Disrupted Lessons in Engineering Robotics: Pivoting Knowledge Transfer From Physical to Virtual Learning Environments [Scholarly Article - Journal of Science Education and Technology, June 2022]

Title:

Disrupted Lessons in Engineering Robotics: Pivoting Knowledge Transfer From Physical to Virtual Learning Environments

 

Authors:

Tanya Chichekian, Department of Pedagogy, Université de Sherbrooke, Université de Sherbrooke - Longueuil Campus, Sherbrooke, Canada

Joel Trudeau, Department of Physics, Dawson College, Montreal, Canada

&

Tawfiq Jawhar, Department of Computer Science (MSc in Progress), Concordia University, Montreal, Canada

 

Published:

Journal of Science Education and Technology, 9 June 2022

https://link.springer.com/article/10.1007/s10956-022-09973-0

 

Abstract:

This study examined the effects of an Arduino microrobot activity on college students’ interest in robotics through three specific objectives: (1) determining how students’ conceptual understanding regarding the basics of microcomputing and computer programming changes after engaging in an engineering robotics learning module, (2) assessing the impact of these changes on students’ sense of competence in engineering robotics, and (3) explaining the role of students’ perceived knowledge transferability in the relationship between their sense of competence and changes in their interest for pursuing engineering robotics. Participants (n = 58) were recruited from two Engineering Physics courses and surveyed before (Time 1) and after (Time 2) an Arduino microcomputing learning activity. First, significant increases were reported post-activity for interest in robotics, as well as conceptual understanding of microelectronics and computer programming. Second, changes in the understanding of computer programming significantly predicted students’ sense of competence at Time 2. Finally, high and low levels of competence and perceived knowledge transferability were related to changes in students’ interest in robotics. Moreover, high levels of perceived knowledge transferability alone played an important role in students’ interest in robotics. Transferring complex engineering ideas to novel situations was beneficial regarding students’ learning gains associated with computer programming and with the Arduino microcontroller platform. An overview of the virtual lab architecture used is provided with suggested novel directions for teaching college-level courses about engineering robotics.

Can you do all in one professional label? Complementarity, substitution, and independence effects in academic life [Scholarly Article - Higher Education, May 2022]

Title:

Can you do all in one professional label? Complementarity, substitution, and independence effects in academic life

 

Authors:

Giacomo Carli & Maria Rita Tagliaventi

 

Published:

Higher Education, 19 May 2022

https://link.springer.com/article/10.1007/s10734-022-00868-y

 

Abstract:

The diffusion of evaluation systems based on research excellence has been confronting scholars with the dilemma of how to combine the different activities and roles characterizing the academic profession. Besides research, other types of knowledge transfer and academic citizenship, i.e., the service activities and roles carried out on behalf of the university within and outside organizational boundaries, are in fact cornerstones of universities’ functioning that allow for their thriving and need to be valued. This study investigates the complementarity, substitution, and independence effects between the various types of knowledge transfer and academic citizenship in a sample of 752 Italian academics working in business schools. We collected data combining different sources including CVs, publication records, and national datasets. Multivariate path analysis was employed to measure covariances between knowledge transfer and academic citizenship. We contribute to the debate on academic citizenship by showing that public and discipline-based service are complementary to knowledge transfer activities, while institutional service is independent from knowledge transfer. Remarkably, journal papers are research outcomes complementary to most academic activities, and the same holds true for dissemination at workshops and conferences. Running counter dominant rhetoric, this study testifies to the likelihood of faculty being “all-round” professionals. We disclose that activities and roles are influenced by academics’ previous pathways and research grants and discuss the need to value academic citizenship in performance measurement systems.

NORWAY - Universities will need a license to export knowledge [University World News, June 2021]

Title:

Universities will need a licence to export knowledge 

 

Author:

Jan Petter Myklebust  

 

Published:

University World News, 25 June 2021

https://www.universityworldnews.com/post.php?story=20210625093913884

 

From the article:

The Norwegian government has proposed a regulation that will force universities to apply for an export licence if they want to export knowledge produced in Norway to other countries.  

 

The proposal was made in a government white paper (in Norwegian) published by the Ministry of Foreign Affairs titled “Export of defence material from Norway in 2020, export control and international non-proliferation cooperation.”