Next Issue
Volume 11, December
Previous Issue
Volume 11, October
 
 

Educ. Sci., Volume 11, Issue 11 (November 2021) – 100 articles

Cover Story (view full-size image): Navigating design communities through the new era is a significant issue facing global competition and pluralistic society. This study discusses the adaptive challenges in design education and bridged the design theory and practice. The authors explore three case studies of the REACH toothbrushes, an IEF wearable computer, and a LINNAK twin-cup. The results demonstrate the advancement and transformation from hi-tech to hi-touch. The contributions of this study are to clarify the interrelations among human factors, human actors, and cultural aspects. This study illustrates the evolution of the archetypal model of user–tool–task employing illustrative paradigms and also proposes orientated perspectives for the design industry and design education. View this paper
  • Issues are regarded as officially published after their release is announced to the table of contents alert mailing list.
  • You may sign up for e-mail alerts to receive table of contents of newly released issues.
  • PDF is the official format for papers published in both, html and pdf forms. To view the papers in pdf format, click on the "PDF Full-text" link, and use the free Adobe Reader to open them.
Order results
Result details
Section
Select all
Export citation of selected articles as:
30 pages, 548 KiB  
Article
Embedding Bachelor of Engineering University Education with Enhanced Work-Integrated Learning
Educ. Sci. 2021, 11(11), 756; https://doi.org/10.3390/educsci11110756 - 22 Nov 2021
Viewed by 1818
Abstract
A study on the effectiveness of engineering education in the development of industry-ready graduate engineers was conducted among academics and industry experts of engineering disciplines who have relevant experience in work-integrated learning in Australia. The hypothesis was that embedding enhanced work-integrated learning into [...] Read more.
A study on the effectiveness of engineering education in the development of industry-ready graduate engineers was conducted among academics and industry experts of engineering disciplines who have relevant experience in work-integrated learning in Australia. The hypothesis was that embedding enhanced work-integrated learning into all study semesters has the increased possibility of developing industry-ready graduate engineers. This paper outlines the research outcomes and an enhanced work-integrated learning framework that might be helpful for improving the industry-readiness of graduating engineers. Based on the research results, the researchers propose the allocation of an appropriate level of work-integrated learning for each indicator of attainment component from the elements of Engineers Australia’s Stage I Competencies. The aim of this paper is to provide detailed recommendations for implementing an enhanced work-integrated model in Bachelor of Engineering programs in Australia. The authors also present the concept of curriculum development based on industry-integrated learning outcomes, as well as the campus and industry engagement model for enhanced work-integrated learning for the subjects of study in the Bachelor of Engineering program. This framework can be used globally as a reference for developing similar work-integrated learning models. Full article
(This article belongs to the Section Higher Education)
Show Figures

Figure 1

13 pages, 8597 KiB  
Article
Application of Lean Manufacturing Concepts to Evolving a Policy for Engineering Education
Educ. Sci. 2021, 11(11), 755; https://doi.org/10.3390/educsci11110755 - 21 Nov 2021
Cited by 3 | Viewed by 1937
Abstract
This work analyzes the current situation of engineering education in India, especially technical universities characterized by low-quality infrastructure, inflexible curricula, and poor teaching resources including faculty, usually resulting in low student learning and very low graduate placement rates, and identifies the root causes [...] Read more.
This work analyzes the current situation of engineering education in India, especially technical universities characterized by low-quality infrastructure, inflexible curricula, and poor teaching resources including faculty, usually resulting in low student learning and very low graduate placement rates, and identifies the root causes of these problems, summarizes the methodologies adapted by previous researchers in the lean area, and applies the lean manufacturing philosophy to engineering education. This paper applies a value stream map to analyze the current state of engineering education. This technique identifies eight wastes and is given in form of a current state diagram. A future state diagram is presented that recommends solutions to eliminate these wastes. These recommendations make learning processes responsive to needs and provide long-lasting value to students. Overall, it is beneficial in developing a policy for engineering education. Full article
(This article belongs to the Special Issue Lean in Education)
Show Figures

Figure 1

16 pages, 593 KiB  
Article
Inclusive Educational Spaces and Social Pedagogical Recognition: Interaction- and Social-Pedagogy-Inspired Analysis of Space Dynamics in Compulsory, Upper-Secondary and Post-Secondary Education
Educ. Sci. 2021, 11(11), 754; https://doi.org/10.3390/educsci11110754 - 21 Nov 2021
Cited by 6 | Viewed by 2658
Abstract
The purpose of this article is to provide a new understanding of the essence of inclusive educational spaces as a pedagogical phenomenon that presents different scientific approaches to the concept of educational space, and the importance of interpersonal interactions in educational spaces, and [...] Read more.
The purpose of this article is to provide a new understanding of the essence of inclusive educational spaces as a pedagogical phenomenon that presents different scientific approaches to the concept of educational space, and the importance of interpersonal interactions in educational spaces, and also presents the authors’ interpretations of their essence. The analytical basis is a literature review of various studies from the domains of symbolic interactionism, social constructivism, ethnomethodology, the sociology of knowledge, education, pedagogy and social pedagogy. Empirical sequences in the reviewed literature that exemplify inclusive educational spaces are derived from the organisational and practical work of compulsory and upper-secondary schools related to newly arrived students and students who use alcohol and narcotics, and from the context of the organisational and practical work of universities related to the education of future actors. The importance of recognizing the role of creative educational spaces as a leading requirement for the preparation of students for future communicative interactions in professional communication is revealed, and the structural characteristics of these spaces’ content and functional load are provided. Inclusive educational spaces and professionals’ inclusive approach demand that schools practically and collaboratively organise work with students in the educational space, show support for them and give them room to manoeuvre to ensure that professional actors in the school and university thrive in their practical work with students, both in relation to the expected normative right and deviant acting in the educational space and in relation to laws and governing documents that, to a certain extent, govern practical work in these educational spaces. The study contributes to the development of knowledge regarding (1) dealing with social interaction and inclusive educational spaces combining (a) the experiences of students in educational space, (b) the experiences of professional actors in educational space, and (c) the development of integration and social pedagogical recognition in educational space; (2) the significance of these social interactions and inclusive educational spaces in the creation and recreation of students’ and professionals’ identities; and (3) alternative social pedagogical approaches to analysing inclusive educational spaces in compulsory, upper-secondary and post-secondary education. Full article
Show Figures

Figure 1

12 pages, 224 KiB  
Article
School Middle Leaders and Change Management: Do They Need to Be More on the “Balcony” than the Dance Floor?
Educ. Sci. 2021, 11(11), 753; https://doi.org/10.3390/educsci11110753 - 20 Nov 2021
Cited by 1 | Viewed by 2793
Abstract
The term “middle leader” in the context of English education has evolved into an overarching title to describe a leadership position for practitioners who have school wide responsibilities in addition to their classroom duties. Such responsibilities can consist of pastoral leadership; curriculum leadership; [...] Read more.
The term “middle leader” in the context of English education has evolved into an overarching title to describe a leadership position for practitioners who have school wide responsibilities in addition to their classroom duties. Such responsibilities can consist of pastoral leadership; curriculum leadership; leadership of additional student support; leadership of a team or phase and leadership of a specific school improvement priority. Educational middle leadership is founded on the notion of bringing together the duty of contributing to a strategic leadership remit whilst remaining firmly within the role of a classroom practitioner. It is argued that this ‘space’ for middle leadership is due to the increasingly hierarchical organisational structures of schools; consequently, being viewed as the ‘middle layer’. However, it is often unclear how much real authority or autonomy middle leaders have either to act strategically or make leadership decisions for their school. Despite many studies having previously explored the impact of senior leadership in improving school systems through deploying varied leadership styles, there is an absence in literature underpinning what constitutes effective strategic middle leadership. This study explored and interrogated the strategic ability of middle leadership, to contribute to this discourse. It critically reflected on the effectiveness of middle leadership, in a small-scale context, when making sustainable curriculum changes to a primary school’s maths curriculum. The research methodology adopted was an autoethnographic approach. It used a documentary method, that consisted of a reflective journal, kept by the first researcher, who was also a maths curriculum middle leader within an English primary school. The reflective journal was used as an authenticated document for elucidation and analysis. The main findings suggested that collective leadership was appropriate for this research context. The study further evidenced the reality of how personal, yet important understanding leadership cultures are, in all levels of leadership. The conclusion pointed to the direction of middle leaders being more successful if they were strategic, and therefore must both find and develop systems that assist them to be located on the “balcony” rather than only the dance floor. Full article
11 pages, 255 KiB  
Viewpoint
Useful Teaching Strategies in STEMM (Science, Technology, Engineering, Mathematics, and Medicine) Education during the COVID-19 Pandemic
Educ. Sci. 2021, 11(11), 752; https://doi.org/10.3390/educsci11110752 - 19 Nov 2021
Cited by 7 | Viewed by 3057
Abstract
The impacts of the COVID-19 pandemic throughout the world continue. These impacts influence many aspects of life, work, healthcare, and education in the U.S., which are drastically affected by the COVID-19 pandemic. Thus, a considerable challenge to tertiary-level education has been how to [...] Read more.
The impacts of the COVID-19 pandemic throughout the world continue. These impacts influence many aspects of life, work, healthcare, and education in the U.S., which are drastically affected by the COVID-19 pandemic. Thus, a considerable challenge to tertiary-level education has been how to adapt our teaching styles and mo