Challenges of engineering education and curriculum development in the context of the Bologna process

The work of Activity 1 of the Thematic Network E4 “Employability through Innovative Curricula” on curriculum development issues has been guided by the intention to contribute to the establishment of a European Higher Education Area (EHEA) by addressing crucial aspects of harmonisation, compatibility and comparability. In due course the activities aspired to contribute to the enhancement of engineering education by encouraging diversity and innovative solutions to deal with a range of changing demands. Creative competitiveness and the strive for specific profiles of engineering qualifications on a high level of quality must be accompanied by the attempt to make diversity and quality transparent and comparable based on common terms. The article describes briefly various demands and discusses the challenges of the Bologna Process on the development of engineering education in Europe and how some of the meanwhile 45 signatory countries deal with it. Based on the published Outcomes of Activity 1 and referring to examples of good practice it focuses on components of innovative curricula which should guide curriculum development to satisfy various needs including those of the Bologna Process.     

Customer centred community application design: Introduction of the means‐end chain framework for product design of community applications

Abstract

This paper discusses the application of the means‐end chain (MEC) framework for investigating customers cognitive”; structure regarding community applications. It is argued that the understanding of customers cognition is crucial for the development of sustainable communities. MEC analysis is seen as a mean to support the community design tasks, especially concept development. The MEC analysis within concept development helps to improve the success rate of a newly designed community by the early integration of customer needs and benefits. Based on theoretical considerations about the MEC framework and its limitations a case study regarding an information community is illustrated. Data was collected conducting individual laddering interviews online at a major information portal in Germany. Dividing answers into attributes, consequences, and values and using content analysis hierarchical value maps (HVM) for both, messaging applications and information ‐portals, were constructed. To support concept development of a new information community, as a distribution platform for content, the findings of both HVMs were considered. Examples illustrate, that the MEC analysis helps to create a community concept that is focused on the targeted customers. It is supporting the creative process of finding community functions and features that are fitting or can be linked to the existing cognitive structures.     

Students' Argumentative Writing Skills in Science and First-Language Education: Commonalities and differences

The ability to build arguments is a crucial skill and a central educational goal in all school subjects including science as it enables students to formulate reasoned opinions and thus to cope with the increasing complexity of knowledge. In the present cross-sectional study, we examined the domain-specificity of argumentative writing in science by comparing it with a rather general type of argumentation as promoted in first-language education and with formal reasoning to gain insight into different forms of argumentation on theoretical and empirical levels. Using a paper-and-pencil test, we analyzed written argumentations and the reasoning abilities of 3,274 Grade-10 students in German secondary schools. Correlation and multiple regression analyses as well as a qualitative analysis of students' answers to a subset of tasks in the domains of science and first-language education were conducted. Results showed moderate relations between argumentation in science, argumentation in first-language education, and reasoning. Half of the variance in argumentation in science was explained by individual differences in argumentation in first-language education and reasoning. Furthermore, the examination of written arguments revealed differences, for example, in students' weighing of pros and cons. We assume that the familiarity of the underlying scientific information may play an essential role in the argumentation process and posit that it needs to be investigated in more detail. Overall, the study indicates that investigating the argumentational abilities of learners in first-language education and reasoning abilities can help to shed light on the domain-specificity of argumentation in science.     

Measuring the returns of R&D—An empirical study of the German manufacturing sector over 45 years

Motivated by recent statistics that show significant growth in labor productivity, this paper seeks to analyze the long-term relationship between domestic R&D, knowledge stock and productivity dynamics. Time series data of the German manufacturing industry is used to estimate a variable cost function with the stock of knowledge being dependent upon current and past R&D spending. The estimates indicate that 50% of the effects of R&D on the knowledge stock appear within 4 years. However, the rate of return on R&D are shown to be drastically declining; recent rates of return on R&D are estimated to have reached an all-time low spanning the last 45 years. Current yields of R&D are only one third compared to the sixties. In conclusion, though the productivity slowdown of the seventies seems to have been overcome, this is not attributed to R&D investments.     

Recognition and accreditation of higher engineering education in Europe: a position paper

This is a 'position paper' elaborated by Working Group 2 (wg2) 'Quality and Recognition in Engineering Education' of the EU-supported Thematic Network 'Higher Engineering Education for Europe' (H3E), operative from January 1997 to July 1999. G. Heitmann was the Rapporteur, and G. Augusti the Chairman of wg2. Before approval at the H3E final Congress in Budapest (July 1999), the paper had been discussed at several wg2 and public meetings.     

EXTRACURRICULAR ACTIVITIES OF HIGHLY GIFTED AND ‘NORMAL’ SECONDARY SCHOOL STUDENTS

About 9,000 West German students representing the whole range of academic aptitude were examined at the beginning of their 13th school year. A general scholastic aptitude test was administered, and school marks and information on the pupils’ extracurricular interests and activities recorded. A group of highly gifted students was defined in terms of exceptional performance both in school and on the scholastic aptitude test. The extracurricular activities of this group were compared with those of the representative group. The popular hypothesis that superior cognitive giftedness and outstanding achievement in school go with an ‘impoverishment’ of extracurricular activities was not supported: In most areas a larger percentage of the highly gifted than of the reference group were actively involved. Furthermore, the range of individual activities was somewhat broader among the top students than among the representative group.