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1
Maynard, Douglas C., Peter D. Bachiochi und Ana C. Luna. „An Evaluation of Industrial/Organizational Psychology Teaching Modules for Use in Introductory Psychology“. Teaching of Psychology 29, Nr. 1 (Januar 2002): 39–43. http://dx.doi.org/10.1207/s15328023top2901_10.
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Industrial/organizational (I/O) psychology has typically been neglected in introductory psychology textbooks and courses. The Society for Industrial and Organizational Psychology (SIOP) recently developed a series of teaching modules for introducing I/O psychology. We evaluated 4 modules with 12 samples (N = 333) for student learning and intentions and for student and instructor reactions. Overall, student knowledge of I/O concepts increased after presentation of the modules. Additionally, students were more likely to want to take a course in I/O psychology after the presentation. Finally, students found the presentations interesting and easy to understand. All instructors reported that the modules made presenting a lecture on I/O easy and that they were considering the use of the modules for future sections.
2
Махотин und Dmitriy Makhotin. „Technological Literacy of Students As a Result of General Education“. Profession-Oriented School 3, Nr. 2 (17.04.2015): 8–15. http://dx.doi.org/10.12737/10978.
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With introduction and implementation of competency approach in education researchers have been giving insufficient attention to other categories
of evaluation of education, «literacy» in particular. The author in the article analyzes the domestic and foreign research on this issue and offers a new
understanding of literacy — technological literacy, which corresponds to the results of general education in accordance with the requirements of the
modern post-industrial society.
3
Et al., Yedi Purwanto. „Moderate Islamic Character Education In 4.0 Industrial Era“. Psychology and Education Journal 58, Nr. 1 (20.01.2021): 5356–64. http://dx.doi.org/10.17762/pae.v58i1.1793.
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Character education build the moral of students based on ethics and national culture that has been internalized and becomes a special trait of the Indonesian nation. Through Islamic education, moderate character values will embrace human activities, both in the vertical or horizontal connection. This study aims to find out about the character education and the outcome, implemented at the Indonesia University of Education. Methodology of research are used quantitative and qualitative factor and participated by general mandatory courses (GMC) higher education students and graduates. The results indicated that Islamic character education have an important role to develop character of students.
4
Ryan, Timothy J. „Industrial hygiene laboratory for distance education. Part 2: Course evaluation“. Chemical Health and Safety 9, Nr. 5 (September 2002): 13–16. http://dx.doi.org/10.1016/s1074-9098(02)00348-9.
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Marsono, Bella Cornelia Tjiptady, Yoto,. „Model For Development Of Students 'Capability In Industry Practices In Era 4.0“. Psychology and Education Journal 58, Nr. 1 (01.01.2021): 3268–75. http://dx.doi.org/10.17762/pae.v58i1.1266.
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Vocational education in the industrial revolution era 4.0 needs to get support from various parties in order to have a major contribution in economic development. The problem faced at this time is the weak ability of human resources, especially in creativity and innovation capability. One solution that can be done by vocational education is the presence of industrial practices. This paper presents a model for developing learners' capabilities through industrial practices that begin with planning from preparation, implementation, and evaluation. The purpose of this paper is to describe the implementation of industrial practice models. Through this model, institutions can use them to improve the capabilities of program students in the 4.0 era.
6
Barojas, Jorge. „Technology Efficiency Education“. Industry and Higher Education 13, Nr. 4 (August 1999): 257–66. http://dx.doi.org/10.1177/095042229901300406.
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The concept of a culture of technology efficiency is considered in the context of a plan designed to prepare engineers who teach technicians. The conditions essential to the development of such a culture have been established and tested in terms of goals, cognitive tools and operational factors, and these are discussed and analysed in this paper. These factors were applied to a joint programme undertaken in Mexico by the Department of Education of the National Commission for Energy Efficiency and the General Direction of Technological and Industrial Education under the Ministry of Education. After describing this programme and assessing the results, the author concludes with more general remarks concerning the planning, development and evaluation of educational projects in the context of technology efficiency.
7
Stansbury, Jessica A., und David R. Earnest. „Meaningful Gamification in an Industrial/Organizational Psychology Course“. Teaching of Psychology 44, Nr. 1 (15.11.2016): 38–45. http://dx.doi.org/10.1177/0098628316677645.
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Motivation and game research continue to demonstrate that the implementation of game design characteristics in the classroom can be engaging and intrinsically motivating. The present study assessed the extent to which an industrial organizational psychology course designed learning environment created with meaningful gamification elements can improve student perceptions of learning, course experience, and learning outcomes compared to a traditional course. A mixed analysis of covariance revealed that those in the gamified condition showed significantly higher perceptions of learning, engagement, and motivation than those in the traditional course. This research suggests that students can learn just as effectively as traditional courses but have more favorable and positive experiences in the course through more, novel, interactive teaching methods. Future research implications are discussed.
8
Wann, Daniel L. „Developing Fantasy Organizations in Industrial/Organizational Psychology Courses“. Teaching of Psychology 21, Nr. 3 (Oktober 1994): 177–79. http://dx.doi.org/10.1177/009862839402100315.
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Students in an undergraduate industrial/organizational psychology class were asked to develop fantasy organizations and apply lecture material to them. Student evaluations indicated that the exercise was informative and enjoyable.
9
Wann, Daniel L. „Developing fantasy organizations in industrial/organizational psychology courses“. Teaching of Psychology 21, Nr. 3 (Oktober 1994): 177–79. http://dx.doi.org/10.1207/s15328023top2103_14.
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Shultz, Kenneth S., und Janet L. Kottke. „The Master's Thesis in Applied Psychology Training“. Teaching of Psychology 23, Nr. 3 (Oktober 1996): 166–68. http://dx.doi.org/10.1177/009862839602300307.
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Many master's programs in industrial and organizational psychology do not require a thesis. We argue that the master's thesis serves several critical pedagogical purposes and is more relevant to applied psychology than many students and faculty realize. Suggestions are made on how to tie the thesis to several critical competencies required of psychologists in applied industrial settings.
11
Kirnan, Jean P., Maura Reilly und William Decker. „Effectiveness of an Undergraduate Program in Industrial/Organizational Psychology“. Teaching of Psychology 27, Nr. 1 (Januar 2000): 27–30. http://dx.doi.org/10.1207/s15328023top2701_5.
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Chen, Zhenbin, Wanhong Zhang, Lian Li, Mengxing He und Jian Wang. „Evaluation of Urban Industry-Education Integration Based on Improved Fuzzy Linguistic Approach“. Mathematical Problems in Engineering 2021 (23.02.2021): 1–14. http://dx.doi.org/10.1155/2021/6610367.
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Integration of industry and education is a strategic measure to address the structural imbalance issues in the scientific and technological development and industrial transformation, as well as educational system. Currently, joint efforts of governments, universities, and enterprises have achieved improvements in integrating education and various related industries. However, the evaluation of industry-education integration has not received sufficient attention it deserves. Based on the context-input-process-product (CIPP) evaluation model, this paper proposes an evaluation index system for urban industry-education integration. Considering the vagueness and uncertainty of the indexes, the evaluation model is established using intuitionistic fuzzy analytic hierarchy process (IFAHP) method and 2-tuple linguistic information representation approach. A case study indicates that industry-education integration environment is the most important division of evaluation, with local regulation being the most important evaluation index. The evaluation model is proven to be effective in improving the urban industry-education integration.
13
Kottke, Janet L. „A Job Analysis Exercise for an Undergraduate Industrial Psychology Class“. Teaching of Psychology 15, Nr. 1 (Februar 1988): 41–42. http://dx.doi.org/10.1207/s15328023top1501_11.
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A project requiring undergraduate students to do a job analysis is described. Students prepare job analyses and use them to develop other personnel procedures. Feedback from students has been positive. Recommendations for instructors are provided.
14
Marín, Marta María, Beatriz de Agustina, Claudio Bernal, Ana Maria Camacho und Eva María Rubio. „Manufacturing Engineering Education: Study of the Continuous Evaluation Activities on UNED“. Materials Science Forum 903 (August 2017): 92–99. http://dx.doi.org/10.4028/www.scientific.net/msf.903.92.
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In this study, the continuous assessment activities are analyzed on the learning results. The subjects chosen belong to the field of Manufacturing Engineering. The subjects analyzed are taught in Bachelor´s Degree in College of Industrial Engineering. The continuous assessment activities were designed to propose in both obligatory and elective subjects. The number of the students in obligatory subjects is usually higher than in the other type. In this paper, the data were extracted from the last three academic courses. From the analysis of the results it can be affirmed that, in general, students who carried out assessment activities, improved their academic results.
15
Liu, Changhao, und Raymond Côté. „Teaching Industrial Ecology to Undergraduate Students: Lessons Learned“. Sustainability 13, Nr. 19 (22.09.2021): 10491. http://dx.doi.org/10.3390/su131910491.
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Industrial ecology (IE) education is a topic that has received attention in institutions of higher education throughout the world. Some universities have been teaching and researching IE for the past 20 years but its scope is still being defined. There is a need to catalog and exchange experiences of IE teaching and their results. Based on a literature review, this paper aims to provide a framework composed of content and strategies for IE teaching. This framework is tested in teaching IE as a general education course for undergraduate students at Beijing Institute of Technology (BIT). The methodology applied in this paper is of a descriptive and empirical nature and thus this paper focuses on a practice-oriented perspective in describing the experience of BIT. A range of different strategies, including lectures, group discussions, case studies, role playing games, oral presentations, evaluation, and student feedback have been incorporated in the course. The results show that the course received a highly positive evaluation by the participating students. Students were impressed by IE’s characteristics of interdisciplinarity, ways of thinking, and practical value. Additionally, the course appears to influence students’ values, attitudes, and behavioral intentions. The paper concludes with some thoughts on ways of improving IE education in the future.
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Rajecki, D. W. „Psychology Baccalaureates at Work: Major Area Subspecializations, Earnings, and Occupations“. Teaching of Psychology 39, Nr. 3 (21.06.2012): 185–89. http://dx.doi.org/10.1177/0098628312450431.
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A Census Bureau national survey identified baccalaureates aged up to 64 years having major area subspecializations labeled “psychology,” “industrial/organizational (I/O) psychology,” and “counseling psychology.” Median 2009 earnings of all such types of baccalaureate psychology alumni were well below the distribution mean of the153 fields in the survey-wide sample. Further, psychology subspecialization group earnings differed widely from one another. As terminal baccalaureates, those who presumably specialized in counseling psychology earned only 54.7% of the wages of counterparts who specialized in I/O psychology. Undergraduate specializations and psychology subspecializations were associated with patterns of obtained occupational categories. Future developments in subspecializations for psychology majors were discussed in terms of intradepartmental curricular tracks.
17
Et al., Khasanova Gulrukh Djumanazarovna. „WAYS TO IMPROVE THE HIGHER EDUCATION SYSTEM IN UZBEKISTAN“. Psychology and Education Journal 58, Nr. 1 (15.01.2021): 2890–95. http://dx.doi.org/10.17762/pae.v58i1.1183.
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The article is devoted to the issues of improving the activity of the higher education system in Uzbekistan. In today’s modern conditions, education is becoming an important tool for the introduction of new technologies in all spheres of human activity, increasing competitiveness and raising living standards. The country’s aspiration to join the modern industrial world is today’s objective necessity to create a system of higher education that is able to adapt to the needs of the rapidly changing labor market. The article analyzes the ongoing reforms in the higher education system, as well as offers suggestions for improving the activity of the higher education system.
18
Grosch, James W., und John E. Sparrow. „Detecting Deception: A Classroom Demonstration“. Teaching of Psychology 19, Nr. 3 (Oktober 1992): 166–68. http://dx.doi.org/10.1207/s15328023top1903_10.
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Lie detection, a topic that most students of psychology find fascinating, can be demonstrated using an inexpensive, highly portable galvanic skin response (GSR) monitor. This demonstration can be used to touch on the current controversy surrounding the use of physiological measures in detecting deception and is relevant to other topics, such as emotion, perception, and industrial/organizational psychology.
19
Kottke, Janet L., Elizabeth L. Shoenfelt und Nancy J. Stone. „Undergraduates Learn About Industrial–Organizational Psychology and Human Factors From an Informational Brochure“. Teaching of Psychology 44, Nr. 1 (24.11.2016): 68–73. http://dx.doi.org/10.1177/0098628316679970.
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An informational brochure was created to assist students and faculty unfamiliar with the industrial–organizational (IO) and human factors (HF) disciplines. The brochure highlights the content of these two professions, presents advice for undergraduates to prepare for admission to IO and HF graduate programs, provides sources of IO and HF information, and suggests employability options in IO and HF. To determine if this brochure effectively informed students about these professions, students read either the IO and HF brochure or information about school psychology. Knowledge about IO and HF programs increased significantly after reading the IO and HF brochure. Suggestions for its distribution are offered.
20
Carkenord, David M. „A Group Exercise to Explore Employee Ethics in Business-Related Psychology Courses“. Teaching of Psychology 23, Nr. 2 (April 1996): 100–102. http://dx.doi.org/10.1207/s15328023top2302_6.
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This article describes an in-class group exercise that allows students in business-related psychology courses to explore issues concerning potentially unethical behaviors of employees. Students individually rate 10 employee behaviors of a questionable ethical nature (from Jones, 1990) and then, in small groups, calculate mean group ratings for each behavior. In addition, the groups determine appropriate consequences for some of the behaviors. Students from two classes (Industrial Psychology and Organizational Behavior) responded positively to the exercise on an anonymous survey.
21
Larkin, Judith E., Harvey A. Pines und Kate M. Bechtel. „Facilitating Students' Career Development in Psychology Courses: A Portfolio Project“. Teaching of Psychology 29, Nr. 3 (Juli 2002): 207–10. http://dx.doi.org/10.1207/s15328023top2903_05.
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We describe the use of a career exploration portfolio in an Industrial/Organizational psychology course (n = 22) to address students' career needs and to develop academic competencies. Students independently completed a series of assignments outside of class, which led to the construction of a personalized career development portfolio. Evaluations showed that students were significantly more certain about their career directions at the end of the semester than before and felt better able to implement their career choices. We discuss how career exploration portfolios can be used in other psychology courses.
22
Sanders, Mark S., Barbra Bied Sperling und Patrick S. Curran. „HFS Job Survey: Implications for Accreditation, Certification and Education“. Proceedings of the Human Factors Society Annual Meeting 30, Nr. 11 (September 1986): 1089–90. http://dx.doi.org/10.1177/154193128603001110.
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Almost from the beginning of the human factors profession, people have wrestled with defining what human factors people do. In general, we have more or less accepted that what human factors is, is what human factors does. The problem has been that there has really not been a systematic study of what HF professional actually do, or what knowledges are important in their work. In addition, in recent years the Society has initiated efforts to develop certification and educational accreditation programs. Both these programs have had to depend on general impression of a small number of individuals as to what HF people do and need to know. Recently, the Human Factors Society undertook a survey of its membership (Sanders, Bied, & Curran, 1986) with one of the goals being to collect systematic data on what HF people do and need to know in their work. The objective of this symposium is to present information obtained from that survey and to discuss the implications of those data for certification, accreditation, and graduate education. The symposium is organized around two paper presentations. The first focuses on the activities performed by human factors professionals (Curran, Bied Sperling, & Sanders, 1986). The second deals with subject-matter areas considered important in the work of HF professionals (Bied Sperling, Curran, & Sanders, 1986). Comparisons are made between masters and doctorates, those with degrees from engineering departments and those with degrees from psychology departments, and those working in various types of organizations. Following the paper presentations, three panel members discuss the implications of the results for certification, accreditation, and graduate education. The three panel members are Ken Laughery Sr. (Chair of the Professional Standards Committee), Colin Drury (Member of Accreditation Subcommittee), and Robert Blanchard (Chair of the Certification Subcommittee). In addition to their involvement in accreditation and certification, they also represent psychology and engineering graduate programs, and industry perspectives. The discussants will address the implications of the results presented in the papers. The questions to be addressed will include: What differences in accreditation criteria are suggested by the differences between masters and doctorates and between psychologists and engineers? Should there be separate certifications for those with psychology and engineering degrees? Should there be separate accreditation criteria and requirements for psychology and engineering programs? Are our education programs adequately preparing students? Can two or three specialized human factors courses make an experimental psychologist or industrial engineer a human factors specialist? Are we making the best use of the talents of masters and doctorate level people on the job? Are we requiring knowledges and skills in our graduate programs that do not seem to be important on the job? The discussion and information presented in this symposium will be valuable for: (1) assessing whether graduate programs are providing the knowledges and skills actually used and considered important on the job; (2) assuring that a HFS certification program has content validity and addresses competencies actually needed by HF specialists; and (3) counseling students considering human factors as a career field.
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Nolan, Kevin P. „From Analysis to Evaluation: Brand Management and the Future of I-O Psychology“. Industrial and Organizational Psychology 10, Nr. 4 (22.11.2017): 626–33. http://dx.doi.org/10.1017/iop.2017.68.
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Aguinis et al. (2017) address an issue of upmost importance for the field of industrial-organizational (I-O) psychology: recruitment. The ability to attract and retain talented individuals is a principle determinant of success in a knowledge-driven economy (Yu & Cable, 2012). The focal article notes that future practitioners and researchers are commonly exposed to the field of I-O psychology for the first time via introductory courses taken during their undergraduate education. A study by Rose et al. (2014) likewise suggests that introductory courses are among the most popular channels through which business and human resource professionals learn about I-O psychology. Consequently, the information communicated in these courses not only shapes the beliefs and behaviors of those who might one day produce/provide the goods/services of I-O psychology, but also those who might consume them. Introductory courses are, therefore, both an important recruitment source as well as an important marketing channel. Aguinis et al. provide a much-needed content analysis of the information communicated to students through introductory textbooks and offer insight into the ways in which this information may affect the future of I-O psychology. Building from their analysis of content, this commentary offers an approach to program evaluation that utilizes the principles of brand management to better understand how the messages communicated to students impact their beliefs about the field. Moving from analysis to evaluation is a logical next step in making a desired future for I-O psychology.
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Catanzaro, Diane. „Course Enrichment and the Job Characteristics Model“. Teaching of Psychology 24, Nr. 2 (April 1997): 85–87. http://dx.doi.org/10.1207/s15328023top2402_1.
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This article describes how the job characteristics model, used by industrial-organizational psychologists to enhance the motivating potential of jobs in industry, can be applied to enhance the motivating potential of psychology courses. The job characteristics model describes the relation among the core job characteristics of skill variety, task identity, task significance, autonomy, feedback, and employee intrinsic job motivation. Empirical support for the job characteristics model has been established in organizational research. Application of this model to course design provides a framework for enriching course design to increase student motivation. This conceptual framework can be used to strengthen teaching methods, evaluation methods, policies, and other aspects of how a course is structured.
25
Pusateri, Thomas P. „A Decade of Changes since the St. Mary's Conference: An Interview with Thomas V. McGovern“. Teaching of Psychology 29, Nr. 1 (Januar 2002): 76–82. http://dx.doi.org/10.1207/s15328023top2901_14.
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Tom Pusateri received his doctorate degree in 1984 from Ohio State University. He is a professor of psychology at Loras College in Dubuque, Iowa specializing in Social and Industrial/Organizational psychology. He served a 2-year appointment as Assessment Coordinator for his campus, continues to serve on its assessment committee, and has delivered several conference presentations on assessment. Tom serves as Executive Director for the Society for the Teaching of Psychology. Tom McGovern is professor and cofounder of the interdisciplinary Department of Integrative Studies at Arizona State University West. He was the first campus-wide Director of Assessment at Virginia Commonwealth University. Tom chaired the American Psychological Association (APA)/Association of American Colleges' project on liberal learning and study in depth as well as the steering committee for the St. Mary's Conference on Enhancing Undergraduate Education in Psychology (McGovern, 1993). He coauthored the Quality Principles with the steering committee from that APA-sponsored conference (see McGovern & Reich, 1996).
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Et al., Sitthiporn Khetjoi. „Socio- Political Education and Women Empowerment in Buddhist Perspective“. Psychology and Education Journal 58, Nr. 1 (29.01.2021): 1611–14. http://dx.doi.org/10.17762/pae.v58i1.954.
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The purpose of research was to study the socio-political education and women empowerment in Buddhist perspective. The researchers studied and collected the data from Buddhist scriptures, texts, and related document about socio-political education and women empowerment in Buddhist perspective and analyzed by using content analysis. The results indicated that For decades, women have been parts of the supply of cheap, unskilled or semi-skilled labors for the industrial and service sectors. Gender discrimination continues even in the present times. At the same time, the problems of rural and urban lower-class women cannot be ignored. The empowerment of women is one of the solutions to the problems of inequality, subordination and marginalization that women face in the society. However, this kind of empowerment is only partial for all though they have economic and political power, they are kept out of decision making or they are dependent on their husband, father or brother for crucial decisions. Buddhism accepts that every human being, independent of the consideration of sex, gender, class etc. is composed of five elements (Paṇcakkhandhā): namely rupa skandha, samjṇa skandha, vedanā skandha, saṁskāra skandha and vijṇanā skandha. On this basis, Buddhism has advocated the equality between man and women and thus has transcended the gender difference. It treats man and woman equally. Buddhism reflected in the Buddhist scriptures that there is a biological difference between women and men, but they have similar intellectual, mental as well as spiritual capabilities.
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Chen, Shun‐Hsing, Ching‐Chow Yang und Jiun‐Yan Shiau. „The application of balanced scorecard in the performance evaluation of higher education“. TQM Magazine 18, Nr. 2 (März 2006): 190–205. http://dx.doi.org/10.1108/09544780610647892.
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Lobo-Rueda, Miguel Ángel, Maira Camila Paba-Medina und Mileidy Alvarez-Melgarejo. „Evaluación de la preferencia para el uso en herramientas gamificadas en la educación superior“. I+D Revista de Investigaciones 16, Nr. 1 (07.12.2020): 17–27. http://dx.doi.org/10.33304/revinv.v16n1-2021002.
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Este estudio presenta un recorrido general por el diseño, creación y puesta en marcha de un objeto virtual de aprendizaje (OVA) creado bajo conceptos de la teoría de autogestión y la gamificación para la enseñanza en entornos universitarios, así como su posterior evaluación en términos de preferencia para el uso por parte de los estudiantes. Se parte de la conceptualización de los OVA y las bases teóricas en su construcción, pasando por las metodologías y dinámicas involucradas en su desarrollo, para finalmente mostrar los resultados de las pruebas de preferencia para el uso aplicadas a estudiantes universitarios. Con lo anterior, este OVA y su evaluación se exponen como un caso de estudio único en su tipo al involucrar la gamificación y el uso de este instrumento para abordar la enseñanza en cursos de sistemas de información en un pregrado en ingeniería industrial. Este análisis responde a preguntas como ¿cómo se construye un OVA con conceptos de gamificación? y ¿qué variables influyen en la preferencia del uso de esta herramienta?
29
Borrego, Maura, Jennifer Karlin, Lisa D. McNair und Kacey Beddoes. „Team Effectiveness Theory from Industrial and Organizational Psychology Applied to Engineering Student Project Teams: A Research Review“. Journal of Engineering Education 102, Nr. 4 (Oktober 2013): 472–512. http://dx.doi.org/10.1002/jee.20023.
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Sudarmo, Sudarmo, Ardian Arifin, Petrus Jacob Pattiasina, Vani Wirawan und Aslan Aslan. „The Future of Instruction Media in Indonesian Education: Systematic Review“. AL-ISHLAH: Jurnal Pendidikan 13, Nr. 2 (31.08.2021): 1302–11. http://dx.doi.org/10.35445/alishlah.v13i2.542.
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This study aimed to answer whether digital devices replace print media in education in Indonesia's digital era. Systematic studies and experts' findings can get a basic understanding of print media that can be replaced by digital media in education today and in the future. For this reason, the researchers have attempted to collect literature and publications related to this theme. Then it analyzes critically to prove whether our hypothesis is accepted or rejected. For example, the way we research seeks to understand the question's theme and matches the findings of several publications that we target from 2010 to 2020. Data sources come from Google Scholar, ERIC publications, and other search engines. This analytical process involves coding systems, content evaluation, in-depth interpretation, and concluding to obtain findings characterized by validity and trustworthiness. The results reveal that slowly the role of electronic media has begun to take over paper media. However, with the condition of Indonesian education in general, the role of print media continues to dominate the world of Indonesian education today, especially in remote areas of the country where modern educational facilities are not yet supported. Therefore, this finding is useful for policymakers and further study in a similar field.
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Ionescu, Nicolae, Cristian Doicin und Magdalena Roşu. „The Role of Internship in Transversal Competence Development of Industrial Engineering Graduates“. Applied Mechanics and Materials 371 (August 2013): 759–63. http://dx.doi.org/10.4028/www.scientific.net/amm.371.759.
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In the context of implementation of the European Qualifications Framework (EQF) in Higher Education Area, building and assessment of skills in general and of transversal competences in particular is a key issue, which has not been entirely resolved yet. This paper presents a methodology developed by the authors, which refers to the contribution of the practice to building the transversal competences in graduates of higher education technical institutes, applied during a three-year program involving a relatively large number of students. Identifying the contribution of practical internship schemes to the acquisition of transversal competencies is an essential component of the overall evaluation of such skills. The results have shown that graduates who took part in special internship programs have attained a higher rate of insertion in the labor market. Moreover, the practical experience gained during bachelor study programs represented an important premise for the development of EQF level 7 transversal competences of the graduates enrolled in different Master programs.
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GAUVAIN, SUZETTE, ALEXIS BROOK und JOHN ALDRIDGE. „Evaluation of an experimental course in psychiatry for industrial medical officers“. Medical Education 5, Nr. 1 (29.01.2009): 42–47. http://dx.doi.org/10.1111/j.1365-2923.1971.tb02149.x.
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Neifachas, Sergejus. „THE CHANGE OF EDUCATION POLICY: SELF-CONTEXTUALISATION OF MANAGEMENT FUNCTIONS OF PRE-PRIMARY EDUCATION“. ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 3, Nr. 1 (10.03.2011): 29–42. http://dx.doi.org/10.48127/spvk-epmq/11.3.29.
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Based on general and special foundations ot the theory of management of education and theoretical approaches existing in research literature interdisciplinary methodological approach was conceptualised and purified. It enables to substantiate research methodology of management functions of the system of pre-primary education in the processes of shift in the policy of education of Lithuania. In the absence of methodological approach functions of pre-primary education were analysed in the context of positivism, often applying approaches of structural functionalism. Therefore, the link of pre-primary education as an intermediary link (with regard to the links of pre-school and primary school) lost specificity and polyphony, whilst in reality functions that corresponded to its status were attributed. Interdisciplinary methodological approach enables to highlight contextuality, complexity of functions of pre-primary education. Validity of the position of immanence determines such functions that are characteristic namely for management of the system of pre-primary education: gnostic, project-based, constructive, communicative. In management and in management of educational organisations the function is a specialised component of a managerial activity, which is characterised by unimality and exceptionality by ways of impact. In the discourse on self-contextualisation of management of the system of pre-primary education, global changes in education and management theories the educational policy in the context of social values is analysed. It can be stated that considering the valuable basis of educational policy as a key characteristics of the concept of educational policy, the formation, implementation and evaluation of the policy must by based on social values. Social values should be embodied in laws, express main democratic principles and ideals. Having considered the contextuality of educational policy, it must be noted that its relating with social and economical country‘s endeavours is inevitable. It is also important that many factors determining educational policy exist beyond the boundaries of educational system. In the context of high unemployment, increasing individualism that is characteristic to the post-industrial society, when social differences and inequality are permanently increasing, educational polisy must seek its aims. Key words: discourse, pre-primary education management, education and childhood policy, interdisciplinary methodological paradigm, self-contexstualisation of management.
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AlQuraan, Mahmoud. „The effect of insufficient effort responding on the validity of student evaluation of teaching“. Journal of Applied Research in Higher Education 11, Nr. 3 (01.07.2019): 604–15. http://dx.doi.org/10.1108/jarhe-03-2018-0034.
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Purpose The purpose of this paper is to investigate the effect of insufficient effort responding (IER) on construct validity of student evaluations of teaching (SET) in higher education. Design/methodology/approach A total of 13,340 SET surveys collected by a major Jordanian university to assess teaching effectiveness were analyzed in this study. The detection method was used to detect IER, and the construct (factorial) validity was assessed using confirmatory factor analysis (CFA) and principal component analysis (PCA) before and after removing detected IER. Findings The results of this study show that 2,160 SET surveys were flagged as insufficient effort responses out of 13,340 surveys. This figure represents 16.2 percent of the sample. Moreover, the results of CFA and PCA show that removing detected IER statistically enhanced the construct (factorial) validity of the SET survey. Research limitations/implications Since IER responses are often ignored by researchers and practitioners in industrial and organizational psychology (Liu et al., 2013), the results of this study strongly suggest that higher education administrations should give the necessary attention to IER responses, as SET results are used in making critical decisions Practical implications The results of the current study recommend universities to carefully design online SET surveys, and provide the students with clear instructions in order to minimize students’ engagement in IER. Moreover, since SET results are used in making critical decisions, higher education administrations should give the necessary attention to IER by examining the IERs rate in their data sets and its consequences on the data quality. Originality/value Reviewing the related literature shows that this is the first study that investigates the effect of IER on construct validity of SET in higher education using an IRT-based detection method.
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Shostachuk, Andrii. „THE SOME ASPECTS OF THE RECONSTRUCTION OF THE HIGHER ENGINEERING EDUCATION IN UKRAINE“. Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», Nr. 1(48) (27.05.2021): 460–64. http://dx.doi.org/10.24144/2524-0609.2021.48.460-464.
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For many years there is a sharp decline in the number of applicants seeking engineering education in Ukraine. The trend has a direct threat to the economic situation and the existence of the Ukrainian state, because there are engineers and workers who determine GDP growth in our country, increase a welfare, a social benefits, an ability to reform the tax, judicial, law enforcement and health care systems, increasing of the defense capabilities of the Ukrainian Armed Forces, etc. Instead, today the most popular specialties among entrants are: foreign philology, law, international economics and psychology. The purpose of the article is to analyse main changes necessary for the implementation in the higher engineering education to level up graduates’ ability to solve the complex problems of technology and research in the industrial enterprises. The analysis of the reasons leading to the decline of the engineering education in Ukraine is conducted. Classification of factors that are the determinants for maintenance of high-quality engineering education is provided. Main factors that determine the popularity of engineering education and ways to increase its prestige are analysed. In particular, emphasis is placed on improving of the quality of secondary education, including mathematics and physics, on the importance of basic education of mechanical engineers, state policy in advertising engineering education, workload and wages, material-technical support, etc. It was proposed to gradually reduce the annual workload and to increase the allowances for the degree. The list of general engineering courses, fundamental in the training of a mechanical engineer, was provided.
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Artyukhov, A. Ye, T. A. Vasylieva und S. V. Lyeonov. „An integrated method for evaluating the quality of education and university performance“. Naukovyi Visnyk Natsionalnoho Hirnychoho Universytetu, Nr. 3 (2021): 148–54. http://dx.doi.org/10.33271/nvngu/2021-3/148.
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Purpose. To create an integrated methodology for assessing educational and scientific activities of higher education institutions (HEI) following the recommendations of international ranking agencies and specific indicators that consider the institutions position at the national level. Methodology. The combined method of evaluation of the HEI activity is applied. Some evaluation indicators are inherent in the HEI (in whole or in part). Others have a specific numerical value. The calculation of the final ranking indicator is based on comparing universities according to the indicators from the methodology (ranking positions in the world educational and scientific space, education quality indicators, financial indicators, and quality of scientific activity) with the reference university, which has the best result for each indicator. Findings. An integrated methodology algorithm for assessing the educational and scientific activities of the HEI is presented and recommendations are given for the use of each of the indicators depending on the peculiarities of the ranking (for example, general ranking or ranking by direction). Originality. An integrated method of external evaluation of educational and scientific activities is proposed, considering both well-known indicators of world ranking agencies and specific (different from world ranking indicators) indicators for assessing universities activities at the national level. Practical value. The method allows determining some economic indicators of the dynamics (positive or negative) of university development and finding bottlenecks in the implementation of specific activities in the institutions educational and scientific activities. The methodology considers the actual educational activities (training of higher education institutions at all levels). It also allows us to assess the success of free economics in implementing scientific activities as a significant factor in creating new knowledge and improving educational services quality.
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Schedin, Staffan, und Osama A. B. Hassan. „Work integrated learning model in relation to CDIO standards“. Journal of Applied Research in Higher Education 8, Nr. 3 (04.07.2016): 278–86. http://dx.doi.org/10.1108/jarhe-11-2014-0104.
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Purpose – The purpose of this paper is to develop a practical model of work integrated learning for undergraduate engineering students in relation to Conceiving-Designing-Implementing-Operating standards 7 (Integrated Learning Experiences) and 8 (Active Learning). Moreover, it is discussed the role of cultural-social perspective and peer learning in enhancing the developed learning model from a pedagogical point of view. Design/methodology/approach – The model is based on an organized collaboration with the industrial partners in the surrounding geographic region. As a part of the collaboration, each participating student is guaranteed internships at a chosen company over the summer period. In the model, company-based projects are integrated with some of the study program courses. Moreover, the participating students are given a possibility to perform their final thesis at the chosen company. Findings – A number of positive effects have been observed and documented as follows: first, the integrated learning improves the learning process for the students, where learning, knowledge and practice are integrated into the engineering curricula; second, the general quality of the study programs in the faculty has been developed and improved based on the professional skills as required by modern industrial companies; and third, the obtained advantage for the industrial partners has been to establish professional contacts with the students as well as the possibility to be acquainted with potential future employees. Research limitations/implications – The feedback the authors received so far from the industrial partners has been positive. A detailed evaluation will be made at a later stage when more information is available. Practical implications – The developed learning model supports the expected learning outcomes, especially with regard to interpersonal skills, teamwork and communication. As a part of the collaboration, each participating student is guaranteed internships at a chosen company over the summer periods. The authors consider this collaboration as a “win-win situation” for the three parties involved in the learning model: the students, the university/faculty and the industrial partners. Originality/value – Case study based on observations and evaluation of a developed learning model.
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Adiguzel, O. C. „An evaluation of industrial placement in engineering programmes: a case in Turkey“. European Journal of Engineering Education 33, Nr. 1 (März 2008): 33–43. http://dx.doi.org/10.1080/03043790701746140.
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Et al., Anis Humaidi. „The Process of Establishing Islamic Education at Wali Barokah Islamic Boarding School in Kediri, Indonesia“. Psychology and Education Journal 58, Nr. 2 (01.02.2021): 1827–37. http://dx.doi.org/10.17762/pae.v58i2.2340.
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The process of forming an Islamic boarding school usually has a relationship with social politics. In the Industrial Revolution Era 4.0, there was less and less knowledge about the importance of studying the historical contribution of Islam in Indonesia. The purpose of this research is to analyze the background of the founding of Islamic teachings, movements and social politics in one of the Islamic boarding schools in Indonesia. This study uses the Historical Narrative Study approach. The results found that the Wali Barokah Islamic Boarding School stood behind the founder who tended to be a writer of scriptures and puritans. In addition, the teachings hold fast and, practice the Koran and Hadith, manqul in the transmission of knowledge. The curriculum is summarized in the Al-Manhaj al-Tarbiyah guidelines. On the other hand, the socio-political movement is as follows: Using a more gentle and open method of preaching, as an agent of da'i-da'iyah, in collaboration with outside institutions and with economic activities.
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Et al., Nurullaeva Shakhlo Uktamovna. „Modeling the Professional Training of Future Teachers“. Psychology and Education Journal 58, Nr. 2 (01.02.2021): 1411–18. http://dx.doi.org/10.17762/pae.v58i2.2290.
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The pace of modern scientific and technological progress is such that all new types of activity are constantly introduce the everyday and industrial spheres of human life, for mastering which special training is needed. This is reflected in the discovery of new specialties in universities. Meanwhile, in order to receive special education at any level, it is first necessary to obtain a certain range of knowledge and skills of a general nature. The implementation of this function is carried out by a general education school, the main goal of which is through mastering the system of knowledge, skills and abilities laid down in the State Standard of General Secondary Education, to form and develop the personality of the student. Let us emphasize the fact that the means of personal development is the content of education. However, the modern secondary school follows the path of expanding curricula, when the names and programs of new disciplines appear, the amount of information in the old subjects increases, and the time allotted for their study, at best, remains the same, and at worst, decreases.
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MacLean, Carla L., C. A. Elizabeth Brimacombe und D. Stephen Lindsay. „Investigating industrial investigation: Examining the impact of a priori knowledge and tunnel vision education.“ Law and Human Behavior 37, Nr. 6 (Dezember 2013): 441–53. http://dx.doi.org/10.1037/lhb0000056.
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Cvjeticanin, Stanko, Mirjana Segedinac und Ljubinka Letic. „Chemical industrial production and applied chemistry of metals and nonmetals in educational program of chemistry in elementary school“. Chemical Industry 63, Nr. 2 (2009): 129–38. http://dx.doi.org/10.2298/hemind0902129c.
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In this paper a part of the model of the curriculum, which should improve chemical education in primary schools is presented. The implemented module refers to metals and non-metals in the fields of applied chemistry and chemical industry. Contents of the curriculum from 1974 to 2004 are considered. The quantity and quality of the pupils' knowledge are analyzed. The research showed that the pupils' knowledge is low. The module is implemented for the sake of overcoming the observed drawbacks in the curriculum, which should facilitate further chemical education, especially in the field of chemical technology. Contents of the curriculum, ways of implementation of the contents, and methods for evaluation of the pupils' knowledge are proposed considering the results of the research. For this purpose the method of descriptive analysis and statistical methods are used.
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Agsornsua, Pha, Prayuth Chusorn, Vanit Prasertporn, Adul Pimtong und Natthasak Samranruen. „Management Strategies for Enhancing Students’ Entrepreneurship in Industrial and Community Education Colleges of the Northeastern Thailand“. World Journal of Education 10, Nr. 6 (20.12.2020): 143. http://dx.doi.org/10.5430/wje.v10n6p143.
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The objectives of this research were to study the needs assessment and to develop management strategies for enhancing the entrepreneurship of students. This study was conducted by utilizing Mixed Methods Research. The sample group used in this study consisted of School Directors and Teachers totaling 226 persons under the Northeastern Industrial and Community Education Colleges in Thailand. The tools used for data collection were questionnaires and strategic evaluation forms. Data were analyzed through descriptive statistics, namely, frequency distributions, percentages, means, standard deviations, and PNI Modified.The results of the research revealed the followings: 1)In all, the current conditions of management for enhancing the entrepreneurship of the students were at a “High” level. Regarding the desired conditions, it was, in general, at the “Highest” level. As for the needs priority, it was found that the most needed aspects were the characteristics of Entrepreneurship, the management of an ‘Entrepreneurial Incubation Center, and Teacher Development, respectively. 2) The management strategies for enhancing the entrepreneurship of students comprised visions, missions, targets, of 9 strategies with 62 measures, and 67 indicators. Some recommendations and suggestions for future research were introduced.
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Gibson, Jennifer Lee, Stephanie C. Payne, Whitney Botsford Morgan und Joseph A. Allen. „The Society for Industrial and Organizational Psychology's guidelines for education and training: An executive summary of the 2016/2017 revision.“ American Psychologist 73, Nr. 5 (Juli 2018): 678–82. http://dx.doi.org/10.1037/amp0000266.
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Maree, Prof Dr Kobus. „Message from Editor“. Global Journal of Guidance and Counseling in Schools: Current Perspectives 6, Nr. 2 (20.11.2016): 29. http://dx.doi.org/10.18844/gjgc.v6i2.1212.
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Dear Readers,It is the great honor for us to publish sixth volume, first issue of Global Journal of Guidance and Counseling: Current Perspectives.Global Journal of Guidance and Counseling: Current Perspectives welcomes original empirical investigations and comprehensive literature review articles focusing on current issues related with the area of guidance and counselling. The journal is published quarterly and it is devoted to be a joint platform for presenting and discussing the emerging developments on guidance and counseling in an international arena.The scope of the journal includes, but is not limited to the following major areas as they relate to guidance and counseling; child and adolescent counseling, adult and elder counseling, family counseling, school counseling, higher education counseling, health counseling, crisis and risk counseling, occupational counseling, industrial counseling, cyber counseling, psychology education and occupational issues, inter-disciplinary approaches to psychology, counseling and guidance, rehabilitation counseling, technology usage in psychology, counseling and guidance and special education.Problems of parents who have children needing special education, computerized system of pedagogical orientation and relationship between resilience, life satisfaction and general self-efficacy topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2016 Volume. A total number of ten (10) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of three (3) high quality research papers were selected and accepted for publication.We present many thanks to all the contributors who helped us to publish this issue.Best regards,Prof. Dr. Kobus MareeEditor – in Chief
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Artar, Müge. „Traditional toys in turkey: comparison in a rural and urban setting“. Paidéia (Ribeirão Preto) 16, Nr. 33 (April 2006): 37–42. http://dx.doi.org/10.1590/s0103-863x2006000100006.
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The interaction between children and adults through playful activities creates possibilities for reciprocal spontaneous and demanded influences and for the development of reciprocal positive feelings. The main aim of this study was to find out the present situation of traditional toys by comparing the rural and urban settings - a mountain village and city center of Bursa (Northwest Anatolia), Turkey. It was questioned, if industrial toys were sold in villages, how village children effected this change. Data was collected by interviews in the houses of the participants, with the answers record permited by the parents. Interviews passed by content analysis. Results show that traditional hand made toys are going to disappear even in villages. This may happen because of the imitations of original toys and their cheap prices but at the same time because of the attractive nature of modern toys have the big impact as well.
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B. Murtazaev, Isabek. „ROLE AND IMPORTANCE OF MINING CITIES IN THE ECONOMIC DEVELOPMENT OF THE REGION (S)“. Psychology and Education Journal 58, Nr. 1 (01.01.2021): 2090–98. http://dx.doi.org/10.17762/pae.v58i1.1086.
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This article examines different approaches to the concept of mono-cities, the criteria for defining monocities, the specific features and problems of their socio-economic development. Along with the development of industry, it is observed that the economy of some cities is dependent on a particular industry or the activities of any industrial enterprise, that is, mono-specialization occurs. The crisis of this sector and two industrial enterprises causes many socio-economic and demographic problems. Therefore, in the era of industrialization, many approaches to the concept of mono-cities have been formed, and the study of mono-cities is becoming increasingly important. In this work, the essence of mono-cities and the features of their development were studied. The purpose of the article is to analyze the various approaches to the essence of the concept of mono-city and to study the features of their socio-economic development, its task is to: analyze the definitions of the concept of mono-city in foreign literature; study of factors influencing the formation and development of mono-cities; It is a study of the specialization and socio-economic problems of mono-cities of Uzbekistan
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Kotov, R. I., und K. V. Belysh. „The Concept of Lean Manufacturing as a Tool for Improving the Process of Education“. Economics and Management 27, Nr. 4 (05.06.2021): 232–47. http://dx.doi.org/10.35854/1998-1627-2021-4-232-247.
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Aim. The presented study aims to examine approaches to organizing the educational process in the system of general education in accordance with the basic principles of lean philosophy, better known in Russia as “lean manufacturing philosophy”, which has proven to be an effective tool for building business processes in industrial enterprises.Tasks. The authors determine the value created by applying the principles of lean education in the general education system, describing the value creation flow and its customer; examine the classification of losses in the value stream and identify losses in the educational process based on national standards for lean manufacturing and quality management systems; apply the described system to the educational process of Gorchakov MGIMO Lyceum.Methods. This study uses empirical (observation, measurement) and theoretical (abstraction, formalization, and modeling) research methods, as well as methods of grouping, comparative, structural, and functional analysis.Results. The study substantiates the authors’ hypothesis that the analysis of the educational process through the definition of value for the consumer/customer and the identification of different types of losses transforms the value creation flow into the “lean education” flow, which perfectly meets the needs of stakeholders. The maps of the current and future state of the value creation flow of the educational process of Gorchakov MGIMO Lyceum are modeled. A comparative classification of the types of losses in the manufacturing and educational processes is created. The results of testing the hypothesis in the educational process of the specified lyceum are presented.Conclusions. Application of lean philosophy (the concept of lean manufacturing) can improve various activities, including education. The study provides evidence for this by defining and constructing the value creation flow in accordance with the requests of all stakeholders in the educational process and also by identifying losses in the methods and processes of information transfer and further evaluation of the knowledge and skills of students.
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Burgoon, Jared, Erin Arneson, Jonathan W. Elliott und Rodolfo Valdes-Vasquez. „Visual Ethnographic Evaluation of Construction Programs at Public Universities: Who is Valued in Construction Education?“ Journal of Management in Engineering 37, Nr. 4 (Juli 2021): 04021025. http://dx.doi.org/10.1061/(asce)me.1943-5479.0000899.
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UKUBASSOVA, G. S., A. B. AMIRBEKOVA, K. K. PRIMZHAROVA, A. K. DARIBAYEVA und D. T. ISMAILOVA. „COMPETITIVE PECULIARITIES OF INDUSTRIAL ENTERPRISES’ PRODUCTS“. Periódico Tchê Química 16, Nr. 33 (20.03.2019): 434–47. http://dx.doi.org/10.52571/ptq.v16.n33.2019.449_periodico33_pgs_434_447.pdf.
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Industrial enterprises are improving their financial performance to achieve their development goals. The source of development can serve as a developed strategy and a specialized version of the program, which is based on the achievement of certain financial indicators. Particularly, it can be the issue of constant ensuring of profit, and of the increase and optimization of internal processes which are considered as a basis of steady functioning of the enterprise. Consideration of what can be viewed as the competitiveness of production, namely determines the relevance of the study. The novelty of the study is in the fact that not only a certain strategy in achieving the targets is considered as the basis of competitiveness, but also a strategy for the formation of internal sustainable environment of the enterprise, which can be implemented considering the needs of production and its potential development. As a basis for increasing the competitiveness of the chemical industry and sustainable operation of the enterprise, the authors consider the internal environment. The implementation of the increase in internal resistance is expected to be conducted based on the evaluation of the system of external cooperation. The practical significance of the work is determined by the need to form a certain relationship between internal stability and the possibilities of external change.
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