Information about engineering education is highly relevant for improving communication between professors, researchers and students in engineering schools, institutions, laboratories and industry. Technological change is fundamental to the development of education systems.
Engineering Education emphasises curriculum development, pedagogy and didactic aspects of engineering education, covering relevant aspects from more classical engineering courses such as mechanical, manufacturing, industrial, chemical, environmental, civil and systems courses, to more contemporary courses including nano-engineering and bioengineering along with information on sustainable development in the context of engineering education.
- Rigorously covers this timely and relevant area
- A diverse range of subjects examined by international experts
- Written by highly knowledgeable and well-respected experts in the field
Daugiau informacijos
Engineering Education explores the importance of curriculum development, pedagogy and didactic aspects and provides discussions on the exchange of information between different aspects of education.
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List of figures and tables |
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ix | |
| Preface |
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xiii | |
| About the editor and contributors |
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xv | |
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1 The influences of personality traits on academic performance through imaginative capability: the differences between engineering and science |
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1 | (24) |
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2 | (1) |
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2 | (1) |
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Engineering imagination and scientific imagination |
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3 | (1) |
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The effects of personality traits on imagination |
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4 | (2) |
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6 | (1) |
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7 | (7) |
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14 | (4) |
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18 | (1) |
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19 | (1) |
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19 | (6) |
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2 Developing a personalized and adapted curriculum for engineering education through an ambient intelligence environment |
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25 | (42) |
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26 | (2) |
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Ambient intelligence environments |
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28 | (2) |
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Brain dominance and thinking styles |
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30 | (3) |
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33 | (6) |
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39 | (7) |
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Results, interpretation, and recommendations |
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46 | (6) |
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Research model validation |
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52 | (10) |
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62 | (1) |
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63 | (4) |
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3 Evaluation to support stakeholder-centered design and continuous quality improvement in higher education services |
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67 | (32) |
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67 | (3) |
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Evaluation and self-evaluation in the Italian higher education context |
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70 | (2) |
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The conceptual approach to evaluating education service performance |
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72 | (3) |
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Fuzzy ServQual-based methodology for reliable service evaluation |
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75 | (7) |
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Evaluation of Palermo Management Engineering Program education services |
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82 | (6) |
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88 | (4) |
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92 | (2) |
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94 | (5) |
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4 Software engineering education: from dysfunction to core competency |
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99 | (24) |
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99 | (2) |
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Phase I Addressing the talent shortage problem |
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101 | (8) |
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Phase II Improving software engineering core competency |
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109 | (11) |
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120 | (1) |
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121 | (1) |
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121 | (2) |
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5 The most central occupation requirements for engineering jobs: engineering education implications |
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123 | (22) |
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124 | (6) |
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130 | (1) |
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Methodological approach and results |
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131 | (10) |
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141 | (1) |
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142 | (3) |
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6 Energy engineering: an emerging discipline |
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145 | (20) |
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145 | (1) |
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The need for energy engineering courses |
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146 | (7) |
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The development of undergraduate courses |
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153 | (4) |
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The development of postgraduate courses |
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157 | (1) |
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Assessment and practical work in academic courses |
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158 | (1) |
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Perspectives for energy engineering courses and their graduates |
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159 | (1) |
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160 | (1) |
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161 | (4) |
| Index |
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165 | |
Prof. (Dr.) J. Paulo Davim is a Full Professor at the University of Aveiro, Portugal, with over 35 years of experience in Mechanical, Materials, and Industrial Engineering. He holds multiple distinguished academic titles, including a PhD in Mechanical Engineering and a DSc from London Metropolitan University. He has published over 300 books and 600 articles, with more than 36,500 citations. He is ranked among the world's top 2% scientists by Stanford University and holds leadership positions in numerous international journals, conferences, and research projects.
