BALATE, Jaroslav
Katedra ART, Fakulta technologicka ve Zline, VUT v Brne, nam.TGM 275, Zlin, 76272, balate@zlin.vutbr.cz, http://ft3.zlin.vutbr.cz/Balate/home.htm
Abstract: The paper deals with the possibility of the successful collaboration of students and postgraduate students with their teacher in the area of scientific and research work.
The paper accentuates the teacher to be a powerful personality in this field with the clear directions and aims. This reality makes it possible to create own tasks and aims by the teacher to his students as collaborators. These students perceive the teacher’s quality very sensible and then are ready to the realization of these tasks. This is very important in the time period of the diploma works realization. The interest and intensity of work can be transferred to the time period of the postgraduate study but it is clear that this activity is rather smaller than in the period of the diploma work.
The paper draws attention to the problem of the student’s transition from the magister form of study to the postgraduate form of study without any time period spent in the practical utilization of their knowledge in technologic process.
Keywords: collaboration, students, teachers, scientific, research, works.
In my paper I would like to draw attention to the possible way of collaboration which can be created between students and their teachers in the pre-graduate or possibly post-graduate forms of study.
Students above all in higher years of their study observe very sensitively their teacher during lectures and appreciate his way of lecturing and also his image in front of students. The ability of the teacher to illustrate lectures by his experience from his activities in technological process is very appreciated. The students create by this way the hierarchy of personalities of their teachers. One of the features very appreciated by the students is the ability of the teacher to define the scientific-research aims and intentions above all ifs the scientific and technical public accepts them. In this case there exist the conditions for close relations of collaboration between students and their teachers. The students are willing to devote much effort and working intensity to the defined task namely if solving the task enables to utilise the results in their diploma work on the end of their studies. In the period of elaborating their diploma works the students have high working activity and they are willing to devote their activity fully to solving the given task and thus there exists the possibility to form a working couple of teacher and diploma student producing successful working results. Even more advantageous is the situation if the student starts to collaborate with his teacher on the task earlier i.e. in the period before beginning elaboration of his diploma work, but this situation does not happen often. In case that the above situation exists, the student can publicate the results of this work in student’s scientific competitions and even he can participate on scientific papers presented together with his teacher on scientific conferences and in scientific journals. These possibilities enable the student to gain experience in presentation of his scientific work and thus to build up his self-confidence.
The activity of students in time of elaborating their diploma works can continue in the period of their post-graduate studies. If it is possible that the student can continue in the field of his diploma work even in his post-graduate study, than there are created the conditions for continuous transition from the pre-graduate to post-graduate study. It is obvious that the activity of students is not so high in their post-graduate study as in the period of elaborating their diploma work but the advantage is that the student can already orientate in the professional field and can more easily start working on the given task.
At present time the majority of PhD students start their post-graduate study immediately after the end of their magister study. In my opinion this is not the best way for fields of study connected with all kinds of technology. Before beginning the PhD study, the student should have experience in practical utilisation of this theoretical knowledge in technologic process. Objective economical conditions do not enable this way at present time. The way described in this paper can offer partial solution of this problem i.e. enables that the student works in the field of his dissertation work continuously for several years.
The above ideas are based on my many years’ experience with pre-graduate and post-graduate forms of study and I have achieved that my students became my successful collaborators. There remains anyhow the problem that the students after finishing the study take employment in the field, which is not always, the same as the field in which they gained knowledge during their study.