Transdisciplinary technological futures: An ethnographic research dialogue between social scientists and engineers

Santamaría, Gerardo del Cerro

doi:10.1016/j.techsoc.2014.10.005

Cited by 10 publications

(4 citation statements)

References 9 publications

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“…Such "Wicked Sustainability Problems" (WSPs) challenge engineers to work with people possessing varied ways of thinking and doing [24]. Transdisciplinarity is proposed as an approach by which stakeholders, including engineers, successfully address and manage WSPs [2,6]. This approach involves mutual learning and a shared search for answers among problem stakeholders.…”

Section: Introductionmentioning

confidence: 99%

Working with “Others”: Developing Sustainability Skills in the First Year Engineering Classroom

Nesbit

Ellis

Ostafichuk

2018

PCEEA

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While engineering education excels at training students to solve well-defined and highly structured problems, it struggles to support the development of students’ abilities to address highly complex, ill-structured, and contested engineering problems that lack in definite solutions, where engineers are called on to work with non-engineers in a transdisciplinary environment. The challenge for engineering educators is to develop and teach constructively aligned curricula aimed at developing transdisciplinary skills so that, as practitioners, graduating engineering students contribute to addressing these types of problems within transdisciplinary environments. Efforts are underway in many institutions to close the gap between the transdisciplinary needs in practice and current engineering curricula. At the University of British Columbia (UBC), a team of faculty members and engineering practitioners have recently developed and are teaching a design-focused engineering course to all first year students. In this paper we, a subset of UBC’s teaching team, present the argument for teaching skills to engineering students that support transdisciplinary. Wesummarize the definitions of these skills found in the literature, and we speculate that the development of one aspect of transdisciplinary is related to personal development. Specifically, we hypothesize that systems thinking is correlated to metacognition. We describe an experimental strategy for testing the hypothesis within a first year engineering program, then we present and discuss preliminary test results.

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Section: Introductionmentioning

confidence: 99%

Working with “Others”: Developing Sustainability Skills in the First Year Engineering Classroom

Nesbit

Ellis

Ostafichuk

2018

PCEEA

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“…Adopting a transdisciplinary approach has been considered a way to address complex societal problems which cross disciplinary boundaries (Costanza ed. 1991;Horlick-Jones-Sime 2004;Pohl 2008;Popa et al 2015;Polk 2015;Del Cerro Santamaría 2015;Guimarães et al 2019). To understand the mindset of a predecessor during a succession decision we need to consider concepts like human decisions and social narratives.…”

Section: Methodsmentioning

confidence: 99%

Intuitive Decision: When to Begin the Succession Process

Darabos

2023

CJSSP

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Family business succession research usually focuses on the problems that make many companies fail during or as a result of succession, to focus on the individual process of decision making itself is rare. In understanding the phenomenon on the personal level of reality, and understand decision-making process of succession, the decision maker’s thinking process and aspirations have to be taken in consideration. This can lead to uncertainties and errors; decisions are predetermined as being rational human limitations border them. Therefore, aspirations and search rules are adjusted over time in response to experience. Our aim was to search for the understanding of a phenomenon: the succession decision in family businesses, where, based on the survey, we attempted to order their intuitive knowledge and aspirations to surface the aspirations, intuitive knowledge of decision makers, in order to deepen our understanding of the succession decision making phenomenon.

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“…Примерами инновационных курсов, использующих трансдисциплинарный подход, могут служить учебные модули для развития эмпатии у студентов, обучающихся на инженерно-технических программах, разработанные совместно преподавателями инженерных и общественных наук в Университете Джорджии [16]; курс Союза Купера «Робототехника для театра» для студентов инженерных специальностей, который посвящён планированию и созданию робота для театральных постановок в Нью-Йорке [17]; междисциплинарный курс «концептуального проектирования» по разработке совместного проекта для студентов-инженеров и искусствоведов в Токийском технологическом институте и университете искусств Мусасино (Япония) [15]; трансдисциплинарная программа для студентов-биоинженеров и студентов-экономистов по проектированию медицинского оборудования в университете Алабамы в Бирмингеме (США) [18]; практикум в университете Аликанте (Испания) для объединённой группы будущих мультимедийных инженеров и учителей начальной школы по разработке веб-продукта для когнитивного развития детей [10], междисциплинарная и мультикультурная программа 18 европейских инженерных школ по разработке устойчивых систем выращивания продуктов питания [19]. В основе трансдисциплинарной образовательной программы обычно лежит проблема, которую необходимо решить, или проект, который должен быть разработан с применением знаний из разных дисциплин.…”

Section: инновации в содержании образовательных программ высшегоunclassified

On the Content of higher technical education curricula abroad: Current Trends (Review)

Топоркова¹

2020

Vysš. obraz. Ross. (Print)

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Researchers consider the discrepancy between university educational programs and engineering practice to be the common problem of higher technical education today. The changes taking place at higher technical school abroad demonstrate the search for solutions of engineering education problems in developed countries. Understanding current trends in the content of higher technical education curricula in those countries will help to identify the most effective ways to solve common problems of engineering education. The article presents the results of the analysis of innovative changes taking place in the higher technical education curricula content abroad nowadays. The research materials were articles in peer-reviewed journals included in the SCOPUS database published from 2009 to 2018, proceedings of conferences held by international engineering communities. The factual basis of the study was the curricula for training engineers at a number of foreign leading universities. As a result of the research, the following innovations in the content of higher technical education curricula were identified: 1) introduction of sustainable development principles into the engineering curricula; 2) the inclusion of modules on the basics of management, entrepreneurship and innovation into the curricula, the creation of interdisciplinary programs leading to double degrees in engineering and management; 3) cooperation of universities with partner enterprises in the development of curricula; 4) the internationalization of engineering curricula, the training of future engineers for global engineering activities. The CDIO approach is considered as an innovative basis for the design of educational programs for future engineers. Those changes in the engineering curricula are aimed at bridging the gap between the contents of engineering educational programs and industrial practice, the development of competencies necessary for successful professional engineering activities, and, as a result, they contribute to improving the quality of higher technical education.

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Transdisciplinary technological futures: An ethnographic research dialogue between social scientists and engineers

Cited by 10 publications

References 9 publications

Working with “Others”: Developing Sustainability Skills in the First Year Engineering Classroom

Working with “Others”: Developing Sustainability Skills in the First Year Engineering Classroom

Intuitive Decision: When to Begin the Succession Process

On the Content of higher technical education curricula abroad: Current Trends (Review)

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