Nanoeducation for Industry and Society

Ineke Malsch (), Dorota Rutkowska-Zbik, Albert Duschl, Martin Himly, Thomas Zadrozny, Costas Kiparissides, Olga Kammona, Moshe Talesnik, Yoel Rothschild, David Rosenberg, Bartlomiej Szafran, Paula Queipo Rodriguez and Iseult Lynch
Additional contact information
Ineke Malsch: Malsch TechnoValuation
Dorota Rutkowska-Zbik: Jerzy Haber Institute of Catalysis and Surface Chemistry, Polish Academy of Sciences
Albert Duschl: Paris-Lodron-University Salzburg
Martin Himly: Paris-Lodron-University Salzburg
Thomas Zadrozny: Nanofutures Association
Costas Kiparissides: Centre for Research and Technology—Hellas (CERTH), Chemical Process and Energy Resources Institute (CPERI) Laboratory of Polymer Reaction Engineering (LPRE)
Olga Kammona: Centre for Research and Technology—Hellas (CERTH), Chemical Process and Energy Resources Institute (CPERI) Laboratory of Polymer Reaction Engineering (LPRE)
Moshe Talesnik: Moshinsky R&D Center ORT Israel
Yoel Rothschild: Moshinsky R&D Center ORT Israel
David Rosenberg: Moshinsky R&D Center ORT Israel
Bartlomiej Szafran: AGH University of Science and Technology
Paula Queipo Rodriguez: PRODINTEC, Parque Científico Tecnológico de Gijón
Iseult Lynch: School of Geography, Earth and Environmental Sciences, University of Birmingham

Chapter Chapter 6 in Managing Risk in Nanotechnology, 2016, pp 93-115 from Springer

Abstract: Abstract A recent study on the needs of employers in industry and other sectors for graduate employees who have received education in nanotechnology shows a mismatch between the existing offers at European universities and the real needs of the labour market. In particular, industry expects to hire employees with skills in nanosafety, regulation and environmental impact assessment within 5 years. However, universities appear to have difficulties incorporating these topics into their curricula. Here, results of our study are introduced. Moreover, the outlines of interdisciplinary model curricula spanning the bachelor, master, and Ph.D. levels of academic education that can support efforts to address the mismatch between study contents and skills needed in the nanotechnologies job market and minimise its possible impact, are discussed.

Keywords: Master Programme; Risk Governance; Model Curriculum; Large Industry; Traditional Discipline (search for similar items in EconPapers)
Date: 2016
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Persistent link: https://EconPapers.repec.org/RePEc:spr:innchp:978-3-319-32392-3_6

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DOI: 10.1007/978-3-319-32392-3_6

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