European Conference
on
European Models of Synergy between Teaching and Research in Higher Education
   
       
 
   
Abstracts
( T - U )
   
  
                                         ( By title, in alphabetical order )
     
      
Technical and Methodological Support of Training Programme for International Project Management
      
Serhii Sidorenko, Vasyl Gerasimchuk, Sergiy Shukayev & Olexandr Zakhovayko, “Kyiv Polytechnic Institute”, National Technical University of Ukraine
     
Today Ukraine is a country with a transitive unstable economy. The production pattern presents great difficulties in the economy transformation, resulting from the fact that Ukrainian economy used to be a part of the USSR industrial complex. Thus, Ukraine inherited power-consuming production and high-tonnage mechanical engineering with incomplete stages of production process. On the other hand, Ukraine has great potential: it is rich in natural resources and skilled personnel, and owns a well-developed higher education system. Major changes leading to production restructuring and modernisation of production processes have been made in the years of independence.
Globalization and integration processes, taking place throughout the world, induce Ukraine to join international organizations that expect their members to harmonize their legislative base according to the world standards and, hence, build transparent economy. Meeting this kind of requirements guarantees that countries having transitive economy, like Ukraine, will be enrolled in investment attraction and various international projects aimed at economy raising, which demands qualified personnel for organization and implementation of such projects.
The National Technical University of Ukraine “Kyiv Polytechnic Institute” (NTUU ‘KPI’) is one of the largest European technical universities and has more than century-old traditions in training qualified engineers for different industry sectors. Its graduates traditionally occupy key posts in government, Academy of Science and higher education establishments, run powerful enterprises and industrial complexes both in Ukraine and countries of the former USSR, as well as in others throughout the world 
Today NTUU ‘KPI’ places high emphasis on economic training of engineers. Several faculties and chairs have been established, bringing together specialists in the fields of economics, management and marketing.
Considering the lack of specialists in international project management in Ukraine, especially in industry sectors (mechanical engineering, power engineering, computer technologies and biotechnologies, microelectronics etc.), training of such specialists is very relevant.
The project purpose and idea lie in establishing training of highly skilled specialists for industry, able to assess the importance, future prospects and efficiency of international projects, on the base of the UNESCO Chair in Higher Technical Education, Applied System Analysis and Informatics at the National Technical University of Ukraine “Kyiv Polytechnic Institute”.
This is especially important considering the fact that Ukraine incurs losses caused by poor project management, becoming apparent in unstipulated investment of economically unsound projects and, sometimes, in lack of knowledge about projects supporting business setting up and development. 
Thus, another scope of activity for international project managers is education. NTUU ‘KPI’ has gained wide experience in international cooperation in fields of science, technology and education. The tendency of expanding the cooperation has intensified in the past years; particularly, the number of international projects in the area of international organizations and funds has increased. Specialists, students and post-graduates exchange has lined up. Today university departments feel a need for international project managers. And the situation is the same for the majority of leading Ukrainian universities.
Intentions to start preparation of specialists in management of international projects for the industrial sphere and system of higher education of Ukraine on the base of technical university – NTUU “KPI” – were supported by UNESCO. In the framework of the Programme “Participation Programme in the activities of Member States” for 2004 – 2005 they assigned means for the realization of this project.
Thus, if the proposed project is implemented successfully, Ukraine will gain specialists with substantial knowledge in both engineering and international project management that will undoubtedly promote progressive development of Ukrainian economy and rising of common wealth. 
    
The Entrepreneurial University: a key factor for regional development in a globalised economy
      
Simona Lache, University of Transylvania, Brasov, Romania
    

At a time when globalization and multinational corporate activity seem to dominate economic activity, the Higher Education System in Europe has to respond to increasingly complex and varied needs of society. A solution in solving the problems universities are may be facing nowadays their transformation from traditional research and teaching institutions into entrepreneurial university. The paper discusses the concept, models and instruments of the entrepreneurial university and presents, as case study, the situation at the Transylvania University of Brasov.

     
The International Research Training Group "Development and Application of Intelligent Detectors"
    
Joakim Nystrand, Department of Physics and Technology, University of Bergen, Norway
    

The International Research Training Group (IRTG) "Development and Application of Intelligent Detectors" is a joint project between the universities in Heidelberg and Mannheim (Germany) and Bergen and Oslo (Norway). The anticipated duration is nine years. The IRTG has eight faculty members from German universities and twelve Norwegian members. The number of PhD students paid by the programme or associated to the IRTG is twelve (Germany) plus five (Norway). About twenty additional students funded from other resources will participate in the educational activities of the IRTG. 

The IRTG on intelligent detectors aims at developing and applying detection systems for particle, nuclear and space physics that integrate modern information technologies. The design, building and operation of such detectors is the key for advanced nuclear and particle physics experiments. They require a profound knowledge in a variety of fields that is available in the interdisciplinary cooperation of physicists working on detector design, signal readout and data analysis, together with departments that focus on information science and work on signal processing, pattern recognition and data management. 

     
The relation between teaching and research: the perception of first year students at the university of Leuven. 
Theme: 3 Integrating research results in teaching
An Verburgh, Jan Elen (Centre for Instruction Psychology and –Technology) & Koen Clays (Molecular- en Nanomaterials), Catholic University of Leuven, Belgium
    

Theoretical framework
The research results on the correlation between teaching - and research quality are divergent. Hattie & Marsh (1996) concluded, based on a meta-analysis, that there is no correlation between the quality of teaching and research at individual or university level. Possibly the relationship is mediated by student perceptions. Many arguments in favour of the relationship between teaching and research are related to the expected benefits of research on teaching, and hence on students’ learning. Therefore students’ perceptions of the relationship between teaching and research, and their positive and negative experiences with the relationship can improve the understanding of this complex relationship. Several studies have addressed students’ perceptions of the relationship between teaching and research (see e.g. Breen & Lindsay, 1999; Lindsay, Breen & Jenkins, 2002; Jordan, 2003; Neumann, 1994; Zamorski, 2002). 
These studies generally conclude that students know that research is performed at the university but that they do not fully understand what it implies. They also reveal that students experience both positive and negative effects of the fact their teacher is also a researcher. The results clearly suggest that the relationship is influenced by motivation of the student, discipline, type and purpose of the course, and the possibility to interact with the teacher. 

The University of Leuven (K.U.Leuven) as a research-intensive university and member of the LERU-group, acknowledges the importance of a close link between teaching and research in its educational concept. The educational policy is oriented towards a close connection with research in teaching and towards research experience for students as much and as early as possible. As such it is important to gain also insight in students’ perceptions of the relationship between teaching and research and its influence of their learning. To date no research of this kind with students from the K.U.Leuven is known. This study is a first small scale attempt to unravel students’ perceptions of the teaching-research nexus at the K.U.Leuven. 

Method
To measure students’ perceptions on the relationship between research and teaching, a questionnaire is developed based on an instrument of Healey, Jordan, Pell and Short (submitted). The items build on factors revealed as being relevant in previous research. The questionnaire assesses students’ awareness of research and research activities of their teachers. Additionally it investigates students’ experiences with the relationship between teaching and research and their appraisal of the active involvement in research of their teachers. Teachers at the K.U.Leuven can broadly be divided into two groups: professors on one hand and assistants on the other hand. Assistants prepare a PhD and give often practical sessions or tutorials. 

In the study 38 first year bachelor students of the Chemistry and the Biochemistry of the K.U.Leuven participated. The questionnaire was administered during a course in the second semester of the academic year 2004-2005. For the Chemistry students the course was mandatory, for the Biochemistry students it was optional. The response rate is 95%. 

Results
Awareness of research
Students are relatively aware that research is conducted at the university: they know about the existence of research institutes and -centres, and about the organisation of research seminars. They are also aware that scientific publications are prepared at the university and that the university has a national and international reputation in specific research areas. They are less aware of the production of research reports or posters. 

Although research is an essential part of staff members’ work at the K.U.Leuven, the respondents clearly underestimate the percentage of research active teachers. Most students (78.9%) think that between 40 to 80% of their teachers are actively engaged in research. And none of the students thinks that more than 80% of their teachers, do research. 

First year students do not seem to be fully informed about the research activities of their own teachers. About half of the students know that their teachers do paid research. Only 23.7% of the response group knows that their teachers write research papers. Two out of three students know that assistants prepare themselves for a Phd. They are, however, less informed about professors guiding their assistants or master students in their research work (respectively 39,5% and 47.4%). 

Experience of research activities 
After one semester at the university students report to have not been much involved in research. The most manifest contact with research is the discussion of research results by the teacher during classes (63.2%). Some students (15.8%) participated as subjects in a study. Students further report to have had few or no experience with guest speakers, attending seminars or research days, reading scientific articles written by their teaching staff, conducting a research project as part of a course, or writing research papers. Despite the laboratory sessions that are fully part of the curriculum, none of the students has the opinion that they developed research skills. 

The respondents have the opinion that it is important that their teachers are actively involved in research, and that teaching is most effective when the teachers perform research tasks themselves. Students do not think that teachers who are involved in research spend more time on their teaching. At the time of their registration at the university students were not aware of the scientific reputation of their future teachers. 

Although students think there are advantages of their teachers being involved in research, they only indicate a limited number of advantages. As one of these advantages, some students state that they are more motivated and enthusiastic about their discipline (10.5%) and know more about specific research issues in the discipline (10.5%). 15.8% of the students feel more inclined to work in the discipline in the future. Furthermore students do not report to understand the topic better, nor to have developed their research or methodological skills. They are not more encouraged to take an additional degree in the subject. 

The results do not indicate that students experience much disadvantages from teacher involvement in research. The only disadvantage some students (10.5%) mention, is that professors and assistants are not fully capable of clearly explaining the content. Students do not experience a disinterest of their teachers for teaching, or for student learning and scientific development. Students do not think that the content is inadequate. 

Discussion 
Students’ limited awareness of their teachers’ research activities is in line with previous research (Lindsay, Breen & Jenkins, 2002; Zamorski, 2002). An import difference however is that in this study the first year students do not mention much of the advantages and disadvantages found by Healey et al. (submitted), Lindsay et al. (2002) or Neumann (1994). The explanation that the difference is due to differences in the discipline is unlikely because Neumann reported that in almost all interviews, across disciplines, the advantages and disadvantages were mentioned. A possible explanation might be the difference in data collection instrument. Neumann as well as Lindsay used interviews. Healey and his colleagues had a combined approach of questionnaires and group discussions. Maybe students are more extensive when talking than when filling out a questionnaire. This is suggested in the results of Healey et al. Another reason might be students’ differences in experience. The Healey et al.-, Lindsay et al-, and Neumann-studies investigate more experienced students, while this study only investigated first year students. 

The results indicate a remarkable fact. Most students know that at the university scientific books and articles are prepared. They think however that only a limited number of ‘their’ teachers write articles. Apparently students think that the writing is conducted by other staff than their teachers. 

Future research will look at the development of students’ perceptions and reported experiences. This will be related to the teaching method used in one course. It will be investigated whether a more explicit focus on research and the use of authentic research articles affects students’ perceptions, experiences, and appraisal as suggested by Elton (2001). In addition to the questionnaire a limited number of interviews will be administered. 

      

References
Elton, L. (2001). Research and teaching: conditions for a positive link. Teaching in Higher Education, 6(1), 43-56.
Hattie, J. & Marsh, H.W. (1996). The relationship between research and teaching: a meta-analysis. Review of Educational Research, 66(4), 507-542.
Healey, M., Jordan, F., Pell, B. & Short, C. (submitted). The Research-Teaching Nexus: Student Experience of Research and Consultancy
Jordan, R. (2003). Linking teaching and research in Hospitality, Leisure, Sport and Tourism. A case study of the teaching/ research/consultancy nexus form the student perspective. LTNS network
Lindsay, R., Breen, R. & Jenkins, A. (2002). Academic Research and Teaching Quality: the views of undergraduate and postgraduate students. Studies in Higher Education, 27(3), 309-327.
Neumann, R. (1994). The teaching research nexus: applying a framework to university students' learning experiences. European Journal of Education, 29(3), 323-338.
Zamorski, B. (March, 2004). The impact on student learning/ the student experience. Paper presented at the international colloquium: Research and Teaching: Closing the divide?, Winchester, UK.

      
The Technical Aspects of Professional Insertion
      
Andrzej Wolfenburg, Higher Vocational State School in Gorzów Wlkp, Poland
    

The paper deals with the technical aspects of the Web pages creation for the professional insertion of graduates' data to a database. The data is available through Internet for companies seeking new employees for their openings. Opposite, the companies would submit data about their new openings through a Web page to a database making the data available trough Internet for graduates seeking an employment. The detailed description of the Web pages developed in HTML and VBScript will help anyone to develop similar applications.

      
Tuning Engineering Education with Work Requirements: a component of synergy between teaching and research in higher education
Keywords: educational research, teaching-research synergy, curriculum change, tuning academic education to labour market requirements 
Marcela Rodica Luca, University of Transylvania, Brasov, Romania
    

As a consequence of the technological progress, the universities are facing new challenges in restructuring their curricula. The dynamics of occupations in industrial sector and the continuing change in the content of engineering job requirements imposes updating and upgrading the content of engineering education. Joining the European Union means for the new members and candidates a necessity to tune the educational structures for engineering education with those of European universities. 
The EUI-Net research aims to analyse the way universities prepare engineering graduates for the world of work and to suggest improvements for the curricula. The research design has two dimensions: the first meant to define and update the generic and specific competences in the subjects relevant to the industrial sector, and the second to define and update the generic and specific competences for practical stages of the students, following the already established TUNING methodology. 
Putting together feedback on the competency profile of engineers, coming from employers, former graduates, and academics, helps universities to tune their curricula to the present and prospective of the industry. As an expression of synergy between pedagogical research and actual teaching, the results are used specifically to improve the educational structure and process. The paper presents the research design and some preliminary results. 

       
University - Industry Co-operation in South-Transdanubia
      
George Elmer, Pollack Mihály Faculty of Engineering, University of Pécs, Hungary
     
The Faculty of Engineering of the University of Pécs, Hungary is now in a developing stage, since it has been traditionally a college but functions now as a university faculty and have several MSc courses as well. The different Institutes of the faculty have close connection with nearly all of the companies acting in the field of technology. This paper describes the art and extent of university-industry teaching and research synergy realised in the South-Transdanubian region of Hungary and an example from the realised projects.
      
      
 
   
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