7th International Conference on Higher Education Advances (HEAd'21)最新文献

Implementation of the BIM Methodology in the Architecture Degree: Experience of the Architecture School of San Sebastian 建筑学位中BIM方法的实施:圣塞巴斯蒂安建筑学院的经验

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.13015

E. J. Uranga, Iñigo León, Aniceto Alberdi, Juan Pedro Otaduy, Leire Azcona, L. Etxepare, Iñigo Lizundia, Itziar Rekalde Rodríguez, M. Sagarna

{"title":"Implementation of the BIM Methodology in the Architecture Degree: Experience of the Architecture School of San Sebastian","authors":"E. J. Uranga, Iñigo León, Aniceto Alberdi, Juan Pedro Otaduy, Leire Azcona, L. Etxepare, Iñigo Lizundia, Itziar Rekalde Rodríguez, M. Sagarna","doi":"10.4995/head21.2021.13015","DOIUrl":"https://doi.org/10.4995/head21.2021.13015","url":null,"abstract":"The emergence of the Building Information Modelling (BIM) methodology in the design, generation, maintenance and data management of any type of building has meant the most important advance in decades in the construction sector. Moreover, current European and Spanish regulations require its mandatory use. In this context, the university degree studies related to construction must challenge this new reality. The aim of the project conducted in the University of the Basque Country (UPV/EHU) School of Architecture of San Sebastian, is the implementation of the BIM methodology in its Architecture Degree. The intention of this research is to implement the BIM methodology without subtracting competencies or content from the current Syllabus. This methodology should be gradually integrated into the different courses and intertwined with the contents of different subjects, in order to train Architecture graduates on BIM and preparing them to join a professional market that demands this knowledge. The purpose of this communication is to report the current status and the level of development of this study.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115427360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Entrepreneurship, Higher Education and R+D in Mexico 墨西哥的创业、高等教育和研发

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.13008

M. Ramirez-Urquidy, Alejandro Mungaray, Roberto Fuentes

{"title":"Entrepreneurship, Higher Education and R+D in Mexico","authors":"M. Ramirez-Urquidy, Alejandro Mungaray, Roberto Fuentes","doi":"10.4995/head21.2021.13008","DOIUrl":"https://doi.org/10.4995/head21.2021.13008","url":null,"abstract":"This research determines the impact of some higher education and R+D variables on different entrepreneurship outcomes in the states of Mexico during the period 2007-2017. By applying panel data analysis tracking the Mexican states over time and specifying an entrepreneurship model, the research shows that these variables affect the entrepreneurial outcomes heterogeneously depending on the type of venture; in particular, higher education and R+D variables are not significant in explaining entrepreneurship in general but most of them are significant in explaining higher education and knowledge based entrepreneurship. These results harmonize with the perspectives suggesting the important role of the higher education and R+D system in supporting entrepreneurship. Nevertheless, the results also underline the lack of relation of entrepreneurship with patents, posing questions on the degree of innovativeness of the ventures and the commercial use of inventions, the unequal distribution of higher education and R+D activities across states and the limited scope of the public policy efforts as to impact overall entrepreneurship.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116910787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Experiences from Transforming a Lecture “Communication Systems” from Presence to Virtual Format during the COVID-19 Pandemic COVID-19大流行期间“通信系统”讲座从现场到虚拟的转变经验

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.12430

Thomas Fuhrmann

引用次数: 0

Case Study in Project Management: A Vehicle for Business Curriculum Integration 项目管理案例研究:商科课程整合的载体

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.13081

A. Jaiswal-Dale, Ernest L. Owens, Abby Bensen

引用次数: 0

Teaching sustainability: How to visualize and change CO2 emissions and corresponding habits? 可持续发展教学:如何可视化和改变二氧化碳排放和相应的习惯?

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.13048

Lars Brehm, H. Günzel, Andreas Humpe

引用次数: 0

Charting the competency-based eportfolio implementation journey 绘制基于能力的项目组合实现旅程

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.13183

Barbara Nicolls, Maria Cassar, Corinne Scicluna, Sharon Martinelli

{"title":"Charting the competency-based eportfolio implementation journey","authors":"Barbara Nicolls, Maria Cassar, Corinne Scicluna, Sharon Martinelli","doi":"10.4995/head21.2021.13183","DOIUrl":"https://doi.org/10.4995/head21.2021.13183","url":null,"abstract":"As health professionals, nurses are responsible not only for staying abreast of current professional knowledge to provide effective care but also for managing their own career, professional growth and development. Nurse educators have acknowledged that eportfolios provide a means through which nurses can record and provide evidence of skills, achievements, experience, professional development and, on-going learning, not only for themselves, but for the information and scrutiny of registration boards, employers, managers and peers. Recognising that practices to support these activities that foster 21st century learning should ideally start during their student years, the authors explored eportfolios as a valuable learning device for on-going personal and professional development for fostering students’lifelong learning and enhancing continuous personal and professional development. This paper describes the critical success factors for successful implementation of the Google Sites Practice eportfolio embedded in the three-year BSc(Hons) Nursing Programme in Malta. Evidence-based practice of successful eportfolio implementors was examined and their methods adapted to ensure the initiative had a sound foundation and fit for purpose.The authors argue that to be successful, eportfolio implementation must primarily be strategic, holistic, supported and have senior management buy-in and secondarily, have a robust tool, good pedagogy, and skilled and enthusiastic staff. Keywords:nursing;competency;implementation;eportfolio;Malta;Nurse Education ","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122484882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Socioeconomic status and university students’ perceptions of English as a professional language 社会经济地位与大学生对英语作为专业语言的认知

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.12870

Elvira Barrios, L. López-Agudo

{"title":"Socioeconomic status and university students’ perceptions of English as a professional language","authors":"Elvira Barrios, L. López-Agudo","doi":"10.4995/head21.2021.12870","DOIUrl":"https://doi.org/10.4995/head21.2021.12870","url":null,"abstract":"The study behind this paper aimed to assess the influence of the socioeconomic status (SES) on university students’ expectations of English use in their prospective career and their perceptions of English competence as a key professional skill. The sample consisted of 109 students from two Bachelor Degree courses at the University of Málaga (Spain), one in Energy Engineering and the other one in Pedagogy. An ANOVA analysis revealed that there was no statistically significant difference between the three SES groups in the sample as to their expectations and perceptions concerning English competence. However, descriptive statistics show that the participants in the lower SES group have lower expectations regarding the role of English in their future career. Additionally, the students in this group hold a lower perception of English as a key professional skill. These findings lead us to conclude that lower SES students may be less inclined to enrol in partially or fully taught English courses at university, and that their perceptions may actually be a factor in their future career prospects in areas where English is extensively used as a lingua franca.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116812232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Cross-border Previous Learning Recognition: Enhancing Lifelong Learning and Social Inclusion 跨界前学认知:促进终身学习与社会共融

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.12972

Helena Cobos Rius, Driss Boumeggoti, Josep Fortó Areny, Betlem Sabrià Bernadó

{"title":"Cross-border Previous Learning Recognition: Enhancing Lifelong Learning and Social Inclusion","authors":"Helena Cobos Rius, Driss Boumeggoti, Josep Fortó Areny, Betlem Sabrià Bernadó","doi":"10.4995/head21.2021.12972","DOIUrl":"https://doi.org/10.4995/head21.2021.12972","url":null,"abstract":"Regarded as a social advancement tool, Previous Learning Recognition (RPL) processes' development in cross-border regions should enable the transferring of qualified and Higher Education graduated workforce across territories. Within the project LLL-Transversalis, French universities have been establishing RPL assessement events with international participants (Spanish and Andorran) in order to build a cross-border RPL system in the Pyrenees region. This paper exposes the characteristiques of these unique RPL processes and the results obtained. So far, eleven events have been developed, accrediting students in the domains of Engineering, Tourism and Management. Jurys were compounded on average of 7 members from both academic and professional worlds and observers from Spain and Andorra were present. Feedback from international participants is highly positive. Due to the economic and social crisis caused by Covid-19, cross-border and national RPL could turn out to be an effective way to galvanize human capital growth in the following years, hence the value of this project's actions. Taking advantage of mobility restrictions caused by the sanitary crisis, the first online cross-border RPL events will take place later this year, setting a starting point for further research and innovation on these practices in Spain and Andorra with the help of French institutions.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128454421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Effectiveness of Automatic Formative Assessment for learning Mathematics in Higher Education 自动形成性评价在高等教育数学学习中的有效性

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.13030

A. Barana, M. Marchisio, M. Sacchet

{"title":"Effectiveness of Automatic Formative Assessment for learning Mathematics in Higher Education","authors":"A. Barana, M. Marchisio, M. Sacchet","doi":"10.4995/head21.2021.13030","DOIUrl":"https://doi.org/10.4995/head21.2021.13030","url":null,"abstract":"The health emergency due to COVID-19 has highlighted the need of new and flexible digital methodologies for learning and teaching Mathematics, which can support the individual student’s needs and help shape education. In this paper, we propose to use Automatic Formative Assessment (AFA) activities designed according to an innovative model, framed on the theories of formative assessment and feedback. The model includes: availability of the activities and multiple attempts; algorithmic questions; open mathematical answers; contextualized tasks; immediate and interactive feedback. We analyzed an experience using AFA in a blended module in Mathematics for 96 first-year students in Biotechnology. We collected data from the platform on grades and attempts of AFA activities and cross-checked them with the final exam grades. The results show that the feedback gained from AFA helped students improve their performance and supported them in the exam preparation. In light of these results, we can conclude that similar activities can be an effective solution to support students’ self-study during and after the pandemic.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124678655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Demola Co-creation Approach: The Students´ Perspective Demola共同创造方法:学生的视角

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.13090

Fernando Pereira, Cláudia S. Costa, Inês Barbedo, João P. Almeida, Juliana Almeida-de-Souza, P. Cabo, P. Rodrigues, Rui Ferreira, V. Ferro-Lebres, Ville Kairamo

{"title":"Demola Co-creation Approach: The Students´ Perspective","authors":"Fernando Pereira, Cláudia S. Costa, Inês Barbedo, João P. Almeida, Juliana Almeida-de-Souza, P. Cabo, P. Rodrigues, Rui Ferreira, V. Ferro-Lebres, Ville Kairamo","doi":"10.4995/head21.2021.13090","DOIUrl":"https://doi.org/10.4995/head21.2021.13090","url":null,"abstract":"On the wings of New Public Management (NPM) and the Bologna Process, Higher Education Institutions (HEI) needed to innovate towards market orientation, both students demanding and social relevance. One way to achieve these objectives is through co-creation processes, involving students and partners outside as companies and public institutions. The purpose of this paper is to assess the satisfaction of Instituto Politécnico de Bragança (IPB) students who actively participated in a co-creation process called Demola, which aims the pedagogical innovation and strengthening the link with and the community. Quantitative data was collected through an online survey that included questions about students' perception on the impact of the co-creation process Demola. The population is 250 students who participated in eight batches in the last four years, working in 44 co-creation cases or challenges. 87 students answered the questionnaire, corresponding to 34,8% of the sample. Main results and conclusions suggested high levels of satisfaction among IPB students’ and are perceived as having very positive impact in skills’ development.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130665058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1