Developing sustainable energy efficient buildings – a transnational knowledge transfer experience between Norway and Kosovo

Abstract

As transnational institutional development programs are often advocated as a knowledge transfer opportunity between the partner universities, this case study "Sustainable Energy Efficient Buildings-Knowledge Transfer Between Norway and Kosovo" investigated the knowledge transfer (KT) processes from Norwegian University of Science and Technology to College ESLG in Kosovo. An inter-organisational knowledge of transfer theoretical framework from the business sector was applied to guide the present study. The data was generated through semi-structured interviews with key university officers, professors, and students in continuous education programs from College ESLG and documentary evidence analysis from two partner universities. Based on the thematic analysis of the data, the findings demonstrated that the curriculum mapping process, joint lectures between Norwegian and Kosovar professors, joint research, and joint study visits facilitated the knowledge transfer. While the transfer of knowledge most evidently resulted in institutional capacity development for the Kosovar College unit, that managed the transnational institutional development program, the dissemination of knowledge to other units within the college was more challenging due to communication problems between the Real Estate Department and other units within the college. Hence, other universities seeking to conduct knowledge transfer through transnational institutional development programs need to understand each partner university's intention in establishing the partnerships, identify the beneficiary institutions' needs before seeking knowledge input from the partner university and improve the communication between and within the universities for sustainable benefits. The study has been part of the SEEB project supported by the HERD/Energy 2013-2015.

Student Perceptions of Formative Assessment and Cooperative Work on a Technical Engineering Course

“…Throughout this context, it is essential to link training to the social and cultural reality of society, emphasizing elements of great social relevance today. Within the field of engineering, in which many technical subjects are framed, the fundamental role of engineering in achieving an optimal relationship between humankind and nature stands out [51,52]. The teacher should reflect on the objectives pursued in the classes [53] and will inevitably continue to play a fundamental role, above all with regard to the orientation of the subject and the competencies that the students must acquire in relation to the different aspects that have been discussed.…”

Educating Future Agricultural Engineers at the University of Burgos, Spain, through a Service-Learning Project on Rural Depopulation and Its Social Consequences

“…This revealed an aspect already noted in the answers to the first question, which was the fact that the students established a clear link between their technical formation as agricultural engineers and the part they can play in solving social problems within their professional field. From a generic approach, the work of an engineer is to perform a social service [43], trying to respond to the needs of the population [44]. S-LP teaching experiences are a good way to awaken this vocation in engineers from the time of their training, so that it can be kept in mind throughout their whole professional life [27,30].…”

The Sense of Occupancy Sensing

“…Benchmarks for facility performance are expressed as a ratio to floor space. This implies that by reducing floor space, everything becomes more efficient [23]. Modern economic and social developments lead to a demand for more flexibility in space planning for the workplace [24].…”