Влияние исторического прошлого славянских народов на удовлетворенность работой управленческого персонала

Материалы XI Международной научной конференции 23–24 мая 2019 г

Gemma Tejedor1, Anna-Karin Högfeldt2, Jordi Segalas1, Lena Gumaelius2

Two contemporary academic movements can be argued to be important for the integration of more field- practice- and cross disciplinary team-based learning experiences into the engineering education curriculum. Firstly, the growth of research in sustainability challenges in combination with the need for change in engineering education, which is seen to evolve from environmental focus to the inclusion of social and transdisciplinary approaches. Secondly, the evolution of engineering education in general: from traditional and instructive to student centered, constructive and practice oriented as well as from isolated and exclusive to an inter-twined part of society, where society’s need for “socially responsible future entrepreneurs, innovators and leaders”. This implies that all engineers need to be equipped with knowledge, skills, values and experiences in order to meet the needs of society. Challenge driven education (CDE) is an evolving concept that can bridge engineering and sustainability. In the challenge driven education, students are working on real-life and often real-time challenges in society and industry. The students work with open-ended, ill-defined problems that do not have a single right answer. With the challenge driven education approach, the aim is to position ideas, innovations and decision making in the forefront of the learning process. InnoEnergy is a transnational educational initiative supported by the European Institute of Innovation and Technology (EIT). From the investigation made on the integration of CDE in seven international and cross- border InnoEnergy Masters’ programs, the need appeared for a common understanding on CDE within the knowledge innovation community. The investigation aimed to explore: the perceived drivers and barriers for CDE; the different approaches for integrating CDE in the seven masters’ programs; and the perceived scope for CDE mapped to the achievement of competences for sustainability. Preliminary findings showed that there was a common core of successful initiation of the integration of the CDE approach, although differently in the seven masters’ programs, from different perceptions of CDE for sustainability within the community. Furthermore, the findings revealed a narrow view of sustainability, where the concept is implicitly integrated or “obviously” in some programs with a intend at finding more sustainable energy solutions. An InnoEnergy CDE White Paper has been elaborated, setting the goal for the future progress of challenge driven InnoEnergy MSc education. The paper contributes the definition behind this concept and a strategy on the future development, as well as some best practices of the work so far. Furthermore, the overarching learning outcomes for EIT programs and the UNESCO cross-cutting key competences needed for problem solving for sustainable development, have been merged as new expected outcomes, so that intended learning outcomes based on both perspectives are developed

Program Leadership from a Nordic Perspective - Program Leaders' Power to Influence Their Program

Поточний інформаційний список містить перелік статей про Сумський державний університет з періодичних видань, які надійшли до бібліотеки за лютий

Program Leadership from a Nordic Perspective - Managing Education Development

Nordic Five Tech (N5T) is a strategic alliance between five technical universities in Denmark, Finland, Norway and Sweden. The overall aim is to “utilize shared and complementary strengths and create synergy within education, research and innovation”. In this paper we focus on university educational development issues by investigating the program leadership at five Nordic technical universities. Specifically, the paper compares definitions, views and experiences of education leadership in the Nordic Five Tech (N5T) universities. The paper does this by, first, reviewing the definitions of roles and responsibilities for program directors at each university, and second, by presenting results from a survey carried out in March 2012 among program directors at the N5T universities. Based on this data, we analyze how program directors experience their role, their possibilities to lead, and their opportunities of learning to lead. How is time for reflection and development as leaders handled at the different universities? The paper goes on to consider what impact the mandate of the leadership role has on the possibilities for developing educational programs. For instance, how can program directors ensure that learning objectives concerning generic skills and abilities are reached? How can program directors drive implementation of integrative and value-oriented topics such as sustainable development, innovation and entrepreneurship

Mutual Capacity Building through North-South Collaboration Using Challenge-Driven Education

The urgent need for actions in the light of the global challenges motivates international policy to define roadmaps for education on all levels to step forward and contribute with new knowledge and competencies. Challenge-Driven Education (CDE) is described as an education for Sustainable Development (ESD) approach, which aims to prepare students to work with global challenges and to bring value to society by direct impact. This paper describes, evaluates and discusses a three-year participatory implementation project of Challenge-driven education (CDE) within the engineering education at the University of Dar es Salam, UDSM, which has been carried out in collaboration with the Royal Institute of Technology, KTH in Stockholm. Conclusions are drawn on crucial aspects for engineering education change through the lens of Activity Theory (AT), where CDE is brought forward as a motivating ESD initiative for engineering faculty and students. Furthermore participatory co-creation is notably useful as it aims to embrace social values among the participants. Also, traditional organizational structures will need to be continuously negotiated in the light of the integration of more open-ended approaches in education

Guide to challenge driven education

QC 20160314</p

Mellan vision och praktik i förändring : Övergripande arenor och nätverk som hållbara mötesplatser?

Universitet över hela världen svarar med olika strategier och initiativ på det ökandeförändringsbehovet av den högre utbildningens innehåll, form och resultat (Geschwind, 2019). Dettabidrag syftar till att analysera hur KTH:s övergripande nätverk och arenor för utbildningens utvecklingkan fungera som mötesplatser och bidra till en dialog mellan vision och praktik i förändring.Det finns en medvetenhet om förändringsarbetets komplexa natur inom högre utbildning (Högfeldt,2018; Roxå et al, 2011; Kezar, 2011; Fisher &amp; Henderson, 2018), där övergripande ledord och visionersällan kan översättas i omedelbar handling i lärares och studenters vardag (Barman et al, 2016). Vanligtförekommande barriärer för förändringsarbete är organisationens strukturer, profilering ochvärdesättning (Trowler, 2001; Hellawell &amp; Hancock, 2001; Edström, 2017). UKÄ (2017) drar slutsatsenatt det som kännetecknar goda förutsättningar för förändringsarbete är ledarskap och lärareskunskapsbildning och engagemang. Bendermacher et al (2017) visar i en kartläggning att de mestvälfungerande miljöerna har en sammanhållen kvalitetskultur som är inkluderande och tillåter ad-hocbottomup-initiativ. KTH har senaste decenniet arbetat med att utveckla arenor för att tillvarataorganisationens kraft och kompetens.År 2012 startades programansvarigas nätverk, PA-nätverket, efter att en intern utbildningsutvärderingidentifierat programansvarsrollen som otydlig och svår. Nätverksträffarna hålls månatligen. Exempelpå teman är genomströmning, jämställdhetsintegration och programsammanhållning.Studierektorsnätverket bildades 2017, där de månadsvisa träffarna behandlar teman som digitalexamination och bättre användning av lärosalar. Vid ett par tillfällen har nätverken gemensammaträffar med teman som studentinflytande och särskild behörighet för kurser. Nätverken kompletteras med s.k. storträffar som är öppna för alla på KTH 1 . Storträffarna hållsterminsvis och varar en halvdag. Varje deltagare kan delta i tre rundabordsdiskussioner och haromkring tio olika teman att välja på. Efter diskussionerna sammanfattar bordsledarna i plenum.Storträffen avslutas med att vicerektor för utbildning ger sina reflektioner och diskuterar hur arbetetgår vidare. För att underhålla det kontinuerliga arbetet mellan storträffarna arrangeras olika grupper runt prioriterade frågor, öppna för alla anställda och studenter. Här utbyts kunskaper, förslaggenereras och storträffarna används för förmedling och återkoppling.Analysen vilar bland annat på enkäter i samband med storträffarna. 2019 var 83% av deltagarna nöjda.Majoriteten framhöll att de fått nya idéer och fått dela egna erfarenheter. Endast 5% uppger att deinte var bekväma att delta aktivt i diskussionerna. Antalet deltagare vid träffarna har successivt ökat,och vi ser att olika roller och funktioner hittar fram. Samtidigt vet vi att det är många som inte hittarsin plats i den här typen av sammanhang. Vi vill med detta bidrag analysera KTH:s arenor och nätverkgällande i vilken utsträckning de uppfyller behovet av att stärka kopplingen mellan vision och praktik.QC 20210623</p

Challenge driven education for sustainability in engineering. A White Paper

Two contemporary academic movements can be argued to be important for the integration of more fieldpractice- and cross disciplinary team-based learning experiences into the engineering education curriculum. Firstly, the growth of research in sustainability challenges in combination with the need for change in engineering education, which is seen to evolve from environmental focus to the inclusion of social and transdisciplinary approaches. Secondly, the evolution of engineering education in general: from traditional and instructive to student centered, constructive and practice oriented as well as from isolated and exclusive to an inter-twined part of society, where society’s need for “socially responsible future entrepreneurs, innovators and leaders”. This implies that all engineers need to be equipped with knowledge, skills, values and experiences in order to meet the needs of society. Challenge driven education (CDE) is an evolving concept that can bridge engineering and sustainability. In the challenge driven education, students are working on real-life and often real-time challenges in society and industry. The students work with open-ended, ill-defined problems that do not have a single right answer. With the challenge driven education approach, the aim is to position ideas, innovations and decision making in the forefront of the learning process. InnoEnergy is a transnational educational initiative supported by the European Institute of Innovation and Technology (EIT). From the investigation made on the integration of CDE in seven international and crossborder InnoEnergy Masters’ programs, the need appeared for a common understanding on CDE within the knowledge innovation community. The investigation aimed to explore: the perceived drivers and barriers for CDE; the different approaches for integrating CDE in the seven masters’ programs; and the perceived scope for CDE mapped to the achievement of competences for sustainability. Preliminary findings showed that there was a common core of successful initiation of the integration of the CDE approach, although differently in the seven masters’ programs, from different perceptions of CDE for sustainability within the community. Furthermore, the findings revealed a narrow view of sustainability, where the concept is implicitly integrated or “obviously” in some programs with a intend at finding more sustainable energy solutions. An InnoEnergy CDE White Paper has been elaborated, setting the goal for the future progress of challenge driven InnoEnergy MSc education. The paper contributes the definition behind this concept and a strategy on the future development, as well as some best practices of the work so far. Furthermore, the overarching learning outcomes for EIT programs and the UNESCO cross-cutting key competences needed for problem solving for sustainable development, have been merged as new expected outcomes, so that intended learning outcomes based on both perspectives are developed.Objectius de Desenvolupament Sostenible::7 - Energia Assequible i No ContaminantObjectius de Desenvolupament Sostenible::4 - Educació de QualitatPostprint (published version

Leading the teacher team – balancing between formal and informal power in program leadership

This continuous research within Nordic engineering institutions targets the contexts and possibilities for leadership among engineering education program directors. The IFP-model, developed based on analysis of interviews with program leaders in these institutions, visualizes the program director’s informal and formal power. The model is presented as a tool for starting a shared discussion on the complexities of the leadership of engineering program development. The authors liken program development to hunting in teams. Each individual expert in the program is needed, and all experts will need to work and collaborate for the same target. This calls for strategic and long-term thinking of engineering education development. Institutions should support the development of both formal structures as well as informal leadership skills among their program directors, but never fall for the temptation to see the program director as the only actor on the stage.Peer reviewe