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首页> 外文期刊>Journal of Scientific Research and Reports >A Swot (Strengths, Weaknesses, Opportunities andThreats) Evaluation of University Student-StaffPartnerships in Co-creating Educational Resources,Peer Support and Research With in STEM (Science,Technology, Engineering & Mathematics) Subjects
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A Swot (Strengths, Weaknesses, Opportunities andThreats) Evaluation of University Student-StaffPartnerships in Co-creating Educational Resources,Peer Support and Research With in STEM (Science,Technology, Engineering & Mathematics) Subjects

机译：在STEM（科学，技术，工程和数学）学科中共同创建教育资源，同伴支持和研究方面对大学生与员工的伙伴关系进行了一次快速（优势，劣势，机会和威胁）评估

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The aim of this research was to compare perceived opportunities and challenges of co-creating educational resources, peer learning support and research within Science, Technology, Engineering & Mathematics (STEM) subjects. Two questions were addressed:1) What types of STEM co-creation outputs are perceived possible within the categories of education resources, research and peer learning support? 2) What was the perceived Strengths Weaknesses, Opportunities and Threats (SWOT) analysis for co-creation of education resources, research and peer learning support?Study Design: These questions were explored in a descriptive survey with 30 academic staff delegates from across STEM disciplines and UK universities who attended a Higher Education Academy workshop “Students as partners in co-creating STEM outputs.” Place and Duration of Study: The one day long workshop was hosted by Bournemouth University on Jan 16th 2014. Methodology: For question 1 the delegates gave examples from their experience for each of the following categories for co-creation: i) educational resources ii) peer learning support iii) research. For question 2 they worked as a team to consider one of these categories and, using nominal group technique, identified and themed as many strengths, weaknesses, opportunities and threats as possible to partnerships with students.Results: 29 different co-creation outputs were identified (7 for co-created educational resources, 10 for co-created research and 12 for co-created peer support). Delegates reported proportionally most strengths for co-created research and most challenges for co-created educational resources. Strengths centered on energizing student engagement through co-creating new products/understanding. Challenges highlighted the need to ensure more widespread student engagement to maintain momentum and data quality.Conclusion: Findings suggest that two keys ways to enhance co-creation of STEM outputs are to better understand the range of factors that motivate different students and to better enable students and staff to perceive the specific benefits to them of engaging in co-creation.
机译：这项研究的目的是比较科学，技术，工程与数学（STEM）学科中共同创造教育资源，同伴学习支持和研究的感知机遇和挑战。解决了两个问题：1）在教育资源，研究和同伴学习支持类别中，什么类型的STEM共创输出被认为是可能的？ 2）在共同创建教育资源，研究和同伴学习支持方面，什么是感知到的优势，劣势，机会和威胁（SWOT）分析？研究设计：这些问题是在与30个STEM学科的学术代表进行的描述性调查中探讨的。以及参加了高等教育学院讲习班“学生作为合作伙伴共同创建STEM输出”的英国大学。研究的地点和持续时间：伯恩茅斯大学于2014年1月16日举办了为期一天的研讨会。方法：对于问题1，与会代表列举了他们在以下各个类别中的共同创造经验：i）教育资源ii）同行学习支持iii）研究。对于问题2，他们作为一个小组进行工作，考虑其中的一个类别，并使用名义小组技术确定并主题化与学生合作的尽可能多的优势，劣势，机会和威胁。结果：确定了29种不同的共同创造输出（7个用于共同创建的教育资源，10个用于共同创建的研究，12个用于共同创建的同伴支持）。代表们按比例报告了共同开展研究的最大优势，以及共同创造教育资源的最大挑战。优势在于通过共同创造新产品/理解来激发学生的参与度。挑战凸显了确保更广泛的学生参与以保持势头和数据质量的必要性。结论：研究结果表明，增强STEM输出共同创造的两个关键方法是更好地理解激励不同学生的因素范围并更好地使学生受益和员工一起参与共同创造给他们带来的好处。

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