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Are Students of Some Disciplines more Involved than Others? Disciplinary Differences in Experienced Research Integration in Higher Education

Overall the research integration in higher education is considered meaningful. It has also been argued that the inclusion of students in research through the curriculum differs between disciplines. Students of ‘hard’ disciplines are supposed to gain more seniority before the research discipline includes them, while students in ‘soft’ disciplines are invited sooner. While previous studies do confirm this trend line, also contradictoryresults have been found. Furthermore, the Biglan Framework (1973) provides more disciplinary differences than the often studied hard/soft divide. Moreover, the notion of involvement in research is more diverse than‘doing research’. Through an online survey this study systematically investigates undergraduate students’ experienced research integration for all study years of seven different faculties (N=2192). The findings indicateconfirmation of the claim that students of different disciplines are included in research at different moments in their educational track. However, this difference is not always based on the hard/soft divide.

Textile And Fashion Design Considerations In A Digital Era

Fashion and textile practice transitioned over the past decade from a physically engaged design practice into a screen-based design practice with textiles simulated on digital bodies. Digital designers use tangible interaction with textiles for post-phenomenological design considerations. Our research indicates a complementary relationship between tangible interaction and drape observation, which allows for new approaches when considering textile materials. The drape observation based on drape measurement methods developed in textile science equips designers with a deeper material understanding. As the flat textile is placed in the scientific setup, the deformation and the designer's experience co-shape design considerations. The physical-to-digital paradigm shift disconnects designers from the tangible interaction with the textile. Fashion designers' approach contrasts with textile science methods to measure textile properties (needed to simulate textiles) and drape. Equipping designers with this understanding of textile technology requires interdisciplinary developments to make combined tangible drape tools accessible in physical and digital design spaces. Understanding design considerations in physical-digital practices and material drape, utilizing simulated textile properties, is essential for this endeavor. Cross-disciplinary understanding of textiles and similar soft materials between fashion designers, design researchers, textile and computer researchers, and cultural heritage researchers seems valuable in reducing measurement hurdles and creating tools to increase relationships between the physical and digital textiles and improving visual analyses and assessment of textiles. Our reflection to sharpen the post-phenomenological lens and cross-disciplinary collaborations of our past and future research contributes to understanding physical-digital textile design considerations and required cross-disciplinary interaction.

"Students’ perspectives on flexible higher education

Currently, various higher education (HE) institutes develop flexible curricula for various reasons, including promoting accessibility of HE, the societal need for more self-regulated professionals who engage in life-long learning, and the desire to increase motivation of students. Increasing flexibility in curricula allows students to choose for example what they learn, when they learn, how they learn, where they learn, and/or with whom. However, HE institutes raise the question of what preferences and needs different stakeholders have with regard to flexibility, so that suitable choices can be made in the design of policies, curricula, and student support programs. In this workshop, we focus on student preferences and share recent insights from research on HE students' preferences regarding flexible education. Moreover, we use participants’ expertise to identify new (research) questions to further explore what students’ needs imply for several domains, namely curriculum-design, student support that is provided by educators/staff, policy, management, and the professional field. Firstly, a conceptual framework on flexible education and student’s preferences will be presented. Secondly, participants reflect in groups on student personas. Then, discussion groups have a Delphi-based discussion to collect new ideas for research. Finally, participants share the outcomes on a ‘willing wall’ and a ‘wailing wall’.

From efficiency to reduction

This book presents the results of the international research project CODALoop: Community Data Loop for Energy Conscious Lifestyles. It dissects the energy practices that make urban households demanding energy in their daily life and reveals the pathway towards reducing this energy demand.To unpack energy practices, the authors of this volume move away from efficiency problems studying the interaction between human and new technologies. Instead, they use a repertoire of different analytical instruments to study how interaction between humans, and between humans and data, change the social norms that shape energy needs.The volume offers a synthesis of a cross-disciplinary study of energy reduction carried out in three different countries through multiple methodological approaches. The project at the source of the book was funded under the Joint Program Initiative 'Urban Europe' and the ERA-net framework.

Weaving together disciplines: Service blueprinting for multi disciplinary E-Textile design

Facilitate multidisciplinary e-textile development by enhancing collaboration and knowledge transfer across disciplines, ultimately leading to comprehensive requirements while keeping the user interaction in mind. presentation during E-textiles 2023

Successful ageing, spirituality and meaning: mulit-disciplinary perspectives