Students and knowledge exchange in university business services

Enterprise is becoming a more important part of UK Higher Education Institution (HEI) activity as a source of revenue, added value to students, and broader demonstration of the contribution of HEIs to the economy. Despite this there is little information on the overall provision of business services by HEIs in the UK and even less on that which involves students engaging with consultancy. In this paper, our focus is on the latter: the role of students in university business consultancy within the disciplines of marketing, media and creative industries. In this report we present: - An overview of how involved students are engaging in knowledge exchange through consultancy via a comprehensive audit of all 164 UK HEI’s. Here, we identify different models of student consultancy in terms of their links to research and education, and offer some more broader reflections on the way that UK universities are engaging with business. - Through four case studies (with a total of 32 interviews and 3 focus groups), an analysis of the key tensions, barriers and motivations (both internal and external) in integrating students in consultancy in ways what benefit them, academic staff, HEIs and external organisations. - The implications for the management of such projects, and a series of recommendations for those who wish to involve students in university consultancy services. The report should be essential reading for academic leaders and staff involved in delivering education for employability

Virtual worlds as a context suited for information systems education: discussion of pedagogical experience and curriculum design with reference to second life

The context of Information Communication Technology (ICT) is changing dramatically. Today, Web 2.0 applications such as Facebook and MySpace are used ubiquitously in the general population, and Virtual Worlds are becoming increasingly popular in business, for example via simulations in Second Life. However the capacity of Virtual Worlds is underutilised in educational contexts. Educational institutions in general, but especially those offering Information Systems (IS) courses, must keep pace with emerging ICT and social trends or risk becoming irrelevant. Furthermore, there are particular pedagogical advantages in utilising emerging technologies such as Virtual Worlds in IS education. For instance, Second Life offers an intrinsically motivating, safe, and low cost environment in which to learn IS-related skills such as programming, requirements analysis, systems development, project management, and business process modelling. Drawn from the experience of the authors and current innovations in pedagogical research and practice, suggestions are made for curriculum design and implementation of Second Life in IS Education, including: the benefits of blending the real and Virtual Worlds; enhancement of students? intrinsic motivation; industry-relevant skill transfer; and innovative education that transcends traditional pedagogical practices. These points are illustrated with reference to case studies of IS student projects in Second Life from the University of Hamburg and Curtin Business School. Attention is given to current limitations of this emerging technology, regarding hardware, software, and connectivity. Future developments in both the technology and how it is implemented in educational contexts, integrating the real and virtual worlds via emerging technologies, are mentioned

Integrating sustainability into Project Management practices: the perspective of professional institutions

This is paper is based on a work in progress research project, therefore results and conclusions are preliminary.Synopsis: ‘Sustainability’ in its broadest meaning has acquired a great importance in modern society, and consequently influences almost every aspect of social life. This paper analyses the transformation that the project management profession is undergoing towards the integration of sustainability into its core values and practices.Research design: This research uses qualitative data from a mix of semi-structured interviews and archival evidence – professional bodies of knowledge,codes of ethics, newsletters, websites, social media platforms, blogs, onlinedatabases, and international standards – with the intention of answering thefollowing research question: ‘what is the influence of professional associationswith regard to the institutionalizing of sustainability practices into projectmanagement (PM) tools and techniques?’Main findings: There are different players which influence, in different ways, thePM profession. Our analysis reveals that the nature of these actors is veryheterogeneous, and the influence of the professional world of PM on theinstitutionalization of sustainable project management is manifested in thedifferent actions carried on by the entities we highlighted above. Therefore, theshift towards SPM is the result of the combination of each actor’s individualstrategy (Muzio, Brock, & Suddaby, 2013).Research implications: The analysis of sustainable project management (SPM) isaimed at contributing to the PM academic literature, describing thetransformation of PM practices, and to the practitioner literature, engaging withPM professional associations on the way they introduce the set of new practices

Strategic development of the built environment through international construction, quality and productivity management

This thesis presents a coherent, sustained and substantial contribution to the advancement of knowledge or application of knowledge or both in the field of construction management and economics. More specifically, this thesis outlines the strategic development of the built environment through lessons from international construction, quality and productivity management. The strategic role of construction in economic development is emphasized. It describes the contributions transnational construction firms made towards modern-day construction project management practices globally. It establishes the relationship between construction quality and economic development and fosters a better understanding of total quality management and quality management systems in enhancing construction industry performance. Additionally, it prescribes lessons from the manufacturing industry for construction productivity and identifies the amount of carbon emissions reduced through lean construction management practices to alleviate the generally adverse effects of the built environment on global climate change. It highlights the need for integrated management systems to enhance quality and productivity for sustainable development in the built environment. The thesis is an account of how the built environment has evolved, leveraging on lessons from international construction, quality and productivity management for improvements over the past two decades

A framework for design engineering education in a global context

This paper presents a framework for teaching design engineering in a global context using innovative technologies to enable distributed teams to work together effectively across international and cultural boundaries. The DIDET Framework represents the findings of a 5-year project conducted by the University of Strathclyde, Stanford University and Olin College which enhanced student learning opportunities by enabling them to partake in global, team based design engineering projects, directly experiencing different cultural contexts and accessing a variety of digital information sources via a range of innovative technology. The use of innovative technology enabled the formalization of design knowledge within international student teams as did the methods that were developed for students to store, share and reuse information. Coaching methods were used by teaching staff to support distributed teams and evaluation work on relevant classes was carried out regularly to allow ongoing improvement of learning and teaching and show improvements in student learning. Major findings of the 5 year project include the requirement to overcome technological, pedagogical and cultural issues for successful eLearning implementations. The DIDET Framework encapsulates all the conclusions relating to design engineering in a global context. Each of the principles for effective distributed design learning is shown along with relevant findings and suggested metrics. The findings detailed in the paper were reached through a series of interventions in design engineering education at the collaborating institutions. Evaluation was carried out on an ongoing basis and fed back into project development, both on the pedagogical and the technological approaches

Managing projects for change: Contextualised project management

This paper will detail three projects which focussed on enhancing online learning at a large Australian distance education University within a School of Business,School of Health and School of Education. Each project had special funding and took quite distinctive project management approaches, which reflect the desire to embed innovation and ownership at the instructor and student interface. By responding to the stakeholder requirements these three projects provide insight into a) how integrated professional development serves to enable change in practice; b) why leadership at both junior and senior levels of the organisation is an important driver to support instructor engagement for real change; c) what role external private contractors can play; and, d) how instructors were integrated through the varied project management approaches. The integrating theme of the paper is instructor engagement for real change. Each project will be detailed as mini-cases and key lessons drawn out that describe and explain the challenges, opportunities and scope of varied project management approaches to suit the distinct four contexts. This paper builds on and brings together considerable investigation into how we can support and enhance dissemination of a variety of project-based models that respond to contextual needs and issues. The multiple school case study methodology serves to provide an approach that is both robust and cognisant of current trends in increased university investment through shortterm project funding. The final recommendations will highlight how different approaches to project management are both desirable and essential for successfully embedding change of instructor practices for enhancing student learning in distance education modes

Inclusive Higher Education and the Built Environment. A Research and Teaching Agenda for Gender Mainstreaming in Architecture Studies

As one of the Sustainable Development Goals of the United Nations’ 2030 Agenda, gender equality is a necessary foundation for a peaceful and sustainable world. The integration of the frameworks of analysis and action provided by gender perspective into the design, development and assessment of any program related to university education, research and management is essential to the fulfillment of both quality higher education and an effective transfer of knowledge and values to society. Starting from a standpoint of commitment to this progressive outlook, this essay focuses on the specific case of the University of Alicante, Spain, and on its Architecture studies. It seeks to underline the achievements of this institution in the fostering of a critical spirit and the empathy of its students by way of the implementation of gender perspective as a tool for the conception of complex, diverse and integrating projects, aligned to the objective of mutual care between people and the environment. This is crucial for the co-education of future generations of architects, who will play a central role in the definition of new practices and policies related to space and materials, which favor a more sustainable, inclusive and caring scenario for both humans and non-humans.This research was partially funded by the Ministry of Science, Innovation and Universities, Spanish Government. Research Project Title: Women in Spanish (Post)Modern Architecture Culture, 1965–2000. Grant number: PGC2018-095905-A-I00. It has also benefited from a grant given by the “Cátedra de Arquitectura Sostenible”, University of Alicante and Conselleria d’Habitatge i Arquitectura Bioclimàtica de la Generalitat Valenciana (Valencia Regional Government, Spain)

A Framework for Integrating Oncology Palliative Care in Doctor of Nursing Practice (DNP) Education

Doctor of Nursing Practice (DNP) faculty play a critical role in preparing students to meet the complex needs of the nation as the number of cancer rates and survivors rise (National Cancer Institute, 2018) and as an unprecedented number of older Americans enter into the healthcare system with complicated comorbidities (Whitehead, 2016). Palliative care has dramatically expanded over the past decade and has been increasingly accepted as a standard of care for people with cancer and other serious, chronic, or life-limiting illnesses. Advanced practice registered nurses (APRNs) are recognized as important providers of palliative care (Walling et al., 2017). A 2-day course was held with support from the National Cancer Institute to enhance integration of palliative oncology care into DNP curriculum. The course participants (N = 183), consisting of DNP faculty or deans, practicing DNP clinicians, and students, received detailed annotated slides, case studies, and suggested activities to increase student engagement with the learning process. Course content was developed and delivered by palliative care experts and DNP faculty skilled in curriculum design. Participants were required to develop goals on how to enhance their school\u27s DNP curriculum with the course content. They provided updates regarding their progress at integrating the content into their school\u27s curriculum at 6, 12, and 18 months post course. Results demonstrated an increase in incorporating oncology palliative care in DNP scholarly projects and clinical opportunities. Challenges to inclusion of this content in DNP curricula included lack of: perceived time in curriculum; faculty educated in palliative care; and available clinical sites

Join Up, Scale Up: How Integration Can Defeat Disease and Poverty

This report addresses three of the core areas: primary healthcare, clean water and sanitation, and nutrition -- that are essential to achieving the MDGs. It highlights examples across 17 countries of how bringing different development approaches together (ie. integration) is working to help tackle poverty and disease and calls on the international community, including donor and developing country governments, to prioritize and invest in these joined-up programs. The experiences and lessons learned from the case studies described in this report show real world examples of how to make integration work and why it's so important to do so

A learning tool to develop sustainable projects

This paper presents a tool developed to help engineers to design and develop sustainable projects. The tool has been designed to introduce and evaluate the sustainability of engineering projects in general, but here we show its application to assess the final project of an engineering degree. This tool is a guide for students to introduce and estimate the sustainability of their projects, but it also helps teachers to assess them. The tool is based on the Socratic Methodology and consists of a matrix where each cell contains several questions that students must consider during the project development and which they must answer in their project report. A positive or negative mark is assigned to every cell, and the sum of all marks states the project sustainability. However, the result is not as simplistic as a final number, but a descriptive sustainability analysis where questions are answered and every mark justified. A pilot test with some students has obtained good results, but the first Final Degree Project using this methodology will be read in July 2016.Peer ReviewedPostprint (author's final draft