The Essential Features of Technology and Technology Education: A Conceptual Framework for the Development of OBE (Outcomes Based Education) Related Programmes in Technology Education

It appears that programme development in technology education is emerging from an atheoretical perspective. This could be attributed to the absence/neglect of conceptual frameworks (philosophical underpinning) in the development of programmes in technology education. This article explores the role of the content dimension of the 'essential features' of technology and technology education in OBE (Outcomes Based Education) related programme development. An instructional programme was developed using criteria derived from the essential features of technology and technology education. In order to gauge learners' experience, in relation to these essential features, a qualitative case study involving 20 learners was undertaken at a College of Education. Engagement with theprogramme proved to be an empowering experience for the learners who had hitherto not had the opportunity to experience a formal programme in technology education. Although it could not be proved conclusively that cognitive development had occurred, positive inter-dependence,shared responsibility, social skills and enhanced learning were evident. The study has shown that criteria derived from the 'essential features' of technology and technology education could serve as a reliable yardstick to measure the extent of learning in relation to these essential features     

Analytical techniques for focussing software research

For all the advances in the management of software research and development over the last few years, it is never easy to ensure that complex programmes of research are efficiently directed and assessed. There are a number of inherent difficulties that contribute to this, for instance—the complexity of modern technology, the abstract nature of research and the need to work in an area which is, by definition, largely unexplored. This paper discusses two techniques aimed at easing the evaluation of complex projects. Both techniques are designed to ensure that critical decisions and their dependencies are explicitly addressed. The effectiveness of the techniques is illustrated by their application to research in software engineering.     

Sustainable Product and Market Development for Subsistence Marketplaces: Creating Educational Initiatives in Radically Different Contexts*

Developing products and business processes to serve subsistence marketplaces (or the roughly 4 billion poor around the world referred to as the bottom of the pyramid) is a significant challenge for businesses. Despite the importance of subsistence marketplaces, most product development educational curricula have been focused on relatively resource‐rich and literate consumers and markets. We teach an innovative year‐long product development course which includes an international immersion experience and which covers a broad spectrum of learning from understanding poverty, to consumer behavior, to product development and engineering design specifically for subsistence consumers. This unique course represents a pioneering effort to focus attention and create knowledge about product development, marketing, management, and engineering practices for subsistence marketplaces. Our two‐semester course sequence for graduate‐level students in a variety of business and engineering disciplines and industrial design combines in‐class pedagogy with experiential learning and results in useful and marketable product concepts and prototypes. Working on projects with multinational companies or startups, students identify an opportunity of general need, conduct field market research to better understand subsistence consumer needs and contexts through an international immersion experience, develop a product concept, convert the concept to a workable prototype, and develop a manufacturing plan, marketing strategy, and overall business plan for the product. Overlaying the content found in a typical new product development lab course we develop a contextual understanding of subsistence marketplaces, setting the stage for new product development. A central aspect of the learning experience is travel to subsistence markets for actual immersion in the context and to conduct market research. Our course is at the confluence of two of the most important issues facing humanity, subsistence and sustainability. Lessons learned here can also be extended to other radically different contexts, such as future scenarios involving severe energy shortages or climate change consequences. Such educational initiatives provide challenging learning experiences in preparing students for the unique demands of the 21st century.     

Connecting the STEM dots: measuring the effect of an integrated engineering design intervention

Recent publications have elevated the priority of increasing the integration of Science, Technology, Engineering, and Mathematics (STEM) content for K-12 education. The STEM education community must invest in the development of valid and reliable to scales to measure STEM content, knowledge fusion, and perceptions of the nature of STEM. This brief report discusses the development of an instrument to measure student perceptions of the interdependent nature of STEM content knowledge in the context of a complex classroom intervention implemented in five Colorado high schools (N = 275). Specifically, cross-functional science, technology, engineering, and mathematics teams of high school students were formed to complete engineering design problems. Exploratory (pretest) and confirmatory (posttest) factor analyses indicated that a newly adapted scale to measure student perceptions of the interdependent nature of STEM content knowledge had possessed adequate model fit. Furthermore, analysis revealed a novel pattern of results for the intervention. Specifically, students with initially high perceptions of the interdependent nature of STEM sustained their high perceptions at posttest; however, students with initially low perceptions exhibited statistically significantly positive gains from pretest to posttest. Therefore, this intervention may work best with students who are at risk of losing interest in STEM disciplines. The implications of these research findings are discussed.     

Customer-supplier relationships in high technology markets 3.0

This position paper on customer-supplier relationships in high technology markets revisits a paper by de Ruyter, Moorman, and Lemmink's (2001) that was published in Industrial Marketing Management nearly two decades ago. Based on the future research implications put forward by de Ruyter et al. (2001), the current article discusses highlights of conceptual and empirical advances in research on programmatic customer-supplier relationships that have been made. As an overview of the state-of-the-art of customer-supplier relationship management, an empirical case is offered to illustrate current applications of Big Data with respect to behavioural engagement. The case demonstrates how this translates into value in the context of a partner programme of a high technology company. In conclusion, a number of opportunities for future research on customer-supplier relationship management are offered.     

试论运用信息化手段提高工程造价管理水平

信息技术的发展为提高工程造价管理水平提供了很好的发展机会，也使得工程造价管理信息化非常有必要。通过工程造价信息管理现状分析和信息化应用方式介绍，提高了对信息化管理的认识，并就信息化发展提出了建议。     

The role of B2B marketers in increasing cyber security awareness and influencing behavioural change

Although cyberspace is providing business opportunities, it is evident that B2B marketers need to pay attention to how to reduce the vulnerabilities associated with the use of computer technology. To reduce the possibility of a data breach, senior management need to increase threat awareness through the development of a behavioural awareness programme. We address how B2B marketers can contribute to increasing cyber security awareness by relating to an individual's knowledge and attitude that influences their behaviour. By drawing on the information systems management, marketing, communication and motivational research (social psychology) literature, we explain how persuasive communication theory in conjunction with motivation theory can be used to create an awareness programme to influence behavioural change. A qualitative research strategy was deployed and the critical friendship group and the group interview method were utilized. Fourteen highly experienced security experts participated in the study. The findings indicate that the process of knowledge creation can be enhanced by deploying functional theories of attitudes as this provides a basis to categorize staff according to their level of motivation and knowledge. This means that B2B marketers can play the role of co-ordinator when devising and implementing an appropriate cyber security awareness programme to help staff counteract the actions of cyber attackers. By reducing the gap between self-efficacy and perceived expectation, the confidence level of staff will be increased and attitudinal behavioural change will occur throughout the organization.     

Mapping the motivations and intentions of technology orientated entrepreneurs

The role of entrepreneurs in stimulating growth in the small business economy has received significant interest in the last three decades. This growing interest is prompted, in part, by the government’s assumption that the establishment and expansion of existing small firms could be greatly enhanced by the promotion of entrepreneurial education programmes in colleges and universities. Whilst there has been significant interest in the role, type and effect of entrepreneurs in the economy, few studies have examined the effect of entrepreneurial programmes on the progression of an idea through to commercialisation. This is because such research, whilst seemingly desirable, is problematic. Evidence can be gleaned through the development of suitable conceptual frameworks and methods, to assess the role and impact of entrepreneurial programmes on the commercialisation of products or processes, and the enhancement of entrepreneurial capabilities. To address this problem, the research will examine different approaches and frameworks that have been developed and applied hitherto. The objective of this will be to highlight the difficulties in assessing the motivations, cognitive and behavioural changes of entrepreneurs. Also, the research will demonstrate the need to undertake adequate controls, which illustrate possible improvement in entrepreneurial capabilities, networks, and credibility in comparison to students that embarked on courses without entrepreneurial elements. The process will confine itself to business development within the higher education (HEI) context. The MSEC has as its remit to provide opportunity, education, awareness and training to foster entrepreneurship within science and engineering departments across four universities in Greater Manchester. This setting will provide a unique situation in which to investigate the development of germinal technology businesses from the inception of an idea to the point of incubation, prototype development and investment. There is a requirement to understand the needs of the virgin entrepreneur, possible obstacles to commercialisation and the process of new venture creation. The methodology to be adopted has been identified, and forges new ground on combining positivist and phenomenological paradigms. The multi–paradigm approach supports the use of critical incident technique to reveal greater insights in to the personal and cognitive development of virginal entrepreneurs, the suitability of enterprise programmes to act as catalysts for venture creation, and their role in supporting technology transfer. The research will not only confine itself to examining undergraduate and postgraduate projects within MSEC’s business creation unit, but will also continue to assess the experience of entrepreneurs’ when they leave the programme. The research also documents the economic contribution of the programme, in terms of generation of new technology–based firms and the impact of entrepreneurs joining established small firms. Ultimately the aim is to build a long–term picture of the role of enterprise programmes in HEIs that will inform policy and practice.     

Examining design cognition coding schemes for P-12 engineering/technology education

Cultivating students’ design abilities can be highly beneficial for the learning of science, technology, engineering, and mathematics (STEM) concepts, and development of higher-order thinking capabilities (National Academy of Engineering and National Research Council in STEM integration in k-12 education: status, prospects, and an agenda for research, The National Academies Press, Washington, 2014). Therefore, examining students’ strategies, how they distribute their cognitive effort, and confront STEM concepts during design experiences, can help educators identify effective and developmentally appropriate methods for teaching and scaffolding design activities for students (National Research Council in standards for k-12 engineering education? The National Academies Press, Washington, 2010). Yet, educational researchers have only recently begun examining students’ engineering design cognition at the P-12 level, despite reports such as Standards for K-12 Engineering Education? (National Research Council 2010) designating this area of research as lackluster. Of the recent studies that have investigated engineering design cognition at the P-12 level, the primary method of investigation has been verbal protocol analysis using a think-aloud method (Grubbs in further characterization of high school pre- and non-engineering students’ cognitive activity during engineering design, 2016). This methodology captures participants’ verbalization of their thought process as they solve a design challenge. Analysis is typically conducted by applying a pre-determined coding scheme, or one that emerges, to determine the distribution of a group’s or an individual’s cognition. Consequently, researchers have employed a variety of coding schemes to examine and describe students’ design cognition. Given the steady increase of explorations into connections between P-12 engineering design cognition and development of student cognitive competencies, it becomes increasingly important to understand and choose the most appropriate coding schemes available, as each has its own intent and characteristics. Therefore, this article presents an examination of recent P-12 design cognition coding schemes with the purpose of providing a background for selecting and applying a scheme for a specific outcome, which can better enable the synthesis and comparison of findings across studies. Ultimately, the aim is to aid others in choosing an appropriate coding scheme, with cognizance of research analysis intent and characteristics of research design, while improving the intentional scaffolding and support of design challenges.     

The technological knowledge used by technology education students in capability tasks

Since technology education is, compared to subjects such as mathematics and science, still a fairly new subject both nationally and internationally, it does not have an established subject philosophy. In the absence of an established subject philosophy for technology education, one can draw on other disciplines in the field, such as engineering and design practice, for insights into technological knowledge. The purpose of this study is to investigate the usefulness of an epistemological conceptual framework chiefly derived from engineering, to be able to describe the nature of technological knowledge, in an attempt to contribute towards the understanding of this relatively new learning area. The conceptual framework was derived mainly from Vincenti’s (What engineers know and how they know it. Johns Hopkins University Press, Baltimore, 1990) categories of knowledge based on his research into historical aeronautic engineering cases. Quantitative research was used to provide insight into the categories of knowledge used by students at the University of Pretoria during capability tasks and included an analysis of a questionnaire administered to these students. Findings suggest that the conceptual framework used here is useful in technology education and that the categories of technological knowledge apply to all the content areas, i.e. structures, systems and control, and processing, in technology education. The study recommends that researchers and educators deepen their understanding of the nature of technological knowledge by considering the categories of technological knowledge presented in the conceptual framework.     

Developing a process for the relative valuation of R&D programmes

This paper addresses the issue of R&D programme prioritisation within a manufacturing company in the aerospace industry, in the context of an overall framework for technology management. A review of approaches to R&D project selection leads into a recent case, which describes how the company developed a practical methodology. The benefits of the process and the relevance of the academic contribution are discussed, leading to a practical checklist for in-company development of a prioritisation process.     

对城市污水处理工程管理的思考

城市污水处理工程建设，是保障水质的一个重要措施，是城市发展整体规划的重要绀成部分，也是建设循环经济、和谐文明、环境优美城市的迫切需要。城市污水处理工程管理包括工程可行性研究、设计、土建施工、设备选择、安装、调试和使用等环节管理。必须从优化工程设计抓施工图入手，掌握工艺流程，干好土 建工程，抓好设备安装和调试，并十分注意做好用户回访工作。文章对各环节质量管理存在的问题进行分析，提出了相应对策。     

Assessing changes in teachers’ attitudes toward interdisciplinary STEM teaching

Integrating engineering and technology concepts into K-12 science and math curricula through engineering design project-based learning has been found to increase students’ interest in science, technology, engineering, and mathematics (STEM), however preparing teachers to shift to interdisciplinary teaching remains a significant challenge. Primarily teachers need to develop both skills and attitudes toward interdisciplinary teaching. In doing so, professional development (PD) is considered a key component in helping teachers through this transformation process. In an educational environment of accountability, measuring the effects of PD programs on teacher behaviors and capacity is essential but often elusive. The current study describes the change in attitudes to interdisciplinary teaching of 29 self-selected middle and high school teachers who participated a PD workshop and in delivering a 12–15 week interdisciplinary teaching and design problem unit that spanned multiple STEM subjects. This quasi-experimental pilot study implemented a single group pretest–posttest design using survey methods to collect data from the participants at two intervals; at the time of the PD workshop and at the completion of the teaching unit that emphasized a long-term engineering design problem. The goals of this research are to (1) assess the changes in attitudes to interdisciplinary teaching, attitudes to teamwork, teaching satisfaction, and resistance to change, (2) explore relationships among these changes, (3) and describe the variation in these changes across teachers’ gender, school level, discipline taught, and education level.     

试论电力建设项目工程变更的管理与控制

全面分析了工程变更对电力建设项目的影响以及我国现阶段电力建设项目工程变更管理的现状,提出了对电力工程变更管理的若干思考,即实施工程变更的分类控制,运用现代信息化技术改造传统的电力建设项目工程变更管理方法和流程,合理确定工程变更价款以及促进工程变更管理信息化。     

海洋石油勘探开发重大技术研发项目质量管理实践与思考

研究总院是中国海洋石油总公司的勘探、开发、工程科学研究和决策研究的参谋机构。为公司业务提供技术支持,承担了大量国家级和公司级重大技术研发项目,面临着研究领域多,技术难度高,专业跨度大,研究时间紧迫,研究资源有限等诸多困难。为解决面临的这些困难,保证研究成果的质量,研究总院经过多年的探索和实践,按照ISO9001质量管理体系的要求,在对重大技术研发项目管理过程中,大胆进行实践和思考,逐步形成了一整套的对技术研发项目质量控制的管理方法和程序,取得了良好的效果。     

Creative Thinking, Values and Design and Technology Education

The development of Design and Technology curricula has always been premised on the importance of the act of designing and of the value of the contingent activity of creative thinking. Despite this, there has been a great deal of uncertainty about methods for developing creative thinking abilities in design and technology students. However, the results of research from cognitive psychology, engineering and invention suggest some promising strategies for application in design and technology classes. Moreover, these strategies are emerging during a time when issues concerning ethics and values are also being raised. This paper presents a brief summary of the research into problem-solving and design. It then explores a range of creative thinking strategies, and of their possible applications in design, and goes on to argue that the strategies and settings that promote creative thinking in design and technology make the area not only one that is suitable for addressing ethics and values, but that it may be one of the major reasons for including design and technology programs in school curricula.     

Enhancing Technological Practice: An Assessment Framework for Technology Education in New Zealand

The stated aim of technology education in New Zealand is to develop students' level of technological literacy. This paper introduces the Technology Assessment Framework (TAF) as an organisational tool for the development and delivery of technology programmes that focus on increasing students' technological literacy through the enhancement of their technological practice across technological areas and contexts. The TAF was developed and refined in 1999 and 2000 as part of a two year New Zealand Ministry of Education funded research project, and integrated within a national professional development programme in 2000 designed for preservice and inservice teacher educators in New Zealand.This paper backgrounds the sociocultural theoretical position of the TAF and explains how it reflects and furthers the aim of technology education in New Zealand. The TAF is then presented and explained with the aid of illustrative examples from classroom practice.     

Reflecting on Teacher Development in Technology Education: Implications for Future Programmes

This paper reflects on the outcomes of teacher professional development programmes in technology education. These programmes were based on a model which emphasised the importance of teachers developing an understanding of both technological practice and technology education. Two different programmes have been developed and trialed in the New Zealand context. They are the Facilitator Training programme, and the Technology Teacher Development Resource Package programme. This paper will focus on the outcomes of these programmes. The Facilitator Training programme was a year long programme, and ran in 1995 and 1996. It involved training a total of 30 educators – 15 each year, from all over New Zealand. The Resource Package was trialed in 14 schools over a 3–6 month period in 1996. The evaluations indicate the successful nature of these programmes and the usefulness of the model as a basis for the development of teacher professional development in technology education. The programmes reported on in this paper were developed and evaluated as part of two New Zealand Ministry of Education contracts held by the Centre for Science, Mathematics and Technology Education Research. This revised version was published online in August 2006 with corrections to the Cover Date.     

Management of Scientific Staff at the Harwell Laboratory of the U. K. Atomic Energy Authority

Harwell's primary role. is to serve as the main research laboratory supporting the U. K. nuclear power development programme; in addition it undertakes research and development outside of the nuclear field for Government and industrial customers. Overall, there is the need to manage a very large number of separate and often disparate items of work and to ensure effective communication with senior managers of the nuclear power programme and with commercial customers on allocation of resources and technical progress. This is done through a version of "matrix management". A large proportion of the technical, commercial and staff management decisions are devolved within Harwell's matrix organisation where teams of staff required for particular items of R & D are formed by arrangements agreed locally between the two axes of the matrix. The smaller groupings of staff created in the matrix are important in providing environments where good staff management practices can be established and where a team spirit aids motivation and technical initiative.     

Nurturing the designerly thinking and design capabilities of five-year-olds: technology in the new entrant classroom

Technology is one of eight learning areas of the New Zealand national curriculum. It aims to develop a broad technological literacy through students participating in programmes in which the practice of technological development is experienced, as is knowledge informing practice, and students gain an understanding of technology as a domain in its own right. In New Zealand children begin school at 5 years of age and this paper describes a classroom research project during which these students design and then construct a photo frame. The inducement for this development arose from students needing to safely transport home and then display a class photograph. This provided the opportunity for developing technological knowledge and skills within a real and relevant context—two key drivers when working with young students (Ministry of Education 2007) [MoE]. The results of this project suggest that teaching technology to five-year-old students is achievable and a valuable addition to other learning opportunities provided in the new entrant classroom. Strategies are suggested that will enable students to successfully achieve their goals whilst gaining a simple understanding of the technological process. By making good use of these it is possible to create a worthwhile and imaginatively challenging activity that reflects the essence of the technology education curriculum.