procedure for designers to follow in practising modular design'. Thus, despite the identification of a need to introduce modular principles at an earlier stage than detail design and construction, there is little aid in the form of tools, techniques and methodologies for designers in practice

The recruitment and selection of pension trustees:an integrative approach

The role of a pension trustee is significant, which makes the recruitment and selection of labour trustees an important issue. In this article, we examine and combine aspects of two approaches to recruitment and selection: the political nomination model and the more professional HRM approach. We argue that an integrative approach would acknowledge the political, regulatory and organisational context while incorporating valid selection criteria such as domain-specific skills and performance on the job. Such an integrated process can help trade unions in filling labour trustee positions with talented individuals who are more likely to be effective in achieving labour's goals in pension governance

Analysis reuse exploiting taxonomical information and belief assignment in industrial problem solving

To take into account the experience feedback on solving complex problems in business is deemed as a way to improve the quality of products and processes. Only a few academic works, however, are concerned with the representation and the instrumentation of experience feedback systems. We propose, in this paper, a model of experiences and mechanisms to use these experiences. More specifically, we wish to encourage the reuse of already performed expert analysis to propose a priori analysis in the solving of a new problem. The proposal is based on a representation in the context of the experience of using a conceptual marker and an explicit representation of the analysis incorporating expert opinions and the fusion of these opinions. The experience feedback models and inference mechanisms are integrated in a commercial support tool for problem solving methodologies. The results obtained to this point have already led to the definition of the role of ‘‘Rex Manager’’ with principles of sustainable management for continuous improvement of industrial processes in companies

Inclusion of an Introduction to Infrastructure Course in a Civil and Environmental Engineering Curriculum

Civil infrastructure refers to the built environment (sometimes referred to as public works) and consists of roads, bridges, buildings, dams, levees, drinking water treatment facilities, wastewater treatment facilities, power generation and transmission facilities, communications, solid waste facilities, hazardous waste facilities, and other sectors. Although there is a need to train engineers who have a holistic view of infrastructure, there is evidence that civil and environmental engineering (CEE) programs have not fully addressed this increasingly recognized need. One effective approach to address this educational gap is to incorporate a course related to infrastructure into the curriculum for first-year or second-year civil and environmental engineering students. Therefore, this study assesses the current status of teaching such courses in the United States and identifies the incentives for, and the barriers against, incorporating an introduction to infrastructure course into schools’ current CEE curricula. Two distinct activities enabled these objectives. First, a questionnaire was distributed to CEE programs across the United States, to which 33 responses were received. The results indicated that although the majority of participants believe that offering such a course will benefit students by increasing the breadth of the curriculum and by providing a holistic view of CEE, barriers such as the maximum allowable credits for graduation, the lack of motivation within a department—either because such a course did not have a champion or because the department had no plans to revise their curriculum—and a lack of expertise among faculty members inhibited inclusion of the course in curricula. Second, three case studies demonstrating successful inclusion of an introduction to infrastructure course into the CEE curriculum were evaluated. Cases were collected from Marquette University, University of Wisconsin-Platteville, and West Point CEE programs, and it was found that the key to success in including such a course is a motivated team of faculty members who are committed to educating students about different aspects of infrastructure. The results of the study can be used as a road map to help universities successfully incorporate an introduction to infrastructure course in their CEE programs

The design of surfaces, between empathy and new figuration

Nowadays design languages seem anew defined through images and figures that appear increasingly distant from abstraction. In the time that we live in, where it is prevailing a dominance of individual needs rather common desires, an abandon of abstraction in favour of new figuration, stimulates the opportunity to investigate a new dyad, ‘Project and Empathy’; these terms could summarize well the expanded modality of physical and psychological interaction between people – as individual – and artefacts, through the increasing role of surfaces. The whole world of postmodern image, especially through the digital technologies, tends to offer hyper realistic aesthetic simulacra, altered nature: this is the current world of extension of feelings and sense, in which we are immersed daily. This condition affect the approaches to design, which require a new thinking around technologies, method and tools from training to practice the activity of design: a new attitude for materiality of things, beyond the immateriality of digital reality

Assurance of learning standards and scaling strategies to enable expansion of experiential learning courses in management education

In today’s dynamic globalized business environment, management educators must develop pedagogies that support students to manage and lead in rapidly changing business contexts. An increasing number of institutions use experiential learning as a component of their curriculum to address this challenge. Initially, a response to industry criticism that graduates were unable effectively apply skills needed to be successful, experiential learning has become a baseline expectation in management education programs. Students increasingly expect opportunities to practice and demonstrate competency in the theories they learn in the classroom by applying them in real-world projects. However, expanding such opportunities for students is limited by a unique set of complex administrative challenges inherent in this approach. To expand opportunities for students, institutions must overcome scalability obstacles resulting from the customized nature of the offerings. Business challenges where student teams work with external partners provide a real world learning experience. But they also pose difficulty in applying a standardized approach to assurance of learning. Course content must be redeveloped each time the course is offered, as external projects must be sourced, leading to input and output variation. Advising, monitoring, and assessing students is resource intensive, because at many schools each team is assigned a different business challenge. This article offers a set of assurance of learning standards that institutions can apply to project-based experiential learning courses and posits that greater cross-departmental integration in sourcing projects and better use of technology can increase the efficacy and efficiency of the courses to address the scalability issue.Educatio

Evaluating training and development in UK universities: staff perceptions

Purpose - As part of an HEFCE LGM funded project, this paper analyses individual experiences of learning evaluation in UK Higher Education Institutions (HEIs) and identifies areas for improvement. Design/methodology/approach - Eight focus groups were carried out in two Universities with staff in similar roles. After transcription, the data was analysed using template analysis to identify and compare key themes from across both universities. Findings - The context of UK HE is clearly important, due to the diverse job roles and on-going sectoral changes. Three key themes emerged; firstly a lack of clarity from the learners on learning evaluation. The second key theme centres on the format, method and timing of capturing evaluation data and the perception that a ‘one size fits all’ approach is not appropriate. The third finding suggests that line managers do not currently fulfil their critical roles in the process. Research limitations/implications - Small number of research participants and a focus on two Universities. In addition, participants were relying on their memories of past evaluation experiences. Practical implications - Ensuring learners understand reasons for evaluating their learning is important. HEIs should utilise a more diverse range of tools at the design stage to collect evaluation data. All stakeholder roles need to be clarified, and line managers require additional support. Originality/value - Firstly we address a gap in the existing sector-specific literature identified by Burgoyne et al (2009) who contend that there is a lack of research in this area. Secondly we contribute to the development of research in the journal by analysing evaluation from the perspective of the participants and thirdly we offer recommendations for practice

Critical Analysis of Problems Encountered in Incorporating Indigenous Knowledge in Science Teaching by Primary School Teachers in Zimbabwe

In Zimbabwe the need to incorporate indigenous knowledge in science education to reflect local cultural settings cannot be overemphasized. Current policies on science are situated in Western cultural definitions, thus marginalizing indigenous knowledge, which is misconceived as irrational and illogical. This study used qualitative research methods. Ten teachers were purposively selected and interviewed to gain their insights into problems faced in incorporating indigenous knowledge into science teaching. The study found that the problems were attitudinal, institutional, and systemic. Teachers were found to be conservative “gatekeepers” who exhibited negative attitudes toward indigenous science and supported maintaining the teaching of Western science. The study suggests reforming and transforming science curriculum, policymaking, and teacher education to promote cross-cultural science in Zimbabwean primary schools