Student

Doctoral student (6)
Foreign student (11)
Grad student (16)
Student (961)
Undergraduate student (6)
University student (23)

Synopsis: Education: School: School life: Student: Student:

The Phd students and unemployed people are encouraged to create their companies while the conditions for success are provided not.

Pushed by students, on the one hand, and technology providers, on the other hand, education has become an intensive user of ICT.

Virtual autopsy helps students learning medicine. Technology enables the detection of serious illnesses in the initial stages (X-rays, MRI and ultrasonography.

students, Phd and scientific exchange (Marie Curie Actions17. The student and professor exchanges have a positive impact on their social life,

which lets them learn about new culture and a new language, gain knowledge and network to find partners for applying to EC programs or jobs.

help in transfer capacity to project and small businesses in Africa, inclusion of prisoners via online business management, free services for students, social gardens with free vegetables, innovation

and knowledge by attracting the best students, young researchers and entrepreneurs. It should also help to increase the efficiency of technology transfer.

In Europe, the United states and other countries, efforts are made to encourage students and Phd scholars to start their companies.

Many events are devoted to pushing people, particularly students and researchers to become entrepreneurs. Innovation contests are blooming.

students must learn real-world problem-solving; we have to connect science and business. There is also the need for a common language facilitating communication between innovation and social/labor experts.

The University of Reunion Island Living Lab likes to foster open and sustainable territorial innovation involving researchers, teachers, students and entrepreneurs through teaching and learning.

researchers and students where they can explore ideas in an unconventional settings. The core function of the MADE Open Factory is the ability to experiment with new business processes enabled by advanced process technology.

including an approach where students are engaged as a resource into the ecosystem of an enterprise.

For example, do not remove a student from the database after he dropped out since this may lead to misleading analysis results.

For example, it is often not 112 W. M. P. van der Aalst useful to know the name of a student,

Consider for example the study process of students taking a particular course. Rather than creating one process model for all students,

one could create (1) a process model for students that passed and a process model for students that failed,(

2) a process model for male students and a process model for female students, or (3) a process model for Dutch students and a process model for international students.

Note that class ï¿PI ï¿CL does not require a strict partitioning of the process instances, e g.,

, a case may belong to multiple classes. In (Aalst, 2013b), the notion of process cubes was proposed to allow for comparative process mining.

Moreover, dimensions related to process instances (e g. male versus female students), subprocesses (e g. group assignments versus individual assignments), organizational entities (e g. students versus lecturers),

In an experiment, 83 master†s students were asked to model a process based on a textual description with varying degree of structure.

Those students provided with well-structured descriptions created more accurate processes, presumably due to their improved understanding of the domain. 3. 4 Represent Decisions as Variants Empirical studies identified that models will be much more comprehensible

, Germany Peyman Ardalani has been doing his academical research as a Ph d. student since 2012 at the Institute for Information systems (IWI) at the German Research Institute for Artificial intelligence (DFKI.

Monika Klun University of Ljubljana, Slovenia Monika Klun is a full-time researcher and Ph d. student at the Faculty of economics of the University of Ljubljana, Slovenia.

The County and City Enterprise Boards promote programmes such as the enterprise in second-level schools through Student Enterprise Awards.

and through the dispersal of knowledge into the broader economy by educating students who go on to work outside academia.

networking, financial supports 110 Over 20,000 students a year now participate in the various CEB supported programmes implemented in the education sector FORFÃ S EVALUATION OF ENTERPRISE SUPPORTS FOR START-UPS

Student Enterprise Awards-Second Level; Exploring Enterprise-Second Level; Enterprise Encounter-Second Level; FORFÃ S EVALUATION OF ENTERPRISE SUPPORTS FOR START-UPS & ENTREPRENEURSHIP 131 Celtic Enterprise-Second Level;

and Third Level Over 20,000 students a year now participate in the various CEB€ supported programmes implemented in the education sector F Other Activities The CEBS are involved in a wide range of other activities in response

Management Development Programmes 30 Mentoring Assignments 110 Networks supported 1-4 Student Enterprises Initiatives 20,000 nationwide (All CEBS) CEB Activities specific

Flanders DC focuses on entrepreneurs, teachers, students, policy-makers and the general public. Among the many options Flanders DC offers are:

July 2007, published in English ï How entrepreneurial are our Flemish students, Hans Crijns and Sabine Vermeulen,

on commercialisation should be provided to every STEM Bachelors student as part of their degree. Phd and Post Doctorate students should also receive mandatory commercialisation instruction as part of their research programmes.

Pillar 4, Access to Talent Access to talented people is a key enabler for all businesses.

as well as students, should receive some entrepreneurship education. Research from the EU and other European countries has shown that participation in entrepreneurship programmes

and their likelihood to start their own companies. 4 Much progress has been made in Ireland with initiatives such as the County & City Enterprise Boards †Student Enterprise Awards†5, RTà †s

•Bizworld runs 2-3 day immersion events in primary schools where students are put into teams

and works with educators and teachers to introduce entrepreneurial concepts to students. Bizworld currently partners with schools in Dublin, Kildare, Wicklow, Galway, Cork and Limerick.

Young Enterprise, Copenhagen 5 This acquaints over 16,000 students annually with the concepts behind running their own business. 6 Run in secondary schools and third level institutions across Ireland,

400 students complete a course in entrepreneurship since 2007. www. youngentrepreneur. ie 7 A hackathon is an event at

The goal of such events is to enable students to understand the technology that builds our world

the Forum is aware that many successful entrepreneurs would be willing to engage with local schools to talk to students,

and computer programming. 3. Introduce a National Register for volunteer entrepreneurs who would be willing to visit schools to engage with students at local level. 2. 3 Encouragement for Under-Represented Groups The majority of the actions being taken by Government are helpful

Rather than students paying to go to a business school to learn case studies on how companies succeeded or failed,

an accelerator pays the students (through equity investments in their nascent businesses) to develop their idea into a company over a period of typically 3-6 months.

whereby a postgraduate student can undertake their Phd while spending one-third of their time in a company (the company pays one-third of the scholarship

We recommend that a greater proportion of our funding for Phd students be allocated to working with industry.

which enables students to undertake their Phd research through an active engagement and collaboration with an industry partner. 32.

or an MBA while conducting their thesis research at a small marginal cost to the university as the student is enrolled already.

Finally, STEM students at the Bachelors level are the most likely to create valuable technology businesses.

These students should have exposure to entrepreneurship or commercialisation before they graduate. 37. Formal recognition should be given to researcher time spent on collaboration with industry in the academic promotion criteria of their institution. 38.

Universities should offer their Phd students a Masters course in business at half price, while the students are conducting their thesis. 39.

Training on commercialisation or entrepreneurship should be provided to every Phd student and Post Doc via mandatory programmes held every semester by the universities. 40.

Every STEM student (undergraduate and postgraduate) should receive a course on entrepreneurship or product commercialisation as part of their degree.

-34-recommendations recommendations-35-Modern successful entrepreneurs readily acknowledge that an engaged and talented staff is critical to their success. No single person can build thriving international businesses without having a high-quality team

what he had learned as a student --which largely revolved around networking--to include a broader sense of

and computer programming. 3. Introduce a National Register for volunteer entrepreneurs who would be willing to visit schools to engage with students at local level. 2. 3 Encouragement for Under-Represented Groups 4. As part of an entrepreneurship cultural awareness campaign,

which enables students to undertake their Phd research through an active engagement and collaboration with an industry partner. 32.

Universities should offer their Phd students a Masters course in business at half price, while the students are conducting their thesis. 39.

Training on commercialisation or entrepreneurship should be provided to every Phd student and Post Doc via mandatory programmes held every semester by the universities. 40.

Every STEM student (undergraduate and postgraduate) should receive a course on entrepreneurship or product commercialisation as part of their degree. 5. Access to Talent 5. 1 Share based remuneration to employees 41.

Enable Employee stock ownership without creating taxable events until the time of sale of the stock. 42.

The earlier and more widespread the exposure to entrepreneurship and innovation, the more likely it is that students will consider becoming entrepreneurs in the future.

Action has also been taken by Enterprise Ireland to roll out an enhanced Student Enterprise Awards initiative targeting a greater number of students from the third level sector

Encouraging and promoting an enterprise culture among the student population is an important area of activity for the Local Enterprise Offices.

Over 20,000 students a year now participate in the various LEO supported programmes implemented in the education sector at both primary

Student Enterprise Awards-Second Level Exploring Enterprise-Second Level Bi Gnothach Enterprise Programme-Primary Level A strategy for the Further Education

LEOS, DJEI) Develop a programme engaging entrepreneurs in exposing students to the excitement and opportunity of entrepreneurship, starting with a pilot across LEOS.

DES) Increase the attractiveness of STEM subjects to a larger cohort of Leaving certificate students. DES) Develop a web portal to attract international talent with in demand skills to Ireland.

National Women†s Enterprise Day, the Student Enterprise Awards scheme and the recently launched Ireland†s Best Young Entrepreneur Competition.

These elements will play important roles in making Ireland an attractive location for immigrant students, investors and entrepreneurs.

5. 5%Total Early Stage Entrepreneurial Activity GEM 9. 2%Public Attitude to Entrepreneurship GEM 50%Participation rates in competitions/awards Student

Enterprise Awards applications from third level institutions Agencies EI 400 Participation in LEO Best Young Entrepreneur LEO N/A Participation in LEO Student Enterprise

-Number of schools-Number of students LEO 780 29,359%of Females attending Core Training Programmes LEO 57%HUMAN CAPITAL & EDUCATION Numbers in Entrepreneurship Modules

n/a n/a Student Enterprise Schools participating (number) 780 593 Applicants/Participants (number) 29 359 23,359 National Enterprise Awards Number of Clients participating 47 (incomplete information) 94 (incomplete information) LOCAL ENTERPRISE OFFICES ENTREPRENEURSHIP SUPPORTS CEB total

We will provide technology summer camps and 1, 250 extra ICT places for students in 2015.

ï§Target of 4, 500 Erasmus students per annum by 2020(+50 per cent; ï§EU lifelong learning target of 2020 target of 15 per cent;

Provide 1, 250 extra ICT places for students in 2015. ï§Target 13,800 annual science, technology, engineering and maths graduates by 2018 (up from 10,200 in 2011.

including over 211,000 students enrolled in third-level courses across Ireland†s universities and institutes of technology.

or 29 per cent of higher education students are enrolled in Science and Engineering courses and over 50,000 higher education students are enrolled in Social sciences,

including Business and Law, equating to 25 per cent of total student enrolments. The system has responded also to emerging skills needs in high-growth sectors,

28 including achieving 50 per cent increase in graduate output from high-level ICT programmes between 2008 and 2013.

and the National Forum for Enhancement of Teaching and Learning in higher education is funding a research project in this area. 30 A key goal is to enhance awareness of ICT careers to prospective students.

which will highlight job opportunities and available ICT programmes throughout Ireland to students and their families in advance of the 2015 CAO deadline.

industry and education through Smart Futures to raise awareness of STEM career opportunities for post-primary students, in line with the agreed 2014-16 strategy.

SFI) 9 Provide support to institutions in delivering Summer Computing Camps to encourage second-level students to consider ICT careers.

and Phd students to undertake a †co-educational†experience in research and skills development while employed

EI/LEOS) 182 Student Enterprise Award: Building on the successful 3rd Level Student Enterprise Award Programme target a greater number of student participants (Target 500)

and enhance the quality of the applications contributing to a greater Entrepreneurial spirit in this student cohort.

EI) 183 Support entrepreneurship by training more scientists in SFI supported research teams to launch their own businesses and supporting translation of research to commercial opportunities.

ï§To create culture change by providing the opportunity for students to learn by doing by participating in relevant events and meeting international entrepreneurs;

HSA) 231 Extend the number of HSA health and safety e-learning modules and increase user numbers, providing more cost effective solutions to the training of employees, managers and students.

which includes the delivery of an additional 16,000 permanent school places for primary students and 3, 000 permanent school places for second level students.

The investment will also support the provision of enhanced or replacement facilities for 2, 000 primary school students and 4,

000 second level students and the advancement of a range of projects in the higher education sector, including the DIT Grangegorman project.

Current Performance 2015 Targets Relevant APJ Sections 3. 1 Proportion of students taking STEM related disciplines 23%26%ï§Provide places under the second

, engineering and maths graduates by 2018 (up from 10,200 in 2011) ï§Target for 30%of students to take 2. 1-National Talent Drive 3. 2 Domestic supply meeting demand for high-end

ICT skills 42%of demand in 2012 57%of demand in 2014 3. 3 Students taking higher-level maths 8

235 in 2012 14,326 in 2014(+74%),accounting for 27.8%of total 3. 4 Students on Erasmus to boost language, tech and business skills 2, 511 in 2010/11

500 Erasmus students per annum by 2020(+50%)ï§EU lifelong learning target of 2020 target of 15%ï§EI and IDA programmes for training and upskilling ï§New

The Transition concept emerged from the work of permaculture11 designer Rob Hopkins with his students of Kinsale Further Education College.

4 JULY/AUGUST 2012 A Comparison of Smart Grid Technologies and Progresses in Europe and the U s. Marcelo Godoy Simã es, Senior Member, IEEE, Robin Roche, Student Member

000 members and 424,000 students in 170 countries, helping them to develop successful careers in accounting and business,

the availability of skills should not be seen as limited to improving the attractiveness of Europe to highly qualified European students and researchers;

NESCU Ph d. Daniela MITRAN Nicolae Titulescu University †Athenaeum†University Ph d. Student Adrian NICOLAU Bucharest SC Avangarde Technologies Consulting Abstract:

2004) b) Lack of student interest in engineering and natural sciences (see IWD (2007)) In Germany alone firms are facing a severe crunch of skilled labour,

is coupled with another challenge, namely the decline in the number of science and technology (S&t) students,

o ba uja ado ksen a za student u †ish government pyme o p o t sm ple ia rado ra

G#3v 3969 Student G#4v 3970 Doctoral student 0#5#doctoral student Doctoral student G#4v 3971 Foreign student

G#4v 3973 Student 0#5#student Student G#4v 3974 Undergraduate student 0#5#undergraduate student Undergraduate student

G#4v 3975 University student 0#5#university student University student G#3v 3976 Student mobility 0#4#student mobility Student mobility

Students 8, 438 7 Adlershof in Figures Science and Technology Park 11 non-university scientific institutes (1, 760 employees

8, 034 students 445 technology oriented companies (5, 286 employees Media City 146 companies (1, 763 employees

staff salary and student living expenditure in the region and universities†economic activity induced by additional expenditure in the regional supply chain.

Flexible workspaces for students with no job providing start-up experience to avoid long-term problems Place making

for students with no job providing start-up experience to avoid long-term problems -ICT for student start-ups in lab incubator environment as

part of knowledge and innovation community -Public funding, public/private partners and operation ->100 start-ups, 55%sustainable, one location

In some contrast, the student start-ups at the CSE deploy a great number of different ICT tools, both standard and bespoke, and typically

online screening tool for new student start-ups capturing ideas, strategies, key features partners, markets, funding, etc.

assets with needs, to action on problems, dependent on the ambition of the student start-up The student start-ups are also members of both online and offline start-up communities, with

strong mutual reinforcement between the two, and significant building of social capital (mainly bonding, but also some bridging types),

students, with an average of 4 people each including interns, about 55%are sustainable and about 20%are social enterprises

unemployed students create jobs. It has also been difficult to raise funds despite this success, given

increasing demand from unemployed students which is driving the success of the case Lessons learned and success factors

In the CSE incubator hub case for unemployed students, ICT is vital and so well integrated into all activities that the service

solve problems and devise new ideas and products, students in schools meet in structured classrooms at specified

while students listen; students work individually and reproduce this knowledge on assessments; and their use of ICT is limited.

This pattern is global 107 www. edudemic. com/best-infographics 109 The shift from a paradigm that is based on mass production and consumption of standardised goods and the

how students are tested, and how schools are structured The challenges that indicate that fundamental change is needed include the following

•Low levels of attainment †e g. many students in the UK leave schools with less than 5 A c (the national

•Students coming out of school and university not ready for work/higher/further education

toward the breakthrough of student-led learning, where â€oeknowledge isn†t a commodity that†s delivered from

teacher to student but something that emerges from the students†own curiosity-fueled exploration†(Davis 2013

The ability of students to utilise ICT has become a new requirement for effective education systems. â€

interactions but also support future outcomes for students and educators. Other key issues include secure data storage, appropriate levels of access,

ICT presents an entirely new learning environment for students, thus requiring a different skill set to be successful

and evaluation skills are growing in importance as students have increasing volumes of information from a variety of sources to sort through.

-Currently around 600 middle school students were involved with the math project -Project budget was estimated at around $1 million at its launch in 2009

and needs of each student; matched to his or her interests as well as preferred way of learning and that technology

students or learners and teachers) and for action on problems (new, innovative products for issues such as low

create and underpin online communities where students can discuss topics related to courses as well as provide help to each other.

as the validation of the work of the students is sometimes based on peer assessments by fellow course participants.

and without students to develop new ways for students to learn about everything from history to maths and English language to biology,

and with students on the school curriculum in line with the Common Core standards While the Quest to Learn partnership isn†t an organised online network,

cases support knowledge communities for the students, teachers and sometimes parents or other pedagogical staff and to varying degree technical designers (for instance game designers in the Quest to learn example

perspective †be it the student or teacher. For example in School of One the student logs on and reviews his

instructions for the day, he might be scheduled to receive online instructions, or he just as well might be

scheduled to receive live instructions by a teacher along with 10 other students. The School of One program also

Students of approximately the same educational level are divided into a small number of teams. These

teams then serve as home base despite the individual students tailored instructions. This means that most of

other schools in the city serving students with similar characteristics x MONDEY: MONDEY serves to increase the health

and it makes the individual student the center of attention. By use of information on the students†preferred teaching modalities, prior

knowledge and learning pace, School of One helps the students fill gaps from previous years as well as

Each student or child can on her own without any teacher learn chemistry by playing a game.

x MOOCS-Coursera†s way of organising its courses has changed the way students participate in education

Coursera is using the students as a resource to validate assignments blurring their role as simple students to

the student as well as valuable learning for the grader (Coursera, 2014 x MONDEY-With MONDEY, knowledge about early childhood development is easily accessible and easy to

access only to a limited number of admitted students. MOOCS are drastically changing this institutional setup and

democratising access to higher education as there is open access for students meaning that anyone everywhere in the world can participate in an online course for free.

between student and teacher, open new learning possibilities and shift the learning focus and offer new forms of

It also serves as a resource for students to observe and participate in a live design process.

that individual students do no longer depend on their classmates to move forward or practice some skills in greater

In such a way, the students are given effectively the help and challenges estimated to provide them with the opportunity to learn.

fast and effectively the students are learning as well as how the oral instructors collaborate and share knowledge

In addition, unused capacity also plays a part as high school students which excel at math as well as university students passionate about teaching get a chance to be involved.

students. These possibilities are unique as most other teaching instructions takes place in a full classroom which

Given the often smaller groups of students and need for one-to-one advice, the capacities of young teachers-to-be can be utilised

of the public often believe that students and teachers at Q2l â€oeare playing video games all dayâ€, while many teachers

it staff and students †â€oethe process is important, rather than the product. It†s about the process and not games. †With regards the ICT specifically, one

and students enter school with completely different backgrounds or in contexts of high mobility and transition from one school to the other (the

innovation †as with any pilot, processes of how to ideally involve all user groups such as students and teacher for

the maximum outcome require a few rounds of students. At the same time a school like this is under pressure to

demonstrate significant success by producing students with significantly higher maths skills than ordinary schools Professor Why on the other hand does not represent an alternative school form

students in chemistry. It needs to be cheap, state-of the art user friendly and attractive to a demanding target

possibility of providing massive courses as there is unlimited space for students in an online class room.

reach a large amount of different students with their courses in a cost effective way. On the other hand, there is a

assets and needs as students with individual strengths, difficulties and preferred learning methods are met with the

students as well as more inclusion is apparent. The individually tailored programs of the School of One initiate might

i e. on how much students learn; not how much time they spend in the classroom. The School of One example suggests that there are alternative ways of â€oegood

as not all students will learn equally well by studying the same curriculum and receiving instructions by use of the same teaching modes

Coursera had hit 1 million enrolled students across 196 countries (Coursera, 2012. By April 2014 Coursera had over

communities of teachers and students alike are only virtual, whilst in most other examples ICT supports online as

whilst students are required also to present a business plan in order to obtain certain university qualifications 6. 5. 2. Promoting business initiative, cooperatives and self-employed work

†Students and citizens interested in statistics and in knowing more about GDP measurement initiatives

platform for changemakers, innovators, educators and students. It enables individuals and communities to build and visualise their shared knowledge and unlock their

students and researchers, civil society organisations, governmental and inter -governmental organisations, multilateral institutions, businesses, statistical offices

learning, developing students'research skills preparing and processing student projects completed in collaboration with museum education officers and enabling the integration

of real museum objects into the theoretical content of the education curriculum. Together all of these activities combine to establish a

students and their local and regional history Results for the museum Through the online presence of the collections

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