Sustainable development as a driver for educational innovation in engineering school: the case of UniLaSalle

Fourati-Jamoussi, Fatma; Dubois, Michel; Agnès, Maxime; Leroux, Valérie; Sauvée, Loïc

doi:10.1080/03043797.2018.1501348

Cited by 12 publications

(11 citation statements)

References 70 publications

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“…While this absent participant voice was uncommon in this set of manuscripts, there were others that included minimal quotes from participants and presented the findings in an abstracted way (Carstensen & Bernhard, 2019;Fourati-Jamoussi et al, 2019;Sadikin et al, 2019;ten Caten et al, 2019;Valentine et al, 2019). In these articles, short quotes were often included in a table in the results or findings section.…”

Section: Absent or Abstracted Voicesmentioning

confidence: 99%

Uncovering Epistemologies and Values of Our Qualitative Engineering Education Research Community: Listening for Voices

Kellam

Jennings

2021

Studies in Engineering Education

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Background:In engineering education research, we have made great strides in both our advanced qualitative research methodologies and the acceptance of qualitative research within the broader field. This shift in our community likely marks a shift in our epistemologies and a shift in our values, but we are still feeling a pull towards positivist epistemologies from funding agencies, journals, editorial boards, reviewers, and readers, which may be limiting our potential to conduct more critical and postmodern research and learn more about communities who are marginalized in engineering. Purpose: The purpose of this research project is to develop an understanding of qualitative researchers' epistemological perspectives and values. The research question guiding this study is: Through an analysis of qualitative engineering education manuscripts published in 2019, what voices of researchers and participants appear in our work and what do they reveal about our EER community's epistemologies and values? Method: The databases Engineering Village and Google Scholar were employed to identify journal articles that are qualitative, engineering education-focused, and published in 2019. This search resulted in 27 journal articles from eleven journals that served as the data for this project. The analysis was derived from discourse analysis and The Listening Guide and involved multiple readings. During these readings, we considered how the epistemologies present in qualitative engineering education research were reflected through a discursive examination of voices that emerged in the papers. Conclusions: Researcher and participant voices emerged in the analysis, including some that are more aligned with positivist epistemologies (e.g., apologetic, generalizable, and abstracted voices) and others that are aligned with more postmodern epistemologies (e.g., alongside, vulnerable, and storied voices). These voices provide some insight into epistemological and paradigmatic tensions within our qualitative engineering education research community.

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Section: Absent or Abstracted Voicesmentioning

confidence: 99%

Uncovering Epistemologies and Values of Our Qualitative Engineering Education Research Community: Listening for Voices

Kellam

Jennings

2021

Studies in Engineering Education

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“…The data was collected from 27 semi-structured interviews (lasting 45 min) made up of two groups: the general management and the curricula management teams. The interview guide was built around six themes/questions: The results of this research can be summarized as follows [25]:…”

Section: Education For Sd and Innovation In An Engineering School: The Case Of Unilasallementioning

confidence: 99%

Education for Sustainable Development and Innovation in Engineering School: Students’ Perception

et al. 2021

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This article is the continuation of the work that has already been completed in a first study on the perception of engineering students at UniLaSalle Beauvais about education for sustainable development (SD) and innovation. Its purpose is to show the evolution over time of the perception of engineering students regarding SD and innovation after integrating the international program called “Go-LaSalle”. In this training process, students spend the second semester of their third academic year in partner universities of the worldwide Lasallian network. To identify and measure the change of students’ perception, we have designed a survey that was sent to two engineers’ training classes (specialties) Agronomy and Agro-Industries and Food and Health. The results show that although some differences and similarities appear between the two specialties, there are few significant changes on student’s perception before and after the six-month international program (called “Go-LaSalle”). Finally, the study shows, on the one hand, that the students trust the institution, the companies and their teachers more than their own inclinations; on the other hand, it allows the institution to adapt their training to both collective needs and the demands of the environment.

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“…If they fail to do so, graduates will encounter difficulties in finding high-quality and well-remunerated employment. Following analysis of the relevant data of each university and college, the authors believe that it is crucial to promote the sustainable development of students' personal abilities as indicated by the innovation and entrepreneurship index (innovative thinking), the continuous learning ability index (problem-solving, value creation) and the market competitiveness index (value creation, responsibility, problem-solving, communication) [31][32][33][34].…”

Section: Validity Index and Evaluation Of The Influence Of The Ippmentioning

confidence: 99%

Sustainable Development of Employability of University Students Based on Participation in the Internship Promotion Programme of Zhejiang Province

Chen

Gan

2021

Sustainability

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In the context of severely restricted employment opportunities, undertaking an internship is an important way for students to enhance their employability and sustainable development. The aim of this study was to judge if the implementation of the Internship Promotion Programme (IPP) at universities in Zhejiang Province, China, could enhance graduates’ employability. We conducted surveys and interviews with 400 students and 100 business executives who participated in the IPP during the past 6 years. Based on the collected data and statistical analysis, the findings show that internships help students to improve their innovative thinking, interpersonal communication abilities (domestic and international), problem-solving skills, value creation and responsibility. Participants in the IPP were compared with students who did not take part. The results demonstrated that the IPP participants exhibited higher capabilities to perform important workplace tasks and that as a result, they became more attractive to employers. The analysis, therefore, demonstrates a positive correlation between the internship experience and employability. As a result, it can be concluded that the IPP improves students’ employability and is beneficial to enhancing the quality of higher education, and hence the sustainable development of students.

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Sustainable development as a driver for educational innovation in engineering school: the case of UniLaSalle

Cited by 12 publications

References 70 publications

Uncovering Epistemologies and Values of Our Qualitative Engineering Education Research Community: Listening for Voices

Uncovering Epistemologies and Values of Our Qualitative Engineering Education Research Community: Listening for Voices

Education for Sustainable Development and Innovation in Engineering School: Students’ Perception

Sustainable Development of Employability of University Students Based on Participation in the Internship Promotion Programme of Zhejiang Province

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