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dc.contributor.authorRosen, Clive C. H.
dc.date.accessioned2015-12-08T08:51:17Zen
dc.date.available2015-12-08T08:51:17Zen
dc.date.issued2015-04-29en
dc.identifier.citationRosen, C. C. H. (2015) 'A Philosophical comparison of Chinese and European models of Computer Science education. (a discussion paper)' in Kassel, S. and Wu, B. (eds.) Software Engineering Education Going Agile: 11th China–Europe International Symposium on Software Engineering Education (CEISEE 2015), Zwickau, Germany. 29-30 April.en
dc.identifier.isbn9783319291659en
dc.identifier.doi10.1007/978-3-319-29166-6_2en
dc.identifier.urihttp://hdl.handle.net/10545/583367en
dc.description.abstractThis paper applies a model of the learning process to a case study of teaching a Masters’ level, industry oriented software development project management course to a mixed group of Chinese and European students. By comparing levels of engagement of each group, the paper postulates the influence of the two academic cultures in their ability to deliver students capable of critical evaluation in an industry oriented environment. The paper concludes that both cultures face obstacles in dealing with academic administrations that adhere to traditional values and have failed to fully adjust to a new, contemporary paradigm.
dc.language.isoenen
dc.subjectEpistemology, Models of learning, Educational culture, Learning and teaching strategy.en
dc.titleA Philosophical comparison of Chinese and European models of Computer Science education. (a discussion paper)en
dc.typeBook chapteren
dc.contributor.departmentUniversity of Derbyen
refterms.dateFOA2019-01-23T13:24:28Z
html.description.abstractThis paper applies a model of the learning process to a case study of teaching a Masters’ level, industry oriented software development project management course to a mixed group of Chinese and European students. By comparing levels of engagement of each group, the paper postulates the influence of the two academic cultures in their ability to deliver students capable of critical evaluation in an industry oriented environment. The paper concludes that both cultures face obstacles in dealing with academic administrations that adhere to traditional values and have failed to fully adjust to a new, contemporary paradigm.


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