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The imparting of knowledge and skills in STEM education, especially under the influence of the Covid-19 pandemic, is increasingly taking place online and through digital formats. The partially asynchronous instruction eliminates, on the one hand, the social relation in the learning process and, on the other hand, the direct experience with physical objects. Here, the digital learning systems provide learning tools and controls to support the learning process on a general basis. Existing methods for simulating physical objects (digital twins) are also used to a minimal extent. The following approach presents a learning system framework that enables individualized learning, including all dimensions (social, physical). Implementing a concept that uses a personalized assistance system to orchestrate the individual learning steps enables efficient and effective learning. Applying the learning system framework exemplifies the STEM education at Reutlingen University in the logistics learning factory Werk150.
Higher education institutions (HEIs) rely heavily on information technology (IT) to create innovations. Therefore, IT governance (ITG) is essential for education activities, particularly during the ongoing COVID-19 pandemic. However, the traditional concept of ITG is not fully equipped to deal with the current changes occurring in the digital age. Today's ITG requires an agile approach that can respond to disruptions in the HEI environment. Consequently, universities increasingly need to adopt agile strategies to ensure superior performance. This research proposes a conceptualization comprising three agile dimensions within the ITG construct: structures, processes, and relational mechanisms. An extensive qualitative evaluation of industry uncovered 46 agile governance mechanisms. Moreover, 16 professors rated these elements to assess agile ITG in their HEIs to determine those most effective for HEIs. This led to the identification of four structure elements, seven processes, and seven relational mechanisms.
Purpose: The purpose of this paper is to describe and discuss the current state of fashion business academic education worldwide. This is motivated by the wish to develop recommendations for the fashion business bachelor program of Reutlingen Uni versity.
Design/methodology/approach: This paper is based on a systematic review of relevant fashion business academic programs. A qualitative comparison is conducted through a categorization of the programs’ content and a score system evaluating the programs’ concepts.
Findings: Key findings were that several factors ensure successful fashion business education: Industry connections, international networks, project-based work, personalized career services and innovative approaches in teaching that include all steps along the fashion value chain.
Research limitations/implications: The research was primarily limited due to the limited number of schools assessed. As a result of the restricted time frame, those schools that were presented could only be analyzed regarding a few aspects. Future research should focus on a more in-depth analysis and further-reaching comparisons, e.g. comparisons with teaching concepts outside the fashion business area or with requirements by fashion companies.