This course is part of the programme:
Bachelor's programme in Engineering and Management (First Level)
Objectives and competences
The goal of the course is to teach students how to, on an individual level use acquired knowledge, and how to autonomously approach the gathering of new knowledge in a manner uncharacteristic for a conventional study process. Students thus become acquainted with the methods which they will have to use in their future professional careers or during their further studies on the higher levels.
Students obtain knowledge through autonomous work carried out under the supervision of the assigned mentors through undertaking practical placement. Students use the professional and methodological knowledge obtained during their studies in practice and thus learns to solve practical problems in their professional field.
The knowledge obtained and the newly acquired competences contribute to the increase of the number of employment opportunities for the future graduates of the School of Engineering and Management. At the same time, the companies offering students practical placements thus gain a possibility to find and select their prospective human resources.
The competences acquired are:
- the ability to use the obtained knowledge in practice,
- developing analytical thinking skills, which enable students to successfully study and solve actual problems in practice,
- the ability to individually solve professional problems by searching for the sources (including those in foreign languages) and using the research methods in the field of engineering and management,
- the ability to provide a critical evaluation of the results obtained,
- the ability to work in a team,
- the ability to work under supervision of a mentor,
- developing communication skills using professional language.
There are no additional requirements for students with fulfilled conditions for enrollment to the 3rd year.
Content (Syllabus outline)
Students undertake a mandatory practical placement in the duraction of 480 hours in a selected company. The practical placement is planned as a project, and its main part includes solving a relevant concrete problem from the engineering and management field.
Selection of topic of practical placement:
The school proposes a list of selected contemporary topics, mentors and the adjoining list of companies, with which the school has signed agreements about practical placement. With the help of the school’s coordinator for practical placements, who establishes links with companies and manages the list of topics, each student selects a topic of practical placement. Upon prior agreement with the School, the student can select the topic and place of the practical placement on the basis of his/her own choice, followed by the coordinator’s confirmation. The coordinator has individual meetings with each student, offering them advice in all open matters. This support is offered also in later steps, if needed. Some topics in the proposed list are specified at the level which allows further details to be agreed with the student, mentor and the company, so as to match student’s professional preferences and interests of the company. Before the students starts the placement, a form is filled in with tasks and goals specified, and confirmed with signatures of the students and both mentors, one from the school and one from the company. The topic relates to the study program, it should be in line with the interests of the company and should represent a practical value for it. The topic of practical training is chosen so that the student can upgrade it in the diploma work.
The course is designed to require individual student work under the supervision of both mentors. Apart from practical work, the course also requires the search and study of various sources related to the studied issues, which in the continuation of the study serves as a basis for the preparation of the diploma work.
The course is designed in a manner requiring the students to work autonomously under the supervision of both mentors. Besides practical tasks, the course also requires students to search for and study various sources of literature related to the task, which later serves as a basis for writing their diploma thesis.
Intended learning outcomes
Knowledge and understanding:
After undertaking practical placement, students are able to:
- use their knowledge of the selected topic, acquired during their studies, in problem-solving in practice,
- analyse a problem in practice from a professional point of view and by performing practical tasks and using the theory to suggest appropriate solutions,
- find relevant literature sources in the Slovene and English languages and perform a critical selection of relevant information, as well as to establish links between pieces of information to contribute to finding a solution of the problem faced in practice,
- to work autonomously in the selected working environment for the whole period of the practical placement (480 hours) and thus gain appropriate work habits in their professional field,
- present the results or findings to their co-workers, mentor and others.
Due to the contemporary nature of the selected topics and the fact that the selected topics are linked to an actual study case of an ongoing practice problem within the selected company, the literature does not only consist of a single textbook or scientific publication. It is rather based on data obtained from scientific and technical papers, internet releases, from reports etc., that is, through gathering and linking the information from various sources under the guidance provided by the mentors.
Descriptive grades »pass« and »fail« are used. A common grade is assigned to a student on the basis of the written report and oral presentation with discussion. 100%
Tanja Urbančič is the Dean of the School of Engineering and Management at the University of Nova Gorica where she is a researcher and full professor in the field of computer science. She is also a part-time research fellow at the Department of Knowledge Technologies at the Jožef Stefan Institute in Ljubljana. Her main research and teaching activities are in the field of knowledge management and knowledge technologies with applications in biomedicine and education. She contributed to the development of new methods for modelling of human skill and for knowledge discovery with literature mining. She co-authored several book chapters and journal papers in IEEE Transactions on Systems, Man and Cybernetics, Engineering Applications of Artificial Intelligence, Knowledge Engineering Review, and others. She has over twenty years of experience with the design and implementation of study programmes and with the introduction of new teaching approaches into practice. She chairs the stirring committee for e-learning at the University of Nova Gorica and is one of the founding members of the Opening up Slovenia initiative. With Mitja Jermol, she developed and launched an international on-line mentoring program Open Education for a Better World in which expert guidance is provided to developers of open educational resources from the whole world. She has also experience from other international and national projects related to knowledge technologies and knowledge management, such as Sol-Eu-Net, ConCreTe and ExplorEdu. At the Master’s study program Engineering and Management she coordinates interdisciplinary student team projects for more than 10 years.
GUBIANI, Donatella, MOZETIČ, Matjaž, KOROUŠIĆ SELJAK, Barbara, URBANČIČ, Tanja.
E-Learning Experiment: Web Conference Activities in Teaching at a Traditional University. Int. J. of Innovation and Learning, sprejeto v objavo v 2018.
URBANČIČ, Tanja, ORLIČ, Davor. Opening up education : towards affordable and sustainable solutions. V: EBY, Gulsun (ur.), YUZER, T. Volkan (ur.), ATAY, Simber (ur.). Developing successful strategies for global policies and cyber transparency in E-learning. Hershey: Information Science Reference. 2016, str. 133-144.
CESTNIK, Bojan, BOHANEC, Marko, URBANČIČ, Tanja. QTvity : advancing students’ engagement during lectures by using mobile devices. V: RACHEV, Boris (ur.). CompSysTech’15 : proceedings of the 16th International Conference on Computer Systems and Technologies, June 25 – 26, 2015, Dublin, Ireland. New York: ACM. 2015, str. 334-341.
ORLIČ, Davor, CESTNIK, Bojan, URBANČIČ, Tanja. Supporting teachers in chosing and reusing open educational resources. V: BOROW, Wladimir (ur.). Proceedings, International Conference on e-Learning, e-Learning’15, 11-12 September 2015, Berlin, Germany. [S. l.: s. n.]. 2015, str. 28-33.
ORLIČ, Davor, CESTNIK, Bojan, URBANČIČ, Tanja. What can VideoLectures.Net and transLectures do for opening higher education to the multicultural world. V: RACHEV, Boris (ur.). CompSysTech’14 : proceedings of the 15th International Conference on Computer Systems and Technologies, Ruse, Bulgaria, June 27 – 28, 2014. New York: ACM. 2014, 8 str., ilustr.
PETRIČ, Ingrid, URBANČIČ, Tanja, CESTNIK, Bojan. Ontological representation of virtual business communities : how to find right business partners. V: CRUZ-CUNHA, Maria Manuela (ur.), VARAJAO, Joao (ur.). Innovations in smes and conducting e-business : technologies, trends and solutions, (Premier reference source). Hershey; New York; London: Information Science Reference: Igi Global. 2011, str. 263-277.
URBANČIČ, Tanja, BOHANEC, Marko, KONTIĆ, Branko. Collaborative decision making : an environmental case study. V: MLADENIĆ, Dunja (ur.), et al. Data mining and decision support : integration and collaboration, (The Kluwer international series in engineering and computer science, SECS 745).
LAVRAČ, Nada, URBANČIČ, Tanja. Mind the gap : academia-business partnership models and e-collaboration lessons learned. V: MLADENIĆ, Dunja (ur.), et al. Data mining and decision support : integration and collaboration, (The Kluwer international series in engineering and computer science, SECS 745). Boston; Dordrecht; London: Kluwer Academic Publishers. 2003, str. 261-269.
GIDER, Franc, URBANČIČ, Tanja. Developing soft skills for engineering: experience with student Team projects. Organizacija : revija za management, informatiko in kadre, ISSN 1318-5454. [Tiskana izd.], jan./feb. 2010, letn. 43, št. 1, str. 35-39.
LAVRAČ, Nada, LJUBIČ, Peter, URBANČIČ, Tanja, PAPA, Gregor, JERMOL, Mitja, BOLLHALTER, Stefan. Trust modeling for networked organizations using reputation and collaboration estimates. IEEE transactions on systems, man and cybernetics. Pt. C, Applications and reviews, ISSN 1094-6977. [Print ed.], maj 2007, vol. 37, no. 3, str. 429-439, ilustr.
URBANČIČ, Tanja. From fragments of knowledge towords a bigger picture : how can the process be supported. Organizacija : revija za management, informatiko in kadre, ISSN 1318-5454. [Tiskana izd.], 2007, letn. 40, št. 6, str. 263-266.
SOMEREN, Maarten W. van, URBANČIČ, Tanja. Applications of machine learning : matching problems to tasks and methods. Knowledge engineering review, ISSN 0269-8889, 2006, vol. 20, no. 4, str. 363-402.
GUBIANI, Donatella, FABBRETTI, Elsa, CESTNIK, Bojan, LAVRAČ, Nada, URBANČIČ, Tanja. Outlier based literature exploration for cross-domain linking of Alzheimer’s disease and gut microbiota. Expert systems with applications, ISSN 0957-4174. [Print ed.], 2017, vol. 85, str. 386-396,
PETRIČ, Ingrid, CESTNIK, Bojan, LAVRAČ, Nada, URBANČIČ, Tanja. Outlier detection in cross-context link discovery for creative literature mining. The Computer journal, ISSN 0010-4620, 2012, vol. 55, no. 1, str. 47-61,
JERMOL, Mitja, LAVRAČ, Nada, URBANČIČ, Tanja. Managing business intelligence in a virtual enterprise : a case study and knowledge management lessons learned. Journal of intelligent & fuzzy systems, ISSN 1064-1246. [Print ed.], 2004, vol. 14, str. 121-136.
URBANČIČ, Tanja. Learning and understanding human skill. Informatica : an international journal of computing and informatics, ISSN 0350-5596, 2001, vol. 25, no. 3, str. 403-408.
CESTNIK, Bojan, MANAKOVA, Natalia, KARALIČ, Aram, URBANČIČ, Tanja. Engaging the net generation students in enhanced teaching and leaning with QTvity : the next steps. V: Proceedings : European thematic network, future education and training in computing: how to support learning at anytime anywhere, International Conference on e-Learning, 8-9 September, Bratislava, Slovakia, (International conference on e-learning, ISSN 2367-6698). [S. l.: s. n.]. 2016, str. 86-93.
CESTNIK, Bojan, URBANČIČ, Tanja. Teaching supply chain management with the beer distribution game on mobile devices. V: CABALLERO-GIL, Pino (ur.). Proceedings. [S. l.: s. n.]. 2014, str. 111-117.
CESTNIK, Bojan, URBANČIČ, Tanja, PETRIČ, Ingrid. Ontological representations for supporting learning in business communities. V: SMRIKAROV, Angel (ur.). e-Learning’11 : proceedigs of the International Conference on e-Learning and the Knowledge Society, 25-26 August 2011, Bucharest, Romania. Bucharest: ASE Publishing House. 2011
University course code: 1GI024
Year of study: 3
- Field exercises: 480 hours
Course type: mandatory
Learning and teaching methods:
• students’ autonomous work in the form of a practical placement within a company or organisation • students’ autonomous work in the form of gathering information from relevant sources of literature all activities performed by students are carried out under the supervision of the assigned mentors.