Articles de revues : « G. Industry, profession and education »

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López-Carril, Samuel, Miguel Villamón et María Huertas González-Serrano. « Linked(In)g Sport Management Education with the Sport Industry : A Preliminary Study ». Sustainability 13, n^o 4 (19 février 2021) : 2275. http://dx.doi.org/10.3390/su13042275.

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Social media are one of the most valuable management tools used by sport managers in the fulfilment of their daily tasks. However, the studies that share and analyse the impact of educational experiences that incorporate social media into sport management education for professional purposes are scarce to date. Thus, this study presents an educational innovation piloted in a sport management course where LinkedIn—the social media most associated with the professional sphere—is introduced through an experiential learning methodology, as a driver of students’ career development and as a tool to keep up to date and interact with the sport industry. To assess the learning outcomes, a new scale was developed and tested. A total of 90 Spanish undergraduate sport management students (M = 22.71; SD = 3.84) participated in the study, partaking in a pre-test and a post-test. Regarding the results linked to the testing of the scale, the statistical analysis reflects the scale’s two-dimensional nature, explaining 68.78% of the variance, presenting good psychometric properties (α = 0.95). On the other hand, significant increases in all the scale items between the two measures were obtained, with large effects size in the two dimensions (Cohen’s d ≥ 0.80). Therefore, it is concluded that LinkedIn can help to develop the professional profile of sport management students, Linked(In)g what is taught in the classroom with what the sport industry demands.

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Данилов, Андрей, et Andrey Danilov. « Experience of the Yaroslavl state University. P. G. Demidov to strengthen a practice-oriented approach in the implementation of educational programs "Bachelor of tourism" and "Master in tourism" ». Services in Russia and abroad 10, n^o 2 (16 juin 2016) : 196–204. http://dx.doi.org/10.12737/19733.

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The article focuses on the implementation of a practice-oriented education in Bachelor’s and Master´s programmes in tourism in P.G. Demidov Yaroslavl State University. These requirements are set by the Federal State Educational Standard 3 and 3+ and are dictated by the real labor market. The practice-oriented approach is achieved through the applying of interactive training forms, involving of experts in tourism industry, organization of various kinds of practices associated with real activity, realization training trips and extracurricular students’ activities. An important factor of increasing the connection of the educational process with the actual needs of the tourism business is the formulation of final results in the form of specific professions. This approach allows organizing training modules in accordance with the tourist industry requirements. An important form of the formation of business thinking in students, who are studying tourism, is their work at workshops on the development of specific programs or objects by request the municipal or commercial establishments. In contrast to the bachelor degree course for master course at the Yaroslavl State University are formulated professional guidelines relating to the enterprise management in the tourism industry, territory management, as well as the development of territorial tourism and recreation complexes. The high demand of the University graduates at the enterprises of the tourism industry proves the success of this approach in the educational field.

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Ramirez Pirez, Manuel Osmany, Franyelit Suarez Carreno et Erika del Pilar Ascencio Jordan. « Teaching process design for 4.0 industry ». Universidad Ciencia y Tecnología 25, n^o 111 (10 décembre 2021) : 129–36. http://dx.doi.org/10.47460/uct.v25i111.523.

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Considering that the new trends in industrial development are focused on the global vision of software applications, with intelligent systems that seek to provide an effective solution to a myriad of industrial and consequently social problems, this work proposes the development of educational methodologies for the applied teaching processes. to Industry 4.0. Education must transform itself to the new technological paradigms and adapt the new graduation profiles to the global need for intelligent applications that allow the globalization of products, competitiveness and continuous improvement. In this work, an exhaustive bibliographic review is carried out to focus on the best teaching alternatives with a view to Industry 4.0. The results show that educational methodologies must improve the academic approach to strengthen the industrial sector and achieve professional training adapted to new technologies. Keywords: 4.0 industry, teaching methodologies, smart technologies. References [1]J. Carvajal, «La Cuarta Revolución Industrial o Industria 4.0 y su Impacto en la Educación Superior en Ingeniería en Latinoamérica y el Caribe,» de 15th LACCEI International Multi-Conference for Engineering, Education, and Technology: “Global Partnerships for Development and Engineering Education”, Boca ratón, Estados Unidos, 2017. [2]R. Jiménez, D. Magaña and S. Aquino, «GESTIÓN DE TENDENCIAS STEM EN EDUCACION SUPERIOR Y SU IMPACTO EN LA INDUSTRIA 4.0,» Journal ofthe Academy, nº 5, pp. 99-121, 2021. [3]J. Ortiz, A. Carrillo and M. Olguín, «Built education 3.0 since early teacher’s training to face challenges of industry 4.0,» Informes de Investigación, vol. 3, nº 5,pp. 135-146, 2020. [4]M. Jalil, «Industria 4.0, competencia digital y el nuevo Sistema de Formación Profesional para el empleo,» Re vista Internacional y Comparada de RELACIONES LABORALES Y DERECHO DEL EMPLEO, vol. 6, nº 1, pp. 164-194, 2018. [5]G. Garcés and C. Peña, «Ajustar la Educación en Ingeniería a la Industria 4.0: Una visión desde el desarrollo curricular y el laboratorio,» Revista de Estudios y Experiencias en Educación, vol. 19, nº 40, pp. 129-148, 2020. [6]F. M.-L. Rivera, P. Hermosilla, J. Delgadillo and D. Echeverría, «Propuesta de construcción de competencias de innovación en la formación de ingenieros en elcontexto de la industria 4.0 y los objetivos de desarrollo sostenible (ODS),» Propuesta de construcc, vol. 14, nº2, pp. 75-84, 2021. [7]B. Manrique-Losada, M. C. Gómez-Álvarez and L.González-Palacio, «Estrategia de transformación para la formación en informática: hacia el desarrollo de competencias en educación básica y media para la Industria 4.0 en Medellín – Colombia,» RISTI, vol. 39, nº 10, pp. 1-17, 2020. [8]X. Martínez, «Disrupción y aporía: de camino a la educación 4.0,» Innovación educativa, vol. 19, nº 80, pp. 7-12, 2019. [9]VLD Engineering, «¿Qué entendemos por simulación de procesos en ingeniería?,» 2019. [Online]. Available: https://www.vld-eng.com/blog/simulacion-procesos-industriales/. [Last access: September 08, 2021]. [10]Structuralia, «Los ingenieros más demandados en Latam,» 2020. [Online]. Available: https://blog.structuralia.com/los-ingenieros-m%C3%A1s-demandados- en-latam. [Last access: September 08, 2021]. [11]M. Valencia-Cárdenas, S. Morales-Gualdrón and M.Gaviria-Giraldo, «VISIÓN DE LAS COMPETENCIAS DE INGENIERÍAINDUSTRIAL EN INDUSTRIA 4.0,» de 2do Congreso Latinoamericano de Ingeniería, Medellín-Colombia, 2019.

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Antonczak, Laurent, Marion Neukam et Sophie Bollinger. « When industry meets academia ». Pacific Journal of Technology Enhanced Learning 4, n^o 1 (1 février 2022) : 14–16. http://dx.doi.org/10.24135/pjtel.v4i1.134.

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This presentation focuses on a transdisciplinary approach to innovative and collaborative learning practices driven by technology. It highlights two salient elements associated with industry practices and processes in relation to learning and educational contexts: empowerment of individuals and communities of practice through technology, and a broader consideration of industrial approaches to the concept of learning and teaching enhanced within a digital environment. More precisely, this presentation will feature some of the key theoretical frameworks used in three different settings of learning and teaching in France with regards to the life-long learning approach thanks to Social and Emotional Learning (SEL) (WEF, 2016). It will also discuss the positive effect of the Internet and its affordances (Southerton & Taylor, 2020) on reducing the differences between theoretical and applied knowledge via professional-focused communities (Danvers, 2003). Thus, it will briefly explain that spatial and cognitive learning proximities (Lave & Wenger 1991; Fruchter, 2001) can be reduced by virtue of technology (Anders, 2016; Antonczak, 2019; Glazewski & Hmelo-Silver, 2019) and that ‘computer-supported collaborative learning’ methods can facilitate social and shared problem-solving (Sawyer, 2005; Levallet & Chan, 2018; Presicce et al., 2020) without the ‘restriction of time and place’ (Cheng et al., 2019, 489). Additionally, it will point out some aspects of problem-solving through ‘emancipatory learning and social action’ (Merriam, 2001, 9) through the use of ‘actual’ content and ‘actionable feedback’ (Woods & Hennessy, 2019) enhanced by digital tools and tactics. Next, it will focus on three case studies by concisely presenting key specifics for each of the courses, including the various digital tools used and followed by some quick interim reflections. Then it will summarise the challenges and the barriers encountered across the different practices such as virtual delivery, the size of the students' groups and some connectivity considerations. It will be followed by the principal advantages and opportunities, like the professionalisation dimension through interactive and authentic learning enhanced by affordances. And it will conclude with some managerial recommendations as experiential and practical methods (knowledge codification) thanks to industry-based teaching supported by digital technologies. The presentation will close with the overall conclusion in relation to digital technology and some of the key 21st-century career skills. In general, the findings will be of interest to academics, practitioners and policymakers. The added value of this transdisciplinary investigation is that it improves research on collaborative innovation and collective knowledge by creating a bridge between the fields of Education and Business. Bibliography Anders, A. (2016). Team communication platforms and emergent social collaboration practices. International Journal of Business Communication, 53(2), pp. 224-261. Ananiadou, K. & M. Claro (2009). 21st Century Skills and Competences for New Millennium Learners in OECD Countries, OECD Education Working Papers, No. 41, OECD Publishing. Antonczak, L. (2019). Scaling-up collaborative practices through mobile technology. The 25th International Conference on Engineering/International Technology Management Conference (ICE/ITMC), June 17-19, Nice. Askay, D. A. & Spivack, A. J. (2010). The multidimensional role of trust in enabling creativity within virtual communities of practice: A theoretical model integrating swift, knowledge-based, institution-based, and organizational trust. In 43rd Hawaii International Conference on System Sciences, Hawaii, pp. 1-10. Cairns, L. (2000). The process/outcome approach to becoming a capable organization. In Australian Capability Network Conference, Sydney, 1-14. Cheng, E. W., Chu, S. K., & Ma, C. S. (2019). Students’ intentions to use PBWorks: a factor-based PLS-SEM approach. Information and Learning Sciences, 120(7/8), 489-504. Cochrane, T., Antonczak, L., Guinibert, M., Mulrennan, D., Rive, V., & Withell, A. (2017). A framework for designing transformative mobile learning. In Mobile Learning in Higher Education in the Asia-Pacific Region ( 25-43). Springer, Singapore. Danvers, J. (2003). Towards a radical pedagogy: Provisional notes on learning and teaching in art & design. International Journal of Art & Design Education, 22(1), 47-57. Dewey, J. (1991). Logic: The theory of inquiry. In J. A. Boydston (Ed.), John Dewey: The Later Works, 1925–1953, Vol. 12 (1-5). Carbondale, IL: SIU Press. [Originally published in 1938] Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: the new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(1), 1-16. Fruchter, R. (2001). Dimensions of teamwork education. International Journal of Engineering Education, 17(4/5), 426-430. Glazewski, K. D., & Hmelo-Silver, C. E. (2019). Scaffolding and supporting the use of information for ambitious learning practices. Information and Learning Sciences, 120(1/2), 39-58. Hase, S. & Kenyon, C. (2007). Heutagogy: A child of complexity theory. Complicity: An International Journal of Complexity and Education, 4(1), 111-119. Lave, J. & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press. Levallet, N., & Chan, Y. E. (2018). Role of Digital Capabilities in Unleashing the Power of Managerial Improvisation. MIS Quarterly Executive, 17(1), 1-21. Lewin, K. (1947). Group decision and social change. Readings in Social Psychology, 3(1), 197-211. McKenney, S., & Reeves, T. C. (2013). Systematic review of design-based research progress: Is a little knowledge a dangerous thing?. Educational Researcher, 42(2), 97-100. Makri, S., Ravem, M., & McKay, D. (2017). After serendipity strikes: Creating value from encountered information. Proceedings of the Association for Information Science and Technology, 54(1), 279-288. Mascheroni, G., & Vincent, J. (2016). Perpetual contact as a communicative affordance: Opportunities, constraints, and emotions. Mobile Media & Communication, 4(3), 310-326. Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New Directions for Adult and Continuing Education, 89, 3-13. Pont, B. (2013). Learning Standards, Teaching Standards and Standards for School Principals: A Comparative Study. Rapport no. EDU/WKP(2013)14. Centre of Study for Policies and Practices in Education (CEPPE). Retrieved from: http://www.oecd.org/officialdocuments/publicdisplaydocumentpdf/?cote=EDU/WKP(2013)14&docLanguage=En (accessed December 31, 2020). Presicce, C., Jain, R., Rodeghiero, C., Gabaree, L. E., & Rusk, N. (2020). WeScratch: an inclusive, playful and collaborative approach to creative learning online. Information and Learning Sciences, 121(7/8), 695-704. Reeves, T. C. (2005). Design-based research in educational technology: Progress made, challenges remain. Educational Technology, 45(1), 48-52. Southerton, C., & Taylor, E. (2020). Habitual disclosure: Routine, affordance, and the ethics of young peoples social media data surveillance. Social Media+ Society, 6(2), https://doi.org/10.1177/2056305120915612

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Sholoyko, N. « ORGANIZATIONAL AND MANAGERIAL CONDITIONS OF SPECIALISTS OF UKRAINIAN PHARMACEUTICAL INDUSTRY ACTIVITY IN THE 20-60-S OF THE TWENTIETH CENTURY ». Ukrainian professional education, n^o 7 (14 septembre 2020) : 37–49. http://dx.doi.org/10.33989/2519-8254.2020.7.238032.

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The article outlines the ways of development of Ukrainian pharmaceutical industry in the 20-60s of the twentieth century, the emergence of new forms of medical care, and management structures for the organization of pharmacy in the country. A historical-retrospective analysis of the prerequisites for training specialists for the pharmaceutical sector in Ukraine in one of the main periods of its formation highlights the patterns of development in the general context of professional medical education and clarifies the circumstances of the leading features of organizational culture in pharmacy. It is proved that in previous historical periods of the industry development the prerequisites for the emergence of the organizational and managerial culture of pharmacists were: structuring the pharmacy, its concentration in the hands of the state, expanding the medical industry, and improving medical care, solving scientific and practical issues of pharmaceutical education organization of quality control of pharmacy products, expansion of the pharmaceutical industry and centralization of supply in the pharmacy network. The scientific achievements of prominent figures of pharmacy in this period (M. Bergolts, N. Valyashko, A. Ginzberg, G. Kogan, V. Dzvoniv, A. Orekhov, A. Stepanov, J. Fialkov, S. Shubin, D. Shcherbachov, and others) who have made significant contributions to the development of pharmaceutical science, construction and improvement of pharmaceutical education, namely: the creation of the first textbooks on pharmacy, the technology of dosage forms, the establishment of a school for the study of organic matter by spectrographic research, development and implementation of dosage technology and galenic preparations, research of medicinal plants, a skillful combination of experiment with scientific research, etc. It promoted scientific development of questions of the theory and practice of pharmacy, advanced training of members of society, expansion and deepening of their specific knowledge, and also education on the best traditions of domestic pharmacy, medicine, and natural sciences, providing scientific and methodological and practical assistance to employees and managers of pharmacy chains.

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ROZHNOVA, T., et O. KONOVALOV. « THEORETICAL ASPECTS OF THE PROFESSIONAL TRAINING OF PILOT INSTRUCTORS IN CIVIL AVIATION OF UKRAINE ». ТHE SOURCES OF PEDAGOGICAL SKILLS, n^o 26 (7 avril 2021) : 170–74. http://dx.doi.org/10.33989/2075-146x.2020.26.227640.

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The article substantiates the theoretical principles of the professional training of pilot instructors in civil aviation of Ukraine. It covers the analysis of significant scientific researches and publications concerning training of civil aviation specialists and highlights the relevance of the topic of research. Considerable attention is given to the terminological apparatus in the context of aviation professional education. The article provides interpretations of such terms as professional training, pedagogical system, pedagogical conditions and competence. There is a serious demand to educate a sufficient number of qualified flight instructors, who would be able to deal with the intensive scientific and technical transformations of the aviation industry. This matter is of particular relevance to our country, where the civil aviation industry may become a factor in the revival of an efficient economy. Professional civil aviation pilot training has been a research subject of many Ukrainian scientists, such as: V. Asriyan I. Galimska, O. Moskalenko, T. Plachinda, G. Puhalska and others. However, the problem of professional civil aviation pilot instructor training in Ukraine has remained out of scientists’ attention. Scientists suggest considering professional training of aviation specialists as an integrated system of interdisciplinary knowledge and skills, provided by the use of a set of theoretical and flight training activities, that teach to solve practical problems during professional duties. The essence of such training can be determined as an integrated pedagogical process that contributes to the formation of psychophysiological qualities, resistance to extreme factors of professional activity and achievement of a high level of efficiency by civil aviation pilots. In this study, professional training of instructor pilots is also considered as a part of the overall education system of aviation specialists, which involves acquiring general and professional competencies that provide mastery of knowledge and skills of the future instructor. It is aimed at a full professional self-realization of the individual and is focused on the formation of pedagogical competence of an instructor. Successful functioning of elements of such a system is impossible without fulfillment of certain pedagogical conditions. We have researched only some theoretical aspects of professional civil aviation pilot training in Ukraine. The next stage of our study will cover the legal regulations that describe professional training of pilot instructors in Ukraine.

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Shrayberg, Yakov. « Designing the single knowledge space based on network-centric information infrastructure in the modern age of digital economy development (Annual paper presented to the Fourth World Professional Forum «Crimea-2018») ». Scientific and Technical Libraries, n^o 9 (1 septembre 2018) : 3–75. http://dx.doi.org/10.33186/1027-3689-2018-9-3-75.

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Traditionally, the annual report opens the World Professional Crimea Forum. Primarily, the speaker focuses on the concept of digital economy interpreted as the economic relations system based on the digital information and communication technologies. The Program “Digital economy of the Russian Federation” is reviewed. Several concepts, e. g. bitcoin and blockchain, Industry 4.0, New Internet, etc., are defined. The current problems of the Internet are examined, in particular, the lack of the single management and development center. The statistical data on the profile and involvement of the internet users is reported. Special attention is given to using Internet in Russia and the related problem of copyright in Russia and worldwide. The role of open access in building the knowledge environment and the role of the main contributors to the process, namely, publishers, libraries, educational institutions, are emphasized. Online education and accessible seamless education environment are specified as the main trends in education, The key vectors of developing knowledge content and its application in the digital environment are defined, these are: inclusiveness, artificial intelligence and green (sustainable) libraries, etc. The current situation in the global book market is evaluated on the basis of the results of the London Book Fair 2018. The project “The modern digital educational environment in the Russian Federation” is examined along with the projected results. The role of the National Electronic Library as the major innovative library project and the national information system is emphasized. The author concludes that the libraries of the future become an essential part of the national and global information infrastructure.

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Rundic, Ljupko. « 100th anniversary of the Carpathian-Balkan geological association (CBGA) ». Annales g?ologiques de la Peninsule balkanique, n^o 00 (2022) : 6. http://dx.doi.org/10.2298/gabp221103006r.

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During the 22nd Congress of the Carpathian-Balkan Geological Association (CBGA) held in Plovdiv, Bulgaria (September 7-11, 2022), the 100th anniversary of the foundation of the CBGA was marked. A resolution for establishing the "Carpathian Geological Association" was adopted during the 13th session of the International Geological Congress in Brussels (August 9, 1922). It was a result of the efforts and initiative of R. Kettner (Czechoslovakia), J. Nowak (Poland), G. Munteanu Murgoci (Romania), and V. Petkovic (Yugoslavia). Later, after the Second World War, the association changed its name to the Carpathian-Balkan Geological Association (CBGA). During the last hundred years, the CBGA has passed several phases of its existence and organization regarding European geopolitical changes. The main goal of the CBGA remained the same as at the beginning: to promote and encourage joint fundamental and applied geological research in the Carpathian-Balkan region and surrounding area. Today, many geoscientists from the 16 member states collaborate in the frame of official working groups of CBGA, EU professional projects, business meetings and joint topics, education programs, etc. CBGA is affiliated with the International Union of Geological Science (IUGS) as one of the oldest regional organizations. Based on increasing industrial and environmental demands and needs and an interest in the region?s vast scientific and professional community, we believe the CBGA can improve its activity and give additional benefits to the scientific community, industry, and the environment.

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Ceballos Bejarano, Edison Wernher, et Asencio Alejandro Huaita Bedregal. « Engineering projects and educational paradigms ». ATH 2, n^o 5 (7 janvier 2022) : 55–60. http://dx.doi.org/10.47460/athenea.v2i5.26.

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Engineering is part of one of the most forward-thinking careers in industries. In this work, the elementary principles of engineering projects in university education are evaluated and the minimum criteria that an engineering project should have are established so that the future professional develops the necessary skills for their performance as an engineer. A bibliographic review of engineering education is then carried out and the formulation of projects that make the development of practical skills possible. Keywords: Engineering practices, academic projects, industry 4.0. References [1]A. Olaya, Bioinformática como recurso educativo: Proyecto de ingeniería, Córdoba: Universidad de Córdoba, 2018. [2]L. Antoni, La Industria 4.0 en la sociedad digital, Barcelona: Marge Books, 2019. [3]d. V. José, «Industria 4.0: la transformación digital de la industria,» Universidad de Deusto, Deusto. [4]G. Mendizábal and A. Escalante, «El reto de la educación 4.0: competencias laborales para el trabajo emergentepor la covid-19,» RICSH, vol. 10, nº 19, pp. 261 - 283., 2021. [5]R. Ramirez-Mendoza, R. Morales-Menendez, H. Iqbal and R. Parra-Saldivar, «Educación en Ingeniería 4.0: - propuesta para un nuevo currículo,» de EDUCON, Conferencia Global de Educación en Ingeniería de la IEEE 2018, 2018. [6]T. P. Ngoc and N. M. Tri, «Desarrollar la educación superior en el contexto de la revolución industrial 4.0,» Multicultural Education, vol. 7, nº 6, pp. 208-217, 2021. [7]A. Benešová and J. Tupa, «Requisitos para la educación y calificación de las personas en la industria 4.0,» Procedia Manufacturing, vol. 11, pp. 2195-2202, 2017. [8]C. Huerta and M. Velázquez, «Educación 4.0 como respuesta a la Industria 4.0: un estudio analítico-descriptivo,» Ciencia Latina, vol. 5, nº 1, 2021. [9]R. L. Katz, «Capital humano para la transformación digital en América Latina,» CEPAL, 2018. [10]R. Pallás-Areny, «LA INGENIERÍA ELECTRÓNICA Y LA MEDICINA,» [Online]. Available: https://www.researchgate.net/profile/Ramon-Pallas-Areny/publication/239813249_La_Ingenieria_electronica_y_la_medicina/links/0deec539fea82baf03000000/La-Ingenieria-electronica-y-la-medicina.pdf. [Last access: 27 12 2021]. [11]H. Medellín, G. González, R. Espinosa, E. Govea and T. Lim, «Desarrollo de Aplicaciones de Realidad Virtual y Sistemas Hápticos en Ingeniería, medicina y arte,» de Ciencias de la Ingeniería y Tecnología, San Luis Potosí-Mexico, Universidad Autónoma de San Luis Potosí, 2014, pp. 77-93. [12]S. Chris, E. Ray, J. Andrew and L. Jason, «Designing cranial implants in a haptic augmented reality environment,» Communications of the ACM, vol. 47, nº 8, pp. 33-38, 2004. [13]G. Sabine, K. Erwin and G. Bernd, «Advances in interactive craniofacial surgery planning by 3D simulation and visualization.,» Oral and Maxillofacial Surgery, vol. 24, pp. 120-125, 1995. [14]P. Philipp, G. B. Alexander, P. Andreas, V. S. Norman, P. Bernhard, P. Andreas, H. Karl-Heinz, T. Ulf, S. Ingo and H. Max, «Virtual Dental Surgery as a New Educational Tool in Dental School,» Journal of Cranio- Maxillo-Facial Surgery, vol. 38, pp. 560-564, 2010. [15]C. Castañeda and F. Vázquez, «Realidad Virtual, un apoyo en la Terapia de Acrofobia, Claustrofobia y Agorafobia, » de Memorias del VIII Congreso Internacional sobre Innovación y Desarrollo Tecnológico (CIINDET 2011), Cuernavaca Morelos, México., 2011. [16]F. Suárez, O. Flor and L. Rosales, «Sistema de interpretación de conductas para identificación de situaciones de riesgo,» Revista Ibérica de Sistemas e Tecnologias de Informação, vol. E31, pp. 309-317, 2020. [17]La importancia de las letras, «La historia de la educación,» 2010. [Online]. Available: http://historiageneraldelaeducacion.blogspot.com/2010/03/historia-de-la-educacion-conclusion.html. [Last access: 27 11 2021]. [18]V. Guichot, «HISTORIA DE LA EDUCACIÓN: REFLEXIONES SOBRE SU OBJETO, UBICACIÓN EPISTEMOLÓGICA, DEVENIR HISTÓRICO Y TENDENCIAS ACTUALES,» Revista Latinoamericana de Estudios Educativos, vol. 2, nº 1, pp. 11-51, 2006. [19]K. Zambrano, «Línea de tiempo de la historia de la educación,» 13 septiembre 2018. [Online]. Available: https://prezi.com/p/oashlaqm_uxn/linea-del-tiempo-historia-de-la-educacion/. [Last access: 24 11 2021]. [20]M. Begoña Tellería, «Educación y nuevas tecnologías. Educación a Distancia y Educación Virtual,» Revista de Teoría y Didáctica de las Ciencias, nº 9, pp. 209-222, 2004. [21]R. Nieto, «EDUCACIÓN VIRTUAL O VIRTUALIDAD DE LA EDUCACIÓN,» Rev.hist.educ.latinoam, vol. 14, nº 19, 2012. [22]S. Levy, D. Romero and R. Pasini, «Implementacón práctica del agilismo en proyecto de Ingeniería de Software, » de XLV Jornadas Argentinas de Informática e Investigación Operativa, Argentina, 2016.

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Shcherban, A. L. « DIGTYARI WEAVING PROFESSIONAL SCHOOL IN 1926-1929 ». Sums'ka Starovyna (Ancient Sumy Land), n^o 56 (2020) : 5–20. http://dx.doi.org/10.21272/starovyna.2020.56.1.

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For the first time, the activity of the weaving vocational school in the village Digtyari (modern Chernihiv region) is analyzed. It was the leading educational institution of the middle level of vocational education of the Ukrainian SSR in the second half of the 1920s, in which the creators of traditional textiles studied. The students learned the skills of making carpets, embroidered shirts, and kerchiefs. On the basis of archival sources, the histories, educational process, composition of the teaching and student groups of the school during 1926-1929 are covered. Established in the fall of 1926, the institution was to train qualified master practitioners for the factory and handicraft arts industry, who had formed an artistic taste. The teaching staff initially consisted of local general education teachers and visiting instructors and teachers of special subjects (O. Reisfeld and M. Dyachenko). The institution was headed by uneducated communists Yu. Kozelev and S. Lutayenko. The students of the first set were mostly non-locals, orphans. But the second set already consisted mostly of children of local peasants and artisans. The school had a significant material base, which remained from the textile educational institutions that operated in Digtyary during the first quarter of the twentieth century. The main rooms were located on the right-wing of the main building of the palace complex of the Galagan estate. As a result of the study of the materials of the minutes of the meetings of the school council, the conflict situations that constantly arose between the managers and their supporters and visiting specialists and led to the departure of the latter from Digtyary were analyzed. The initial stage of the existence of the Digtyari weaving professional school, problems in relations between staff, and the originality of the contingent of the first set of students influenced the quality of their training. As it is clear from the available sources, during the first and the beginning of the second school year students worked both theoretically and practically, but due to lack of raw materials they could not produce a significant amount of full-fledged products. The school’s workshop worked on “factory” and, in part, “peasant” raw materials. At the end of the second year of study, students were already making work suitable for sale. The school operated in two directions. The visiting instructor, an experienced artist M. Dyachenko brought a new vision of teaching graphic literacy into the educational process. Weaving and embroidery instructors who either graduated from the textile schools previously existing in Digtyary (A. Reisfeld, V. Nikolskaya) or worked there for a long time (G. Tsybuleva) broadcast local traditions. During the years under study, about 100 students studying at the institution, and one graduation took place. Troubles in the personal relationship between teachers and school management and insufficient funding have affected the quality of education. But even in such conditions, students not only mastered special and general education subjects but also participated in exhibitions, made marketable products, engaged in research work. Curricula developed by M. Dyachenko and O. Reisfeld became a model for other craft educational institutions. And the textbook was written by O. Reisfeld - the first Ukrainian-language textbook on the technology of folk weaving. Keywords: Digtyari weaving professional school, Mykhaylo Dyachenko, Pryluky region.

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Owusu-Manu, De-Graft, David J. Edwards, Gary D. Holt et Christopher Prince. « Industry and Higher Education Integration ». Industry and Higher Education 28, n^o 1 (février 2014) : 27–37. http://dx.doi.org/10.5367/ihe.2014.0188.

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The relationship between professional bodies and higher education (HE) institutes was studied, with particular attention to the roles of each in producing future generations of fully qualified, competent practitioners. The authors examined new and evolving challenges facing consulting quantity surveyors (CQSs) and discuss the complex interactions between these challenges. The analysis is largely based on a synthesis of the literature augmented by the authors' experiences and continuing involvement in the field. The findings reveal a number of challenges relating to the contemporary knowledge and skills demands of CQS and the mechanisms by which these assets are transferred to them. Accordingly, the authors signpost future industry–HE integration in a CQS context. The study is relevant to academics and practitioners alike in its aim to engender wider and constructive debate in the field. Further research is suggested, to include a broader examination of the effectiveness of industry and HE relationships beyond the single profession investigated here.

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Beavers, Ellington M., et Barbara F. Nodine. « Evolution of the profession of research chemist in industry ». Journal of Chemical Education 62, n^o 9 (septembre 1985) : 728. http://dx.doi.org/10.1021/ed062p728.

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Brennan, Marie, Jane Kenway, Pat Thomson et Lew Zipin. « Uneasy alliances : University, workplace, industry and profession in the education doctorate ». Australian Educational Researcher 29, n^o 3 (décembre 2002) : 63–83. http://dx.doi.org/10.1007/bf03216774.

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Nilsson, William P. « Training School Administrators—Learning From Current Practices of Business and Industry ». NASSP Bulletin 71, n^o 502 (novembre 1987) : 8–17. http://dx.doi.org/10.1177/019263658707150203.

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As an executive on leave from Hewlett-Packard to Califor nia's Commission on the Teaching Profession, the author was often asked to describe how companies develop their man agers. In this article, he explains how many of their processes are applicable to the training of school administrators. He also suggests a strategy for their continuous development.

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Giani, Matt. « Industry-recognized certifications for college- and career-readiness ». Phi Delta Kappan 104, n^o 6 (mars 2023) : 12–17. http://dx.doi.org/10.1177/00317217231161521.

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Industry-recognized certifications (IRCs) are designed by businesses, industrial groups, and state agencies to enable students to demonstrate their skills related to a specific profession and to enable industries to know whether potential employees are qualified for specific jobs. To understand the value of these certifications, Matt Giani analyzed data from more than a million Texas public high school graduates. The data showed some positive relationships between IRCs and students’ future earnings and college enrollment and persistence, but the links are sometimes weak and vary depending on the IRC earned. And most students earning an IRC did not move on to work or postsecondary study in areas aligned with their credentials.

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Leist, James C. « Industry support of the CME profession : A delicate but important partnership ». Journal of Continuing Education in the Health Professions 12, n^o 4 (2001) : 197–98. http://dx.doi.org/10.1002/chp.4750120402.

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Lisiecka-Muniak, Małgorzata. « Educational Offer at Polish Film Festivals Directed at Film Industry Representatives ». Panoptikum, n^o 18 (29 décembre 2017) : 216–26. http://dx.doi.org/10.26881/pan.2017.18.13.

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The article considers industry workshops organised during film festivals and festivals dedicated to the film profession in Poland. It puts forward the fact that during film festivals not only screenings, contact between a filmmaker and a viewer are important, but also workshops and industry meetings dedicated to artists. This kind of education seems to be needed because after graduating from film school it is a possibility to develop one’s own skills and to update knowledge about the profession. The author also concentrates on Polish film festivals fully dedicated to the film profession, such as Camerimage International Film Festival in Bydgoszcz, Script Fiesta in Warsaw, Regiofun Film Festival in Katowice, Kamera Akcja Festival and Transatlantyk Film Festival both in Lodz. Even though there are not so many film festivals dedicated to one film profession, they are important because of their educational value for filmmakers and for audience.

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Croome, Derek J. « Educational Futures for the Construction Industry ». Industry and Higher Education 5, n^o 1 (mars 1991) : 35–46. http://dx.doi.org/10.1177/095042229100500107.

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This article sets the UK construction industry in its European context and presents a series of proposals for unifying higher education courses and hence for developing a less fragmented profession. The education and status of engineers, architects and other professions involved in the industry are examined on an international basis. Current and recent developments in the reform of the UK industry are outlined and three main proposals are presented: the formation of a Council for Construction Education and Training; the formation of a network of Centres for the Built Environment; and a double degree combining the training of professionals involved in the industry.

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Bansal, Swati, et Monica Agarwal. « To Study the Gap between the Education and Industrial Expectations of Management Graduates ». Shanlax International Journal of Management 7, n^o 2 (3 octobre 2019) : 14–19. http://dx.doi.org/10.34293/management.v7i2.591.

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This study was conducted to examine the difference between the industry expectations for management graduates and provides practical recommendations for strategically aligning management curricula with the proficient curricula. By identifying specific skills essential for profession success, universities can provide an improved service for their graduates and the management industry. The respondents consist of students in various fields like Business analytics, finance, Human Resources, marketing, operations, information technology etc.

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Tipton, Charles M. « Living history : G. Edgar Folk, Jr. » Advances in Physiology Education 32, n^o 2 (juin 2008) : 111–17. http://dx.doi.org/10.1152/advan.00114.2007.

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In 2005, the American Physiological Society (APS) initiated the Living History Project to recognize senior members who have made significant contributions during their career to the advancement of the discipline and profession of physiology. During 2007, the APS Section of Environmental and Exercise Physiology selected Prof. G. Edgar Folk, Jr., of the University of Iowa to be profiled in Advances in Physiology Education.

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Grigg, Neil S. « Education and Research for Infrastructure and Public Works ». Public Works Management & ; Policy 1, n^o 2 (octobre 1996) : 120–28. http://dx.doi.org/10.1177/1087724x9600100202.

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By clarifying roles through partnerships, the neglect of education and research in policy studies of infrastructure can be remedied, and the public works profession can develop a clear vision of its education and research needs and responsibilities. The American Public Works Association (APWA) has key roles to play, and by using their resources in partnership with K-12 schools and higher education, local chapters can reach out to assist in education and research to benefit both the public works profession and educational institutions. A revitalized APWA education and research program could strengthen the organization and have a global reach. APWA should sort out the cross-cutting and common education themes needed by the public works industry, defining roles that can, in partnerships with others, be implemented clearly and effectively.

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Nakayama, Don K., et Andrew P. Bozeman. « Industry Support of Graduate Medical Education in Surgery ». American Surgeon 75, n^o 5 (mai 2009) : 395–400. http://dx.doi.org/10.1177/000313480907500509.

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The role of pharmaceutical and medical device companies (“industry”) in graduate medical education (GME) is under debate. We surveyed program directors in general surgery and surgical specialties to determine industry activities in surgical GME. We used an internet-based questionnaire regarding industry marketing and educational activities in surgical programs, and their effects on surgical education. We received 65 responses to 377 requests (17%). Nearly two-thirds reported industry-sponsored meals. Industry-supported travel was infrequent (“never” and “seldom” in 56% of device workshops, 69% of lectures, and 74% of conferences). More than one-half reported support for academic events: paid lecturers and exhibition fees (both 58%), and unrestricted grants (62%). More than one-half (54%) reported industry-sponsored research. One-fourth believed their programs to be dependent on industry for their educational missions. Most disagreed that industry support posed a problem, either in general (55%) or for their program (71%). One-fourth of respondents (25%) advocated profession-wide restrictions of industry involvement with GME. Equal numbers agreed (39%) and disagreed (35%) with the view that pharmaceutical and medical device industries have motivations that are in conflict with those of doctors and their patients. Industry activities are widespread in surgical residencies, with approval of many program directors.

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Ozlanski, Michael E., Eric M. Negangard et Rebecca G. Fay. « Kabbage : A Fresh Approach to Understanding Fundamental Auditing Concepts and the Effects of Disruptive Technology ». Issues in Accounting Education 35, n^o 2 (4 février 2020) : 77–86. http://dx.doi.org/10.2308/issues-16-076.

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ABSTRACT Disruptive technology, new business ventures, and increased availability of data are quickly changing traditional financial reporting and assurance processes. As a result, prospective auditors not only need to understand fundamental auditing concepts, but also need to anticipate the influence that disruptive technology will have on the profession. The following case study provides a lens through which prospective auditors can view the coming changes to the profession by asking them to consider how the online lending company, Kabbage, is currently disrupting the lending industry for non-traditional and small businesses. Students contemplate several fundamental auditing concepts such as audit evidence, financial statement assertions, and analytical procedures while also acquiring insight into the effects that new and disruptive technology will have on the profession. The intention is to encourage students to embrace coming changes and become lifetime learners.

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ShuHong, Yu, Malik Zia-ud-Din, Roy Dilawer Khan et Samra Bilal. « Cross-National Comparative Study on Legal Education and Admission to Practice Between China, India and Pakistan ». Journal of Legal Studies 21, n^o 35 (1 juin 2018) : 16–37. http://dx.doi.org/10.1515/jles-2018-0002.

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Abstract Legal profession has experienced substantial changes owing to economic needs and evolution of legal industry and market. This has multiplied the need of new breed of competent and well versed lawyers in the global legal profession. The character and calibre of the legal profession is determined by the quality and standard of law faculties and of legal education. The study intends to explore and compare the legal education and admission to practice in China, India and Pakistan. It further expounds the structure, purpose, teaching methods, pathways to admission and problems of legal education in all jurisdictions. The research contemplates on the distinctive features of legal education and its compatibility with practical aspect of legal profession in the selected countries. The study finds that China and Pakistan have a similar structure of mandatory training after graduation which India does not provide for. The study concludes that all jurisdictions must include legal practical course into their curriculum to be able to compete with the global demand.

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Dalrymple, Robert A. « PROCEEDINGS DEDICATION : Robert Dean ». Coastal Engineering Proceedings, n^o 35 (23 juin 2017) : 3. http://dx.doi.org/10.9753/icce.v35.foreword.3.

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This Proceedings is dedicated to Dr. Robert George Dean. For more than 12 years (1992-2004), Dr. Dean served as Chairman of the Coastal Engineering Research Council, the organization that is responsible for providing the coastal engineering profession with its most important conference, the ICCE. His motto was â€œthe Coastal Engineering Research Council does one thing and we do it wellâ€â€”ensuring that a high-quality conference is held every two years and that a proceedings is created as a record of the state of the art. We all can agree with that. Dr. Dean was one of the most influential coastal engineers of this era. On the academic side, he educated a large number of masters and PhD students, many who have carried on his teachings in the field. He wrote or co-wrote several hundred articles and three booksâ€”Water Wave Mechanics for Engineers and Scientists, Beach Nourishment: Theory and Practice, and Coastal Processes with Engineering Implications. The first book, in print since 1984, provided to generations of coastal engineers the derivation of water wave mechanics from fluid mechanics and reflected some of his contributions to the field: such as wavemaker theory and the Stream Function wave theory. The second book (2003) provided a new rational basis for the design of beach nourishments from sand selection and beach profile to planform layout, while the third book (2004) provided a scientific bases for coastal engineering, including some of his novel work on sediment transport and tidal inlet hydraulics and stability. He was born in Wyoming, USA, on November 1, 1930. His education included Long Beach City College and then UC Berkeley for the BS in Civil Engineering (1954), an MS in Physical Oceanography at Texas A&M (1956), and then the Doctor of Science (Civil Engineering) from MIT (1959). His professional career started in industry with five years at Chevron Research Corporation, when he developed the Stream Function theory for use in wave force calculations on offshore structures. He then became the chair of the Department of Coastal and Oceanographical Engineering at the University of Florida in 1966. For seven years (1975-1982) he served as Unidel Professor at the University of Delaware, where, among other things, he worked on equilibrium beach profiles, providing several scientific explanations and field verification of the Bruun beach profile. Then he returned to the University of Florida as a Graduate Research Professor until his retirement in 2003 as an Emeritus Graduate Research Professor (2003). Even in retirement he continued working in the field, often producing more than eight publications a year! He was very active in consulting and service to the profession. He served on the U.S. Army Corps of Engineersâ€™ Coastal Engineering Research Board, which provides advice to the Corps on coastal topics (1968-1980; 1993-1998). He served on six National Research Council (of the National Academies of Science, Engineering and Medicine) committees on such topics as sea level rise, coastal erosion, coastal nourishment, and Louisiana, and the Marine Board (beginning in 1981). As a Floridian, he worked as the Director of the Division of Beach and Shores of the State of Florida, working on such topics as the basis of implementing the Stateâ€™s coastal setback line for development. He also was Chair of the Florida Shore and Beach Preservation Association and a director of the American Shore and Beach Preservation Association. Bob possessed a tremendous skill for examine a problem and recognizing the appropriate physics to apply to it. With this skill, he was able to bring new insights into beach profiles, alongshore sediment transport rates, beach nourishment guidelines, tidal inlet stability, wave theory, and a host of other topics. For this, he was recognized by the ASCEâ€™s John G. Moffatt-Frank E. Nichol Harbor and Coastal Engineering Award (1987), the Gold Medal of the Florida Shore and Beach Preservation Association (1987), the ASCE International Coastal Engineer Award (1983) and the Outstanding Civilian Service Medal by the Department of the Army (1981 and 2008) among others. In 1980, he was elected to the National Academy of Engineering. For a man of his professional stature and accomplishment, Bob was just as happy talking with the top people in the field as newcomers. He treated them all with the same graciousness. Even when someone he was listening to was saying something scientifically wrong, Bob would ask polite questions, such as â€œwould your solution satisfy conservation of energy?â€ or â€œI donâ€™t understand where this term came from?â€ I know, because it happened to me on occasions. Bob is survived by his wife Phyllis, his daughter Julie Dean Rosati (another contribution to coastal engineering), his son Tim, and five grandchildren.

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Crossland, B. « The Life-Long Education and Training of Mechanical Engineers ». Proceedings of the Institution of Mechanical Engineers, Part B : Journal of Engineering Manufacture 203, n^o 3 (août 1989) : 139–44. http://dx.doi.org/10.1243/pime_proc_1989_203_061_02.

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Without doubt Great Britain led the world into the Industrial Revolution, and for a considerable period up till the second half of the nineteenth century it could rightly consider itself as ‘the workshop of the world’. The author traces up till recent times why it was that Great Britain lost that position, mainly because of its reliance on engineers learning on the job by picking things up for themselves and learning by rule-of-thumb and ignoring the need for a soundly based education and well planned training. Since the end of World War II various attempts have been made to rectify this position, but without much success, until the Finniston Committee Report. The organization of the Engineering Council, set up in 1982 on the recommendation of the Finniston Committee, is considered, and in particular its responsibility for the engineering profession and for changing the public's perception of industry and the engineering profession. The author expresses his opinion on the initial education and training of engineers. He comments on the need to reconsider whether mechanical engineering as presently taught is a viable subject, or if a course spanning mechanical and electronic engineering is needed. He sees the objective of engineering education as being a design for total life cost, and he explores how this may be achieved within a total technology concept. Finally, he considers how to achieve better university/industry collaboration which is at the heart of effective education and training of engineers. He describes the Technology Centre concept recently set up in the Queen's University of Belfast, which integrates the services and resources provided for local industry and those required by the engineering departments of the University as well as providing for continuing education and training. He sees this as the way ahead in achieving close collaboration with industry.

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Heller, Rafael. « Keeping an eye on the global education industry A conversation with Anna Hogan ». Phi Delta Kappan 102, n^o 2 (22 septembre 2020) : 32–35. http://dx.doi.org/10.1177/0031721720963227.

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Kappan’s editor talks with Queensland University researcher Anna Hogan about the rapid growth of commercial activity in Australia’s schools and in school systems around the world. Private businesses have always sold textbooks, classroom tools, and other goods and services to public schools, and many teachers are happy to purchase and use them, notes Hogan. However, the biggest corporations in the education market — such as Pearson and Google — have grown so large, and are so eager to promote online schools and automated instruction, that teachers have reason to be concerned about the future of their profession, and the public has reason to worry that the quality of their schools will decline.

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Messing, John, et Irfan Altas. « Using IT Industry Practices to Modernize University Education ». Industry and Higher Education 20, n^o 1 (février 2006) : 25–30. http://dx.doi.org/10.5367/000000006776150765.

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Incorporating industry training into university courses is not in itself a radically new concept. Many examples in a variety of professions have demonstrated the value of industry input into university curricula. The information technology (IT) profession is different from many others in that it has high volatility and a short shelf-life of information and skills. Incorporating IT industry certification within the curriculum of university Masters courses has solved a number of problems associated with the relevance and currency of the content. However, there are other factors that have led to the approach used at Charles Sturt University in Australia, which has made it a world leader in this area. This paper discusses the factors that have been integral to the process. Among the most significant of these are a flexible delivery model that makes use of a long tradition in distance education, a well-developed university infrastructure to produce and deliver materials on a global scale, extensive experience in the use of information and communications technologies, the use of online examinations that borrow from the model used by IT industry certification and, most significantly, the support of commercial IT training organizations. The result has been an outstanding success, with record enrolments in a period of global and domestic downturn in students taking up IT courses at universities.

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McGuigan, Nicholas, Sidney H. Weil, Thomas Kern et Baiding Hu. « Industry Perspective Workshop Program : An Instructional Case Used to Integrate Transferable Skills in Introductory Accounting ». Issues in Accounting Education 27, n^o 1 (1 décembre 2011) : 157–86. http://dx.doi.org/10.2308/iace-50110.

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ABSTRACT The professional environment in which accountants operate has, in recent years, become increasingly complex, leading to significant changes within the profession. Intensifying the need for this change are the pressures associated with the recent global financial crisis, changes in information and communication technology, and the continuous introduction of new accounting standards. Employers are calling for the increased development of “non-technical” skills, such as critical thinking and the ability to communicate and engage with clients, within current graduates in order to meet the needs of the evolving and dynamic profession (Kavanagh and Drennan 2008; Hancock et al. 2010). In order for this to occur, real integration of non-technical skills' development into the accounting curriculum needs to take place. This instructional case tries to achieve this, providing students with an opportunity to apply theoretical accounting concepts to the creation of their own business, while actively developing their group processing skills. The primary objective of the case is to provide students with an opportunity to acquire technical accounting skills concurrently with group processing skills and other non-technical skills. A secondary objective of the case is to encourage students to engage with the technical learning material in the introductory accounting curriculum. This paper describes the design of an Industry Perspective Workshop Program that incorporates the comprehensive integration of group processing skills and accounting-related content within an introductory accounting decision-making course.

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Butyrina, M. « Competency-based approach to journalism education : Western experience and Ukrainian practice ». Communications and Communicative Technologies, n^o 20 (20 février 2020) : 13–18. http://dx.doi.org/10.15421/292002.

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In the article a competency-based approach to journalism education in the context of journalism transformation is presented. Digitization of the media industry, convergence of the functions and tasks in the field of communicative professions, intensification of media influences and media effects caused the need for journalism education revision. The appeal to competency as a basic term of the theory of education made it possible to update that set of knowledge, skills, professional qualities and values that make up the basic model of the journalistic profession. According to Z. Weischenberg’s classical model, journalism competency as a target function of journalism education has complex architectonics and integrates four components: professional competence, communication competence, special / industrial knowledge and social orientation. Each of the core competencies is transformed under the influence of new conditions of the profession realization, their relative importance changes. Thus, instrumental skills are changing under the influence of participatory journalism models. Participatory journalism requires a completely different content production algorithm. It requires the skills of information verification, interaction with amateur contributors and officials, involved in the process of solution of problems of different scales and directions, communication with an active audience, which is driven by an increased feedback factor in communication. At the same time, the knowledge segment of journalism competency becomes more important in connection with the emergence of a whole block of media-oriented disciplines: media psychology, media economics, media law, etc. The analytical component of the journalistic profession, caused by new information inquiries and the needs of the society, is increasing. The need for media marketing knowledge, which is gaining new sense and guidance as a result of the transition of the media to the digital platform, is being updated. Proactive competencies that allow journalists to continuously adapt to changes in the media industry also become a significant component of the competency model.

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Singleton, Scott, Jack Caldwell, Carolyn Hall et Wafik Beydoun. « Annual Meeting Update ». Leading Edge 39, n^o 7 (juillet 2020) : 460–61. http://dx.doi.org/10.1190/tle39070460.1.

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Last month, Annual Meeting Steering Committee Vice Chair Cengiz Esmersoy and SEG Executive Director John Koehr described two SEG 2020 Annual Meeting panels devoted to preparing geophysicists for the future needs of our industry. This month, we continue with a similar theme of preparing future generations for earth science careers and informing and enlightening oil and gas (O&G) geophysicists about important work outside of their native profession.

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Agyepong, Edith Biamah. « Continuing Formal Education for Nurses in Ghana : The Perception of Non-Professional Nurses ». INDONESIAN NURSING JOURNAL OF EDUCATION AND CLINIC (INJEC) 2, n^o 2 (28 mai 2018) : 200. http://dx.doi.org/10.24990/injec.v2i2.177.

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Introduction:Continuing education is essential to the growth of the nursing profession due to the dynamic environment of the health industry. The study sought to explore the perceptions of non – professional nurses regarding continuing education. Methods:The qualitative descriptive design was employed and the purposive sampling technique used to recruit twenty - three non – professional nurses from Pantang Hospital in the Greater Accra Region. Thematic content analysis was used in analyzing the data. Results:The finding of the study showed that non – professional nurses have positive perceptions about continuing education. They believe that engaging in continuing education would improve their care giving skills in order to provide quality care to their clients. Conclusions: The study recommends that non-professional nurses with basic qualifications in the nursing profession should be encouraged to pursue continuing education.

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Golikova, Nataliya Sergeevna. « Approaches to training pharmacists in the Russian Federation ». Glavvrač (Chief Medical Officer), n^o 11 (15 octobre 2021) : 27–45. http://dx.doi.org/10.33920/med-03-2111-02.

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The paper is devoted to the main trends in the development of higher pharmaceutical education in Russia at the beginning of the 21st century, study of the formation of a new understanding of the profession of pharmacist under the influence of the intensive development of the domestic pharmaceutical industry, relationship of changes in the industry, and the state educational standards in the "Pharmacy" field of study.

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Perera, Srinath, Solomon Olusola Babatunde, John Pearson et Damilola Ekundayo. « Professional competency-based analysis of continuing tensions between education and training in higher education ». Higher Education, Skills and Work-Based Learning 7, n^o 1 (13 février 2017) : 92–111. http://dx.doi.org/10.1108/heswbl-04-2016-0022.

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Purpose The education and training of construction graduates are highly influenced by the higher education institutions which produced them and the relevant professional bodies, which set the competencies that guide both academic and industrial learning. Thus, it is important to ascertain what the key stakeholders perceive construction graduates should achieve in competencies. Construction is a practice-oriented collection of professions, thus, this research focussed on the quantity surveying (QS) profession that is responsible for cost control and management of construction projects, and accredited by the Royal Institution of Chartered Surveyors. The purpose of this paper is to identify and analyse the expected level of competencies attained by QS graduates, assess the industry perception of the achievement of competencies by QS graduates, and the ranking of competencies in the order of perceived importance. Design/methodology/approach The study adopted three different data gathering phases to include literature review, expert forum, and two surveys – industry and academia. Findings The research revealed unrealistically high expectations by the construction industry of QS graduates achieving a high level of competency in ten mandatory, seven core, and seven optional competencies. The research found that there were significant levels of dissatisfaction with the expected level of achievement of mandatory, core, and optional competencies by the QS graduates. Thus, a perception gap was identified between the academia and the industry. Practical implications This research will provide a benchmarking tool for curricula alignment for the construction degree programmes in higher education. Originality/value The identification of the exact nature of industry competencies requirements and any variations will assist the construction graduates to connect more effectively to the industry. These research findings confirm the need for continued expansion of curricula and diversification of pedagogies.

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Nevitt, P. J. « Roads to Engineer ». Proceedings of the Institution of Mechanical Engineers, Part D : Journal of Automobile Engineering 203, n^o 2 (avril 1989) : 65–75. http://dx.doi.org/10.1243/pime_proc_1989_203_152_02.

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The 1989 Chairman of the Automobile Division gives a brief career history, an informative view of the world vehicle industry, and a personal view of the future education of engineers stressing the need for the profession to adopt a more global approach.

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Kirk, T. R. « Collaboration between the dietetic profession and the food industry in health education—a discussion paper ». Journal of Human Nutrition and Dietetics 4, n^o 3 (juin 1991) : 197–205. http://dx.doi.org/10.1111/j.1365-277x.1991.tb00099.x.

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Kearney, Peter, Maarten Simoons, Lars Ryden, Paulus Kirchhof, Axel Pries, Colm O'Morain et Jeroen J. Bax. « The Medical Profession, Industry, and Continuing Medical Education : Finding the Balance That's Right for Patients ». American Journal of Medicine 132, n^o 8 (août 2019) : 921–25. http://dx.doi.org/10.1016/j.amjmed.2019.02.026.

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Davidson, Paul, Jane Tsakissiris et Yuanyuan Guo. « A Systems Model Comparing Australian and Chinese HRM Education ». Journal of Learning Design 10, n^o 1 (10 janvier 2017) : 31. http://dx.doi.org/10.5204/jld.v9i3.263.

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This paper compares HR education in Australia and in the People’s Republic of China (PRC). It explores implications for learning design in graduate HRM education in an increasingly globalised world. Beginning with a discussion of the HR profession and the competencies demanded for HR professionals and their accreditation, the paper takes an open systems perspective to argue that to provide optimal HR education (the transformation process) for the HR graduate (the product output) requires resource inputs from academe, from professional associations, and from industry. HR education comprises topics in the theory and process of HRM, general business knowledge and skills, and pedagogy that extends to industry experience and assessment and reporting. A comparison of Australian and Chinese curricula indicates similarities in terms of approximate programme weightings of general business units, core HRM, and elective units. It is recommended that curriculum design take into account the need to remain research-based academically yet industry-focused, in the context of an international workplace. A key to this is the collaborative input by academe, regulators, professional associations, and industry. The content and process is examined, with implications for education design.

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Baryshnikov, S. O., et A. L. Stepanov. « HOW TO SUBORDINATE LEARNING TO THE TASKS OF THE INDUSTRY ». World of Transport and Transportation 15, n^o 1 (28 février 2017) : 224–30. http://dx.doi.org/10.30932/1992-3252-2017-15-1-21.

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[For the English abstract and full text of the article please see the attached PDF-File (English version follows Russian version)].ABSTRACT The ambiguous nature of the reforms of higher education manifests itself primarily in the goal setting of the educational process, when in a kind of confrontation there are education and professionalism, universality (fundamentalism) of knowledge and applied preparation of the student for the profession. On the example of transport education, the authors of the article show how the Bologna model has violated the traditional forms of education, how school and university programs are combined in content and time, what impact is imposed by all of this on the specificity of the disciplines studied. At the same time, the role of educational standards, international and industry requirements is assessed, the issue of professional-public examination of the quality of education with the participation of employers and in the interests of the transport industry is raised. Keywords: transport, higher education, reform, education, professionalism, quality, expertise.

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Gómez, Miguel Ángel, Rodrigo Fernando Herrera, Edison Atencio et Felipe Cristóbal Munoz-La Rivera. « Key Management Skills for Integral Civil Engineering Education ». International Journal of Engineering Pedagogy (iJEP) 11, n^o 1 (19 janvier 2021) : 64. http://dx.doi.org/10.3991/ijep.v11i1.15259.

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Architecture, Engineering and Construction (AEC) industry requires many interactions between professionals of different areas. Thus, project managers in the AEC industry should have a set of management-aligned skills. International agreements and accreditation boards states the expected skills for engineering graduates, but they usually overrate technical skills. This study aims to identify the most relevant skills in management for civil engineer's education. To achieve this, a literature review was carried out and a list of 129 competencies was obtained. This list was summarized in 34 competencies, and his importance level was evaluated using a web-based survey, targeted to Chilean project managers and civil engineers. The collected skills were classified in management, technical and soft skills. According to respondents, the 34 skills described in this paper are important for the exercise of the profession. However, the most important skills in relative terms are soft skills, then management, and finally, technical skills.

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Razali, Fatin Adilah, Mohd Abdullah Jusoh, Shafinaz Lyana Abu Talib et Naqiah Awang. « The Impact of Industry 4.0 Towards Accounting Profession and Graduate’s Career Readiness : A Review of Literature ». Malaysian Journal of Social Sciences and Humanities (MJSSH) 7, n^o 7 (28 juillet 2022) : e001624. http://dx.doi.org/10.47405/mjssh.v7i7.1624.

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Industry 4.0 creates a turning point to the businesses and professions across industries. A transformational change is set to take place in almost aspects in the businesses and professions. Accounting profession is not excluded and are not immune to the technological disruption caused by the recent industrial revolution. The adoption of smart technologies under the realm of Industry 4.0 are affecting the normal way of work performed by accountants. Hence a revision to the current roles of accountants is needed to accommodate the change in traditional practices, processes and methods of performing work in accounting field. This study aims to review the literature on the impact of Industry 4.0 towards the accounting profession and graduate readiness for Industry 4.0 employment and subsequently update the skills requirement of future accounting graduates. Skills mismatch and the skills relevant for long-term career fulfilment are among issues discussed in prior studies. The literature analysis allows the identification of appropriate solutions for higher education institutions to overcome these issues. The study is beneficial for higher academic institutions as they assimilate Industry 4.0 in their agenda to be able to produce graduates that are ready and competent for the industry.

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Barnett, Chris. « Cross-Sectoral Approaches Combining Career and Vocational Education in Schools in Western Australia ». Australian Journal of Career Development 7, n^o 3 (octobre 1998) : 8–9. http://dx.doi.org/10.1177/103841629800700304.

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“Programs for lower secondary students supporting their access to vocational education and training in the senior years: a cross-sectoral approach including school and industry profession development” is a project funded by the Career Education Association of Western Australia and the Department of Employment, Education, Training and Youth Affairs. The project objectives, findings and recommendations from the preliminary research and other project developments are described. The Internet address for regular updated information is also provided.

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Włodarczyk, Mirosław, et Jerzy Janczewski. « Integrowanie przedsiębiorczości i procesu kształcenia mechaników samochodowych ». Przedsiębiorczość - Edukacja 8 (1 janvier 2012) : 217–28. http://dx.doi.org/10.24917/20833296.8.17.

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Poland is a country with the largest number of cars in the European Union. Furthermore, this number is still growing. Polish people prefer cheap and used cars. They often buy a vehicle imported from the Western Europe that is over 10 years old. Exploitation of used and cheap cars requires a lot of service and repairs hence a car mechanic profession will enjoy popularity for many years ahead. Additionally, schools teaching young people this profession as well as any other profession related to automotive industry shall have many students for a long period of time. The aim of this article is present a role and significance of integrating entrepreneurship with an educational process used for a car mechanic profession. Those integrated processes of vocational education and entrepreneurship is the necessary condition for a company in service-repair market to keep their competitive position.

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Williams, Amanda, Maria Victoria Guglietti et Sally Haney. « Journalism students’ professional identity in the making : Implications for education and practice ». Journalism 19, n^o 6 (17 février 2017) : 820–36. http://dx.doi.org/10.1177/1464884917692344.

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Changes in journalism spurred by technological shifts and industry restructuring have left observers questioning both the nature of the profession and what educators ought to do in order to prepare aspiring journalists. Despite attempts to rethink what it means to be a journalist and the educational experience needed to prepare students, few qualitative studies have emerged that track how learners are negotiating professional values. This article does precisely that by providing a case study of how students in an undergraduate Canadian university’s journalism program are conceptualizing the profession against the backdrop of changing practices and principles. Based on the data generated from 96 open-ended reflections, this investigation offers some important findings about the student professional identity experience within a 4-year program. More precisely, the results indicate that the ideals of ‘high modernism’ (especially those surrounding objectivity, the role of the public watchdog, and ethical practice) are being negotiated by journalists in training in important and meaningful ways.

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Tikhonov, Alexey, Sergey Novikov, Vyacheslav Kalachanov et Umberto Solimene. « Influence of the Profession and Industry of Work on the Labor Mobility of the Applicant ». Social Sciences 9, n^o 11 (19 novembre 2020) : 213. http://dx.doi.org/10.3390/socsci9110213.

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The article examines the problem of the influence of the profession and industry of work of Russian applicants on their labor mobility. The general growth of labor mobility of the population is currently caused by several factors: change in the labor values of applicants, technological progress, desynchronization of the education sector and the labor market, growth of the economic crisis, etc. The main reasons prompting applicants to think about changing their current job in the article are the aspects of their relation to those professional areas and industries in which they are currently working or would like to work in the future. The authors analyzed the results of surveys of applicants of various ages and from various professional fields regarding their desire to change their profession (without taking into account the influence of the material factor), as well as their opinions regarding the most attractive professional fields for them. In addition, there are the opinions of applicants regarding the reasons prompting them to think about changing their profession. The article also examines data from interviews with applicants regarding their desire to move to work in a company from another industry.

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Bestvina Bukvić, Ivana, Iva Buljubašić et Marija Ivić. « Project management education in Croatia ». Management 25, n^o 1 (29 juin 2020) : 255–78. http://dx.doi.org/10.30924/mjcmi.25.1.14.

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Since today's dynamic and competitive business environment increasingly requires additional level of competence, the project manager is, certainly, a profession whose value and demand is growing. As to reach the project objective, the project manager should have an adequate education, which is the reason why the corporations, especially in the Information Technology (IT) industry, are among leaders in investment to project management education and certification. The aim of this paper is to contribute to the identification and understanding of the project management education model in Croatia and explore possibilities for its improvements, especially in the field of the project management in the IT industry. For that reason, through 2018 and 2019, authors conducted the research on availability of project management education programs in Croatia, opportunities for international certification as well as attitudes of the project management professionals in IT sector on the existing education model. The study suggests that there is a growing trend of project managers’ certification, especially in the IT industry, as well as a variety of informal programs for project management education. Simultaneously, there is a lack of project management university study programs. Empirical results show that project management study programs lack the practical segment and are, in most cases, offering only fundamental theoretical knowledge. Therefore, authors, on the basis of the literature review and analysis of IT sector needs assessment, provide recommendations of the domains, to be included into future university study programs.

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Hirst, Russel. « The Value of Faculty Internships in Technical Communication ». Journal of Technical Writing and Communication 26, n^o 1 (janvier 1996) : 79–96. http://dx.doi.org/10.2190/vkml-ad6x-2xpe-dmur.

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Technical communication professionals have been considering the value of faculty internships in technical communication. Whether professional societies, or industry, will fund such internships on any large scale is still in question. I believe that faculty internships are a superb option for professional development and that the benefits to the profession of technical communication accruing from them justify their support. This article reviews the debate about this topic and then describes some benefits derived from a faculty internship I served in 1991.

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Barbare, Inese. « Maritime Labor Market Demand and Career Path in Latvia ». SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (16 mai 2015) : 56. http://dx.doi.org/10.17770/sie2015vol1.309.

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Seafaring profession has traditionally been considered a romantic profession among young people, but in today’s labour market has dramatically changed priorities of career choices. At present, the maritime industry has more than 40 thousand vacancies, in addition to the growing trend - the shipping officers with University level are particularly difficult to recruit for crew shipping companies. The methodology: an analysis of policy documents, statistical data analysis, a secondary analysis of previous research, database analysis, surveys. The motives of choosing profession of young people were determined by economical (good salary, possibility to maintain family welfare, career possibilities and etc.), social (wish to acquire education, seafarers are valuated as specialists, and etc.) and psychological (seafarer’s work seemed to be very interesting, dream to become a captain, and etc.) factors. Both external and internal factors predetermine the choice of seafarer’s profession.The conclusion can be done that maritime education and training institutions have to explain young people all merits of maritime profession and show possibility for them to find emotional attractiveness and realization of their interests if they choose maritime professions.

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Thomas, Ian, Matthias Barth et Teresa Day. « Education for Sustainability, Graduate Capabilities, Professional Employment : How They All Connect ». Australian Journal of Environmental Education 29, n^o 1 (juillet 2013) : 33–51. http://dx.doi.org/10.1017/aee.2013.14.

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AbstractEducation for Sustainability (EfS) has an intimate relationship with professional employment as we seek to develop graduates who will take EfS values and understanding into their workplaces to build a sustainable future. The connection is through the capabilities that employers are wanting in the people they employ, and they are the outcomes of the educational experiences that we educators provide for the graduates. This article discusses the role of capabilities and their articulation in universities, particularly the types of capabilities sought by employers, both in Australia and more generally. We discuss similarities and differences articulated by academics and industry, and the implications for curriculum design and outcomes. In parallel, we note the discussion of capabilities associated with EfS and identify similarities with more broadly defined graduate capabilities. Research associated with the exploration of the breadth of the environment profession provides examples of the connections. These insights combine to highlight tension between what is sought by industry and what is needed to embed sustainable development actions into industry through the change agents graduated from our universities.

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Cooper, Chris. « Tourism industry and education symposium ». International Journal of Tourism Research 3, n^o 1 (janvier 2001) : 60–62. http://dx.doi.org/10.1002/1522-1970(200101/02)3:1<60 ::aid-jtr255>3.0.co;2-g.

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