Engineering education as a complex system

Gattie, David K.; Kellam, Nadia; Schramski, John R.; Walther, Joachim

doi:10.1080/03043797.2011.622038

Cited by 40 publications

(19 citation statements)

References 20 publications

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“…Many developed countries that have been forced to make technological and social changes in their education process still debate about issues concerning the necessity to integrate into the current universities' curricula aspects related to educating enterprising, creativeminded, innovation-oriented graduates. Of greater importance is this issue for engineering education that strives both to carry out advanced scientific and technological research and to deliver new products and technologies in order to meet the society's needs and priorities [2,3,4]. Universities are becoming increasingly aware of the need to educate engineers who are capable of designing new products and services, are creative in their activities, possess skills and competences to identify and meet both social needs and market demands [5,6].…”

Section: The Theoretical Backgroundmentioning

confidence: 99%

Innovation development in Russia: the value aspect

Chmykhalo

Михайлова

Vtorushin

et al. 2016

SHS Web of Conferences

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Abstract. The article examines the problems of the transition of modern Russia towards the formation of an innovative economy, with a special emphasis on the investigation of the key challenges that Russian universities face while training engineers equipped for innovative activities. The paper considers the impact of cultural characteristics of the Russian society on the organization and content of an education process in a technical university, on "producing" engineers capable of developing innovation. In our analysis we use a comparative approach, as well as the outcomes of the etnometric studies based on the method by G. Hofstede. The study presents the comparative analysis of the organization and content of engineering training at two universities representing Russia and the United States. The results of the study show that further productive development of the Russian system of engineering education towards integration with Western systems is possible provided that the value orientation of the Russian state and society is significantly revised.

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Section: The Theoretical Backgroundmentioning

confidence: 99%

Innovation development in Russia: the value aspect

Chmykhalo

Михайлова

Vtorushin

et al. 2016

SHS Web of Conferences

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“…The ME bachelor's degree at Afeka -Tel-Aviv Academic College of Engineering is a four-year accredited program (Council for Higher Education in Israel [14]). To graduate, students must accumulate 160 credit points, of which 121 credits are associated with mandatory courses.…”

Section: A Me Education At Afeka Collegementioning

confidence: 99%

Medical Engineering Education based on the Spiral Approach

2016

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Abstract-The goal of Medical Engineering (ME) education is to qualify students to become engineers who can provide technological solutions to problems encountered in medical environments. The undergraduate program of ME has been emerging as a distinct discipline at academic institutions. Students in this program undergo extensive training in both medicine and engineering sciences. This manuscript presents the curriculum of the ME bachelor's degree program at Afeka College of Engineering, which is designed according to the spiral approach. This approach is based on iterative revisiting of topics, such that with each encounter, levels of difficulty and sophistication are increased, new learning is related to previous learning, and students' competency is enhanced. A survey of students and graduates indicates that the approach greatly contributes to an integrative understanding of the studied material. Our experience of using this approach suggests that it fosters a holistic perspective and that it provides graduates with skills for dealing with industrial and academy challenges. This manuscript could contribute for anyone who develops or improves curriculum, particularly in a multidisciplinary program.Index Terms-medical engineering, spiral approach, curriculum design, bachelor degree, biomedical engineering education, problem-based learning (PBL), student satisfaction.

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“…Creative skills enable students to discover ideas and opportunities conducive to innovation; entrepreneurship programs and courses provide the context and materials that allow students to learn and apply skills and behaviors needed to create value in entrepreneurial firms (Gundry, Ofstein, & Kickul, 2014). The incorporation of these topics as part of the 'core competency' of educational programs has become a central theme in the face of today's turbulent markets and the complex demands by the rapid technological and societal changes (Gattie, Kellam, Schramski, & Walther, 2011;Vanevenhoven, 2013).…”

Section: Introductionmentioning

confidence: 99%

Who Needs Entrepreneurial Role Models? Driving Forces of Students’ Cyber-Entrepreneurial Career Intention

Shu

Wang

Lee

et al. 2018

EURASIA J MATH SCI T

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Cyber-entrepreneurship has become an important topic of debate in academia primarily because of an increasingly competitive nature of E-commerce industry and internet. Since cyber-entrepreneurial career-decision encompasses higher degree of personal risks and commitments among those aspiring to become 'cyberentrepreneurs', there is need for in-depth understanding on the driving factors that influencing Cyber-entrepreneurial intentions. By integrating the concepts of social cognitive theory and goal-setting theory, the current research aims to explore the effects of Cyber-entrepreneurial self-efficacy (CESE) and goal commitment (GC) on Cyber-entrepreneurial intentions (CEIs) in the context of undergraduate entrepreneurship education, and inquires whether the presence of entrepreneurial role models (ERMs) has any effect on the CEIs among undergraduates. Structural equation modeling and multi-group analysis were used to analyze the data collected from 279 undergraduate students from several universities in Taiwan-among which 146 were with entrepreneurial role models and 143 were without. The results showed that GC has a partial mediation effect between CESE and CEI only in the cases of students without ERMs. Multi-sample SEM revealed a significant difference between the effects of CESE on CEI in students with and without ERMs. These findings may have important theoretical and practical implications to students undertaking entrepreneurship degrees and those making leap-decisions to enter the cyber-entrepreneurial field.

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Engineering education as a complex system

Cited by 40 publications

References 20 publications

Innovation development in Russia: the value aspect

Innovation development in Russia: the value aspect

Medical Engineering Education based on the Spiral Approach

Who Needs Entrepreneurial Role Models? Driving Forces of Students’ Cyber-Entrepreneurial Career Intention

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