Engineering enterprise through intellectual property education - pedagogic approaches

Engineering faculties, despite shrinking resources, are delivering to new enterprise agendas that must take account of the fuzzying of disciplinary boundaries. Learning and teaching, curriculum design and research strategies reflect these changes. Driven by changing expectations of how future graduates will contribute to the economy, academics in engineering and other innovative disciplines are finding it necessary to re-think undergraduate curricula to enhance students’ entrepreneurial skills, which includes their awareness and competence in respect of intellectual property rights [IPRs]. There is no well established pedagogy for educating engineers, scientists and innovators about intellectual property. This paper reviews some different approaches to facilitating non-law students’ learning about IP. Motivated by well designed ‘intended learning outcomes’ and assessment tasks, students can be encouraged to manage their learning... The skills involved in learning about intellectual property rights in this way can be applied to learning other key, but not core, subjects. At the same time, students develop the ability to acquire knowledge, rather than rely on receiving it, which is an essential competence for a ‘knowledge’ based worker

The nature of work-related problems: messy, co-produced and wicked

Purpose – Work-based research is the applied form of work-based learning (WBL) and has been described as the systematic and methodical process of investigating work-related 'problems'. Such problems can either be associated with specific workplaces and domains of practice or may more broadly be described as practical, social or real-world in nature. However, the specific characteristics of work-related problems for organisations and society have yet to be explained, and inadequate problem definition, multiple and competing goals, and lack of agreement on cause-effect relationships have hampered understanding. The purpose of this paper is to examine the nature of work-related problems and provides examples from real-world contexts in Australia. Design/methodology/approach – The paper provides models and examples of standard and non-standard work-related problems based on prior research and current practice. Findings – Research paradigms view work-related problems as either definable and solvable or ill-defined, complex, difficult to describe and not easily rectified. The former view is concerned with 'high ground problems' associated with traditional research methods; the latter with 'lowland, messy, confusing problems' more frequently associated with the social sciences. Irrespective of orientation and definition, work-related problems have one thing in common: they are typically messy, constantly changing and complex, and many are co-produced and wicked. Originality/value – Despite difficulties with identifying and isolating the various types of work-related problem, the paper establishes the importance of doing so for the practitioner. The definition and examination of work-related problems contribute to an evolving formulation of WBL and its application to private organisations, government agencies and work more generally

Towards a Theory of Practice: Critical Transdisciplinary Multiliteracies

About the book: Education institutions and organizations throughout the world are currently being held accountable for achieving and maintaining historically unmatched standards of academic quality and performance. Accreditation bodies; policy makers; boards of trustees; and teacher, parent, and student groups all place educational institutions and organizations under unprecedented accountability pressures. The aim of this volume is to explore and better understand how these pressures are impacting a broad range of social and cultural issues and, subsequently, how these issues impact student motivation and learnin

Towards Convergence: How to Do Transdisciplinary Environmental Health Disparities Research.

Increasingly, funders (i.e., national, public funders, such as the National Institutes of Health and National Science Foundation in the U.S.) and scholars agree that single disciplines are ill equipped to study the pressing social, health, and environmental problems we face alone, particularly environmental exposures, increasing health disparities, and climate change. To better understand these pressing social problems, funders and scholars have advocated for transdisciplinary approaches in order to harness the analytical power of diverse and multiple disciplines to tackle these problems and improve our understanding. However, few studies look into how to conduct such research. To this end, this article provides a review of transdisciplinary science, particularly as it relates to environmental research and public health. To further the field, this article provides in-depth information on how to conduct transdisciplinary research. Using the case of a transdisciplinary, community-based, participatory action, environmental health disparities study in California's Central Valley provides an in-depth look at how to do transdisciplinary research. Working with researchers from the fields of social sciences, public health, biological engineering, and land, air, and water resources, this study aims to answer community residents' questions related to the health disparities they face due to environmental exposure. Through this case study, I articulate not only the logistics of how to conduct transdisciplinary research but also the logics. The implications for transdisciplinary methodologies in health disparity research are further discussed, particularly in the context of team science and convergence science

Handbook Transdisciplinary Learning

What is transdisciplinarity - and what are its methods? How does a living lab work? What is the purpose of citizen science, student-organized teaching and cooperative education? This handbook unpacks key terms and concepts to describe the range of transdisciplinary learning in the context of academic education. Transdisciplinary learning turns out to be a comprehensive innovation process in response to the major global challenges such as climate change, urbanization or migration. A reference work for students, lecturers, scientists, and anyone wanting to understand the profound changes in higher education

An Exploration of Experiences of Transdisciplinary Research in Aging and Technology

Transdisciplinary research (TDR) involves academics/scientists collaborating with stakeholders from diverse disciplinary and sectoral backgrounds. While TDR has been recognized as beneficial in generating innovative solutions to complex social problems, knowledge is limited about researchers' perceptions and experiences of TDR in the aging and technology field. We conducted a qualitative study to address this knowledge gap by exploring how members of a pan-Canadian research network on aging and technology perceived and experienced TDR. Thirty members participated in semi-structured interviews. Interview data were analyzed thematically. Participants identified benefits that can be gained from implementing TDR, including mutual learning, improved capacity to understand and solve problems, and community engagement and empowerment. Participants also identified challenges to implementing TDR: communication issues and conflicting priorities among team members; tensions between traditional and TDR approaches; and difficulties identifying partners and developing partnerships. In addition, contradictions between TDR principles and participants' understanding of them became apparent. Nevertheless, some participants described successful strategies for implementing transdisciplinary principles in their projects: stakeholder engagement; language and goal sharing; and open, respectful communication. We offer recommendations to support TDR in aging and technology that focus on education and reform of the culture and values that can constrain efforts to practice TDR.Im Rahmen transdisziplinärer Forschung (TDF) arbeiten Wissenschaftler*innen mit Stakeholdern unterschiedlicher disziplinärer und sektoraler Herkunft zusammen. Während es mittlerweile akzeptiert scheint, dass TDF hilfreich ist, um innovative Lösungen für komplexe soziale Probleme zu generieren, ist das Wissen um Wahrnehmungen und Erfahrungen transdisziplinärer Forscher*innen im Bereich Alter(n) und Technologie vergleichsweise gering. Mittels einer qualitativen Studie mit Mitgliedern eines Pan-Kanadischen Forschungsnetzwerks haben wir versucht, diese Wissenslücke zu schließen. Mit 33 Mitgliedern des Netzwerkes wurden teilstrukturierte Interviews geführt, die thematisch analysiert wurden. Zu den berichteten Benefits von TDF gehörten u.a. wechselseitiges Lernen, verbesserte Möglichkeiten zum Verstehen und Lösen von Problemen  sowie Zugehörigkeit zu und Einbettung in die jeweilige Community. Erlebte Herausforderungen betrafen insbesondere kommunikative Schwierigkeiten und Prioritätskonflikte im Team, Spannungen zwischen Vertreter*innen von traditionellen vs. TDF-Ansätzen sowie Hindernisse beim Identifizieren von potenziellen Partner*innen. Zusätzliche waren Widersprüche zwischen TDF-Prinzipien und deren Verständnis durch die Interviewten offensichtlich. Einige der Gesprächspartner*innen haben gleichwohl Strategien beschrieben, die auf eine erfolgreiche Implementierung transdisziplinärer Prinzipien verweisen, nämlich das Engagement von Stakeholdern, das Teilen von Zielen und Sprachen sowie eine offene, respektvolle Kommunikation. Hiervon ausgehend bieten wir Empfehlungen für TDF zu Alter(n) und Technologie mit einem Fokus auf Bildung und auf eine Reform von Kulturen und Werten, die in der Praxis Bemühungen um TDF entgegenstehen

The Effect of Project-Based STEAM Acquire on Student Creativity in Science Learning During the Pandemic Period

The reason for this think about was to look at the impact of Project-based STEAM acquisition on college inventive considering and basic considering aptitudes. The ponder utilized a quasi-experimental plan using a nonequivalent pretest-posttest control gather plan. The populace for ponder were all understudies in Sunan Ampel State Islamic University, Surabaya whereas the test utilized included one department of Biology for the test course and one department of Engineering, utilized as the control lesson. The purpose of this study is to provide an overview in the form of a description of the implementation of STEAM-based acquisition for children aged 5-6 years at Al-Azhar Syifa Budi Surakarta Kindergarten. The information collected was at that point analyzed utilizing the ANOVA test. The pjBL-based STEAM acquisition had a critical impact on understudies’ imaginative considering abilities (P 0.000 < 0.005; Fcount = 25.551). The pjBL-Based STEAM acquisition had a critical impact on understudies’ basic considering aptitudes (P 0.003<0.05, Fcount=9,401). So, PjBL-Based STEAM acquire can be utilized as elective acquire to enable 21st-century abilities

Platforms of co-creation : learning interprofessional design practice in creative sustainability

Contemporary design and planning activities often involve complex and multifaceted problems that call for collaborative assessment between several actors, concepts, and interests. The overarching discourse on sustainability is a clear example, connecting together not only scientific research and politics, but also the perceptions and actions of professionals and laypeople. Recently, academic education has become increasingly structured around overarching thematic content, involving problem- and project-based learning in real-world contexts and in interprofessional constellations. Design, as a professional practice is collaborative problem-solving and communication, can offer several insights into the management of such interaction; and yet, in the context of sustainability, design becomes challenged as a discipline, constrained by the professional, institutional, and cultural structures and roles in contemporary meaning-making. This research studies the context of interprofessional design education for sustainability – more specifically, the development and implementation of an international and interprofessional Master’s degree study program in Creative Sustainability (CS), initiated in 2010 at Aalto University, Finland. The case assessment on which the analysis is based consists of three sets of interviews with supportive data, collected from the initiators, teachers, and students of the CS program between the years 2010 and 2015. Overall, the findings contribute to an understanding of how (design) professionalism contributes to sustainability, what type of support is needed in learning for interprofessional design for sustainability, and how such learning developes the (design) academia itself. In analyzing the case, the analytical framework builds on cultural-historical activity theory, with supporting insights that are drawn from practice theory (with a notion of communities of practice) and actor-network theory. In line with these theoretical perspectives, and to emphasize organizarional learning and developmental perspectives, interprofessional interaction in the academic context is constructed to involve three phases – priming, implementing, and experiencing – that also act as analytic components in assessing data. In this research, those aspects that are identified as important in implementing interprofessional learning for sustainability are ensuring that sufficient resources and competences exist to initiate practical inquiries and real-world interaction, and determining that the learning connects back to the initial objective of developing practice. Through such a process, a new kind of professionalism emerges, also renewing the academia as a platform for transdisciplinary action. For Aalto University, the CS interaction created new openings for outreach and for the development of teaching. At the same time, however, this new interaction became conflicted with existing interests and conventions, introduced by the various actors and interacting agendas, and the roles and structures in the current academia.Tämän päivän muotoilu käsittelee usein kompleksisia ja monitahoisia ongelmia, jotka vaativat useiden toimijoiden, konseptien ja kiinnostusten yhteistä arviointia. Selkeä esimerkki tästä on kestävä kehitys, joka yhdistää tieteen ja politiikan, mutta myös ammattilaisten ja kansalaisten näkemykset ja toiminnan. Akateeminen koulutus on järjestynyt nykyisin yhä selkeämmin temaattisiin kokonaisuuksiin, jotka sisältävät ongelmalähtöistä ja projektipohjaista oppimista. Muotoilu ammatillisena taitona yhteissuunnittelun toteuttamiseen voi tarjota useita menetelmiä tällaiseen oppimiseen. Kestävä kehitys kontekstina haastaa kuitenkin muotoilun ammattina, sekä ne roolit ja rakenteet joille se perustuu. Tämä tutkimus keskittyy moniammatilliseen muotoilukoulutukseen kestävän kehityksen kontekstissa. Tapaustutkimukseni kohteena on Creative Sustainability (CS), Aalto-yliopistossa vuonna 2010 alkanut korkeakoulujen välinen maisteriohjelma. Tutkimusmateriaalina ovat haastattelusarjat ohjelman aloittajista, opettajista ja opiskelijoista vuosilta 2010-2015 sekä muu kerätty kirjallinen materiaali ohjelman alkuvuosilta. Tutkimuksen tulokset lisäävät ymmärrystä siitä, mikä muotoilun suhde on kestävyyteen, minkälaista tukea tarvitaan moniammatillisen muotoilun oppimiseen kestävän kehityksen kontekstissa, ja miten tällainen oppiminen muuttaa itse koulutusta. Analyysin viitekehys perustuu toiminnan teoriaan (cultural-historical activity theory) ja huomioihin sekä käytäntöteoriasta (practice theory) että toimijaverkkoteoriasta (actor-network theory). Työssä tarkastellaan moniammatillisen oppimisen toteutumista kolmivaiheisen rakenteen kautta (priming, implementing, experience), jonka osien välisen dynamiikan ja mahdollisten ristiriitojen pohjalta syntyy syvempi ymmärrys vuorovaikutuksesta. Työ nostaa esiin viisi pääteemaa, joiden ympärille analyysi rakentuu. Tarvitaan riittävä resursointi ja tarvittavien kompetenssien tunnistaminen, jotta käytännön vuorovaikutus voi alkaa ja jotta vuorovaikutuksen tulokset linkittyvät takaisin toimintaan. Tällöin syntyy uudenlaista ammatillisuutta, joka mahdollistaa oppimisympäristön kehittämisen edelleen. CS toi Aalto-yliopistoon uudenlaista yhteiskunnallista vuorovaikutusta ja opetuksen kehittymistä. Samaan aikaan nämä avaukset synnyttivät kuitenkin myös jännitteitä suhteessa nykyisiin opetuksen ja ohjelmakehityksen käytäntöihin ja rakenteisiin