ИСТИНА

• Охват: Международная
• Даты проведения: 5-8 июля 2016
• Место проведения: Orlando, Florida, United States
• Организатор:
  International Institute of Informatics and Systemics
• Число участников: 250
• Число иностранных участников: 250
• Число участников из МГУ: 1
• Число докладчиков: 250
• Веб-сайт: http://www.iiis.org/Engineering-and-Meta-Engineering
• Описание конференции:

  Integrating Research, Education, and Problem Solving: IREPS 2016 Context and Purpose There is a growing academic and societal need for the integration of academic activities among themselves and with Society, including private and public sectors. An increasing number of academics have noticed the importance of integrating Research, Education, and Problem Solving among themselves and with societal and corporate real life problems. Information and Communications Technologies enabled different ways of supporting these kinds of integration processes. Informing Science is at the heart of academic activities (research, education, and consulting). Based on Eli Cohen's seminal paper, Informing Science has evolved into an important and useful trans-discipline, and T. Grandon Gill applied this emerging trans-discipline in the context of a detailed critical analysis of the academic activities in Business Schools, and made very important suggestions for the design (or re-design) of this academic field. Gill's analysis and design recommendation are also important for other academic fields especially those related to professional activities like Engineering, Medicine, Scientific Consulting, problem oriented research, action research, etc. Cohen's and Gill's seminal works inspired the organization of the Special Track on Integrating Research, Education, and Problem Solving: IREPS 2016. IREPS 2016's Organizing Committee preferred to also include the engineering perspective to the content of the special track because of the very important complementary, synergic, and cybernetic relationships between Science and Engineering3, in general, and especially in the specific case of Academic Informing. Information Systems Engineering, along with soft engineering4, organizational engineering and an increasing number of non-traditional fields in engineering (along with the experience in research, teaching and consulting in traditional engineering fields) are highly desirable, if not necessary, for designing and implementing processes and support technologies related to new findings and new ways for integrating the academic activities (research, education, consulting, and problem solving) among themselves and with Society, including the Private and the Public Sectors. IREPS 2016 is oriented to academics and their clients: researchers, students, and practitioners. Contributions are accepted regarding the three basic academic informing activities, especially those related to relationships among them. As it is known, cybernetic loops among the basic academic informing activities can provide co-regulative processes (via negative feedback and feedforward) and synergic co-amplifying processes (via positive feedback). Two-way informing between any two of the three basic academic informing activities would make possible the required cybernetic loops. Research is a basically a two-phase informing process, which include informing oneself and informing other researchers with regards to the newly found knowledge, solution, problem, hypothesis, theories, methodologies, design, etc. Research can also be conducted with regards to research (meta-research), teaching processes, and consulting or reflective practice. T. Grandon Gill, based on his intellectual stature as researcher, and large academic experience, affirms that “consulting is research [and] offers the researcher one of the most effective channels from achieving impact.”5 The real impacts of academic activities are also to be found in the students and practitioners, in teaching and consulting, not just in research via citation index. Academic effectiveness depends on research impact on other researchers, students, and practitioners. It depends on the solution of problems formulated by other interested parties and not just on self-formulated disciplinary problems. Both kinds of problems complement synergistically each other. This kind of synergy is especially important in the academic effectiveness of professional schools (e.g. traditional and non-traditional engineering, business administration, medicine, education, informatics, informing sciences, informing engineering, etc.), applied sciences schools and scientific research supported by community service organizations and tax payers based grants. In general, Informing Science and Informing Engineering complement each other synergistically. Implicit or explicit cybernetic loops between science and engineering have been producing co-regulating and co-amplifying reciprocal relationships for many years6. In our opinion, the more explicit we make the differentiation and the relations between science and engineering, the larger are their effectiveness and the impact of each one. This is especially in the area of Academic Informing. This is why we prefer to make it explicit that IREPS 2016 is oriented to both Academic Informing Science and Academic Informing Engineering, as well as to the relationships between them. Consequently, IREPS 2016’s Organizing Committee is accepting submissions 1) in any of the three academic informing activities, as well as on their existing or potential relationships, and 2) from a scientific, engineering, or integrative perspective. The purpose of IREPS 2016’s Organizing Committee is to bring together academics concerned about the impact and effectiveness of their activities to share their academic experience with regards to this issue. Many academics from different disciplines have had academic experiences and concerns similar to those expressed by T. Grandon Gill in his book and articles with regards to Business Schools. Consequently, it is academically beneficial to organize a forum where these kinds of concerns and possible solutions can be shared among different disciplines from different perspectives and to allow interdisciplinary communication with regards to this trans-disciplinary academic problematique. Suggested Areas and Topics • Informing via research and/or informing research (meta-research) • Informing via teaching (pedagogical methods and processes) and/or getting informed form students, as feedback for a more effective teaching • Informing via consulting or practice and/or getting informed form practice, as feedback for a more effective consulting • Relationships between research and teaching. Teaching via collaborative research. Researching via teaching or educational action research. • Relationships between research and practice or consulting • Integrating research, teaching and consulting or practice • Relationships between informing sciences and informing engineering • Integrating Informing Science and Informing Engineering • Action research applied to Academic Informing • Qualitative and hybrid research applied to Academic Informing • Informing systems engineering • Educational systems engineering • Research design • Research programs and projects engineering • Curriculum Design and Engineering • Organizational engineering applied to educational organizations

• Добавил в систему: Белякин Сергей Тихонович

Доклады:

• 2016 Relating Academic A­ctivities, Research and C­onsulting, or Research an­d Practice (Устный)
• Авторы: Джаноев А.Р., Белякин С.Т.