Interdisciplinary Problem Solving Research Articles

COMPLEX SYSTEM OF ECOLOGICAL CONTROL FOR BUSINESS OBJECTS TECHNOLOGICAL SAFETY OF PETROL STATION AS EXAMPLE

The paper provides implementation results of complex ecological control for safety level at technological objects based on European approach which is in fact environmental influence estimation (EIE). Environmental influence estimation system (EIES) has normative approach and is restrictive, so it doesn’t prevent technological pollution of environment. EIES standards are created according to zero human health risk concept, but real insignificant exceedings of critical concentrations are potentially dangerous for ecosystems. «Zero risk» concept doesn’t ensure ecological economy growth, as it is based upon risk analysis principle of «costs-benefits». It narrows application of sustainable development statements and Ecostrategy-2019, which require ecological natural resources usage, anthropogenic environment influence decrease, ecological activity effectiveness parameters increase. The paper proposes EIE system approach implementation due to complex achieving of economical objects sustainable ecological development. Systemology was examined as base for heterogeneous objects information models creation during interdisciplinary problem solving of complex «object-environment» systems research. Ecological technological safety at business objects control system creation reasonability is noticed in complex aspect according to strategically ecological estimation. It allows to determine current environment state and planned activity potential influence upon population inside determined area. Research object is technological safety at business objects ecological control system with dangerous environment influence prevention strategy. Research subject is technological safety at business objects ecological control system development for petrol station as example.

Curricular, interactional, and structural diversity: identifying factors affecting learning outcomes

ABSTRACT Discussions of ‘diversity’ in higher education are often limited to structural diversity (i.e. access to higher education based on demographic variables), which is just one form of diversity that impacts student learning outcomes. Others include curricular diversity (a measure of the interdisciplinary of the coursework) and interactional diversity (a measure of informal interaction). This study aims to explore the effects of all three categories of diversity on the academic performance of college students. Using data from a top higher education institution in Taiwan, we construct indicators of curricular diversity (i.e. curricular evenness (CE), ratio of elective credits (REC), ratio of inter-collegiate credits (RIC), and interdisciplinary experience (IDE). Interactional diversity was measured using student's participation in activities involving interaction with others, and structural diversity was measured by student's personal and contextual characteristics. Our goal was to determine which of these forms of diversity impacted students’ self-reported skills in interdisciplinary communication (ICS) and collaborative problem solving (CPS). Results show that curricular diversity is significantly associated with interactional diversity. In terms of learning outcomes, curricular and structural diversity are associated with both ICS and CPS, while interactional diversity is associated with CPS. Interactional diversity also moderates the relationships between curricular diversity and ICS as well as CPS. This research implies that institutions of higher education need to promote curricular and interactive diversity to fix systemic biases that limit or relate to structural diversity.

Interdisciplinary Problem Solving in Hybrid Organizations: The Implications of Scientific Reputation and Disciplinary Knowledge Diversity

Interdisciplinary Problem Solving in Hybrid Organizations: The Implications of Scientific Reputation and Disciplinary Knowledge Diversity

Students’ learning of management and leadership in engineering education – a literature review

ABSTRACT The increasing complexity of societal problems and the need for more interdisciplinary problem-solving in the future raise new demands for future engineering competences. Consequently, competences related to management and leadership must be reconsidered and reflected in both engineering education and engineering education research. This leads to the following research question: In which ways are students’ learning of management and leadership articulated and related in engineering education literature? In this study, this research question is answered through a systematic literature review wherein 112 journal articles were reviewed to explore articulations of students’ learning of management and leadership competences. The review finds extensive diversity in the literature, with different and sometimes even overlapping articulations of management and leadership in an educational context. Furthermore, the review identifies a difference between implicit and explicit approaches to addressing the development of students’ management and leadership competences. Finally, the importance of the mutual interaction between management and leadership is discussed in an engineering education context. It is stressed that moving forward when working with complex problems in interdisciplinary teams requires both change and vision, as well as the tools and plans to actually make it happen.

The division of cognitive labor and the structure of interdisciplinary problems

Interdisciplinarity is strongly promoted in science policy across the world. It is seen as a necessary condition for providing practical solutions to many pressing complex problems for which no single disciplinary approach is adequate alone. In this article we model multi- and interdisciplinary research as an instance of collective problem solving. Our goal is to provide a basic representation of this type of problem solving and chart the epistemic benefits and costs of researchers engaging in different forms of cognitive coordination. Our findings suggest that typical forms of interdisciplinary collaboration are unlikely to find optimal solutions to complex problems within short time frames and can lead to methodological conservatism. This provides some grounds for both reflecting on current science policy and envisioning more effective scientific practices with respect to interdisciplinary problem solving.

Effective Assessment Strategies for Project-Based Learning

Rapid technological changes have radically changed the expectations of employers from the current generation of engineering graduates, necessitating educators to focus on the development of core subject comprehension and required skills among the students in their engineering programs. Research has shown that project-based learning (PBL) is an effective pedagogy to address this dual requirement of core technical knowledge and skills to effectively utilize this knowledge to solve problems. PBL is a pedagogical approach wherein students work to address real- world problems and challenges through the application of knowledge acquired in the class, unlike the traditional classroom approach involving lectures, studying, and taking tests. The core of every PBL course involves effective cooperation, collaboration, and communication among students and between students and faculty. It is believed that this hands-on learning through problem- solving, combined with the development of soft skills, helps enhance learning outcomes and elevates learning to higher cognitive levels. An innovative course titled “Engineering Exploration”, taught and co-designed by a multidisciplinary faculty is offered at the authors’ institution. The course is a core component of the first-year undergraduate engineering curriculum. During this course, students learn about and apply the full range of engineering design tasks, from the development of need statements and problem definition to virtual and physical prototyping, to solve real-world problems. A continuing outcome of this course is interdisciplinary problem-solving, engineering design process, and teamwork. Effective assessment of student learning is a challenge in PBL courses. To address this constant challenge, the authors have developed a comprehensive assessment strategy, incorporating summative, formative, and diagnostic assessments, to assess student learning throughout the course. This paper presents a discussion of these strategies, our experiences and observations, and strategies to incorporate the same into PBL courses. Keywords— project-based learning, assessment, diagnostic assessment, PROBE

Differences between remote and analog design thinking through the lens of distributed cognition.

Due to the huge surge in remote work all over the world caused by the COVID-19 pandemic, today's work is largely defined by tools for information exchange as well as new complex problems that must be solved. Design Thinking offers a well-known and established methodological approach for iterative, collaborative and interdisciplinary problem solving. Still, recent circumstances shed a new light on how to facilitate Design Thinking activities in a remote rather than an analog way. Due to Design Thinking's high production of artifacts and its focus on communication and interaction between team members, the theory of Distributed Cognition, specifically the Distributed Cognition for Teamwork (DiCoT) framework, provides an interesting perspective on the recent going-remote of Design Thinking activities. For this, we first highlight differences of analog vs. remote Design Thinking by analyzing corresponding literature from the recent years. Next, we apply the DiCoT framework to those findings, pointing out implications for practical facilitation of Design Thinking activities in an analog and remote setting. Finally, we discuss opportunities through artificial intelligence-based technologies and methods.

How digital fabrication technologies within digitalized innovation environments lead to participative aid development

PurposeFacilities such as FabLabs and Makerspaces are characterized by the facilities' wide range of digital fabrication technologies as well as facilities' interdisciplinary user base and collaborative problem solving and product development. These possibilities can also hold great potential for people with disabilities who have a specific need for assistive technology. Since there are no established models of such participatory development processes (PDP) within digitalized innovation environments (DIE), this study intends to provide a comprehensive understanding of these processes along with the influencing factors.Design/methodology/approachThrough a cooperation with a Thalidomide Association, various PDPs were accompanied within a DIE and interviews were conducted with 16 stakeholders involved. Hereby, the perspective of thalidomide-affected people (5) as well as the supporting makers (6) and experts (5) were taken into account. Through a subsequent structured analysis, various dimensions as well as relevant influencing factors could be identified.FindingsIn total, 33 paraphrases could be formed in 8 categories and four dimensions concerning the PDPs investigated. In addition, 17 paraphrases on potentials and challenges could be extracted through generalization.Originality/valueDue to findings' holistic approach, the findings form an empirical basis for further research into this still very young research topic and represent a first step toward theory building. By the applicability of the identified influencing factors an important contribution can be made to the supply of aids and the inclusion of people with disabilities.Peer reviewThe peer review history for this article is available at: https://publons.com/publon 10.1108/JET-01-2022-0013

THE ISSUE OF PROFESSIONAL COMPETENCE FORMATION IN FUTURE CHEMICAL TECHNOLOGY BACHELORS AT HIGHER EDUCATION INSTITUTIONS OF THE USA AND UKRAINE

the article defines the ways of chemical engineering formation and development in the USA; the general tendencies in development of chemical technologies education at higher education institutions of the USA and Ukraine have been outlined. It has been established that both countries have experienced the same difficulties in the issues concerning formation of professional competence in future chemical technology bachelors at higher education institutions, namely the lack of professional skills (communicative, creative, critical and ethical thinking, teamwork, and leadership skills), the lack of skills in interdisciplinary problem solving, the absence of independent learning skills, as well as a smaller share of the practical component in the university training compared with the theoretical one. General tendencies in successful solving of the issues regarding professional competence in future chemical technology bachelors have been considered.

Participatory Methods for Systems Modeling of Youth Mental Health: Implementation Protocol.

BackgroundDespite significant investment, mental health issues remain a leading cause of death among young people globally. Sophisticated decision analysis methods are needed to better understand the dynamic and multisector drivers of youth mental health. System modeling can help explore complex issues such as youth mental health and inform strategies to effectively respond to local needs and achieve lasting improvements. The advantages of engaging stakeholders in model development processes have long been recognized; however, the methods for doing so are often not well-described.ObjectiveThis paper aims to describe the participatory procedures that will be used to support systems modeling for national multisite implementation. The Right Care, First Time, Where You Live research program will focus on regional youth mental health applications of systems modeling in 8 different sites across Australia.MethodsThe participatory model development approach involves an iterative process of engaging with a range of participants, including people with lived experience of mental health issues. Their knowledge of the local systems, pathways, and drivers is combined with the academic literature and data to populate the models and validate their structure. The process centers around 3 workshops where participants interact and actively engage in group model-building activities to define, refine, and validate the systems models. This paper provides a detailed blueprint for the implementation of this process for mental health applications.ResultsThe participatory modeling methods described in this paper will be implemented at 2 sites per year from 2022 to 2025. The 8 selected sites have been chosen to capture variations in important factors, including determinants of mental health issues and access to services. Site engagement commenced in August 2021, and the first modeling workshops are scheduled to commence in February 2022.ConclusionsMental health system decision makers require tools to help navigate complex environments and leverage interdisciplinary problem-solving. Systems modeling can mobilize data from diverse sources to explore a range of scenarios, including the impact of interventions in different combinations and contexts. Involving stakeholders in the model development process ensures that the model findings are context-relevant and fit-for-purpose to inform decision-making.International Registered Report Identifier (IRRID)PRR1-10.2196/32988

Skill development using interdisciplinary problem solving in a natural resources capstone course

AbstractPostsecondary curriculum is designed to prepare students for their careers following graduation, which traditionally revolves around technical aspects of their respected career field. Capstone courses were introduced to help ease students’ transition from the university into their careers. However, little research containing empirical evidence exists on the effectiveness of capstone courses in natural resources. This study evaluated 6 yr of course graduates from an interdisciplinary problem‐solving capstone course in natural resources, seeking to understand the skills gained and what portions of the course were most useful in transitioning students to their future careers. Results show the course was able to enhance students’ writing, communication, job preparation, and teamwork skills. Students valued knowledge gained on soft skills, such as communication and teamwork, over technical skills specific to their major. Overall, the students valued the interdisciplinary problem solving nature of the course, as most natural resource issues are interdisciplinary. Areas that could be improved in this capstone model were focused on improving individual student's verbal communication and presentation skills. Information from this study is useful to colleges and universities considering and using capstone courses to determine skills that can be taught and to determine if using real world problems in an interdisciplinary setting in their courses would be beneficial.

Integrated Concentration in Science: An Interdisciplinary Problem-Solving Program

Integrated Concentration in Science: An Interdisciplinary Problem-Solving Program

Interdisciplinary Problem Solving, Where Do We Go From Here?: A Commentary on Kim (2020)

Interdisciplinary Problem Solving, Where Do We Go From Here?: A Commentary on Kim (2020)

SIAM—Colombia MMC: A Challenge-Based Math Modeling Learning Strategy

The math modeling challenge CoSIAM is a competition based on interdisciplinary collaborative work challenges. This research seeks to demonstrate the value of this type of challenge-based competition as a learning strategy outside the classroom. Based on data, we conducted a qualitative study on the perception of the participants in the last three versions of the mathematical modeling challenge, in terms of the learning achieved, the benefits of their participation, the knowledge and skills they brought into play, and the change in their conception of modeling. The participants were undergraduate and graduate students in mathematics and other areas, from several Colombian and Mexican universities. The research yielded results in three directions. The first is related to the advantages and limitations of teamwork, the second explores the learning that arises from this experience, and the third is oriented to the disciplinary knowledge mobilized for the solution of this type of problematic situation. The study allowed concluding, among other issues, that learning based on interdisciplinary problem solving, formulated from a global perspective, enhances the acquisition of valuable skills for the participants.

Biomedical Technology Innovation Education and Its Effect on Graduate Student Careers Over 17 Years

In the 1990s, interest in biomedical technologies blossomed among students across disciplines. In parallel, there was a push in academia to develop courses enabling interdisciplinary problem solving and more holistic, practice-oriented education. In response, Stanford Biodesign created a graduate course in biomedical technology innovation. Seventeen years later, we sought to gauge the impact of this course on student commitment to careers in biomedical technology, whether students took on leadership and innovation roles, and if they found the holistic innovation process we teach to be useful in their careers. We disseminated a web-based survey to collect self-reported data from students completing the course between 2003 and 2019. 186 students responded (24.8%). 62% (n = 115/186) reported a strong commitment to careers in biomedical technology before the course while 84% (n = 156/186) felt that way after. The improvement in mean scores from pre-course (3.8) to post-course (4.3) was statistically significant (p < 0.0001). Additionally, 78% (n = 145/186) currently work in healthcare, with 72% of those (n = 115/145) in biomedical technology. 82% (n = 146/179) were in innovation roles and 58% (n = 102/177) were in leadership positions. Nearly 94% (n = 161/172) found the course influential and the process to be useful in their careers. The data suggest that the course is perceived as valuable and is effective at creating and/or sustaining student interest in biomedical technology innovation. The results point to multiple improvement opportunities that are important for keeping the course relevant.

E-textiles: An interdisciplinary approach

This article aims to shed light on e-textiles as a fusion of different skills. The empirical starting point is a workshop on e-textiles offered to a group of teachers attending a continuing education course in art and design. The study adopts self-ethnography. Using anonymous reflection notes from the workshop, the article discusses e-textiles as an arena to enhance problem solving through practical explorational work. This involves interdisciplinarity, crafting skills and computational thinking. Focusing on two categories, namely I) material knowledge and sustainability and II) electronics knowledge and interdisciplinarity, this study shows that time is an important factor when exploring e-textiles in an educational context. In e-textiles, crafting, circuitry, programming and sustainable thinking can be combined in an interdisciplinary and productive mash-up encouraging problem solving.

A cross-campus professional development program strengthens graduate student leadership in environmental problem-solving

The growing urgency of environmental concerns around the world highlights the need to equip rising scientists with high-impact leadership and communication skills in order to effectively engage in interdisciplinary problem-solving. However, opportunities for authentic interdisciplinary professional development training for student scientists are not extensively available within single-institution programs. This study evaluates the impact of the Monterey Area Research Institutions’ Network for Education (MARINE), a regional cross-campus professional development program aimed at preparing graduate students for interdisciplinary leadership positions in environmental problem-solving. An online survey was conducted to evaluate students’ perceptions of whether MARINE effectively enhanced leadership, improved collaborative relationships, and prepared students for interdisciplinary environmental problem-solving. Overall, MARINE participants emphasized practical skill development, exposure to careers outside of academia, and interinstitutional networking as the most valued outcomes of the cross-campus professional development program. Based on survey results and the demonstrated practices of MARINE, we recommend a set of 4 key design principles for institutions to consider when creating future cross-campus professional development programs: (1) a student-led governance framework to ensure that the program’s focus is centered on topics and issues that participants find most relevant, (2) event planning committees that engage the larger pool of graduate students from across the network in authentic leadership, (3) professional development opportunities focused on interactive forms of activity, and (4) an annual colloquium for students to apply their training in leadership and interdisciplinary communication. Greater application of these practices and principles in cross-campus programs may present new opportunities for preparing rising leaders to take an active role in interdisciplinary problem-solving.

Space accounting

PurposeThe emerging and rapidly growing space economy warrants initial analysis from an accounting lens. This article explores accounting's role in entity transactions involving outer space activities by addressing two questions: (1) What accounting challenges exist within a developing space economy? (2) What accounting research opportunities exist to address these challenges?Design/methodology/approachBackground context introduces accounting scholars to the modern space economy and its economic infrastructure, providing insight on entity transactions involving activities in outer space. Detailed discussion and analysis of space accounting challenges and research opportunities reveal potential for a robust, interdisciplinary field in the accounting domain relevant for both practitioner and academic spheres. The article concludes with a summary investigation of the future exploration of accounting for space commerce.FindingsMany accounting challenges and opportunities exist now and in the near future for accounting practitioners and scholars to contribute towards humanity's ambitious plans to achieve a sustained presence on the moon sometime during the 2020s and on Mars in the 2030s. All of accounting's traditional subject-matter domain, as well as sustainability accounting matters, will be relied upon in these efforts. Interdisciplinary inquiries and problem solving will be critical for success, with particular collaboration needs existing between accounting and operations management scholars.Originality/valueThis is the first paper to explore accounting for the burgeoning space economy, and to offer insight and guidance on the development of an emerging accounting subfield: space accounting.

Breaking Boundaries

According to the World Economic Forum 2020, some of the most critical skills needed to thrive in the future economy will be the ability to collaborate in multidisciplinary teams, build diverse networks, and be human-centered problem solvers. However, many university students have limited exposure to interdisciplinary problem solving, and tend to build connections within their bubbles (socioeconomic level, college, the field of study).In this study, we’ll review Innovate NYC (iNYC), an extracurricular program addressing these skills gaps. In three cohorts between 2016-18, 50 students from 12 New York City colleges, collaborated in multidisciplinary teams to solve real-world problems using innovation methods like HCD (Human Centred Design) and lean business strategies. The challenges were provided by partners like NYCEDC (NYC Economic Development Corporation) and other locally focused non-profits. However, did the program achieve what it set out to do and how might we apply the learning? In this study we aim to: 1. assess the strength and diversity of social connections between former iNYC participants, 2. identify any effect the program may have had on their career pathways, and 3. assess their continued use of innovation methods. To do this, we will examine the structure and delivery of the program, as well as review qualitative exit surveys and longitudinal survey results.

Realización de un termostato inteligente utilizando la plataforma Raspberry PI como proyecto integrador de la materia de programación avanzada

Project Oriented Learning (POL) is a teaching methodology, where students have their own learning, they devoped a product that allows them to apply and show the acquired knowledge. POL as an educational tool allows the student to develop skills such as interdisciplinary work and problem solving to tackle current scientific and social demands while creating an innovative transformation in the educational process. This article presents the process of developing an intelligent thermostat using the Raspberry PI platform, and Internet of Things IoT technologies, aimed at training students at the level of a Technical College , enrolled in the ninth quarter of the Mechatronics degree curriculum. The creation of this project allows the fulfillment of the specific competence of the degree, which is "Develop automation and control projects, through the design, administration and application of new technologies to meet the needs of the productive sector".