| 1. |
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| 2. |
- Andersson, Staffan, et al.
(författare)
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Samverkan om genomströmning
- 2012
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Ingår i: NU 2012. - Göteborg, Sweden.
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Konferensbidrag (refereegranskat)abstract
- Avhopp och genomströmning är viktiga faktorer för högre utbildning. Studenter som börjar en utbildning bör också känna sig motiverade att fortsätta, lyckas och nå sina mål. Olika mått på avhopp och genomströmning kan också ses som indikatorer på utbildningens kvalitet (Högskoleverket, 2009). Detta är mycket viktigt för hela högre utbildningssystemet, men ses som kritiskt inom naturvetenskaplig och teknisk utbildning (Teknikdelegationen, 2010). Det finns ett uttalat behov av fler personer med civilingenjörsexamen, men andelen studenter som når examen har minskat under många år (Andersson, 2011). Denna trend har också observerats för flera andra programutbildningar (Högskoleverket & SCB, 2011).Vi har medverkat i flera olika samarbetsprojekt med mål att bland annat förstå och förbättra genomströmningen på utbildningsprogram (Marklund, 2009; Andersson, Gelin och Marklund, 2011; Andersson Chronholm och Andersson, 2011). Utifrån våra erfarenheter från dessa projekt vill vi diskutera erfarenheter och möjligheter för framtida samverkan med andra som delar vårt intresse för denna viktiga fråga. Inom de olika projekten har vi särskilt intresserat oss för tre områden:• Att mäta och visualisera genomströmningHur mäter vi genomströmning på bästa sätt? Vilka mått är viktiga? Hur kan vi visualisera genomströmning? Hur kan visualiseringen hjälpa utvecklingsarbete?• Att utforska och beskriva faktorer som påverkar genomströmningVilka verktyg använder vi för att utforska de faktorer som kan påverka genomströmning? Vilka beskrivningsmodeller finns kring genomströmning? Vilka möjligheter och begränsningar finns med dessa modeller?• Att genomföra framgångsrika insatser för att förbättra genomströmningVad kan man göra för att förbättra genomströmning på utbildningar? Hur kan insatser förbättras utifrån forskning och annan information?Vår förhoppning är att en diskussion kring dessa områden kan leda till värdefullt erfarenhetsutbyte. Vi vill också lyfta den övergripande frågan om hur olika lärosäten kan samverka kring dessa frågor och vad vi kan lära av varandra.Referenser:Andersson, S. (2011). “Identitetsresan", I Fler som kan s. 63-77. Stockholm: SkolverketAndersson, S., Gelin, B. och Marklund, B. (2011). ATTRACT - International collaboration to help students succeed. Proceedings from Utvecklingskonferens för Sveriges ingenjörsutbildningar 2011.Andersson Chronholm, J. & Andersson, S. (2011). Lär för din framtid - Så lyckas du med högskolestudier Lund:StudentlitteraturHögskoleverket (2009). Mått för genomströmning i utbildning på grund- och avancerad niva, Högskoleverkets rapportserie 2009:29Högskoleverket och SCB (2011). Universitet och högskolor Genomströmning och resultat på grundnivå och avancerad nivå till och med 2009/2010 Statistiska meddelanden UF20SM1103, Stockholm: SCBMarklund, B. (2009). “Hur kan genomströmningen i våra program- utbildningar mätas, presenternas och analyseras? Vilka hinder och kritiska framgångsfaktorer finns för en god genomströmning?" Proceedings from Utvecklingskonferens för Sveriges ingenjörsutbildningar 2009.Teknikdelegationen (2010). Vändpunkt Sverige - ett ökat intresse för matematik, naturvetenskap och IKT, Statens Offentliga Utredningar 2010:28, Stockholm
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| 3. |
- Berglund, Per, et al.
(författare)
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Linking Education and Research : A Roadmap for Higher Education Institutions at the Dawn of the Knowledge Society
- 2019
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Ingår i: Linking education and research. - Basel, Switzerland : MDPI. ; , s. 11-33
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In an era characterized by a move towards a “knowledge society”, universities are central in fostering “knowledgeability”, that is the reflexive understanding of knowledge in knowledge societies. The objective of “knowledgeability” can be met through creating a stronger link between education and research. Furthermore, overall student performance, for example in critical thinking and problem solving, can be improved if research-related activities are incorporated into the curriculum.The aim of this paper is to use international examples to discuss the research- education nexus from four different perspectives, namely context, policy, implementation and quality, with case studies from higher education institutions in Singapore and Sweden.We suggest that different integrative technologies can be used to enhance the links, but it will be essential to consider the inputs of training, service and support in using new technology. Interestingly, the act of evaluating the link between education and research will increase awareness of this linkage by stakeholders involved in both education and research. In turn the link can be strengthened, contributing to increased quality in both education and research.
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| 4. |
- Björn, Camilla, et al.
(författare)
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The Nature of Progression Between Yearly Project Courses
- 2023
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Ingår i: Proceedings of the 19th International CDIO Conference. - Norway : NTNU SEED. ; , s. 692-704
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Konferensbidrag (refereegranskat)abstract
- This study focuses on the progression between courses in a programme, meaning that thelearning experiences build upon and reinforce the previous ones. The idea of mutuallysupporting courses is a cornerstone of the integrated curriculum, and hence of the CDIOapproach. However, despite much use of the term, there is a lack of work to conceptualiseprogression. The aim of this paper is, accordingly, to provide a richer theoreticalconceptualisation of progression and to apply this in analysing the implementation in aprogramme. In this case, we focus specifically on the progression through a series of coursesbased on authentic engineering projects. Such courses, called Design-implementExperiences, are a prominent feature of the CDIO framework; Standard 5 recommends at leasttwo project courses with progression through the curriculum. The context for the study is the5-year Electrical Engineering programme at KTH Royal Institute of Technology. It contains aseries of yearly project courses starting in the first year and ending with the master thesisproject. The purpose is to support students to synthesise and consolidate their learning inprevious and parallel subject courses, and to develop professional engineering skills. Here,the progression between the three first project courses is described with detailed elaborationof three themes: communication, project planning and management, and ethics. The questionsguiding our investigation are: What is the nature of progression across these project courses?In particular, along what dimensions is progression planned, and how is that implemented inthe course design?
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| 5. |
- Edström, Kristina, 1963-, et al.
(författare)
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Teaching excellence programmes - lessons learned at two universities
- 2023
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Ingår i: SEFI 2023 - 51st Annual Conference of the European Society for Engineering Education: Engineering Education for Sustainability, Proceedings. - : European Society for Engineering Education (SEFI). ; , s. 366-376
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Konferensbidrag (refereegranskat)abstract
- Universities are seeking novel ways to strengthen the collective educational competence of their faculty and promote educational merits. In this paper we describe and compare the experiences of two recently started initiatives for teaching excellence, the Program for Future Leaders for Strategic Educational Development at KTH Royal Institute of Technology (henceforth KTH) and the Teaching Fellowship Programme at the University of Twente. Both programs have recently completed one complete round of implementation. The programmes are similar in that the participants work on a project of their own for an extended time, while also being part of a community with regular meetings and supported by coaches. The main differences are the programme duration, number of participants, and whether the projects are in a specific theme or wholly formulated by the participants. In this study, both programs are evaluated using similar themes. We analyse this data, and reflect on the context, conditions and design of the programs and our lessons learned from these first experiences.
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| 6. |
- Geschwind, Lars, 1970-, et al.
(författare)
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Kopplingen mellan forskning och utbildning på KTH
- 2016
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Ämnet för föreliggande rapport är kopplingen mellan forskning och utbildning i policy och praktik vid KTH. Studien består av en litteraturgenomgång, enkätstudie, fallstudier vid två av KTH:s skolor samt en utblick mot TU Delft i Nederländerna. Teman som behandlats är ledarskap och styrning, finansiering, karriärvägar och högskolepedagogik. Resultaten visar att idén om en stark koppling mellan forskning och utbildning är högst levande på KTH. Intervjuerna visar också att det är en tanke som ständigt behöver såväl bevaras och bevakas, som en omistlig del av högre utbildning, som utmanas och diskuteras, i en föränderlig högskolesektor med allt högre krav. Kopplingen mellan forskning och utbildning behöver också beaktas i utvärderingar, finansiering och befordringskriterier, som uttryck för styrning och incitament. I enkätresultaten framgår också att en majoritet av biträdande lektorer och lektorer är missnöjda med fördelningen av sin arbetstid på olika arbetsuppgifter. Resultaten visar också att det anses avsevärt lättare att ha en stark koppling till forskning på avancerad nivå än på grundläggande nivå. Ett flertal goda exempel har dykt i utredningen när det gäller hur man praktiskt kan arbeta med forskningsanknytning i utbildningen: det bör på ett systematiskt sätt spridas över hela KTH.
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| 7. |
- Geschwind, Lars, et al.
(författare)
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The teaching-research nexus in engineering education : A case study
- 2015
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Ingår i: Proceedings of the 43rd SEFI Annual Conference 2015 - Diversity in Engineering Education. - : European Society for Engineering Education (SEFI). - 9782873520120
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Konferensbidrag (refereegranskat)abstract
- The topic of this paper has been teaching-research links at a Swedish Technical University. In summary, the policy documents analysed present the ideal of a close link between research and teaching. However, this link is presented at an overall level, thus not in detail how this link is expected to be accomplished and performed. Moreover, it is presumed that research will have a positive influence on education based solely on the fact that all faculty members will do both research and teaching. Another aspect worth noting is the fact that the link is assumed to be established already in first cycle.
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| 8. |
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| 9. |
- Kann, Viggo, 1964-, et al.
(författare)
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Reflektionsseminarier som håller ihop och utvecklar programmet
- 2013
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- En programsammanhållande kurs går över flera år, visar den röda tråden i programmet och har som syfte att kursdeltagarna ska bli professionella studenter, samtidigt som kursen har positiva effekter på mentorerna, övriga kurser och själva programmet. Detta uppnås genom regelbundna reflektionsseminarier där studenterna träffas i små årskursöverskridande grupper tillsammans med en lärare som mentor.Den programsammanhållande kursen på civilingenjörsprogrammet i datateknik på KTH är nu inne på sitt femte år och har utvecklats och utvärderats för varje år. I denna artikel motiveras kursens förmåga att ge akademisk integration och ökad genomströmning, visas hur reflektionerna utvecklats med högre nivåer och hur kurskonceptet spritts till flera program både inom och utanför KTH.
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| 10. |
- Magnell, Marie, et al.
(författare)
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A seamless blend of research and professional practice : dual coupling in engineering education
- 2019
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Ingår i: Higher Education Research and Development. - : Routledge. - 0729-4360 .- 1469-8366. ; 38:4, s. 807-818
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this paper is to challenge the idea of incompatibility between links to research and links to professional practice in engineering education. The concept of ‘academic drift’ is introduced, both related to drift towards theory and towards research links in the curriculum. Empirical data were collected through a case study conducted at a department in a research-intensive technical university, including semi-structured interviews with academic staff and an analysis of course syllabuses. The results show that the respondents perceive no incompatibility between including links to research and including links to professional practice in engineering education. Indeed, they state that the two aspects are mutually reinforcing and overlapping. Their rationales for incorporating such coupled links to research and professional practice include increased motivation among students and preparing them for employment. In conclusion, including research in the curriculum does not necessarily lead to academic drift; conversely, the curriculum in engineering education can consist of a seamless blend of research and professional practice.
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| 11. |
- Magnell, Marie, 1968-
(författare)
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Academic staff on connections to professional practice and research in engineering education : a discourse analysis
-
Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Connections to research and professional practice are both essential components of engineering education, although handled differently across engineering programmes. The aim of this paper is to identify the academic staff’s discourses on these components across three engineering programmes to in depth understand these variations. A discourse analysis was conducted on interviews, documents and observations and the results show three distinct discourses: the relevance and usefulness discourse, primarily emphasising engineering professional practice and connections to industry; the research and independence discourse, primarily accentuating research connections and independence from external actors; and the dual coupling and sustainability discourse, mainly highlighting a combination of connections to research and professional practice, along with a focus on sustainable development. The overall function of the discourses is interpreted as enhancing the particular characteristics of each programme and resisting different types of influences that threaten to undermine the characteristics of each programme.
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| 12. |
- Magnell, Marie
(författare)
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Academic staff on connections to professional practice and research in engineering education : a discourse analysis
- 2020
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Ingår i: European Journal of Engineering Education. - : Informa UK Limited. - 0304-3797 .- 1469-5898. ; 45:5, s. 780-793
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Tidskriftsartikel (refereegranskat)abstract
- Connections to research and professional practice are both essential components of engineering education, although handled differently across engineering programmes. The aim of this paper is to identify discourses on these components across three engineering programmes to in depth understand these variations. A discourse analysis was conducted on interviews, documents and observations and the results show three distinct discourses: the relevance and usefulness discourse, primarily emphasising engineering professional practice and connections to industry; the research and independence discourse, primarily accentuating research connections and independence from external actors; and the dual coupling and sustainability discourse, mainly highlighting a combination of connections to research and professional practice, along with a focus on sustainable development. The overall function of the discourses is interpreted as enhancing the particular characteristics of each programme and resisting different types of influences that threaten to undermine the characteristics of each programme.
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| 13. |
- Magnell, Marie, et al.
(författare)
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Employability and work-related learning activities in higher education : how strategies differ across academic environments
- 2017
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Ingår i: Tertiary Education and Management. - : Routledge. - 1358-3883 .- 1573-1936. ; 23:2, s. 103-114
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Tidskriftsartikel (refereegranskat)abstract
- The focus of this paper is on how academic staff perceive their roles and responsibilities regarding work-related learning, and how they approach and implement workrelated learning activities in curricula across academic environments in higher education. The study is based on case studies, including semi-structured interviews and analyses of course syllabuses in two higher education institutions. The results reveal divergent approaches between environments with limited and extensive work-related learning, and we present four different strategies for including work-related learning in curricula: add-on by someone else, add-on about the profession, integration of teaching and learning activities and integration with additional value. These four strategies represent a very diverse understanding of the role of education, ranging from education for academia to education for work outside academia, and contain various perceptions of the roles, types of work-related learning activities and integration in the ordinary curriculum.
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| 14. |
- Magnell, Marie, 1968-
(författare)
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Engaged in a seamless blend : A study on how academic staff approach connections to professional practice and research in the engineering curriculum
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The connection between research and teaching is one of the main attributes of higher education. Aside from this link, the relation between higher education and the world of work is another prevailing facet, particularly in education for the professions. In engineering education, both aspects – connections to research and professional practice – have been under continuing discussion regarding the extent to which these aspects should be included in the curriculum. This thesis focuses on this discussion; the aim is to explore how academic staff approach connections to professional practice and research in the engineering curriculum. A brief historical overview is displayed to present the background regarding the relation to professional practice and research in engineering education. The conceptual framework is based on the literature on curricula, teaching and learning regimes, connections to professional practice, connections to research, and academic drift. Methodologically, the work builds on an interpretive approach, using case studies and a discourse analysis as the primary methodologies. The results reveal three overarching discourses and each discourse has a distinct relation to the inclusion of professional practice and research in the curriculum. Here, the functions of these discourses are primarily preserving the characteristics of each programme and securing the boundaries of each programme from the different types of influences threatening these characteristics. Different strategies for including connections to professional practice, and for dual coupling of connections to research and professional practice, with the aim of motivating students and preparing them for the engineering profession, were identified. The findings show that links to research can be included in the curriculum while keeping the connections to professional practice in place, hence forming a seamless blend. Thus, the facet of academic drift that is assumed to be created by the inclusion of research links and leading to a loss of connections to professional practice was questioned, and it was argued that research-based activities in the curriculum contribute to the formation of professional knowledge. On the basis of the identified discourses and strategies, it was concluded that neither connections to professional practice nor connections to research can be a case of a one-size-fits-all approach; instead, each discourse requires local adjustments when implementing these connections in the curriculum. The results indicate that in the future, the discussion should focus on how to best combine the two types of connections because both are important aspects in the formation of professional knowledge.
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| 15. |
- Magnell, Marie, et al.
(författare)
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Faculty approaches to working life issues in engineering curricula
- 2014
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Ingår i: ASEE Annual Conference and Exposition, Conference Proceedings.
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Konferensbidrag (refereegranskat)abstract
- The purpose of this paper is to identify faculty approaches to working life issues in engineering education. The paper focuses on faculty attitudes towards working life issues and their integration into the curriculum and on activities related to working life introduced to the curriculum. We used a mixed methods approach and performed a survey and interviews at a single faculty research intensive technical university in Sweden. The results show that faculty members are positive towards integrating issues from working life into the curriculum. The findings show no support for the academic drift hypothesis, at least not as regards staff drift. The findings also show that faculty members with more work experience outside academia are more interested in including work related issues in their teaching, while faculty with less work experience are less interested. Faculty rate critical thinking, problem solving, new solutions and technical knowledge as the most important knowledge, skills and competences in the engineering profession. The most common ways to integrate working life issues are to use examples from their own work experience, guest lectures or case studies, while programs with more extensive connections to industry offer more integrated activities, e.g. projects with industry. Programs with more extensive connections to industry also seem to use professional contacts established through research in their teaching.
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| 16. |
- Magnell, Marie, et al.
(författare)
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Faculty awareness of Working Life Issues
- 2013
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Konferensbidrag (refereegranskat)abstract
- The aim of this paper is to study academicstaff’sknowledge about working life outside academia and how contacts with employers and work related learning are integrated in higher education. Thisis the first research report from the project Science and Technology in Society, funded by the European Socialfund (2012-2014), which aims at increasing faculty awareness of working life issues at the Royal Institute of Technology (KTH)and Stockholm University, the Faculty of Science (SU).In this paper,we examine the academicstaff’s relationto working life outside academiain terms of their own work experience outside academia, theirknowledge about the world of workfor studentsandtheir opinion onthe need for work related learning.The results indicatethat there are some differences, e.g. academic staff at KTH seem to have more work experience outside academiaandthey have integrated more work related learning than academic staff at SU, while staff at SU to a higher extent seem to think there is a need for an increase of work related activities.The tentative conclusionsarethat an increase in commitment from and partnerships with employers as well as opportunitiesfor academic staff to spend time in workplacesoutside academia could increase work related learning in engineering education as well as in science education.
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| 17. |
- Magnell, Marie, et al.
(författare)
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Faculty perspectives on the inclusion of work-related learning in engineering curricula
- 2017
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Ingår i: European Journal of Engineering Education. - : Taylor & Francis Group. - 0304-3797 .- 1469-5898. ; 42:6, s. 1038-1047
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this paper is to identify faculty perspectives on the integration of work-related issues in engineering education. A mixed methods approach was used to explore faculty attitudes towards work-related learning, to describe activities related to working life that have been introduced into the curriculum and to identify factors that faculty see as important if the amount of work-related learning is to increase. The results show that faculty members are positive about integrating work-related issues into the curriculum. Programmes with more extensive connections to industry offer more integrated activities, such as projects with external actors, and use professional contacts established through research in their teaching. In order to increase work-related learning in engineering curricula, faculty request clear goals and pedagogical tools. Other options to increase work-related learning include offering faculty the opportunity to work outside academia.
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| 18. |
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| 19. |
- Magnell, Marie, et al.
(författare)
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Integrating Gender Equality, Diversity, and Equal Conditions, in Engineering Education
- 2022
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Ingår i: Proceedings of the 18 th International CDIO Conference, hosted by Reykjavik University, Reykjavik Iceland, June13-15, 2022.. - : Chalmers University of Technology.
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Konferensbidrag (refereegranskat)abstract
- In engineering education, as well as in the society at large, there is an increasing focus on sustainability and sustainable development. The CDIO Standards and the CDIO Syllabus has been substantially updated to meet and drive these changes. Progressive engineering programs have by now made substantial progress in integrating environmental aspects of sustainability and sustainable development into the curriculum. However, the integration of social aspects is generally considered to be more difficult and is therefore lagging behind. This explorative research paper provides insights in efforts to integrate elements of gender equality, diversity and equal conditions (GDE) in three courses on bachelor’s, master’s, and doctoral level. The focus is on the development and implementation of reflective assignments, where a theoretical framework is used for characterizing different levels of reflection. The work has been performed by use of an action research approach that has involved close dialogue and collaboration between researchers, pedagogic developers, teachers, students, and education leaders. The paper hereby contributes with multiple perspectives on GDE integration, and significant challenges are discussed. The paper also contributes with concrete examples of reflective assignments, learning activities, and literature that can be useful also in other contexts.
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| 20. |
- Magnell, Marie, et al.
(författare)
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Projektbaserad undervisning
- 2023. - 1
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Ingår i: Ämnesintegrerad undervisning inom professionsutbildningar. - : Gleerups Utbildning AB. ; , s. 125-147
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Bokkapitel (populärvet., debatt m.m.)abstract
- Undervisning är en process som inbegriper lärande och utveckling. Inom professionsutbildningar är undervisning den kontext där akademi möter profession. Det betyder att studenterna förväntas lära sig ett innehåll för att klara sina studier och ta examen, men också kunna förstå och tillämpa innehållet i relation till sin framtida profession. I det avseendet är undervisningens utformning en aspekt som har stor påverkan på individen. Ämnesintegrerad undervisning är studentcentrerad i det avseendet att den engagerar studenterna och förutsätter deras deltagande, medan universitets- eller högskolelärarens roll blir att stödja lärandet. Det innebär att individen blir mer delaktig i sitt eget lärande och sin utveckling. Den här boken belyser den ämnesintegrerade undervisningens betydelse och möjligheter för lärande och utveckling inom professionsutbildningar. Författarna ger exempel på flera typer av ämnesintegrerad undervisning: problembaserat lärande, team-based learning, casemetodik och projektbaserad undervisning. Modellerna ger en struktur för lärandet och kan användas i olika former av undervisning, såväl fysisk som hybrid och helt digital.
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| 21. |
- Magnell, Marie, et al.
(författare)
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Teaching-Research Nexus in Engineering Education
- 2016
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Ingår i: Proceedings of the 12th International CDIO Conference, Turku University of Applied Sciences, Turku, Finland, June 12-16 2016..
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Konferensbidrag (refereegranskat)abstract
- The aim of this paper is to study the teaching-research nexus in a research intensive technical university. The research questions are (i) How are the links between research and teaching perceived by faculty?, and (ii) How are the links performed in practice? We use a mixed methods design including a survey, interviews with top management, case studies, and documentary studies of policy documents. The results show that faculty believe in the occurrence of a teaching-research nexus, primarily based on the idea that all faculty members do both research and teaching. Some informants in the study address the need for flexibility in terms of division of tasks. The results also show that faculty learn themselves as a result of teaching. For some, it is more challenging to include research on bachelor level, while some present examples of how it can be done. All informants agree that the teaching-research links are obvious on master level. The low value given in academia to the nexus is identified as one of the preventing factors. Regarding how the links are performed in practice, the results show that beside traditional courses and master theses, other options include project courses, some in cooperation with industry. There seem to be few courses on research methodology, while integrating learning of research processes in other courses seem to be more common. Generally, the research included comes from the department or from the faculty member’s own research. In this study, there are no indications of an academic drift in which engineering education lose the connections to industry; on the contrary, the results indicate reciprocity between links to research and to industry.
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| 22. |
- Magnell, Marie
(författare)
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Using a Sociocultural Perspective to Gain a Better Understanding of Barriers to Change in Engineering Education
- 2022
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Ingår i: Philosophy of Engineering and Technology. - Cham : Springer Nature. ; , s. 309-324
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In engineering education, various stakeholders have been raising requests for change related to both content and form. At times, slow reactions and absent responses to these requests have been criticized, though some engineering programs have been quicker to adopt the desired changes. The aim of this chapter is to understand differences in responses by exploring various approaches across engineering programs and some of the consequences of these variations, in particular in terms of barriers to change. A sociocultural perspective—the concept of teaching and learning regimes—is used to identify and interpret these variations. The empirical research presented in this chapter was conducted at a research-intensive technical university and included semi-structured interviews, observations, and text analysis. The focus of the study was on how faculty members in three engineering programs handle connections to research and professional practice in the curriculum. The findings show varying approaches across the engineering programs and, consequently, varying reasons for resisting change in terms of including additional curricular connections to research or professional practice. In one engineering program, the respondents aimed to preserve a research-focused culture and thus to protect the program from the influence of external actors in industry. In another program, the respondents aimed to maintain relevance in relation to industry and to protect the program from research relationships that could jeopardize connections to industry. These varying approaches may thus be understood as constituting barriers to change as they aim to protect and preserve a particular culture or regime within a program. Consequently, the results of this study suggest that if curriculum changes are to be achieved, the proposed changes need to be recognized within the particular teaching and learning regime. These results align with previous research showing that suggestions for change need to coincide with the current local culture to be accepted. However, the present study advances the knowledge base in this area as it provides a deeper understanding of the local cultures or teaching and learning regimes in engineering education, which, in turn, increases our understanding of factors that influence acceptance of and resistance to curricular change.
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| 23. |
- Magnell, Marie, et al.
(författare)
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Work Related Learning in Higher Education : Roles and Responsibilities
- 2013
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Konferensbidrag (refereegranskat)abstract
- Several actors demand an increase in work related learning in higher education. To meet this demand, a project aiming at increasing faculty awareness of work life issues was initiated at two Swedish HEIs. The aim of this paper is to study the organisational capability to integrate work related learning as regards support structures, incentives and responsibilities. To collect data, a questionnaire and case studies were conducted. The results indicate that the support structures are rather limited, academic staff request clear goals, and it is not clear who has the primary responsibility for integrating work related learning into the educational programmes.
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| 24. |
- Routhe, Henrik Worm, et al.
(författare)
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Faculty perspectives on Future Engineering Education
- 2021
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Ingår i: 9th Research in Engineering Education Symposium and 32nd Australasian Association for Engineering Education Conference, REES AAEE 2021. - https://reen.co/ : Curran Associates, Inc.. ; , s. 724-733
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Konferensbidrag (refereegranskat)abstract
- New societal challenges have emerged, and the Sustainable Development Goals present a concise summary of the engineering grand challenges (National Academy of Engineering, 2007). Further, the global society face challenges such as digitalization, future sustainable development and industry 4.0 engineering education is expected to respond by educating engineers with the relevant knowledge and competences useful in dealing with these complex problems both in terms of technology, climate and society (Kolmos, 2021). Engineers need to see themselves as global citizens embracing the human challenges, and engineering institutions need to prepare graduates to be able to work on solutions to these complex problems. Future engineers need to understand the impact of new technologies both on an individual level as well as at a systemic and societal level. Not least to understand how technologies can contribute to solutions for future complex societal problems. The question is how engineering education will respond? What are the strategies for developing the academic disciplines and the future engineering competence profiles, and which changes emerge in curriculum when adapting to future emerging technologies and complex problem solving? Five Nordic Universities have participated in this study (Denmark, Finland, Iceland, Norway and Sweden). From each university four professors have been interviewed. The professors represent four different engineering disciplines: mechanical engineering, civil engineering, biotechnology and energy engineering. These disciplines are common engineering disciplines, offered at the selected universities. All engineering education in the Nordic countries follow the Bologna structure with three year Bachelor and two year Master education. The aim of this study is to study and compare how different faculties anticipate and predict future changes within their discipline. The findings indicate that there are differences among the four disciplines. The engineering programs with a more core science component such as energy and bio technology anticipate less differences in the future curriculum compared to mechanical and civil engineering. All disciplines anticipate that emerging technologies such as big data and AI will influence the curriculum, and especially production/mechanical and civil engineering also point out new learning objectives like systems understanding. Having in mind that engineering education is a broad field the aim of this study is not to highlight a single coherent outcome but to highlight approaches and understandings for how to prepare future engineering education from an engineering faculty perspective.
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