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Engineering professionalism : engineering practices in work and education
The research presented in this book provides analytical frameworks and case studies on engineering practices in education and professional work. The studies are inspired by practice theory as well as science and technology studies. The contributions demonstrate how these practices mutually dependent in co-construction processes in different domains of engineering. In order to demonstrate these essentially dynamic features, the empirical material is aimed at unravelling the interrelatedness of educational and work practices in engineering and analysing them as inherently situated in order to understand how engineering professionalism is produced. The studies focus on the responses to societal challenges in education and professional work settings. The outcomes show how engineering has responded to challenges concerning environment, energy, sustainability, design, user interactions, community engagement and entrepreneurship. This has been done through the identification of codes of meaning and the institutions that frame the translation from challenges to professional responses. How these responses are performed within engineering professionalism is crucial for the societal role of engineering. The concluding chapter synthesizes the answers to these questions and the lessons learned from attempts to develop engineering in the different settings studied. It highlights the linkages among them, drawing on findings and details from the individual chapters as well as the literature in which they are situated, showing how the different sites interact and produce specific representations and frameworks central to engineering professionalism.
Book
Hybrid learning in Chemical Engineering: assessing the benefits of online labs as a supplement to traditional practices
The COVID-19 pandemic prompted a rapid shift to online education, exposing both challenges and opportunities in teaching practices. This study evaluates the experiences of first-year Chemical Engineering students at the University of Manchester with online practical teaching during the pandemic, aiming to understand how online lab activities can complement-not replace-traditional laboratory work. A survey was conducted via Qualtrics, with 78 out of 141 students responding. Data were analysed using SPSS and Excel to assess key factors including motivation, instructional clarity, communication, assessment, feedback, and adaptability. Findings show that while student motivation was generally low and satisfaction with clarity and resources was moderate, students displayed significant adaptability. Assessments were well received, but communication and feedback emerged as areas needing improvement. The study highlights the potential for online lab components to enhance flexibility, accessibility, and resilience in chemical engineering education. It advocates for integrating live virtual labs and other online resources to enrich traditional lab sessions. Such an approach could offer lasting benefits, including greater adaptability to future disruptions and broader access for diverse student cohorts, ultimately contributing to a more robust educational framework.
Journal Article
Flipped classroom as a reform-oriented approach to teaching mathematics
Innovative methods can change the paradigm of teaching mathematics and inspire teachers to espouse new ideas and gain new experiences. The flipped classroom (FC) is currently an innovative pedagogical approach that has high potential to transform the teaching of mathematics. In the case study described in this paper, we investigated one mathematics teacher's transformation of teaching in two mathematics classrooms through implementing interventions based on FC methods; furthermore, we identified several key points of FC design as well as challenges and opportunities afforded by teaching mathematics in FCs. The results of the study showed that the tasks posed by the teacher, the implemented discourse, teacher feedback and scaffolding, and the teaching-learning environment were changed in FCs, although the approaches used by the teacher to analyze the tasks and students' learning were similar to those used in non-FCs, which points out the strengths of traditional teaching approaches. The study indicates that although teaching mathematics in FCs created some difficulties for teaching, well-designed FCs offered a great opportunity to promote students' mathematical thinking and understanding. Overall, the results highlight that through FC, teachers can develop students' mathematical potential with FCs. [Author abstract]
Journal Article
Multimodal teaching in digital media arts education: insights and challenges from teachers' perspectives
Multimodal teaching, which integrates diverse sensory channels (e.g. visual, auditory, tactile) and media forms (e.g. text, images, video), has emerged as a transformative approach in digital media arts education. This pedagogical shift seeks to elevate creativity, technical proficiency, and critical engagement. Meanwhile, Virtual reality (VR) has been used in multimodal research due to its enhanced capability to integrate multimodal modes and efficiently present multimodal interactive content. However, limited research exists on the current state of the digital media arts field and the specific practices of professional teachers in leveraging multimodal content through VR. This study employs the qualitative method, conducting semi-structured interviews with seven digital media arts teachers, combined with analysis of syllabi and teaching materials, to explored their pedagogical practices and conceptualizations. Findings reveal six implementation themes including perceptual experience design, meaning construction, interaction design, cognitive depth, knowledge presentation, and collaborative learning, alongside four conceptualization themes such as goal orientation, project-based learning, multidimensional evaluation, and flexible adaptation. Theoretically, this study enriches multimodal frameworks via sensory orchestration; practically, it guides curriculum design in digital media arts education.
This research explores how digital media arts educators implement multimodal teaching through VR technologies through interviews and material analysis. The study identifies six implementation themes and four conceptualization approaches that inform effective pedagogical practice. These findings provide theoretical contributions to multimodal education while offering practical guidance for curriculum design, supporting institutions in enhancing digital media arts programs and advancing evidence-based educational technology integration.
Journal Article
Metaphors for leading - leading by metaphors
Metaphors are used increasingly in leadership theory and leadership development. How do leaders view themselves and how are they seen by others in terms of metaphors? One can find a wide range described in publications and on coaching websites. They range from gardener and coach, to manager or priest. They all help describe the underlying view on leadership and give insight into how leadership is influenced by our metaphorical view of the world. However, little work has been done on describing the influence of cultural perspectives in metaphors used in the area of leadership and organisations. How can we bring to the surface the hidden metaphors that shape our thinking subconsciously? How can we utilise old metaphors of leadership in a new and globalised world? This volume documents the central results of an interdisciplinary conference on metaphors and leadership in which scientists from Africa, Asia, Europe and North America took part. -- Provided by publisher, page 4 of cover.
Book
Peer-supported Teaching Practice : Embodying a Relational, Practice-Led Approach to Enhancing Educator Wellbeing and Practice
Peer review of teaching (PRT) programs have the capacity to address the practice imperative of evaluating and enhancing teaching practice, and the ethical imperative of safeguarding and promoting educator wellbeing, which is
intrinsically linked to student wellbeing. This article outlines the practice-led development of an institution-wide, embedded and contextualised PRT program, which we conceptualise as Peer-supported Teaching Practice (PTP). In contrast
to traditional PRT, our working framework is built from the ground up and situates the educator as the driver of a relational peer-review process informed by psychological wellbeing literature. By incorporating peer reflection as a core
function of the model, we seek to ensure all staff can access growth-fostering peer relationships regardless of their role, discipline or existing social capital. Rather than position academic developers as the facilitators of these
conversations, we argue that peers are best equipped to support each other to explore, interrogate and mutually develop the embodied 'self-in-practice'. [Author abstract]
Journal Article
Mentor and supervisor score differences in evaluating pre-service mathematics teachers
This research investigated the reason for a difference in the evaluation scores assigned by university supervisors and mentor teachers where the mentor teachers scored a pre-service student eight to ten percent higher than the supervisor did for the same mathematics evaluation lesson. The research question investigated: Which factors contribute to a difference between the evaluation scores assigned to mathematics student teachers by school-based mentor teachers and those assigned by university supervisors during the same lesson, using the same assessment rubric? Moreover, how might the difference in scoring between the school-based mentor teacher and university supervisor be narrowed? The participants were purposively selected from cases where a final-year mathematics student teacher received a score difference of eight percent or more from their mentor and supervisor, respectively. Hence, their supervisors and available mentor teachers were selected thereafter. Semi-structured interviews and score comparisons were used to collect the data. Assessment theory, role theory and professional vision were combined as a conceptual framework, as these theories provide a coherent framework for understanding mentor–supervisor score differences. It was found that factors contributing to the differences between the evaluation scores of supervisors and mentors included: a lack of joint feedback sessions between the mentor, supervisor and pre-service teacher; a failure to give post-lesson observation feedback timeously to pre-service teacher; variance in professional vision of mentors and supervisors; the subjective nature of evaluation; and the differences in role that mentors and supervisors fulfil.
Journal Article