Re-inventing postgraduate level teaching and learning in nanoelectronics

Abstract: In the world where technology changes almost daily, the field of microelectronics or nanoelectronics is becoming an area driving the future. Therefore, more engineers specializing in micro- and/or nanoelectronics are needed in industry internationally. Globally, a distinct shift in nanoelectronic education has already been observed, where postgraduate coursework and part-coursework degrees in microelectronics and nanoelectronics are now being offered alongside the traditional research or coursework degrees in electronics or electrical engineering (light currents). However, in South Africa the situation is lagging; microelectronic or nanoelectronic specializations are offered either as honors degrees or as the research-based studies mentioned, with no dedicated coursework specialization at the master’s level. The Faculty of Engineering and the Built Environment of the University of Johannesburg (UJ) has, therefore, diversified the program and qualifications mix because of this need to teach nanoelectronics at the master’s level as well, via global partcoursework and a part-research method of delivery. However, approval for a new degree takes a number of years to be completed. Therefore, as an alternative route, nanoelectronic modules with some cross-disciplinary and multi-disciplinary modules are offered as continuing education programs (CEPs) at National Qualification Framework levels 8 and 9. The CEPs bear continuing Engineering Council of South Africa professional development credits, and can be credited as modules in the envisaged master’s degrees. The CEPs are delivered via an online approach, which develops student accessibility and brings about flexibility for students who are studying part-time. Enhanced accessibility and the fastgrowing level of internet access in Africa will allow the UJ to serve students both regionally and internationally. This paper explores the rationale for the chosen content of the CEPs and ultimately the proposed master’s degrees and discusses in detail the online mode of delivery and its benefits, as well as the approach taken to deliver courses according to this model, together with innovative opportunities

Education and Social Work handbook

2005 handbook for the faculty of Education and Social Wor

Policy Makers’ Influence on the Emergence of a New Scientific Discipline: The Case of Nanotechnology in Ireland

Science has undergone tremendous changes since World War II with the blurring of boundaries between science, government, and industry, as well as the so-called convergence of scientific disciplines. Nanotechnology is an illustrative example of this phenomenon. Boundaries between all these spheres are challenged, renegotiated, and reshaped under the influence of the multiple actors involved. I question here the extent to which nanoscience and nanotechnology (N&N) are emerging as a new scientific discipline under the influence of science and technology policies. With the study of N&N in Ireland from the late 1990s onwards, a focus is placed on both the macro-meso and meso-micro levels of analysis. Through a comparative case study research design of six research teams, I describe that policy makers have, to a certain extent, restructured the physical boundaries of science to make them conform to the nanotechnology logic, whereas the social and mental boundaries are still ruled by an established paradigm logic. This is confirmed at the meso-micro level with the identification of the barriers that scientists with diverse backgrounds face in a multidisciplinary laboratory. Thus, nanotechnology as a general purpose technology has challenged and renewed our theoretical conceptions of technology management by affording possibilities for both radical and incremental innovations. Moreover, even though policy makers are more involved in the scientific activity, they have a limited impact on it by not being able to steer the cognitive structure of science. Boundaries, in these types of organisations, instead of being blurred, are becoming ever more complex

Emerging Materials & Technologies

The book focuses on four exemplified EM&Ts areas as results of the methods, gaps and issues related to their teaching methods. The four areas are: Experimental Wood-Based EM&Ts, Interactive Connected Smart (ICS) Materials Wearable-based, Carbon-based & Nanotech EM&Ts and Advanced Growing. It provides the setting up of a common/ novel method to teaching EM&Ts: to create new professional in young students, and to develop new guidelines and approach