Engineering education research - the UK perspective at a time of change

Engineering education in the United Kingdom is at the point of embarking upon an interesting journey into uncharted waters. At no point in the past have there been so many drivers for change and so many opportunities for the development of engineering pedagogy. This paper will look at how Engineering Education Research (EER) has developed within the UK and what differentiates it from the many small scale practitioner interventions, perhaps without a clear research question or with little evaluation, which are presented at numerous staff development sessions, workshops and conferences. From this position some examples of current projects will be described, outcomes of funding opportunities will be summarised and the benefits of collaboration with other disciplines illustrated. In this study, I will account for how the design of task structure according to variation theory, as well as the probe-ware technology, make the laws of force and motion visible and learnable and, especially, in the lab studied make Newton's third law visible and learnable. I will also, as a comparison, include data from a mechanics lab that use the same probe-ware technology and deal with the same topics in mechanics, but uses a differently designed task structure. I will argue that the lower achievements on the FMCE-test in this latter case can be attributed to these differences in task structure in the lab instructions. According to my analysis, the necessary pattern of variation is not included in the design. I will also present a microanalysis of 15 hours collected from engineering students' activities in a lab about impulse and collisions based on video recordings of student's activities in a lab about impulse and collisions. The important object of learning in this lab is the development of an understanding of Newton's third law. The approach analysing students interaction using video data is inspired by ethnomethodology and conversation analysis, i.e. I will focus on students practical, contingent and embodied inquiry in the setting of the lab. I argue that my result corroborates variation theory and show this theory can be used as a 'tool' for designing labs as well as for analysing labs and lab instructions. Thus my results have implications outside the domain of this study and have implications for understanding critical features for student learning in labs. Engineering higher education is well used to change. As technology develops the abilities expected by employers of graduates expand, yet our understanding of how to make informed decisions about learning and teaching strategies does not without a conscious effort to do so. With the numerous demands of academic life, we often fail to acknowledge our incomplete understanding of how our students learn within our discipline. The journey facing engineering education in the UK is being driven by two classes of driver. Firstly there are those which we have been working to expand our understanding of, such as retention and employability, and secondly the new challenges such as substantial changes to funding systems allied with an increase in student expectations. Only through continued research can priorities be identified, addressed and a coherent and strong voice for informed change be heard within the wider engineering education community. This new position makes it even more important that through EER we acquire the knowledge and understanding needed to make informed decisions regarding approaches to teaching, curriculum design and measures to promote effective student learning. This then raises the question 'how does EER function within a diverse academic community?' Within an existing community of academics interested in taking meaningful steps towards understanding the ongoing challenges of engineering education a Special Interest Group (SIG) has formed in the UK. The formation of this group has itself been part of the rapidly changing environment through its facilitation by the Higher Education Academy's Engineering Subject Centre, an entity which through the Academy's current restructuring will no longer exist as a discrete Centre dedicated to supporting engineering academics. The aims of this group, the activities it is currently undertaking and how it expects to network and collaborate with the global EER community will be reported in this paper. This will include explanation of how the group has identified barriers to the progress of EER and how it is seeking, through a series of activities, to facilitate recognition and growth of EER both within the UK and with our valued international colleagues.

A seismic shift? An evaluation of the impact of new media on perceptions of freedom of expression and privacy

New media platforms have changed the media landscape forever, as they have altered our perceptions of the limits of communication, and reception of information. Platforms such as Facebook, Twitter and WhatsApp enable individuals to circumvent the traditional mass media, converging audience and producer to create millions of ‘citizen journalists’. This new breed of journalist uses these platforms as a way of, not only receiving news, but of instantaneously, and often spontaneously, expressing opinions and venting and sharing emotions, thoughts and feelings. They are liberated from cultural and physical restraints, such as time, space and location, and they are not constrained by factors that impact upon the traditional media, such as editorial control, owner or political bias or the pressures of generating commercial revenue. A consequence of the way in which these platforms have become ingrained within our social culture is that habits, conventions and social norms, that were once informal and transitory manifestations of social life, are now infused within their use. What were casual and ephemeral actions and/or acts of expression, such as conversing with friends or colleagues or swapping/displaying pictures, or exchanging thoughts that were once kept private, or maybe shared with a select few, have now become formalised and potentially permanent, on view for the world to see. Incidentally, ‘traditional’ journalists and media outlets are also utilising new media, as it allows them to react, and disseminate news, instantaneously, within a hyper-competitive marketplace. However, in a world where we are saturated, not only by citizen journalists, but by traditional media outlets, offering access to news and opinion twenty-four hours a day, via multiple new media platforms, there is increased pressure to ‘break’ news fast and first. This paper will argue that new media, and the culture and environment it has created, for citizen journalists, traditional journalists and the media generally, has altered our perceptions of the limits and boundaries of freedom of expression dramatically, and that the corollary to this seismic shift is the impact on the notion of privacy and private life. Consequently, this paper will examine what a reasonable expectation of privacy may now mean, in a new media world.

Magyarországi „munkavállaló-barát” (employee friendly) szervezetek – Valóság vagy utópia (avagy mit tanulhatunk tőlük?) = The Hungarian employee friendly organizations: reality or Utopia (or what can we learn from them?)

A szerzők feltáró kutatásukban munkavállaló-barát szervezeti megoldásokat kerestek és vizsgáltak multiparadigmikus (Primecz, 2008) megközelítéssel, kritikai és funkcionalista szemszögből. Munkavállalóbarát szervezeti gyakorlatnak tekintették azokat a szervezeti kultúrában gyökerező szervezeti kereteket és gyakorlatokat, amelyek nagymértékben támogatják a munkavállalókat a munka és magánélet egyensúlyának elérésében és megtartásában (Toarniczky et al., 2011). Eredményeik szerint a munkavállaló-barát gyakorlatokat akkor értékelik legjobban a szervezeti tagok, ha a közvetlen vezető és kollégák jól értik a támogatandó munkavállaló helyzetét és rugalmasan fordítják le a hétköznapokra a HR-rendszereket. Ezzel együtt több feszültség keletkezik a szervezetben a munkavállaló-barát gyakorlatokban, amelyekre figyelni lehetne, anélkül, hogy a kialakított gyakorlatokat felszámolnák. _____ The authors in their research investigated employee friendly practices, which they defined as frameworks and practices rooted in organisational culture that gives maximum support for employees trying to reach and keep balance between work and private life (Toarniczky et al., 2011) through multiparadigm research (Primecz, 2008). They conducted exploratory research (interviews, focus groups, document-analysis, and questionnaire) at ten Hungarian-based organizations, and they investigated employee friendly work practices through functionalist and critical lenses. Their results shows that employee friendly practices work well, when the immediate boss and colleagues understand the need of organization al member, who are supported, and HR procedures are translated flexibly. At the same time tension within the organization al subgroups always present, and this should be handled by the organization without cancelling employee friendly practices.

Vágyott kultúra és reális értékítélet - Tudásmenedzsment-rendszer kiépítésének előfeltétele egy felsőoktatási intézményben (Desired culture and real value judgement – Precondition of development a knowledge management system in a higher education institution)

A tudásmenedzsment-rendszerek kiépítése és működtetése egyre népszerűbb vállalati cél. A legnagyobb igyekezet ellenére is kudarccal végződhet egy ilyen változás megvalósítása, ha a szükséges feltételek nélkül próbálkozunk ezzel a beavatkozással a szervezet életében. Az egyik legfontosabb előfeltétel a bizalomra, közös tanulásra, fejlődésre épülő, nyitott szervezeti kultúra, mely a tanulószervezeti jellemzőkkel írható le. A szerzők kutatásukban arra voltak kíváncsiak, milyen elképzeléseik, vágyaik vannak a felsőoktatásban oktató kollégáknak az ideálisnak nevezett szervezeti kultúráról. Ezeket az elképzeléseket egy külső tanácsadó cég által végzett kérdőíves felmérésen alapuló vizsgálat segítségével tudták meg, melynek kiértékelésére a circumplex-módszer szolgált. Az eredményeket összevetették a tanulószervezeti jellemzőkkel, vizsgálva azt a hipotézist, miszerint az oktató kollégák tudat alatt is olyan ideális szervezetet képzelnek el, mely a tanulószervezeti kultúra jellemzőivel azonos. _________ To create and to operate a knowledge management system is becoming a more and more popular target of the companies. Realizing the changes above can result in a failure – in spite of the biggest will – if organizations lack certain prerequisites which are necessary in companies’ lives. One of the most important prerequisites is organizational culture which can be characterized by confidence, common learning, development and open atmosphere. This is called a learning organizational culture. In their research the authors would have liked to know what kind of dreams the colleagues have about their own organizational culture. They achieve these results from an investigation with questionnaires which were realized by an advisory team. To evaluating the results of this investigation circumplex method was used. These results were compared with the characteristics of learning organization to confirm our hypothesis. According to this idea colleagues have the same images about their successful organization as the characteristics of learning organizations.

Projekttervezési módszerek kihívásai a XXI. században (Challenges of the project planning methods in the 21st century)

Több mint száz éve született meg Henry Gantt (Gantt, 1910) sávos ütemterve, Kelley (Kelley, 1961) és Walker (Walker, 1959) is több mint hatvan éve publikálta kritikus út módszerét. Az ezekre épülő költség- és erőforrás- tervezési módszerek vajon alkalmasak-e a ma kihívásaira? Az olvasó ebben a tanulmányban többéves kutatómunka gyümölcsét láthatja. A kutatás során az egyik legfontosabb cél annak vizsgálata volt, hogy a meglévő projekttervezési eszközök mennyiben felelnek meg a mai projektek kihívásainak; hol és milyen területen van szükség e módszerek továbbfejlesztésére, esetleg meghaladására. Ebben a tanulmányban a szerző olyan módszereket mutat be, amelyek messze túlvezetnek bennünket a projekttervezés eddig elsősorban operatív feladatokra szorítkozó módszereitől, és olyan kérdések megválaszolására fordítja figyelmünket, mint pl. milyen tevékenységeket, projekteket valósítsunk meg; melyeket hagyjuk el vagy ütemezzük be egy későbbi projektbe; hogyan rangsoroljuk, priorizáljuk a projektek megvalósítását, fontosságát? ______ Gantt chart (Gantt, 1910) was born by Henry Gantt more than a hundred years ago. Kelley and Walker published their critical planning method more than a 60 years ago (see i.e. Kelley-Walker, 1959). Can we use methods based on network planning methods for the challenges of 21st century? In this paper the author can see the results of the recent researches. In this study with their colleagues he investigated which project planning methods can be used in challenges of the 21st century and where and how to improve them. In these researches new matrix-based project planning methods are specified, where they can deal not only operative but strategic questions: which subprojects/tasks should be completed, how to treat priorities of completion in case of defining logic planning, how to support not only traditional but agile project management approaches.In this paper he introduces a new matrix-based method, which can be used for ranking project or multi project scenarios with different kinds of target functions. The author shows methods that are used in an expert module. He shows how to integrate this expert module into the traditional PMS system.

The Dialectics of Modernity - Recognizing Globalization. Studies on the Theoretical Perspectives of Globalization

The volume The Dialectics of Modernity - Recognizing Globalization. Studies on the Theoretical Perspectives of Globalization is the product of a work of that quarter of the century, which has been continuing, since 1989 up today, the true beginning of the globalization. Therefore, because that concept was not existing at that time, the work is not yet directed, in the first years, on the globalization itself. As it can be seen, this concept pushed through only in the second half of the nineties, when the concept could also be already statistically revealed in the world press. How a group of researchers from Hungary was enquirying during the nineties, according to partners of conversation at home and abroad, with whom one could talk about how the new world emerging with 1989 can actually be described, is a long story, the theory of which consists in the fact, that we apparently live in a world, where the most part of the people, even worse, even most of the intellectuals are hardly interested in how this one really looks like. On looking for partners, the circle of the authors of this volume was created. In Hungary, we quickly reached our limit (which much later did not prevent us from appearing, such as if we had always been living in the theoretically worked globalization). The French group around Jacques Poulain reacted the fastest way (and later around Francois de Bernard, with his particularly valuable homepage www.mondialisations.org), not much later the contact with the Russian colleagues around Alexandr Shumakov was created, in which Encyclopedia of the Globalization our contribution could already appear in 2003. On these traces, we came to the productive relationship with Leonid Grinin and Andrey Korotayev. Finally, we mention the Fürstenfeld's initiative, founded since 2009 with Melitta Becker's help in the framework of the Centre for the Interdisciplinary Research in this Austrian city. A relevant part of the author inside this book participated from the beginning in the work of the group. The individual contributions to this volume are linked together by a common interest in knowledge. This is the theoretical view of the phenomenon of the globalization. From the beginning, it was not further defined or limited to certain approaches, particularly an independent theory of the globalization was not intended. We started from the fact, that every legitimately revealed theoretical approach can contribute legitimately to a later theory of the globalization. In this way, the further contacts with Nico Stehr and the members of the Dresden group for the investigation of the security problems arose, mainly with Ernst Woit. Hegel defined the philosophy as the flight of the Owl of Minerva, which "begins its flight only with the falling twilight". Through the theoretical investigation of the globalization always becoming interdisciplinary, we wanted by no means to debate about this incomparable aphorism. We simply started from the conviction, that a new reality should not remain without any description.

The teacher portfolio as a vehicle for reflective practice

This qualitative case study was limited to an eighteen-hour workshop on “Constructing a Reflective Teacher Portfolio.” The study was conducted at the Nova Center, a research and development school, in the Broward County Public School System. Six participants took part in the study. The study examined the process used by the participants as they constructed their portfolios, explored the reflective aspect of their construction, and investigated the impact that constructing a portfolio had on them and their work. ^ Data was gathered using interviews, observations, and artifacts. Content analysis and the combined frameworks of Van Manen (1977), Smyth (1989), and Pugach and Johnson (1990) were used to examine the data. The data indicates that the portfolios and workshop were not as effective as anticipated in encouraging the participants to examine their work. The following themes emerged as a result of this study: (a) teachers begin constructing their portfolios by gathering material that represents past successes; (b) examining philosophies of education, writing a personal narrative and sharing with colleagues stimulates reflective practice; (c) teachers have difficulty expressing their personal beliefs about education; (d) creating a reflective portfolio is a constructivist process that encourages divergent products; (e) teachers initially do not recognize a strong connection between constructing a portfolio and improving their work; and (f) constructing a portfolio may be an inside-out approach to educational reform. ^ Recommendations were presented to improve the workshop, specifically focusing on teachers examining their practices and learning from students' work. Additional study is needed to evaluate the influence of these changes in the workshop. ^

Heteronormativity and teaching: A phenomenological study of lesbian teachers

The purpose of this phenomenological study was to understand what impact “heteronormativity” has on a lesbian teacher's perception of her instructional style, content, and context of curriculum taught. Through taped interviews with lesbian educators, this research examined the lived experience of the lesbian teacher. The framework for this study included theories related to historical, sociocultural, and psychosocial development while the methodology included a qualitative design using primary elements of a phenomenological study outlined without ignoring the influence associated with contextualism. Due to the sensitive nature of the study nine women who were the focus of this research were volunteers with the first serving as a “gatekeeper” to assist in the pilot study. The subsequent group evolved as a result of “snowballing” to gain more participants. ^ The data in the form of narrative derived from the interviews was transcribed, color-coded, and organized into four themes and associated sub-themes, based upon the perceptions of these educators. These themes characterized the coming out process of a lesbian, which directly paralleled the personal and professional development of the lesbian educator, emerged as a result of the analysis. They included: (a) self-acknowledgement; (b) self-indentification; (c) coming out to other lesbians by overcoming fear and establishing relationships; (d) coming out to others by overcoming heteronormativity by using support groups in defining a lesbian's role as a teacher. ^ The results of this study showed that the acceptance of the lesbian culture, shared with the acknowledgement, rather than compliance or defiance, of cultural hegemony can allow the lesbian educator to develop a curriculum and a classroom climate that will foster understanding and even generate social change among colleagues, parents, and students, one person at a time. ^

Women of African descent: Persistence in completing doctorates

This study examines the educational persistence of women of African descent (WOAD) in pursuit of a doctorate degree at universities in the southeastern United States. WOAD are women of African ancestry born outside the African continent. These women are heirs to an inner dogged determination and spirit to survive despite all odds (Pulliam, 2003, p. 337).This study used Ellis’s (1997) Three Stages for Graduate Student Development as the conceptual framework to examine the persistent strategies used by these women to persist to the completion of their studies. Semi-structured interviews were conducted, transcribed, and analyzed for the 10 study participants. The study examined their beliefs, roles, and support systems utilized during their studies to help propel them to succeed. Interview data were analyzed using cross-case analysis to discover emerging themes and patterns. A comparative analysis was used to analyze the participants’ experiences and discover themes and patterns to review against the historical data. The findings showed that WOAD experienced feelings of isolation, neglect and racial prejudice as doctoral students. Their ability to formulate supportive relationships among each other and in their communities outside the university was key to their persistence to graduation. There still remains a need to create a more engaging and inclusive environment for nontraditional students, particularly those who are WOAD. The study concludes with six strategies of success used by these WOAD to persist to completion. Those six strategies include 1. Keeping the goal of earning a doctorate and graduating foremost on your mind. 2. Set a class and study schedule that allows you to balance family, work and study. 3. Take care of yourself, physically, mentally and emotionally. 4. Keep a goal chart to track your strides toward completion/graduation. 5. Establish a strong support system among your family, friends, colleagues and community; and 6. Do not let the “isms” (racism, sexism, and ageism) deter you.

Three essays on self-employment transitions, organizational capital, and firm formation

This dissertation explores how economic, organizational, and personal factors affect self-employment transitions, occupational decisions, and firm formation activities of individuals at different positions in the skill distribution. The first essay of my dissertation studies how local unemployment rates differentially affect entry into self-employment by individuals at different places in the skill distribution. The empirical results show a positive correlation between local unemployment rates and entry into self-employment for low-ability workers, but not for high-ability workers. Including employer size to eliminate possible distortions showed that the positive association between unemployment and self-employment among low-ability workers is in fact driven by the small firm effect. Controlling for firm size yields a negative association between unemployment and self-employment among high-ability workers. Effects of organizational capital, human capital and physical capital, on the firm formation activities of people at distinct skill levels depend on the type of the industry which is chosen for the new firm. Two types of industries, capital-intensive and ability-intensive, are utilized to explore this hypothesis in the second essay. A capital-intensive industry requires more physical investment, and consequently more funds, whereas, an ability-intensive industry requires more human capital. It is shown that high human capital requirements are associated with higher earnings among the most able individuals, and therefore makes them more likely to found firms in an ability-intensive industry. Wealthy people are more likely to establish both capital-intensive and ability-intensive firms, even though the amount of funds necessary for two industry types differs. Moreover, entry into both industries is predicted to happen later in life due to the removal of entry barriers constituted by required investment spending using savings when old. Empirical mixed results are observed. The third essay investigates earning differentials between future entrepreneurs and their non-entrepreneurial colleagues. Results show that high-ability firm-owners in an ability-intensive industry were earning more than those that remained in wage-work, whereas, low-ability firm-owners in a capital-intensive industry were earning less than those remaining in paid-work.

Perceptions of Discrimination Among Women as Managers In Hospitality Organizations

Women in hospitality organizations are moving up the corporate ladder at a pace significantly outdistancing their colleagues of a few decades ago, but women managers selectively perceive overt and covert discriminatory resistance, from chauvinism to carefully-contrived covert prejudicial treatment constructed to insure a no-win situation. The authors attempted to determine if these discriminatory practices against equally well-trained, qualified, and experienced hospitality women middle managers do affect their perception of their career growth as compared to male counterparts

Gaining insight into teaching: A phenomenological exploration of the lived experience of Teachers of the Year

What qualities, skills, and knowledge produce quality teachers? Many stake-holders in education argue that teacher quality should be measured by student achievement. This qualitative study shows that good teachers are multi-dimensional; their effectiveness cannot be represented by students' test scores alone. The purpose of this phenomenological study was to gain a deeper understanding of quality in teaching by examining the lived experiences of 10 winners or finalists of the Teacher of the Year (ToY) Award. Phenomenology describes individuals' daily experiences of phenomena, examines how these experiences are structured, and focuses analysis on the perspectives of the persons having the experience (Moustakas, 1994). This inquiry asked two questions: (a) How is teaching experienced by recognized as outstanding Teachers of the Year? and (b) How do ToYs feelings and perceptions about being good teachers provide insight, if any, about concepts such as pedagogical tact, teacher selfhood, and professional dispositions? Ten participants formed the purposive sample; the major data collection tool was semi-structured interviews (Patton, 1990; Seidman, 2006). Sixty to 90-minute interviews were conducted with each participant. Data also included the participants' ToY application essays. Data analysis included a three-phase process: description, reduction, interpretation. Findings revealed that the ToYs are dedicated, hard-working individuals. They exhibit behaviors, such as working beyond the school day, engaging in lifelong learning, and assisting colleagues to improve their practice. Working as teachers is their life's compass, guiding and wrapping them into meaningful and purposeful lives. Pedagogical tact, teacher selfhood, and professional dispositions were shown to be relevant, offering important insights into good teaching. Results indicate that for these ToYs, good teaching is experienced by getting through to students using effective and moral means; they are emotionally open, have a sense of the sacred, and they operate from a sense of intentionality. The essence of the ToYs teaching experience was their being properly engaged in their craft, embodying logical, psychological, and moral realms. Findings challenge current teacher effectiveness process-product orthodoxy which makes a causal connection between effective teaching and student test scores, and which assumes that effective teaching arises solely from and because of the actions of the teacher.

The Role of PP2A Regulatory Subunit B56 in Dictyostelium Discoideum Motility

Protein Phosphatase 2A, PP2A, is a heterotrimeric threonine/serine phosphatase system that is involved in a variety of cellular processes. This phosphatase is composed ofthree subunits: a catalytic subunit (C subunit), a scaffolding subunit (A subunit), and a regulatory subunit (B subunit). The regulatory subunit B is divided into four subclasses, B, B' (B56), B'' and B'' '. Studies showed that PP2A/B56 complexes regulate development of Dictyostelium and other metazoan cells. In addition to development, our experimental data suggest that PP2A/B56 complex also plays an important role in Dictyostelium cell motility. Cells lacking B56 was generated previously in our laboratory (Lee et al., 2008). Further studies showed that b56- cells are compromised in random cell motility compared to the wild type (AX3) cells. In contrast, b56 cells with re-introduced B56 displayed wild-type like motilities. Furthermore, one of the colleagues in our laboratory found that one of the Dictyostelium Ras species, RasG, associates with PP2A/B56 complex and RasG activation is compromised in b56- cells. Considering that Ras proteins are central in cellular motility regulation, PP2A/B56 complex may modulate cell motility through regulating Ras. We propose to determine if an introduction of constitutive active RasG proteins improves compromised b56- cell motility.

Public Service Motivation in Public and Nonprofit Service Providers: The Cases of Belarus and Poland

The work motivation construct is central to the theory and practice of many social science disciplines. Yet, due to the novelty of validated measures appropriate for a deep cross-national comparison, studies that contrast different administrative regimes remain scarce. This study represents an initial empirical effort to validate the Public Service Motivation (PSM) instrument proposed by Kim and colleagues (2013) in a previously unstudied context. The two former communist countries analyzed in this dissertation—Belarus and Poland— followed diametrically opposite development strategies: a fully decentralized administrative regime in Poland and a highly centralized regime in Belarus. The employees (n = 677) of public and nonprofit organizations in the border regions of Podlaskie Wojewodstwo (Poland) and Hrodna Voblasc (Belarus) are the subjects of study. Confirmatory factor analysis revealed three dimensions of public service motivation in the two regions: compassion, self-sacrifice, and attraction to public service. The statistical models tested in this dissertation suggest that nonprofit sector employees exhibit higher levels of PSM than their public sector counterparts. Nonprofit sector employees also reveal a similar set of values and work attitudes across the countries. Thus, the study concludes that in terms of PSM, employees of nonprofit organizations constitute a homogenous group that exists atop the administrative regimes. However, the findings propose significant differences between public sector agencies across the two countries. Contrary to expectations, data suggest that organization centralization in Poland is equal to—or for some items even higher than—that of Belarus. We can conclude that the absence of administrative decentralization of service provision in a country does not necessarily undermine decentralized practices within organizations. Further analysis reveals strong correlations between organization centralization and PSM for the Polish sample. Meanwhile, in Belarus, correlations between organization centralization items and PSM are weak and mostly insignificant. The analysis indicates other factors beyond organization centralization that significantly impact PSM in both sectors. PSM of the employees in the studied region is highly correlated with their participation in religious practices, political parties, or labor unions as well as location of their organization in a capital and type of social service provided.