June 20, 2010
June 20, 2010
June 23, 2010
15.17.1 - 15.17.12
A Comparative Study of Land Surveying Education at The University of Lagos and Penn State University
Recent efforts in globalization have extended beyond commerce, travel, technology transfer and sporting activities. In higher education, globalization has become a catalyst for world class education, diversity in problem solving methods, and improved international understanding. Many institutions of higher learning in developed countries are forming partnerships with sister institutions in developing countries and conducting collaborative learning and research activities through asynchronous teaching and learning, webinars, as well as faculty and student exchange programs. The success of these collaborations depends on a careful examination of overall program objectives as well as expected outcomes of individual programs.
Among other related courses, the curricula in both surveying programs include common courses in land Surveying, geodesy, photogrammetry, remote sensing, law and Geographic Information Systems. In addition, University of Lagos provides cartography, hydrography, finance and management studies.
This paper presents a review of program objectives and course outcomes for the two institutions. It concludes by identifying areas of opportunities with regard to course alignment, undergraduate research opportunities, faculty and student exchange and asynchronous collaborative learning. These opportunities form the basis for future collaboration in teaching and research in support of globalization in higher education.
Globalization is influencing, and indeed facilitating, interaction between societies, cultures, businesses, and even politics around the world. The drivers of the globalization process have been recent technological advances such as the Internet, telecommunications and geospatial technologies. These technologies are helping to create geographically dispersed but interconnected communities around the world. Again, the catalysts to these technologies are information management and innovation, both of which are dependent on knowledge. Carnoy2 contends that globalization increases the demand for education and since knowledge is the product of education, knowledge is therefore fundamental to globalization. This assertion supports the fact that institutions of higher education have a responsibility to export knowledge outside the geographic boundaries for the benefit of the global community.
In recent years, institutions of higher education, especially in developed countries, are also engaging in globalization by connecting with sister institutions in developing opportunities so as to exchange ideas, explore research opportunities so as to empower graduates to compete globally. It is believed that knowledge development and commercialization of knowledge should
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2010 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015