| 1. |
- Johnsson, Charlotta, et al.
(författare)
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Metacognition and Learning Journals in Higher Education
- 2013
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Ingår i: International Journal of Economics and Management Engineering. - 2226-7344. ; 3:4, s. 152-159
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Tidskriftsartikel (refereegranskat)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.
(författare)
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The Usage of Learning Journals in a Technology Management Education
- 2011
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Ingår i: [Host publication title missing]. - 9781612849515 ; , s. 900-904
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Konferensbidrag (refereegranskat)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.
(författare)
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Fostering Automatic Control Students to Become Innovators
- 2014
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Ingår i: Proceedings of the 19th IFAC World Congress, 2014. - 1474-6670. - 9783902823625 ; , s. 12255-12260
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Konferensbidrag (refereegranskat)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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| 4. |
- Knutsson, Hans, et al.
(författare)
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Reality- Based Learning: How to get Business Students Down to Business
- 2010
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Ingår i: International Journal of Teaching and Learning in Higher Education. - 1812-9129. ; 22:3, s. 277-286
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Tidskriftsartikel (refereegranskat)abstract
- Reality-Based Learning, RBL, is a teacher-driven initiative introducing the core business administration subjects to first-year business students by means of making business plans. This paper empirically accounts for the development of RBL over three years. RBL is scrutinized for pros and cons by a proposed education development framework. When the educational change is dissected and related to prevailing teaching contexts, areas prone to further development are identified. Results indicate that RBL has been developed by a few teachers, both in spite of and due to the lack of longterm pedagogical strategy and development incentives at the department and school levels. This paper concludes with the suggestion that the education development framework is apt for both ex ante design stages and ex-post evaluation of course parts, courses and entire programs.
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| 5. |
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| 6. |
- Nilsson, Carl-Henric, et al.
(författare)
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SME creation facilitation process at Universities
- 2012
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Ingår i: [Host publication title missing].
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Konferensbidrag (refereegranskat)abstract
- Much research on SMEs is aimed at researching SMEs after the fact that they have become SMEs. However all SMEs as well as larger companies start as an idea in the head or heads of one or many persons - the prospective entrepreneurs. The purpose of this paper is to investigate how SMEs can be created by transforming ideas into real companies. More specifically we will investigate if and how Universities can facilitate this process by running international cross-functional courses. Our hypothesis is that in order to create a SME three topics are of pivotal importance: • Specialist Competence in the business area • General management competence • Financial capital During the fall of 2012 we will test the hypothesis by running a university course called international Marked Driven Engineering (iMDE) in cooperation between Lund University and Zhejiang University. Technology faculties from both Universities are involved – students as well as teachers. Their participation is crucial to cover specialist competence in the business area – technology-based enterprises. Management faculties from both Universities are involved – students as well as teachers. Their participation is crucial to cover general management competence in setting up, funding and running an enterprise. When it comes to financial capital our hypothesis is that for clever business ideas, financial capital can be raised in order to industrialize such a business idea. In the first trial run 8 business ideas will be generated and tested in the Hangzhou area during the period 120910-121019. Each of the 8 teams will consist of 8 persons – blended to cross-fertilize engineering-business, Chinese-Swedish and male-female participants. With the support of university teachers with the same blend the aim is to create embryos of SME’s.
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| 7. |
- Paulsson, Ulf, et al.
(författare)
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Estimation of disruption risk exposure in supply chains
- 2011
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Ingår i: International Journal of Business Continuity and Risk Management. - 1758-2172. ; 2:1, s. 1-19
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of the paper is to provide more knowledge on how to estimate disruption risk exposure in the supply chain by developing a conceptual estimation model. The purpose is also to shortly illustrate and discuss by help of a case the possibilities to adapt this theoretical model for use in everyday practice. The developed model, which links disruption risk to disruption source, covers all flow-related disruption risks in the total supply chain from natural resources to delivered final product, seen from the angle of an individual focal unit in the supply chain. The model classifies the risk exposure into 15 different risk exposure boxes, of which 12 have ‘expected result impact’ and three have ‘known result impact’, providing a total negative result impact. The positioning of the model against other theoretical models revealed that the developed model presents a more complete and partly new structure for estimation of disruption risk exposure.
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