Mechanical Engineering (Conference Papers)

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The impact of climate change on the performance of residential buildings from an occupant-centric perspective – A systematic review
(University of Galway, 2024-08-29) Reis, Danillo V. A.; Loomans, Marcel G.L.C.; Hajdukiewicz, Magdalena
Europe faces the challenge of providing affordable and high-quality housing for growing populations, while reducing its buildings’ energy consumption and phasing out fossil fuels. However, in the context of climate change, progressively warmer summers and increasingly frequent heatwave events not only intensify the risks of overheating, but they also impact building energy consumption and indoor environmental quality. To better understand these impacts, there is a need for the development of reliable methods to predict future weather scenarios and building performance that appropriately accounts for occupants. This systematic literature review aims to investigate methodologies and metrics for assessing performance of dwellings under future climate conditions, including health and wellbeing of building occupants. The PRISMA 2020 approach was applied to identify the current literature of case studies of dwellings’ performance under future weather scenarios. The Mendeley Reference Manager and the ASReview Lab were used to assist screening the papers, while the selected case studies were chosen based on relevance and quality criteria. The results of this review indicate that methods based on building simulation tools can be used to project building performance in response to Climate Change. While the current literature has been focusing on buildings’ thermal and energy performance, indoor air quality (IAQ) is still a topic not much explored. Additionally, despite the complexity and uncertainty on occupant’s behaviour, the application of uncertainty/sensitivity analysis associated with the use of computational tools can provide promising results for occupant-centric building performance in changing climate.
A detailed investigation of the impact of an innovative dynamic façade system on indoor environmental quality in offices
(University of Galway, 2023-10-04) Hajdukiewicz, Magdalena; Loomans, Marcel G.L.C.; Horizon 2020
In recent years, naturally ventilated glass façades have become a common feature in the design and retrofit of large-scale non-residential buildings, integrating architectural aesthetics and energy efficiency. These façade systems are complex and multifaceted. Thus, introducing them in buildings poses many challenges from economic, engineering, health and behavioural perspectives that can reduce optimal building performance. Building occupant behaviour and preferences are important contributors to the gap between the predicted and actual building energy performance. With people spending on average 90% of their lives indoors, the impact of indoor environmental quality (IEQ) on health, comfort, wellbeing and productivity of building occupants is vital. The use of engineering simulation, validated with data collected from operating buildings, can enable engineers, architects and facility managers to ensure optimal building design, efficient operation and improved IEQ. This paper presents the results of a detailed investigation of the impact of an innovative adaptive façade system on IEQ in an office case study. This includes the impact of façade operation on the health, comfort and wellbeing of building occupants. The study focuses on the measurement campaign carried out in an operating office environment in the Atlas building at Eindhoven University of Technology (TU/e). This measurement campaign included physical measurements of thermal comfort and indoor air quality parameters and occupant surveys. The surveys aimed to capture the occupants’ perception of the indoor environment and the effects of the dynamic façade operation on their comfort and wellbeing. The paper presents the research objectives, measurement protocol and results of the physical measurements and occupant surveys. In general, there was a good alignment between the surveyed and measured data. Furthermore, a high-resolution measurement network allowed for identification of locations where occupants’ comfort may be compromised, such as beside the window where higher air temperatures occurred.
End-of-waste criteria: Helper or hindrance for the circular economy in Ireland?
(School of Mechanical and Materials Engineering, University College Dublin, 2022) Johnson, Cherrelle; Mitchell, Sinéad
It is imperative that societies identify and implement mitigation measures to reduce the impact of the climate crisis on the environment, the economy, and human health. A circular economy provides an opportunity to shift away from the current ‘take-make-waste’ linear paradigm to a circular, regenerativebased model. Preliminary research into the Irish transition to a circular economy identified End-of-Waste criteria as a potential barrier to circularity. This study aims to better understand Ireland’s progress in transitioning to a more circular economy and assess if the current End-of-Waste criteria is a regulatory barrier to achieving circularity within Ireland. Research for this study focuses on the circular economy in Ireland, End-of-Waste criteria, and company experiences with the End-of-Waste application process. For the purposes of identifying and understanding the current obstacles, a series of interviews were conducted with primarily Irish circular industry leaders, as well as an extensive review of the relevant literature. The interviews allowed for industry insight into perceived barriers to achieving circularity specific to the Irish context, and how those can be overcome. Gaps in the literature were also identified through the study, particularly a shortage of research into the practical transition from ‘waste’ to ‘non-waste’ classification and its effect on developing a circular economy in Ireland. The findings of this study conclude that Ireland has failed to make substantial progress towards circularity when compared to other European Union Member States as a result of unclear guidance at a European Union level, specifically the End-of-Waste criteria. It is recommended that EU-wide criteria be established for more waste streams, such as plastic or digestate. This would allow Member States to adapt to the circular economy approach expeditiously. This study will add to the limited knowledge base of the circular economy in Ireland, regulatory barriers to the circular economy in Ireland, and potential solutions to overcome those barriers.
Vertebral fractures in Ireland: A sub-analysis of the DXA HIP Project
(Elsevier, 2021-04-30) Yang, Lan; Carey, John; Erjiang, E.; Wang, Tingyan; Gorham, Kelly; Egan, Rebecca; Brennan, Attracta; Dempsey, Mary; Armstrong, Catherine; Heaney, Fiona; Yu, Ming; Elsevier
The vertebrae are the commonest site of osteoporotic fracture osteoporosis, are associated with the highest mortality, and a huge illness burden. Some have questioned the value of screening for spine fractures, but studies from Europe, Latin-America, the USA and China show they are common and their prevalence increases with age. Epidemiologic data are limited for the Republic of Ireland
The issue of waste in European manufacturing SMEs
(CISA Publisher, 2011-10-03) Mitchell, Sinéad; Dimache, Aurora; O'Dowd, Paul
[No abstract available]
Environmental challenges and opportunities for European manufacturing SMEs
(International Manufacturing Conference 27, 2010-09-01) Mitchell, Sinéad; O'Dowd, Paul; Dimache, Aurora; Seventh Framework Programme
Many owner/managers of Small and Medium Enterprises (SMEs) do not believe that their business operations have a negative impact on the environment. However, cumulatively their effect is considerable; the SME sector is responsible for an estimated 60-70% of pollution related to manufacturing, and 70% of industrial waste production in Europe. This study reports on research carried out by the FutureSME project, a Framework 7 programme sponsored by the European Union. The study was carried out on 11 manufacturingrelated SMEs from Italy, Ireland, Turkey, Czech Republic and the UK. The aim of the survey was to gain an overview into their environmental practices, to determine what challenges they faced and to see whether they considered there were opportunities in the environmental area. Following the initial survey, interviews took place with two of the SMEs. The findings indicated that the SMEs surveyed viewed legislation, large customers and competitors as the main drivers of environmental change. Energy and waste are considered the most important issues. The majority of the SMEs measured some cost-related environmental indicators. However, most did not use tools and techniques to measure the entire life cycle impact of their products. None of the SMEs viewed environmental change exclusively as a major threat to their business. The majority of the SMEs could see opportunities related to environmental issues, such as the design of new products and greener manufacturing processes.
Business sustainability methodology for European manufacturing SMEs
(IST Press, 2011-06-28) Dimache, Aurora; Mitchell, Sinéad; O'Dowd, Paul; Seventh Framework Programme
SMEs find it difficult to deal with environmental issues due mainly to their limited resources in terms of money, people and time. Our research also identified other barriers to engaging SMEs in environmental improvement activities, such as lack of awareness of their impact on the environment, belief that any measure regarding improvement of environmental performance means higher cost and insufficient access to environmental information, tools, training, information on available funding and incentives. In response, the FutureSME team has developed the Business Sustainability framework which is intended to support manufacturing SMEs in four key areas: cutting costs, gaining a competitive advantage, being compliant with legislation and finding new business opportunities, whilst improving their environmental performance. The framework includes an environmental toolkit, which comprises an environmental training programme and a set of environmental tools. This paper describes the Business Sustainability framework for SMEs.
The student voice: the students own views on smartphone usage and impact on their academic performance
(International Academy of Technology, Education and Development (IATED), 2018-03-05) Brennan, A.; Dempsey, Mary
By the time they are 12 years of age, 90% of Irish children will have a smartphone (Bielenberg, 2017). This rise in smartphone ownership has meant that mobile technology has become an integral part of our daily lives. Indeed mobile technologies are so ingrained in the life of students, that they impact on the manner in which they communicate, socialise, find information, access college resources and spend their time (Chen, Seilhamer, Bennett, & Bauer, 2015) (McHugh, 2016). While students now have greater access than ever to academic resources, digital technology can also be a distraction for students from their college work and study (Kettle, et al., 2016). With the pervasiveness of mobile technologies, college students are increasingly encouraged to multitask, dividing their attention between competing activities such as; texting, gaming, socialisation, web browsing, study and/or absorbing lecture content (Puente & E., 2017). However, while the current generation are more frequent media multitaskers than previous generations (Judd, 2013), studies by Ophir et al. ((2012) cited in (Felisonia & Godoi, 2018)) show that today s students are misled into believing that they are effective multitaskers as they juggle socialisation, communication and web browsing without allowing sufficient time and attention for course work and study. Given that we have limited resources available to attend to, process, encode, and store information for later retrieval (Sana, Weston, & Cepeda, 2013), it is no wonder that studies demonstrate evidence of negative correlation between the effects of technological multitasking on learning and academic performance (Wood et al. (2010) cited in (Felisonia & Godo, 2018)). Furthermore, a positive correlation has been demonstrated between an increase in the amount of technology screen time and isolation/depression (Bielenberg, 2017). A study in 2017, showed an increase in Irish students seeking help with depression, anxiety, relationships problems and academic issues has reached unprecedented levels ... a 40 per cent increase in demand for counselling over the last 10 years, with waiting lists for counselling services at many colleges (Thompson, 2017). While researchers continue to investigate how smartphone usage impacts on students learning, academic efforts and mental health issues, this study seeks to probe the student s own self-reflection on and self-awareness of the impact of smartphone usage on their academic study and course-work. In this paper, the perceptions of 35 first year Arts students and 40 third year Arts students regarding the academic impact of their smartphone usage are presented. During this study, the authors outline a comparison of students views on how smartphone usage: affects their attention at lectures, influences study, coursework and assignments and impacts on their resulting academic grades. The students were also asked if they believed that their academic performance would improve/dis-improve if they reduced their smartphone usage. This study is especially interesting in that it presents the contrasting perceptions of students at the beginning of their college journey compared with those embarking on their final, degree year.
Supporting online students through the liminal space from facilitated online modules to self-starting a thesis
(International Academy of Technology, Education and Development (IATED), 2018-03-05) O'Dea, M.; Brennan, A.; Dempsey, Mary
Most third-level institutes now offer online education (Bowers & Kumar, 2015). Allen et al. (2016) report that in excess of 28% of all American higher education students are enrolled on at least one online course. Online education offers flexibility, convenience, and benefits that particularly suit the adult learner wishing to study part-time while continuing to work and deal with other commitments. This flexibility and convenience has a drawback. Non-completion rates in online education are typically higher than in on-campus education (Bawa, 2016) (Bowers & Kumar, 2015) (Lee & Choi, 2013). However, research has shown that online students can and have outperformed their traditional student counterpart in certain cases (Dixson, 2010) (Maki & Maki, 2007 in Dixson, 2010) (Stack, 2015). However, Maki & Maki (in Dixson, 2010) contend that in order for this to happen, a strong instructor presence is required along with strong instructor-student communications. Launched in 2004, the online Masters in Software Information Systems (a joint collaboration between the National University of Ireland, Galway and Regis University, Colorado) has seen strong enrolment and retention figures. Analysis of student feedback has shown that one crux-point for student dis-engagement is the strain a student encounters when completing their Master s thesis (O' Dea & Brennan, 2017). In particular, feedback shows that students struggle when transitioning from facilitated online modules to self-starting their thesis literature (O' Dea & Brennan, 2017). In this paper, the authors present data on thesis students from 2012 to 2017. This data shows the percentage of students starting thesis-research each year and successfully delivering a thesis. There has been a significant upward trend. The authors present the results of a thesis-perception survey of greater than 100 students. The survey aims to determine the value of various supports which were deemed necessary after previous thesis-perception feedback. The authors explain how these supports alleviated students difficulties in transitioning to self-starting their thesis literature, ultimately resulting in increased graduates. In 2014-15, approximately 50% of those who began thesis research progressed to submit a thesis in that year. Supports in 2015-16 resulted in approximately a 10% increase. Stronger supports introduced in 2016-17 brought the percentage of those graduating to 88%. Anecdotal comments from both the students and facilitators of the programme are used to substantiate contentions.
The link between off campus work for students, reduced academic performance and increased mental health issues
(International Academy of Technology, Education and Development (IATED), 2018-03-05) Brennan, A.; Dempsey, Mary; O'Dea, M.
Despite the Free Fees Initiative (introduced in 1996) Irish students pay an annual registration fee of 3,000 (Cassells, 2016). This, in combination with rising accommodation and living costs, means that the annual cost of college education ranges from 4,340 (living at home) to 8,206 (rented accommodation)(Zurich, 2017). Notwithstanding student needs-based grants and financial support from parents (Zurich, 2017), it is inevitable that some students have to combine their university life with paid employment (Creed, French, & Hood, 2015). Soliz et al. (2016) state that the number of hours students are working during college appears to be increasing . Research on the effects of off-campus work on student academic performance are contradictory (Triventi, 2014), with some studies suggesting no negative impacts and others suggesting that 0-9hrs part-time work/week can result in minimal negative effects whilst longer hours can show greater negative effects on study-time (Havergal, 2017) and academic performance (Darolia, 2014). Interestingly, studies also show work-based benefits of part-time work i.e. students learn transferrable labour market skills which can ultimately increase employability post-college (Soliz & Long, 2016). However, college life is not solely about attending lectures, it is also about extracurricular social participation/interaction activities (i.e. sports/societies) that have a beneficial effect, both on academic performance and on the growth of the individual (Arulampalam, Naylor, & Smith, 2011) (Havergal, 2017). Working during third level means that there is less time to devote to these activities. This in turn can lead to increased levels of stress and feelings of isolation. A study in 2017, showed an increase in Irish students seeking help with depression, anxiety, relationships problems and academic issues has reached unprecedented levels ... a 40 per cent increase in demand for counselling over the last 10 years, with waiting lists for counselling services at many colleges (Thompson, 2017). The new norm regarding students working whilst at college and the increasing number of students experiencing mental health issues begs the question; is there a link between working part-time and increased mental health issues? Further, given that universities can no longer assume that the majority of students will be able to give their full-time attention to academic studies (Triventi, 2014), how can colleges facilitate the work-university conflict and better support their students? In this paper, the authors present the results of a survey of 179 students comprising 109 undergraduates (44 first year, 16 third year and 49 fourth year students) and 70 postgraduate students (25 completing the Higher Diploma, 44 completing a Masters degree and 1 doctoral student). All students are studying in the College of Engineering and Informatics. Of the 179 students surveyed, 42% (75) work part-time/full-time off-campus. The purpose of this survey is to identify: 1) the numbers engaged in off-campus work per year of the degree programme, 2) students perceptions of whether or not a link exists between off-campus part/full time work and stress/depression, 3) whether their off-campus work affects their academic performance, attendance and energy and enthusiasm for third level, 4) how they believe the university can best support them in this university-work conflict and 5) the benefits of working off-campus during term time.
Lego® Serious Play® as a Business Innovation enabler
(NUI Galway, 2018-11-14) Tawalbeh, Mandy; Riedel, Ralph; Dempsey, Mary; Emanuel, Carlo
Improvements in innovation and quality processes can be achieved through the use of novel approaches such as LSP, which enables abstract thinking and advocates an open-mind for unconventional solutions. Within the scope of business processes and structures, the LSP methodology enables collaborative reflection on both single and complex procedures (regardless of rank) in the form of a thinking space based on a flat hierarchy. The employment of total engagement using games and virtual worlds are used to change the working world and businesses activities. The collaborative nature of the work necessary for creating a Lego model establishes a shared comprehension of a certain problem or issue. Hence, LSP is found to be a suitable methodology for identifying improvements by delineating the actual situation and procedures in the business structure. These initial steps involve the development of learning and comprehension of the current system through consideration of varying stakeholders perspectives and understanding of the challenges associated with the existing conditions and structures. LSP acts as a learning enabler by creating clarity and support mechanisms for innovation developments and improvement. In this paper, the authors present how the LSP method can enable Business Innovation based on case studies from the authors own experience in industry. Therefore, the participants compose two different target groups either a mixed group consisting of employees from different SME respectively multipliers or a group of employees from one enterprise. The group composition and the participants background influence the LSP workshop related to structure, procedure and results. Conditions, challenges and factors for successful LSP workshops are evaluated.
Empowering learners with self-selecting learning tools
(International Academy of Technology, Education and Development (IATED), 2018-03-05) Dempsey, Mary; Brennan, Attracta
Students need to be encouraged while in the liminal space i.e. the learning journey in the process of mastering a threshold concept (Land et al, 2014) (Meyer & Land, 2003). However, this learning journey can either be a positive/negative experience and the time spent negotiating this space can depend on the learner-educator relationship (Lucas,2008). Students may also experience increased insecurities and doubts during their learning journey (Cousin, 2006). Therefore, rethinking curriculum design and placing the student at the centre of the design process can be used to invite students to enter liminal spaces and to dampen negative experiences thereof (Dempsey & Brennan, 2017). The development of an effective constructive alignment process can underpin the curriculum in a way which: (a) supports students in achieving learning outcomes and (b) encourages them in linking assessment with learning thereby showing that assessment can be used to strategically change the way they learn (Gibbs, 1999) (Biggs, 2012). Indeed, effective curriculum design should focus on fitness for purpose learning outcomes (LOs), to provide students with critical key graduate attributes (high levels of cognitive ability, leadership, entrepreneurial, analytical and critical thinking skill etc.). One of the ways of incentivising students to manage their workload, engage with the module and be supported in a holding environment through the liminal space (until mastery of the threshold concepts is reached), is through creative continuous assessment via self-selecting learning tools. This represents a move away from over-assessing students, into more activity based practice where students learn by doing. It also underpins key graduate attribute development and aligns with the four purposes of assessment as outlined by Bloxham (2007); certification, student learning, quality assurance and lifelong learning capacity. In this paper, the authors present their use of a constructive alignment framework in curriculum design which provides a scaffold for student learning. Embedded through on-line resources, it facilitates their transition through liminal spaces in the mastery of related threshold concepts. This framework empowers students to control their learning and use on-line activities up to the point at which they are comfortable with their learning and understanding of the content and have reached a mastery of the threshold concepts associated with each topic. An important aspect of this constructive alignment framework is the technological space reflective of the liminal space through which the students journey. In order to assess the effectiveness of how this technological space (in this study, on-line self-assessment resources), has been utilised through continuous assessment, 300-450 undergraduate student s results are analysed annually over a 10 year period. The aims of this analysis were to: (1) determine the impact this technological space had on student engagement, (2) elicit whether or not learning through on-line activities was supported by continuous assessment (3) assess whether or not, the use of a constructive alignment framework resulted in an impact on the final mark awarded (4) determine the effectiveness of self-selecting technology tools as portals/learning thresholds. Anecdotal comments from the students will also be used to relate their perceptions of their journey through the liminal space and their views on self-selecting learning tools.
Re-boot learning: providing an e-tivity scaffold for engagement for early research activity through blog technology embedded within teaching and learning
(International Academy of Technology, Education and Development (IATED), 2018-03-05) Dempsey, Mary; Brennan, Attracta; O'Dea, Majella
Increasing student numbers in higher education over the last decade has challenged educational environments. The challenge for educators is to re-think learning environments and delivery methods such that a student-educator partnership approach is adopted, resulting in deep-learning and debate rather than the delivery of a service, thereby invalidating the viewpoint that a degree is a commodity rather than a skills-set. The Community of Inquiry framework draws upon ideas that computer-mediated teaching and learning require the existence of three interdependent presences (social, cognitive and teaching). The inclusion of technology in pedagogy can further complicate teaching and learning. The fact that digital technologies are ever-changing, not always predictable, and can take on many forms supports Koehler & Mishra assertion that both developers and end-users of digital technologies do not always know nor can they always predict trends and applications of such technologies. Efforts to guide educators and researchers in their technology integration has resulted in developed standards, frameworks, models, and theories that may be used to inform research and practice . Hamilton points to the International Society for Technology in Education (ISTE) (2015) who developed standards to support students/educators/leaders with guidelines for the skills, knowledge and approaches they need to succeed in the digital age raising the question of how learners can benefit from the effective use of technology. The structured use of frameworks (such as technology, pedagogy, and content knowledge (TPACK)) facilitates the integration and effectiveness of technology in teaching.The authors assert that appropriate technology and engagement in teaching can act as a scaffold for deeper research activity, weaving through paradigms such as active learning, constructivism etc to encourage students to spend quality time in what is known as the liminal space (identified as the process of mastering a threshold concept). Proposed approaches will be used to encourage and foster engagement in both formal and informal settings to allow more opportunities for dialog, which can result in greater learner engagement. Notwithstanding, it is easy for students to fall into a passive role, leaving the educator bearing this responsibility. Embedded technology teaching has many challenges but these challenges can be overcome with educators and students working in partnership with a common focus. The authors present their use of a technological framework of engagement to provide a scaffold for research activity embedded in teaching and learning. In order to assess the effectiveness of this informal technological space (in this example a blog), 93 Masters and Undergraduate students are surveyed. The aims of this survey were to: (1) determine the impact this technological space has on their research activity and (2) elicit whether or not classroom based learning through discussion was supported by the online blog or vice versa and an overall assessment of whether or not the blog met their expectations and facilitated them in easing their transition through liminal spaces in the mastery of related threshold concepts. The authors will also outline the effectiveness of blog technology as a portals or learning thresholds. Anecdotal comments from the students will also be used to relate aspects of their journey through the liminal space.
A model for surface tension in the finite volume particle method without parasitic current
(NUI Galway, 2018-06-26) Moghimi, Mohsen H.; Quinlan, Nathan J.; Science Foundation Ireland; Aerogen®; European Regional Development Fund
A surface tension model has been developed in the finite volume particle method (FVPM). Surface tension force is applied only on free-surface particles, which are inexpensively and robustly detected using the FVPM definition of interparticle area. We present a simple model in which the direction of the pairwise surface tension force is approximated by the common tangent of free-surface particle supports. The method is validated in 2D for formation of an equilibrium viscous drop from square and elliptical initial states, drops on hydrophobic and hydrophilic walls, and impact of a small cylinder on a liquid surface. Results are practically free from parasitic current associated with inaccurate curvature determination in some methods.
Particle transport velocity correction for complex boundaries in the Finite Volume Particle Method
(NUI Galway, 2018-06-26) McLoone, Maryrose; Moghimi, Mohsen H.; Quinlan, Nathan J.; Irish Research Council
Particle methods such as smoothed particle hydrodynamics (SPH) and the finite volume particle method (FVPM) can suffer from strongly non-uniform and anisotropic particle distributions when purely Lagrangian particle motion is employed, resulting in numerical error. In this paper, we evaluate two Arbitrary Lagrangian Eulerian (ALE) particle transport velocity corrections for FVPM, adapted from SPH methods with a new treatment for boundaries without fictitious particles. The methods are tested on Taylor-Green flow, lid driven cavity flow (with additional complex geometry), oscillating free-surface flow, and dam-break free-surface flow. Results show that the correction formulation can maintain good particle distribution with nearly Lagrangian particle motion. The new boundary treatment is found to be effective for varying spatial resolution and complex geometry over a range of scales, without fictitious boundary particles and without parameter tuning.
Supporting global collaboration teams through innovative Web 2.0 technologies.
(Fraunhofer-Verlag, 2011) Dempsey, Mary; Gormley, Paul; Riedel, Ralph; |~|
Enhanced collaboration among multicultural European countries is necessary for effective enterprise development and innovation. The current climate of an increasingly competitive global economy provides opportunities to explore alternative methods of enterprise sustainability including the creation of collaborative clusters of individuals working together towards a common goal. A key challenge for higher education institutions is how best to provide authentic collaborative environments and learning activities that simulate real life scenarios, where the participants may come from pan-European and/or non-European locations. This paper presents a comparative analysis of the usage and of the outcomes of wiki technology in a learning environment in Industrial Engineering. The results show the benefits and highlight also the crucial aspects when introducing this innovative approach as a supporting tool for collaborative work.
MISFITS: Lego, Wool, Art, Equations agus Seanfhocail: Professional Development Pilot –a living teaching portfolio initiative
(Centre for Excellence in Learning and Teaching, NUI Galway, 2017-06-23) Dempsey, Mary; Burns, Dermot; Flynn, Sharon; Gupta, Ananya; Hogan, Mairéad; MacLochlainn, Mícheál; O'Connell, Judith; Ó Sealbhaigh, Fionn; |~|
[No abstract available]
Turbocharging the journey into the liminal space and beyond
(International Academy of Technology, Education and Development (IATED), 2017-03-06) Dempsey, Mary; Brennan, Attracta; L. Gómez Chova, A. López Martínez, I. Candel Torres; |~|
In the last decade, tertiary educational environments accommodated increasing student numbers (Reidy, 2015) while remaining competitive in differentiating their programmes in an arena of MOOCs (Alraimi, Zo, & Ciganek, 2014). In the context of large group teaching, the challenge for educators is to rethink learning environments and delivery methods such that a student-educator partnership approach is adopted, resulting in deep learning and debate rather than the delivery of a service thereby invalidating the viewpoint that a degree is a commodity rather than a set of skills. Molesworth, Nixon, & Scullion (2009) state that students have long experienced a tension between approaching learning with an internal drive for self-development and the external requirement to have the right amount and type of knowledge to operate in the market . Notwithstanding, it is easy for students to fall into a passive role, leaving the educator bearing this responsibility or guidance. Mulryan-Kyne (2010) recognises that active teaching in large groups has many challenges but concludes that these challenges can be overcome with educators and students working in partnership with a common focus. The authors assert that a pre requisite to deep learning is engagement, which is a common theme weaving through paradigms such as active learning, constructivism, problem based learning, the Flipped classroom etc.. The approaches used to encourage and foster engagement differ. Bevan & Dillon (2010) contend that formal and informal settings allow educators to develop more opportunities for dialog, which can result in greater learner engagement. Land R. ( 2014) argues that the educator needs to create a framework of engagement, so that students are encouraged to spend time in what is known as the liminal space i.e. the learning journey in the process of mastering a threshold concept (and thereby learning) (Meyer & Land, 2003). However, the journey through the liminal space can either be a positive or negative experience (Lucas, 2008). The length of time spent negotiating this space can be correlated to the type of relationship that exists between the learner and the educator. The student may experience increased insecurities and doubts as they journey through the liminal space (Cousin, 2003). Rethinking curriculum design and placing the student at the centre of the design process is an instrument to both invite students to enter liminal spaces and dampen negative experiences thereof. In this paper, the authors present the results of a student perception survey of 61 Masters and Undergraduate students (from multicultural backgrounds). The purpose of this survey was to (1) determine their expectation level prior to taking the Lean Systems module and (2) elicit whether or not the rethinking of the curriculum design and delivery methods, both met their expectations and facilitated them in easing their transition through liminal spaces in the mastery of related threshold concepts. The authors will also outline the effectiveness of in-class activities which were used as portals or learning thresholds. Anecdotal comments from the students will also be used to relate aspects of their journey through the liminal space.
Serious Play as a method for process design
(Springer, 2014-09-20) Dempsey, Mary; Riedel, Ralph; Kelly, Martina; APMS; |~|
As motivating and including people is a crucial aspect in any plan-ning, design and change process there is always a need for appropriate methods and tools to support this. Lego Serious Play (LSP) is such a method which was developed to facilitate among others communication, creativity and shared mental models. In this paper the application of LSP is demonstrated for the case of re-designing a product development lifecycle process. With the case study we pursue a qualitative approach to seek for support that LSP is able to support team building and team decision processes, to avoid typical pitfalls of group-think which will finally lead to solutions of higher quality, to efficient processes and to satisfied participants.
Environmental business management
(Irish Manufacturing Committee, 1995-09-06) Dempsey, Mary; Gallagher, Norbert; O'Kelly, M.E.J.; Proceedings of the 12th International Conference of the Irish Manufacturing Committee. Cork: Conference Paper; |~|1267880|~|
In today's competitive environment, pressure is placed on companies to develop environmentally friendly processes and products. Customers are becoming increasingly interested in environmentally friendly products and processes. These customers are putting pressure on companies to develop products and processes which do not have a negative impact on the environment. New environmental legislation increases pressure on companies during the development of new products and processees and in the manufacture of existing designs. This challange requires a method which is integrated into business management. There is a need for Environmental Business Management (E.B.M.) education and training for both small and large companies. The relevance of E.B.M. arises from a recognition that without E.B.M. there would be a loss of market share or potential market openings, also, the risk of the company being held liable for environmental damage caused by its processes or products thus jeopardising the future of the company. The improvement in profitability which can be obtained by apopting cost reducing environmental protection measures and by exploiting market openings for environmentally sound products is also relevant to companies. In general, there is an increasing awareness that management must ensure that a company is not affected by liability risks arising out of environmental legislation and by the risks associated with the reduced demand for environmentally damaging products. These is a need for some companies to follow and anticipate environmental demands made by large firms. It is also necessary that these companies be coonscious that good environmental management may become a requirement in raising finance. A survey was conducted involving three companies so as to determine the outcome and efforts of an E.B.M. training rpogramme (developed by the Irish Productivity Centre, Dublin). The results from the survey are given in this paper. The capabilities of companies to deal with these environmental issues and integrate them with quality management and other programmes, current approaches to environmental management withing companies and the place of training in tackling these environmental issues is covered in this paper.

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