Multinational perspectives on information technology from academia and industry

As the term \u27information technology\u27 has many meanings for various stakeholders and continues to evolve, this work presents a comprehensive approach for developing curriculum guidelines for rigorous, high quality, bachelor\u27s degree programs in information technology (IT) to prepare successful graduates for a future global technological society. The aim is to address three research questions in the context of IT concerning (1) the educational frameworks relevant for academics and students of IT, (2) the pathways into IT programs, and (3) graduates\u27 preparation for meeting future technologies. The analysis of current trends comes from survey data of IT faculty members and professional IT industry leaders. With these analyses, the IT Model Curricula of CC2005, IT2008, IT2017, extensive literature review, and the multinational insights of the authors into the status of IT, this paper presents a comprehensive overview and discussion of future directions of global IT education toward 2025

Development of predicting model for safety behaviour based on safety psychology and working environment

The increasing trend of occupational accident due to unsafe act and unsafe condition especially in construction site suggests the need for more proactive safety assessment model. Therefore this research aimed to establish a prediction model of safety behaviour based on safety psychology and working environment factors in construction site. Theory of Planned Behaviour (TpB) was adapted to examine on the prediction model of safety behaviour among construction workers using safety psychology representing unsafe act and working environment factors representing unsafe condition. A modified perception questionnaire named Safety Psychometric Model (SPM) was proposed based on TpB questionnaire and safety attitude questionnaire (SQA). Previously, the approach has successfully applied in health care and manufacturing sector. The questionnaire has been validated by three industrial and academic experts. A total of 554 respondents among 92 construction site were selected as the subjects for analysis. Structural Equation Modelling (SEM) and Statistical Package for the Social Science (SPSS) was use for analysis purpose which involve correlation, regression and structural equation analysis. The results demonstrated that safety psychology and work environment factor was related positively with safety behaviour intention. The elements of workers’ attitude, subjective norm and perceived control that form the safety psychology context found to be significantly has the ability to predict safety behaviour. The demographics variances of personal and education background, working experiences and training background also determine as the factors of safety behaviour of the construction workers. The research also successfully established a safety behaviour prediction model that named Safety Psychometric Model. The model can be benefited by safety practitioners, organizations and researchers to explore the safety behaviour prediction. It also enhanced the knowledge in the area of employee behaviour prediction and modelling

SASICE: Safety and sustainability in civil engineering

The performance of the built environment and the construction sector are of major importance in Europe’s long term goals of sustainable development in a changing climate. At the same time, the quality of life of all European citizens needs to be improved and the safety of the built environment with respect to man-made and natural hazards, such as flooding and earthquakes, needs to be ensured. Education has a central role to play in the transformation of a construction sector required to meet increasing demands with regard to safety and sustainability. In this work, the SASICE project is presented. The aim of this project is to promote the integration of safety and sustainability in civil engineering education. The project is organised in the context of the Lifelong Learning Programme, funded by the European Community. The coordinator organisation is the University of Bologna. Nine partner universities from different countries are involved in this transnational project. The universities participating to the project constitute a network of high level competences in the civil engineering area, with several opportunities to improve lifelong learning adopting different media: joint curricula, teaching modules and professor and student exchanges. As a response to the challenge regarding new educational methods in sustainable engineering, teaching modules are developed in 4 thematic areas: (1) Safety in construction, (2) Risk induced by Natural Hazards Assessment, (3) Sustainability in construction, and (4) Sustainability at the territorial level. The development of the teaching modules is based on an extensive analysis of the need for highly qualified education on Safety and Sustainability involving all relevant stakeholders (European and national authorities, companies, research institutes, professional organizations, and universities).The main target is enabling students to introduce these advanced topics in their study plans and curricula and reach, at the end of their studies, a specific skill and expertise in safety and sustainability in Civil Engineering. With our natural resources fading away and our infrastructure in dire need of repair, new trends and challenges in civil engineering education in the concept of “Sustainable Development” are needed to be adressed.<br/

Engaging and empowering first-year students through curriculum design: perspectives from the literature

There is an increasing value being placed on engaging and empowering first-year students and first-year curriculum design is a key driver and opportunity to ensure early enculturation into successful learning at university. This paper summarises the literature on first-year curriculum design linked to student engagement and empowerment. We present conceptualisations of ‘curriculum’ and examples from first-year curriculum design. We also note the limited literature where students have been involved in designing first-year curricula. The results of the literature review suggest that key characteristics of engaging first-year curricula include active learning, timely feedback, relevance and challenge. The literature also points to the importance of identifying students' abilities on entry to university as well as being clear about desired graduate attributes and developmental goals. Acknowledging realities and constraints, we present a framework for the first-year curriculum design process based on the literature

The Effect of the Bologna Process on the Cartographic Courses in the Hungarian Higher Education

After the 1990 political reforms, it took several years until Hungary officially signed the Bologna Declaration (1999). The progress was very slow: the implementation of the Bologna principles only started in 2002. The nation-wide introduction of the BA and BSc system began in 2006 and will be continued at master level in 2009. One of the most important bodies in this process has been the Hungarian Accreditation Committee. This Board consists of university professors and academics and has control over the establishment and introduction of curricula at all higher education institutions in Hungary. As for cartography and geodesy, we had two independent 5-year degree programmes in the pre-Bologna system (Cartography at Eötvös Loránd University, and Surveying and Geoinformatical Engineering at the Budapest University of Technology and Economics) and two 3-year degree programmes in the College of Surveying and Land Administration in Székesfehérvár. Due to the integration of Hungarian higher education institutions in 2000, this college was incorporated into the University of West Hungary as a faculty. These institutions had worked a lot on establishing and developing their own programmes. However, due to the implementation of the Bologna process, these individual programmes have lost their independence. It is only natural that all these institutions were interested in finding a solution to keep as much of their original curricula as only possible. Although about 140 BA and BSc programmes were established at national level, the Bologna system in Hungary did not allow any cartography-related BSc programme. However, Eötvös Loránd University and the Budapest University of Technology and Economics have established their MSc programmes that are related to cartography. Four universities also agreed on starting a new MSc in GIS, but the Hungarian Accreditation Committee refused the approval of their joint proposal. There are further cartography-related MSc programmes waiting for decision by the Hungarian Accreditation Committee. Some BSc and MSc programmes (such as geography and informatics) established specialization in GIS, and this gives us the opportunity of teaching cartography and GIS to a larger number of students