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- Johnsson, Charlotta, et al.
(author)
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Metacognition and Learning Journals in Higher Education
- 2013
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In: International Journal of Economics and Management Engineering. - 2226-7344. ; 3:4, s. 152-159
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Journal article (peer-reviewed)abstract
- The studies in higher education have its natural focus on the subject matters of study. This also holds for the master program Technology Management (TM). In addition it is important to complement the students’ academic knowledge with insights about metacognition, i.e. knowledge and understanding of themselves and their own behaviour. The introduction of so-called Learning Journals has proved to be a successful step in this direction. TM is a unique program at Lund University, where a selected number (40) of students from the Faculty of Economics (20) and from the Faculty of Engineering (20) are taught together during their last 2 years of study. Their different views on problems and challenges in today’s industry often complement each other. By the introduction of learning journals, they also learn about themselves, what influence their motivation, behaviour and attitude have on a group, and an understanding of their own preferred learning method. The learning journals are introduced in the course Project Leadership. In this course, the students are divided in groups of 4-5 students, each one managing one project. Throughout the whole course (2 semesters) the students are writing learning journals and supervisors are commenting monthly. The learning journals have four purposes; 1) providing an opportunity to reflect on the development of the project itself 2) enabling personal reflection on the own process, 2) enabling reflection on the own position and part in the group, and 4) through the longitudinal effect of the course; it provides an opportunity to compare journals over time to become aware of and able to analyse the own learning process. In a newly performed Placement report, students that have graduated from the Technology Management programme the last 10 years, rate their education 4.37 out of 5. Some students even consider the Learning Journals among the most valuable parts of the whole programme in retrospect.
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| 2. |
- Johnsson, Charlotta, et al.
(author)
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The Usage of Learning Journals in a Technology Management Education
- 2011
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In: [Host publication title missing]. - 9781612849515 ; , s. 900-904
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Conference paper (peer-reviewed)abstract
- Technology Management is a unique program at Lund University, where a selected number (40) of students from the Faculty of Economics and from the Faculty of Engineering are taught together during their last 2 years of study. Their degree will be a Master's degree. Their views on problems and challenges in today's industry often complement each other. In addition it is important to complement their academic knowledge with insights about themselves and their own behavior. The introduction of so-called Learning Journals has proved to be a successful step in this direction. The learning journals are introduced in the course Project Leadership. Throughout the whole course (2 semesters) the students are writing learning journals and supervisors are commenting monthly. The learning journals have the purpose of 1) enabling personal reflection on the own process, 2) enabling reflection on the own position and part in the group, and 3) through the longitudinal effect of the course; it provides an opportunity to compare journals over time to become aware of and able to analyze the own learning process. In a newly performed Placement report, students that have graduated from the Technology Management programme the last 10 years, rate their education 4.37 out of 5. Some students even consider the Learning Journals among the most valuable parts of the whole programme in retrospect.
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| 3. |
- Johnsson, Charlotta, et al.
(author)
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Fostering Automatic Control Students to Become Innovators
- 2014
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In: Proceedings of the 19th IFAC World Congress, 2014. - 1474-6670. - 9783902823625 ; , s. 12255-12260
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Conference paper (peer-reviewed)abstract
- Today, innovation is a key word for many universities, as it constitutes an important part of most universities’ public and scientific outreach task. Many universities are striving to increase the number of innovations generated at the university. A common method is to provide various support for research projects e.g.; providing researchers with information about international patent rights (IPR), offering administrative or financial help concerning patent applications, giving entrepreneurship and start-up support, etc. However, fostering innovators and entrepreneurs can start already in undergraduate/graduate courses, i.e. long before a student potentially reaches the research level. We believe that key factors for success in this matter are diversity and freedom. A course that strives to promote innovation capability must allow for students with different backgrounds and different curricula to meet and work together, and must allow for students to freely use their current knowledge within new contexts. This is generally not a setting provided in traditional undergraduate/graduate courses. This article describes the execution and outcome of an graduate course “international Market-Driven Engineering (iMDE)” in which diversity and freedom are key factors. The course is international and multi-disciplinary in terms of students, teachers and subjects. Graduate students with prior knowledge in automatic control constitute one important part of the course population. We believe that the diversity amongst the students, and their freedom when it comes to both innovation process and product, provides a promising platform in which seeds of ideas can grow into conceptual prototypes that build a solid foundation for full-scale innovations. On of the iMDE- projects, the Elderly Accessible Chair, or EA Chair, with its automated scanning and automatic seat- provider functionality, is one concrete example of this.
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| 6. |
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| 7. |
- Johnsson, Charlotta, et al.
(author)
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Mixing Engineering, Business and Design Students in an International Cross-Disciplinary Course on Innovation
- 2015
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In: Applied Innovation Review. ; 1:1, s. 66-75
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Journal article (peer-reviewed)abstract
- International Market Driven engineering (iMDE) is an international course on innovation where Swedish and Chinese engineering students are mixed with business and design students. The course is run on a yearly basis, it is six weeks long and takes place in China. Both the development and the execution of the course is made as a joint project between the Swedish and Chinese instructors. The course contains lectures, coaching sessions, company visits and an innovation-project performed in teams. The course aim is to expose students to the innovation process and international collaborations, and to open their eyes for entrepreneurship. Pertex analysis reveals that the students highly valuate the international collaboration amongst the students in the innovation-project. The number of stat-up companies formed by the students has also increased with the introduction of the iMDE-course.
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| 8. |
- Johnsson, Charlotta, et al.
(author)
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Teaching Manufacturing Strategies and Structures in higher Education
- 2006
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Conference paper (peer-reviewed)abstract
- The importance of software systems for the planning and execution of production has drastically increased over the past decades. This has lead to a growth in number of software systems used within sites. The company’s problem today is no longer only to find relevant software systems but rather to coordinate and synchronize existing systems. Students at higher technical educations e.g., bachelors and masters, are traditionally taught in software programming and factory automation. Students at higher economical and management schools are exposed to different manufacturing strategies and their economical impacts. However, in many education programs, the larger perspective, of how to combine the technical and the economical aspects is not highlighted. Without a clear structure of how to tackle the puzzle of combining the different software systems, the risk of getting a complex and fragmented information exchange between a company’s hierarchical levels and functions is high, this, with the bi-effect that production strategies with regards to time, cost, flexibility and quality are not maximized. Technology Management is a unique program at Lund University, where a selected number of students from The School of Management and Economics in Lund and from Lund Institute of Technology are taught together during their last year of study. Their views on problems and challenges in today’s industry often complement each other. The course “Technology, Strategy and Structure” includes, among other things, projects done in collaboration with industries. In this course the usage of the ISA 95 standard, as a tool for structuring complex information exchange within production sites and for harmonizing the company’s information flow, is discussed, analyzed and used in the projects. This paper includes a discussion about how the ISA 95 can be incorporated in higher technical and economical studies, and it describes some of the industry projects done by the students.
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| 9. |
- Warell, Anders, et al.
(author)
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Design as an integrating factor in an international cross‐disciplinary innovation course
- 2015
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In: American Society of Engineering Education, International Forum. ; , s. 1-19
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Conference paper (peer-reviewed)abstract
- Today, innovation is a key word for many universities, as it constitutes an important part of most universities’ public and scientific interaction with society. Many universities are striving to increase the number of innovations spun out. At many universities, innovations are thought of as being sprung from research projects and generated by researchers. However, Sandström (2014) claims that while 20 of 100 significant Swedish innovations come from the academic environment, 80% arise in businesses. Therefore, we see the need for innovation-oriented courses at both undergraduate and graduate levels, which foster students into becoming innovators. Creating innovations requires deep disciplinary knowledge, diversity, knowledge of innovation processes, and knowledge of how to take an idea to the market. It also requires the application of this knowledge in novel areas and contexts, to reveal the potential of truly innovative ideas. Despite this need, however, undergraduate or graduate courses that mix students with different academic backgrounds allowing them to freely synthesize their domain specific knowledge in new contexts are rare. By combining design, business and engineering students in an innovation course, and by letting the students apply their knowledge to current market needs, innovators can be fostered, innovations generated and entrepreneurs born. Furthermore, mixing cultures and mindsets may stimulate creativity, leading to novel and unexpected ideas. In this paper, we present a novel graduate course on innovation, which was developed in spring 2012, and which has since been executed three times on an annual basis. The course is international and multi-disciplinary in terms of students, teachers and subjects. The course is six (6) weeks long and held in China, with Swedish and Chinese students collaborating in multidisciplinary teams. The novelty of the course lies in the mixture of students and in the fact that design is seen as an integrative factor in the course. The mix of design, business and engineering students is powerful since knowledge in these three disciplines mirrors the three central characteristics of a successful innovation – feasibility, viability and desirability.
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| 10. |
- Johnsson, Charlotta, et al.
(author)
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Teaching Manufacturing Operations and Strategies in Higher Education
- 2008
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Conference paper (peer-reviewed)abstract
- Students at higher technical educations e.g., bachelors and masters, are traditionally taught in software programming and factory automation. Students at higher economical and management schools are exposed to different strategies and their economical impacts. However, in many education programs, the larger perspective, of how to combine the technical and the economical aspects is not highlighted. Technology Management is a unique program at Lund University Sweden, where a selected number of students from the school of economics and management and from the engineering faculty are taught together during their last year of study. Their views on problems and challenges in todays industry often complement each other. The course Technology, Strategies and Structures includes e.g. projects done in collaboration with industries. This paper includes a discussion about how knowledge about Manufacturing Operations and Strategies, can be incorporated in higher technical and economical studies, and it describes some industry projects done by students.
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