| 1. |
- Moberg, Christina, et al.
(författare)
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De unga gör helt rätt när de stämmer staten
- 2022
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Ingår i: Aftonbladet. - 1103-9000.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- 1 620 forskare och lärare i forskarvärlden: Vi ställer oss bakom Auroras klimatkrav
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| 2. |
- Axelsson, Louise, 1990, et al.
(författare)
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The Characteristics of Excellent Designers - Findings from an Interview Study with Swedish Innovators
- 2015
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Ingår i: Proceedings of the International Conference on Engineering Design, ICED. - 2220-4334 .- 2220-4342. - 9781904670711 ; 80:DS 80-08, s. 131-140
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Konferensbidrag (refereegranskat)abstract
- Some designers are more successful than others. They have the ability to repeatedly generate new and innovative solutions to challenging problems. In this paper, we refer to designers who possess this level of skill as “excellent designers”. It would seem interesting to identify the characteristics of such individuals in order to better understand why they succeed while ordinary designer do not. However, there have been few published studies of excellent designers, and these studies have focused on one or a few individuals.In this paper, we account for a study of a larger group (15) of excellent designers. The aims were first to identify their particular set of knowledge, experience, working practices and personal characteristics and then to use the findings to generate proposals for how employers and educator can nurture excellent designers.
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| 3. |
- Guldris Leon, Lorena, 1983, et al.
(författare)
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Evaluation of Refractory Metal Concentrations in Nano-Particulate Pressed-Powder Pellets Using LA-ICP-MS
- 2022
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Ingår i: Minerals. - : MDPI AG. - 2075-163X. ; 12:7
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Tidskriftsartikel (refereegranskat)abstract
- Whole-rock geochemical analysis is a standard method to measure the chemical composition of ores. Analysis of refractory ore metals such as Ta and W typically requires fused bead and acid digestion followed by inductively coupled plasma atomic emission spectrometry (ICP-AES) and inductively coupled mass spectrometry (ICP-MS). Since these techniques are time-consuming and expensive, there is a demand for methods that can quantitatively measure low elemental concentration of refractory ore metals using a less expensive and simple approach. This paper evaluates preparation and analytical procedures developed to obtain whole-rock element concentrations of ore samples and mineral concentrates. It shows that the production of nano-particulate pressed-powder pellets followed by LA-ICP-MS analysis of W and Ta ores can be used to determine, within the error margin, the concentrations of the refractory metals W, Ta, Nb, and Sn compared to a reference values obtained by solution analysis. The results have implications for developing a commercially viable method for analysis of refractory elements to benefit mineral processing given the simplicity and resource-efficiency of the combined pressed pellet production and laser ablation analytical methodology.
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| 4. |
- Hallberg, Peter, 1974-
(författare)
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On Knowledge Creation and Learning at the Intersection of Product Development and Engineering Education
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Today’s demands on higher engineering education given the rapid transformation of society are, to say the least, multifaceted. Rapidly increased complexity of technology as well as adaptation to sustainability requirements are causing major transformations and mergers of whole domains of technology that strongly impact current and future engineering workforces within these domains, in particular, the need for new competencies. To adapt to industry demands for engineering competence that fits new constellations of technology domains, providers of advanced engineering training – i.e., engineering faculties – need to inventory their toolbox for ways to support knowledge creation processes. Product development theory is a central part of many types of academic engineering programs. However, as the product development process itself is a process of knowledge creation, it also has strong relations to theories of learning. This thesis explores the idea that some of the tools of engineering that are also taught at engineering faculties and therefore are familiar to their members can beneficially be applied to the development and management of engineering curricula. This thesis explores the domains of product development theory, engineering education and learning analytics in search of overlapping approaches to knowledge creation. The outcome of this search, which are also the result of this thesis, is a set of proposed tools, measures, and approaches for the development, management, content, and arrangement of engineering curriculum. The main contributions focus on the use of physical artifacts and their contribution to engineering educational frameworks, such as the Conceiving – Designing – Implementing – Operating (CDIO) initiative. For this purpose, the thesis picks up on a previously developed concept of low-cost demonstrators for the establishment of a formalized learning and enabling platform that promotes implementation and execution of the CDIO framework. Furthermore, by adopting a similar approach to product development and learning theory, additional tools are identified and developed for curriculum adaptation, enhancement, and management. In particular, by examining the curriculum from previously unexplored perspectives followed by establishment of novel measurements, this thesis demonstrates how curriculum developers and program managers can increase their insights into the outcomes of their decisions.
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| 5. |
- Holmqvist, Johan
(författare)
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Conversation in Engineering Teams - Turning experiences into actions
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Companies working with product development in general, and the manufacturing industry in particular, act on the global market. The complexity of collaboration in such an environment has triggered this thesis. A user-centred approach is perceived as a key concern for companies’ innovation practices, whereas engineering teams and higher education typically focus mainly on technical problem-solving. In relation to this context, knowledge management has been recognised in the literature and practice as being undoubtedly beneficial for organisations. Knowledge is a competitive advantage to most organisations today, but it requires more attention to make it actionable. Typically, factual knowledge has a transparent management approach, whereas experience sharing is highly prioritised but not straightforward to manage. Experiences need to be extracted from activities, reflected on, and then re-contextualised if they are going to benefit another project. Indeed, the concept of knowledge-driven development incorporates experiences. It is difficult to manage experiences in technical projects, however, because both creation and use are embedded in daily work.The purpose for this research work is thus to investigate knowledge transfer in engineering teams to contribute to the improved capture and formalization of experiences. This thesis relies on empirical data gathered mainly from a manufacturing company working with transport systems and active in a business-to-business environment. The work evolved to focus on two types of projects between which experiences need to be shared. Also individuals’ personal orientation and roles in teams was examined in a student project setting.This thesis contributes to the description and analysis of experience sharing within and between teams in the given context and proposes an approach to support the reflection upon practice in knowledge projects. The importance of a continuous learning process is stressed, but so is also the capability of directed conversations. A demonstrator supporting such activities, called the experience compass, is developed and partly tested. In addition, the rationale of the demonstrator is presented. A set of question relates to the compass and those have been evaluated as a sound basis for experience sharing among company representatives.
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| 6. |
- Malmqvist, Johan, 1964, et al.
(författare)
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Ten Years of CDIO - Experiences from a Long-Term Education Development Process
- 2010
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Ingår i: Proceedings of the 6th International CDIO Conference, Montreal, Canada.
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Konferensbidrag (refereegranskat)abstract
- The paper describes and analyses a long-term education development process – the CDIO-based reform of Chalmers University of Technology’s M.Sc. in Mechanical Engineering programme. The initial goals of the reform programme and the changes that it has lead to are reviewed. The results of various kinds of evaluations – CDIO self-evaluations, external evaluations, student and faculty views and costs – are reviewed. A number of critical success factors for sustainable educational development process are identified.
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