Renewed e-learning oriented IHO Cat. B Hydrography Program (2020-) in Belgium

A study onhydrographic education in Belgium carried out a few years ago,pointed out a shortage in hydrographic training. Before the introduction of the new "Postgraduate in Hydrography", most hydrographic surveyors in Belgium work in one of the main Europeandredging companies where they received additional specific hydrographic surveying training.Therefore, in 2013, a 1-year English spoken curriculum degree of "Postgraduate in Hydrography" in Belgium was accredited by the IHO (International Hydrographic Organization). Then, in 2019, a renewed curriculum, including extensive e-learning facilities, was established.The program (Cat-B) is a cooperation between the Geography Department of Ghent University and the Institute for Hydrography of the Antwerp Maritime Academy, which is the hosting institute.The aim is to combine the compulsory theoretical courses with on-the-job training provided by partners in the industry to ensure maximum competences. All courses are lectured in English, and can be taken up over several years to facilitate part-time work. These procedures allow for a qualitative and professional, yet accessible program.The theoretical courses are taught on two different campuses, the campus of the Antwerp Maritime Academy (HZS) and a campus of Ghent University (UGent) based on the available expertise and infrastructure, thus ensuring the quality. As travel time between both cities is relatively fast (ca. 45 min. travel time by public or private transport) together with the boundary condition that both locations are never used on the same day, this presents no problems to the students. The navigation related topics are taught at the Maritime Academy while the geodesy/data management/geology and ICT related topics are provided by the Geography, Geology and Informatics Departments at Ghent University

Metadata for describing learning scenarios under European Higher Education Area paradigm

In this paper we identify the requirements for creating formal descriptions of learning scenarios designed under the European Higher Education Area paradigm, using competences and learning activities as the basic pieces of the learning process, instead of contents and learning resources, pursuing personalization. Classical arrangements of content based courses are no longer enough to describe all the richness of this new learning process, where user profiles, competences and complex hierarchical itineraries need to be properly combined. We study the intersection with the current IMS Learning Design specification and the additional metadata required for describing such learning scenarios. This new approach involves the use of case based learning and collaborative learning in order to acquire and develop competences, following adaptive learning paths in two structured levels

The use of computers for graduate education in Project Management. Improving the integration to the industry.

This paper presents an initiative for monitoring the competence acquisition by a team of students with different backgrounds facing the experience of being working by projects and in a project. These students are graduated bachelor engineering are inexperienced in the project management field and they play this course on a time-shared manner along with other activities. The goal of this experience is to increase the competence levels acquired by using an structured web based portfolio tool helping to reinforce how relevant different project management approaches can result for final products and how important it becomes to maintain the integration along the project. Monitoring is carried out by means of have a look on how the work is being done and measuring different technical parameters per participant. The use of this information could make possible to bring additional information to the students involved in terms of their individual competencies and the identification of new opportunities of personal improvement. These capabilities are strongly requested by companies in their daily work as well as they can be very convenient too for students when they try to organize their PhD work

Knowledge management techniques for know-how transfer systems design : the case of an oil company

This paper presents a research in progress on the use of knowledge engineering and knowledge management techniques for the development of a strategic approach for the transfer of professional know-how. This transfer is based on the design of devices for sharing and learning clearly identified knowledge in the oil industry domains. This work is based on a pilot study which was carried out in the PED department (Petroleum Engineering & Development) and it deals with upstream activity of the oil group Sonatrach. A mapping of this know-how was established using a method based on mapping strategy. The main steps of the current approach are the strategic analysis for required competences, the processes analysis for professional know-how and a cross analysis for strategic competences and critical know-how. Emphasis is put on the strategic and critical aspects in the areas of knowledge where efforts are to be made in terms of capitalising, sharing, learning and transfer.Learning, E-learning, Knowledge management, Knowledge map, Strategy map, Knowledge engineering, Knowledge servers, Computer assisted human learning

The social construction of competences and the forms of transitions in industrial territories

The purpose of this communication is to present some reflexions on the transformation and the evolution of three industrial regions located in three Mediterranean countries (France, Spain and Italy). We are particularly interested in highlighting some dimensions of the evolution and nature of industrial competences and the relationship of this evolution with forms of industrial cooperation.transition, competencies, territories, learning

Training Competences in Industrial Risk Prevention with Lego® Serious Play®: A Case Study

This paper proposes the use of the Lego® Serious Play® (LSP) methodology as a facilitating tool for the introduction of competences for Industrial Risk Prevention by engineering students from the industrial branch (electrical, electronic, mechanical and technological engineering), presenting the results obtained in the Universities of Cadiz and Seville in the academic years 2017–2019. Current Spanish legislation does not reserve any special legal attribution, nor does it require specific competence in occupational risk prevention for the regulated profession of a technical industrial engineer (Order CIN 351:2009), and only does so in a generic way for that of an industrial engineer (Order CIN 311:2009). However, these universities consider the training in occupational health and safety for these future graduates as an essential objective in order to develop them for their careers in the industry. The approach is based on a series of challenges proposed (risk assessments, safety inspections, accident investigations and fire protection measures, among others), thanks to the use of “gamification” dynamics with Lego® Serious Play®. In order to carry the training out, a set of specific variables (industrial sector, legal and regulatory framework, business organization and production system), and transversal ones (leadership, teamwork, critical thinking and communication), are incorporated. Through group models, it is possible to identify dangerous situations, establish causes, share and discuss alternative proposals and analyze the economic, environmental and organizational impact of the technical solutions studied, as well as take the appropriate decisions, in a creative, stimulating, inclusive and innovative context. In this way, the theoretical knowledge which is acquired is applied to improve safety and health at work and foster the prevention of occupational risks, promoting the commitment, effort, motivation and proactive participation of the student teams.Spanish Ministry of Science, Innovation and Universities / European Social Fund: Ramón y Cajal contract (RYC-2017-22222

Training Competences in Industrial Risk Prevention with Lego (R) Serious Play (R): A Case Study

This paper proposes the use of the Lego (R) Serious Play (R) (LSP) methodology as a facilitating tool for the introduction of competences for Industrial Risk Prevention by engineering students from the industrial branch (electrical, electronic, mechanical and technological engineering), presenting the results obtained in the Universities of Cadiz and Seville in the academic years 2017-2019. Current Spanish legislation does not reserve any special legal attribution, nor does it require specific competence in occupational risk prevention for the regulated profession of a technical industrial engineer (Order CIN 351:2009), and only does so in a generic way for that of an industrial engineer (Order CIN 311:2009). However, these universities consider the training in occupational health and safety for these future graduates as an essential objective in order to develop them for their careers in the industry. The approach is based on a series of challenges proposed (risk assessments, safety inspections, accident investigations and fire protection measures, among others), thanks to the use of "gamification" dynamics with Lego (R) Serious Play (R). In order to carry the training out, a set of specific variables (industrial sector, legal and regulatory framework, business organization and production system), and transversal ones (leadership, teamwork, critical thinking and communication), are incorporated. Through group models, it is possible to identify dangerous situations, establish causes, share and discuss alternative proposals and analyze the economic, environmental and organizational impact of the technical solutions studied, as well as take the appropriate decisions, in a creative, stimulating, inclusive and innovative context. In this way, the theoretical knowledge which is acquired is applied to improve safety and health at work and foster the prevention of occupational risks, promoting the commitment, effort, motivation and proactive participation of the student teams

The Resource-Based Perspective An Assessment and Diagnosis of Problems

The resource-based approach to strategy, which reaches back to the contributions of Penrose, Selznick and Chandler, has gradually become the dominant perspective in strategy (content) research, arguably because it combines realism with relative rigour. The present paper presents the main themes of the contemporary version of the resource-based perspective (Wernerfelt, Rumelt, Barney....) and diagnoses a number of problems, such as the lack of a clear terminology, unclarity as to what really is the unit of analysis, the role of the environment, and the seemingly different versions that exist of the perspective. The perhaps deepest problem, however, is the lack of theorizing with respect to the creation of new resources, which tends to give the perspective a retrospective character and makes its application to managerial practice. It is suggested that resource-based scholars may draw upon work relating to real options, complementarities and organizational learning if they wish to remedy this deficiency.Organizational learning strategy