Repositório Colecção: CGIT_ACT
https://hdl.handle.net/1822/20946
CGIT_ACT2024-03-28T19:27:12ZActive learning in higher education: developing projects in partnership with industry
https://hdl.handle.net/1822/53483
Título: Active learning in higher education: developing projects in partnership with industry
Autor: Dinis-Carvalho, José; Fernandes, Sandra; Lima, Rui M.; Mesquita, Diana; Miranda, Maria Cristina Queiroz da Costa Lobo
Resumo: Project Based Learning is an active learning approach with some good results perceived by students,
academic staff and employers. A decade of experience and research at the Industrial Management
and Engineering (IME) Integrated master programme at the University of Minho has provided strong
evidence of its advantages and disadvantages. One of the PBL approaches being applied is based on
projects in real contexts, where student teams must analyse and improve aspects of production
systems in different companies in the region. The soft skills development as well as the attractiveness
of such projects for students are common topics to be explored in such type of initiatives. The
objective of this paper is to collect evidence on how such real context projects can be effective in
developing specific technical knowledge on students. The technical knowledge covered in this article
is based on the curricular unit “Production Systems Organization II” of the 7th semester of the IME
programme. Data collection was based on the application of questionnaire to students involved in this
semester (n=62). The results show that student perceptions on the effect of the project is, in average,
considered “important” (4 in a Likert scale) and that the learning outcomes mostly influenced by the
project are related to issues such as the nature of the project and the typology of the company. More
complex production systems with complex production flows, high variety of products and more
process steps together with more skilled management people, seem to bring better results in student’s
understanding of the learning outcomes developed with the project.
<b>Tipo</b>: conferencePaperLearning based on interdisciplinary projects with students from several engineering courses: case study on energy sustainability
https://hdl.handle.net/1822/53468
Título: Learning based on interdisciplinary projects with students from several engineering courses: case study on energy sustainability
Autor: Caldeira, Bianca C.; Morais, Anderson A.; Mesquita, Diana; Lima, Rui M.
Resumo: The study of environmental and energy issues are as important as the specific disciplines of
engineering courses. Within this context, the Environmental Sciences course provided the
students an analysis of the relationship between the specific disciplines of their courses with
relevant environmental issues, using the Project-Based Learning Methodology. Students were
sorted into teams of ten from different Engineering courses and encouraged to create a project
with feasible solutions for economy of energy and use of more sustainable energy sources. As a
result, three projects were proposed: 1. Development of an application where the consumers
can analyze their electricity consumption and the best way to save it, using mobile platforms like
Android®, IOS® and Windows Phone®. 2. "Recharge your ideas": project for the installation of
an individual photovoltaic system, which is an individual and non-interconnected electrical
energy generating system, in order to provide clean and sustainable energy in a safe and
satisfactory way at the University campus. 3. "Low cost solar heater": developed to serve lowincome
rural communities. A prototype was made to estimate all necessary costs to make it and
what would be the return in economy for the residences. With the development of these
projects, it is perceived that interdisciplinarity is fundamental to the understanding of the
themes developed, requiring the effort of students and teachers from the most diverse areas of
engineering. The solution to most of the current problems in different areas of knowledge
requires a more effective dialogue between disciplines and between professionals towards
more adequate and self-sustainable solutions. To the students in particular, these activities
promoted a practical experience and theoretical approach of different processes of Science and
Technology and the opportunity to act in the solution of problems based on the knowledge
acquired in the course in the resolution of real environmental and energy problems.
<b>Tipo</b>: conferencePaper2018-03-26T13:00:09ZFive years of project-based learning training experiences in higher education institutions in Brazil
https://hdl.handle.net/1822/53463
Título: Five years of project-based learning training experiences in higher education institutions in Brazil
Autor: Lima, Rui M.; Mesquita, Diana; Coelho, Luciana
Resumo: Implementing Project Based Learning (PBL) is a challenging enterprise both for students and for teachers.
PBL demands a changing process in which teaching is about being able to work with other teachers in an
environment open to uncertainty, with creativity, improved communication and engagement. Considering
the need to support teachers to implement PBL, a group of researchers delivered 19 workshops since 2010
in 16 Higher Education Institutions in Brazil. These workshops were delivered using a PBL approach and most
of them had 20 hours of training. This study aims identifying the impact of these workshops and discuss the
contribution of staff development strategies to improve engineering teaching practice. The methodological
approach carried out for this study was based on an online questionnaire exploring the participants’
perceptions about their experience in the workshop and the impact on their teaching practice using active
learning strategies (difficulties, motivations, etc.). The questionnaire was sent to 367 participants’ active
email addresses. The findings, from the 67 answers received, point out that 95% of respondents said that the
workshops have had an impact on their teaching practice, and in general, they are applying what they have
learned in the workshops. The participants’ motivation came from the interest in learning new teaching
strategies, sharing experiences, improving student learning, innovating and even just out of curiosity.
Concerning to teachers’ training, more than 75% of the respondents’ claimed they have felt the need of
pedagogical training at the beginning of their career, and more than 70% stated that they keep on
participating in events to improve their professional practice as engineering teachers. It is important to point
out all respondents consider important or very important the existence of a professional teachers’
development program in their institutions, and the pedagogical training was highlighted as the most needed,
followed by the formation of practice communities and research groups. Based on the participants
perceptions it was possible to present a short list of general recommendations for the development of
engineering teachers training opportunities.
<b>Tipo</b>: conferencePaper2018-03-26T12:48:24ZPerformance of business incubators: a systematic review of evidence
https://hdl.handle.net/1822/53031
Título: Performance of business incubators: a systematic review of evidence
Autor: Gurgel, Giovane Montine Moreira; Vieira, Filipa D.; Rodrigues, Cristina Maria Santos
Resumo: As a business incubator is located at the
intersection of different actors (e. g. universities, governments,
market), processes (e.g. entrepreneurship, innovation), micro and
macro levels, investigate your performance is a great challenge
for researchers. To understand what has already been done and
the new paths to follow, here will be presented the state of the art
of this topic in a systematic way. First, using bibliometric
techniques. Second, analyzing the main contributions of the
papers over the years. The results demonstrate an increase of
interest in this topic, especially in the last 10 years. Using the
tools of the Web of Science and some indexes (also suggesting a
new one), relevant journals and routes for new research were
identified. In addition to the greater presence of researchers from
the United States of America (USA), Europe and Asia, it was also
realized that many questions from the beginning continue today.
The relationship with universities and research centers are great
opportunities for further studies. Although network behavior is
recognized as a relevant factor, many researches still present
contradictory or ambiguous results. Delve deeper the dynamics
of the incubation process, at each level of analysis, seems to be a
more effective strategy for the research field progress.
<b>Tipo</b>: conferencePaper2018-03-21T10:32:35ZCanais de transmissão do conhecimento: estudo no EuroClusTex, cluster transfronteiriço entre o Norte de Portugal e a Galiza
https://hdl.handle.net/1822/53029
Título: Canais de transmissão do conhecimento: estudo no EuroClusTex, cluster transfronteiriço entre o Norte de Portugal e a Galiza
Autor: Sohn, Ana Paula Lisboa; Vieira, Filipa D.; Casarotto, Nelson
Resumo: Observa-se que os processos de aprendizagem colaborativa em clusters são cruciais para a formação da vantagem competitiva ao nível individual das empresas e no conjunto que forma o aglomerado produtivo. Neste artigo pretende identificar-se os canais de transmissão do conhecimento no EuroClusTex, cluster têxtil e de vestuário do Norte de Portugal e da Galiza. Para tanto foi realizada uma pesquisa de cunho exploratório. Os dados primários foram obtidos por meio de entrevistas com onze sujeitos-chaves. Também foram coletados dados secundários por meio de pesquisa bibliográfica. Constatou-se que o EuroCluTex contribui para a competitividade das regiões, impulsionando as relações comerciais entre a Galiza e o Norte de Portugal. No EuroClusTex os canais mais efetivos para transmissão do conhecimento são: a imitação, os fornecedores, as políticas públicas, e a capacitação de recursos humanos.
<b>Tipo</b>: conferencePaper2018-03-21T10:26:52Z