title: Fostering project management competencies in undergraduate engineering: An exploration of the use of management- educated tutors as coaches in problem-based learning

authors: Khoo, Elaine G.L.

subjects: Interdisciplinary study

abstract: CONTEXT
Problem-based learning (PBL) helps engineering graduates develop the competencies needed in order to engage effectively with complex and uncertain workplace demands. PBL’s effectiveness, however, also depends on students having the ability to manage themselves and to work collaboratively. As these professional competencies are not typically the focus of undergraduate engineering programmes, students tend to complete problem-based project work through their own initiatives without the skills relevant to project completion. On the other hand, project management competencies are commonly explicated and core in business and management disciplines.
PURPOSE
This paper reports on our project which addresses the research question: What is the impact of utilising a management-educated demonstrator to work with engineering students on their learning and development of project management competencies?
APPROACH
Our project intervention required students in a fourth-year advanced engineering problem-based course to regularly report their planning and project progress to a graduate management tutor (demonstrator manager). A third of the course marks was awarded by the tutor who provided business-informed coaching as feedback during each report planning session. Multiple forms of data were collected – pre-and post-course surveys, student focus group interviews, lecturer and tutor interviews and student formative and summative grades.
RESULTS
The findings highlighted that:
(1) Students did gain a better understanding of key aspects of project management;
(2) Students were generally supportive of the technique, but wanted more “introduction”, exposing their naivete where grading on management was concerned;
(3) The approach could foster more Engineering-Management collaboration at a university;
(4) The approach supports the accreditation goal of developing engineering graduates’ professional competencies related to management skills.
CONCLUSIONS
Given the multiple and complex challenges facing 21st-century society, engineering employers are increasingly seeking graduates who are both technical experts in their field and able to work with experts from other fields, including business and management. Our project contributes understandings on how interdisciplinary initiatives can develop such professional competencies that are important for engineering graduate work-readiness.

text: Fostering project management competencies in undergraduate engineering: An exploration of the use of management- educated tutors as coaches in problem-based learning CONTEXT
Problem-based learning (PBL) helps engineering graduates develop the competencies needed in order to engage effectively with complex and uncertain workplace demands. PBL’s effectiveness, however, also depends on students having the ability to manage themselves and to work collaboratively. As these professional competencies are not typically the focus of undergraduate engineering programmes, students tend to complete problem-based project work through their own initiatives without the skills relevant to project completion. On the other hand, project management competencies are commonly explicated and core in business and management disciplines.
PURPOSE
This paper reports on our project which addresses the research question: What is the impact of utilising a management-educated demonstrator to work with engineering students on their learning and development of project management competencies?
APPROACH
Our project intervention required students in a fourth-year advanced engineering problem-based course to regularly report their planning and project progress to a graduate management tutor (demonstrator manager). A third of the course marks was awarded by the tutor who provided business-informed coaching as feedback during each report planning session. Multiple forms of data were collected – pre-and post-course surveys, student focus group interviews, lecturer and tutor interviews and student formative and summative grades.
RESULTS
The findings highlighted that:
(1) Students did gain a better understanding of key aspects of project management;
(2) Students were generally supportive of the technique, but wanted more “introduction”, exposing their naivete where grading on management was concerned;
(3) The approach could foster more Engineering-Management collaboration at a university;
(4) The approach supports the accreditation goal of developing engineering graduates’ professional competencies related to management skills.
CONCLUSIONS
Given the multiple and complex challenges facing 21st-century society, engineering employers are increasingly seeking graduates who are both technical experts in their field and able to work with experts from other fields, including business and management. Our project contributes understandings on how interdisciplinary initiatives can develop such professional competencies that are important for engineering graduate work-readiness.

year: 2018

title: Sensitivity of GIS-derived terrain variables at multiple scales for modelling stoat (Mustela erminea) activity

authors: Martin, R.D.

subjects: terrain

abstract: This research combines automated Geographical Information Systems (GIS) and iterative logistic regression scripting to data-mine for terrain variables that predict stoat (Mustela erminea) visitation to tracking-stations in a New Zealand indigenous forest and explore the impact of spatial analysis scale on modelling outcomes. Variables such as curvature and density of tracks are dependent on the scale of the analysis window used to compute the values. With automated GIS analysis it is possible to derive a large number of terrain parameters that vary in computational scale. It is common for analysts to make nominal choices regarding the size and type of analysis windows when calculating these derived variables, without testing the statistical validity of that choice. Stoats are a significant pest in New Zealand and threaten extinction for a number of vulnerable native species. Field data on stoat activity, based on footprint tracking tunnels, were used to develop an Akaike Information Criterion (AIC) optimised predictive model applying stepwise model selection. Once the optimal model was determined, the sensitivity of the model to different terrain parameters was tested by systematically substituting each variable and calculating the difference this made to the model equation. The most dominant terrain predictors influencing stoat visitation were proximity to tracks, altitude, northerly and easterly aspect, mean curvature, and topographical position and slope. Proximity to tracks and mean curvature were the most sensitive variables to analysis scale. This paper demonstrates the importance of considering scale in developing predictive models and the need to test many ecologically sensible analysis scales in order to find the best predictive variables. The paper concludes that GIS-based spatial data extraction, combined with automated statistical data mining methods, has an important role in developing accurate animal activity models.

text: Sensitivity of GIS-derived terrain variables at multiple scales for modelling stoat (Mustela erminea) activity This research combines automated Geographical Information Systems (GIS) and iterative logistic regression scripting to data-mine for terrain variables that predict stoat (Mustela erminea) visitation to tracking-stations in a New Zealand indigenous forest and explore the impact of spatial analysis scale on modelling outcomes. Variables such as curvature and density of tracks are dependent on the scale of the analysis window used to compute the values. With automated GIS analysis it is possible to derive a large number of terrain parameters that vary in computational scale. It is common for analysts to make nominal choices regarding the size and type of analysis windows when calculating these derived variables, without testing the statistical validity of that choice. Stoats are a significant pest in New Zealand and threaten extinction for a number of vulnerable native species. Field data on stoat activity, based on footprint tracking tunnels, were used to develop an Akaike Information Criterion (AIC) optimised predictive model applying stepwise model selection. Once the optimal model was determined, the sensitivity of the model to different terrain parameters was tested by systematically substituting each variable and calculating the difference this made to the model equation. The most dominant terrain predictors influencing stoat visitation were proximity to tracks, altitude, northerly and easterly aspect, mean curvature, and topographical position and slope. Proximity to tracks and mean curvature were the most sensitive variables to analysis scale. This paper demonstrates the importance of considering scale in developing predictive models and the need to test many ecologically sensible analysis scales in order to find the best predictive variables. The paper concludes that GIS-based spatial data extraction, combined with automated statistical data mining methods, has an important role in developing accurate animal activity models.

year: 2010

title: The piano as cultural symbol in colonial New Zealand

authors: Moffat, Kirstine

subjects: piano

abstract: The piano was an important cultural symbol in colonial New Zealand, yet although there is a significant body of international scholarship on the social and cultural history of the instrument in Britain, America, Canada, Norway, Spain and India there is a dearth of scholarly criticism relating to New Zealand. Research to redress this absence has revealed that the piano was central to settler culture, demonstrating a migrant desire to replicate the known and familiar but also highlighting settler innovations and an emerging nationalism. International connections between New Zealand, Britain, Western Europe, America and Australia are also apparent in relation to migrant patterns, the importation of instruments and sheet music and networks of musical performance and study. The instrument played a role in the complex dynamic of cultural encounter between Maori and settler, with an initial indigenous negativity and bemusement giving way to an interest in the piano and an appropriation of the instrument into Maori cultural contexts and spaces, including the marae. Prevailing perceptions of gender roles and identity are also challenged by research on the piano. Likewise, an examination of piano and class reveals that the instrument was popular with New Zealanders from all socio-economic backgrounds.

text: The piano as cultural symbol in colonial New Zealand The piano was an important cultural symbol in colonial New Zealand, yet although there is a significant body of international scholarship on the social and cultural history of the instrument in Britain, America, Canada, Norway, Spain and India there is a dearth of scholarly criticism relating to New Zealand. Research to redress this absence has revealed that the piano was central to settler culture, demonstrating a migrant desire to replicate the known and familiar but also highlighting settler innovations and an emerging nationalism. International connections between New Zealand, Britain, Western Europe, America and Australia are also apparent in relation to migrant patterns, the importation of instruments and sheet music and networks of musical performance and study. The instrument played a role in the complex dynamic of cultural encounter between Maori and settler, with an initial indigenous negativity and bemusement giving way to an interest in the piano and an appropriation of the instrument into Maori cultural contexts and spaces, including the marae. Prevailing perceptions of gender roles and identity are also challenged by research on the piano. Likewise, an examination of piano and class reveals that the instrument was popular with New Zealanders from all socio-economic backgrounds.

year: 2009