TAILIEUCHUNG - Assessing the industrial PhD: Stakeholder insights

Research and practice have called for a change in engineering education towards a more practice-oriented curricula to provide engineers with the skills they need for creating solutions for future challenges. While most studies address undergraduate programs, only little attention has been paid to graduate and post-graduate education. The Industrial PhD is expected to give PhD students on-the-job training to gain practically relevant and professional tacit knowledge and to enhance their set of soft skills. | Journal of Technology and Science Education JOTSE, 2018 – 8(4): 214-230 – Online ISSN: 2013-6374 – Print ISSN: 2014-5349 ASSESSING THE INDUSTRIAL PHD: STAKEHOLDER INSIGHTS Katharina Grimm Technical University of Munich (Germany) kgrimmmuc@ Received September 2017 Accepted February 2018 Abstract Research and practice have called for a change in engineering education towards a more practice-oriented curricula to provide engineers with the skills they need for creating solutions for future challenges. While most studies address undergraduate programs, only little attention has been paid to graduate and post-graduate education. The Industrial PhD is expected to give PhD students on-the-job training to gain practically relevant and professional tacit knowledge and to enhance their set of soft skills. However, the training of practicerelevant methods and knowledge has so far been covered by alternative programs (. traineeships), exclusively organized, financed and conducted by firms, and did not involve the responsibility of universities. Therefore, for the , conflict between involved firms and universities can be expected. In order to analyze the potential of the Industrial PhD as an answer to the question of how to effectively make engineering education more practice-oriented, the present study analyses qualitative data on the experience of both industry and university actors with programs. Questions on a) the motives and b) the perceived challenges allow valuable insights in the functionality of the in terms of its success in its practical conduction. The study results indicate a divergence in the perception of the general value of program among both stakeholder groups. Major challenges can be identified, while existing work on PhD training and university-industry research cooperation (UIRC) allow the deduction of success-supporting factors, which can be believed to enhance the effectiveness .

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• Journal of technology and science education
• Assessing the industrial PhD Stakeholder insights
• Assessing the industrial PhD
• Practice oriented curricula
• Professional tacit knowledge
• The role of informal science centers in science education
• Informal science center
• Attudes toward science
• Scientfic thinking skills
• Emotional responses to innovative Science teaching methods
• Acquiring emotional data
• General Science teacher education class
• Gamification oral presentation
• ICT and inclusive education
• Attitudes of the teachers in secondary education
• The teachers in secondary education
• Information and Communication Technologies
• Field of great scientific interest
• Academic performance of students admitted
• Different entry certificate in Nigeria certificate
• Education programme in federal college of education
• Federal college of education
• Bring science and technology closer to secondary school
• Technology closer to secondary school
• Secondary school teachers
• Face to face
• Integrating Technology in STEM Education
• The STEM felds
• Efectve classroom experience
• Hands on experiments
• Technology in a model of formative assessment
• Technology in assessment
• European Higher Education Area
• The Computer Engineering
• ‘Standards’ on the bench
• Technological literacy render an adequate image of technology
• Adequate image of technology
• Standards for technological literacy
• Philosophy of technology
• The nature of technology
• Concepts of technology
• Post secondary project based learning in science
• Post secondary project based learning in technology
• Post secondary project based learning in engineering and mathematics
• Post secondary project
• JOTSES internationalisation Goal achieved
• The volumes issues
• Technology and science education
• Analyzing JOTSEs evolution
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• Education students think
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• Academic assessment in higher education
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• Joint work among lecturers
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• Social science didactics
• Insofar identifies strengths
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• Undergraduate computer science engineering programs
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