Exploring Current Practices and Opportunities for Collaborative Teaching between University and Industry (original) (raw)
Related papers
2000
Work-integrated learning through industry-based placements characterizes a degree program launched by an Australian University (Deakin) in 2000: the Bachelor of Business Information Technology (Hons) [BBIT]. In this program, industry mentors are the nexus between the world of the university and the world of industry. However, in setting up and running such programs, tertiary educators tend to make fundamental assumptions about the level of commitment and understanding of these industry mentors, about how they will be selected and the skills they will be able to demonstrate and impart. A shared vision of what constitutes a satisfying placement cannot be taken for granted. These tacit assumptions underpin key elements of the BBIT program, such as the preparation of students for their placements, the Handbook that is provided for industry partners and the site visits made by academics. Research was undertaken in 2003/4 to test these assumptions, and to determine whether the support infrastructure the University places around the industry placements is optimal. In-depth interviews were held with 10 experienced industry sponsors/mentors and one member of the relevant professional body. Reflecting on the rich data generated, this paper seeks to provide some insight into whether assumptions regarding industry mentors and also what constitutes a satisfying placement, are supported. This leads to a consideration of implications for tertiary educators who are directing such segments of degree programs. The paper advocates research to take us beyond assumptions, claiming that the articulation of industry perspectives is instructive for all those involved: industry sponsors/mentors, tertiary educators, students and the industry more broadly, as students are prepared more effectively for their professional roles. (Asia-Pacific Journal of Cooperative Education, 2006, 7(2), 1-9).
Fostering university-industry collaborations through university teaching
Knowledge Management Research & Practice, 2019
Fostering university-industry collaborations through university teaching The importance of university-industry links and their impact on innovation processes have been widely acknowledged. However, previous studies have mainly examined university-industry knowledge transfer activities from the perspective of the research and third stream missions. This paper goes a step further, analysing such processes from the perspective of the university's teaching mission. More specifically, it explores how educational crowdsourcing platforms help bring universities and industry together to develop joint activities in undergraduate and graduate programmes. To do so, this paper presents a qualitative study based on secondary data from the websites of a range of platforms. This study enabled us to identify three categories of educational crowdsourcing platforms depending on their focus (education, crowdsourcing, or networking). The analysis shows that, although these platforms have some shortcomings, they provide benefits to all stakeholders by facilitating experiential learning, promoting skills acquisition and encouraging the development of new ideas to meet industry needs.
Success Story of Industry Institution Collaboration for Enhancing Teaching–Learning Experience
Collaboration between industry and academia can happen at various levels. It is for mutual benefi t and can make meaningful contribution to the society. Interaction can happen for various reasons including curriculum design and development, training and skill development, basic and applied research, technology development and transfer. This paper discusses the efforts made by NMAM Institute of Technology, Nitte, an autonomous Institution to utilize this interaction in order to cover some of these areas and thereby enhance the teaching-learning experience of students and teachers and contribute to overall growth and development of the Institution.
Collaborative Learning With Students In Other HE Institutions: A Collaborative Discussion Paper
gees.ac.uk
There is no doubt that 'collaboration' has become a buzzword among senior administrators in higher education institutions throughout the world. Operating within international networks, developing strategic alliances and memoranda of understanding with other institutions are crucial to projecting an image of a wellconnected university. An evolution in how collaboration occurs at higher education institutes can be traced. Initially collaboration was seen as being in the domain of researchers and numerous research alliances were established; more recently collaboration is becoming prevalent in undergraduate education. As advances in information technology open up possibilities for enhanced communication with students within and beyond the campus the opportunities for innovative and pedagogically-informed collaboration increases, but so too do the risks. Like most buzzwords, collaboration has a double edged meaning. In its positive sense it refers to the co-operation with other people in a creative venture, but in its more sinister definition it refers to acting traitorously with an enemy. That is not to suggest that rival institutions should consider themselves as enemies, but rather to ask whether the multiple agendas addressed in developing collaborative agenda pay enough attention to enhancing the experience of the learner. Given the focus on mastering technology to deliver online courses, Palloff & Pratt (2001) warn that the learner is often left out of the equation. The aim of this discussion paper is to raise a number of questions about the nature and usefulness of collaboration. What do we understand by the term collaboration and how is this exemplified in the context of geography in higher education, especially in context of teaching and learning in undergraduate geography education? Does geography make a difference: is its subject matter particularly suited to collaboration and does the location of collaborators influence its likely success? How can collaborative ventures be initiated, championed and enhanced? Who are the stakeholders involved in collaborative activity and how do they benefit? And how do we know they benefit? What complications does international collaboration bring to the assessment of teaching and learning? To what extent is collaboration driven by advances in information technology rather than by pedagogic considerations? In other words, how can we extract the positive rather than the sinister connotations from collaboration? (Add refs) Given that collaborative ventures are an increasing feature of the higher education
Challenges of collaborative education and academic learning in engineering higher education
International Journal for Innovation Education and Research, 2020
The focus that will be given in this article, is the relevance of collaborative teaching in the academic environment, with emphasis on higher education in engineering, considering the professional relationship between educating agents and students. To assist in the higher education process, the main challenges encountered will also be addressed, as well as to point out possible increasingly necessary solutions. Raising such important educational issues is necessary since the reference of an institution of higher education is based, among other aspects, on the qualifications of the teacher and his professional training, as well as on his ability to deal with everyday problems. Thus, seeking to achieve the proposed objectives, a bibliographic review was carried out on the theme presented and its consequences in relation to higher education, focusing on engineering courses. In addition to defining concepts related to collaborative teaching, this study links the relationships between hi...
NEW CHALLENGES FOR HIGHER EDUCATION: COLLABORATION BETWEEN LECTURERS-STUDENTS-COMPANY
One of the most important requirements of the European Higher Education Area is that the students acquire a set of general and specific skills by the time that they have completed their training courses. In some academic specialties, these skills are sometimes difficult to acquire. For this reason, innovative learning techniques have been developed. In this sense, the mechanical engineering degree specialties assist the future engineers to acquire a set of skills that will be applied in many cases to solve the problems encountered in their his professional lives. Furthermore, lecturer of the Polytechnic School of Industrial Engineering are in close contact with the real needs of private companies and as partners are often asked to solve these real problems. In this paper, the collaboration between lecturer-students-company is shown to solve a real problem in a private company and can serve to help students to acquire specific and general skills. Solving the problem involves studying a broken hub of a rotary machine, which failed, resulting in a reduced number of operating cycles at the private company. The results of this study showed a high level of student motivation and that the numbers of important skills for the professional life of the future mechanical engineers were acquired.
Kim-Soon, N., Anak Nikol, I., Razzly, W., and Ahmad, A.R. (2014). A Preliminary Examination of Stimulating and Building University-Industry Collaborative Works at a Public University, Proceedings of the 2014 IEEE International Conference on Management and Technology (ICMIT), Sept. 23-25, 2014, pp 162-167, ISBN: 978-1-4799-5582-2 Abstract – Vitalization of University and industry collaboration (UIC) is at the forefront of higher education policy making at institutional and national levels. It benefits both the industries and higher institutions with the sharing of expertise and knowhow. Industry players are investing in innovation, research and development to stay ahead of global competition. It is with this lead of future potentials and opportunities that this study was conducted on university and industry collaboration between Universiti Tun Hussein Onn Malaysia (UTHM) an anchor institution located in Batu Pahat with the industries. The respondents are the Deans, Deputy Deans and Head of Departments. Sources of external funding, adequacy of laboratory equipment, types of services offer to the industry, nature of UIC interaction and coordination were reported. Discussion and suggestion of approaches to UIC from the findings reported in this paper were also drawn from previous works and the authors’ personal knowledge and experiences for stimulating and building collaboration works. Keywords - University-Industry Collaboration, Batu Pahat, UTHM, UIC, university, industry
Mind the Gap: A Collaborative Competence E-learning Model between University and Industry
Proceedings of the 53rd Hawaii International Conference on System Sciences
This article departure from the effects that interorganizational collaboration brings for the participating partners, specifically from design-related activities of e-learning courses and co-production. The research focus is on critical factors for interorganizational collaborative e-learning and coproduction between university and industry. We describe the process of a six-year longitudinal collaborative action research project including six cases and three phases, initialization, implementation and dissemination. The analysis is conducted from a multi-stakeholder perspective; managers, teachers, and practitioners. Overall aim is to reach for a sustainable collaborative competence e-learning model (CCeM) that will increase industrial employees' competences. Main contribution is that co-production of knowledge entails three levels of activities among actors; to have insight into the purposes and practices of others, the capacity to transform the problems of a practice and together build common knowledge and finally the capacity of mutually co-produce knowledge acted upon in practice towards transformations in the workplace.
The University Challenge in the Collaboration Relationship With the Industry
Handbook of Research on Modern Educational Technologies, Applications, and Management
Universities suffer from the impact of (1) life cycles associated with technological innovations, (2) the globalization of the economy and culture, (3) the educational needs of an increasingly knowledge-driven society, and (4) the training needs for high-performing professional activities. Solutions to these factors may be found in a positive attitude toward knowledge sharing and collaboration relationships. Collaboration has been considered a way to address the challenges of the 21st century, fostering the necessary innovation, growth, and productivity for all parties involved. Several studies reveal that collaboration can be strongly influenced by knowledge sharing. Collaboration relationships, besides the creation of new knowledge, may result in several outcomes and benefits for the university and society. This chapter aims to address and discuss the university challenges in the collaboration relationships with the industry based on the main results of some empirical studies deve...
Using a Partnership in Industry to Link Theory and Practice in Undergraduate Courses
The Information Systems (IS) profession is known as one of the most dynamic fields in our current day and age. Rapid advances in Information and Communication Technologies (ICTs) increase the dependence of organizations on these ICTs and create a greater need for IS competence. This demand constitutes serious challenges to academia to provide graduates with the necessary skill set to fulfil their roles in industry and to cope more effectively with real life problems. In an attempt to address this skills gap, a theory of coherent practice was developed to act as a framework for creating a synthesis of theory and practice when designing curricula for undergraduate courses. This paper reports on a specific implementation that led to an industry partnership, and the construction of a Case study to support a flipped classroom approach and provide context for a real life problem. In addition, it guided the design of a set of carefully structured interventions directing student evolution through different stages of development. Although further refinement to the implementation of the theory in the design of second year courses is needed, the value of the approach in preparing students more effectively for professional practice is already apparent in student feedback and in their performance in the courses.