FIT FOR THE FUTURE - MODERNISATION OF MASTER CURRICULUM IN ICT FOR ENHANCING STUDENT EMPLOYABILITY IN BELARUS

The Belarusian ICT industry grows fast, but the full potential has not been reached yet. To increase the ICT industry’s position as a central soil for the Belarusian economy, factors that hinder further growth, need to be identified and improved. Two of such factors are the inefficient dialogue between the ICT industry and higher education and a rather passive role of universities in framing trends on the market. This paper describes the concept and the implementation plan of the Erasmus+-project “Modernisation of Master Curriculum in ICT for Enhancing Student Employability in Belarus” (MaCICT). MaCICT is aimed to enhance the employability of ICT master students, foster entrepreneurship and establishment of SMEs in the ICT industry, and to upscale the position of higher education. For this, MaCICT updates the ICT study programmes to become more labor market and society oriented, practice-based, and student-centered. This forces universities to combine the traditional professional skills and competencies with soft and transferable skills and to focus more on multidisciplinary studies and internationalization of the study environment

Using UML for learning how to design and model cyber-physical systems

In this paper a methodology for teaching and learn-ing the modeling of embedded systems and, in a more genericvision cyber-physical systems (CPS) is presented. To this end, asubset of tools from UML is used in an intuitive and orderedway starting with an informal description of the system untilimplementation details are obtained. However, the codificationof the system is left out as the programming language dependson the hardware platform to be used. The method has beenused in grade courses for several years now with an importantaccumulated experience that shows how students are able toadopt it and learn to elicit the different types of requirements,actors and functions.Fil: Ordinez, Leonardo Damian. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Bahía Blanca. Instituto de Investigaciones en Ingeniería Eléctrica "Alfredo Desages". Universidad Nacional del Sur. Departamento de Ingeniería Eléctrica y de Computadoras. Instituto de Investigaciones en Ingeniería Eléctrica "Alfredo Desages"; ArgentinaFil: Eggly, Gabriel Martin. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Bahía Blanca. Instituto de Química del Sur. Universidad Nacional del Sur. Departamento de Química. Instituto de Química del Sur; ArgentinaFil: Micheletto, Matías Javier. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Bahía Blanca. Instituto de Investigaciones en Ingeniería Eléctrica "Alfredo Desages". Universidad Nacional del Sur. Departamento de Ingeniería Eléctrica y de Computadoras. Instituto de Investigaciones en Ingeniería Eléctrica "Alfredo Desages"; ArgentinaFil: Santos, Rodrigo Martin. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Bahía Blanca. Instituto de Investigaciones en Ingeniería Eléctrica "Alfredo Desages". Universidad Nacional del Sur. Departamento de Ingeniería Eléctrica y de Computadoras. Instituto de Investigaciones en Ingeniería Eléctrica "Alfredo Desages"; Argentin

T-CHAT educational framework for teaching cyber-physical system engineering

Cyber-physical systems (CPS) are increasingly used in manufacturing, transportation, health, and other industries. To develop these complex interdisciplinary systems, highly qualified CPS engineers are required who possess sound engineering knowledge and excellent transferable skills. Academic institutions offer a range of modules and curricula to teach CPS engineering. However, the literature reports a gap between expectations of industry and competencies of CPS graduates. To close this gap, this paper introduces and describes a holistic educational framework (T-CHAT) for teaching CPS engineering at the module level. To evaluate this framework, two use cases were analysed by conducting self-perception surveys and semi-structured interviews with students. Descriptive statistics and t-tests were calculated for the survey data. Interviews were coded and analysed using a General Inductive Approach. The analysis results were discussed by the comparison of the T-CHAT implementations in these two use cases

Valuing diversity and establishing an approach to supporting excluded groups

Minority students and minority employees in Higher Engineering Education experience inequality. For academic staff these inequalities impact their personal development and career progression. To continue to grow and for engineering education to thrive as a professional discipline we must encourage diversity within both the student and staff populations. This paper cautions against a simple notion of diversity, rather a truly diverse culture within engineering is needed, one in which there is diversity of opportunity, diversity of thought and diversity of experience. To enable a more inclusive environment to flourish we must understand the scale of the inequalities which exist. However, this paper demonstrates that there are significant limitations to the current diversity data within the UK which leaves room for under-reporting and over-generalising. In addition, there are cultural challenges which give further likelihood to non-disclosure and lack of self-reporting. This paper proposes that further research is needed into the true lack of diversity within engineering and describes one example of a ‘thought experiment’ conducted by the researchers to start unpacking the data and highlighting the scale of the issue

The Complexity of Engineering Education in a Mission Driven PBL University

In this extended abstract, we will argue that education in a mission driven university holds particularities that call for the transformation of not only the research base of education but also the way in which education is conceptualised and practiced. Following a PBL approach, we put the students in the centre of educational activity and propose a conceptual framework for engineering education in a mission driven PBL university.<br/