Methodology
Stage methodology
Revelance of the paper
The purpose of my project is to define the elements that make the Pomeranian Science and Technology center an innovartive one. Pomeranian Science and technology center finds itself to be one of the most recent educational centers that were opened in Gdansk, Poland. The center is separated into 5 different departments. Each department allow student to widen their knowledge in their field of interest. The proejct will therefore have as a goal to see what are the elements that make this place an exemplary educational institute for other educational institute that can be found in Poland. The purpose will also be to see how the students are allowed to develop through the workshops that are offered and the equipment found in each department.
Research questions
What are the elements that make this center so innovative?
Research objectives
I will be going to every unit of the education center and see how advanced they are and see how they each allow the development of a student. I will try to see how every sector of the educational institute will make it differ from other educational institution and see how it allows the development a student or what set of skills are given to the students.
Specific study objectives
How do the laboratory allow the student to grow in the biology department; what do these laboratory have that differ them from other labs in other educational institutes; what kind of equipment do they have in that laboratory; what kind of conferences are being lead by students; why are they being lead by students; see if other education institute offer students the same opportunity to talk about their entrepreneurial ideas; how many conferences are given or events are organized; what kind of workshops are offered in the social sector; who are they being lead by; how will these students be able to apply the knowledge gained by the workshops given by the social institution; how does sport help students develop in the futur; what kind of formation do the workers there have and speak to the directors to ask them what differs their educational institute to others.
Research methods
The research methods I have chosen are to talk to the workers there to see what kind of formation they have in order to be able to be working here and see what differs this center from other places they have worked in. I will also be interviewing with the students in order to see how this center has helped them develop, what kind of skills they have gained and why they chose this center. Also, I will be interviewing the directors to see what they believe differs their center from others. Therefore, I will be doing a lot of observation, however, surveys will be done for the students and the workers, as how for the director, it will be an interview. This means that I would need to have 3 different type of survey; one for the workers, one for the directors, as well as one for the students. I will also be observing how many different activities or workshops are offered to the students. How often are they being offered? How many of them are there, and whom are they offered to. I will do the same for the entrepreneurial conferences as well as events. However, I will also be observing how many students are attending. For the biology department, I will be observing how many students are assigned to the researches, what kind of task they do, how often do they work on that project, with what kind of equipment they are working and so on. For the exact planning of the stage, this is how each week will take place.
Week 1 (April 6th to April 10th): Arrival in Poland. First few days will be dedicated to taking a tour of the educational institute. Meeting with the people I will be working on and introductory meeting into the laboratories.
Week 2 (April 13th to April 17th): Helping the Startup Zone prepare for an event called “Startup your weekend”, event that takes place in their auditorium. This will mean helping their organize the place, help them put up the ads and posters for the event, welcome the guest speakers, etc. Get to talk to the students that participate in this event, get them to fill out my questionnaire and start my observation for the entrepreneurial section of the educational center.
Week 3: (April 19th to April 24rd): Spending the week in the biolab working on the vital culture project and start the procedure for the regeneration of my own plant in vitro. Get to talk to the workers and students that participate in these researches, get them to fill out my questionnaire and start my observation for the biolab section of the educational center.
Week 4: (April 26th to May 1st): Prepare a presentation on Canada for the student week in the entrepreneurial section of the educational center. This will let me get the Intel and observe how many other students are participating in this activity, see how often they do this as well and so on. This would also give me the chance to talk to the directors, get them to pass my survey and and get their opinion on the organization of these weeks. Finally, I will be stopping by the lab as well to check up on my plant.
Week 5: (May 4th to may 8th): I will be working with the startup zone team on the service design workshop, which is a workshop in which the students learn what a service design is and what is its purpose. I will be also working in the social innovation center, given some english courses to the student in the morning and in the afternoon. This will give me the chance to see how many courses are offered to the students, at what time of the day, and compare this section of the center to the others. Visiting this center will also allow me to see what section do the center invest the most in and which ones are the most publicized in the medias.
Reference list:
1. Ambrish. (2014). Entrepreneurship Development: An Approach to Economic Empowerment of Women. International Journal Of Multidisciplinary Approach & Studies, 1(6), 224-232.
http://web.a.ebscohost.com .res.banq.qc.ca/ehost/detail/detail?sid=3a011559-fbe8-460c-80ee-8c5bc0a3a21d%40sessionmgr4002&vid=0&hid=4206&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=100271742
2. Good, J., Colthorpe, K., Zimbardi, K., & Kafer, G. (2015). The Roles of Mentoring and Motivation in Student Teaching Assistant Interactions and in Improving Experience in First-Year Biology Laboratory Classes. Journal Of College Science Teaching, 44(4), 88-98
http://web.b.ebscohost.com.res.banq.qc.ca/ehost/detail/detail?sid=ebcc7eb2-50d3-4b3e-9ba1-30574907fc68%40sessionmgr114&vid=0&hid=125&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=101552995
3. Kwiek, M. (2008). Accessibility and Equity, Market Forces and Entrepreneurship: Developments in Higher Education in Central and Eastern Europe.Higher Education Management & Policy, 20(1), 89-110.
http://web.a.ebscohost.com.res.banq.qc.ca/ehost/detail/detail?sid=bf295d37-71aa-4968-a8fe-4584a9e9d634%40sessionmgr4003&vid=0&hid=4206&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=31906463àà2.
4. Macko, A., & Tyszka, T. (2009). Entrepreneurship and Risk Taking. Applied Psychology: An International Review, 58(3), 469-487. doi:10.1111/j.1464-0597.2009.00402.x
http://web.a.ebscohost.com.res.banq.qc.ca/ehost/detail/detail?sid=4e7dc706-dd03-4924-b519-00c9539e12bf%40sessionmgr4004&vid=0&hid=4206&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=41228860
5. Roth, W., Eijck, M. V., Hsu, P., Marshall, A., & Mazumder, A. (2009). What High School Students Learn During Internships in Biology Laboratories.American Biology Teacher (National Association Of Biology Teachers), 71(8), 492-496.
http://web.b.ebscohost.com.res.banq.qc.ca/ehost/detail/detail?sid=308af1c1-f297-41e5-968a-50709bdfdea3%40sessionmgr198&vid=0&hid=125&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=44724497
6. Shumow, L., Schmidt, J. A., & Zaleski, D. J. (2013). Multiple Perspectives on Student Learning, Engagement, and Motivation in High School Biology Labs. High School Journal, 96(3), 232-252.
http://web.b.ebscohost.com.res.banq.qc.ca/ehost/detail/detail?sid=53dbcf64-bd84-4511-9c16-fbfa8fc20e14%40sessionmgr114&vid=0&hid=125&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=87647497
7. Swan, A. E., & O'Donnell, A. M. (2009). The contribution of a virtual biology laboratory to college students' learning. Innovations In Education & Teaching International, 46(4), 405-419. doi:10.1080/14703290903301735
http://web.b.ebscohost.com.res.banq.qc.ca/ehost/detail/detail?sid=ca30ce5a-2cb3-4b74-b7e2-8225ad570bf1%40sessionmgr198&vid=0&hid=125&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=45020173
8. Yan, H. (2014). The promotion of entrepreneurship and employment work of college students by communist youth league. Journal Of Chemical & Pharmaceutical Research, 6(7), 883-887.
http://web.a.ebscohost.com.res.banq.qc.ca/ehost/detail/detail?sid=caca26b7-ca31-4ed3-9ebe-6b374f50fc63%40sessionmgr4005&vid=0&hid=4206&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=97357055
9. Zhun, J., & Xuyang, Z. (2014). Analyzing elements of the employment and entrepreneurship practice education of college students. Journal Of Chemical & Pharmaceutical Research, 6(7), 803-807.
http://web.a.ebscohost.com.res.banq.qc.ca/ehost/detail/detail?sid=d4dba239-13b9-410d-91e6-99170a13afee%40sessionmgr4003&vid=0&hid=4206&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=97357041
Revelance of the paper
The purpose of my project is to define the elements that make the Pomeranian Science and Technology center an innovartive one. Pomeranian Science and technology center finds itself to be one of the most recent educational centers that were opened in Gdansk, Poland. The center is separated into 5 different departments. Each department allow student to widen their knowledge in their field of interest. The proejct will therefore have as a goal to see what are the elements that make this place an exemplary educational institute for other educational institute that can be found in Poland. The purpose will also be to see how the students are allowed to develop through the workshops that are offered and the equipment found in each department.
Research questions
What are the elements that make this center so innovative?
Research objectives
I will be going to every unit of the education center and see how advanced they are and see how they each allow the development of a student. I will try to see how every sector of the educational institute will make it differ from other educational institution and see how it allows the development a student or what set of skills are given to the students.
Specific study objectives
How do the laboratory allow the student to grow in the biology department; what do these laboratory have that differ them from other labs in other educational institutes; what kind of equipment do they have in that laboratory; what kind of conferences are being lead by students; why are they being lead by students; see if other education institute offer students the same opportunity to talk about their entrepreneurial ideas; how many conferences are given or events are organized; what kind of workshops are offered in the social sector; who are they being lead by; how will these students be able to apply the knowledge gained by the workshops given by the social institution; how does sport help students develop in the futur; what kind of formation do the workers there have and speak to the directors to ask them what differs their educational institute to others.
Research methods
The research methods I have chosen are to talk to the workers there to see what kind of formation they have in order to be able to be working here and see what differs this center from other places they have worked in. I will also be interviewing with the students in order to see how this center has helped them develop, what kind of skills they have gained and why they chose this center. Also, I will be interviewing the directors to see what they believe differs their center from others. Therefore, I will be doing a lot of observation, however, surveys will be done for the students and the workers, as how for the director, it will be an interview. This means that I would need to have 3 different type of survey; one for the workers, one for the directors, as well as one for the students. I will also be observing how many different activities or workshops are offered to the students. How often are they being offered? How many of them are there, and whom are they offered to. I will do the same for the entrepreneurial conferences as well as events. However, I will also be observing how many students are attending. For the biology department, I will be observing how many students are assigned to the researches, what kind of task they do, how often do they work on that project, with what kind of equipment they are working and so on. For the exact planning of the stage, this is how each week will take place.
Week 1 (April 6th to April 10th): Arrival in Poland. First few days will be dedicated to taking a tour of the educational institute. Meeting with the people I will be working on and introductory meeting into the laboratories.
Week 2 (April 13th to April 17th): Helping the Startup Zone prepare for an event called “Startup your weekend”, event that takes place in their auditorium. This will mean helping their organize the place, help them put up the ads and posters for the event, welcome the guest speakers, etc. Get to talk to the students that participate in this event, get them to fill out my questionnaire and start my observation for the entrepreneurial section of the educational center.
Week 3: (April 19th to April 24rd): Spending the week in the biolab working on the vital culture project and start the procedure for the regeneration of my own plant in vitro. Get to talk to the workers and students that participate in these researches, get them to fill out my questionnaire and start my observation for the biolab section of the educational center.
Week 4: (April 26th to May 1st): Prepare a presentation on Canada for the student week in the entrepreneurial section of the educational center. This will let me get the Intel and observe how many other students are participating in this activity, see how often they do this as well and so on. This would also give me the chance to talk to the directors, get them to pass my survey and and get their opinion on the organization of these weeks. Finally, I will be stopping by the lab as well to check up on my plant.
Week 5: (May 4th to may 8th): I will be working with the startup zone team on the service design workshop, which is a workshop in which the students learn what a service design is and what is its purpose. I will be also working in the social innovation center, given some english courses to the student in the morning and in the afternoon. This will give me the chance to see how many courses are offered to the students, at what time of the day, and compare this section of the center to the others. Visiting this center will also allow me to see what section do the center invest the most in and which ones are the most publicized in the medias.
Reference list:
1. Ambrish. (2014). Entrepreneurship Development: An Approach to Economic Empowerment of Women. International Journal Of Multidisciplinary Approach & Studies, 1(6), 224-232.
http://web.a.ebscohost.com .res.banq.qc.ca/ehost/detail/detail?sid=3a011559-fbe8-460c-80ee-8c5bc0a3a21d%40sessionmgr4002&vid=0&hid=4206&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=100271742
2. Good, J., Colthorpe, K., Zimbardi, K., & Kafer, G. (2015). The Roles of Mentoring and Motivation in Student Teaching Assistant Interactions and in Improving Experience in First-Year Biology Laboratory Classes. Journal Of College Science Teaching, 44(4), 88-98
http://web.b.ebscohost.com.res.banq.qc.ca/ehost/detail/detail?sid=ebcc7eb2-50d3-4b3e-9ba1-30574907fc68%40sessionmgr114&vid=0&hid=125&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=101552995
3. Kwiek, M. (2008). Accessibility and Equity, Market Forces and Entrepreneurship: Developments in Higher Education in Central and Eastern Europe.Higher Education Management & Policy, 20(1), 89-110.
http://web.a.ebscohost.com.res.banq.qc.ca/ehost/detail/detail?sid=bf295d37-71aa-4968-a8fe-4584a9e9d634%40sessionmgr4003&vid=0&hid=4206&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=31906463àà2.
4. Macko, A., & Tyszka, T. (2009). Entrepreneurship and Risk Taking. Applied Psychology: An International Review, 58(3), 469-487. doi:10.1111/j.1464-0597.2009.00402.x
http://web.a.ebscohost.com.res.banq.qc.ca/ehost/detail/detail?sid=4e7dc706-dd03-4924-b519-00c9539e12bf%40sessionmgr4004&vid=0&hid=4206&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=41228860
5. Roth, W., Eijck, M. V., Hsu, P., Marshall, A., & Mazumder, A. (2009). What High School Students Learn During Internships in Biology Laboratories.American Biology Teacher (National Association Of Biology Teachers), 71(8), 492-496.
http://web.b.ebscohost.com.res.banq.qc.ca/ehost/detail/detail?sid=308af1c1-f297-41e5-968a-50709bdfdea3%40sessionmgr198&vid=0&hid=125&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=44724497
6. Shumow, L., Schmidt, J. A., & Zaleski, D. J. (2013). Multiple Perspectives on Student Learning, Engagement, and Motivation in High School Biology Labs. High School Journal, 96(3), 232-252.
http://web.b.ebscohost.com.res.banq.qc.ca/ehost/detail/detail?sid=53dbcf64-bd84-4511-9c16-fbfa8fc20e14%40sessionmgr114&vid=0&hid=125&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=87647497
7. Swan, A. E., & O'Donnell, A. M. (2009). The contribution of a virtual biology laboratory to college students' learning. Innovations In Education & Teaching International, 46(4), 405-419. doi:10.1080/14703290903301735
http://web.b.ebscohost.com.res.banq.qc.ca/ehost/detail/detail?sid=ca30ce5a-2cb3-4b74-b7e2-8225ad570bf1%40sessionmgr198&vid=0&hid=125&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=45020173
8. Yan, H. (2014). The promotion of entrepreneurship and employment work of college students by communist youth league. Journal Of Chemical & Pharmaceutical Research, 6(7), 883-887.
http://web.a.ebscohost.com.res.banq.qc.ca/ehost/detail/detail?sid=caca26b7-ca31-4ed3-9ebe-6b374f50fc63%40sessionmgr4005&vid=0&hid=4206&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=97357055
9. Zhun, J., & Xuyang, Z. (2014). Analyzing elements of the employment and entrepreneurship practice education of college students. Journal Of Chemical & Pharmaceutical Research, 6(7), 803-807.
http://web.a.ebscohost.com.res.banq.qc.ca/ehost/detail/detail?sid=d4dba239-13b9-410d-91e6-99170a13afee%40sessionmgr4003&vid=0&hid=4206&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=97357041