Professionalization of computer science studies – project results and evaluation Plechawska-Wójcik Małgorzata
Miłosz Marek
Institute of Computer Science Lublin University of Technology Lublin, Poland
[email protected]
Institute of Computer Science Lublin University of Technology Lublin, Poland
Borys Magdalena Institute of Computer Science Lublin University of Technology Lublin, Poland Abstract—The paper presents results achieved through knowledge and experience exchange in the field of professionalization of computer science studies. The results were obtained during Leonardo da Vinci Mobility project titled “Professionalization of bachelor’s degree studies in computer science in Lublin University of Technology (UIKI)”. The main aim of the project was to share ideas and to develop methods and documents related to professionalization of Bachelor Degree in Computer Science. Obtained outcomes are results of familiarizing with the best European practices in HE professionalization. Lublin University of Technology joins the best teaching methods and procedures to apply them in its educational process. Keywords—professionalization of higher education, sharing experience, educational project
I.
INTRODUCTION
Changes made to higher education related to the implementation of the National Qualifications Framework (NQF), force universities to modify their education programs offered to candidates. In addition, changes in Polish Higher Education (HE) are planned to distinguish between practical and academic education at the first level of studies. Therefore, new requirements are put in front of Polish universities, such as Lublin University of Technology (LUT). New tasks are dedicated to the HE management and academic staff. They include creation of a new approach to the education program (in the aspects of learning outcomes), its structure (modularity and flexibility) and professionalization of education [4] [5]. Accordingly, the effect of globalization, the problem is not local, but it has a significant impact on graduates adjustment to participation in the global, in particular European, labor market. One of these participation elements is professional, vocational education meeting the European Qualifications Framework (EQF) requirements. The aim of the paper is to describe the collaboration between universities and industry representatives in the frame of Leonardo da Vinci Lifelong Learning Programme [6] [7]. The paper presents the outcomes
gained as a result of experience exchange among partners from the European Union in the scope of professionalization of computer science studies. What is more, the paper presents the results of project’s evaluation conducted among project participants. II.
THE PROJECT’S DESCRIPTION
The project “Professionalization of bachelor’s degree studies in computer science in Lublin University of Technology (UIKI)” was established in the frame of Leonardo da Vinci Lifelong Learning Programme in Mobility action. The project has started in December 2013 and it will last 18 months. The objective of the project is to develop professionalization methods and procedures which can be applied to Bachelor Degree in Computer Science (CS) at LUT. The exchanges of Polish academic teachers as well as administrative and management staff involved in the professionalization of education took place at universities in different European countries. The partners were selected among countries with long experience in European Union (France, Germany, Finland) and the newly adopted (Slovenia). They are: Joseph Fourier University (Grenoble, France), International School for Social and Business Studies (Celje, Slovenia), University of Applied Sciences (Berlin, Gerrnany), Savonia University of Applied Sciences (Kuopio, Finland). In the countries chosen for the project, there are differences in education management system. They also have various levels of professionalization of higher education. The first group has many years of vocational training experience in the field of computer science. While Slovenia is the country culturally close to Poland, having the considerable success in vocational education and interdisciplinary projects. All host universities have very extensive experience in professional education at university level, and strong relationships with industry (in the areas of education, research, and deployment). The project also involves ICT companies from the region, which brings support in the form of consultancy on the labor market needs identification [11].
III.
THE PROJECT’S OBJECTIVES
One of the most important activities of the project was to organize study visits. In each study visits the group of eight persons from LUT took part. Their participation in the project helped them to improve their skills needed in the process of education professionalization in the EQF context. Hosting organizations represent the diversity of approaches to the professionalization of education process [7] [8] [9] [10]. It broadens the project perspective and enables to regard lessons learned in different European education procedures. The participants gain competencies that help them to develop training strategies in accordance with National Qualifications Framework (NQF) and EQF [2]. Gaining knowledge in this area on the scope of constraints, problems and circumstances help to prepare LUT employees to implement professionalization of education [1] [3]. The project participants developed methods and documents related to professionalization of Bachelor Degree in Computer Science in LUT by familiarizing with the best European practices in HE professionalization. One of the important project results is a set of rules, document templates and procedures dedicated to the organization and implementation of vocational education. Moreover, it emphasizes the principles of cooperation with enterprises. It includes activities such as students’ internships and training in companies, preparing diploma with industry support, students’ educational and professional projects, exchanges and the use of tools supporting cooperation between the university and the business environment. This document is the primary outcome of the project. What is more, it complies with the EQF requirements. In the area of personal development of the project broadens horizons of teachers and other university staff taking part in motilities. It was a great opportunity to get know new cultures in both, geographical and historical sense. Project partners are located in a very wide geographical range, from northern to southern Europe. The historical aspect is as well important: partner universities are in countries with European tradition –
Germany and France, a country included in the 90s: Finland and relatively new EU member: Slovenia. The participation in the project also enables to improve the knowledge of foreign language. IV.
THE PROJECT’S RESULTS
The project covered four study visits, one in each partner university. A single study visit lasted one week. As the objective of the project was to share ideas and compare procedures of study professionalization, the programmes of all study visits were similar to each other and covered such activities as: visiting the university campus; meeting with administrative staff: with employees of cooperation with industry office, international cooperation and exchange office and other units responsible professionalization of education; meeting with authorities of university or single departments; meeting with teachers and researchers educating students in CS field; taking part in discussion panels regarding professional bachelor's degree studies in computer science and organization of such studies; familiarizing with procedures of cooperation between university and ICT companies and business projects conducted in cooperation with companies; taking part in training seminars, presenting specific problems relating to methods of assessing student learning outcomes and ways of cooperation with industry; meeting with foreign students in the context of cultural preparatory actions; sharing ideas regarding professionalization of education and methods of assessing student learning outcomes.
Fig. 1. Areas of proffesionalization of CS studies
Areas of activities in the scope of professionalization of CS analyzed the project are presented in Fig. 1. Among them one can find: Practices for academic teachers – academic teachers have practices in companies to be up-to-date with technology trends, tools and ICT market needs. Practitioners participation in curriculum development – continuous updates of studies programme should be done in the close cooperation with industry. To formalize this process specially dedicated units should be present: o
o
o
CS Program board – The board responsible for Studies Program composed of university authorities, teachers and industry representatives; QA team – Quality Assurance team supporting the development and improvement of learning and teaching policy and procedures; Education committee – the committee is responsible for controlling different aspects of education and for maintaining the channel for communication and cooperation with other organizations including industry.
Conducting classes by practitioners – regular and occasional lessons (including lectures, projects and practical classes) are conducted by highly qualified practitioners in different fields of ICT expertise. Common projects – joint projects conducted or supervised by practitioners: o
Student projects – practical tasks for teams solved usually in multidisciplinary areas;
o
Scientific projects – research projects solved usually by teams composed of researchers, practitioners and students.
Internships – students conduct different type of internships and practices in companies: o
Short term – internships lasting few (2-4) weeks.
o
Long term – internships lasting few (2-3) months.
o
MSc theses preparation - long term internships might be connected with MSc theses development. Students receive two supervisors: from university and from industry.
and compatible with the market needs. This process is composed of such activities as: o
Discussion panels – panels, wherein university and local authorities, teachers, practitioners, entrepreneurs and students can discuss labour market needs and propose appropriate changes in curricula.
o
Conferences – educational moderated conferences presenting market trends, results of currently conducted educational projects and educational process development.
o
Surveys – interviews conducted among students and companies testing their level of satisfaction with the quality of education.
o
Job market analysis – tracking current job opportunities and market trends in the ICT area.
Additional workshops for students – additional workshops are organized occasionally at university. They can have different forms: summer schools, trainings or competition. Usually they are conducted by university teachers, foreign experts and experienced practitioners. V.
EVALUATION OF THE PROJECT
The evaluation of the project is based on the survey conducted among the project’s participants. The participants were asked to assess different project aspects using 5-points Likert scale. The overall project experience, as presented in Fig. 2, was rated very high (59%) and high (38%). Only 3% of responses assessed the overall experience of participating in the project at the medium level. The general project experience reached 4.55.. General expectations of participants were at the level of 4.1 points. Those expectations were met respectively: 34% of responders claimed, that their expectation were met totally and 66% rated them as better than they had expected. Experience and skills of partners were also rated high, at the level of 4.69.
Curricula adaptation to market needs – continuous process is needed to keep the study program updated Fig. 2. The overal project experience
The responders were also asked about experience gained during the project. The level of gained experience was assessed in few categories (Fig. 3): Getting knowledge of the professionalization principles – rated at the level of 4.34 points. Getting knowledge of the organization of universityindustry collaboration – rated at the level of 4.62 points. Getting knowledge of the activities carried out by the industry in order to improve the education quality – rated at the level of 4.31 points. Getting knowledge of the rules of student interdisciplinary projects jointly implemented by the university and industry – rated at the level of 4.1 points. Getting knowledge of the principles of educational and research projects carried out at the university – rated at the level of 3.86 points.
Another analyzed area of evaluation was soft aspects regarding study visits. In particular, responders were asked about (Fig. 4): Cultural exchange experience – rated at the level of 4.72 points. Experiencing the attractions of the region – rated at the level of 4.59 points. International integration – rated at the level of 4.62 points. Integration within the team – rated at the level of 4.79 points. All responses in the area of study visit were rated very high (above 4.5 points). It proves the positive impact of the project on cultural and integration areas including closer cooperation and create new opportunities for cooperation.
Familiarize with university infrastructure, including laboratories and classrooms – rated at the level of 4.24 points. Learning new techniques, methods and technologies that you can use in practice – rated at the level of 4.17 points. Getting knowledge of the EU labor market requirements – rated at the level of 3.62 points. Establishing contacts and getting a chance for long-term international cooperation – rated at the level of 4.48 points. In general, the highest rates gained: the organization of university-industry collaboration (4.62 points) and contacts establishing (4.48 points). High rates achieved also aspects of professionalization principles – 4.34 points. The weakest results achieved area of EU labor market requirements – 3.62 points.
Fig. 4. The study vistis rates.
In the survey new knowledge gaining was also analyzed. The responders (Fig. 5) assessed the level of knowledge of process of studies professionalization at the level of 4.38 points whereas the level of gained knowledge and experience useful in practice reached 4.21 points. According responders, general English language skills were improved, which is demonstrated by the assessment at the level of 3.69.
Fig. 5. The level of knowledge gained during the project. Fig. 3. The level of experience gained during the project.
The general contribution of the project to improving the quality of CS education was rated high (Fig. 6). 59% of responders
rated it as very high and 34% - as high. Only 7% of responses rated the impact as medium.
Fig. 6. The contribution of the project to improving the quality
VI.
CONCLUSIONS
The Leonardo da Vinci project “Professionalization of bachelor’s degree studies in computer science in Lublin University of Technology (UIKI)” is still in progress. However, its positive influence on the project’s participants and educational quality can be already noticed. Sharing experiences and gained knowledge gave great benefits. Especially education experiences and good practices in collaboration with industry as well as discussing teaching techniques and methods is of great importance for LUT to build a set of essential, useful guidelines of vocational training. The study visits enable project’s participants to familiarize with standards and practices applied in visiting organizations. Although there are some similarities in the organization of education professionalization, the large differences are noticed between EU countries and between single organizations. High impact of the project into the project’s participants has been proved by the summary surveys results.
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