The difficult bridge between university and industry: a case study in computer science teaching

Abstract

Recently, there has been increasing criticism concerning academic computer science education. This paper presents a new approach based on the principles of constructivist learning design as well as the ideas of knowledge transfer in communities of practice. The course 'High-tech Entrepreneurship and New Media' was introduced as an interdisciplinary project management lab in which students collaborate in groups to develop software solutions for authentic problems. Main goals were the tighter integration of university and local start-up companies, an intense knowledge transfer on software engineering methods, as well as the implementation of constructivist learning principles in academic teaching. This paper presents the background and structure of the course as well as the results of a formative evaluation. While being successful in introducing a course based on digital-media assisted, constructivist learning arrangements, establishing lasting communities of practice between university and industry is still an open issue. After discussing several reasons, the paper concludes with a list of general recommendations on how to improve the approach and its implementation.

Polytechnic engineering mathematics: assessing its relevance to the productivity of industries in Uganda

“…However, more studies are required to qualify the relevancy conclusion since industries in this part of the world are still far less developed than would demand for higher levels of mathematical knowledge and skills. This study recommends a close collaboration between the mathematics lecturers at the polytechnic colleges and the personnel in the industry so as to calibrate the necessary engineering mathematics (Schilling and Klamma 2010). To effect such collaboration, the polytechnics should facilitate lecturers to conduct visits to the industry so as to assess the engineering mathematics' requirements as they constantly review its syllabi.…”

The Teaching--Research--Industry--Learning Nexus in Information and Communications Technology

“…In particular, the scalability of approaches needs further consideration. For example, several papers mention companies who were not able to provide internships or projects despite initial offers [Bruhn and Camp 2004;Schilling and Klamma 2010]. If problems like this occur in small scale initiatives the implications are serious for larger mainstreamed integration of these approaches.…”

“…The main types of initiatives that have been reported on are:  Incorporation of real world projects into courses [e.g. Bruhn and Camp 2004;James 2005;Schilling and Klamma 2010;Song 1996;Zilora 2004 Several papers have also reported on the extent and value of ICT academics undertaking consultancy and industry-based research [e.g. Grant and Wakeliin 2009;Oyebisi and Ilori 1996].…”

“…Real world projects can also be incorporated into other courses at both undergraduate and postgraduate levels. Song [1996] and Zilora [2004] both describe initiatives where postgraduate students undertake software development for clients from industry as part of programming courses, and Schilling and Klamma [2010] report on a project management course where both undergraduate and postgraduate students develop prototype systems for clients from industry. James [2005] discusses a long standing initiative that allows students to take a summer campus-based internship where they work on projects for industry.…”

“…The 'real life' complexities require more 'elapsed time' to negotiate [Borstler and Johansson 1998;James 2005]. It is also essential that tasks are of a manageable size [Schilling and Klamma 2010;Strazdins 2007].  In order to maintain positive links with organizations that supply student projects, faculty must ensure that promises made to customers are met.…”