|Abbreviation: B23A05||Load: 15(L)
|Lecturers in charge: ||prof. dr. sc. Branka Mraović
The course aims to help students of technical science to understand fundamentals of Information and Informational Society by learning from practical examples. The course aims to connect students and their future employers immediately - through the process of teaching.
Learning outcomes at the level of the programme to which the course contributes
- Understand the role of geodesy, geoinformatics and spatial data in modern world, demonstrate competences in measuring systems, methods and technologies of measurement and spatial data collection.
- Demonstrate competences in real estate registers and interests in real estates, understand land development measures and methods of land evaluation.
- Demonstrate competences in regulations and administrative framework important for geodesy and geoinformatics, the regulations related to copy right, publishing and exchange of spatial data.
- Use information technology in solving geodetic and geoinformation tasks.
- Communicate the results obtained by means of geodesy and geoinformation to clients and experts of geodetic and other related professions.
- Keep pace with and adopt new technological achievements in the field of surveying, geoinformation systems and services based on the position, and the changes in regulations, norms and standards.
- Take responsibility for continuing academic development in the field of geodesy and geoinformatics, or related disciplines, and for the development of interest in lifelong learning and further professional education.
Learning outcomes expected at the level of the course
- Demonstrate competence in making contact with the employers in the field of geodesy and geoinformatics, identify the principal stakeholders in the geodetic sector, and describe the ways of their organising and communication practices including the levels of hierarchy and authority.
- Understand how, at what speed and in what ways the stakeholders in geodetic companies and institutions adjust their practices to the global trends that profession seems to be faced with and to the requirements of modern corporate governance, and identify the factors influencing the career paths of the young engineers.
- Make presentation about critical stakeholders in geodesy and geoinformatics - companies, institutions in Croatia, international organisations and media, and write a critical essay about the topics.
- Understand a concept of the learning organisation in geodesy and geoinformatics.
- Analyse and interpret the phases of introduction and implementation of information and communication technology in the geodetic companies and institutions, and compare the trends in the Croatian geodesy to the world trends, make critical evaluation of each phase.
- Understand the requirement posed by the EU Directives in reference to the transparency of financial reporting as well as the process of accommodation of geodetic companies and institutions to international legal and business standards.
- Understand the importance of accountable handling with business information in accordance with international ethical standards and ethical standards of the European Union.
Course content broken down in detail by weekly class schedule (syllabus)
Course Content - Lectures (by weekly class schedule - 15 hours)
- Course Organisation - Basic instructions and guidelines about teaching, e-learning, course content, student responsibilities and rights, grading and evaluating student work in class and the final exam.
- Epistemology of Information Systems - Information society and network society. Information - semantics and etimology of the word. The purpose of designing information systems. The advantages of network design.
- Epistemology of Information Systems - A conceptual model of open system solutions. Knowledge construction: datum, information, knowledge, agency. Virtual organisation.
- Epistemology of Information Systems - "A digital nervous system", "web workstyle", "web life style".
- Epistemology of Information Systems - The networking logic of the information era. Knowledge creating company. The new system of wealth production.
- Computers and the human mind - Emotional management. Managing mental models: 1. Mobilization/Allocation, 2. Simulation, 3. Communication, 4. Identification. Towards new mental models in cyber space. The modes of learning in virtual communities. An electronically produced text.
- Computers and the Human Mind - Methodology of use of language in virtual on-line communities. A concept of speech as dialogue. The relevance of Bakhtin's speech theory for cyber space discourse.
- Computers and the Human Mind - Towards a new theory of subjectivity in the digital era. R. Penrose: A search for the missing science of consciousness: Genuine intelligence and genuine understanding.
- Data Mining - A key for pro-aktive, knowledge driven decisions. The basic characteristics of data mining tools. The innovativeness of data mining techniques. The role of data mining tools in post-Enron era.
- Data Mining - Ethical issues related to knowledge construction in the technical environment. Techno-optimists and techno-pessimists. The future of the data mining techniques.
- The Global Processes - The basic characteristics of the phenomenon of globalization. The networking logic of globality. The role of international organizations.
- The Global Processes - The new monetarism. Money manager capitalism. The processes od deindustrialization.
- The Global Corporations - Corporations in the age of globality. Types of multinational corporations: Ethnocentric multinational corporations. Polycentric multinational corporations. Geocentric multinational corporations.
- The Global Corporations - Strategies of International Business. What should go right in MNC - host country relationships? What often goes wrong in MNCs - host countries relationships? Means and purposes of the corporate network.
Course Content - Seminars and student practical work in the field (by weekly class schedule - 15 hours)
During their seminar work students keep analysing the stakeholders in the geodesy and geoinformatics - companies, institutions in Croatia, international organisations and media. In every moment, it is important to know: Where are you? Who you are doing business with? The work aims:
- To learn something useful from practical examples.
- To hear an interesting geodetic story and use it to compile teaching material.
- To learn how to follow competitors.
- The project promotes the values of work and personal engagements towards success.
A CONCEPT OF STUDENT'S HOMEWORK
The profile of a stakeholder should contain:
- General data about stakeholder and the history.
- Technical image of the company.
- Analysis of standardized financial reports of the company.
- Form of business organisation - organisational design and how it has been changed in certain period.
- Interview with stakeholders.
The profile consists of two parts :
- Essay - comments and analysis of collected data.
This part of our teaching activity is related to the process of making our students acquainted with the demands of the European Union related to the transparency of business performed by legal and natural persons, as well as with the efforts made in geodesy in the processes of harmonizing the Croatian business and legal environment with those in the European Union, and with the international standards of financial business.
The function of the essay is to turn the data - images, numerical and textual data into a story with figures, plot and action. The students should answer to basic questions:
- What the companies in geodesy are dealing with?
- What is the factor of success in geodesy?
The individual approach and creativity are highly valued in writing an essay
- 1. PHASE: Students have selected the stakeholders being the subject of their project research on their own. First, they had to suggest a few stakeholders (up to 5) out of each category - company, institution, international organisation and medium, regardless of the fact whether they already knew something about them or found out the information by searching web pages.
- 2. PHASE : Students were divided into working teams allowed to group themselves on their own. In this way, there were 41 working teams formed out of 83 students.
- 3. PHASE: The stakeholders were finally selected. Each students team could process one stakeholder, so that 41 teams finally made 42 profiles. One team worked comparatively on researching two stakeholders (two geodetic companies).
- 4. PHASE: Students had to study by means of web pages the way in which a stakeholder was presented and then periodically report about it at seminar sessions.
- 5. PHASE: Students had to make a questionnaire for the observed stakeholder. They were allowed to ask the questions first that they found most interesting. The questions from students' questionnaires were continuously discussed at seminar sessions. Based on suggestions given by the colleagues from other teams, some questions were modified, and some supplemented.
- 6. PHASE: Students had to analyse the financial reports of the observed stakeholders on the web pages of FINA. Those students who had international organisations as the objects of their research, contacted directly their stakeholders. The students who selected the institution in Croatia as their stakeholder collected the data in practical work guided their teacher.
- 7. PHASE: The analysis of the financial business of stakeholders. After the students had collected the data, they were able to analyse the company's balance sheet alone at the seminar sessions, as well as the financial activities of the stakeholders in the budget of the City of Zagreb, the stakeholders in the state budget, and the financing of international organisations.
- 8. PHASE: Students contacted directly the stakeholders and arranged a meeting at the physical location of the stakeholder, when it was possible. The students contacted the stakeholders at distant locations by phone or e-mail. In this work phase, the interviews with stakeholders were done.
- 9. PHASE: The teams presented their analyses of collected data in front of their colleagues.
- 10. PHASE: Two assignments were created in the e-learning environment of the course.
First assignment: The students needed to visit the web page of FINA register of public reports, study the balance sheets of the most successful entrepreneurs in 2012 and compare them with the balances of the business subject whose business they monitored within the scope of the task Stakeholder's profile in geodesy.
Second assignment: During the seminar session, there was a discussion pro et contra opened about the public report on financial results of the company. The basic questions were focused on the usage of financial reports, why the financial reports should be read and whether the financial reports should be public.
- 11. PHASE:The working teams handed their presentations and essays to their teacher in digital and analogous forms. Their work resulted in the creation of 41 teaching materials about 42 stakeholders in geodesy.
Screening student work
- Class attendance - 0.5 ECTS
- Essay - 0.5 ECTS
- Seminar essay - 0.5 ECTS
- Tests - 0.5 ECTS
- Oral exam - 0.5 ECTS
- Written exam - 0.5 ECTS
|Compulsory literature: - - -
|Recommended literature: - - -