scholarly journals Lack of Qualified Teachers: A Global Challenge for Future Knowledge Development

2019 ◽  
Author(s):  
Mona Holmqvist
Keyword(s):  
Knowledge Development ◽  
Qualified Teachers ◽  
Global Challenge

Pengembangan Marketing Knowledge Ditengah Perbedaan Perspektif Akademisi-Praktisi

2017 ◽  
Vol 24 (2) ◽  
pp. 107-115
Author(s):  
Amin Wibowo
Keyword(s):  
Theory Development ◽  
Theory And Practice ◽  
Knowledge Development ◽  
Customer Focus ◽  
Marketing Practice ◽  
Knowledge Based ◽  
The Difference

Knowledge is created and learned by academicians for the purpose of further theory development. Academician’role in disseminating knowldege is very important. To reach a convergent understanding both theory and practice, it’s a need of flexibility between methodology and sources of data so that it stimulates actionable insight.One of the problems between theory and practice differencesis customers focus.For practicians customer focus raised three foundamentals questions: can the knowledge phylosophy reduce cost?. Can the knowledge phylosophy increse sales?, and can the knowledge phylosophy increase the profit?. This paper discuss the development of marketing knowledge based on the marketing practice to bridge the gap between academicians and practicians. Issues being discussed in this paper are the meaning of marketing knowledge from practician perspective, the theory of marketing in practician’s world, actionable research as the bridge of knowledge development, and the difference perspective between academician and parctician.

First-Year Engineering Computing Courses in Canadian Engineering Programs

1969 ◽  
Author(s):  
Sean Maw ◽  
Janice Miller Young ◽  
Alexis Morris
Keyword(s):  
Problem Solving ◽  
Engineering Students ◽  
Expected Value ◽  
Knowledge Development ◽  
First Year ◽  
Recent Past ◽  
Engineering Programs ◽  
Digital Computation ◽  
Pedagogical Philosophies ◽  
Introductory Computing

Most Canadian engineering students take a computing course in their first year that introduces them to digital computation. The Canadian Engineering Accreditation Board does not specify the language(s) that can or should be used for instruction. As a result, a variety of languages are used across Canada. This study examines which languages are used in degree-granting institutions, currently and in the recent past. It also examines why institutions have chosen the languages that they currently use. In addition to the language used in instruction, the types and hours of instruction are also analyzed. Methods of instruction and evaluation are compared, as well as the pedagogical philosophies of the different programs with respect to introductory computing. Finally, a comparison of the expected value of this course to graduates is also presented. We found a more diverse landscape for introductory computing courses than anticipated, in most respects. The guiding ethos at most institutions is skill and knowledge development, especially around problem solving in an engineering context. The methods to achieve this are quite varied, and so are the languages employed in such courses. Most programs currently use C/C++, Matlab, VB and/or Python.

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