Teaching Standardization to Generation Z-Learning Outcomes Define Teaching Methods

Mijatović, Ivana

doi:10.1007/978-3-030-28715-3_12

Cited by 4 publications

(12 citation statements)

References 25 publications

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“…So, does it have to be the main goal of university education, as well? These results are consistent with the results of [4] given that "learning outcomes of education about standardization in higher education may be significantly higher than raising awareness".…”

Section: Education About Standardization Is Crucial For the Development Of Expertise In Standardizationsupporting

confidence: 90%

“…One of the most significant findings reported by the current state of research may be described as the "enormous gap between latent and manifest needs" for education about standardization [3]. This might be explained by the fact that standardization as such "is neither a science nor even a generally accepted academic discipline" [4]. This seems to suggest that standards and standardization still have a long way to be fully embraced by the academic community, espe-cially considering that they cannot be seen as a part of the generally accepted disciplines, such as "engi-neering or social sciences" [5].…”

Section: Introductionmentioning

confidence: 99%

“…World Standards Day (every 14th October), annual workshops organized by the International Cooperation for Education about Standardization (ICES), meetings organized by the European Union Joint Initiative on Standardization (JIS) -Action 3 -Education about Standardization (EaS), the Joint Working Group on Education about Standardization (JWG-EaS), the Standardization and Regulatory Techniques (START-Ed) Group for Education about Standardization, different national workshops organized by national standards bodies (NSBs) aimed at enhancing collaboration between NSBs and academia, global repositories of teaching materials developed by international and European Standards Developing and Setting Organizations (SDOs and SSOs), etc. Although a lot has been donea vast majority of such initiatives are not (yet) broadly embraced by the academic community [4]. The same author suggested that most of the contents are usually onesided, mostly based on marketing, and not adequate for the academic community [4].…”

Section: Introductionmentioning

confidence: 99%

“…Although a lot has been donea vast majority of such initiatives are not (yet) broadly embraced by the academic community [4]. The same author suggested that most of the contents are usually onesided, mostly based on marketing, and not adequate for the academic community [4]. This might be explained by the fact that such initiatives usually start from a blank slate and do not consider ''what was already done in that context'' [4].…”

Section: Introductionmentioning

confidence: 99%

“…The same author suggested that most of the contents are usually onesided, mostly based on marketing, and not adequate for the academic community [4]. This might be explained by the fact that such initiatives usually start from a blank slate and do not consider ''what was already done in that context'' [4]. This may be one of the main reasons why only a few educational establishments at the European level still teach relevant standardizationrelated courses [8].…”

Section: Introductionmentioning

confidence: 99%

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Education about standardization as the foundation for the expertise development of SMEs

Lj.¹,

Mijatović²

2021

Tehnika

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Considering that small and medium-sized enterprises (SMEs) are seen as the backbone of the global economy and the ones that (against all odds) stand to gain the most from using and developing standards, the study aims at exploring does expertise in standardization exist in SMEs. To collect data, the semi-structured interview via e-mail was used, as it seems to be much more comprehensive than the questionnaire. To analyze data, the Critical Incident Technique (CIT) and the qualitative content analysis method were used as the most suitable methods for analyzing data from subject matter experts. The data collected from a total of 28 experts from 14 countries was analyzed. Finally, five conclusions were determined - (1) expertise resides in all SMEs, (2) ... but not the expertise in standardization, (3) ... so external experts might be needed to support them, (4) education about standardization is crucial for the development of expertise in standardization, (5) ... but only as a support for lifelong learning.

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Section: Education About Standardization Is Crucial For the Development Of Expertise In Standardizationsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Education about standardization as the foundation for the expertise development of SMEs

Lj.¹,

Mijatović²

2021

Tehnika

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Stimulating Education about Standardization – Activities and perspectives of National Standards Bodies

Catalani Gabriel,

de Vries,

Cleeland

2022

Journal of Standardisation

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Standardization is essential for business and society. However, many people remain unaware of this. Education about Standardization (EaS) would be one solution to increase awareness. EaS has been a topic of research for several decades. Literature suggests that National Standards Bodies (NSBs) can play a core role in stimulating EaS – but is this actually the case? This research aims to investigate what NSBs do in stimulating EaS and hear their perspectives on EaS. Based on the literature and insights from experts in the field, a survey was prepared and sent to NSBs. Next, stories behind the data were revealed during in-depth interviews with NSB experts. The results from 90 NSBs all over the world show that they believe there is a need for EaS and most of them have activities in this field. They also share insights about what should be achieved in the following years, potential solutions to reach their objectives, and the future of EaS. This article advances knowledge in the field of EaS, with a focus on the role, actions, and perspectives of NSBs. This work also provides suggestions on how NSBs can foster EaS together with other stakeholders. This is one of the first studies with a focus on NSBs in fostering EaS.

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Knowledge System Supporting ITS Deployment

et al. 2021

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Intelligent transportation systems are one of the most rapidly evolving areas, requiring an appropriate response from standardization bodies and adequate support from EU regulations. This results in a high and ever-expanding volume of technical standards, which makes their practical use difficult and the harmonization process unsustainable. Therefore, standardization bodies are officially required to supply public information, based on which potential users can decide whether they need to buy or use a particular standard or not. The authors demonstrate how to solve this problem and achieve sustainability in terms of operating in a more intelligent and efficient manner. The proposed solution relies on the creation of standard extracts using a hybrid method that combines syntactic and semantic analysis and assumes human expert involvement. The paper presents the practical experience and results obtained from a long-term national project. A practical example is included so that the reader can comprehend a basic idea of the achieved results. The authors believe the proposed method can be adopted across other professional domains and other European countries.

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Teaching Standardization to Generation Z-Learning Outcomes Define Teaching Methods

Cited by 4 publications

References 25 publications

Education about standardization as the foundation for the expertise development of SMEs

Education about standardization as the foundation for the expertise development of SMEs

Stimulating Education about Standardization – Activities and perspectives of National Standards Bodies

Knowledge System Supporting ITS Deployment

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