Effects of globalisation on higher engineering education in Germany – current and future demands

Morace, Christophe; May, Dominik; Terkowsky, Claudius; Reynet, Olivier

doi:10.1080/03043797.2017.1293618

Cited by 13 publications

(5 citation statements)

References 17 publications

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“…Their finding suggested that higher education should especially foster professional development by stimulating the exchange of information. Morace et al focused on educating engineers with a global perspective. A sustainable future model is derived that highlighted educational and global drivers for changing curricular in higher education.…”

Section: State‐of‐the‐artmentioning

confidence: 99%

Optical fog‐assisted smart learning framework to enhance students’ employability in engineering education

Sood

Singh

2019

Comp Applic In Engineering

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In the present scenario, the state of engineering education worldwide is facing a big challenge of the employability of graduates. Cloud computing technology has changed the educational landscape by allowing educators and administrators to shift to the cloud for making actionable decisions. In this paper, a smart learning framework is proposed where universities/colleges can advocate the management of employability enhancement and start skill-set enhancement courses through e-learning. This proposed framework monitors the academic/skill data of students to classify their employability at the early stage of graduation. In addition, an algorithm is proposed for skill-set assessment to find various clusters of students who lack in required skill-set. The predicted clusters of students can be offered opportunities to improve their required skill-set through e-learning. Further, we used the design science research methodology for conducting online courses. Moreover, the prediction of resource usage of the proposed e-learning framework is calculated to improve its effectiveness. In our experiment, results show that our proposed hybrid classier achieves 96.45% accuracy of classification. The prediction of resource usage offers better opportunities for adaptive resource elasticity. The results depict that by introducing the proposed framework in engineering education; more effective decisions can be made to improve the employability and overall growth of students. K E Y W O R D S employability enhancement, fog/cloud computing, optical network, resource usage pattern prediction, skill-set assessment, smart learning 1 | INTRODUCTION Universities/colleges are under great pressure to make the youth ready for jobs since the market demands for skilled workers. The education system throughout the world requires a smart system that can be monitored, controlled, quantitatively measured, and continuously improved with the collaboration of universities/ learning centers to enhance students' employability potential during their early years of graduation. Students' employability depends on a variety of features, such as marks obtained in high school, diploma, graduation, etc., extra technical competence, or other relevant information [29]. The information collected from various resources regarding their features is to be accurate, well-timed and precise.As it may be seen in the next references along with this article, according to authors [1,3,4,10,35,37,38,40,41], today's technology is capable of improving students' skills towards employability through e-learning. It consists of multiple skill-set service providers such as learning centers, recruitment companies, institutions, and private training centers, etc. It provides a personally customized and effective educational environment that reduces the gap between students' skill-set and industry demand at multiple employability parameters, such as aptitude, reasoning, communication, technical/professional certifications, etc.The potential of cloud computing encourages education syste...

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Section: State‐of‐the‐artmentioning

confidence: 99%

Optical fog‐assisted smart learning framework to enhance students’ employability in engineering education

Sood

Singh

2019

Comp Applic In Engineering

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“…According to Sahoo and Das (2019), it is the most important area in any engineering process and manufacturing engineers have become key people in many organisations, providing extensive knowledge and competences in the fields of manufacturing and production technology. Their education normally takes place at universities and leads to bachelor, master and doctoral degrees (Morace et al, 2017).…”

Section: Manufacturing Engineers' Workmentioning

confidence: 99%

“…In the last 150 years, practical hands-on work in laboratories has become an integral part of engineering education. In this context, carrying out experiments, evaluating measuring data and solving connected exercises have gained in importance in most of the research-oriented and applied degree programmes (May, 2017;Morace, May, Terkowsky, & Reynet, 2017). Especially in highly-industrialised countries, laboratory education will become even more important in the future, as technological changes and the ongoing digital transformation are expected to constantly change the world of work (Ruano-Borbalan, 2017a).…”

Section: Introductionmentioning

confidence: 99%

Online engineering education for manufacturing technology: Is a remote experiment a suitable tool to teach competences for “Working 4.0”?

Terkowsky

Frye

May

2019

Euro J of Education

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The demands of modern industry contexts (so-called Industry 4.0) are going to reshape the working world of future engineers. It seems obvious that these technological developments will affect higher education institutions with increasing intensity. For years, there has been a vivid discussion on the IT competences, which need to be developed by students in order to face emerging technology changes. To tackle the question regarding industry expectations towards future engineers, in this article a remote laboratory at a German university is analysed to identify potentials for future-oriented teaching and learning in the light of the required competences for "Working 4.0". Current scientific studies and industry agendas about Working 4.0 competences are identified, connected learning objectives are derived and the focused remote laboratory is linked to these objectives. As a result, it can be shown that this educational setting has the potential to reflect the complexity of Working 4.0. However, the results also show that the examined laboratory addresses only some of the competences in the context of Industry 4.0. Furthermore, it is argued in how far industry demands serve as the only basis for educational development efforts. The scientific studies and the industry agenda offer a limited and more political perspective on educational development. Nevertheless, based on the research in this article, it can be

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“…Almanya; merkezinde ihracat olan ekonomisi, (Brunow, Pestel & Partridge, 2019), endüstrisi ve yüksek teknolojisiyle bilinmektedir (Morace, May, Terkowsky & Reynet, 2017). Ticaret ve Yatırım İstatistiklerine göre Almanya'dan en çok ihraç edilen üç ürün; motorlu taşıtlar, makine ve ekipmanlar, kimyasallardır (Organization for Economic Cooperation and Development [OECD], 2017).…”

Section: Introductionunclassified

Türki̇ye Ve Almanya'daki̇ İlkokul Öğreti̇m Programlarinin Teknoloji̇ Bağlaminda Karşilaştirilmasi

ÇOLAK

ŞEREN

Tut

et al. 2023

Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi

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Özet: Bu araştırmanın amacı, Almanya ve Türkiye’deki öğretim programlarında yer alan özel amaçlar, kazanımlar, içerik, öğretme-öğrenme süreci ve ölçme-değerlendirme ögelerini teknoloji bağlamında karşılaştırmaktır. Araştırmanın deseni temel nitel araştırma olarak belirlenmiştir. Araştırmada, temel nitel araştırma deseninde kullanılan veri toplama yöntemlerinden biri olan doküman incelemesi kullanılmıştır. Araştırmanın veri kaynağını Almanya’da kullanılan Hayat Bilgisi Öğretim Programı (LehrplanPLUS Grundschule, 2017) ile Türkiye’de kullanılan Fen Bilimleri Öğretim Programı ve Sosyal Bilgiler Öğretim Programı oluşturmuştur. Öğretim programlarına ilişkin dokümanlar her iki ülkenin Eğitim Bakanlıklarının resmî internet sayfalarından elde edilmiştir. Elde edilen veriler özel amaçlar, kazanımlar, içerik, öğretme-öğrenme süreci ve ölçme-değerlendirme temaları kapsamında betimsel analiz yöntemi ile analiz edilmiştir. Bu araştırmanın her aşamasında, karşılaştırmalı eğitim alanında uzman bir kişinin görüşleri alınmıştır. Araştırmanın sonuçlarına bakıldığında iki ülkenin, teknolojiye ilişkin benzer amaçlara sahip olmasına rağmen uygulama süreçlerinin farklılıklar gösterdiği görülmüştür. Ayrıca teknolojiye ilişkin öğrenme alanlarındaki kazanım sayısı da benzerlik göstermesine rağmen içeriklerinin farklılaştığı görülmektedir. Bu doğrultuda Almanya’da Türkiye’ye oranla yoğunlukla uygulamalı bir eğitim anlayışının benimsendiği tespit edilmiş ve buradan yola çıkılarak birtakım öneriler geliştirilmiştir. Anahtar Kelimeler: Karşılaştırmalı eğitim, Almanya, öğretim programları, teknoloji

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Effects of globalisation on higher engineering education in Germany – current and future demands

Cited by 13 publications

References 17 publications

Optical fog‐assisted smart learning framework to enhance students’ employability in engineering education

Optical fog‐assisted smart learning framework to enhance students’ employability in engineering education

Online engineering education for manufacturing technology: Is a remote experiment a suitable tool to teach competences for “Working 4.0”?

Türki̇ye Ve Almanya'daki̇ İlkokul Öğreti̇m Programlarinin Teknoloji̇ Bağlaminda Karşilaştirilmasi

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