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1
Birkeland, Åsta, and Minyi Li. "Building a Sustainable Future Through International ECE Partnership Programmes." ECNU Review of Education 2, no. 4 (2019): 458–74. http://dx.doi.org/10.1177/2096531119893480.
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Purpose: Taking a particular example of an international partnership programme, this article aims to discuss kindergartens’ participation in international partnership programmes as compelling vehicles for promoting early childhood education for sustainability (ECEfS). The partnership programme included Western Norway University of Applied Sciences, Beijing Normal University, East China Normal University, and kindergartens in Norway and China. Researchers, postgraduate students, kindergarten principals, and teachers participated in the programme, their key concern being to promote competencies for sustainability and agents for change. Design/Approach/Methods: The article is based upon research with a phenomenological approach to Chinese and Norwegian kindergarten teachers’ and principals’ experiences of participating in an international partnership programme. The data for this article consisted of reflective notes from the teachers and principals and recordings of teachers’ and principals’ reflections in a joint seminar in the kindergarten network. Findings: This article argues that ethical normative, dialogical, and anticipatory approaches are pivotal within international ECEfS partnership programmes. Originality/Value: The article has the potential to address international partnership programmes, involving different stakeholders, as vital in promoting ECEfS. It also urges international partnership programmes to promote glocality in ECEfS (i.e., local situatedness with global awareness).
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Uma, S. R., Andrew King, Jim Cousins, and Ken Gledhill. "The GeoNet building instrumentation programme." Bulletin of the New Zealand Society for Earthquake Engineering 44, no. 1 (2011): 53–63. http://dx.doi.org/10.5459/bnzsee.44.1.53-63.
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In New Zealand, the performance of instrumented structures has rarely been tested by earthquake events with design-level motions to enable verification of the code design recommendations and related design assumptions. In the Darfield event, Rutherford building at the University of Canterbury was the only instrumented building that recorded its earthquake response. Lessons from overseas earthquakes, in particular the 1994 Northridge event, have demonstrated the invaluable use of information from instrumented buildings. In order to derive similar benefits from any future New Zealand events, steps were initiated to install modern digital accelerographs in structures. The new building instrumentation programme aims to install earthquake strong-motion instruments within up to 30 structures (mainly buildings and bridges) across New Zealand so as to measure their responses to future earthquake-induced ground motions. This article describes the objective of the instrumentation programme, highlighting the expected benefits to various end-users, the progress made so far and the future scope of the ongoing programme.
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Ranagattimath, Anand, and Ramesh R. Naik. "Capacity Building for Library Professionals: A Study." International Journal of Emerging Research in Management and Technology 6, no. 8 (2018): 146. http://dx.doi.org/10.23956/ijermt.v6i8.131.
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The present study aims to find out need for capacity building which includes requirement of skills, support of electronic infrastructure (hardware/software related content) and relevant training programmes in the university setup. The study also concentrates on the attitudes of library professionals towards ICT applications and capacity building. The outcome of the study shows that capacity building programme is very much needed in the university libraries as the existing skills of the library professionals is deprived. The libraries have got minimum basic infrastructure, majority of the training programmes are undergone by the professionals or after the completion of the education and got the jobbut having positive attitude towards ICT applications.
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Jousma, Harmen. "Science-Based Business Studies at Leiden University." Industry and Higher Education 20, no. 4 (2006): 257–61. http://dx.doi.org/10.5367/000000006778175766.
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The Science Based Business (SBB) programme was established at Leiden University in 2001 in an effort to counter the unidirectional professionalism of students in science studies – not explicitly to meet the needs of business and industry. Nor is SBB a stand-alone Master's programme like the MS/MBA or the PSM in the USA: rather, it is designed to be an elective in all Leiden's research Master's programmes. It attracts both those students who want to stay on to study for a PhD and those who seek an occupation outside fundamental research. Especially pertinent to building capacity for innovation is the new course, ‘Orientation on Technopreneurship’, which is taught alongside the SBB programme. Because career opportunities for SBB and OOT graduates are diverse, the organizers have avoided an industry-specific focus in both cases.
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Jordan, Glen, and Graham R. Powell. "One hundred years of forestry education at UNB (1908–2008)." Forestry Chronicle 84, no. 4 (2008): 478–80. http://dx.doi.org/10.5558/tfc84478-4.
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Some key events that have shaped forestry instruction at the University of New Brunswick (UNB) following introduction of a BScF degree programme in 1908 are recounted. These include building of the Forestry and Geology Building in 1931, creation of the Faculty of Forestry in 1947, the large influx of students following WWII, extension of the BScF programme to five years in 1952, introduction of options in 1963, addition of a BScFE degree programme in 1968 and subsequently creation of Forest Resources and Forest Engineering Departments within the Faculty, addition of the New Forestry Building in 1976, early adoption and subsequent emphasis on computer technology from 1971 onward, graduation of its first PhD student in 1985, development in 1988 of the Faculty's Tweeddale Centre in the Hugh John Flemming Forestry Complex adjacent the UNB Woodlot, a massive increase in enrolments throughout the late 1980s and 1990s followed by a significant decline, significant curriculum changes in 1993, disbanding of Departments and renaming of the Faculty in 1994 to the Faculty of Forestry and Environmental Management, the move in 2007 back to four-year degree programmes, and in 2008, introduction of a third bachelor's degree programme, Environment and Natural resources (BScENR). Key words: University of New Brunswick, Forestry Faculty, history, degrees, facilities, personnel, departments, programmes, Fredericton
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King, Hannah, Fiona Measham, and Kate O'Brien. "Building Bridges Across Diversity." International Journal of Bias, Identity and Diversities in Education 4, no. 1 (2019): 66–81. http://dx.doi.org/10.4018/ijbide.2019010105.
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The Inside-Out Prison Exchange Programme is a unique prison education programme that brings together ‘Inside' (prison) students and ‘Outside' (university) students to learn collaboratively through dialogue and community-building exercises within the prison walls. Challenging prejudices and breaking down social barriers, the programme provides students from diverse backgrounds with a transformative learning opportunity. Drawing on the critical pedagogy of Paolo Freire and the teaching practice of bell hooks, Inside-Out instructors engage in ‘teaching to transgress,' enabling students to understand experientially the ways in which every day and commonplace environments are shaped by privilege and inequalities. The programme was founded 20 years ago by Temple University criminologist Lori Pompa in collaboration with incarcerated men at Graterford State Correctional Institution in response to the racial injustice and mass incarceration that characterized the US criminal justice system. Durham University criminologists introduced Inside-Out to the UK in 2014, at three very different prisons: a men's category A (high security) prison, a men's category B (medium security) prison and a women's prison. A decade on the government's introduction of the Widening Participation agenda in higher education (HE), with levels of inequality in and access to HE, particularly within Russell Group Universities, is persistently high, Inside-Out challenges this lack of diversity in HE head on. This article explores how the Inside-Out ethos and pedagogy are powerful means through which inequalities rooted in gender, ethnicity and privilege can be exposed and challenged within the unique prism of the prison setting. Quantitative and qualitative data from three years of programme delivery across the three prisons will be drawn upon. The article will argue that the Inside-Out model can overcome social barriers and prejudices to embrace and celebrate diversity; support students to critically explore their own beliefs and identities; and go on to utilise this educational experience to foster social change on both sides of the prison walls.
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Mukoza, Stella Kyobula, and Suki Goodman. "Building Leadership Capacity." Industry and Higher Education 27, no. 2 (2013): 129–37. http://dx.doi.org/10.5367/ihe.2013.0147.
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Universities worldwide are becoming increasingly interested in the importance of emerging co-curricula that focus on developing graduate attributes beyond specific academic disciplines. This is being influenced by industry demands for graduates with behavioural and cognitive skills aligned to the work they will do in their early careers. This paper presents findings of a formative evaluation of the Emerging Student Leaders Programme (ESLP) implemented by the University of Cape Town (UCT) in South Africa. The authors adopted a theory and implementation evaluation design and their findings show that the programme conforms to established best practice and, given the pressure on universities to offer specialized training, may serve as a model for other higher education institutions in South Africa and elsewhere.
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Thorley, Charlotte. "SEPnet Outreach: Building and sustaining links between university physics departments." New Directions in the Teaching of Physical Sciences, no. 7 (July 1, 2011): 10–12. http://dx.doi.org/10.29311/ndtps.v0i7.460.
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The SEPnet Outreach work strand is a collaboration between university physics departments around the South East of England as a direct response to the national STEM agenda and the recruitment needs of the partner departments. A portfolio of activities has been developed that builds on the strengths of each department to deliver higher impact through collaborative development and delivery. In particular, the two year repeat contact „SEPnet GCSE Programme‟ shows that a region-wide programme drawing inspiration not just from the physics departments but the school teachers they work with can be particularly effective. This paper looks at the successes of the activities so far, and takes a look ahead.
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Darlow, Ben, Eileen McKinlay, Peter Gallagher, et al. "Building and expanding interprofessional teaching teams." Journal of Primary Health Care 9, no. 1 (2017): 29. http://dx.doi.org/10.1071/hc16053.
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ABSTRACT INTRODUCTION Interprofessional education (IPE) aims to prepare learners to work in collaborative health-care teams. The University of Otago, Wellington has piloted, developed and expanded an IPE programme since 2011. An interprofessional teaching team has developed alongside this programme. AIMS This study aimed to understand the development of a university-based interprofessional teaching team over a 4-year period and generate insights to aid the development of such teams elsewhere. METHODS Two semi-structured audio-recorded educator focus groups were conducted at key times in the development of the IPE programme in 2011 and 2014. The programme focused on long-term condition management and involved students from dietetics, medicine, physiotherapy and radiation therapy. Focus group transcripts were independently analysed by two researchers using Thematic Analysis to identify broad themes. Initial themes were compared, discussed and combined to form a thematic framework. The thematic framework was verified by the education team and subsequently updated and reorganised. RESULTS Three key themes emerged: (i) development as an interprofessional educator; (ii) developing a team; and (iii) risk and reward. Teaching in an interprofessional environment was initially daunting but confidence increased with experience. Team teaching highlighted educators’ disciplinary roles and skill sets and exposed educators to different teaching approaches. Educators perceived they modelled team development processes to students through their own development as a team. Interprofessional teaching was challenging to organise but participation was rewarding. Programme expansion increased the risks and complexity, but also acted as a stimulus for development and energised the teaching team. DISCUSSION Interprofessional teaching is initially challenging but ultimately enriching. Interprofessional teaching skills take time to develop and perspectives of role change over time. Educator team development is aided by commitment, understanding, enthusiasm, leadership and trust.
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Brad, Stelian, Mircea Fulea, Bogdan Mocan, and Emilia Brad. "Systematic Innovation For Improving Competitiveness Of A Master Study Programme." Balkan Region Conference on Engineering and Business Education 1, no. 1 (2014): 399–402. http://dx.doi.org/10.2478/cplbu-2014-0064.
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AbstractTo keep up with the dynamics of nowadays researches and technologies, study programmes - particularly master programmes - need to continuously evolve. Additionally, rigid regulations drive the structure and content of such programmes. Adding competitiveness to these as a must, one can easily infer that building (or updating) a study programme is not an easy task. Moreover, expectancies and requirements from industry might even interfere with specific rules that study programmes have to be compliant to. This paper introduces an approach to overpass the challenges above, by employing the TRIZ-M framework. Problem definition, needs, performances, constraints, technical conflicts and innovation vectors are the key ingredients of the framework that has been used to support the development of a competitive master study programme in Robotics at the Technical University of Cluj-Napoca.
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Noormahomed, Emilia, and Robert Scooley. "OC 8566 THE UNIVERSIDADE EDUARDO MONDLANE AND UNIVERSITY OF CALIFORNIA SAN DIEGO PARTNERSHIP, A PARADIGM FOR INSTITUTIONAL AND HUMAN RESOURCES CAPACITY BUILDING." BMJ Global Health 4, Suppl 3 (2019): A14.1—A14. http://dx.doi.org/10.1136/bmjgh-2019-edc.33.
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BackgroundCollaborations between lower- and middle-income countries (LMICs) and high-income countries (HICs) are often scientifically and structurally driven by the HICs. Here we aim to describe a paradigm shift in collaboration, exemplified by the collaboration between the Universidade Eduardo Mondlane and University of California, San Diego through the Medical Education Partnership Initiative (MEPI), in which the formulation of priorities and administrative infrastructure reside in the LMICs.MethodsWe outline critical features of the MEPI partnership and compare with traditional models of collaboration, key features of success, lessons learned and the way forward.ResultsLMIC programme partners translate broad programme goals and define metrics into priorities tailored to local conditions. Programme funds flow to a LMIC-based leadership group that contracts with HIC-based peers to provide technical and scientific advice and consultation in a reverse funds flow model. Emphasis is placed on strengthening administrative capacity within LMIC institutions and on creating communities of practice with common goals that resulted in expanded collaboration with European, Latin American, and African institutions. A rigorous monitoring and evaluation process modify programme priorities based on evolving opportunities to maximise programme impact.Over five years, more than 63 research projects were designed, 19 of which received external funding and more than 40 manuscripts were published. Mozambican first-authored publications rose from 29% in 2001–2010% to 38% in 2011–2013.Eighteen (18) residents completed internal medicine specialty training between 2010 and 2014. This represents a fourfold increase from over 1991 to 2000. Three (3) Master’s programmes were created at Lurio University and 50 students successfully finished dissertations.ConclusionVesting LMIC partners with the responsibility for programme leadership and building administrative capacity in LMIC institutions substantially enhances programme relevance, impact and sustainability, and facilitates continuing acquisition of research and training funds to support professional development and institutional capacity building.
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Lazić, Goran, and Mirjana Lončar-Vujnović. "Development of Erasmus+ programme at the University of Pristina temporarily settled in Kosovska Mitrovica." Bastina, no. 51 (2020): 345–62. http://dx.doi.org/10.5937/bastina30-27007.
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After closure of Tempus, European Union programme for reform and modernization of Higher Education at the end of 2013, European Commission promoted new integrated European Union programme Erasmus+ for a period from 2017-2021, which encompassed seven various programme for education, youth and sport of previous generation. Aside from seven implemented Tempus projects, University Pristina temporarily settled in Kosovska Mitrovica, continued with successfull participation in Erasmus+ programme. Since 2015, university gained seven Erasmus+ Key Action 2: Capacity Building in Higher Education projects, which is the most significant action and represents the inheritance of Tempus programme. University also realised inter-institutional cooperation with big number of universities from European Union with whom he gained 10 International Credit Mobility projects aiming at promotion of students, academic and administrative staff mobility of this university.
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Sassa, Kyoji. "Opening ceremony of the UNESCO-Kyoto University-ICL UNITWIN Programme headquarters building." Landslides 1, no. 4 (2004): 315–23. http://dx.doi.org/10.1007/s10346-004-0037-x.
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Simoni, Mary. "Project Lovelace: unprecedented opportunities for music education." Organised Sound 8, no. 1 (2003): 57–60. http://dx.doi.org/10.1017/s1355771803001067.
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Project Lovelace is a school-based programme for students aged twelve to eighteen years interested in learning about making music by using technology. The programme is designed to encourage equal and equitable participation by male and female students through instruction in technology-enhanced music performance, improvisation, composition, analysis and notation. Project Lovelace is named in honour of the contributions of the female mathematician Ada Augusta, Countess of Lovelace, who in 1842 predicted that computers could be used for musical composition (Roads 1996).The goals of Project Lovelace are to develop collaborative-based methods for gender-balanced school music technology programmes, amass a gender-balanced repertoire suitable for school music technology programmes, nurture creativity and analytical skills in music technology, and conduct a longitudinal study that documents the changing attitudes and perceived competencies of participating students and teachers.The motivation to initiate Project Lovelace was the timely convergence of two vexing issues perennially facing music technology programmes in higher education, specifically at the University of Michigan: the proportionally small number of female applicants to university music technology programmes and the need to continually upgrade or replace laboratory equipment. Why not allocate second-generation university laboratory equipment to the schools with the intent of building school-based music technology curricula that lead to a gender-balanced university applicant pool?
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Zupanič Slavec, Zvonka, and Zvonka Zupanič Slavec. "100 years – Faculty of Medicine, University of Ljubljana (1919–2019)." Slovenian Medical Journal 88, no. 11-12 (2020): 554–75. http://dx.doi.org/10.6016/zdravvestn.3018.
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The early beginnings of Slovenian medical education take root in the Enlightenment-era Academia operosorum (Academy of the Industrious, 1693–1725) and its medical section with the physician Marko Gerbec, although the Jesuit College introduced higher education in Ljubljana already in 1619. In 1782, a Medico-Surgical Academy was established in Ljubljana, the first to provide a secondary level of medical education. Later on, when a part of present Slovenian lands was included in the Illyrian Provinces (1809–1813) as a part of Napoleon’s French Empire, with Ljubljana as capital, the school advanced to the level of a medical faculty (École Centrale). The subsequent restoration of Austrian sovereignty prevented the school from completing even the first class of graduates’ training. In 1848, Medico-Surgical Academy was dissolved and only midwifery schools remained.
 It was only after disintegration of the Austro-Hungarian Monarchy, as a consequence of the World War I, that in 1919 the first Slovenian University was established in Ljubljana, and within it a incomplete medical faculty was offering four preclinical semesters. In 1940, fifth and sixth semesters were added to the Faculty. The liberation impetus led in July 1945 to the establishment of a complete medical faculty including five years course divided in ten semesters. In the 1949/1950 academic year, the Faculty of Medicine was separated from the University and trained one generation of physicians as a medical college; in 1954, it was reintegrated into the University. During that period, in autumn 1949, the Faculty of Stomatology was established, which soon joined with the Faculty of Medicine, whereupon two departments were established: one for general medicine and one for stomatology (dental medicine). In the 1968/1969 academic year, the Faculty of Medicine introduced a master’s programme, and in 1995 a uniform doctoral programme; in the academic year 1989/1990 the programmes of medicine and dental medicine were extended to twelve semesters.
 In 1975, the new Ljubljana Medical Centre building was finished and the Faculty thus obtained the necessary lecture halls, classrooms, and rooms for clinical practice. In the next decade, in 1987, the main preclinical institutes moved to the new building of the Faculty and students finally received state-of-the-art lab classrooms, facilities, and other infrastructure. In 2015, the Faculty also constructed a new building for preclinical institutes for biochemistry and cell biology. Throughout the years the programme has continued to improve and stay up to date, and the Bologna system of education was introduced in the academic year 2009/2010.
 In its hundred years of existence, the Faculty of Medicine has trained approximately 9,000 physicians and 2,000 dentists, and awarded more than 1,700 doctors of science degrees and more than 1,000 master of science degrees in the postgraduate programme for physicians and dentists; it has also trained many students in graduate clinical training programmes. The Faculty of Medicine is oriented towards the future, a strong connection between theory and practice, interdisciplinary and international cooperation, and especially training new high-quality medical professionals.
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Browning, Lynette, Kirrilly Thompson, and Drew Dawson. "Developing future research leaders." International Journal for Researcher Development 5, no. 2 (2014): 123–34. http://dx.doi.org/10.1108/ijrd-08-2014-0019.
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Purpose – The purpose of this paper is to describe a novel strategy for building research capability in a young university with an emerging research culture. Investment in building research capacity is essential for universities to remain competitive, but one of the challenges for younger universities is developing the research capability of individuals in an emerging research culture. Design/methodology/approach – To gain a better understanding of how leading researchers become research leaders and how universities can design strategies to attract, retain, develop and promote researchers, we carried out a study of 30 research leaders in Australia. We then designed and implemented a cohort-based career development programme for early career researchers. Findings – From our research, and the programme we developed, we have found that developing early career researchers does not mean teaching them how to do research – it means teaching them how to build a track record, which can lead to a research career. A development programme for early career researchers is a short-term investment for longer-term returns, but these programmes do have immediate impact on research productivity for the individual researchers and for the organisation. Practical implications – We consider the success of the Early Career Researchers Programme is due to the regular face to face workshops, the development of the research career plan and the supportive research environment provided by the me. Originality/value – The investment in this programme clearly demonstrates the value of researcher development on research outputs and research careers. These methods could be applied to researcher development training programmes elsewhere.
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Jiang, Yong. "A Multilevel Comprehensive Assessment of International Accreditation for Business Programmes-Based on AMBA Accreditation of GDUFS." Higher Education Studies 7, no. 4 (2017): 15. http://dx.doi.org/10.5539/hes.v7n4p15.
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Traditional mathematical methods built around exactitude have limitations when applied to the processing of educational information, due to their uncertainty and imperfection. Alternative mathematical methods, such as grey system theory, have been widely applied in processing incomplete information systems and have proven effective in a number of fields. In this study, an assessment indicator system is developed, based on the MBA programme of Guangdong University of Foreign Studies (GDUFS), through statistics building on the initial indicators of the Association of MBA’s assessment system for MBA programmes. The proposed system assesses the accredited indicators of the GDUFS’ MBA programme using grey comprehensive evaluation methodology. The results accord with the actual situation, supporting the accuracy of the assessment model, research theory and methodology. In addition, this paper analyses and sorts degrees of satisfaction for programme indicators, with the adoption of the grey correlation analysis method, to provide a basis for decision-making.
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Ajibola, M. O., I. J. Emeghe, A. O. Oluwumi, and A. S. Oni. "A Study on Students’ Choice of Programme in the University." Journal of Educational and Social Research 7, no. 1 (2017): 137–44. http://dx.doi.org/10.5901/jesr.2017.v7n1p137.
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Abstract The study examined the choice of programme that students’ offered in the University, especially in the built environment. Questionnaire was administered on 100 Level students in the Departments of Architecture, Building Technology and Estate Management of Covenant University, Ota. A total of 136 copies of questionnaire was retrieved and used for analysis as contained in the study. The study revealed that 79.4% were in the University based on their parents’ choice while 90% are responsible for the choice of course (programme) they are pursuing in the University based on personal interest. About 69.9% of the students dislike the University which may be a factor to be considered in their academic performances. It is therefore very important that, even though the students are very tender in ages, respect should be given to their opinion in taking decision(s) on issues that border on their lives. Parents should always take time to talk things over with their wards rather than imposing their opinion on the children.
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Shadbolt, Anna, Leo Konstantelos, Liz Lyon, and Marieke Guy. "Delivering Innovative RDM Training: The immersiveInformatics Pilot Programme." International Journal of Digital Curation 9, no. 1 (2014): 313–23. http://dx.doi.org/10.2218/ijdc.v9i1.318.
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This paper presents the findings, lessons learned and next steps associated with the implementation of the immersiveInformatics pilot: a distinctive research data management (RDM) training programme designed in collaboration between UKOLN Informatics and the Library at the University of Melbourne, Australia. The pilot aimed to equip a broad range of academic and professional staff roles with RDM skills as a key element of capacity and capability building within a single institution.
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MacFarlane, Karen. "Building capabilities for higher education prior to entry." Widening Participation and Lifelong Learning 21, no. 3 (2019): 5–31. http://dx.doi.org/10.5456/wpll.21.3.5.
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Inequality of participation in higher education persists despite a wealth of research and interventions. This has led to calls to rethink what it means to be university ready , especially for learners from disadvantaged backgrounds, many of whom are first-generation students. This paper explores the efficacy of a unique widening participation model based on immersing learners in the university environment prior to entry to HE in Scotland. Data from interviews with 30 students who participated in the programme are mapped to Wilson-Equitable Transitions to University (2016) which is based on the Capability Approach. Capability theorists contend that an appropriate approach to widening participation would address what students need to be able to do and to be (their capabilities) to successfully make the transition to HE. Evidence from this study suggests that the experience of studying HE level qualifications within a university setting whilst still at school provides learners from disadvantaged backgrounds with the capabilities for an equitable transition to university. A key finding is that when capabilities for equitable transitions are fostered prior to entry, learners identify as university students. The paper contributes to the body of knowledge at the nexus of widening participation, transition and capabilities.
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Mlinkauskienė, Aušra, Per Christensen, Luca Finocchiaro, and Gabriele Lobaccaro. "BIM Integration Possibilities in Different Study Cycles of Architecture Study Programme." Journal of Sustainable Architecture and Civil Engineering 26, no. 1 (2020): 5–17. http://dx.doi.org/10.5755/j01.sace.26.1.22393.
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European countries are developing or implementing policies that promote or require the use of information modelling in the architecture, engineering, construction and manufacture sectors. The integration of Building Information Modelling (BIM) to these sectors includes social, economic, political, legal and other aspects. This is why the implementation of BIM requires an integrated and broad approach that includes not only the BIM implementation and development strategy in designing companies but also in the field of education and professional training. The article discusses the potential of integrating BIM in different study programs and the possibilities of international cooperation in interdisciplinary BIM projects. The different levels of BIM will be explored in connection to different curricula. Particular attention is paid to the compatibility and applicability of design and innovative technology solutions using BIM methodology and the development of co-operation between higher education institutions in the Nordic region [1].
 The aim of this paper is to carry out a comparative analysis and present the integration model of Building Information Modeling (BIM) into the Architecture programmes in different study cycles based on the example of Nordic countries.
 Objectives:
 
 To provide BIM use opportunities in 3 years Bachelor level based on Engineeering architecture study programme of VIA University College;
 To provide BIM use opportunities in 5 years Integrated studies based on Architecture studies programme of Kaunas University of Technology;
 To provide BIM use opportunities in the 2 years Master of Science program in Sustainable Architecture at the Norwegian University of Science and Technology;
 To perform comparative analysis between different countries and different study cycles;
 To provide a possible model for integration of the international BIM project in different study cycles.
 
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Herr, Christiane M., and A. Scott Howe. "A High Density Open Building Studio Project for Hong Kong." Open House International 31, no. 2 (2006): 32–41. http://dx.doi.org/10.1108/ohi-02-2006-b0005.
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Constrained by requirements of efficiency and economy as well as tight building regulations, Hong Kong's high-density residential architecture is very different from architectural approaches that are typically taught in the architectural studio. This paper reports on a second year architectural studio project taught at The University of Hong Kong that uses the Open Building paradigm to integrate the constraints of a high-density environment, community considerations and building technology in the context of a mixed use programme to be constructed on small individual lots. Following a series of short introductory exercises, the main studio assignment required groups of students to negotiate the design of individual projects and community areas within a given generic structural frame. Based on their individual design ideas and architectural programme, students developed a structural solution following a kit-of-parts approach. We describe the tasks and rule sets given as the studio framework and discuss students' response to this new type of architectural programme. Based on our experiences, we critically review initial studio settings, final outcomes and observations made during the teaching and learning process with regard to future implementations of similar open building studio projects.
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Zavadskas, Edmundas Kazimieras, and Artūras Kaklauskas. "EFFICIENCY INCREASE IN RESEARCH AND STUDIES WHILE APPLYING UP-TO-DATE INFORMATION TECHNOLOGIES/MOKSLO IR STUDIJŲ EFEKTYVUMO DIDINIMAS TAIKANT NAUJAUSIAS INFORMACIJOS TECHNOLOGIJAS." JOURNAL OF CIVIL ENGINEERING AND MANAGEMENT 6, no. 6 (2000): 397–414. http://dx.doi.org/10.3846/13921525.2000.10531623.
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In 1973 PhD (building structures}. Professor at the Dept of Building Technology and Management. In 1987 Dr Habil (building technology and management). Research visits to Moscow Civil Engineering Institute, Leipzig and Aachen Technical Universities. He maintains close academic links with the universities of Aalborg (Denmark}. Salford and Glamorgan (Great Britain}, Poznan University of Technology (Poland). Leipzig Higher School of Technology. Economics and Culture (Germany} and Aachen Technical University (Germany}. Member of international organisations. Member of steering and programme committees of many international conferences. Member of editorial boards of some research journals. Author of monographs in Lithuanian, English. German and Russian. Research interests: building technology and management, decision- making theory. automation in design. expen systems.
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Okafor, Chukwuemeka, and JohnMary K. Ani. "The National Youth Service Corps Programme and Growing Security Threat in Nigeria." Africa’s Public Service Delivery and Performance Review 2, no. 2 (2014): 149. http://dx.doi.org/10.4102/apsdpr.v2i2.56.
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The National Youth Service Corps (NYSC) was established in 1973 after the Nigerian civil war to involve Nigerian university graduates below the age of thirty in nation building. Gradually, the scheme was opened-up for polytechnic graduates. The article presents the objectives and deployment policy of the programme. It shows that the early phase of the programme recorded the problems of corruption, ghost corps members, accommodation, language barriers as well as hostile culture. However, the contemporary Nigerian society has been overtaken by the destructive wind of insecurity. The article reveals that the various waves of political violence in the country, including Boko Haram terrorism, hostage crises, and geographical threats have turned into a collection of overwhelming menace to the programme, thereby leading to massive agitation for itabrogation. The article recommends for multiple series of reforms in order to protect the lives of many Nigerian graduates that are building the nation through this admirable development programme.
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Martins Vaz, Igor Catão, Enedir Ghisi, and Liseane Padilha Thives. "Stormwater Harvested from Permeable Pavements as a Means to Save Potable Water in Buildings." Water 13, no. 14 (2021): 1896. http://dx.doi.org/10.3390/w13141896.
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The main objective of this work is to analyse the potential for potable water savings in university buildings by using stormwater collected from permeable pavements. Six buildings located on the campus of the Federal University of Santa Catarina (UFSC) were selected to obtain monthly water consumption patterns and parking lot areas. The same six buildings were then evaluated considering their location in eight different cities in Brazil, with different rainfall patterns. Simulations using the computer programme Netuno were run to obtain the potential for potable water savings in each building and city combined. The structural design of permeable pavements was also assessed using two methods available in the literature, that is, the American Association of State Highway and Transportation Officials (AASHTO) and Brazilian Portland Cement Association (ABCP). The hydrological-hydraulic design of the permeable pavement was also carried out. The designed thicknesses were compared with the thicknesses obtained using the computer programme Permeable Design Pro. The potential for potable water savings between 18.4% and 84.8% was obtained, depending on the city, building and non-potable water demand considered. For the structural design, the thicknesses obtained by using both methods were similar; however, it was observed that the AASHTO method better represents the pavement model. Regarding the hydrological-hydraulic design, the differences obtained show that the simplification performed for the pavement drainage was in favour of safety. In conclusion, the use of permeable pavements in stormwater harvesting systems is promising, aligning the drainage aid, structural capacity and potential for saving potable water.
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Santos, Yvette, and Alice Cunha. "The participation of Portuguese students in ERASMUS: From its European conception to its implementation in universities." Revista Estudos do Século XX, no. 18 (March 12, 2018): 97–113. http://dx.doi.org/10.14195/1647-8622_18_5.
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The ERASMUS Programme, established in June 1987, is considered one of the most popular European education programmes as it favours the academic mobility of thousands of students. Given the importance of ERASMUS in building a Europe of knowledge, this article aims to analyse the importance of ERASMUS toPortugal since its implementation. The state of the art on the subject is not exhaustive. Although much research on student mobility with a focus on ERASMUS at the European level has been undertaken – albeit difficult to summarise given the diversity of studies – Portuguese literature has not kept pace since existing studies are mainly Masters dissertations of a qualitative nature, supported by interviews with former ERASMUS students and covering the recent years of the Programme. Bearing this in mind, this article, in addition to identifying the main stages that led to the establishment of the Programme and highlighting thecontours of its implementation in Portugal, seeks to analyse the participatory trends of Portuguese students attending the first university cycle (the so-called outgoings) from 1987 to 2014, the year ERASMUS+ started.
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Sanjobo, Nawa, Matilda Lukwesa, Charity Kaziya, Cornwell Tepa, and Bernard Puta. "Evolution of HIV and AIDS Programmes in an African Institution of Higher Learning: The Case of the Copperbelt University in Zambia." Open AIDS Journal 10, no. 1 (2016): 24–33. http://dx.doi.org/10.2174/1874613601610010024.
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Background: Universities present the foundation for socio-economic and political development. Without structures and processes to fight HIV, there is no prospect of enhancing treatment, prevention, care and support services. Copperbelt University HIV and AIDS response was initiated in 2003 with the aim of building capacity of students and employees in HIV and AIDS. Objectives: The main objective of this paper is to demonstrate how the CBU HIV response has evolved over time and provide a timeline of important milestones in the development process. Method: Peer educators and counsellors conduct sensitization campaigns through one on one discussion, workshops, and drama performances, distribution of Information, Education and Communication (IEC) materials. Results: HIV Programme has been set up with players from policy, programme and community levels. Strategic processes, collaborations, funding, medical insurance schemes, prevention, treatment, care and support services, training of peer educators and counsellors have been established. Conclusion: Copperbelt University HIV initiative has demonstrated potential to reduce new infections in the university, and is currently expanding her programme to encompass wellness and also spearhead the integration of HIV in the university curriculum.
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Chan, Lai Kuen, and Paula Hodgson. "Building Professional Skills through Peer Group Assessment: A Case of a University–industry Partnership Programme." International Journal of Interdisciplinary Social Sciences: Annual Review 5, no. 4 (2010): 409–18. http://dx.doi.org/10.18848/1833-1882/cgp/v05i04/51678.
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Idris, Mahmoud M. "Assessment of the factors influencing the maintenance programme of a large university building in Riyadh." Construction Management and Economics 16, no. 6 (1998): 673–79. http://dx.doi.org/10.1080/014461998371962.
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Roolaht, Tõnu. "Enhancing the Industrial PhD Programme as a Policy Tool for University—Industry Cooperation." Industry and Higher Education 29, no. 4 (2015): 257–69. http://dx.doi.org/10.5367/ihe.2015.0259.
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The changing role of universities in society includes the increasing expectation that academic institutions should engage in collaboration with companies. Industrial PhD programmes are educational tools for building bridges between the academic sector and industry. In these programmes, the PhD student studies and carries out research while being employed in a knowledge-based company or R&D agency. Having reviewed current practice in Estonia and elsewhere, suggestions are offered for improving the use of industrial PhD programmes as a cooperation policy tool. It is argued that these enhancements could help to facilitate university–industry cooperation and therefore could foster the transition to a knowledge-based service society and improve productivity.
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Westwood, Greta, Alison Richardson, Sue Latter, Jill Macleod Clark, and Mandy Fader. "Building clinical academic leadership capacity: sustainability through partnership." Journal of Research in Nursing 23, no. 4 (2018): 346–57. http://dx.doi.org/10.1177/1744987117748348.
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Background A national clinical academic training programme has been developed in England for nurses, midwives and allied health professionals but is insufficient to build a critical mass to have a significant impact on improved patient care. Aim We describe a partnership model led by the University of Southampton and its neighbouring National Health Service partners that has the potential to address this capacity gap. In combination with the Health Education England/National Institute of Health Research Integrated Clinical Academic programme, we are currently supporting nurses, midwives and allied health professionals at Master’s ( n = 28), Doctoral ( n = 36), Clinical Lecturer ( n = 5) and Senior Clinical Lecturer ( n = 2) levels working across seven National Health Service organisations, and three nurses hold jointly funded Clinical Professor posts. Results Key to the success of our partnership model is the strength of the strategic relationship developed at all levels across and within the clinical organisations involved, from board to ward. We are supporting nurses, midwives and allied health professionals to climb, in parallel, both clinical and academic career ladders. We are creating clinical academic leaders who are driving their disciplines forward, impacting on improved health outcomes and patient benefit. Conclusions We have demonstrated that our partnership model is sustainable and could enable doctoral capacity to be built at scale.
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Borsetto, Elena, and Ada Bier. "Building on International Good Practices and Experimenting with Different Teaching Methods to Address Local Training Needs: The Academic Lecturing Experience." Revista Alicantina de Estudios Ingleses, no. 34 (January 29, 2021): 107. http://dx.doi.org/10.14198/raei.2021.34.03.
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The internationalisation of Higher Education Institutions is a process conceived of not as an end in itself but as a means to improve the quality of education, research and services (De Wit and Leask 2015). However, one of the consequences of this phenomenon is that lecturers are often called on to embrace the challenge of teaching their subject through a foreign language without receiving formal training in this, especially in countries where English-taught programs are still in their infancy, such as Italy. With the aim of supporting academic staff in this transition, the Academic Lecturing programme has been set up in a medium-sized public university in the north-east of Italy: it is specifically designed for lecturers who teach their subject through English and aims to raise their awareness of the impact of the internationalisation process on teaching, the more extensive set of skills needed for teaching and learning in English, and the increased heterogeneity of the student population. The purpose of the programme is also to help participants try their hand at new teaching methods and new technologies as a means of making lessons more interactive, thus increasing their accessibility and making them more effective, and to help participants to improve their strategic use of English within their disciplinary field. The professional development programme will be reported in the light of both a brief description of the programme format—a course and a one-to-one support service—and the feedback received from participants in the various editions so far. This feedback will be used to inform the future development of the programme, with a view to encouraging increased collaboration between language specialists and content specialists (Lyster 2017, Wingate 2018), thus further addressing the need for a more integrated use of language and content in university lectures.
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Agbaje, Ganiyu, Omowumi Alabi, and Etim Offiong. "Education and Training in Applied Remote Sensing in Africa: The ARCSSTE-E Experience." ISPRS International Journal of Geo-Information 8, no. 8 (2019): 350. http://dx.doi.org/10.3390/ijgi8080350.
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In Africa, there is growing knowledge regarding the use of data obtained by remote sensing and analysed while using Geographic Information Systems for solving myriad problems. The awareness has largely arisen through the efforts of the Programme on Space Applications (PSA) of the United Nations Office for Outer Space Affairs (UNOOSA), and the subsequent UN resolutions for the establishment of Regional Centres for Space Science and Technology Education, to train scientists and researchers in different thematic areas of space, including Remote Sensing/Geographic Information Systems (RS/GIS). The African Regional Centre for Space Science and Technology Education in English (ARCSSTE-E) is one of these regional centres. The Centre has successfully trained 474 professionals from 18 countries since its inception in 1998; about 14% of these trainees have been female. This paper highlights the training programmes of ARCSSTE-E from its inception, and discusses the potential areas of improvement with a focus on the RS/GIS area. In 2019, a survey was conducted on alumni of the Postgraduate Diploma (PGD) programme of ARCSSTE-E. Based on the analysis of their responses and the progression of the PGD programme to a new Masters programme in RS/GIS at the university, there is clear evidence regarding the impact of the UNOOSA-assisted capacity building programme on the work and career of alumni, which has already produced an appreciable number of trained personnel in developing countries in Africa.
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Blannin, Joanne, Marian Mahat, Benjamin Cleveland, Julia E. Morris, and Wesley Imms. "Teachers as Embedded Practitioner-Researchers in Innovative Learning Environments." Center for Educational Policy Studies Journal 10, no. 3 (2020): 99–116. http://dx.doi.org/10.26529/cepsj.887.
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The paper introduces and explores the Plans to Pedagogy research programme, a three-year project focused on teacher capacity-building within schools. Plans to Pedagogy engages practitioner-researchers in the development of their and their colleagues’ spatial learning skills as they move into and attempt to take advantage of innovative learning environments. The programme involves teachers from eight schools across Australia and New Zealand. Still in progress, each three-year project addresses the individual school’s needs, while being supported by a more extensive university-situated “umbrella” research programme. This paper presents emerging findings from Plans to Pedagogy and discusses what is being learned about applied research in schools and how a research-focused approach to professional learning can enhance teacher learning and practice.
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Grover, Surbhi, Nicola Zetola, Doreen Ramogola-Masire, et al. "Building research capacity through programme development and research implementation in resource-limited settings - the Ipabalele study protocol: observational cohort studies determining the effect of HIV on the natural history of cervical cancer in Botswana." BMJ Open 9, no. 12 (2019): e031103. http://dx.doi.org/10.1136/bmjopen-2019-031103.
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IntroductionThe global burden of cancer continues to increase in low- and middle-income countries, particularly in sub-Saharan Africa (SSA). Botswana, a middle-income country in SSA, has the second highest prevalence of HIV worldwide and has seen an increase in human papillomavirus (HPV)-associated cervical cancer over the last decade in the setting of improved survival of HIV-infected women. There is an urgent need to understand more clearly the causes and consequences of HPV-associated cervical cancer in the setting of HIV infection. We initiated the Ipabalele (‘take care of yourself’ in Setswana) programme to address this need for new knowledge and to initiate long-term research programme capacity building in the region. In this manuscript, we describe the components of the programme, including three main research projects as well as a number of essential cores to support the activities of the programme.Methods and proceduresOur multidisciplinary approach aims to further current understanding of the problem by implementing three complementary studies aimed at identifying its molecular, behavioural and clinical determinants. Three participant cohorts were designed to represent the early, intermediate and late stages of the natural history of cervical cancer.The functional structure of the programme is coordinated through programmatic cores. These allow for integration of each of the studies within the cohorts while providing support for pilot studies led by local junior investigators. Each project of the Ipabalele programme includes a built-in capacity building component, promoting the establishment of long-lasting infrastructure for future research activities.Ethics and disseminationInstitutional review board approvals were granted by the University of Pennsylvania, University of Botswana and Ministry of Health and wellness of Botswana. Results will be disseminated via the participating institutions and with the help of the Community Advisory Committee, the project’s Botswana advisory group.
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González, Julia, and Maria Yarosh. "Building Degree Profiles. The Tuning Approach." Tuning Journal for Higher Education 1, no. 1 (2014): 37. http://dx.doi.org/10.18543/tjhe-1(1)-2013pp37-69.
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The development of degree profiles is an important art which has become quite specialized in recent years. This article concentrates on the analysis of the importance of the role of degree profiles in the design of degrees and, as a consequence, in Higher Education in general. It analyses, particularly, the work of the Tuning Project and its main processes in relation to profile building. It also gathers together and systematizes the specific contribution of four main components which should be taken into consideration at the time of the creation of new qualifications: two of the components relate to the analysis of social and professional needs and the future trends in the area. Both of these elements provide the relevance which a degree profile should strive to attain. The third component, the reference to the meta-profile, provides a capacity for recognition throughout an entire region and also in relation to the global context. The last element in profile development takes into consideration the university where the programme is anchored, its mission and strengths.
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Wimmer, Jane S., and Pamela Awtrey Harrington. "Domestic violence services in Romania." International Social Work 51, no. 5 (2008): 623–33. http://dx.doi.org/10.1177/0020872808093341.
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English A domestic violence program in Sighisoara, Romania was developed as a partnership between a US university and a Romanian NGO through USAID funding. Goals included capacity building and direct service. This successful program was evaluated using a longitudinal case study methodology from 2003 to 2007. French Un programme pour contrer la violence conjugale a été mis au point à Sighisora, en Roumanie, par une ONG locale, en collaboration avec une université américaine, et avec l'appui financier de USAID. Les objectifs visaient le renforcement des capacités et la prestation de services. Ce programme porteur a été évalué de 2003 à 2007 en appliquant la méthode d'analyse de cas longitudinale. Spanish En Sighisoara, Rumania, ha sido desarrollado un programa para la violencia doméstica en colaboración entre una universidad norteamericana y una ONG rumana, a través de la USAID. Las metas incluyeron la formación de capacidades y el servicio directo. Este exitoso programa fue evaluado mediante una metodología de estudio de caso longitudinal, de 2003 a 2007.
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Bouillet, Dejana, Tea Pavin Ivanec, and Renata Miljević-Riđički. "Preschool teachers’ resilience and their readiness for building children's resilience." Health Education 114, no. 6 (2014): 435–50. http://dx.doi.org/10.1108/he-11-2013-0062.
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Purpose – The purpose of this paper is to analyse the resilience of preschool teachers, aspects of teachers’ readiness to develop children's resilience and the relationship between the two constructs of resilience and readiness. Design/methodology/approach – Two instruments (the “Resilience Scale For Adults” and the “Questionnaire on the Readiness of Preschool Teachers for Developing Children's Resilience”) were used to collect data on resilience and readiness for developing children's resilience from 191 female preschool teachers enrolled in a graduate education programme in the Faculty of Teacher Education, University of Zagreb, Croatia. Data were analysed by factor analyses and a two-way analyses of variance. Findings – Results indicate that preschool teachers achieve high results on resilience measures, and that they have supportive attitudes towards programmes for building children's resilience and are willing to implement such programmes in their everyday practice. Those preschool teachers who perceived themselves as more resilient also considered that they were more competent in developing resilience in children. Additionally, preschool teachers who perceived their kindergarten's institutional climate as supportive, felt that they are more competent for fostering resilience in children, and were at the same time more willing to implement programmes for building children's resilience. Research limitations/implications – The findings suggest that the level of institutional supportiveness is related to preschool teachers’ competence and willingness to foster resilience in children. Those preschool teachers who perceive their institutional climate as supportive feel more willing and competent to implement programmes for developing children's resilience. Additionally, teachers’ competence for developing resilience in children is related to their own resilience: more resilient preschool teachers feel more competent to foster children's resilience. These results suggest that general institutional climate and resilience of those adults who work with preschool children are important aspects of early educational environment, and should be taken into consideration when planning the implementation of programmes for building children's resilience. Originality/value – This research is the first Croatian research on resilience in the context of early childhood education. It also represents a contribution to a relatively small number of studies that link preschool teachers’ resilience with their readiness to foster resilience in children.
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Besrat, Abraham. "Experience of International Food and Nutrition Initiatives for Developing Countries." Food and Nutrition Bulletin 18, no. 2 (1997): 1–4. http://dx.doi.org/10.1177/156482659701800210.
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The contribution of the United Nations University over the past two decades to institutional capacity-building for research and high-level training in the area of food and nutrition for developing countries stands out prominently among international and bilateral agencies. More than 600 researchers and young scientists, accounting for about 44% of all UNU fellowships awarded, have received postgraduate training in this area. Nearly 70% of the fellowships were hosted at UNU-associated institutions located in industrialized and developing countries. Reflecting UNU's interest in promoting cooperation in the South-South context, a little over one-half of the fellowships awarded for postgraduate research and training have been implemented in developing-country institutions. Training provided in developing countries offers the fellows the opportunity to work on problems that are comparable to those in their home countries and also bolster the standing of the training institution as an important regional centre. The UNU effort in capacity-building has been relatively successful in Latin America and Asia, where key regional and national institutions have been involved in the UNU fellowship programme. The results in Africa have been less successful, because the lack of independent university nutrition programmes has made it necessary to depend too much on government research institutions.
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Koseeyaporn, Poolsak, Kittisak Kaweekijmanee, Arum Kitipongwatana, and Oraphan Wiarachai. "An Empirical Study of Policy Implementation of Thailand Talent Mobility Programme." STI Policy and Management Journal 2, no. 2 (2017): 95. http://dx.doi.org/10.14203/stipm.2017.112.
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<p>This paper empirically examines the national policy deployment of talent mobility programme aiming to leverage innovation atmosphere in private sector as a part of national strategy to escape middle income country status. The main policy mechanism is to facilitate universities and research institutes to develop their internal regulations in accordance with the Cabinet approval such that their talents can be legally mobilised to conduct research or project in private companies for competitiveness improvement. Moreover, clearing houses or service centres were established to eliminate the gap between industry and university, whereas training programmes were also developed for capacity building purpose, especially for staffs in those centres. Lastly, facilitation resources such as management, research fund, and compensation were mutually supported by government agencies including National Science Technology and Innovation Policy Office and Office of the Higher Education Commission. Based on data collection from the talent mobility projects executed during 2014 to 2016, key success factors and barriers were observed and subsequently the policy recommendations were proposed for improving the programme implementation in future.</p><h4><strong> </strong></h4><p><strong>Keywords:</strong> Talent Mobility, STI Policy, GEDP</p>
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Bingham, Tricia Jane, Josie Wirjapranata, and Allen Bartley. "Building resilience and resourcefulness." Information and Learning Science 118, no. 7/8 (2017): 433–46. http://dx.doi.org/10.1108/ils-05-2017-0046.
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Purpose The purpose of this paper is to outline the evolution of academic and information literacy (AIL) teaching initiatives in a first-year core social work course at the University of Auckland. It traces the development of AIL teaching, support and assessment activities over a 10-year period as part of a collaborative project involving librarians, learning advisors and an academic staff member. The paper clearly outlines the challenges arising because of the rapidly evolving and complex information environment in which tertiary students find themselves, as well as the student-centred pedagogical approaches which can assist them in navigating this environment and developing resourcefulness and resilience in undertaking research. Design/methodology/approach The case study presented in this paper outlines the evolution over a 10-year period of AIL teaching and activities taken to specifically develop AIL integration for the first-year core course, Sociology for Human Services, for the degree of Bachelor of Social Work. At its core, this case study demonstrates the application of reflective practice on the part of library staff, academic staff and student learning advisors with a view to implementing AIL initiatives which not only addressed information needs for assignment completion at university but also took a holistic view of students’ lives, recognising the importance of AIL in their civic, social and work lives. Reflection involved challenging key assumptions about the teaching of AIL initiatives and what constituted success and failure; gaining a better understanding of new and developing information environments in which students currently operate; and identifying existing and emerging AIL frameworks which could best equip students to survive and flourish in these environments. The paper focuses on the drivers, challenges, successes and impact of implementing and adapting AIL activities as well as the learning design and pedagogical approaches implemented to scaffold and develop initiatives with the whole three-year degree structure in mind. Special reference is paid to the application of new and emerging AIL frameworks, including the Research Skills Development Framework (Willison and O’Regan, 2006) and the ACRL Framework for Information Literacy for Higher Education (Association of College and Research Libraries, 2015). The paper also outlines how mapping to graduate attributes, learning outcomes and core practitioner competencies can strengthen AIL and assessment activities. Findings Application of new and emerging frameworks of research and AIL can enhance both teaching and assessment activities in an undergraduate degree programme. This paper outlines a move away from reliance on teaching of tools and resources to a focus on mastery of threshold concepts and deeper understandings of the importance of information and academic literacy capabilities in study, work and civic life. The approach outlined here fosters the development of informed learners who are resilient and resourceful and who can easily navigate within the complex information environment in which they find themselves. This case study further demonstrates that students appreciate and recognise the value (as well as the transferability) of these capabilities to other areas of their life both at the tertiary level and post academia. In a practice-based course such as this one, the application of key frameworks and an understanding of expected practitioner competencies and graduate attributes can also help address a generally recognised research practice gap common in undergraduate practice-based courses. The paper further outlines the benefits of a collaborative approach to the integration of AIL. Such collaborative initiatives bring the fresh perspectives and deeper understanding; apart from this, they also serve as a springboard to work with other academic staff to develop AIL initiatives at different stages of a degree programme. Research limitations/implications This paper focuses on the development of AIL skills in one social work course at the University of Auckland. The information presented here may not be relevant for other disciplines or institutions. Practical implications This paper takes both a theoretical and practical approach. Challenges in the development of AIL initiatives are clearly contextualised within relevant pedagogical and AIL theories. Practical solutions for common challenges are clearly outlined. It is hoped that the problem − solution approach outlined in this paper will benefit other information professionals and academic staff who are implementing AIL in the current tertiary environment. Social implications Students find themselves in an increasingly complex information environment. Traditional information literacy (IL) skills may no longer meet their needs in this rapidly evolving environment. This paper outlines how application of current research frameworks, practitioner attributes and a focus on mastery of core threshold concepts can build information resilience and resourcefulness and better equip them to access, evaluate and utilise information both for their study and work and life beyond academia. Originality/value Demonstrating clear trends in how IL initiatives have developed over the past 10 years, this paper provides practical examples of how new and emerging research and threshold concept frameworks can be applied to the integration of AIL initiatives in undergraduate degree programmes.
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Velasco, Diana, Alejandra Boni, Carlos Delgado, and Geisler Dayani Rojas-Forero. "Exploring the Role of a Colombian University to Promote Just Transitions. An Analysis from the Human Development and the Regional Transition Pathways to Sustainability." Sustainability 13, no. 11 (2021): 6014. http://dx.doi.org/10.3390/su13116014.
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Universities are central organisations that can act as promoters and amplifiers of regional just transitions. In this paper, we analyse how a Colombian regional university, the University of Ibagué (UI), is playing this role through two initiatives: (1) a governance experiment piloted between 2018 and 2019 that constructed an aspirational vision for this university through the definition of eight human capabilities; (2) a formal curriculum regional programme named Peace and Region (P&R) established in 2010 as a service-learning strategy for undergraduates in their final year. To analyse the contribution of these two initiatives towards a just transition, we built a specific analytical framework based on the human development and capability approach and Regional Transition Pathways to Sustainability (RTPS). Exploring both the content and the process of building the list and perceptions of the different actors involved in the P&R programme, we found that both initiatives have a strong directionality that resonates with the normative ambition of a just transition. Moreover, in both processes, people involved have expanded human capabilities, and co-produced holistic and transdisciplinary knowledge through the interaction of academic and non-academic actors. From an RTPS perspective, the programme captures regional complexity and moulds micro-dynamics to socially fair and sustainable paths.
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Hoyer, Rüdiger. "arthistoricum.net: a research environment for the history of art." Art Libraries Journal 32, no. 1 (2007): 38–43. http://dx.doi.org/10.1017/s030747220001484x.
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arthistoricum.net is a new web portal launched by the Zentralinstitut für Kunstgeschichte in Munich and Heidelberg University Library, in cooperation with the Institute for Art History at the Ludwig Maximilian University Munich. Other partners include the Saxon State and University Library in Dresden, and the project is part of the DFG funding programme for virtual subject libraries. The departure point for the portal is the bibliographic tracing and subject indexing of the digital achievements of international art history (websites and online publications). Building upon this core task, the portal’s fundamental purpose is to increase use of these resources and to develop digital working methods.
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Sopoaga, Faafetai, Peter Crampton, Tim Wilkinson, and Tony Zaharic. "Two decades in the making : reflecting on an approach to increase the participation and success of Pacific students at the Otago Medical School in New Zealand." Pacific Health Dialog 21, no. 3 (2019): 128–38. http://dx.doi.org/10.26635/phd.2019.608.
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Introduction: Health professional institutions are required to train a health workforce to meet the needs of their increasingly diverse communities. One approach is to increase the diversity of their student cohorts. This article provides some reflections on the approach from one institution to increase the participation and success of Pacific students, an under-represented group in its medical programme.
 Methods: A review of the University’s strategic documents and initiatives to improve the participation and success of Pacific students in the medical programme was conducted. The total number of Pacific students enrolled in medicine and their completion rates from 1996 to 2016 was requested from central university administration. The academic performance of Pacific students for the same period was requested from the medical school administration. The two extracts were merged and the annual performance for all Pacific students was analysed using Microsoft Excel. Interpretation of the results and perspectives discussed are shaped by the authors’ institutional knowledge.
 Results: The earliest recorded efforts to increase the participation of Pacific students in the medical programme was through an affirmative action approach in 1951. Pacific student numbers, however, did not increase over subsequent years, until a more strategic approach was taken through the establishment of a Pacific Strategic Framework in 2011. The Framework coordinated a University-wide approach, engaged senior University leaders in the process, empowered Pacific staff, enabled targeted support for students and meaningful engagements with Pacific communities. These coordinated efforts coincided with positive outcomes for Pacific students’ in the medical programme.
 Conclusions: The building of capacity and capability for under-represented groups require patience, persistence, advocacy, diplomacy and risk-taking. Having a university-wide strategic approach that is endorsed at the highest levels, supported well through appropriate resourcing, including the empowerment of minority leadership within the institution is required. It is important also for senior institutional leadership to be consciously aware of institutional racism and the historical, economic and social forces that lie behind it. Last by not least, building genuine and meaningful engagements with these minority communities is vital, and will support institutional efforts to meet the needs of their diverse communities.
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Mollayeva, Tatyana, Vanessa Amodio, Shirin Mollayeva, et al. "A gender-transformative approach to improve outcomes and equity among persons with traumatic brain injury." BMJ Open 9, no. 5 (2019): e024674. http://dx.doi.org/10.1136/bmjopen-2018-024674.
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IntroductionThe initiation and translation of sex-sensitive and gender-sensitive research programmes into clinically useful considerations for patients with traumatic brain injury (TBI) have been difficult. Clinical frameworks are currently not specific according to sex and gender, despite evidence that these constructs influence the incidence, course and outcome of patients with TBI. The present protocol outlines a strategy for a research programme, supported by the Canadian Institutes of Health Research (CIHR) Institute of Gender and Health, which explores sex and gender topics in the context of TBI, with the goal of building an infrastructure to facilitate the implementation of sex/gender-sensitive research findings into clinical considerations.Methods and analysisA comprehensive multistep research programme is proposed to support three research objectives: (1) documentation of important concepts and ideas for education on topics of sex and gender in the TBI context using a knowledge-user feedback framework, current scientific evidence and the research team’s expertise; (2) development of educational materials for patients with TBI, significant others and clinicians providing care that account for sex/gender and (3) testing the application of these educational materials for feasibility and effectiveness. This programme supports the CIHR Institute’s mission by facilitating partnership with knowledge users across clinical, research, academic and community sectors, through a range of platforms and activities.Ethics and disseminationThe Research Ethics Board of the University Health Network has approved the programme. It is anticipated that this work will add significant value to the advancement of the field of sex, gender and health by serving as a model to foster the integration of these constructs across the spectrum of disorders. This will transform clinical practices and ensure that generated knowledge is translated into improved training programmes, policies and health services that are responsive to the diverse needs of men and women with TBI.PROSPERO registration numberCRD42018098697
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Bedő, Zsolt, Katalin Erdős, and Luke Pittaway. "University-centred entrepreneurial ecosystems in resource-constrained contexts." Journal of Small Business and Enterprise Development 27, no. 7 (2020): 1149–66. http://dx.doi.org/10.1108/jsbed-02-2020-0060.
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PurposeResearch on entrepreneurial ecosystems has advanced over recent years and has become a popular topic. Despite the interest, previous work has focused on entrepreneurial ecosystems in large cities in the United States. Ecosystems in small cities, underpopulated rural areas, university towns and outside the USA have not been considered much. This paper begins to address this deficit by reviewing three groups of literature.Design/methodology/approachFrom the review, the paper builds a conceptual framework to consider entrepreneurial ecosystems led by universities. After summarizing the literature on entrepreneurial ecosystems, entrepreneurial universities and entrepreneurship education, the paper suggests a conceptual framework outlying the structure, components and mechanisms that enable universities to operate as catalysts in the creation of entrepreneurial ecosystems.FindingsIt is evident that on many of the “ingredients” of a successful entrepreneurial ecosystem, a resource-constrained environment would have many gaps. Building an entrepreneurship ecosystem in such contexts would be inherently challenging. The model presented suggests that the presence of a university in such locations should enhance the prospects of progress but that the nature of the university itself would impact any outcomes. Universities that make concerted efforts to be entrepreneurial and that have entrepreneurship programmes have strategies available to them that can enhance entrepreneurship ecosystems over time.Originality/valueThe contribution of this paper is to show “how” a university and its entrepreneurship programme can operationally address deficits in a local ecosystem and how it might bring about positive change. The paper also opens new avenues for entrepreneurship education researchers.
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Lasker, Shamima. "BBS News." Bangladesh Journal of Bioethics 8, no. 3 (2018): 33. http://dx.doi.org/10.3329/bioethics.v8i3.35610.
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Training programme on “Research Methodology”Planning, Monitoring & Research Division of DGHS with technical support of Bangladesh Bioethics Society (BBS) and American University of Sovereign Nation (AUSN, USA) organized a three days Training programme on “Research Methodology” on 3-5 December, 2017 at Conference Room, DGHS (1st floor, Old Building). Graduation Ceremony: Following Members of BBS have been graduated from AUSN, USA in 2017 and honored by BBS through a programme.PhD (Bioethics, Sustainability and Global Public Health)Prof Shamima Parvin Lasker, Professor & Head of Anatomy, MH Samorita Medical College, Dhaka – She is the 2nd PhD holder and 1st Female PhD from AUSN. Master of Bioethics and Global Public Health Dr Tonmoy BiswasTanya AhmedTamjida Ahmed
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Northmore, Simon, and Angie Hart. "Sustaining community-university partnerships." Gateways: International Journal of Community Research and Engagement 4 (November 23, 2011): 1–11. http://dx.doi.org/10.5130/ijcre.v4i0.2356.
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In recent years there has been a huge growth in the academic literature on community-university partnership working. However, much of this is practice based and the issue of how such partnerships can be sustained over time is not adequately reflected in the literature. This introductory chapter lays the foundations for the subsequent thirteen articles by first discussing notions of sustainability, in part by providing a brief overview of the Community University Partnership Programme (Cupp) at the University of Brighton, UK. After a period of rapid growth, we are increasingly concerned with how to sustain the reciprocal relationships that underpin long-term engagement, a situation exacerbated by potential looming funding cuts. Paradoxically, however, this article suggests that while funding is an important element of sustainability, the current economic challenges may help to generate sustainability as community-university partnerships are forced to examine what other factors contribute to lasting relationships. It is these ‘other factors’ that the articles in this collection fruitfully explore. Coming from the United States, the United Kingdom and Australia, they examine the core research question that concerns us: how do we address the challenges of building sustainable community-university partnerships, especially with disadvantaged and excluded communities, at a time of diminishing resources? Despite the wide range of community needs and methodological diversity involved, the articles suggest that some common characteristics underpin sustainability. These include: genuine reciprocity; mutual learning; and a creative approach to partnership building that recognises the diverse purposes of partners. This introductory chapter concludes that there is a need to further refine our understanding of community-university partnerships through the development of more theoretical models of sustainability.
 
 Keywords: sustainability, partnerships, reciprocal relationships, mutual learning
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Kertesz, Margaret, Cathy Humphreys, Lisa Young Larance, Dave Vicary, Anneliese Spiteri-Staines, and Georgia Ovenden. "Working with women who use force: a feasibility study protocol of the Positive (+)SHIFT group work programme in Australia." BMJ Open 9, no. 5 (2019): e027496. http://dx.doi.org/10.1136/bmjopen-2018-027496.
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IntroductionThis study assesses the feasibility of the Positive Shift (+SHIFT) programme in the context of legal responses and social welfare provision in the state of Victoria, Australia.The +SHIFT programme, adapted from the Vista curriculum, is a group work and case management programme for women who use force. Building on traditional survivor support group strengths, the programme facilitates participants’ engagement with viable alternatives to force while promoting healing. The study also aims to increase understanding about the characteristics and needs of women who use force in Australia.Methods and analysisThis feasibility study will assess the +SHIFT programme’s appropriateness in addressing women’s use of force in the Victorian context. Process evaluation will be undertaken to identify recruitment, retention, women’s participation, barriers to implementation, the appropriateness of proposed outcome measures and other issues. The feasibility of an outcome evaluation which would employ a longitudinal mixed methods design with measures administered at preprogramme, programme completion and 3 months postprogramme time points, along with semistructured interviews with participants, programme staff and referring professionals, will also be assessed.Ethics and disseminationResearch ethics approval was obtained from the University of Melbourne Human Research Ethics Committee. Results of the study will be communicated to the programme providers as part of the action research process evaluation methodology. On completion, final results will be reported to programme providers and funding bodies, and published in academic journals and presented at national and international conferences.
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Bull, Lawrence. "Frontline Interview: Whistleblowers inside the Australian building racket." Pacific Journalism Review 20, no. 2 (2014): 162. http://dx.doi.org/10.24135/pjr.v20i2.171.
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Multiple Walkley Award winners Nick McKenzie and Richard Baker from Fairfax’s Melbourne newspaper, The Age, have rocked venerable Australian institutions to their foundations with their investigative reporting. Previous investigations have exposed drug smuggling within Australian Customs, bribery on behalf of the Reserve Bank and organised criminals’ manipulation of horse racing. The duo started this year with an investigation deemed worthy of a Royal Commission. Their reports across the Fairfax network and on the ABC’s 7.30 programme featured interviews with whistleblowers risking their lives to go on the record to publicise the relationship between Construction Forestry Mining and Energy Union (CFMEU) and organised crime. The stories also exposed registered businesses owned by major organised crime figures winning lucrative construction contracts from the Victorian state government, and dealings within the New South Wales government’s Barangaroo development. Freelance reporter and University of Technology, Sydney, Journalism Masters student Lawrence Bull spoke with Nick McKenzie and Richard Baker about their latest project in two careers full of influential investigations, ‘Inside the Building Racket’.Frontline editor: Professor Wendy Bacon