Wyniki wyszukiwania - BazTech

1

Research development: creativity and innovation’s place in engineering education

Duse D.-M., Duse C. S.

AGH Drilling, Oil, Gas

|

2018

|

Vol. 35, no. 3

423--431

EN

Is creativity a given by nature? Is this a legitimate question of all people that realize the value of creativity and hope to find more of it in each human being as often as possible? By learning more and more about creativity, we can better discover its direct connection to a certain domain. It is considered to be the aptitudes, knowledge, and personality characteristics that sustain and lead to creative thinking – to the creative behavior needed to have a creative a specific background to the developing domain. Different domains need to have different personality abilities, knowledge, aptitudes, and characteristics. The tests applied to the students belonging to engineering study programs increase the conviction that creativity is lacking in their knowledge abilities. The engineering profession is realized by means of a solution projection that has appeared, and creativity is the instrument that is used by engineers in solving their problems. The tests results have shown modest creative abilities that are valid for the students of both the universities of Romania as well as in Poland. More than that, although they belong to a promising generation (“the Y generation”), the modest dimension of their creativity is exclusively due to the modest system of education in promoting creativity. Solutions are at the hand of academic management: by means of bettering of the engineering curricula, of bettering the didactic behavior of the academic staff, and by means of sustaining the creativity concept in an engineering education.

2

Creativity and innovation in engineering education

Duse D.-M., Duse C. S.

AGH Drilling, Oil, Gas

|

2017

|

Vol. 34, no. 2

619--628

EN

Creativity is vital in process engineering innovation. The research can reveal with certainty on tests of creativity whether in universities, in cycles (bachelor, master and doctoral school), creativity is present and what are its dimensions prevail. Our study was focused on creativity tests analysis of two European universities, the AGH University of Science and Technology, Faculty of Drilling Oil &Gas, PL and “Lucian Blaga” University from Sibiu, RO for two cycles of study, master and doctoral school. We aim to find existing links between creativity and engineering skills of master's programs offered and the level of creativity existing in doctoral schools of the two universities. Knowing and understanding the characteristics of the group of students, teachers surgery offers the opportunity to get a successful learning and professional development. Then, these findings can be used to optimize learning, performance and perfection engineering training. Not least research highlights the first noticeable effects of the Bologna cycles studies on the generation “Z” (milliennials) students, in terms of creativity existence.

3

Open Educational Resources (OER) in gas and petroleum engineering education

Duse D.-M., Duse C. S.

AGH Drilling, Oil, Gas

|

2016

|

Vol. 33, no. 2

397--404

EN

The education and the training of the new generations is already visible to be challenging, due to the changes in the psychological profile of students and to the needs that they have regarding education. The computer is present in the lifes of the young people from a very early age, leading to the meaning it gets form the current and prospective students, the “Z” Generation. Therefore talking about Open Educational Resources is not just an idea, as it increases into a constant in education in general, but particularly in engineering education. This paper aims to present the actual directions of open education in Oil and Gas Engineering, and to focus the attention on the future needs.

4

The vision of students regarding tomorrow's world in European engineering education

Duse D.-M., Duse C. S., Nemes C.

AGH Drilling, Oil, Gas

|

2014

|

Vol. 31, no. 2

315--323

EN

Starting from Michael Rendell and his team's "Managing tomorrow's people", this paper sets out to build a possible future of leadership in the European engineering education by taking the students' view on tomorrow's world into consideration. We can ask ourselves if European technical universities, and engineering education in particular. could exist in a Blue, Green and Orange World. How would they look like and how efficient would "corporate" universities be, assuming that the Blue World would prevail in the next 10 years. What should their development strategies be and what labor markets would absorb their graduates? What if universities would be in the Green or Orange World? What leaders should they have then? Starting from these questions we try to construct possible scenarios for a European reality.

5

The impact of using project based learning in Natural Gas Engineering

Duse D.-M., Duse C. S.

AGH Drilling, Oil, Gas

|

2013

|

Vol. 30, no. 1

57--64

EN

This paper sets out to present an application of learning by cooperation in a bachelor study program of Natural Gas Engineering. Starting from the idea that students' abilities to understand new things are enhanced when they are tied to significant problem solving tasks and students are helped to understand why, when and how these facts become relevant competencies, we have organized the didactic activities of the last study year of the bachelor level, specializing in Natural Gas Engineering, using the projects method. The goal was to see how students perceive the efficiency of learning by applying this method and if an increase in learning efficiency has been noticed. Having these goals in mind, the students were organized into groups, each group having the task of presenting a project with a certain theme. Inside the group, roles were cast and then the strategy for doing the project was discussed. The research was done over a period of 3 semesters. In the first semester, traditional teaching was used, while the second and third semesters were dedicated to projects. In the traditional teaching part, students were encouraged to discover critical thinking methods. For this purpose, they were presented with the thinking hats method, the cube, the "I know - I want to know - I have learned" technique etc., but also methods to assist learning (mind map, cluster etc.). Doing the projects also involved presenting and defending them in front of the class, which has led to highlighting the pros and cons of the project. Also, students have received an evaluation questionnaire on evaluating key aspects during the presentation. Teamwork was evaluated by each student team member. The final evaluation of the students was comprised (in various proportions) by the contribution of the students during the semester (as a method of formative evaluation), as well as a final exam (summative evaluation). The general conclusion of applying this method highlights the fact that students have become aware of the pros and cons of their behavior, have gained new motivational support for learning and have managed to increase their performance in the field of Transporting Natural Gas.

6

Influences of the organizational culture on management change and faculty development in natural gases engineering education

Duse D.-M., Duse C. S.

AGH Drilling, Oil, Gas

|

2012

|

Vol. 29, no. 3

411--418

EN

This paper sets out to present the defining elements of the cultural dimensions in a classical University in Romania ("Lucian Blaga" University in Sibiu) and their influence on change and development program of the university's management, especially on Natural Gases Engineering Education. Management change and development are considered under the umbrella of the new educational law (Law no. 1/2011) that came into force in Romania. Ideas that resulted by using the three-dimensional morphological matrix with the axes: organizational culture - organizational change - cultural intensity development are analysed and presented in five distinct hypostases of the five cultural dimensions promoted by the Dutch researcher Geert Hofstede. Expected results of the research are connected to discovering the activities that allow organizational, institutional and academic management change according to the cultural specifics and to the new national education law.

7

Natural gas engineering: part of an entrepreneurial and virtual world

Duse D.-M., Duse C. S., Nemes C.

Wiertnictwo, Nafta, Gaz

|

2011

|

T. 28, z. 1-2

115-125

EN

Starting from Michael Rendell and his team's "Managing tomorrow's people", this paper sets out to build a possible future of leadership in Romanian universities. We can ask ourselves if Romanian universities could exist in a Blue, Green and Orange World. How would they look like and how efficient would "corporate" universities be, assuming that the Blue World would prevail in the next 10 years. What should their development strategies be and what labor markets would absorb its graduates? What if universities would be in the Green or Orange World? What leaders should they have then? The analysis of the three worlds is made on the axes of individualism-collectivism and integration-fragmentation. We ask ourselves if we can keep the same coordinates for Romanian universities or is it necessary to consider other cultural dimensions. Could it be that universities in the future will only live in a virtual environment? The question is if such a context could be favorable to the university's mission or will it strictly offer the education from the specialization point of view. Will universities be what they are today or will they just be integral parts of large corporations, who, through these universities, will educate and train their employees? If we accept the Green World, a world open for ecologists, it is most likely that universities will focus mainly on research, leading to nearly the extinction of the professional education component. Actually, such a world leaves the individual in their own home, being let to work in their own environment, in order to avoid extra pollution and to stop them from using the car or any other means of transport. As a result, social interactions are confined to the virtual environment and only in rare and special cases is there a face to face encounter. For the Orange World, the challenges are even greater. If the labor market goes back to the guild era, we notice that there is no more need for individual professional paths and that guilds will be responsible for training and development as well as finding and recruiting the necessary resources. As members of such guilds, employees access professional gateways offered by the network of guilds. Starting from these questions we try to construct possible scenarios for a Romanian reality.

PL

W artykule opisano możliwe scenariusze rozwoju dla wiodących uniwersytetów w Rumunii. Rozważono możliwości ich funkcjonowania w świecie na przestrzeni kolejnych 10 lat. Jakie będą ich strategie rozwoju oraz czy ich absolwenci odnajdą się na rynku pracy? Czy rozwój uniwersytetów w Rumunii powinien przebiegać tak samo jak w innych państwach, o odmiennej kulturze? Odpowiadając na te pytania skonstruowano możliwe scenariusze dla rozwoju uniwersytetów w rumuńskiej rzeczywistości.

8

Appraisal of the emotional intelligence in the natural gases engineering education

Duse D.-M., Duse C. S.

Wiertnictwo, Nafta, Gaz

|

2010

|

T. 27, z. 1--2

129-135

EN

In 2006, in Romania was founded the Romanian Agency for Quality Assurance in Higher Education (ARACIS), an agency that required all universities to analyse themselves and to self-appraise themselves from the point of view of quality. The quality of education provided to the students by a certain faculty has as dimensions, among others, the quality of academic staff, a quality resulting from the analysis of three components: appraisal by the students, appraisal by the colleagues and appraisal by the institution's management. In this paper we aim to determine to what extent the picture created by the students of the professors can be superposed on the one resulting from the appraisal of the academic staff's emotional intelligence competence. This is possible due to the fact that in the research on the appraisal of academic staff by the students there has been used a questionnaire that targeted the quality of teaching, the quality of the employed evaluation methods, the communication and relationing competences, the empathy, the management of relationships, i.e. the components of emotional intelligence.

PL

W 2006 roku w Rumunii powstała Rumuńska Agencja Zapewnienia Jakości Szkolnictwa Wyższego, agencja, która zleciła wszystkim uczelniom przeprowadzenie jakościowej samoanalizy i samooceny. Jakość edukacji w opinii studentów jednego z wydziałów została oceniona m. in. na podstawie jakości kadry akademickiej, jakości wynikającej z analizy trzech składników: oceny studentów, oceny kolegów oraz oceny dokonanej przez kierownictwo uczelni. W artykule określono zakres, w jakim obraz profesorów stworzony przez studentów można skorelować z obrazem kompetencji wynikających z inteligencji emocjonalnej pracowników nauki. Możliwe to jest ze względu na fakt, że w badaniach dotyczących oceny profesorów przez studentów wykorzystano kwestionariusz ukierunkowany na jakość nauczania, jakość zastosowanych metod oceny, kompetencje związane z komunikacją i nawiązywaniem relacji, zarządzaniem związkami, np. składniki inteligencji emocjonalnej.

9

Quality assurance of the natural gases engineering education in Romania

Duse D.-M., Duse C. S.

Wiertnictwo, Nafta, Gaz

|

2009

|

T. 26, z. 1--2

141-146

EN

One of the key elements required for an efficient implementation of the provisions of the Bologna Declaration in Romania, as in all countries that aim to be part of the European Higher Education Area, is undoubtedly the assurance of academic quality in the higher education institutions. In Romania, the universities are assessed based on the Accreditation Law of 1993, but also, more recently, based on a new Methodology for quality assurance in the higher education, targeting the institutional capability, the institutional effectiveness and the quality management in the universities. Based on the new methodology this paper outlines the main elements of the natural gases engineering study programme functioning within the ''Lucian Blaga'' and its compliance with the new legal and methodological provisions.

PL

Jednym z kluczowych elementów skutecznego wdrożenia postanowień Deklaracji Bolońskiej w Rumunii, jak i innych krajach, które w przyszłości mają włączyć się w Europejski System Szkolnictwa Wyższego jest niewątpliwie zapewnienie ośrodkom szkolnictwa wyższego akademickiego poziomu. Uniwersytety w Rumunii oceniane są na podstawie Ustawy Akredytacyjnej z 1993 r., a ostatnio również nowej metodologii oceny jakości szkolnictwa wyższego w aspekcie możliwości danego ośrodka, skuteczności i jakości zarządzania. Uwzględniając ww. metodologię, w artykule pokazano główne elementy programu studiów w zakresie gazownictwa w ''Lucian Blaga'' w odniesieniu do najnowszych postanowień prawnych i metodologicznych.

10

CELGAS - Conventional & e-Learning Gas Engineering Centre

Duse D.-M., Duse C.-S., Deac C.

Wiertnictwo, Nafta, Gaz

|

2008

|

T. 25, z. 2

251-257

EN

CELGAS - an acronym for "Conventional & e-Learning Gas Engineering Centre" is a Leonardo da Vinci Vocational Training Action Programme unfolded by several education institutions and research centres from Poland, Germany, Romania and Slovakia, under the coordination of the University of Mining and Metallurgy of Cracow, between December 2005 and December 2007. The programme's objectives are aligned to the cooperation between the European Union and Central and Eastern European universities and research companies, as well as to the vocational training area involved in the domain of natural gases. The primary objective of this programme is to create a network capable of providing education and training to engineers from the gas industry so as to encourage ongoing adaptation of skills to meet the needs of workers and companies, contribute to reducing unemployment and facilitate personal development.

PL

CELGAS (Conventional and e-Learning Gas Engineering Ccntre) to program specjalistyczny w ramach większego Programu Leonardo da Vinci, realizowany przez szereg instytucji naukowych z Polski, Niemiec, Rumunii i Słowacji. Był on koordynowany przez Akademię Górniczo-Hutniczą w Krakowie w okresie od grudnia 2005 do grudnia 2007. Cele programu są zgodne z zasadami współpracy ośrodków naukowych i badawczych krajów Unii Europejskiej oraz ośrodków w Europie Środkowej i Wschodniej i dotyczą specjalistycznych zagadnień w zakresie gazu ziemnego. Podstawowym celem programu jest stworzenie sieci edukacyjnej dla inżynierów z przemysłu gazowniczego, która zachęci ich do zaadaptowania nabytych umiejętności i metod do pracy w macierzystych firmach oraz do rozwoju własnych umiejętności zawodowych.

11

The development of the organizational and professional culture at the "Lucian Blaga" University of Sibiu, Romania

Duse D.-M., Duse C.-S.

Wiertnictwo, Nafta, Gaz

|

2004

|

R. 21/2

529-538

EN

The organizational culture in the object of management theorists' interest because, as it is known, the success of an organization depends on the active involvement of its members, who, in their turn, may or may not be motivated by the elements of the organizational culture of that organization. Just like an iceberg, the organizational culture may hide in itself elements which are defining for the organization. The visible part of an organizational culture is the one that can determine those from the outside to adhere to the organization, or, on the contrary, to repel them. Both the visible and the invisible part of this culture are signals transmitted by which the internal structure of the organization can be deciphered. By the way norms, beliefs, values as well as symbols, slogans, rituals and ceremonies are chosen, one can determine the type of the culture of that organization. These are signals that can indicate a creative, effervescent mood or a bureaucratic one, hostile to creativity, to the new. The building of a culture is the goal of any organization that aims at success, and for the academic organizations it is an objective that ensures the serenity of the institution. Within an organizational culture, there must be well-formed professional culture. For the teaching profession, the elements of professionalism have to be very strong as we accept the idea of an educational reform. Likewise, the professionalism of the manager is another aspect that can ensure the success of university organizations, by the promotion of trained individuals to management positions.

PL

Kultura organizacyjna jest przedmiotem zainteresowań nauk o zarządzaniu, ponieważ sukces samej organizacji lub instytucji zależy od aktywności jej członków. Mogą oni być motywowani, lub też nie, do działalności przez struktury tworzące kulturę organizacyjną. Podobnie jak wierzchołek góry lodowej kultura organizacyjna może skrywać elementy czy też formy definiujące organizację. Dostrzegalne lub też zauważalne formy tej kultury mogą przyciągać lub też na odwrót - odpychać ludzi z zewnątrz od organizacji. Zarówno elementy widoczne, jak też te niewidoczne, transmitują sygnały, które mogą być pomocne przy identyfikacji struktury organizacji. Przyjęte normy postępowania, przekonania, uznawane wartości, jak również symbole, hasła, rytuały czy też ceremonie określają rodzaj kultury organizacji. Są to właśnie sygnały wskazujące na kreatywność lub też zachowawczość organizacji. Budowa kultury w instytucji jest środkiem prowadzącym do sukcesu, a w organizacjach i instytucjach akademickich zapewnia ich stabilność i właściwy klimat. Częścią składową kultury organizacyjnej powinna być dojrzała kultura profesjonalna. Profesjonalizm w nauczaniu i dydaktyce akademickiej musi być bardzo silnie podkreślony. Jest to element reform systemów edukacyjnych. Podobnie profesjonalizm kadr kierowniczych jest nieodłącznym elementem zapewnienia sukcesu organizacjom uniwersyteckim. Można to osiągnąć przez przygotowanie pracowników do objęcia stanowisk kierowniczych w uczelni.

12

Appraising performance of the academic staff in engineering education

Duse D.-M.

Wiertnictwo, Nafta, Gaz

|

2003

|

R. 20/2

351-360

EN

Since 1989, when the new and modern legislation was adopted, the evaluation process has become an important and permanent part of university management aiming at a performant technical university education system, ranking with the international quality standards. The evaluation of study programs / specialisations, and by means of this, the evaluation of the law concerning this matter: Law 88/1993 and after that the law 128/199. The paper contains a presentation of performances of the academic staff in natural gas engineering education. The following aspects are presented: - the first steps in evaluating and acrediting academic staff, - the higher education technical system and the Bologna Declaration, - criteria and national standards for appraising performance, - evaluation and accreditation of academic staff in natural gas engineering education.

PL

Od wprowadzenia w 1989 r. nowego ustawodawstwa proces oceny stał się istotną częścią zarządzania uczelnią, której celem był sprawny system kształcenia wyższego na poziomie międzynarodowym. Ocena programów nauczania/specjalizacji szła w parze z oceną ustawy o szkolnictwie nr 88/1993 oraz nr 129/199. W artykule przedstawiono działania kadry naukowej w nauczaniu w zakresie inżynierii wiertniczej. Poruszono następujące aspekty: - pierwszy etap oceny i akredytacja kadry naukowej; - system edukacji technicznej a Karta Bolońska; - kryteria i krajowe standardy mające polepszyć działania uczelni; - ocena i akredytacja kadry naukowej w kształceniu inżynierów.