Engaging Economics and Traffic Engineering Students in Community Issues Using the MultiCreation Approach
Ključne besede:
učenje na podlagi konkretnih primerov, sodelovalno učenje, vsestranski ustvarjalni pristop, prometno inženirstvo, sodelovanje med skupnostjo in akademskim okoljemPovzetek
Učinkovite metode poučevanja naslednjih generacij pragmatičnih študentov in učiteljev se razvijajo v smeri veliko večje vključenosti na vseh straneh ter poskušajo povezati resnično življenje in akademsko okolje na številne inovativne načine. Naša teoretična podlaga temelji na principu trojne spirale, teoriji spirale z n-členi in inovacijskem trikotniku, vendar v multidisciplinarnem okolju ter na podlagi konkretnih primerov. Po uvedbi in potrditvi vsestranskega ustvarjalnega pristopa pri poučevanju/učenju za poslovno-akademsko sodelovanje, kjer so različne discipline, različni profili študentov, profesorjev in menedžerjev prevzeli različne vloge pri obravnavi ustreznih poslovnih vprašanj, smo želeli razširiti to uporabo tudi izven poslovnega sveta - na družbene probleme. Obdržali smo učenje na podlagi konkretnih primerov in sodelovalno učenje, vendar smo problem preusmerili v prometno varnost otrok v osnovnih šolah - vključujoč ekonomska, projektna, vodstvena, logistična, regulativna vprašanja in vprašanja glede upravljanja ter prometnega načrtovanja. Z vključitvijo dveh osnovnih šol, sodelovanjem z njihovimi ravnatelji, svetovalnimi skupinami in učitelji ter otroki in starši v dveh različnih mestih smo želeli zainteresiranim stranem zagotoviti popolne raziskave, načrtovanje in izobraževanje, tako da bi šole lahko predale dokumentacijo ustreznim občinskim organom, ki so pristojni za ukrepanje. Sodelujoči študenti so prihajali z dveh fakultet - ekonomske fakultete in fakultete za prometno inženirstvo, vodili pa so jih trije univerzitetni profesorji na področju vodenja projektov ter osnovnih in naprednih tehnik upravljanja prometa. Komponente kombiniranega učenja so potekale, kot je predpisano v vsestranskem ustvarjalnem pristopu, med dvema semestroma dveh študijskih let s kombiniranimi protiukrepi ter rešitvami. Vsestranski ustvarjalni pristop ima izboljšane komponente in potek dela, njegova učinkovitost pa je potrjena v okolju več zainteresiranih strani pri neposrednih in posrednih udeležencih izobraževanja.
Literatura
Ataizi, M. (2012). ‘Communities of practice’, in Seel, N. M. (ed.), Encyclopedia of the Sciences of Learning, Springer US, Boston, MA.
Booth, S. E., (2012). Cultivating knowledge sharing and trust in online communities for educators. Journal of Educational Computing Research, 47(1), 1-31.
Caro-Gonzalez, A. (2019). The “6I Research Model”: Evolution of an Innovative Institutional STI Policy Framework at the University of Deusto. Journal for Research and Technology Policy Evaluation, 48, 104-112. DOI: 10.22163/fteval.2019.376.
Caro-Gonzalez, A., & Serra, A. (Coords.) et al. (2020). Towards social innovation ecosystems: From linear pairwise forms of interaction to common-purpose-driven networks for shared prosperity. Position Paper, Bilbao.
Caro-Gonzalez, A., & Ferreira-Lopes, L (2020). Universities in transition: The 6i Model for strategic governance and management. Economic and Social Changes: Facts, Trends, Forecast, 13(1). DOI: 10.15838/esc.2020.1.67.13
CEDEFOP. (2019). Overview of national qualifications framework developments in Europe. Retrieved from https://www.cedefop.europa.eu/files/8609_en.pdf
David Merrill, M., Drake, L., Lacy, J . M., Pratt, J., & the ID2 Research Group. (1996). Reclaiming instructional design. Educational Technology, 36(5), 5-7.
Etzkowitz, H. (2008). The Triple Helix: university–industry–government innovation in action. London: Routledge.
Etzkowitz, H., & Leydesdorff, L. (1995). The Triple Helix—university–industry–government relations: a laboratory for knowledge-based economic development. EASST Review, 14, 14–19.
Etzkowitz, H., & Leydesdorff, L. (1998). The endless transition: a “Triple Helix” of university–industry–government relations, introduction to a theme issue. Minerva, 36, 203–208.
Etzkowitz, H., & Leydesdorff, L. (2000). The dynamics of innovation: from national systems and ‘mode 2’ to a Triple Helix of university–industry–government relations. Res Policy, 29(2), 109–123.
Evans, L. (2004). Traffic Safety. Bloomfield Hills, MI, Science Serving Society, pp. 412-425.
Fromkin, H., Geller, R. J., & Rubin, L., (2006). Safe and Healthy School Environment. Oxford University Press.
Farnell, T. (2020). ‘Community engagement in higher education: trends, practices and policies’, NESET report, Luxembourg: Publications Office of the European Union. DOI: 10.2766/071482.
JRC (2021). The Communities of Practice Playbook - A playbook to collectively run and develop communities of practice.
Lave, J. and Wenger, E. (1991). Situated Learning: Legitimate peripheral participation. United Kingdom: Cambridge University Press.
Lave, J., & Wenger, E. (1996). Situated Learning: Legitimate peripheral participation, learning in doing. United Kingdom: Cambridge University Press.
Li, L. (2005). The Effects of Trust and Shared Vision on Inward Knowledge Transfer in Subsidiaries' Intra- and Inter- Organizational Relationships. International Business Review, 14(1), 77-95. DOI: 10.1016/j.ibusrev.2004.12.005
Leydesdorff, L. (2012). The Triple Helix, Quadruple Helix, ..., and an N-tuple of Helices: Explanatory Models for Analyzing the Knowledge-based Economy? Journal of Knowledge Economy, 3, 25–35. DOI 10.1007/s13132-011-0049-4
O’Shea, G., Farny, S., & Hakala, H. (2021). The buzz before business: a design science study of a sustainable entrepreneurial ecosystem. Small Bussiness Economics, 56, 1097–1120. https://doi.org/10.1007/s11187-019-00256-4
Petrevska Nechkoska, R., & Mojsovska Salamovska, S. (2017). Context-appropriate implementation of blended learning in higher education in Western Balkans. In I. Vrdoljak Raguz (Ed.), DIEM: Dubrovnik International Economic Meeting (Vol. 3, pp. 506–518). Presented at the DIEM: Dubrovnik International Economic Meeting, Dubrovnik. Croatia: University of Dubrovnik.
Petrevska Nechkoska, R. (2019). Tactical management in complexity: managerial and informational aspects. Heidelberg: Springer. Retrieved from https://www.springer.com/gp/book/9783030228033
Petrevska Nechkoska, R., Angeloska Dichovska, M. (2020). MultiCreation – participatory learning approach for business – academia collaboration. Teaching Methods for Economics and Business Sciences. Proceedings of the 3rd International Scientific Conference. Maribor: University of Maribor Press, Slovenia. DOI https://doi.org/10.18690/978-961-286-356-2.4
Phillips, W., Lee, H., Ghobadian, A., O’Regan, N., & James, P. (2015). Social Innovation and Social Entrepreneurship: A Systematic Review. Group & Organization Management, 40(3), 428–461. Sagepub.com, DOI: 10.1177/1059601114560063Sein,
M. K., Henfridsson, O., Purao, S., Rossi, M., & Lindgren, R. (2011). Action design research. MIS Quarterly, 35(1), 37-56.
Tubbs, N. (2014). The new teacher: An introduction to teaching in comprehensive education. Abingdon, Oxfordshire: Taylor & Francis.
Wagner, E. (2011). Essay: In search of the secret handshakes of ID. The Journal of Applied Instructional Design, 1(1), 33–38.