Search results

Internships play an important role in the choices engineering students make about future career pathways though there is little research about the messaging students receive regarding internships from academics. This messaging is important because it can contribute to the expectations students set for internships which in turn influences the interpretation of the experience and sense of appropriateness of that particular career pathway. Situated in Expectancy X Value theory, the purpose of this paper is to examine the beliefs and behaviors of the academics with whom engineering students interact as related to internship experiences.

The authors conducted and analyzed interviews with 13 career center employees and 14 academic advisers/faculty members across six demographically and geographically diverse schools. Interviews were coded, and within and across case patterns developed.

Across all six schools, interview participants believe internships are important for students with regard to three areas: enabling career discovery, providing opportunities for development of career skills and helping students with full-time job acquisition. However, participants describe few direct actions associated with these beliefs. The lack of recommended actions for making the most of the internship experience, despite a strong belief in their importance, is a major finding of this paper.

This study is original in that it examines an important perspective that is not often a focus of research related to internships: academic advisors, faculty or career center personnel. The multi-institution sample enhances the value of the study as commonalities were seen despite variation in schools, enabling recommendations useful to a variety of contexts.

To capture conference content and presentation.

A conference report that spans the disciplines of engineering and technology education and engineering librarianship.

Technology plays an important role in nearly all applications performed by an engineering librarian.

A report of interest to library and information professionals.

Experiential learning encouraging critical thinking and creative problem-solving is the essence of innovation. Knowing this, in 2015, the United Arab Emirates (UAE) launched the Innovation and Entrepreneurship Education Program in partnership with Stanford University faculty. The purpose of the project was to create customized curriculum for university students, support educators teaching the material, and inspire an entrepreneurial mindset that transitions the nation into an innovation-based society. Three cohorts of university educators participated in workshops, professional development activities, and a four-day visit at Stanford University to learn design thinking, the pedagogical platform of the custom curriculum. After a three-year pilot, remarkable results were realized among students, faculty, and within the entrepreneurial ecosystem of UAE. Analyzing the faculty and student interviews, reviewing an initiative impact report, and referencing related research, this case study: establishes the importance of teaching innovation and entrepreneurship, outlines the program’s practical and operational elements, and documents how educators succeeded in integrating and customizing the curriculum (before and during the coronavirus pandemic).

Tax education, a subset of accounting education formed in the early 1900s, was largely ignored as a discipline until the 1970s. Over time, tax became a more prevalent part of accounting practice and the CPA examination. In 1996, the AICPA developed the Model Tax Curriculum (MTC) to give a practitioner’s perspective on how taxation should be taught in higher education. This chapter provides a history of tax education and the responses of tax educators to the MTC Task Force’s recommendations in 1996 and the revisions in 2007 and 2014. The authors surveyed tax educators five times over 23 years to get a sense of the MTC’s adoption, both in the past and future terms. The authors found that tax educators largely ignored the MTC Task Force’s recommendations. This chapter discusses reasons given by respondents for not following the MTC and offers various strategies the MTC Task Force and others might consider when recommending future tax education reforms.

The purpose of the paper is to show that the Arabian Peninsula, and the United Arab Emirates in particular, has not been spared by the trends of biodiversity loss observed on the world scale. The authors aim to present a rapid review of the challenges facing the biodiversity in the UAE and the solutions that this young country proposes to counteract the erosion of its biodiversity.

The authors gathered and compiled published and unpublished information from governmental and non‐governmental sources.

Despite being regarded as a vast desertic and unfertile area with one of the lowest human populations in the world, the UAE hosts a unique and remarkably adapted fauna and flora. Adding to natural causes (drought), the main threats facing biodiversity identified were: coastal development and urbanisation, as well as over‐exploitation of natural resources (fishing, hunting, grazing and water extraction) that are linked with the tremendous population increase and changes in lifestyle. Traditional systems of resource management in the UAE have been abandoned. Over the last few decades, the UAE has lost most of its big fauna and is witnessing the remaining Arabian leopard, Mountain Gazelle, Arabian Tahr, Arabian Sailfish, groupers and shark populations at the brink of extinction.

The paper proposes the inclusion of environmental issues in the development planning (with proper environment impact assessments), the involvement of local communities in the decision making and the improvement of federal and international trans‐boundaries collaborations. Highlights that an urgent step would be the implementation of integrated costal management zoning to stop the current extent of coastal development that contributes through physical alteration of habitats to the disappearance of key resources and habitats.

Reviews some of the issues that prevent men and women working together effectively in organizations. Explores the impact of gender stereotypes and the perception of women as the “weaker sex”. In addition, attempts to highlight organizational strategies that would ensure the successful working practice of men and women in organizations.