Futebol como projeto profissional de mulheres : interpretações da busca pela legitimidade = Football as a career project for women : legitimacy search interpretation

Universidade Estadual de Campinas . Faculdade de Educação Física

Direct communication versus virtual communication in virtual teams

Several studies suggest that computer-mediated communication can lead to decreases in group effectiveness and reduce satisfaction levels in terms of trust and comfort of its users. Supported by an experiment, where the emotional or affective aspects of communication were tested with the experimentation of two architectures, Direct Communication Architecture (DCA) and the Virtual Communication Architecture (VCA) this paper validates the thesis that, from the users’ perspective, there is no opposition to the acceptance of virtual environments and interfaces for communication, and that these environments are able to cope with the reconfiguration dynamics requirements of virtual teams or client-server relations in a virtual enterprise operation.

The European Project Semester at ISEP: Learning to Learn Engineering

The European Project Semester at ISEP (EPS@ISEP) is a one semester project-based learning programme addressed to engineering students from diverse scientific backgrounds and nationalities. The students, organized in multicultural teams, are challenged to solve real world multidisciplinary problems, accounting for 30 ECTU. The EPS package, although focused on project development (20 ECTU), includes a series of complementary seminars aimed at fostering soft, project-related and engineering transversal skills (10 ECTU). This paper presents the study plan, resources, operation and results of the EPS@ISEP that was created in 2011 to apply the best engineering education practices and promote the internationalization of ISEP. The results show that the EPS@ISEP students acquire during one semester the scientific, technical and soft competences necessary to propose, design and implement a solution for a multidisciplinary problem.

The European Project Semester at ISEP: the challenge of educating global engineers

Current engineering education challenges require approaches that promote scientific, technical, design and complementary skills while fostering autonomy, innovation and responsibility. The European Project Semester (EPS) at Instituto Superior de Engenharia do Porto (ISEP) (EPS@ISEP) is a one semester project-based learning programme (30 European Credit Transfer Units (ECTU)) for engineering students from diverse scientific backgrounds and nationalities that intends to address these goals. The students, organised in multidisciplinary and multicultural teams, are challenged to solve real multidisciplinary problems during one semester. The EPS package, although on project development (20 ECTU), includes a series of complementary seminars aimed at fostering soft, project-related and engineering transversal skills (10 ECTU). Hence, the students enrolled in this programme improve their transversal skills and learn, together and with the team of supervisors, subjects distinct from their core training. This paper presents the structure, implementation and results of the EPS@ISEP that was created in 2011 to apply the best engineering practices and promote internationalisation and engineering education innovation at ISEP.

CDIO and the European Project Semester: a match for capstone projects?

The CDIO Initiative is an open innovative educational framework for engineering graduation degrees set in the context of Conceiving – Designing – Implementing – Operating real-world systems and products, which is embraced by a network of worldwide universities, the CDIO collaborators. A CDIO compliant engineering degree programme typically includes a capstone module on the final semester. Its purpose is to expose students to problems of a greater dimension and complexity than those faced throughout the degree programme as well as to put them in contact with the so-called real world, in opposition to the academic world. However, even in the CDIO context, there are barriers that separate engineering capstone students from the real world context of an engineering professional: (i) limited interaction with experts from diverse scientific areas; (ii) reduced cultural and scientific diversity within the teams; and (iii) lack of a project supportive framework to foster the complementary technical and non-technical skills required in an engineering professional. To address these shortcomings, we propose the adoption of the European Project Semester (EPS) framework, a one semester student centred international capstone programme offered by a group of European engineering schools (the EPS Providers) as part of their student exchange programme portfolio. The EPS package is organised around a central module – the EPS project – and a set of complementary supportive modules. Project proposals refer to open multidisciplinary real world problems and supervision becomes coaching. The students are organised in teams, grouping individuals from diverse academic backgrounds and nationalities, and each team is fully responsible for conducting its project. EPS complies with the CDIO directives on Design-Implement experiences and provides an integrated framework for undertaking capstone projects, which is focussed on multicultural and multidisciplinary teamwork, problem-solving, communication, creativity, leadership, entrepreneurship, ethical reasoning and global contextual analysis. As a result, we recommend the adoption of the EPS within CDIO capstone modules for the benefit of engineering students.

Development of Biomimetic Robots in the EPS Engineering Programme Capstone Project

This paper proposes the development of biologically inspired robots as the capstone project of the European Project Semester (EPS) framework. EPS is a one semester student centred international programme offered by a group of European engineering schools (EPS Providers) as part of their student exchange programme portfolio. EPS is organized around a central module (the EPS project) and a set of complementary supportive modules. Project proposals refer to open multidisciplinary real world problems. Its purpose is to expose students to problems of a greater dimension and complexity than those faced throughout the degree programme as well as to put them in contact with the socalled real world, in opposition to the academic world. Students are organized in teams, grouping individuals from diverse academic backgrounds and nationalities, and each team is fully responsible for conducting its project. EPS provides an integrated framework for undertaking capstone projects, which is focused on multicultural and multidisciplinary teamwork, communication, problem-solving, creativity, leadership, entrepreneurship, ethical reasoning and global contextual analysis. The design and development of biologically inspired robots allows the students to fulfil the previously described requirements and objectives and, as a result, we recommend the adoption of these projects within the EPS project capstone module for the benefit of engineering students.

What makes a good team? : Following the example of sport teams

A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and Economics

Fostering virtual teams: what companies could and should be doing

A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and Economics

Conflict in cross-functional teams

The present study is a qualitative analysis of the tensions that occur in cross-functional teams (CFTs) and the way in which they can affect the teams' accomplishments. The research is focused on a single case, COHTTEC 2005, a program aimed at transforming new technologies into businesses that took place in Lisbon, Portugal, starting March 2005. In this program, participants were organized in cross-functional teams that included researchers and management students. Semi-structured interviews were made to a sample of 17 participants. These interviews were recorded and transcribed. A table was then elaborated based on the primary data provided by the subjects and these data were classified in different categories. A three-stage model of group dynamics is proposed. The major findings of this project point to the role of interpersonal relationships on group outcomes. More specifically, several patterns associated with team malfunction were uncovered, the clearest ones being autocratic decision-making and arrogant behavior from some team members, as well as escalation in relationship conflict. Implications from these results are discussed, both for future research and for practice.

Assessing student individual performance within PBL teams: findings from the implementation of a new mechanism

This paper reports on the experience of the implementation of a new mechanism to assess individual student contribution within project work, where students work in teams to solve a large-scale open-ended interdisciplinary project. The study takes place at the University of Minho, with first year engineering students, enrolled in the Industrial Management and Engineering (Integrated Masters) degree. The aim of this paper is to describe the main principles and procedures underlying the assessment mechanism created and also provide some feedback from its first implementation, based on the students, lecturers and tutors perceptions. For data collection, a survey was sent to all course lecturers and tutors involved in the assessment process. Students also contributed with suggestions, both on a workshop held at the end of the project and also by answering a survey on the overall satisfaction with PBL experience. Findings show a positive level of acceptance of the new mechanism by the students and also by the lecturers and tutors. The study identified the need to clarify the criteria used by the lecturers and the exact role of the tutor, as well as the need for further improvement of its features and procedures. Some recommendations are also issued regarding technical aspects related to some of the steps of the procedures, as well as the need for greater support on the adjustment and final setting of the individual grades.

European Schools Survey Project on Alcohol and other drugs (ESPAD)

ESPAD is a collaborative effort of independent research teams in about forty European countries and the largest cross-national research project on adolescent substance use in the world. Data are collected every fourth year with 1995 as the starting point. The fourth data collection was carried out in 35 countries during the spring of 2007 and the results were published March 26, 2009 The overall purpose of the ESPAD project is to study adolescent substance use in Europe from a comparative and longitudinal perspective. The basic goal is to collect comparable data on the use of alcohol, tobacco and other drugs among students throughout European countries. Data should be collected in cooperation between countries using a strictly standardised methodology, in order to offer as comparable results as possible. In the long run the most important aim is to monitor the of trends of the adolescent substance use in European countries and to compare trends between countries. This includes the mapping of differences and the monitoring of trends for policy purposes as well as the scientific study of the context, predictors and consequences of adolescent substance use. In relation to the EU action plan on drugs and the WHO Europe declaration about young people and alcohol, ESPAD-data can provide information for the evaluation of these charters. It is intended to repeat the surveys every fourth year. All European countries are welcome to join the ESPAD study, in the effort of making the coverage across Europe as complete as possible. Click here to download PDF 2.1mb

Learning collaboration in General Internal Medicine: a pilot project for undergraduate students in nursing, physiotherapy and medicine

Background: A form of education called Interprofessional Education (IPE) occurs when two or more professions learn with, from and about each other. The purpose of IPE is to improve collaboration and the quality of care. Today, IPE is considered as a key educational approach for students in the health professions. IPE is highly effective when delivered in active patient care, such as in clinical placements. General internal medicine (GIM) is a core discipline where hospital-based clinical placements are mandatory for students in many health professions. However, few interprofessional (IP) clinical placements in GIM have been implemented. We designed such a placement. Placement design: The placement took place in the Department of Internal Medicine at the CHUV. It involved students from nursing, physiotherapy and medicine. The students were in their last year before graduation. Students formed teams consisting of one student from each profession. Each team worked in the same unit and had to take care of the same patient. The placement lasted three weeks. It included formal IP sessions, the most important being facilitated discussions or "briefings" (3x/w) during which the students discussed patient care and management. Four teams of students eventually took part in this project. Method: We performed a type of evaluation research called formative evaluation. This aimed at (1) understanding the educational experience and (2) assessing the impact of the placement on student learning. We collected quantitative data with pre-post clerkship questionnaires. We also collected qualitative data with two Focus Groups (FG) discussions at the end of the placement. The FG were audiotaped and transcribed. A thematic analysis was then performed. Results: We focused on the qualitative data, since the quantitative data lacked of statistical power due to the small numbers of students (N = 11). Five themes emerged from the FG analysis: (1) Learning of others' roles, (2) Learning collaborative competences, (3) Striking a balance between acquiring one's own professional competences and interprofessional competences, (4) Barriers to apply learnt IP competences in the future and (5) Advantages and disadvantages of IP briefings. Conclusions: Our IP clinical placement in GIM appeared to help students learn other professionals' roles and collaborative skills. Some challenges (e.g. finding the same patient for each team) were identified and will require adjustments.

Implementation of Benchmark Project Recommendations for Iowa DOT Offices of Construction, Addendum to HR-381, 1996

This report describes the continuation of the development of performance measures for the Iowa Department of Transportation (DOT) Offices of Construction. Those offices are responsible for administering transportation construction projects for the Iowa DOT. Researchers worked closely with the Benchmark Steering Team which was formed during Phase I of this project and is composed of representatives of the Offices of Construction. The research team conducted a second survey of Offices of Construction personnel, interviewed numerous members of the Offices and continued to work to improve the eight key processes identified during Phase I of this research. The eight key processes include Inspection of Work, Resolution of Technical Issues, Documentation of Work Progress and Pay Quantities, Employee Training and Development, Continuous Feedback for Improved Contract Documents, Provide Safe Traffic Control, External/Public Communication, and Providing Pre-Letting Information. Three to four measurements were specified for each key process. Many of these measurements required opinion surveys of employees, contractors, and others. During Phase II, researchers concentrated on conducting surveys, interviewing respondents to improve future surveys, and facilitating Benchmark Steering Team monthly meetings. Much effort was placed on using the information collected during the first year's research to improve the effectiveness and efficiency of the Offices of Construction. The results from Process Improvement Teams that studied Traffic Control and Resolution of Technical Issues were used to improve operations.

Evaluation of transversal competencies: pilot project in a maths course for first-year business

The aim of this communication is to describe the results of a pilot project for the assessment of the transversal competency "the capacity for learning and responsibility". This competency is centred on the capacity for the analysis, synthesis, overview, and practical application of newly acquired knowledge. It is proposed by the University of Barcelona in its undergraduate degree courses,through multidisciplinary teaching teams. The goal of the pilot project is to evaluate this competency.We worked with a group of students in a first-year Business Degree maths course, during the firstsemester of the 2012/2013 academic year. The development of the project was in two stages: (i)design of a specific task to share with the same students in the following semester when the subjectwould be economic history; and (ii) the elaboration of an evaluation rubric in which we defined thecontent, the aspects to evaluate, the evaluation criteria, and the marking scale. The attainment of theexpectations of quality on the specific task was scored following this rubric, which provided a singlebasis for the precise and fair assessment by the instructor and for the students' own self-evaluation.We conclude by describing the main findings of the experience. There particularly stood out the highscore in the students' self-evaluation given to one aspect of the competency – their capacity forlearning – in stark contrast to their instructor's quite negative evaluation. This means that we have towork both to improve teaching practice and to identify the optimal competency evaluationmethodology.

The promotion and assessment of generic skills from interdisciplinary teaching teams

The paper explains a teaching project financed by the University of Barcelona (UB). It focuses on ageneric skill of the University of Barcelona, which is defined as "the learning capability andresponsibility”, and in which analytical and synthesis skills are included. It follows a multidisciplinaryapproach including teachers of Mathematics, World Economics and Economic History. All of us sharethe same students during the first and the second course of the grade in Economics at the Faculty ofEconomics and Business. The project has been developed in three stages. The first one has beendone during the first semester of the course 2012/13, being applied to first year students on thesubjects of Mathematics and Economic History. The second phase is being to be done during thesecond semester only on the Economic History subject. A third stage is going to be done next course2013/14 to second year students on the subject of World Economics. Each different teaching teamhas developed specific materials and assessment tools for each one of the subjects included in theproject. The project emphasizes two teaching dimensions: the elaboration of teaching materials topromote the acquisition of generic skills from an interdisciplinary point of view, and the design ofspecific tools to assess such skills. The first results of the first phase of the project shows cleardeficiencies in the analytical skill regarding to first year students.