Cultivating Global Competencies for the 21st Century Classroom

Yildiz, Melda N.; Palak, Deniz

doi:10.4018/ijicthd.2016010104

Cited by 6 publications

(2 citation statements)

References 12 publications

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“…Possibilities of enriching curriculum with content contributing to the development of global competencies were considered in the works of Yashin et al (2018) and Yildiz and Palak (2016).…”

Section: Introductionmentioning

confidence: 99%

Meta-Subject Olympiad For Development And Diagnostics Of Students’ Global Competencies

Shkerina¹,

Тумашева²,

Aeshina³

2020

European Proceedings of Social and Behavioural Sciences

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“…Possibilities of enriching curriculum with content contributing to the development of global competencies were considered in the works of Yashin et al (2018) and Yildiz and Palak (2016).…”

Section: Introductionmentioning

confidence: 99%

Meta-Subject Olympiad For Development And Diagnostics Of Students’ Global Competencies

Shkerina¹,

Тумашева²,

Aeshina³

2020

European Proceedings of Social and Behavioural Sciences

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“…Teaching with cases is one of those alternative techniques that has been evaluated as both valid and efficient by the academic community, especially in management-related topics (Peters, Celucci, & Ford, 2015;Yildiz & Palak, 2016). However, the analysis of pedagogical dynamics related with both case-construction and case-teaching in management-oriented courses in engineering schools, is something that, to the best of our knowledge has been neglected by the literature to date.…”

Section: Introductionmentioning

confidence: 99%

Teaching management in engineering schools: a practical approach

2017

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By means of an action-research approach, this paper is an account of a comprehensive academic experience. It was performed and assesed using a sample of 344 participants, distributed in 12 different groups who were part of the bachelor degree program in Industrial Engineering at a Colombian university. To this end, a set of pedagogical practices, based mainly on teaching cases supported by ICT tools was implemented. This study includes a summary of each case developed, a description of their implementation and their assessment process and results. Outcomes indicate that according to student’s perceptions, there is a clear superiority of these initiatives over traditional teaching techniques based on conventional lectures, even after six months of the experience. It contributes by encouraging the transfer of this knowledge into some other contexts in order to stimulate further development and to help in the creation of better educational processes for future professionals in engineering, as well as in other professions.Este trabajo documenta una amplia experiencia académica que, mediante un enfoque de investigación-acción, se completó con una muestra de 344 participantes, distribuidos en 12 grupos diferentes que formaban parte delprograma en Ingeniería Industrial de una universidad colombiana. Para ello, se implementó un conjunto de prácticas pedagógicas, basadas principalmente en casos de enseñanza apoyados por herramientas TIC. Este estudio incluye un resumen de cada caso desarrollado, una descripción de su implementación y su proceso de evaluación y resultados. Los resultados indican que, según las percepciones de los estudiantes, existe una clara superioridad de estas iniciativas sobre las técnicas de enseñanza tradicionales basadas en clases convencionales, incluso después de seis meses de experiencia. Contribuye a fomentar la transferencia de este conocimiento a otros contextos, con el fin de estimular su desarrollo y a desarrollar mejores procesos educativos para futuros profesionales en ingeniería, así como en otras profesiones.Este trabalho documenta de uma experiência acadêmica abrangente que, por meio de uma abordagem de pesquisaação, foi concluída com uma amostra de 344 participantes, distribuídos em 12 grupos diferentes que faziam parte do programa de licenciatura em Engenharia Industrial em uma universidade colombiana. Para este fim, foi implementado um conjunto de práticas pedagógicas, em grande parte com base em estudos de casos apoiados por ferramentas de TIC. Este estudo inclui um resumo de cada caso desenvolvido, uma descrição da sua implementação e processo de avaliação e resultados. Os resultados indicam que, de acordo com as percepções dos alunos, há uma clara superioridade dessas iniciativas sobre as técnicas tradicionais de ensino com base em palestras convencionais, mesmo após seis meses de experiência. Contribui para promover a transferência desse conhecimento para outros contextos, a fim de promover o seu desenvolvimento e contribuir para a criação de melhores processos de ensino para futuros profissionais de engenharia e outras profissões.

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