Relevant bibliographies by topics / Industry and education – Germany

Academic literature on the topic 'Industry and education – Germany'

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Published: 10 March 2023

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Journal articles on the topic "Industry and education – Germany"

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Winter, H. "Integrating Universities and Industry—A German Approach." Proceedings of the Institution of Mechanical Engineers, Part B: Management and engineering manufacture 202, no. 1 (February 1988): 9–17. http://dx.doi.org/10.1243/pime_proc_1988_202_041_02.

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Starting from a list of topics which were suggested by the Institution of Mechanical Engineers this paper surveys the situation at German technical universities in the field of mechanical engineering. The details of teaching and research activities described here refer to the Institute for Machine Elements, Technical University of Munich, but the principles of the organization and the structure are mostly comparable with corresponding institutes at other universities in the Federal Republic of Germany. The following subjects will be discussed: 1. The organization of German technical universities, in particular the Institute's structure of a Faculty of Mechanical Engineering. 2. Undergraduate courses in engineering based on ‘vocational’ education; the means to ensure an education of approximately equal academic standard at different universities. 3. Machine element teaching at undergraduate level; efforts to ensure an equal level of knowledge in this field. 4. The structure and funding of postgraduate engineering research centres and institutes. For example the relationship between the Gear Research Centre (FZG) and the gearing and transmission industry in Germany will be discussed. 5. A summary of the research carried out at the FZG (gears, clutches, tribology)
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Cheese, John. "Sourcing Technology—Industry and Higher Education in Germany and the UK." Industry and Higher Education 7, no. 1 (March 1993): 30–38. http://dx.doi.org/10.1177/095042229300700108.

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With pressures on companies to tap into a seemingly ever-expanding range of relevant technologies, sourcing issues and the appropriate mix between in-house R&D and external sources more specifically have become key management challenges. This article looks first at the approaches adopted by large German and UK companies based on the results of interview surveys. It then examines the national structure for innovation support in Germany, looking particularly at the position of universities and polytechnics in the network, drawing comparisons with the UK scene to highlight some of the problems. Finally, the author describes the Faraday Programme as a specific UK proposal to address some of the difficulties in industry-university interaction, emphasizing the more general principles it embodies.
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Liu, Ruiyuan. "A Comparative Study of Vocational Education in China and Germany." Barnard Education Review 1, no. 2 (December 15, 2020): 12–20. http://dx.doi.org/10.47744/ber.v1n2.2020.12.03.

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Vocational education is the main way to improve the quality of national skills. In developed countries in the world economy, all are placed in an important position, but specific methods have their own characteristics. The dual system of vocational education in Germany is quite distinctive, and it is also extremely advanced. Today, it is particularly important to learn from the advanced experience of foreign countries when carrying forward the spirit of craftsmen in a great country. Vocational education between China and Germany differs greatly from eight aspects of culture, vocational education concepts and values, legal systems, vocational education models, as well as the construction of the teaching staff and the implementation process of education and teaching. Therefore, Chinese vocational education cannot replicate the German model. It must be based on China’s national conditions and learn from German vocational education experience, from improving laws and regulations, strengthening the construction of “dual-teacher” faculty, standardizing the construction of curriculum systems and curriculum standards, and forming an industry-enterprise participation mechanisms and other aspects, carry out practical reforms and innovations to promote the healthy and orderly development of China’s vocational education and serve the sound development of the social economy.
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von Landsberg, Georg. "Higher Education and Industry in the Federal Republic of Germany." European Journal of Education 20, no. 1 (1985): 31. http://dx.doi.org/10.2307/1503002.

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Zhalezka, B., and V. Siniauskaya. "DUAL EDUCATION IN THE SPHERE ОF AUTOMOTIVE INDUSTRY." Экономическая наука сегодня, no. 11 (June 5, 2020): 151–56. http://dx.doi.org/10.21122/2309-6667-2020-11-151-156.

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This paper is devoted to the consideration of one of the innovative direction in higher education – dual education, which is especially acceptable in the sphere of automotive industry higher education. Role of the automotive industry enterprises in the educational process of technical higher education institutions is revealed. Examples of the dual education best practices in Germany and Ukraine are shown. Perspectives of dual education development in the Republic of Belarus are investigated, the experience of its elements using in different Belarusian higher educational establishments is shown. Possibility of dual education implementation in Belarusian National Technical University is substantiated, including their realization within international educational projects.
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Samokhval, Olesia. "Development of tourism education in german-speaking countries of Western Europe: process components and their characteristics." Osvitolohiya, no. 7 (2018): 59–64. http://dx.doi.org/10.28925/2226-3012.2018.7.5964.

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The process of tourism education development in German-speaking countries of Western Europe, in particular Germany, Austria and Switzerland is exemined in the article. It is noted that the scientific novelty of the study deals with the analyzes of the process of tourism education development in general economic contex of the development of tourism industry in the countries classified in the lingvo-ethnographic category «German-speaking countries». The object of the study is to outline the aspects of scientific and pedagogical research, to study and analyze the socio-economic processes of the tourism education development in Germany, Austria and Switzerland, to describe the historical preconditions for the development of current tourism education in German-speaking countries of Western Europe as a categorical integrity. The main components of the process of tourism education development in German-speaking countries, in particular: economic, institutional, disciplinary and normative, are defined and characterized. It was stated that the components of the process of tourism education development are closely interconnected and interdependent, that makes it impossible to study as a separate phenomenon. The development of one component provokes changes in other one, creating a chain reaction that builds a coherent picture of the process of tourism education development in German-speaking countries of Western Europe. It is defined that the inception of tourism education at university level took place in the middle of the 20th century evidenced by the establishment of higher education institutions with the programms in tourism. The intensity of popularizing the tourism education in Germany, Austria and Switzerland took place at the end of the 20th and early 21st centuries, starting a new period in the developing process of tourism education, that is marked by globalization of innovation and information.
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Goebel, Viktoria. "Intellectual capital reporting in a mandatory management report: the case of Germany." Journal of Intellectual Capital 16, no. 4 (October 12, 2015): 702–20. http://dx.doi.org/10.1108/jic-02-2015-0011.

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Purpose – The purpose of this paper is to investigate the relationships of company characteristics to intellectual capital (IC) reporting in a mandatory management report. Based on the relevant regulation in Germany, IC components of the mandatory management report can be characterised as being partially required, partially recommended and partially voluntary. Design/methodology/approach – A content analysis of 428 group management reports of listed German companies was conducted for required, recommended and voluntary IC reporting. To investigate the relationship of certain company characteristics to IC reporting, this study conducted a regression analysis considering company returns, size and industry. Findings – The findings show that structural capital dominates total IC reporting in Germany. This observation is in contrast to prior literature, in which relational capital has been found to be most frequently reported. However within the sub-group of voluntary IC reporting in German companies, relational capital has the highest proportion. The regression results show that company returns show no effect on IC reporting, but size and industry group are significantly related to IC reporting. Research limitations/implications – The findings indicate that IC reporting requirements and the relatively stringent German regulatory recommendations influence corporate IC reporting behaviour. The findings provide a basis for further discussion by standard setters regarding the extent to which requirements and recommendations on individual IC components seem to encourage IC reporting. Originality/value – This study utilises the unique research setting in Germany with a mandated management report to distinguish between required, recommended and voluntary IC reporting.
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Khrapach, Dmytro, and Hanna Krasylnykova. "Comparative Analysis of Dual Education in Germany and Ukraine: Approaches and Models." Comparative Professional Pedagogy 9, no. 3 (September 1, 2019): 8–15. http://dx.doi.org/10.2478/rpp-2019-0023.

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Abstract The article presents the results obtained from a comparative analysis of the introduction of dual education in Germany and Ukraine. The European tendency towards transforming dual learning from vocational education to higher education is described. It is found that the conceptual basis for the introduction of dual learning is the cooperation between employers, educational institutions and students (employees), who are actively involved in learning, work and development of learning programmes for future specialists. The article discloses certain approaches to dual learning in Germany: combining learning in educational institutions with on-the-job learning, a focus on vocational training, being involved in the development of educational vocational programmes for social partners and the coordination of these programmes with all stakeholders. It also analyzes the main models of dual learning in German higher education institutions: learning- and practice-integrated studies. The learning-integrated model of dual learning includes the following characteristics: theoretical learning in a higher education institution is combined with simultaneous practical learning at an enterprise; such learning should result in obtaining a bachelor’s degree, as well as a document upon the acquisition of practical skills in a particular profession, issued by the Chambers of Commerce and Industry of Germany. The practice-integrated model of dual learning is characterized as follows: theoretical learning in higher education institution, which is combined with different options for practical activities at the enterprise (practical learning, internships, part-time job or part-time learning). The article also considers the programmes of dual learning in certain German institutions offering dual learning and characterizes the peculiarities of their content. It also presents the results of a comparative analysis on bachelor programmes in the field of motor transport of related specialties in Ukraine and Germany, describes the conditions of dual education in Ukraine and outlines the prospects for its further development.
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Yevtodyeva, M. "Employment and Education Policy in Germany in the Context of Digitalisation and “Industry 4.0” Development." World Economy and International Relations 66, no. 11 (2022): 50–59. http://dx.doi.org/10.20542/0131-2227-2022-66-11-50-59.

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The article is devoted to the study of tools to regulate the evolution of the labour market and educational sphere in Germany in connection with digitalization and the development of the “Industry 4.0”. These issues have been studied insufficiently both at the country and cross-country levels, since most of the scientific literature deals mainly with economic and technological aspects of digital transformation, while the role of public policy and the formation of the “digital environment” (including human resources and education) are given much less attention. The paper highlights key features of Germany’s digital strategy, such as the development of cyber-physical systems, IT security, and the reliance on public-private partnerships in the course of digitalization. It also analyzes a wide range of projects, initiatives and programs in the field of regulation of the labour market and education, on the basis of which the German Federal Government provides a solution to the most pressing problems and challenges for the country’s digitalization. According to the findings of the White Paper “Labour 4.0” by the Federal Ministry of Labour and Social Affairs and of a number of experts in labour market of Germany, these challenges include: the lack of the qualified specialists in MINT professions (Mathematik, Informatik, Naturwissenschaften, Technik), specialists with digital skills and knowledge of information and communication technologies; shortcomings in the development of education and digital environment, in particular low levels of technical equipment of schools and other educational institutions; the negative impact of demographics and migration problems on the labour market and employment.
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Shinn, Terry. "The Impact of Research and Education on Industry." Industry and Higher Education 12, no. 5 (October 1998): 270–89. http://dx.doi.org/10.1177/095042229801200502.

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This paper provides a comparative analysis of the relationship of science and technology research capacity and the development of education systems to industrial performance. In an exploration which maps developments over the last 150 years, the author takes as his subjects for study six countries – three with outstanding industrial achievement (Germany, Japan, and the USA) and three whose growth has been less impressive (England, France, and Russia/USSR). Although, the author argues, industrial performance is on the whole not linked directly either to research or education, he finds a strong association between economic development and the ways in which various policies and systems have allowed research and education to interact with industry. The analysis points up what have historically proved to be either positive or inhibiting mechanisms in the promotion of industrial innovation. The paper concludes by placing this analytical review in the context of the future development of industry–research–education interactions and a critical summary of key contemporary theories concerning the sociology of innovation.
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Dissertations / Theses on the topic "Industry and education – Germany"

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JONG, Simcha. "Scientific communities and the birth of new industries : how academic institutions supported the formation of new biotechnology industries in three regions." Doctoral thesis, European University Institute, 2007. http://hdl.handle.net/1814/7043.

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Defence date: 18 June 2007
Examining Board: Prof. Colin Crouch, (University of Warwick) ; Prof. Neil Fligstein, (University of California at Berkeley) ; Prof. Francesco Lissoni, (Università degli Studi di Brescia/CESPRI-Università Bocconi) ; Prof. Rikard Stankiewicz, (European University Institute)
PDF of thesis uploaded from the Library digital archive of EUI PhD theses
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Zhang, Jianrong [Verfasser]. "The Importance of Vocational Education and Training to Quality in the Building Construction Industry : A Comparison between China and Germany / Jianrong Zhang." Aachen : Shaker, 2003. http://d-nb.info/1170541062/34.

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Gorlatova, O. "Higher education in Germany." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/16664.

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Denisenko, V. "Education in Germany for foreign students." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13001.

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Holz, Ru¨diger. "An investigation into offshoring and backshoring in the German automotive industry." Thesis, Swansea University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678668.

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Markowski, Alexander. "Elements of strategy @ work : a survey within the German machine and plant industry." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50336.

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Thesis (MBA)--Stellenbosch University, 2005.
ENGLISH ABSTRACT: In undertaking this research on strategy at work, several key issues emerged and shaped its course. Firstly, it was essential to understand what strategy is about. Since the humble beginnings of strategic management in the world of business, there has been confusion about its definition and basic elements. The number of definitions, of varying usefulness, is almost as infinite as the number of authors in this field. This study therefore attempts to pinpoint the commonly agreed upon underlying elements of strategy. Secondly, the use of strategy and the benefits accruing to the corporate world were of interest. An investigation into the use of strategy and its effect on performance was carried out by means of a survey among German companies in the machine and plant manufacturing industry. Finally, data gathered were analysed to prove the existence of a relationship between the use of strategy and corporate performance. This task was done by means of non-empirical as well as empirical study. The non-empirical study was undertaken as a literature review, and set out to investigate the basic principles of strategy in order to establish a common definition regarding the elements of strategy. On the other hand, the empirical study took place in the form of a survey, collecting primary data on the matter. From the literature review it was concluded that strategy can be defined by means of five elements, namely plan, ploy, pattern, perspective and position. While the first three elements are related more to the 'how' of strategy, by asking in which form they can be seen, the latter two tell more about the 'what' of strategy, by clarifying the content. In addition to the elements of strategy, it was established that, for the purpose of this study, corporate performance can be described by using four indicators, namely growth, market share, return on equity and innovation. In the subsequent survey, companies were requested to respond to a questionnaire regarding these five elements, as well as the four indicators of their performance. Close analysis showed that companies did indeed utilise one or more elements of strategy. It is noteworthy that only two companies reported that they did not make use of strategy at all. More significant is the finding that there is a small positive relationship between the use of elements of strategy and performance. In summing up, it can be said that companies indeed utilise elements of strategy. Furthermore, it can be concluded that companies using more elements of strategy may do better than companies using fewer elements, since there is a small positive relationship between the number of elements used and performance.
AFRIKAANSE OPSOMMING: In hierdie navorsingsprojek oor Strategy at Work (Strategie in Werking) het verskeie sleutelaangeleenthede, wat die verloop daarvan gevorm het, opgeduik. Eerstens was dit noodsaaklik om begrip te hê waaroor strategie handel. Sedert die nederige ontstaan van strategiese bestuur in die sakewêreld, heers daar verwarring oor sy basiese elemente en 'n definisie daarvoor. Die aantal definisies - van afwisselende nuttigheid - is bykans so ontelbaar soos die hoeveelheid skrywers in hierdie veld. Derhalwe probeer hierdie studie die algemeen erkende en onderliggende elemente van strategie haarfyn aanwys. Tweedens was die aanwending van strategie en die voordele wat gevolglik vir die korporatiewe wêreld aangroei van belang. 'n Ondersoek na die aanwending van stategie en dié se uitwerking op prestasie is uitgevoer deur middel van 'n opname onder Duitse maatskappye in die masjien- en aanlegvervaardigingsnywerheid. Ten slotte is versamelde gegewens geanaliseer om die bestaan van 'n verband tussen die aanwending van strategie en korporatiewe prestasie te bewys. Hierdie taak is deur middel van nie-empiriese sowel as empiriese studie uitgevoer. Die nie-empiriese studie is as 'n literêre oorsig uitgevoer en het 'n ondersoek na die basiese beginsels van strategie behels - met die skep van 'n algemene definisie betreffende die elemente van strategie as oogmerk. Daarenteen het die empiriese studie die vorm aangeneem van 'n opname waartydens vername gegewens oor die aangeleentheid versamel is. Uit die literêre oorsig is die gevolgtrekking gemaak dat strategie deur middel van vyf elemente, naamlik plan, metode, patroon, perspektief en posisie, gedefinieer kan word. Waar eersvermelde drie elemente meer verband hou met die "hoe" van strategie deur te vra in watter vorm dit gesien kan word, gaan dit by die oorblywende twee meer oor die "wat" van strategie deur die inhoud te verhelder. Benewens die elemente van strategie is daar vasgestel dat vir die doel van hierdie studie korporatiewe prestasie beskryf kan word deur die aanwending van vier aanwysers, naamlik groei, markaandeel, rendement van ekwiteit en innovasie. In die daaropvolgende opname is maatskappye versoek om te reageer op 'n vraelys oor hierdie vyf elemente, asook die vier aanwysers rakende hulle prestasie. Noukeurige analise het getoon dat maatskappye inderdaad een of meer elemente van strategie aangewend het. Dit is meldenswaardig dat net twee maatskappye aangedui het dat hulle geensins van strategie gebruik gemaak het nie. En meer betekenisvol is die bevinding dat daar 'n geringe, positiewe verwantskap is tussen die aanwending van elemente van strategie en prestasie. Opsommenderwys kan aangevoer word dat maatskappye inderdaad elemente van stategie aanwend. Vervolgens kan die afleiding gemaak word dat maatskappye, wat meer elemente van strategie toepas, nog beter vaar as maatskappye wat minder elemente aanwend aangesien daar 'n klein, positiewe verband tussen die aantal elemente wat aangewend word en prestasie bestaan.
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Law, Chun-wah. "Experience from Siemens Training Centre in Germany." Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/HKUTO/record/B38628545.

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Coneus, Katja. "Empirical Studies on Early Childhood Education in Germany." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2010. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-27220.

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This dissertation considers different aspects of early childhood education in Germany. It aims at providing an empirical contribution to four issues in early childhood education: the development of cognitive and noncognitive skills (chapter 1-3), institutional child care (chapter 4), the intergenerational transmission of a child's health (chapter 5), and the long-term consequences of early noncognitive skills (chapter 6). This is done by using two data sets: First, we use the mother and child data from the German Socio-economic Panel (SOEP) for the years 2003-2008. The mother and child questionnaire, firstly implemented in 2003, contains detailed information on a child's cognitive and noncognitive skills and health, starting from the time of birth. This information on a child's human capital was assessed by the mothers. Second, we exploit a prospective psychological longitudinal panel study on child development from birth until adulthood, the Mannheim Study of Children at Risk (MARS). These data allow us to use more reliable information on a child's cognitive and noncognitive skills from the age of three months on. However, this study is not representative because children at risk are oversampled. Altogether, the different studies suggest that parental investment (economic resources or non-economic resources) in children explain, at least to some extent, the development of cognitive and noncognitive skills as well as the child's health status. Scope for further research is pointed out, particularly related to long-term consequences of cognitive and noncognitive skills acquired during early childhood. A deeper understanding of how skills develop over the life cycle promises to enrich the economic theory and helps to understand the sources as well as the solutions for inequality
Die vorliegende Dissertation untersucht verschiedene Aspekte der frühkindlichen Bildung in Deutschland. Während sich die empirische Bildungsforschung in den letzten Jahren intensiv mit Fragen der institutionellen Bildung beschäftigt hat, weisen aktuell geführte familien- und bildungspolitische Diskussionen und neuere Forschungsstudien zunehmend auf die Bedeutung der frühkindlichen Entwicklungsphase als erste Phase für die Entwicklung und Förderung von Humankapital hin. Die Arbeit nimmt die aktuelle Diskussion zum Anlass, unterschiedliche Aspekte der frühkindlichen Bildung in Deutschland zu untersuchen. Die ersten drei Kapitel dieser Arbeit untersuchen, wie sich Fähigkeiten in der (frühen) Kindheit entwickeln. Dafür wird eine Fähigkeitsproduktionsfunktion zugrunde gelegt und deren zentrale Eigenschaften zu unterschiedlichen Phasen innerhalb der (frühen) Kindheit auf ihre empirische Relevanz hin untersucht. Darüber hinaus ist es möglich, Wirkungen unterschiedlicher Investitionen für die Entwicklung kognitiver und nicht-kognitiver Fähigkeiten innerhalb der ersten Lebensjahre zu beleuchten und geeignete politische Instrumente daraus abzuleiten. Kapitel vier beleuchtet den Aspekt der institutionellen Kinderbetreuung für die frühkindliche Bildung in Westdeutschland. Die zugrundeliegende Überlegung dieses Abschnitts ist die Frage, ob der institutionellen Kinderbetreuung in Deutschland neben seiner Betreuungsfunktion neuerdings auch eine Bildungsfunktion zugesprochen wird. Zahlreiche Studien zeigen, dass die Gesundheit in der frühen Kindheit eine zentrale Rolle für die Gesundheit im Erwachsenenalter spielt, und gleichzeitig den Erwerb von Fähigkeiten in der frühen Kindheit und damit auch für spätere Lebensphasen unmittelbar beeinflusst. Die Rolle der Gesundheit innerhalb in der ersten Lebensjahre wird in Kapitel 5 untersucht. Neben der unumstrittenen Bedeutung kognitiver Fähigkeiten für eine Vielzahl ökonomischer und nicht-ökonomischer Outcomes, zeigen neuere Studien die Bedeutung nicht-kognitiver Fähigkeiten. Im letzten Kapitel (sechs) werden daher mittel- bis langfristige Konsequenzen geringer nicht-kognitiver Fähigkeiten in der frühen Kindheit für eine Reihe von sozialen Outcomes (Schulleistungen, Gesundheitsverhalten, Persönlichkeit) im Jugendalter analysiert
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Reilich, Julia. "Returns to education and smoking : evidence from Germany." Universität Potsdam, 2011. http://opus.kobv.de/ubp/volltexte/2011/5388/.

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Looking at smoking-behavior it can be shown that there are differences concerning the time-preference-rate. Therefore this has an effect on the optimal schooling decision in the way that we appear a lower average human capital level for smokers. According to a higher time-preference-rate additionally we suppose a higher return to education for smokers who go further on education. With our empirical findings we can confirm the presumptions. We use interactions-terms to regress the average rate of return with IV. Therefore we obtain that smokers have a significantly higher average return to education than non-smokers.
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Sidorova, Evgeniya. "The food and nutrition education platform : Hamburg, Germany." Thesis, KTH, Arkitektur, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-35302.

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Books on the topic "Industry and education – Germany"

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Ute, Lindner, ed. Higher education, industry, and human resources: The German experience. Milano: F. Angeli, 1992.

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Miller, Tamira E. Lessons from the old school: European workforce development strategies for Oregon : a white paper based on a German Marshall Fund tour of European education & job training systems. Salem, Oregon: Trade & Economic Development Committee, 1990.

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Green, Andy. Educational provision, educational attainment and the needs of industry: A review of research for Germany, France, Japan, the USA and Britain. London: Institute of Education, University of London, 1993.

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Pine, Lisa. Education in Nazi Germany. Oxford: Berg, 2010.

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Education in Nazi Germany. Oxford: Berg, 2010.

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Corkhill, Tom. Education within industry. Leeds: Centre for Studies in Science and Mathematics Education, University of Leeds, 1986.

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Publications, Key Note, ed. UK education industry. Hampton: Key Note Publications, 1993.

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Peter, Richmond, ed. Industry-education readings for science teacher education. Southampton: Bassett, 1991.

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Education and society in Germany. Oxford: Berg, 1998.

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Bloch, Bianca, Melanie Kuhn, Marc Schulz, Wilfried Smidt, and Ursula Stenger. Early Childhood Education in Germany. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429275593.

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Book chapters on the topic "Industry and education – Germany"

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Hartong, Sigrid. "The Transformation of State Monitoring Systems in Germany and the US: Relating the Datafication and Digitalization of Education to the Global Education Industry." In Researching the Global Education Industry, 157–80. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04236-3_8.

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Baedeker, Carolin, Holger Rohn, Michael Scharp, and Jaya Bowry. "Developing Resource Competence – Anchoring Resource Conservation and Efficiency in the German Education System." In Eco-Efficiency in Industry and Science, 149–62. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50079-9_9.

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Smeets, Heinz-Dieter. "Germany." In Intra-Industry Trade and Adjustment, 151–67. London: Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1007/978-1-349-27173-3_8.

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Naul, Roland, Michael Krüger, Rolf Geßmann, and Uwe Wick. "Germany." In Olympic Education, 177–91. Abingdon, Oxon ; New York, NY : Routledge is an imprint of the Taylor & Francis Group, an Informa Business, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9780203131510-18.

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Füssel, Hans-Peter. "Germany." In Special Education, 167–70. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3050-1_15.

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Brzoska, Michael. "Germany." In The Economics of the Global Defence Industry, 194–214. Milton Park, Abingdon, Oxon ; New York : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429466793-9.

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Bagoly-Simó, Péter, and Anke Uhlenwinkel. "Germany." In International Perspectives on Geographical Education, 19–34. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44717-9_2.

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Döbert, Hans. "Germany." In The Education Systems of Europe, 305–33. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-07473-3_19.

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Mangold, Janina. "Germany." In Philanthropic Foundations in Higher Education, 73–107. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-27387-3_4.

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Hazzan, Orit, and Ronit Lis-Hacohen. "Industry: Education." In The MERge Model for Business Development, 29–33. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30225-6_7.

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Conference papers on the topic "Industry and education – Germany"

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Maurer, Christoph, and James Widmann. "Conceptual Design Theory in Education Versus Practice in Industry: A Comparison Between Germany and the United States." In ASME 2012 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/detc2012-70079.

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The early stages of product development are arguably the most important in the design of successful products. This paper describes different approaches to the conceptual design phase of product development, how they are taught to undergraduate engineering students, and how they are practiced in industry both in Germany and in the United States. The authors note that teaching the early stages of product development to future engineers at German Universities is more focused on methodology and processes. In the United States teaching design is more about being creative and overcoming individual constraints in order to find good and unconventional concepts. To understand how the conceptual phase is implemented in industry, the authors interviewed 16 companies in Germany and the United States. A thematic analysis was performed on the responses. In German industry, the authors observe uncertainty about how to apply process management in the very early stage of product development where different concepts are developed and evaluated. In U.S. industry most companies do not claim to follow a process during the early stage of concept development. Observing the differences between what is taught to engineering students in school and what is practiced in industry some conclusions recommendations are drawn. The observations demonstrate a weakness in process reliability during the early stage of product development both, in German and U.S. industry that should motivate academia to adapt its pedagogy in order to enable future engineers to create successful concepts.
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Kapanen, Antti. "THE IMPACT OF INDUSTRY 4.0 ON POSTGRADUATE INDUSTRIAL MANAGEMENT EDUCATION IN GERMANY." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1734.

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Lee, Jay. "Manufacturing Engineering Education Through Industry/University Cooperative Research: Issues, Challenges, and Strategies." In ASME 1997 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 1997. http://dx.doi.org/10.1115/imece1997-1125.

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Abstract Today’s globalized manufacturing enterprise necessitates a new imperative for the academe to generate internationally astute engineers to enable manufacturing companies to collaborate in a global market in the 21st century. This paper presents author’s perspectives on manufacturing engineering education system in a changing world. First, issues, challenges, and strategies are discussed. Second, various industry/university cooperative research models in the US, Japan, Germany, and Taiwan are examined. Finally, challenges in education system and research collaboration in moving the innovation to a global marketplace is addressed.
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Tenbergen, Bastian, and Marian Daun. "Industry Projects in Requirements Engineering Education: Application in a University Course in the US and Comparison with Germany." In Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2019. http://dx.doi.org/10.24251/hicss.2019.925.

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Soll, Marcus, and Konrad Boettcher. "Expected Learning Outcomes by Industry for Laboratories at Universities." In 2022 IEEE German Education Conference (GeCon). IEEE, 2022. http://dx.doi.org/10.1109/gecon55699.2022.9942762.

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Brezeanu, Taniamihaela, and Elisabeth Lazarou. "ALIGNMENT BETWEEN ENGINEERING CURRICULUM AND SKILLS DEVELOPMENT FOR INDUSTRY 4.0." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-127.

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The manufacturing industry is today facing a fourth industrial revolution, also called Industry 4.0. Initially developed in Germany, it has gradually spread throughout the world, directly influencing the activity of engineers and the technical universities. Industry 4.0 is a topic of opportunity for engineering, especially mechanical, electrical and applied electronic engineering. The digital vision is increasingly becoming an industrial reality in production, products and services. The dynamic is high and the mechanical engineering industry is working intensively on new solutions. Despite increasing automation, the focus of Industry 4.0 is on people. Industry 4.0 places new demands on employees through new technologies, new organizational forms and work processes. The digital transformation represents a change of times and requires a high flexibility and the accomplishment of new requirements. In this paper we show which approaches are being discussed in Germany, Austria and Switzerland that can succesfully implemented in companies and universities. Based on today's engineering education the needs are shown that should be reflected in the new curricula, but also in a realignement of teaching and learning, because this is based on the new working environments. This must also be taken into account that not only left-brain skills but also right-brain skills have to be supported. The improving of skills such as creativity, problem solving, making quick technical decisions and critical thinking is an ultimate goal to develop imagination and innovation. Both universities and companies are therefore faced with enormous challenges that they will be only able to succesfully implement in cooperation with various stakeholders.
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Lautala, Pasi T., Rosa´rio Ma´ca´rio, Jo¨rn Pachl, J. Riley Edwards, and William J. Sproule. "Developing Railway Higher Education in the European Union and United States." In 2010 Joint Rail Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/jrc2010-36025.

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Congestion, emissions generated by transportation, increasing fuel costs and expanding demand for mobility have revived the interest for modern rail transportation throughout the world. Simultaneously, expansion of global trade and increasing demands for technology to improve the safety and productivity of the industry are creating a new environment that requires a different way of thinking when developing railway systems. Overall, the authors believe that current changes provide a fertile ground for institutions of higher education in the United States and the European Union (EU) to increase their transatlantic cooperation in education and research. Recent studies related to railway higher education have been undertaken in Europe and the United States. The European Rail Research Network of Excellence (EURNEX) conducted a study to develop and organize educational and training activities in participating higher education institutions. In Germany, a comprehensive inventory was conducted to define the current level of rail transportation activities in higher education institutions. In the United States, American Railway Engineering and Maintenance of Way Association (AREMA) conducted a study to determine the type and extent of rail education currently offered on campuses. In addition, a benchmarking study was performed by Michigan Tech University to investigate rail education and recruitment at universities with the objective to define the quantitative and qualitative demands for rail engineers by industry employers. This paper presents a synopsis of these past studies and introduces an on-going “TUNRail” project to “tune” and intensify the railway higher education knowledge exchange and collaboration between the EU and the United States.
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Johannsen, Thies. "Wheel of competencies: industry demands of competencies for research and innovation." In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1101.

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On the basis of the current state of research, this study identifies and validates futureoriented competencies. Using quantitative social research methods, it then investigates demands in industry. This involved, first, an evaluation of literature and the identification of competencies for research and innovation (R&I) activities. Next, from clusters of the identified competencies I derived 14 different types. On this basis, I generated a competency profile that informs the development of a tool for R&I, the Wheel of Competencies. With this newly developed tool specific competency profiles can be generated and analysed. Second, I operationalized and implemented the competence components in a questionnaire. On this basis, 200 CEOs and heads of research and development (R&D) departments of medium-sized and large enterprises in Germany were surveyed in November and December 2021 using computer-assisted telephone interviews (CATI). All enterprises have at least 50 employees and an in-house R&D department. In addition, enterprises have to belong to one of the following industry sectors: automotive, chemical, electrical or mechanical engineering. The results show that certain competencies are in very high demand across all industries, while others are more specific to an industry sector. Overall, the results indicate that the competencies in demand address the dynamic complexity in collaborative R&I processes. The results presented here make an important evidencebased contribution to curriculum development in engineering education based on future-oriented competencies and illustrates which transfer activities and collaborative formats are increasingly relevant.
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Lloyd, John R., and Ronald C. Rosenberg. "Creating Global Mechanical Engineers Through New Education-Industry Partnerships." In ASME 1997 International Gas Turbine and Aeroengine Congress and Exhibition. American Society of Mechanical Engineers, 1997. http://dx.doi.org/10.1115/97-gt-046.

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A new language-based global undergraduate mechanical engineering education program is being developed to produce “globally educated” mechanical engineers ready for practice in the 21st century. The Global Education Program is accomplished through partnerships established with middle and high schools, companies, a network of international engineering schools and Michigan State University. Typically the incoming students have studied French, Spanish, or German, but we also find students in increasing numbers who have had Japanese and Chinese. The MSU Mechanical Engineering Global Education Program begins by partnering with key middle and high schools for recruiting of top quality, properly prepared students. At Michigan State University during the first two years they complete their language preparation and their cultural awareness preparation. In the third year the students study and co-op abroad. In the fourth year the students serve as mentors to underclass students in the program. Industrial partners participate by sponsoring students, recommending international academic partners, helping in the development of curriculum, and by providing co-op opportunities. This partnership for education program has the long term goal of involving 50% of the MSU Mechanical Engineering BS graduates in a global education experience.
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Suntsova, Maria, and Gulnaz Fakhretdinova. "Strategies for Teaching Industry-Specific English and German Terminology to Engineering Students." In 2020 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2020. http://dx.doi.org/10.1109/educon45650.2020.9125190.

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Reports on the topic "Industry and education – Germany"

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Anthony, Carrie R., Kathy A. Baran, Deborah Cafarelli, Dennis J. Day, Andy Docherty, Stephen D. Ford, Joseph A. Grebe, Stephen C. Herkins, Paul S. Jerome, and Jay E. Johnson. Education Industry. Fort Belvoir, VA: Defense Technical Information Center, January 2007. http://dx.doi.org/10.21236/ada474987.

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Belue, Lisa M., Carmen L. Branham, Shirley R. Bryant-Harper, Joanne T. Callahan, and Thomas A. Carlson. 2002 Industry Studies: Education. Fort Belvoir, VA: Defense Technical Information Center, January 2002. http://dx.doi.org/10.21236/ada426499.

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Mahdavian, Farnaz. Germany Country Report. University of Stavanger, February 2022. http://dx.doi.org/10.31265/usps.180.

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Germany is a parliamentary democracy (The Federal Government, 2021) with two politically independent levels of 1) Federal (Bund) and 2) State (Länder or Bundesländer), and has a highly differentiated decentralized system of Government and administration (Deutsche Gesellschaft für Internationale Zusammenarbeit, 2021). The 16 states in Germany have their own government and legislations which means the federal authority has the responsibility of formulating policy, and the states are responsible for implementation (Franzke, 2020). The Federal Government supports the states in dealing with extraordinary danger and the Federal Ministry of the Interior (BMI) supports the states' operations with technology, expertise and other services (Federal Ministry of Interior, Building and Community, 2020). Due to the decentralized system of government, the Federal Government does not have the power to impose pandemic emergency measures. In the beginning of the COVID-19 pandemic, in order to slowdown the spread of coronavirus, on 16 March 2020 the federal and state governments attempted to harmonize joint guidelines, however one month later State governments started to act more independently (Franzke & Kuhlmann, 2021). In Germany, health insurance is compulsory and more than 11% of Germany’s GDP goes into healthcare spending (Federal Statistical Office, 2021). Health related policy at the federal level is the primary responsibility of the Federal Ministry of Health. This ministry supervises institutions dealing with higher level of public health including the Federal Institute for Drugs and Medical Devices (BfArM), the Paul-Ehrlich-Institute (PEI), the Robert Koch Institute (RKI) and the Federal Centre for Health Education (Federal Ministry of Health, 2020). The first German National Pandemic Plan (NPP), published in 2005, comprises two parts. Part one, updated in 2017, provides a framework for the pandemic plans of the states and the implementation plans of the municipalities, and part two, updated in 2016, is the scientific part of the National Pandemic Plan (Robert Koch Institut, 2017). The joint Federal-State working group on pandemic planning was established in 2005. A pandemic plan for German citizens abroad was published by the German Foreign Office on its website in 2005 (Robert Koch Institut, 2017). In 2007, the federal and state Governments, under the joint leadership of the Federal Ministry of the Interior and the Federal Ministry of Health, simulated influenza pandemic exercise called LÜKEX 07, and trained cross-states and cross-department crisis management (Bundesanstalt Technisches Hilfswerk, 2007b). In 2017, within the context of the G20, Germany ran a health emergency simulation exercise with representatives from WHO and the World Bank to prepare for future pandemic events (Federal Ministry of Health et al., 2017). By the beginning of the COVID-19 pandemic, on 27 February 2020, a joint crisis team of the Federal Ministry of the Interior (BMI) and the Federal Ministry of Health (BMG) was established (Die Bundesregierung, 2020a). On 4 March 2020 RKI published a Supplement to the National Pandemic Plan for COVID-19 (Robert Koch Institut, 2020d), and on 28 March 2020, a law for the protection of the population in an epidemic situation of national scope (Infektionsschutzgesetz) came into force (Bundesgesundheitsministerium, 2020b). In the first early phase of the COVID-19 pandemic in 2020, Germany managed to slow down the speed of the outbreak but was less successful in dealing with the second phase. Coronavirus-related information and measures were communicated through various platforms including TV, radio, press conferences, federal and state government official homepages, social media and applications. In mid-March 2020, the federal and state governments implemented extensive measures nationwide for pandemic containment. Step by step, social distancing and shutdowns were enforced by all Federal States, involving closing schools, day-cares and kindergartens, pubs, restaurants, shops, prayer services, borders, and imposing a curfew. To support those affected financially by the pandemic, the German Government provided large economic packages (Bundesministerium der Finanzen, 2020). These measures have adopted to the COVID-19 situation and changed over the pandemic. On 22 April 2020, the clinical trial of the corona vaccine was approved by Paul Ehrlich Institute, and in late December 2020, the distribution of vaccination in Germany and all other EU countries
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West, Martin, Ludger Woessmann, Philipp Lergetporer, and Katharina Werner. How Information Affects Support for Education Spending: Evidence from Survey Experiments in Germany and the United States. Cambridge, MA: National Bureau of Economic Research, November 2016. http://dx.doi.org/10.3386/w22808.

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Pugh, H. L., Stephen W. Parchman, and Henry Simpson. Field Survey of Videoteletraining Systems in Public Education, Industry, and the Military. Fort Belvoir, VA: Defense Technical Information Center, March 1991. http://dx.doi.org/10.21236/ada234875.

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Carpenter, Maribeth B. Directory of Industry and University Collaborations with a Focus on Software Engineering Education. Fort Belvoir, VA: Defense Technical Information Center, May 1994. http://dx.doi.org/10.21236/ada280939.

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Carpenter, Maribeth B. Directory of Industry and University Collaborations with a Focus on Software Engineering Education. Fort Belvoir, VA: Defense Technical Information Center, March 1995. http://dx.doi.org/10.21236/ada293297.

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Kochkin, Vladimir, Ed Hudson, Robert J. Ross, and Karen L. Martinson. Industry-prioritized research, technology transfer, and education needs and opportunities in residential construction. Madison, WI: U.S. Department of Agriculture, Forest Service, Forest Products Laboratory, 2018. http://dx.doi.org/10.2737/fpl-gtr-259.

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Pfeiffer, Sabine, ed. Effects of Industry 4.0 on vocational education and training (ITA manu:script 15-04). Vienna: self, 2016. http://dx.doi.org/10.1553/ita-ms-15-04.

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Carpenter, Maribeth B. Directory of Industry and University Collaborations with a Focus on Software Engineering Education. Version 3. Fort Belvoir, VA: Defense Technical Information Center, September 1995. http://dx.doi.org/10.21236/ada300779.

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