A Study of the Professional Competences of Employees in Nanotechnology Domain
Date Issued
2012
Date
2012
Author(s)
Liu, Yi-Lin
Abstract
The preparation and development of nanotechnology workforce represent a major challenge for the new technology progress in coming decades since most recent research activities of all varieties are directed towards nanoscience. One of the key factors determining nanotechnology success lies in training and development of human resources at all levels. A sufficient workforce for research, development and manufacturing is required for nanotechnology to reach its full potential to contribute to our society. As a result of this trend, many universities around the world have been devoted to the establishment of undergraduate and graduate nanotechnology programs since 2000. However, what seems lack of current nanotechnology university education studies is a thorough analysis of nanotechnology curriculum, and investigation of what the expected nanotechnology core competences really are of related stakeholders.
Research on university nanotechnology curriculum of the present study aims to introduce a new approach to curriculum planning and competence identification based primarily on outcome-based education and competence-based perspectives, as well as to highlight the unique viewpoints and patterns toward nanotechnology competences expressed by stakeholders. To achieve this study purpose, curriculum mapping and Q methodology are employed as a tool to explore nanotechnology curricula in higher education in Taiwan. The 600 course syllabi collected from thirteen nanotechnology-related undergraduate and graduate programs in nine leading universities in Taiwan are analyzed. Four curriculum maps of nanotechnology of the university level are constructed and verified.
Besides, the extracted competences from curriculum mapping are further employed by Q methodology. Thirty-three Q participants are recruited to sort the 47 Q statements and conduct the postsorting interviews. Based on the results of Q sorting and discourse analysis, four factors of subjective viewpoint toward expected general nanotechnology competences of university graduates are presented, including nano-sepcific skill and personal attributes oriented viewpoint, basic knowledge and personal attributes oriented viewpoint, nano core and specific knowledge oriented viewpoint, and nano core knowledge oriented viewpoint. Although the emphases are put to dissimilar statements by different factors, nanomaterials, independent thinking ability, solve problem ability, and innovation, together construct the core nanotechnology competences. In conclusion, implications of instructional design features as well as important applications of the developed curriculum maps for the preparation of nanotechnology education are discussed.
Subjects
Nanotechnology education
Competence development
Curriculum mapping
Q methodology
Type
thesis
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