Developing IT professionals in New Zealand using project-based learning

The thesis shows that students gained skills required for entry to a career in IT, there was no direct involvement by the IT sector to link these skills to professional practice. This thesis suggests a holistic model for sector engagement, from secondary education through tertiary to graduate placement and employment.

Assessing the practice of project-based JV between local and international contractors in the UAE

This paper is about assessing the practice of Project-Based Joint Ventures formed between local and international contractors in the UAE construction industry. This common practice nowadays, provides the means for contractors to quickly add resources to enhance project acquisition. Studies indicate that JVs are among the tools that contractors will need to get together in the face of increasing market demands. Specifically, Project-Based JVs are often used in the UAE Construction industry with an exceptional growth in an attempt to diversify from Oil and Gas. The UAE is very business friendly which makes it attractive for such kind of alliance or partnership for local contractors to get the necessary experience and for international contractors to minimize the risks associated with entering new markets. In this context, studies that evaluate this alliance phenomenon in the UAE construction industry are limited. The few industry-related studies have primarily focused on large, international JVs; yet, many JVs are formed on small and medium-sized projects within the UAE. The paper aims to assess the current practices and understand the many factors involved with forming, managing, and controlling JV partnerships. The research methodology adopted a mix of quantitative and qualitative approaches. First, a closed question survey was disseminated to construction professionals in the UAE in light of the literature findings. Second, two case studies were demonstrated and analysed, then triangulated with the literature and survey findings to remove possible bias and improve the confidence in the collected data. The paper concluded that the JV in the UAE construction industry is mostly formed on project-basis rather than continuous collaboration. The management control mostly used in the UAE construction industry is shared management of activities in a venture with the operations shared between parents. The paper addressed major factors that lead to successful JV in the construction projects of the UAE which are namely trust, correct structure, communication, and partner’s commitment. Partners’ common objectives do not affect the JV success or failure. Willingness to adapt eliminates conflicts and enhances the JV success prospect.

An evaluation of the impact of using authentic design and build industry projects in project-based learning

BACKGROUNDChisholm’s ‘first year experience’ is a significant feature of the new industry focused Bachelor of Engineering Technology program delivered in association with the South East Melbourne Manufacturers’ Alliance (SEMMA). This conceive-design-implement-operate (CDIO Initiative) program commenced as a full time program in first semester 2012. Whereas it is common for CDIO Initiative programs to have a first year experience program containing a project typical of the type of industry project they would complete as a graduate engineer or engineering technologist, this goes further by using real industry projects provided by SEMMA members.This design-and-build industry project runs across both semesters supporting project-based learning in three first year subjects. A concern is that the industry involvement of the projects adds substantially to an already heavy student workload. This has been further increased by the addition of two additional first year initiatives: writing workshops, and training in, and substantial use of, student oral presentations. It is recognised that an excessive workload could lead students to adopt surface learning approaches in other subjects.PURPOSEThe goal of the project is to evaluate student perceptions of the value and work load impact of the industry project and the other new first year initiatives.DESIGN/METHODCentral to this project is a student survey-based evaluation of the industry project based learning that is the core of the ‘first year experience’. The participants were limited to the small group of students who, in a single year, completed all three subjects that comprise the ‘first year experience’. To avoid compromising the results the survey was administered by Chisholm Institute’s Department of Strategy and Planning with no engineering technology degree program staff present. The survey included questions to enable responses to be linked with specific student demographics without identifying any of the respondents.RESULTSThe study showed the industry project-based learning had worthwhile outcomes but placed considerable time pressures on most respondents. For some, this also impacted on their other subjects. A first year oral presentation program was also shown to have worthwhile outcomes. However no conclusions could be reliably drawn on the third initiative – writing workshops.CONCLUSIONSThe results confirm that the authentic industry project is considered a worthwhile initiative but contributes significantly to student overload. This applies also – to a lesser extent – to the first year oral presentation program. Both also require new approaches to delivery as student numbers increase. Strategies to address these issues are discussed.

Unveiling fieldbus network technology through project-based learning

Fieldbus communications networks are a fundamental part of modern industrial automation technique. This paperwork presents an application of project-based learning (PBL) paradigm to help electrical engineering students grasp the major concepts of fieldbus networks, while attending a one-term long, elective microcontroller course. © 2012 IEEE.

Project-based learning using robots with open-source hardware and software

[EN]One of the main issues of the current education system is the lack of student motivation. This aspect together with the permanent change that the Information and Communications Technologies involve represents a major challenge for the teacher: to continuously update contents and to keep awake the student’s interest. A tremendously useful tool in classrooms consists on the integration of projects with participative and collaborative dynamics, where the teacher acts mainly as a guidance to the student activity instead of being a mere knowledge and evaluation transmitter. As a specific example of project based learning, the EDUROVs project consists on building an economic underwater robot using low cost materials, but allowing the integration and programming of many accessories and sensors with minimum budget using opensource hardware and software.

Antecedents and consequences of individual flexibility in project-based organizations

In the last decades, the increasing significance of “projectivization” (Lundin & Steinthórsson, 2003) has stimulated considerable interest in project-based organizations as new economic actors able to introduce a new logic of organizing work and weakening boundaries in favour of networks of collaborations. In these contexts, work is often delegated to project teams. Deciding whom to put on a project team is one of the biggest challenges faced by a project manager; in particular which characteristics rely on to compose and match effective teams. We address this issue, focusing on the individual flexibility (Raudsepp, 1990), as team composition variable that affects project team performance. Thus, the research question investigated is: Is it better to compose project teams with flexible team members or not flexible project team members to achieve higher levels of project performance? The temporary nature of PBOs involves that after achieving the purpose for which team members are enrolled, they are disbanded but their relationships remain, allowing them to be involved in future projects (Starkey, Barnatt & Tempest, 2000). Pre-existing relationships together with the current relationships create a network of relationships that yields some implications for project teams as well as for team members. We address this issue, exploring the following research question: To what extent is the individual flexibility influenced by the network structure? The conceptual framework is used to articulate the research questions investigated with respect to the Television drama serials production. Their project-team organizing combined with their capacity to dissolve and recreate over time make it an interesting field to develop. We contribute to the organizational literature, providing a clear operationalization of individual flexibility construct and its role on affecting project performance. Second, we contribute to the organizational network literature addressing the effects yielded by the network structure-structural holes and network closure- on the individual flexibility.

Effect of implementing project-based education in high school physics : file folder bridge engineering

Project-based education and portfolio assessments are at the forefront of educational research. This research follows the implementation of a project-based unit in a high school physics class. Students played the role of an engineering firm who designed, built and tested file folder bridges. The purpose was to determine if projectbased learning could improve student attitude toward science and related careers like engineering. Teams of students presented their work in a portfolio for a final assessment of the process of designing, building and testing their bridges.

Social skills as predictors of communication, performance and quality of collaboration in project-based learning

The assumption that social skills are necessary ingredients of collaborative learning is well established but rarely empirically tested. In addition, most theories on collaborative learning focus on social skills only at the personal level, while the social skill configurations within a learning group might be of equal importance. Using the integrative framework, this study investigates which social skills at the personal level and at the group level are predictive of task-related e-mail communication, satisfaction with performance and perceived quality of collaboration. Data collection took place in a technology-enhanced long-term project-based learning setting for pre-service teachers. For data collection, two questionnaires were used, one at the beginning and one at the end of the learning cycle which lasted 3 months. During the project phase, the e-mail communication between group members was captured as well. The investigation of 60 project groups (N = 155 for the questionnaires; group size: two or three students) and 33 groups for the e-mail communication (N = 83) revealed that personal social skills played only a minor role compared to group level configurations of social skills in predicting satisfaction with performance, perceived quality of collaboration and communication behaviour. Members from groups that showed a high and/or homogeneous configuration of specific social skills (e.g., cooperation/compromising, leadership) usually were more satisfied and saw their group as more efficient than members from groups with a low and/or heterogeneous configuration of skills.

Medical Practice and International Networks. A Swiss National Foundation Funded project based ath the University of Bern

Project presentation

New Methodology for Integrating Teams into Multidisciplinary Project Based Learning

This paper describes the collaboration among students and professors in four different subjects, to develop multidisciplinary projects. The objective is to simulate the conditions in a company environment. A new methodology based on student interaction and content development in a Wiki environment has been developed. The collaborative server created an ‘out of the classroom’ discussion forum for students of different subjects, and allowed them to compile a ‘project work’ portfolio. Students and professors participated with enthusiasm, due to the correct well-distributed work and the easiness of use of the selected platform in which only an internet connected computer is needed to create and to discuss the multidisciplinary projects. Quality of developed projects has been dramatically improved due to integration of results provided from the different teams.

Project-based learning experience on Data Structures course

This paper presents the innovations in the practical work of the Data Structures subject carried out in the last five years, including a transition period and a first year of implantation of the European Higher Education Area. The practical coursework is inspired by a project-based methodology and from 2008/2009 additional laboratory sessions are included in the subject schedule. We will present the academic results and ratios of the mentioned time period which imply a significant improvement on students' performance.