Pub Date : 2021-06-22DOI: 10.4995/head21.2021.13015
E. J. Uranga, Iñigo León, Aniceto Alberdi, Juan Pedro Otaduy, Leire Azcona, L. Etxepare, Iñigo Lizundia, Itziar Rekalde Rodríguez, M. Sagarna
The emergence of the Building Information Modelling (BIM) methodology in the design, generation, maintenance and data management of any type of building has meant the most important advance in decades in the construction sector. Moreover, current European and Spanish regulations require its mandatory use. In this context, the university degree studies related to construction must challenge this new reality. The aim of the project conducted in the University of the Basque Country (UPV/EHU) School of Architecture of San Sebastian, is the implementation of the BIM methodology in its Architecture Degree. The intention of this research is to implement the BIM methodology without subtracting competencies or content from the current Syllabus. This methodology should be gradually integrated into the different courses and intertwined with the contents of different subjects, in order to train Architecture graduates on BIM and preparing them to join a professional market that demands this knowledge. The purpose of this communication is to report the current status and the level of development of this study.
{"title":"Implementation of the BIM Methodology in the Architecture Degree: Experience of the Architecture School of San Sebastian","authors":"E. J. Uranga, Iñigo León, Aniceto Alberdi, Juan Pedro Otaduy, Leire Azcona, L. Etxepare, Iñigo Lizundia, Itziar Rekalde Rodríguez, M. Sagarna","doi":"10.4995/head21.2021.13015","DOIUrl":"https://doi.org/10.4995/head21.2021.13015","url":null,"abstract":"The emergence of the Building Information Modelling (BIM) methodology in the design, generation, maintenance and data management of any type of building has meant the most important advance in decades in the construction sector. Moreover, current European and Spanish regulations require its mandatory use. In this context, the university degree studies related to construction must challenge this new reality. The aim of the project conducted in the University of the Basque Country (UPV/EHU) School of Architecture of San Sebastian, is the implementation of the BIM methodology in its Architecture Degree. The intention of this research is to implement the BIM methodology without subtracting competencies or content from the current Syllabus. This methodology should be gradually integrated into the different courses and intertwined with the contents of different subjects, in order to train Architecture graduates on BIM and preparing them to join a professional market that demands this knowledge. The purpose of this communication is to report the current status and the level of development of this study.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115427360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-22DOI: 10.4995/head21.2021.13008
M. Ramirez-Urquidy, Alejandro Mungaray, Roberto Fuentes
This research determines the impact of some higher education and R+D variables on different entrepreneurship outcomes in the states of Mexico during the period 2007-2017. By applying panel data analysis tracking the Mexican states over time and specifying an entrepreneurship model, the research shows that these variables affect the entrepreneurial outcomes heterogeneously depending on the type of venture; in particular, higher education and R+D variables are not significant in explaining entrepreneurship in general but most of them are significant in explaining higher education and knowledge based entrepreneurship. These results harmonize with the perspectives suggesting the important role of the higher education and R+D system in supporting entrepreneurship. Nevertheless, the results also underline the lack of relation of entrepreneurship with patents, posing questions on the degree of innovativeness of the ventures and the commercial use of inventions, the unequal distribution of higher education and R+D activities across states and the limited scope of the public policy efforts as to impact overall entrepreneurship.
{"title":"Entrepreneurship, Higher Education and R+D in Mexico","authors":"M. Ramirez-Urquidy, Alejandro Mungaray, Roberto Fuentes","doi":"10.4995/head21.2021.13008","DOIUrl":"https://doi.org/10.4995/head21.2021.13008","url":null,"abstract":"This research determines the impact of some higher education and R+D variables on different entrepreneurship outcomes in the states of Mexico during the period 2007-2017. By applying panel data analysis tracking the Mexican states over time and specifying an entrepreneurship model, the research shows that these variables affect the entrepreneurial outcomes heterogeneously depending on the type of venture; in particular, higher education and R+D variables are not significant in explaining entrepreneurship in general but most of them are significant in explaining higher education and knowledge based entrepreneurship. These results harmonize with the perspectives suggesting the important role of the higher education and R+D system in supporting entrepreneurship. Nevertheless, the results also underline the lack of relation of entrepreneurship with patents, posing questions on the degree of innovativeness of the ventures and the commercial use of inventions, the unequal distribution of higher education and R+D activities across states and the limited scope of the public policy efforts as to impact overall entrepreneurship.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116910787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-22DOI: 10.4995/head21.2021.12430
Thomas Fuhrmann
This article describes the transitions of an existing lecture “Communication Systems” from a conventional presence format to a virtual format due to the COVID-19 pandemic. The process of transformation, the evolution of the lecture during the virtual semester and the lessons learned are characterized. The changed exam format from presence to virtual format with the experiences are described. Results of a student evaluation at the end of the semester are shown.
{"title":"Experiences from Transforming a Lecture “Communication Systems” from Presence to Virtual Format during the COVID-19 Pandemic","authors":"Thomas Fuhrmann","doi":"10.4995/head21.2021.12430","DOIUrl":"https://doi.org/10.4995/head21.2021.12430","url":null,"abstract":"This article describes the transitions of an existing lecture “Communication Systems” from a conventional presence format to a virtual format due to the COVID-19 pandemic. The process of transformation, the evolution of the lecture during the virtual semester and the lessons learned are characterized. The changed exam format from presence to virtual format with the experiences are described. Results of a student evaluation at the end of the semester are shown.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121140187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-22DOI: 10.4995/head21.2021.13081
A. Jaiswal-Dale, Ernest L. Owens, Abby Bensen
This case can be team-taught to combine the different elements of business education taught by individual faculty within a course in Project Management, as a partial, half credit module within a business curriculum. This case study is written to address the feedback from prospective employers that the fresh recruits are reticent and need a long period of “internship / training/ mentoring” before they are ready to be a part of the company’s internal team. The case depicting a real company undergoing substantial changes provides the students with opportunities to gain the analytical skills developed in the study of various business disciplines, while providing the opportunity for discussion and illustration of real-life scenarios, constraints, and roadblocks. Moreover, students practice team development and process efficiencies. Instructors will teach how marketing, sales, and procurement functions impact the accounting and finance components of the project so the project scope is managed within the resources, schedule, and budget.
{"title":"Case Study in Project Management: A Vehicle for Business Curriculum Integration","authors":"A. Jaiswal-Dale, Ernest L. Owens, Abby Bensen","doi":"10.4995/head21.2021.13081","DOIUrl":"https://doi.org/10.4995/head21.2021.13081","url":null,"abstract":"This case can be team-taught to combine the different elements of business education taught by individual faculty within a course in Project Management, as a partial, half credit module within a business curriculum. This case study is written to address the feedback from prospective employers that the fresh recruits are reticent and need a long period of “internship / training/ mentoring” before they are ready to be a part of the company’s internal team. The case depicting a real company undergoing substantial changes provides the students with opportunities to gain the analytical skills developed in the study of various business disciplines, while providing the opportunity for discussion and illustration of real-life scenarios, constraints, and roadblocks. Moreover, students practice team development and process efficiencies. Instructors will teach how marketing, sales, and procurement functions impact the accounting and finance components of the project so the project scope is managed within the resources, schedule, and budget.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123302453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-22DOI: 10.4995/head21.2021.13048
Lars Brehm, H. Günzel, Andreas Humpe
Teaching sustainability presents challenges due to the inherent complexity and required behavioral change. A special pedagogical approach is needed. In this paper, we focus on the research question how students' awareness of sustainability issues can be improved significantly in a brief workshop. The presented workshop let the students autonomously addressing problems and possible solutions in small groups – with no patented recipes given, nor any "finger-pointing" from the outside. The educational basis for this workshop is the concept of discovery learning in combination with sketchnoting. This is especially appropriate to present acquired knowledge in a compact and meaningful way, to show relationships and allow schemas to be developed by the participants. This paper also describes the workshop results from several executions and the lessons learned.
{"title":"Teaching sustainability: How to visualize and change CO2 emissions and corresponding habits?","authors":"Lars Brehm, H. Günzel, Andreas Humpe","doi":"10.4995/head21.2021.13048","DOIUrl":"https://doi.org/10.4995/head21.2021.13048","url":null,"abstract":"Teaching sustainability presents challenges due to the inherent complexity and required behavioral change. A special pedagogical approach is needed. In this paper, we focus on the research question how students' awareness of sustainability issues can be improved significantly in a brief workshop. The presented workshop let the students autonomously addressing problems and possible solutions in small groups – with no patented recipes given, nor any \"finger-pointing\" from the outside. The educational basis for this workshop is the concept of discovery learning in combination with sketchnoting. This is especially appropriate to present acquired knowledge in a compact and meaningful way, to show relationships and allow schemas to be developed by the participants. This paper also describes the workshop results from several executions and the lessons learned.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"180 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123744886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-22DOI: 10.4995/head21.2021.13183
Barbara Nicolls, Maria Cassar, Corinne Scicluna, Sharon Martinelli
As health professionals, nurses are responsible not only for staying abreast of current professional knowledge to provide effective care but also for managing their own career, professional growth and development. Nurse educators have acknowledged that eportfolios provide a means through which nurses can record and provide evidence of skills, achievements, experience, professional development and, on-going learning, not only for themselves, but for the information and scrutiny of registration boards, employers, managers and peers. Recognising that practices to support these activities that foster 21st century learning should ideally start during their student years, the authors explored eportfolios as a valuable learning device for on-going personal and professional development for fostering students’lifelong learning and enhancing continuous personal and professional development. This paper describes the critical success factors for successful implementation of the Google Sites Practice eportfolio embedded in the three-year BSc(Hons) Nursing Programme in Malta. Evidence-based practice of successful eportfolio implementors was examined and their methods adapted to ensure the initiative had a sound foundation and fit for purpose.The authors argue that to be successful, eportfolio implementation must primarily be strategic, holistic, supported and have senior management buy-in and secondarily, have a robust tool, good pedagogy, and skilled and enthusiastic staff. Keywords:nursing;competency;implementation;eportfolio;Malta;Nurse Education
{"title":"Charting the competency-based eportfolio implementation journey","authors":"Barbara Nicolls, Maria Cassar, Corinne Scicluna, Sharon Martinelli","doi":"10.4995/head21.2021.13183","DOIUrl":"https://doi.org/10.4995/head21.2021.13183","url":null,"abstract":"As health professionals, nurses are responsible not only for staying abreast of current professional knowledge to provide effective care but also for managing their own career, professional growth and development. Nurse educators have acknowledged that eportfolios provide a means through which nurses can record and provide evidence of skills, achievements, experience, professional development and, on-going learning, not only for themselves, but for the information and scrutiny of registration boards, employers, managers and peers. Recognising that practices to support these activities that foster 21st century learning should ideally start during their student years, the authors explored eportfolios as a valuable learning device for on-going personal and professional development for fostering students’lifelong learning and enhancing continuous personal and professional development. This paper describes the critical success factors for successful implementation of the Google Sites Practice eportfolio embedded in the three-year BSc(Hons) Nursing Programme in Malta. Evidence-based practice of successful eportfolio implementors was examined and their methods adapted to ensure the initiative had a sound foundation and fit for purpose.The authors argue that to be successful, eportfolio implementation must primarily be strategic, holistic, supported and have senior management buy-in and secondarily, have a robust tool, good pedagogy, and skilled and enthusiastic staff. Keywords:nursing;competency;implementation;eportfolio;Malta;Nurse Education ","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122484882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-22DOI: 10.4995/head21.2021.12870
Elvira Barrios, L. López-Agudo
The study behind this paper aimed to assess the influence of the socioeconomic status (SES) on university students’ expectations of English use in their prospective career and their perceptions of English competence as a key professional skill. The sample consisted of 109 students from two Bachelor Degree courses at the University of Málaga (Spain), one in Energy Engineering and the other one in Pedagogy. An ANOVA analysis revealed that there was no statistically significant difference between the three SES groups in the sample as to their expectations and perceptions concerning English competence. However, descriptive statistics show that the participants in the lower SES group have lower expectations regarding the role of English in their future career. Additionally, the students in this group hold a lower perception of English as a key professional skill. These findings lead us to conclude that lower SES students may be less inclined to enrol in partially or fully taught English courses at university, and that their perceptions may actually be a factor in their future career prospects in areas where English is extensively used as a lingua franca.
{"title":"Socioeconomic status and university students’ perceptions of English as a professional language","authors":"Elvira Barrios, L. López-Agudo","doi":"10.4995/head21.2021.12870","DOIUrl":"https://doi.org/10.4995/head21.2021.12870","url":null,"abstract":"The study behind this paper aimed to assess the influence of the socioeconomic status (SES) on university students’ expectations of English use in their prospective career and their perceptions of English competence as a key professional skill. The sample consisted of 109 students from two Bachelor Degree courses at the University of Málaga (Spain), one in Energy Engineering and the other one in Pedagogy. An ANOVA analysis revealed that there was no statistically significant difference between the three SES groups in the sample as to their expectations and perceptions concerning English competence. However, descriptive statistics show that the participants in the lower SES group have lower expectations regarding the role of English in their future career. Additionally, the students in this group hold a lower perception of English as a key professional skill. These findings lead us to conclude that lower SES students may be less inclined to enrol in partially or fully taught English courses at university, and that their perceptions may actually be a factor in their future career prospects in areas where English is extensively used as a lingua franca.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116812232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Regarded as a social advancement tool, Previous Learning Recognition (RPL) processes' development in cross-border regions should enable the transferring of qualified and Higher Education graduated workforce across territories. Within the project LLL-Transversalis, French universities have been establishing RPL assessement events with international participants (Spanish and Andorran) in order to build a cross-border RPL system in the Pyrenees region. This paper exposes the characteristiques of these unique RPL processes and the results obtained. So far, eleven events have been developed, accrediting students in the domains of Engineering, Tourism and Management. Jurys were compounded on average of 7 members from both academic and professional worlds and observers from Spain and Andorra were present. Feedback from international participants is highly positive. Due to the economic and social crisis caused by Covid-19, cross-border and national RPL could turn out to be an effective way to galvanize human capital growth in the following years, hence the value of this project's actions. Taking advantage of mobility restrictions caused by the sanitary crisis, the first online cross-border RPL events will take place later this year, setting a starting point for further research and innovation on these practices in Spain and Andorra with the help of French institutions.
{"title":"Cross-border Previous Learning Recognition: Enhancing Lifelong Learning and Social Inclusion","authors":"Helena Cobos Rius, Driss Boumeggoti, Josep Fortó Areny, Betlem Sabrià Bernadó","doi":"10.4995/head21.2021.12972","DOIUrl":"https://doi.org/10.4995/head21.2021.12972","url":null,"abstract":"Regarded as a social advancement tool, Previous Learning Recognition (RPL) processes' development in cross-border regions should enable the transferring of qualified and Higher Education graduated workforce across territories. Within the project LLL-Transversalis, French universities have been establishing RPL assessement events with international participants (Spanish and Andorran) in order to build a cross-border RPL system in the Pyrenees region. This paper exposes the characteristiques of these unique RPL processes and the results obtained. So far, eleven events have been developed, accrediting students in the domains of Engineering, Tourism and Management. Jurys were compounded on average of 7 members from both academic and professional worlds and observers from Spain and Andorra were present. Feedback from international participants is highly positive. Due to the economic and social crisis caused by Covid-19, cross-border and national RPL could turn out to be an effective way to galvanize human capital growth in the following years, hence the value of this project's actions. Taking advantage of mobility restrictions caused by the sanitary crisis, the first online cross-border RPL events will take place later this year, setting a starting point for further research and innovation on these practices in Spain and Andorra with the help of French institutions.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128454421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-22DOI: 10.4995/head21.2021.13030
A. Barana, M. Marchisio, M. Sacchet
The health emergency due to COVID-19 has highlighted the need of new and flexible digital methodologies for learning and teaching Mathematics, which can support the individual student’s needs and help shape education. In this paper, we propose to use Automatic Formative Assessment (AFA) activities designed according to an innovative model, framed on the theories of formative assessment and feedback. The model includes: availability of the activities and multiple attempts; algorithmic questions; open mathematical answers; contextualized tasks; immediate and interactive feedback. We analyzed an experience using AFA in a blended module in Mathematics for 96 first-year students in Biotechnology. We collected data from the platform on grades and attempts of AFA activities and cross-checked them with the final exam grades. The results show that the feedback gained from AFA helped students improve their performance and supported them in the exam preparation. In light of these results, we can conclude that similar activities can be an effective solution to support students’ self-study during and after the pandemic.
{"title":"Effectiveness of Automatic Formative Assessment for learning Mathematics in Higher Education","authors":"A. Barana, M. Marchisio, M. Sacchet","doi":"10.4995/head21.2021.13030","DOIUrl":"https://doi.org/10.4995/head21.2021.13030","url":null,"abstract":"The health emergency due to COVID-19 has highlighted the need of new and flexible digital methodologies for learning and teaching Mathematics, which can support the individual student’s needs and help shape education. In this paper, we propose to use Automatic Formative Assessment (AFA) activities designed according to an innovative model, framed on the theories of formative assessment and feedback. The model includes: availability of the activities and multiple attempts; algorithmic questions; open mathematical answers; contextualized tasks; immediate and interactive feedback. We analyzed an experience using AFA in a blended module in Mathematics for 96 first-year students in Biotechnology. We collected data from the platform on grades and attempts of AFA activities and cross-checked them with the final exam grades. The results show that the feedback gained from AFA helped students improve their performance and supported them in the exam preparation. In light of these results, we can conclude that similar activities can be an effective solution to support students’ self-study during and after the pandemic.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124678655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-22DOI: 10.4995/head21.2021.13090
Fernando Pereira, Cláudia S. Costa, Inês Barbedo, João P. Almeida, Juliana Almeida-de-Souza, P. Cabo, P. Rodrigues, Rui Ferreira, V. Ferro-Lebres, Ville Kairamo
On the wings of New Public Management (NPM) and the Bologna Process, Higher Education Institutions (HEI) needed to innovate towards market orientation, both students demanding and social relevance. One way to achieve these objectives is through co-creation processes, involving students and partners outside as companies and public institutions. The purpose of this paper is to assess the satisfaction of Instituto Politécnico de Bragança (IPB) students who actively participated in a co-creation process called Demola, which aims the pedagogical innovation and strengthening the link with and the community. Quantitative data was collected through an online survey that included questions about students' perception on the impact of the co-creation process Demola. The population is 250 students who participated in eight batches in the last four years, working in 44 co-creation cases or challenges. 87 students answered the questionnaire, corresponding to 34,8% of the sample. Main results and conclusions suggested high levels of satisfaction among IPB students’ and are perceived as having very positive impact in skills’ development.
在新公共管理(NPM)和博洛尼亚进程(Bologna Process)的翅膀下，高等教育机构(HEI)需要以市场为导向进行创新，既满足学生的需求，又与社会相关。实现这些目标的一种方法是通过共同创造过程，让学生和公司和公共机构等外部合作伙伴参与进来。本文的目的是评估Instituto politcnico de bragana (IPB)学生的满意度，他们积极参与了一个名为Demola的共同创造过程，该过程旨在进行教学创新并加强与社区的联系。定量数据是通过一项在线调查收集的，其中包括学生对共同创造过程Demola影响的看法。在过去的四年里，共有250名学生参与了8个项目，参与了44个共同创造案例或挑战。87名学生回答了问卷，占样本的34.8%。主要结果和结论表明，IPB学生的满意度很高，并被认为对技能发展有非常积极的影响。
{"title":"Demola Co-creation Approach: The Students´ Perspective","authors":"Fernando Pereira, Cláudia S. Costa, Inês Barbedo, João P. Almeida, Juliana Almeida-de-Souza, P. Cabo, P. Rodrigues, Rui Ferreira, V. Ferro-Lebres, Ville Kairamo","doi":"10.4995/head21.2021.13090","DOIUrl":"https://doi.org/10.4995/head21.2021.13090","url":null,"abstract":"On the wings of New Public Management (NPM) and the Bologna Process, Higher Education Institutions (HEI) needed to innovate towards market orientation, both students demanding and social relevance. One way to achieve these objectives is through co-creation processes, involving students and partners outside as companies and public institutions. The purpose of this paper is to assess the satisfaction of Instituto Politécnico de Bragança (IPB) students who actively participated in a co-creation process called Demola, which aims the pedagogical innovation and strengthening the link with and the community. Quantitative data was collected through an online survey that included questions about students' perception on the impact of the co-creation process Demola. The population is 250 students who participated in eight batches in the last four years, working in 44 co-creation cases or challenges. 87 students answered the questionnaire, corresponding to 34,8% of the sample. Main results and conclusions suggested high levels of satisfaction among IPB students’ and are perceived as having very positive impact in skills’ development.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130665058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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