Hydrographic surveying core courses.
\r\n\tThe present book intends to provide to the reader a comprehensive overview of the state of art in empathy studies, embracing the different theoretical points of view and illustrating the advanced research such as the application of new technologies to promote perspective-taking. The critical aspects and the future directions of the study on empathy will also be presented.
",isbn:"978-1-80356-612-2",printIsbn:"978-1-80356-611-5",pdfIsbn:"978-1-80356-613-9",doi:null,price:0,priceEur:0,priceUsd:0,slug:null,numberOfPages:0,isOpenForSubmission:!0,isSalesforceBook:!1,isNomenclature:!1,hash:"4c1042dfe15aa9cea6019524c4cbff38",bookSignature:"Ph.D. Sara Ventura",publishedDate:null,coverURL:"https://cdn.intechopen.com/books/images_new/11443.jpg",keywords:"Theoretical Model, Skill, Perspective Taking, Training Programs, Practical Implications, Advanced Research, Future Directions, Virtual Reality, Augmented Reality, New Trends, Assistive Technology",numberOfDownloads:17,numberOfWosCitations:0,numberOfCrossrefCitations:0,numberOfDimensionsCitations:0,numberOfTotalCitations:0,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"April 1st 2022",dateEndSecondStepPublish:"June 8th 2022",dateEndThirdStepPublish:"August 7th 2022",dateEndFourthStepPublish:"October 26th 2022",dateEndFifthStepPublish:"December 25th 2022",dateConfirmationOfParticipation:null,remainingDaysToSecondStep:"2 months",secondStepPassed:!0,areRegistrationsClosed:!1,currentStepOfPublishingProcess:4,editedByType:null,kuFlag:!1,biosketch:"Passionate researcher in the application of new technologies to psychological treatments, neuro-rehabilitation, human behavior, and the evolution of the human-computer interaction. In 2017 Dr. Ventura won a competitive grant (Santiago Grisolia) at the University of Valencia at LABPSITEC group, where she was awarded her Ph.D. degree, supervised by Prof. Rosa Baños at the University of Valencia, and co-directed by Prof. Giuseppe Riva of the Catholic University of Milan.",coeditorOneBiosketch:null,coeditorTwoBiosketch:null,coeditorThreeBiosketch:null,coeditorFourBiosketch:null,coeditorFiveBiosketch:null,editors:[{id:"227763",title:"Ph.D.",name:"Sara",middleName:null,surname:"Ventura",slug:"sara-ventura",fullName:"Sara Ventura",profilePictureURL:"https://mts.intechopen.com/storage/users/227763/images/system/227763.jpg",biography:"Sara Ventura gained a B.Sc in Psychology at the University of Padua (Italy) in 2013 and an M.Sc. in Ergonomic Psychology at the Catholic University of Milan (Italy) in 2015. In 2016, she carried out a postgraduate training at Universidad Nacional Autónoma de Mexico (Mexico) at the Ciberpsychology lab, working on a rehabilitation protocol for people with acquired brain injury through Virtual Reality. In 2020, Sara gained the Ph.D. in Clinical Psychology at University of Valencia (Spain) working with the LabPsitec group and focusing her research on the study of embodiment and empathy with the support of Virtual Reality. Actually, she is working both with Alma Mater Studiorum – University of Bologna (Italy), and the University of Valencia (Spain) on the fields of embodiment, stroke rehabilitation, empathy and patient care. Her research interests mainly focus on the adoption of new technologies, particularly Virtual/Augmented Reality and Artificial Intelligence for the psycho-social wellbeing with clinical and non-clinical populations, the study of human-computer interaction, and the user experience. 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The spatial technologies represent the core of geomatics and help determine the location and identifying the bathymetry of water bodies. The broad application of geomatics technologies in marine and oceanography applications has allowed geomatics to integrate all the elements of spatial sciences and remote sensing along with measurements in a unique discipline known as hydrography. Hydrography is defined as the science of mapping and charting the depths of water, whether it is seas, lakes, rivers, or oceans. There are many supporting fields to hydrography including coastal zone management, nautical charting, the safety of navigation, ocean mapping, marine resource exploration, maritime boundary delimitation, protection of the marine environment, marine science, and naval activities of defense. The importance that hydrography gained in the recent years is because of the collective efforts ongoing and the justified need for more additional work on further exploring and exploiting natural resources available in marine environments. The IHO estimates that at least 50% of the world’s coastal waters are unsurveyed. The polar regions, the South West Pacific, West Africa and the Caribbean are about 10% surveyed. Moreover, in those areas where studies do exist, many are so old or of such a quality that they cannot support the modern requirements. A direct influence on measurements and observations related to climate and climate change makes hydrography a key enabler to the sustainable development of the seas and the best management and governance of the ocean sustainability and resources.
Until about 20 years ago, the traditional components of geomatics, namely: photogrammetry, cartography, remote sensing, and surveying were all independent, and each had its distinct identity [2]. However, geomatics development is directly attributed to the advances in computer science [3]. To this end, there is a debate about whether geomatics is an evolution of the traditional surveying engineering or natural development in the field of earth science. Regardless of the origin of geomatics, the fundamental fact is that it is not possible for a single person, i.e., surveyor or computer scientist to provide a complete solution at the required knowledge depth necessary [2]. Geomatics provides collaborative solutions have a broad range of applications [4], which makes it a unique discipline. Applications such as spatial database design and management, environmental engineering and climate change modeling, oceanography, forestry, geology, geophysics, civil engineering, and biology have made geomatics as a hub for subspecialties of high professional and economic interest [5, 6]. Figure 1 show the interdisciplinary science of Marine Geomatics.
Marine geomatics as interdisciplinary science.
The objectives of this chapter address the challenges and highlight the opportunities that arise from developing marine geomatics program in the Kingdom of Saudi Arabia, as an international model of collaboration for similar international efforts. The study was planned to achieve three primary goals, specifically:
The utilization of maritime resources is critical to ensuring the economic well-being of many economies. For the Gulf Cooperation Council (GCC) region, the region requires increasing academician awareness with challenges and opportunities as a result of developing a new marine geomatics program with regional specifics of geographic and sociocultural constraints, as well as with international impact and contribution.
For local development to occur, it is important to invest in the local establishment of “approach-based engineering education,” despite the high costs and other challenges, such as meeting multiple stakeholders’ requirements in skill-based education. Such development requires an increased level of the knowledge of the role of the local and international stakeholders’ contribution to the development of a new marine geomatics program.
Evaluation of the program outcomes and accomplishments in 10 years since its inception is necessary to ensure the establishment of the involved knowledge and its generational transmission.
The approach investigated the need and challenges faced to supply the job market with highly trained professionals that are internationally certified to carry out their job, regardless of their regional boundaries. This study discusses issues related to challenges and opportunities for geomatics education and showcases the development of the new hydrographic surveying program at KAU, in the heart of a large metropolitan port city of Jeddah, Saudi Arabia. The study highlights particular issues as a model for geomatics education in similar parts of the world.
In the following sections, the paper sets the foundation for justifying the need for hydrographic surveying program, examines students’ performance and satisfaction through survey analysis, and explores current challenges through subject matter experts (SMEs) interviews. It outlines the development of the curricula and introduces the challenges faced by the program and the opportunities that await the new curriculum as it relates to KAU. The last section of the paper draws conclusions within the context of challenges and opportunities associated with the development and evaluation of new specialized geomatics programs.
The significance of approach-based engineering education research has been documented by many researchers, including [7]. Several interdisciplinary subdomain research methods have received substantial attention in education research due to their emergence to form multidisciplinary approach. Case and Light and Cousin [8, 9] indicated that attribution of understanding and implementation of tools as procedures of inquiry in engineering research methods is to the way of their application as tools and context interpreted. The framework formed by the instruments and methods is known as “methodology.”
The focus in engineering education research methods that focus on the process was the focus of the work of many researchers including [8, 10]. Today, many advanced economic systems are challenged to rely conclusively on and utilize marine resources. Additional importance linked to having effective marine geomatics programs as a priority for many parts of the world. Agrafiotis and Koumoutsos [11] defined the term education as the process of ensuring the development of knowledge, the formulation, and adaptation of the acquired knowledge to the collective memory and its processing, which contributes to making this process ongoing between generations. Many researchers have discussed the need for geomatics education including [2, 12, 13, 14]. Regionally, the need for a specialized geomatics education in the Gulf Cooperation Council (GCC) region comes from the fact that there is a growing population versus natural resources in the area that are underwater, and there are ongoing efforts for exploitation. Another factor is that the GCC countries are in a peninsula surrounded by water, between three of the major water bodies i.e., the red sea, the Indian Ocean, and the Arabian Gulf, which makes safe navigation of increased importance to the region. The fast development of maritime infrastructure and transportation and the large fleet of ships and oil tankers pose a new concern for programs related to marine transportation and safety.
The high cost of establishing efficient maritime education infrastructure, as well as the hard nature of offshore training that students and professionals in maritime industry require, adds more challenge to having enough teaching and training facilities. The outcome of that is a less human resource that can share and transfer the knowledge to the future. It is a global situation faced by a very limited number of specialized marine geomatics programs worldwide. There are many unclear boundaries for the connection between marine geomatics as engineering discipline at its link to many marine sciences including marine geology, marine applied physical oceanography and environmental sciences. The lessons learned from developing technology-based education are attributed to the IT infrastructure itself, as well as to adequately addressing the environmental consideration by the international standards, as discussed by Agrafiotis and Koumoutsos [11]. The need for technologically supported education is on the rise as all educational activities today are helping the process of growing economies, and they depend on technology to a far extent.
The growth of geomatics sector in Saudi Arabia is expanding, along with the process of outgrowing the challenges associated with technology adoption and utilization. This increase makes a golden opportunity for local training of professionals in the field hydrography, according to the international standards of competence laid by the International Hydrographic Organization (IHO). However, despite the observed development in geomatics, it remains limited compared to the western world [15]. Konecny [5] believes that due to the many factors supporting effective adoption of Geomatics Technologies, the need for formal education need is also growing in this advanced technological era. This realization is most pertinent since in an actual sense, development is never achieved nor can it be sustained from outside the developing country [16]. Local professionals play a strategic role in the socioeconomic development of their communities [17]. This provides added value justification for the need of having a state-of-the-art education that combines technology capabilities with local needs. In many developing countries, there is the absence of effective local participation and involvement in strategic planning, formulation, program identification, design, and implementation [16]. Therefore, the spreading of technology-based programs that provides geomatics solutions has to go along with a detailed analysis of the local and regional situation [6, 18].
The scope of skills and expertise required to form the link between higher education institutions of today, whether in form college or university education. The global demand for geomatics professionals and hydrographers worldwide reinforces the importance of having marine geomatics program in the Kingdom of Saudi Arabia, mainly due to the following:
some of the geomatics-related works in the region are still in the realm of standard (traditional) practice,
the rapid development in computation and adoption of digital forms of data processing and conversion,
the clear link between socioeconomically developed communities, sustainability of corporations and government agencies, and the realized need for proper economy drivers that help with wealth data collection and handling,
the continuing advances in environmental protection, sustainable development, and natural resources conservation through the adoption of advanced Geomatics Technologies that require highly qualified and highly trained personnel.
Marine geomatics is an interdisciplinary applied science that is based on the foundation of Geodesy and Land Surveying. The program is designed on the pillar of four core domains: (1) geodesy and positioning, (2) land surveying and estimation, (3) remote sensing and photogrammetry, (4) GIS and cartography, (5) oceanography and marine environment, and (6) marine geology and geophysics. The components from 1 to 4 are standard in any geomatics or land surveying program. However, five and six are unique in this program and many other hydrography/marine geomatics programs worldwide. The strength of marine geomatics program at King Abdulaziz University is directly attributed to the stakeholders’ interest in having professionals in this field supported by a strategic partnership with Saudi Aramco, the largest oil company in the world. Our program is designed to hosting top talented students and to provide a high-quality education according to the international standards of the International Hydrographic Organization (IHO). The international recognition of the program by the IHO has contributed to the excellence and strength of the program.
As suggested by Refs. [19, 20], the technology advancement has allowed for developing a new program to cross the interdisciplinary horizon of all sectors of Information Technology. Marine geomatics is one of these interdisciplinary programs that is critically required due to existing gaps in geomatics education in the region and absence of the hydrography-related, skill-based program. This makes the initiative of KAU unique, not only in the Kingdom but also in the region. The fast growing pace of geomatics as interdisciplinary skill-based education in North America has triggered the global need for such education, the relatively rapid pace growing in supporting fields [5, 21].
More specifically, the need for engineering-based multidisciplinary marine geomatics education is increasing day by day. There is an expanding global change in economic dependence in soul natural resources products, such as oil, and the growing concern of utilization diverse financial resources that can deal with an array environmental challenges [22]. All these in addition to the growing technological advancements have maximized the need for skill-based education for professionals, specifically for Saudi Arabia and the GCC region. As indicated by Melezinek [23], skill-based technologically obsessed education became necessary as the application of knowledge became as important as it is a pursuit. This type of education needs to be supported by a contemporary approach to providing advanced professional education. The required efficient and progressive decision-making process has helped with shaping and advancing geomatics education [11]. Today, it is not only the academic community that is concerned with the issues of providing adequate advanced skill-based education, but is also the stakeholders, who are more concerned to have knowledgeable and skilled professionals that can support their communities [24]. The academic education and professional training integration to provide skill-based education have become a need, rather than a complementary resource, more particularly to developing countries with growing economies and depleting resources [25]. It partially addresses the need raised by many researchers including [11] who illustrated the need in keeping up with the rapidly developing technologies through active education systems to provide advanced knowledge and to enhance the contribution to the development of vibrant communities that support stakeholders’ objectives and job market trends. This justification is according to the growing need for effective educational systems that are capable of providing advanced training that is keeping with the rapid pace of technology development [12, 14, 26].
This research is considered as action research, as it summarizes efforts being carried out in the process of developing a new educational program. It introduces a new approach that integrates the environmental socioeconomic considerations with the international requirements for providing advanced skill-based education and training.
It provides direct input to methodologies and mechanisms that are currently embraced globally to improve the process of creating similar programs. The relevance of this approach taken is not limited to the region or country where the development occurred. It can be adopted worldwide with minimal consideration to the socioeconomic factors that might influence successful implementation of such a program. In geomatics, there are many efforts presented by many. The research adopts different levels of analysis and observations, based on the approach proposed by Virkki-Hatakka et al. [27]. Figure 2 shows a summary of the research approach used in this study. The reason behind this systematic approach was to evaluate challenges and opportunities for marine geomatics programs using local case study.
The approach for research.
The research is intended to reach to results and develop conclusions based on critical evaluation of the approach adopted in the development of the academic program. These assessments are important because they provide heuristic evaluation and key observation for the successes and failures of the program. The first stage of the methodology involved SMEs’ interviews, where two subject matter experts, from those who participated in the evaluation of the program, have analyzed the strides and failures of the program, based on the standard assessment procedure that has focused on determining and listing the challenges and opportunities that are faced by the program. The levels adopted are as follows: (A) critical evaluation of the strategic plan adopted in the developed program, based on qualitative input from different stakeholders and academic administrators; (B) analysis of the policies and procedures used during implementation of the plan while developing the program; (C) observation, evaluation, and self-evaluation of the program performance and development over the study years; and (D) reflection on the outcomes based on the steps from A to C, where they were assessed based on the contribution of the program to addressing the stakeholders’ needs for local professionals according to the international standards. The second stage of the research has focused on analyzing the information obtained from the annual students survey completed as part of the quality monitoring assessment, under the University Vice-President Office for development, where students complete the survey. The methodology also included analysis of socioeconomic indicators for the success of the program at a regional level. Critical analysis of the impediment factors for further improvement of local and regional considerations is associated with the establishment of the program.
The hydrographic surveying department aims to provide graduates with basic and advanced knowledge of hydrography, hydrographic data collection, management, and presentation. Also, it provides knowledge of data analysis to determine depths and locations and to create hydrographic/nautical charts, as well as navigational and environmental protection. It has started in 2004 with two full-time faculty members and four collaborating faculties, to reach to eight full-time faculty members, two engineers, and four faculty members under development. The justified need has led KAU to initiate a program that builds the region capability for hydrographic surveying cadre. It also supports the ongoing development and exploitation of maritime resources. Since its inception and for 7 years, the program was under the Department of Maritime Studies at King Abdulaziz University and was hosted by the Faculty of Marine Science of KAU. In 2011 the announcement of the establishment of a new Faculty of Maritime studies was announced by approval from the higher authorities in Saudi Arabia (Royal Decree). The new Faculty of Maritime Studies hosts four departments, which are the Department of Hydrographic Surveying, the Department of Nautical Science, The Department of Ports and Maritime Transport, and the Department of Marine Engineering. The department graduates are 20 in total, with the first batch graduated in 2008.
The department facilities consist of the state-of-the-art equipment and instruments, including the “University Hydrography” survey vessel. The department services are among the most comprehensive regarding both technical and academic aspects. In April 2008, the construction was completed in the full five-storey maritime studies building, at KAU Campus Al-Morgan, 40 km north of the main campus in Jeddah. This building location is in the creek of Abhor and the Red Sea. A new 16-meter long hydrographic survey vessel was acquired in 2010 to provide hydrographic surveying students with all what they need to practice hydrographic surveying in the field. The vessel utilizes the state-of-the-art hydrographic surveying equipment and processing packages. It allows up to eight students and four crew members to conduct field survey for up to 8 days onshore using onboard data processing and transmission to different receivers.
KAU “hydrographia1” training vessel.
The program is unique in the Gulf Cooperation Council (GCC) states; it is designed to address the gaps in educating professionals in the region, as no other institution offers a similar program or professional certification. The International Maritime Organization (IHO) [28] guidelines provided direct input in the development of the program. The program has focused on addressing far beyond the core competencies needed for hydrographers CAT A certification. The information provided by the local stakeholders [29], including the Saudi Aramco, Ministry of Transportation and National Surveying Authority, provided a regional benchmark for the skills and competencies required. The stakeholders showed a wide range acceptance and support of the idea of providing a professional license (CAT A) along with B.Sc. in hydrographic surveying. Figure 3 showing the University Hydrographia 1 survey vessel which is used a field data collection and survey planning training lab.
The B.Sc. in hydrographic surveying program is designed for 131 credit hours, ideally, over 4 years of study [30]. Table 1 is shows the program structure. The first year of the program covers the university requirements, as the education system in Saudi Arabia requires university students to take a faculty-based previous year, in which students will study 14 credits of common foundation courses in natural sciences as outlined in Table 2. As discussed by Rashid and Tasadduq [31], some programs face the challenge in curriculum design as it relates to the rapid evolution of technology, which was a major consideration in exploring the options for setting this academic program to meet the IHO professional standards.
No. | Course name | Course code | Units |
---|---|---|---|
1 | Mathematics for Maritime Studies | MATH 201 | 4 |
2 | Linear Algebra I | MATH 241 | 3 |
3 | Physics 204 | PHYS 204 | 4 |
4 | Physics (practical) | PHYS 281 | 1 |
5 | Introduction to Computer Science | CPIT 201 | 3 |
6 | Maritime Communication | MSN 243 | 2 |
7 | Marine Meteorology | MSN 245 | 2 |
8 | Fundamentals of Surveying | MSS 220 | 3 |
9 | Technical Communication | MSS 221 | 2 |
10 | Fundamentals of Nautical Science | MSS 310 | 3 |
11 | Underwater Positioning Systems | MSS 311 | 3 |
12 | Estimation and Uncertainty Management | MSS 312 | 4 |
13 | Geodesy and Map Projections | MSS 313 | 4 |
14 | Water Level Measurements and Prediction | MSS 320 | 3 |
15 | Surface Positioning Systems | MSS 321 | 3 |
16 | Underwater Imaging and Mapping I | MSS 322 | 4 |
17 | GIS and Bathymetric Data Management | MSS 323 | 3 |
18 | Marine Law and Policy | MSS 410 | 1 |
19 | Underwater Imaging and Mapping II | MSS 411 | 4 |
20 | Remote Sensing for Marine Applications | MSS 413 | 3 |
21 | Marine Geology for Hydrographers | MSS 414 | 3 |
22 | Nautical Charting | MSS 420 | 3 |
23 | Hydrographic Data Management and Presentation | MSS 421 | 3 |
24 | Degree Project | MSS 429 | 3 |
Total | 71 |
Hydrographic surveying core courses.
1 | The program structure (including the knowledge and skills to be acquired) was evident to me |
2 | The things I had to do to succeed in the program including courses assessment tasks and criteria for assessment were made clear to me |
3 | Sources of help for me during the program including faculty office hours and reference material were made clear to me |
4 | The conduct of the courses and the things I was asked to do were consistent with the course outline |
5 | My instructor(s) were fully committed to the delivery of the courses (e.g., classes started on time, instructor always present, materials well prepared, etc.) |
6 | My instructor(s) had a thorough knowledge of the content of the courses |
7 | My instructor(s) were available during office hours to help me |
8 | My instructor(s) were enthusiastic about what they were teaching |
9 | My instructor(s) cared about my progress and were helpful to me |
10 | Courses materials were of up to date and useful (texts, handouts, references, etc.) |
11 | The resources I needed (textbooks, library, computers, etc.) were available when I needed them |
12 | In this program, efficient use was made of technology to support my learning |
13 | I was encouraged to ask questions and develop my ideas |
14 | I was inspired to do my best work |
15 | The things I had to do (class activities, assignments, laboratories) were helpful for developing the knowledge and skills |
16 | The amount of work I had to do was reasonable for the program credit hours allocated |
17 | Marks for assignments and tests were given to me within a reasonable time |
18 | Grading of my tests and assignments was fair and reasonable |
19 | The links between the courses and throughout the program were made clear to me |
20 | What I learned is important and will be useful to me |
21 | I had improved my ability to think and solve problems rather than just memorize the information |
22 | I was able to develop my skills in working as a member of a team |
23 | I had improved my ability to communicate effectively |
24 | Overall, I was satisfied with the quality learning experience |
Students survey questions.
The advanced curriculum addresses the university requirements, the faculty requirements and the program core courses and elective courses requirements as set by the King Abdulaziz University, Academic Policy. A total of 131 credits covers some 14 credit hours, divided into four courses at the preparative preceding year, according to the Saudi higher education system. At this prior year, the students learn mathematics and physics extensively. Another 26 credit hours represent additional courses according to the requirements of KAU. In this, 26 credits of compulsory university requirement courses include Arabic and English languages, Islamic culture, and Humanities. The university requirements are also supported by 10 credits of the faculty requirements, in which the faculty needs students to study mandatory faculty courses, namely marine environment, statistics, and oceanography. A total of 50 credits that constitute the university requirements, as well as the faculty requirements are a must prior to starting the core courses of the Hydorgprahic Surveying specialization. Out of 81 credits, 69 credits represent the mandatory courses and 8 credits represent the elective courses that students can choose from a vast number of classes. The last four credits are for the necessary training as the IHO requires it.
English is the language of study in the program. Students must complete intensive four courses in English during their first 2 years. Ideally, before the start of the specialization courses by the beginning of the third year, students must obtain an equivalent to 200 TOEFL score, to begin their third year. KAU English Language Centre offers these courses.
The core program credits are 81 credit hours and provide students with all the skills needed to become a professional hydrographer; starting at the seventh term, students begin to take specialty courses. Students must mainly go through the process of applying the scientific method in solving particular research issue and report that in a sound acceptable precise way as a graduation project. The core hydrographic curriculum covers four specialty areas, which are: Hydrographic Surveying courses, where students will learn about the methods and procedures of hydrographic surveying, supported by the Science and Engineering behind that. In the core courses students are introduced to to tide measurement, echosounder equipment measuments through singlebeam and multibeam echosounding, sidescan sonar, offshore geophysical surveying. The second specialty area covers positioning and navigation, including terrestrial and satellite positioning and altitude systems. This component will provide the student not only with the basic foundations needed to meet the requirement as Category “A” hydrographer but also to address the academic requirements for getting a B.Sc. degree. The third specialty area covers geodesy and estimation, where students will learn about datum and coordinate systems, map projections, maritime boundary delineation, estimation and filtering, and uncertainty management. This component will provide the student not only with the basic foundations needed to meet the requirement as Category “A” hydrographer but also to address the academic requirements for getting a B.Sc. degree. The fourth specialty area is nautical chart production, where students will learn about Geospatial Information Systems (GIS), data management, remote sensing, and photogrammetry. This component will provide the student not only with the basic foundations needed to meet the requirement as Category “A” hydrographer but also to address the academic requirements for getting a B.Sc. degree. Table 1 provides an overall view of the components of the hydrographic surveying program and their term distribution, including prerequisite and elective courses.
Students can choose to take 8 credit hours of elective courses to add additional 8 credits in order to graduate. The courses students can choose from are Technical Communications, Marine Geology for Hydrographers, Offshore Geophysical Surveying and special topics in hydrography.
The field training provides the required field skills as outlined by the International Hydrographic Organization (IHO) guidelines [28]. Over two terms of 6 weeks on the board of a hydrographic survey vessel, students gain the required practical knowledge needed to work with different data acquisition systems. The focus of the core skills that students get while on training covers field calibration of single beam/multibeam echo sounder, multibeam system patch test, and reference systems. The students are also involved in the survey design and planning, hydrographic surveying specifications, and types of hydrographic surveys.
The International Hydrographic Organization (IHO) was formed in the year (1921) by some member states, with principal objective to ensure that all the world’s seas, oceans, and navigable waters are surveyed and charted, to provide safe navigation for mariners. Its vision is to act as the sole authority worldwide to provide governance and guide for global hydrographic activities. The IHO is a United Nations observer organization. Its mission is “to create a global environment in which States provide adequate and timely hydrographic data, products and services and ensure their widest possible use” [28]. Some 85 coastal states are engaged as members of the IHO and work on promoting and advancing maritime safety, including the protection and sustainability of the marine environment. The international board handles the accreditation process in the IHO on Standards of Competence for Hydrographic Surveyors and Nautical Cartographers (IBSC). It regulates and accredits academic programs and departments that provide certification for professional hydrographers and nautical cartographers. The competency standards are according to Standard 5 revision 11 of the IHO regulations [28].
The Department of Hydrographic Surveying offers a Bachelor of Science degree (B.Sc.) in hydrographic surveying. The program was designed to meet the requirements of the International Hydrographic Organization (IHO) as Category A (CAT-A), according to the latest revised edition of the Standards of Competence for Hydrographers guidelines [28]. The program was recognized in April 2013 as IHO accredited program for (CAT A) professional certification. IHO accreditation provides worldwide recognition for graduates in their level of competence to perform advanced hydrographic surveying skills globally, regardless of their service region. The process of accrediting the Department of Hydrographic Surveying by the IHO was started in 2007 when the Saudi General Commission invited the president of the IHO for survey (GCS). The preparation of the department profile for submission to the IHO involved discussions among the department, the GCS, and the IHO; this has initiated the communication with the IHO. Later, in 2007, the Saudi authorities organized an international workshop in Capacity Building, hosted by local authorities and convened in the City of Jeddah. In December 2012, the Department of Hydrographic Surveying presented its portfolio at the annual meeting of the IBSC in April 2013, where the recognition of the program as Category “A” accredited institution, the highest recognition in the IHO scheme of two categories was granted.
The international interest expressed by the International Hydrographic Organization (IHO) was evident. The Capacity Building administration of the IHO was working hard to expand the presence of IHO- certified hydrographers in many regions of the world. A high delegation from the IHO has visited Saudi Arabia several times in the past 10 years. A meeting with the president of the IHO was held during his visit to Saudi Arabia to attend activities related to the GCS. A second meeting with the IHO representatives took place during the IBSC visit to attend a regional event in 2014. These two sessions with the administration revealed keen interest for support from the IHO, for the establishment of an international program at King Abdulaziz University.
The hydrographic Surveying Department has maintained a strong international support and collaboration with many organization including the Interdisciplinary Centre for the Development of Ocean Mapping (CIDCO) in Canada in hosting student training programs. CIDCO is a marine geomatics R&D organization that hosts IHO recognized program. ENSTA Bretagne in France has also provided support to the program by delivering training for students in 2012. ENSTA Bretagne is a French national graduate engineering institute with reputed contribution to hydrography. A delegation of the chapter of the UK Hydrographic Society in UAE has visited the program and showed interest in sponsoring professional talk series in UAE, where representatives of the program can participate and share insight with practitioners into the domain of hydrography.
The Saudi Council of Engineers (SCE) has approved the membership of the graduates of hydrographic surveying program. The objectives of SCE are to promote the engineering profession. The council exercises many roles to do whatever may be necessary to develop and upgrade its standards, however, currently the membership of Hydrographic Surveying graduates to the SCE is under review [32]. The mandate of the SCE stipulates that it determines the suitability of the program in terms of accreditation requirements. Till the year 2015, the graduates of the program are recognized as individual members of the SCE according to the SCE regulations.
The support that hydrographic surveying program gets goes far beyond the university top academic administration. The initiation of the program was completely backed up by an advisory board of government and industry. This support secured that the program meets the need of local and regional employers, and provides international standards for training and education. Specific support was evident from the Saudi Aramco, Saudi Ports Authority, Ministry of Transportation, and the Saudi Military Survey Department. Some mutual visits and consultations with the Saudi General Commission for Survey (GCS), Saudi Navy, the Saudi Geological Survey, and the Saudi Coast Guard helped with shaping their operational requirements. The success of the program in securing support from government stakeholders, as well as private stakeholders represented by industry members from Saudi Arabia, provided added value to the program design. Regional support from relevant stakeholders from the United Arab Emirates, who expressed interest in attracting students to work with them on various projects, represented another evidence of the program success. The foundations for collaboration and support have emerged in some mutual agreements and MOUs. All graduates of the program in 2014 were hired by GCS as hydrographers and resumed their duties with positive feedback from their managers.
The program was successful to form industry advisory committee that brings all relevant stakeholders. The committee was successful in providing requirements and considerations for future employees, in the field of hydrographic surveying. Special extra meetings with Saudi Aramco, the leading international oil company and the General Survey Commission (GCS), in addition to leading private sector enterprises, provided some value insights into the program development.
The data used for this study came from all three stages of the methodology as outlined in the methods section. Over the past 10 years, the program has granted B.Sc. degree to a total number of 60 students. The majority was graduated before the recognition of the IHO was given. In 2016, the first batch of the program with 10 students has graduated with the IHO recognition as Category “A,” which makes this as a milestone in the application development by providing the graduates with international certification along with B.Sc. in Hydrographic Surveying. Out of 50 students, a total number of graduates from the program over the study period, the survey covered 55 students for their feedback on their evaluation of the program and whether the program has met their expectations regarding quality of education needed for the job, or in supporting their future career objective. The interview questions covered the knowledge requirements according to the Saudi National Commission on Academic Accreditation and Assessment (NCAAA) routine assessment for academic programs.
The questions of the Interview has focused on different themes, the first topic was general questions, the second theme was focusing on what happened during the program, and the third issue was the overall process evaluation of the program, and the last subject was an assessment of the overall satisfaction with the program. The survey questions are shown in Table 2.
The results of the student’s survey as shown below have highlighted the level of satisfaction a large number of students have expressed in the program were rated on a scale of 1–5 where five were extremely satisfied, and one is extremely dissatisfied. The results as seen in Figure 4 have all presented a good level of satisfaction except in 10, where some students have raised a flag on the course reference. This was before securing the IHO recognition, where the course material used was not very well structured. However, the matter has been improved in the following years. These results are cumulative results for the entire period of the study. The (n) is equal to 35 from 10 years time.
Mean response score % for the survey questions.
The graduate’s exit survey has utilized the NCAAA standard forms, and it was used to highlight the themes of help and support for learning, resources available for learners, and the evolution of student and the overall evaluation of the program. The number of students who completed the exit survey was 35 students; they answered some questions dealing with their overall experience in the program, and it was satisfactory and supported 100% employment rate within 6 months of graduation.
The SMEs interviews have focused on analyzing challenges faced by the program, which falls into four broad challenges, i.e., administrative challenges, academic challenges, operational difficulties, and environmental problems. Each of these challenges requires a very intensive effort to tackle. KAU administration has significantly contributed to providing solutions to all the challenges faced by the program, as a result of the new establishment of the program.
The financial procedures have represented one of the biggest challenges regarding allocating budgets, and the spending in the newly established hydrographic surveying program is very generous. However, the financial routines are time consuming and take the time to complete, which delays the program in the beginning. King Abdulaziz University, with support from the Ministry of Higher Education, has contributed to solving this problem by allocating a budget for the new project, that is independent of the budget of the Faculty of Marine Science, the host of the new faculty. In fact, the budget for the new project has in many ways exceeded the budget of the hosting faculty. This has contributed to streamlining the process on spending on facilities as equipment for the new faculty.
Another challenge was characterized by the ambiguity in decision-making, in the form of having a new department with four subspecialties administratively under Marine Science. The department is following the standard decision-making process in the university. This decision-making process for the new department completed under the approval of the Faculty of Marine Science. King Abdulaziz University has supported independent decision-making process for the newly established department, specifically in financial administration and hiring processes. This decision-making model has provided the flexibility to the organization structure of subdepartments with professional identity located administratively under the Faculty of Marine Science to work more dynamically. However, issues related to students records, registration, and all student affairs were handled under the Faulty of Marine Science, and it was sometimes delaying factor in following the administrative hierarchy. The dual identity of the Department of Maritime Studies, in a sense that the budget of the department is independent, but the organizational hierarchy somewhat falls under the Faculty of Maritime Studies, has created some confusion in the administration in the university. Many contradictions in policies reflected the dual identity related to the Department of Maritime Studies as an individual department, which hold the seeds for new faculty. The higher administration of King Abdulaziz University has exercised every effort to facilitate the transition of the new Faculty of Maritime Studies. In 2011, the Faculty of Maritime Studies was an independent department with a royal decree that announced its existence for the first time.
Another administrative challenge was related to hiring and retention of faculty members in hydrographic surveying. In general, all geomatics specializations are considered rare specialties. This global shortage situation, also, limited spending controlled by outdated policies and procedures as well as the lack of local Saudis faculty members, and staff has made KAU hydrographic surveying program relatively unstable, in the first years. King Abdulaziz University has facilitated this process by activating extra incentive within the pay scheme approved by the Ministry of Higher Education, specifically for attracting faculty members in unique specializations. Also, KAU has provided additional incentive and local grants for research projects that support faculty research activities in small or medium projects.
On the program implementation side, King Abdulaziz University strived to provide world class geomatics education; however, there was some skepticism from students to put their future in the line while applying for a new program. Issues related to field training were among the most significant challenge to this program and for few years in the beginning. Students had to wait for few months for placement in field training. The university administration has realized the importance of providing the students with a perfect academic experience and attempted to support that in two ways. The first way was through allocating generous budgets for facilities and equipment, including the purchase of advanced hydrographic surveying vessel with all equipment needed for training and with onboard lab. The second way was by providing the students with short internship training through several local and international memorandum of understanding (MOUs) with well-reputed professional organizations, including the Saudi Aramco and some of its contractors, who have accepted to train some students in the field over the summer term. Additionally, agreements were signed with international training centers in the Netherlands, France, and Canada. Different batches of students sponsored by KAU to complete their summer training term abroad to get exposed to international operation environments since 2009 groups of students completed their training in the Netherlands, France, and Canada for training. Despite the arrival of the department training vessel in 2010, the administration of King Abdulaziz University has decided to keep the international training program running to maximize the students’ international training experience and to provide international collaboration with counterpart institutions in Europe and North America. The training for 2017 is planned to be in the United States.
On the operational side, some challenges have faced the newly established hydrographic surveying program. Summary of these difficulties fall in equipment and infrastructure; as the program is new, its facilities and infrastructures are still being developed. Most of lab hardware and software capabilities were developing. As a newly established department, the department was faced with the issue of filling all vacant posts from technical staff to help faculty and administration with different operational issues including communications and archiving. King Abdulaziz University has assisted in this regard by providing some positions for hiring new technical staff, and all posts are now filled, with many specialized hydrographers to support with onboard the vessel training and in the laboratories. Also, additional support staff was hired to take responsibilities for educational affairs and communications.
Historically, students were faced with the challenge of accommodating schedules dispersed over two campuses, 40 km apart. It was a major operational challenge having lectures before noon on the main campus and scheduled labs in the afternoon in the Al Morgan campus. However, King Abdulaziz University and the faculty administration have arranged to bring all classes on the same campus in Al Morgan, saving significant time and effort for students to commute between the two campuses.
The program is providing new technology-based education in the region. Students were trained to gain competence in sophisticated equipment and hardware. The quality of the program was discussed based on indicators other than the self-reported data from the students. These indicators of the program’s success and positive are the employability of the graduates and securing international recognition as a successful professionals, and IHO Cat A certified professionals. These are key indicators of developing high-quality local professionals that are demand for graduates. Reports from international training suggested that our graduates’ skills and knowledge are adequate to allow them to gain advanced training skills abroad, specifically in Canada. The students have utilized the program capabilities and facilities efficiently and were able to get jobs easily. Seven of our graduates were employed by the department, and five of them have completed masters in the United States, Canada, the Netherlands, the United Kingdom, and France. Currently, three of our program graduates are pursuing Ph.D. studies in Australia, the United Kingdom, and the United States to take over as faculty members in future.
Year | Number of graduates | Employment rate | Employer |
---|---|---|---|
2007 | 3 | 100% | King Abdulaziz University, Saudi Geological Survey, private sector |
2008 | 7 | 100% | |
2009 | 3 | 100% | Saudi Aramco, private sector, King Abdulaziz University |
2010 | 5 | 100% | King Abdulaziz University General Commission for Survey, Armed Forces, Saudi Aramco |
2011 | 7 | 100% | Private sector |
2013 | 3 | 100% | Private sector |
2014 | 5 | 100% | Private sector |
2015 | 8 | 100% | General Commission for Survey |
2016 | 10 | 100% | Private sector |
Students employment history for graduates between 2007 and 2016.
The socio-cultural contributions of the program are evident to the geomatics community in Saudi Arabia and the region. The international impact of the program was evident in the input of the program faculty in research projects locally and internationally. Table 3 is showing the employment rate of the graduates of the program between 2007 and 2016. Table 4 below is showing the contributions of the program faculty in the last 5 years. The trend is growing as new research projects development is increasing. The department is in active collaboration with York University and Concordia University in Canada in ongoing research projects, and there is an agreement with the Center for Interdisciplinary Development in Ocean Mapping (CIDCO) in Canada for the training of students.
Year | International peer-reviewed journal publications | International conference presentations |
---|---|---|
2012 | 4 | 0 |
2013 | 5 | 2 |
2014 | 6 | 1 |
2015 | 6 | 3 |
2016 | 7 | 1 |
International contributions of the program in the last 5 years.
The program has contributed to the economic development of the region by providing highly skilled professionals that are serving in many key employers in the public and private sectors. The program started to familiarize local decision-makers as well as the public with the role and capabilities of geomatics in general and hydrography specifically. The program was visited by a delegation of the Hydrographic Society of the United Kingdom, UAE branch to extend an invitation to the program faculty, and students to contribute to the outreach activities in the region. The program outreach committee has invited some high schools to schedule visits of their final year students to the department and vessel, where students visited the program and learned about the capabilities the program and the requirements for admission. Also, the department has participated in many local conferences and introduced the program at different capacities for professionals as well as for nontechnical extended community members.
Many high school students showed interest in the program, and some had participated in mini-projects involving hydrographic aspects, where they stayed in contact with the department while working on projects. A delegation of the High School Teachers Conference in the GCC region has visited the department and learned about hydrographic surveying equipment and vessel. The local media, national TV, and other private channels have highlighted several activities by the program, bringing knowledge about the importance of hydrographic surveying.
The program is contributing to the development of a unique community of hydrographers in the Kingdom of Saudi Arabia and the region. It is getting support from KAU administration to extend its role in community service through different educational and awareness activities, as well as through developed short-training courses taught at some institutions in the City of Jeddah.
This chapter discussed a collaborative approach in determining the challenges faced by a newly established hydrographic surveying department at King Abdulaziz University, Saudi Arabia. It has presented the opportunities for developing such a program through transfer and modification of the established approach, using KAU program as a model. The newly created program addressed the apparent need for such specialized and targeted higher education that provides international professional certification, especially by looking at the environmental issues in the region, natural resources and maritime transport in the area, and the need for safe navigation. The study has demonstrated the unique inception of a program that meets the international standards, while providing high-quality local education for students in the region has contributed to the socioeconomic well-being of the region and can be seen as a model for similar future programs worldwide.
The establishment challenges faced by the program can be better addressed by proposing a new scheme of collaboration and by exploring new short-term models of recruitment that attract visiting faculty members from well-reputed universities for short-term visiting professorship trips, or by signing partnership agreements with the different universities mainly for faculty exchange and training of students. The support from the international community represented by the IHO and host training institutions was among the key attracting points from various stakeholders in the Saudi Arabia and the GCC region broadly. The program has provided a new, world-class hydrographic surveying education through an effective partnership with the IHO, IHO-IBSC, and the leading training institutions in Canada, the Netherlands, and France. The satisfaction of the program stakeholders and the success of the program to provide employment opportunities to the graduates were a direct measure of the success of the program in meeting the stakeholders’ expectations. Over the past 10 years, the graduates’ employment rate within 6 months of graduation was 100%. Several meetings with the stakeholders reflected the high satisfaction of the program capabilities and the graduates’ preparation. The Saudi Aramco, the leading oil company in the world, is a strategic partner of the program. The management of the surveying division of Saudi Aramco has expressed interest to hire all graduates in the upcoming through the partnership agreement signed with the Faculty of Maritime Studies. Stakeholders’ enthusiasm and KAU higher administration strong support were key factors in the firm inception of the program, backed by generous budgets, resources, and passion for accomplishment. The program has also developed new opportunities for the stakeholders to expand their hydrographic surveying capabilities. GCS has hired all graduates of the 2014 class and started to expand the hydrographic surveying capabilities of the authority.
Geomatics is the new discipline that integrates the tasks of gathering, storing, processing, modeling, analyzing, and delivering spatially referenced data or location information [1]. The spatial technologies represent the core of geomatics and help determine the location and identifying the bathymetry of water bodies. The broad application of geomatics technologies in marine and oceanography applications has allowed geomatics to integrate all the elements of spatial sciences and remote sensing along with measurements in a unique discipline known as hydrography. Hydrography is defined as the science of mapping and charting the depths of water, whether it is seas, lakes, rivers, or oceans. There are many supporting fields to hydrography including coastal zone management, nautical charting, the safety of navigation, ocean mapping, marine resource exploration, maritime boundary delimitation, protection of the marine environment, marine science, and naval activities of defense. The importance that hydrography gained in the recent years is because of the collective efforts ongoing and the justified need for more additional work on further exploring and exploiting natural resources available in marine environments. The IHO estimates that at least 50% of the world’s coastal waters are unsurveyed. The polar regions, the South West Pacific, West Africa and the Caribbean are about 10% surveyed. Moreover, in those areas where studies do exist, many are so old or of such a quality that they cannot support the modern requirements. A direct influence on measurements and observations related to climate and climate change makes hydrography a key enabler to the sustainable development of the seas and the best management and governance of the ocean sustainability and resources.
Until about 20 years ago, the traditional components of geomatics, namely: photogrammetry, cartography, remote sensing, and surveying were all independent, and each had its distinct identity [2]. However, geomatics development is directly attributed to the advances in computer science [3]. To this end, there is a debate about whether geomatics is an evolution of the traditional surveying engineering or natural development in the field of earth science. Regardless of the origin of geomatics, the fundamental fact is that it is not possible for a single person, i.e., surveyor or computer scientist to provide a complete solution at the required knowledge depth necessary [2]. Geomatics provides collaborative solutions have a broad range of applications [4], which makes it a unique discipline. Applications such as spatial database design and management, environmental engineering and climate change modeling, oceanography, forestry, geology, geophysics, civil engineering, and biology have made geomatics as a hub for subspecialties of high professional and economic interest [5, 6]. Figure 1 show the interdisciplinary science of Marine Geomatics.
Marine geomatics as interdisciplinary science.
The objectives of this chapter address the challenges and highlight the opportunities that arise from developing marine geomatics program in the Kingdom of Saudi Arabia, as an international model of collaboration for similar international efforts. The study was planned to achieve three primary goals, specifically:
The utilization of maritime resources is critical to ensuring the economic well-being of many economies. For the Gulf Cooperation Council (GCC) region, the region requires increasing academician awareness with challenges and opportunities as a result of developing a new marine geomatics program with regional specifics of geographic and sociocultural constraints, as well as with international impact and contribution.
For local development to occur, it is important to invest in the local establishment of “approach-based engineering education,” despite the high costs and other challenges, such as meeting multiple stakeholders’ requirements in skill-based education. Such development requires an increased level of the knowledge of the role of the local and international stakeholders’ contribution to the development of a new marine geomatics program.
Evaluation of the program outcomes and accomplishments in 10 years since its inception is necessary to ensure the establishment of the involved knowledge and its generational transmission.
The approach investigated the need and challenges faced to supply the job market with highly trained professionals that are internationally certified to carry out their job, regardless of their regional boundaries. This study discusses issues related to challenges and opportunities for geomatics education and showcases the development of the new hydrographic surveying program at KAU, in the heart of a large metropolitan port city of Jeddah, Saudi Arabia. The study highlights particular issues as a model for geomatics education in similar parts of the world.
In the following sections, the paper sets the foundation for justifying the need for hydrographic surveying program, examines students’ performance and satisfaction through survey analysis, and explores current challenges through subject matter experts (SMEs) interviews. It outlines the development of the curricula and introduces the challenges faced by the program and the opportunities that await the new curriculum as it relates to KAU. The last section of the paper draws conclusions within the context of challenges and opportunities associated with the development and evaluation of new specialized geomatics programs.
The significance of approach-based engineering education research has been documented by many researchers, including [7]. Several interdisciplinary subdomain research methods have received substantial attention in education research due to their emergence to form multidisciplinary approach. Case and Light and Cousin [8, 9] indicated that attribution of understanding and implementation of tools as procedures of inquiry in engineering research methods is to the way of their application as tools and context interpreted. The framework formed by the instruments and methods is known as “methodology.”
The focus in engineering education research methods that focus on the process was the focus of the work of many researchers including [8, 10]. Today, many advanced economic systems are challenged to rely conclusively on and utilize marine resources. Additional importance linked to having effective marine geomatics programs as a priority for many parts of the world. Agrafiotis and Koumoutsos [11] defined the term education as the process of ensuring the development of knowledge, the formulation, and adaptation of the acquired knowledge to the collective memory and its processing, which contributes to making this process ongoing between generations. Many researchers have discussed the need for geomatics education including [2, 12, 13, 14]. Regionally, the need for a specialized geomatics education in the Gulf Cooperation Council (GCC) region comes from the fact that there is a growing population versus natural resources in the area that are underwater, and there are ongoing efforts for exploitation. Another factor is that the GCC countries are in a peninsula surrounded by water, between three of the major water bodies i.e., the red sea, the Indian Ocean, and the Arabian Gulf, which makes safe navigation of increased importance to the region. The fast development of maritime infrastructure and transportation and the large fleet of ships and oil tankers pose a new concern for programs related to marine transportation and safety.
The high cost of establishing efficient maritime education infrastructure, as well as the hard nature of offshore training that students and professionals in maritime industry require, adds more challenge to having enough teaching and training facilities. The outcome of that is a less human resource that can share and transfer the knowledge to the future. It is a global situation faced by a very limited number of specialized marine geomatics programs worldwide. There are many unclear boundaries for the connection between marine geomatics as engineering discipline at its link to many marine sciences including marine geology, marine applied physical oceanography and environmental sciences. The lessons learned from developing technology-based education are attributed to the IT infrastructure itself, as well as to adequately addressing the environmental consideration by the international standards, as discussed by Agrafiotis and Koumoutsos [11]. The need for technologically supported education is on the rise as all educational activities today are helping the process of growing economies, and they depend on technology to a far extent.
The growth of geomatics sector in Saudi Arabia is expanding, along with the process of outgrowing the challenges associated with technology adoption and utilization. This increase makes a golden opportunity for local training of professionals in the field hydrography, according to the international standards of competence laid by the International Hydrographic Organization (IHO). However, despite the observed development in geomatics, it remains limited compared to the western world [15]. Konecny [5] believes that due to the many factors supporting effective adoption of Geomatics Technologies, the need for formal education need is also growing in this advanced technological era. This realization is most pertinent since in an actual sense, development is never achieved nor can it be sustained from outside the developing country [16]. Local professionals play a strategic role in the socioeconomic development of their communities [17]. This provides added value justification for the need of having a state-of-the-art education that combines technology capabilities with local needs. In many developing countries, there is the absence of effective local participation and involvement in strategic planning, formulation, program identification, design, and implementation [16]. Therefore, the spreading of technology-based programs that provides geomatics solutions has to go along with a detailed analysis of the local and regional situation [6, 18].
The scope of skills and expertise required to form the link between higher education institutions of today, whether in form college or university education. The global demand for geomatics professionals and hydrographers worldwide reinforces the importance of having marine geomatics program in the Kingdom of Saudi Arabia, mainly due to the following:
some of the geomatics-related works in the region are still in the realm of standard (traditional) practice,
the rapid development in computation and adoption of digital forms of data processing and conversion,
the clear link between socioeconomically developed communities, sustainability of corporations and government agencies, and the realized need for proper economy drivers that help with wealth data collection and handling,
the continuing advances in environmental protection, sustainable development, and natural resources conservation through the adoption of advanced Geomatics Technologies that require highly qualified and highly trained personnel.
Marine geomatics is an interdisciplinary applied science that is based on the foundation of Geodesy and Land Surveying. The program is designed on the pillar of four core domains: (1) geodesy and positioning, (2) land surveying and estimation, (3) remote sensing and photogrammetry, (4) GIS and cartography, (5) oceanography and marine environment, and (6) marine geology and geophysics. The components from 1 to 4 are standard in any geomatics or land surveying program. However, five and six are unique in this program and many other hydrography/marine geomatics programs worldwide. The strength of marine geomatics program at King Abdulaziz University is directly attributed to the stakeholders’ interest in having professionals in this field supported by a strategic partnership with Saudi Aramco, the largest oil company in the world. Our program is designed to hosting top talented students and to provide a high-quality education according to the international standards of the International Hydrographic Organization (IHO). The international recognition of the program by the IHO has contributed to the excellence and strength of the program.
As suggested by Refs. [19, 20], the technology advancement has allowed for developing a new program to cross the interdisciplinary horizon of all sectors of Information Technology. Marine geomatics is one of these interdisciplinary programs that is critically required due to existing gaps in geomatics education in the region and absence of the hydrography-related, skill-based program. This makes the initiative of KAU unique, not only in the Kingdom but also in the region. The fast growing pace of geomatics as interdisciplinary skill-based education in North America has triggered the global need for such education, the relatively rapid pace growing in supporting fields [5, 21].
More specifically, the need for engineering-based multidisciplinary marine geomatics education is increasing day by day. There is an expanding global change in economic dependence in soul natural resources products, such as oil, and the growing concern of utilization diverse financial resources that can deal with an array environmental challenges [22]. All these in addition to the growing technological advancements have maximized the need for skill-based education for professionals, specifically for Saudi Arabia and the GCC region. As indicated by Melezinek [23], skill-based technologically obsessed education became necessary as the application of knowledge became as important as it is a pursuit. This type of education needs to be supported by a contemporary approach to providing advanced professional education. The required efficient and progressive decision-making process has helped with shaping and advancing geomatics education [11]. Today, it is not only the academic community that is concerned with the issues of providing adequate advanced skill-based education, but is also the stakeholders, who are more concerned to have knowledgeable and skilled professionals that can support their communities [24]. The academic education and professional training integration to provide skill-based education have become a need, rather than a complementary resource, more particularly to developing countries with growing economies and depleting resources [25]. It partially addresses the need raised by many researchers including [11] who illustrated the need in keeping up with the rapidly developing technologies through active education systems to provide advanced knowledge and to enhance the contribution to the development of vibrant communities that support stakeholders’ objectives and job market trends. This justification is according to the growing need for effective educational systems that are capable of providing advanced training that is keeping with the rapid pace of technology development [12, 14, 26].
This research is considered as action research, as it summarizes efforts being carried out in the process of developing a new educational program. It introduces a new approach that integrates the environmental socioeconomic considerations with the international requirements for providing advanced skill-based education and training.
It provides direct input to methodologies and mechanisms that are currently embraced globally to improve the process of creating similar programs. The relevance of this approach taken is not limited to the region or country where the development occurred. It can be adopted worldwide with minimal consideration to the socioeconomic factors that might influence successful implementation of such a program. In geomatics, there are many efforts presented by many. The research adopts different levels of analysis and observations, based on the approach proposed by Virkki-Hatakka et al. [27]. Figure 2 shows a summary of the research approach used in this study. The reason behind this systematic approach was to evaluate challenges and opportunities for marine geomatics programs using local case study.
The approach for research.
The research is intended to reach to results and develop conclusions based on critical evaluation of the approach adopted in the development of the academic program. These assessments are important because they provide heuristic evaluation and key observation for the successes and failures of the program. The first stage of the methodology involved SMEs’ interviews, where two subject matter experts, from those who participated in the evaluation of the program, have analyzed the strides and failures of the program, based on the standard assessment procedure that has focused on determining and listing the challenges and opportunities that are faced by the program. The levels adopted are as follows: (A) critical evaluation of the strategic plan adopted in the developed program, based on qualitative input from different stakeholders and academic administrators; (B) analysis of the policies and procedures used during implementation of the plan while developing the program; (C) observation, evaluation, and self-evaluation of the program performance and development over the study years; and (D) reflection on the outcomes based on the steps from A to C, where they were assessed based on the contribution of the program to addressing the stakeholders’ needs for local professionals according to the international standards. The second stage of the research has focused on analyzing the information obtained from the annual students survey completed as part of the quality monitoring assessment, under the University Vice-President Office for development, where students complete the survey. The methodology also included analysis of socioeconomic indicators for the success of the program at a regional level. Critical analysis of the impediment factors for further improvement of local and regional considerations is associated with the establishment of the program.
The hydrographic surveying department aims to provide graduates with basic and advanced knowledge of hydrography, hydrographic data collection, management, and presentation. Also, it provides knowledge of data analysis to determine depths and locations and to create hydrographic/nautical charts, as well as navigational and environmental protection. It has started in 2004 with two full-time faculty members and four collaborating faculties, to reach to eight full-time faculty members, two engineers, and four faculty members under development. The justified need has led KAU to initiate a program that builds the region capability for hydrographic surveying cadre. It also supports the ongoing development and exploitation of maritime resources. Since its inception and for 7 years, the program was under the Department of Maritime Studies at King Abdulaziz University and was hosted by the Faculty of Marine Science of KAU. In 2011 the announcement of the establishment of a new Faculty of Maritime studies was announced by approval from the higher authorities in Saudi Arabia (Royal Decree). The new Faculty of Maritime Studies hosts four departments, which are the Department of Hydrographic Surveying, the Department of Nautical Science, The Department of Ports and Maritime Transport, and the Department of Marine Engineering. The department graduates are 20 in total, with the first batch graduated in 2008.
The department facilities consist of the state-of-the-art equipment and instruments, including the “University Hydrography” survey vessel. The department services are among the most comprehensive regarding both technical and academic aspects. In April 2008, the construction was completed in the full five-storey maritime studies building, at KAU Campus Al-Morgan, 40 km north of the main campus in Jeddah. This building location is in the creek of Abhor and the Red Sea. A new 16-meter long hydrographic survey vessel was acquired in 2010 to provide hydrographic surveying students with all what they need to practice hydrographic surveying in the field. The vessel utilizes the state-of-the-art hydrographic surveying equipment and processing packages. It allows up to eight students and four crew members to conduct field survey for up to 8 days onshore using onboard data processing and transmission to different receivers.
KAU “hydrographia1” training vessel.
The program is unique in the Gulf Cooperation Council (GCC) states; it is designed to address the gaps in educating professionals in the region, as no other institution offers a similar program or professional certification. The International Maritime Organization (IHO) [28] guidelines provided direct input in the development of the program. The program has focused on addressing far beyond the core competencies needed for hydrographers CAT A certification. The information provided by the local stakeholders [29], including the Saudi Aramco, Ministry of Transportation and National Surveying Authority, provided a regional benchmark for the skills and competencies required. The stakeholders showed a wide range acceptance and support of the idea of providing a professional license (CAT A) along with B.Sc. in hydrographic surveying. Figure 3 showing the University Hydrographia 1 survey vessel which is used a field data collection and survey planning training lab.
The B.Sc. in hydrographic surveying program is designed for 131 credit hours, ideally, over 4 years of study [30]. Table 1 is shows the program structure. The first year of the program covers the university requirements, as the education system in Saudi Arabia requires university students to take a faculty-based previous year, in which students will study 14 credits of common foundation courses in natural sciences as outlined in Table 2. As discussed by Rashid and Tasadduq [31], some programs face the challenge in curriculum design as it relates to the rapid evolution of technology, which was a major consideration in exploring the options for setting this academic program to meet the IHO professional standards.
No. | Course name | Course code | Units |
---|---|---|---|
1 | Mathematics for Maritime Studies | MATH 201 | 4 |
2 | Linear Algebra I | MATH 241 | 3 |
3 | Physics 204 | PHYS 204 | 4 |
4 | Physics (practical) | PHYS 281 | 1 |
5 | Introduction to Computer Science | CPIT 201 | 3 |
6 | Maritime Communication | MSN 243 | 2 |
7 | Marine Meteorology | MSN 245 | 2 |
8 | Fundamentals of Surveying | MSS 220 | 3 |
9 | Technical Communication | MSS 221 | 2 |
10 | Fundamentals of Nautical Science | MSS 310 | 3 |
11 | Underwater Positioning Systems | MSS 311 | 3 |
12 | Estimation and Uncertainty Management | MSS 312 | 4 |
13 | Geodesy and Map Projections | MSS 313 | 4 |
14 | Water Level Measurements and Prediction | MSS 320 | 3 |
15 | Surface Positioning Systems | MSS 321 | 3 |
16 | Underwater Imaging and Mapping I | MSS 322 | 4 |
17 | GIS and Bathymetric Data Management | MSS 323 | 3 |
18 | Marine Law and Policy | MSS 410 | 1 |
19 | Underwater Imaging and Mapping II | MSS 411 | 4 |
20 | Remote Sensing for Marine Applications | MSS 413 | 3 |
21 | Marine Geology for Hydrographers | MSS 414 | 3 |
22 | Nautical Charting | MSS 420 | 3 |
23 | Hydrographic Data Management and Presentation | MSS 421 | 3 |
24 | Degree Project | MSS 429 | 3 |
Total | 71 |
Hydrographic surveying core courses.
1 | The program structure (including the knowledge and skills to be acquired) was evident to me |
2 | The things I had to do to succeed in the program including courses assessment tasks and criteria for assessment were made clear to me |
3 | Sources of help for me during the program including faculty office hours and reference material were made clear to me |
4 | The conduct of the courses and the things I was asked to do were consistent with the course outline |
5 | My instructor(s) were fully committed to the delivery of the courses (e.g., classes started on time, instructor always present, materials well prepared, etc.) |
6 | My instructor(s) had a thorough knowledge of the content of the courses |
7 | My instructor(s) were available during office hours to help me |
8 | My instructor(s) were enthusiastic about what they were teaching |
9 | My instructor(s) cared about my progress and were helpful to me |
10 | Courses materials were of up to date and useful (texts, handouts, references, etc.) |
11 | The resources I needed (textbooks, library, computers, etc.) were available when I needed them |
12 | In this program, efficient use was made of technology to support my learning |
13 | I was encouraged to ask questions and develop my ideas |
14 | I was inspired to do my best work |
15 | The things I had to do (class activities, assignments, laboratories) were helpful for developing the knowledge and skills |
16 | The amount of work I had to do was reasonable for the program credit hours allocated |
17 | Marks for assignments and tests were given to me within a reasonable time |
18 | Grading of my tests and assignments was fair and reasonable |
19 | The links between the courses and throughout the program were made clear to me |
20 | What I learned is important and will be useful to me |
21 | I had improved my ability to think and solve problems rather than just memorize the information |
22 | I was able to develop my skills in working as a member of a team |
23 | I had improved my ability to communicate effectively |
24 | Overall, I was satisfied with the quality learning experience |
Students survey questions.
The advanced curriculum addresses the university requirements, the faculty requirements and the program core courses and elective courses requirements as set by the King Abdulaziz University, Academic Policy. A total of 131 credits covers some 14 credit hours, divided into four courses at the preparative preceding year, according to the Saudi higher education system. At this prior year, the students learn mathematics and physics extensively. Another 26 credit hours represent additional courses according to the requirements of KAU. In this, 26 credits of compulsory university requirement courses include Arabic and English languages, Islamic culture, and Humanities. The university requirements are also supported by 10 credits of the faculty requirements, in which the faculty needs students to study mandatory faculty courses, namely marine environment, statistics, and oceanography. A total of 50 credits that constitute the university requirements, as well as the faculty requirements are a must prior to starting the core courses of the Hydorgprahic Surveying specialization. Out of 81 credits, 69 credits represent the mandatory courses and 8 credits represent the elective courses that students can choose from a vast number of classes. The last four credits are for the necessary training as the IHO requires it.
English is the language of study in the program. Students must complete intensive four courses in English during their first 2 years. Ideally, before the start of the specialization courses by the beginning of the third year, students must obtain an equivalent to 200 TOEFL score, to begin their third year. KAU English Language Centre offers these courses.
The core program credits are 81 credit hours and provide students with all the skills needed to become a professional hydrographer; starting at the seventh term, students begin to take specialty courses. Students must mainly go through the process of applying the scientific method in solving particular research issue and report that in a sound acceptable precise way as a graduation project. The core hydrographic curriculum covers four specialty areas, which are: Hydrographic Surveying courses, where students will learn about the methods and procedures of hydrographic surveying, supported by the Science and Engineering behind that. In the core courses students are introduced to to tide measurement, echosounder equipment measuments through singlebeam and multibeam echosounding, sidescan sonar, offshore geophysical surveying. The second specialty area covers positioning and navigation, including terrestrial and satellite positioning and altitude systems. This component will provide the student not only with the basic foundations needed to meet the requirement as Category “A” hydrographer but also to address the academic requirements for getting a B.Sc. degree. The third specialty area covers geodesy and estimation, where students will learn about datum and coordinate systems, map projections, maritime boundary delineation, estimation and filtering, and uncertainty management. This component will provide the student not only with the basic foundations needed to meet the requirement as Category “A” hydrographer but also to address the academic requirements for getting a B.Sc. degree. The fourth specialty area is nautical chart production, where students will learn about Geospatial Information Systems (GIS), data management, remote sensing, and photogrammetry. This component will provide the student not only with the basic foundations needed to meet the requirement as Category “A” hydrographer but also to address the academic requirements for getting a B.Sc. degree. Table 1 provides an overall view of the components of the hydrographic surveying program and their term distribution, including prerequisite and elective courses.
Students can choose to take 8 credit hours of elective courses to add additional 8 credits in order to graduate. The courses students can choose from are Technical Communications, Marine Geology for Hydrographers, Offshore Geophysical Surveying and special topics in hydrography.
The field training provides the required field skills as outlined by the International Hydrographic Organization (IHO) guidelines [28]. Over two terms of 6 weeks on the board of a hydrographic survey vessel, students gain the required practical knowledge needed to work with different data acquisition systems. The focus of the core skills that students get while on training covers field calibration of single beam/multibeam echo sounder, multibeam system patch test, and reference systems. The students are also involved in the survey design and planning, hydrographic surveying specifications, and types of hydrographic surveys.
The International Hydrographic Organization (IHO) was formed in the year (1921) by some member states, with principal objective to ensure that all the world’s seas, oceans, and navigable waters are surveyed and charted, to provide safe navigation for mariners. Its vision is to act as the sole authority worldwide to provide governance and guide for global hydrographic activities. The IHO is a United Nations observer organization. Its mission is “to create a global environment in which States provide adequate and timely hydrographic data, products and services and ensure their widest possible use” [28]. Some 85 coastal states are engaged as members of the IHO and work on promoting and advancing maritime safety, including the protection and sustainability of the marine environment. The international board handles the accreditation process in the IHO on Standards of Competence for Hydrographic Surveyors and Nautical Cartographers (IBSC). It regulates and accredits academic programs and departments that provide certification for professional hydrographers and nautical cartographers. The competency standards are according to Standard 5 revision 11 of the IHO regulations [28].
The Department of Hydrographic Surveying offers a Bachelor of Science degree (B.Sc.) in hydrographic surveying. The program was designed to meet the requirements of the International Hydrographic Organization (IHO) as Category A (CAT-A), according to the latest revised edition of the Standards of Competence for Hydrographers guidelines [28]. The program was recognized in April 2013 as IHO accredited program for (CAT A) professional certification. IHO accreditation provides worldwide recognition for graduates in their level of competence to perform advanced hydrographic surveying skills globally, regardless of their service region. The process of accrediting the Department of Hydrographic Surveying by the IHO was started in 2007 when the Saudi General Commission invited the president of the IHO for survey (GCS). The preparation of the department profile for submission to the IHO involved discussions among the department, the GCS, and the IHO; this has initiated the communication with the IHO. Later, in 2007, the Saudi authorities organized an international workshop in Capacity Building, hosted by local authorities and convened in the City of Jeddah. In December 2012, the Department of Hydrographic Surveying presented its portfolio at the annual meeting of the IBSC in April 2013, where the recognition of the program as Category “A” accredited institution, the highest recognition in the IHO scheme of two categories was granted.
The international interest expressed by the International Hydrographic Organization (IHO) was evident. The Capacity Building administration of the IHO was working hard to expand the presence of IHO- certified hydrographers in many regions of the world. A high delegation from the IHO has visited Saudi Arabia several times in the past 10 years. A meeting with the president of the IHO was held during his visit to Saudi Arabia to attend activities related to the GCS. A second meeting with the IHO representatives took place during the IBSC visit to attend a regional event in 2014. These two sessions with the administration revealed keen interest for support from the IHO, for the establishment of an international program at King Abdulaziz University.
The hydrographic Surveying Department has maintained a strong international support and collaboration with many organization including the Interdisciplinary Centre for the Development of Ocean Mapping (CIDCO) in Canada in hosting student training programs. CIDCO is a marine geomatics R&D organization that hosts IHO recognized program. ENSTA Bretagne in France has also provided support to the program by delivering training for students in 2012. ENSTA Bretagne is a French national graduate engineering institute with reputed contribution to hydrography. A delegation of the chapter of the UK Hydrographic Society in UAE has visited the program and showed interest in sponsoring professional talk series in UAE, where representatives of the program can participate and share insight with practitioners into the domain of hydrography.
The Saudi Council of Engineers (SCE) has approved the membership of the graduates of hydrographic surveying program. The objectives of SCE are to promote the engineering profession. The council exercises many roles to do whatever may be necessary to develop and upgrade its standards, however, currently the membership of Hydrographic Surveying graduates to the SCE is under review [32]. The mandate of the SCE stipulates that it determines the suitability of the program in terms of accreditation requirements. Till the year 2015, the graduates of the program are recognized as individual members of the SCE according to the SCE regulations.
The support that hydrographic surveying program gets goes far beyond the university top academic administration. The initiation of the program was completely backed up by an advisory board of government and industry. This support secured that the program meets the need of local and regional employers, and provides international standards for training and education. Specific support was evident from the Saudi Aramco, Saudi Ports Authority, Ministry of Transportation, and the Saudi Military Survey Department. Some mutual visits and consultations with the Saudi General Commission for Survey (GCS), Saudi Navy, the Saudi Geological Survey, and the Saudi Coast Guard helped with shaping their operational requirements. The success of the program in securing support from government stakeholders, as well as private stakeholders represented by industry members from Saudi Arabia, provided added value to the program design. Regional support from relevant stakeholders from the United Arab Emirates, who expressed interest in attracting students to work with them on various projects, represented another evidence of the program success. The foundations for collaboration and support have emerged in some mutual agreements and MOUs. All graduates of the program in 2014 were hired by GCS as hydrographers and resumed their duties with positive feedback from their managers.
The program was successful to form industry advisory committee that brings all relevant stakeholders. The committee was successful in providing requirements and considerations for future employees, in the field of hydrographic surveying. Special extra meetings with Saudi Aramco, the leading international oil company and the General Survey Commission (GCS), in addition to leading private sector enterprises, provided some value insights into the program development.
The data used for this study came from all three stages of the methodology as outlined in the methods section. Over the past 10 years, the program has granted B.Sc. degree to a total number of 60 students. The majority was graduated before the recognition of the IHO was given. In 2016, the first batch of the program with 10 students has graduated with the IHO recognition as Category “A,” which makes this as a milestone in the application development by providing the graduates with international certification along with B.Sc. in Hydrographic Surveying. Out of 50 students, a total number of graduates from the program over the study period, the survey covered 55 students for their feedback on their evaluation of the program and whether the program has met their expectations regarding quality of education needed for the job, or in supporting their future career objective. The interview questions covered the knowledge requirements according to the Saudi National Commission on Academic Accreditation and Assessment (NCAAA) routine assessment for academic programs.
The questions of the Interview has focused on different themes, the first topic was general questions, the second theme was focusing on what happened during the program, and the third issue was the overall process evaluation of the program, and the last subject was an assessment of the overall satisfaction with the program. The survey questions are shown in Table 2.
The results of the student’s survey as shown below have highlighted the level of satisfaction a large number of students have expressed in the program were rated on a scale of 1–5 where five were extremely satisfied, and one is extremely dissatisfied. The results as seen in Figure 4 have all presented a good level of satisfaction except in 10, where some students have raised a flag on the course reference. This was before securing the IHO recognition, where the course material used was not very well structured. However, the matter has been improved in the following years. These results are cumulative results for the entire period of the study. The (n) is equal to 35 from 10 years time.
Mean response score % for the survey questions.
The graduate’s exit survey has utilized the NCAAA standard forms, and it was used to highlight the themes of help and support for learning, resources available for learners, and the evolution of student and the overall evaluation of the program. The number of students who completed the exit survey was 35 students; they answered some questions dealing with their overall experience in the program, and it was satisfactory and supported 100% employment rate within 6 months of graduation.
The SMEs interviews have focused on analyzing challenges faced by the program, which falls into four broad challenges, i.e., administrative challenges, academic challenges, operational difficulties, and environmental problems. Each of these challenges requires a very intensive effort to tackle. KAU administration has significantly contributed to providing solutions to all the challenges faced by the program, as a result of the new establishment of the program.
The financial procedures have represented one of the biggest challenges regarding allocating budgets, and the spending in the newly established hydrographic surveying program is very generous. However, the financial routines are time consuming and take the time to complete, which delays the program in the beginning. King Abdulaziz University, with support from the Ministry of Higher Education, has contributed to solving this problem by allocating a budget for the new project, that is independent of the budget of the Faculty of Marine Science, the host of the new faculty. In fact, the budget for the new project has in many ways exceeded the budget of the hosting faculty. This has contributed to streamlining the process on spending on facilities as equipment for the new faculty.
Another challenge was characterized by the ambiguity in decision-making, in the form of having a new department with four subspecialties administratively under Marine Science. The department is following the standard decision-making process in the university. This decision-making process for the new department completed under the approval of the Faculty of Marine Science. King Abdulaziz University has supported independent decision-making process for the newly established department, specifically in financial administration and hiring processes. This decision-making model has provided the flexibility to the organization structure of subdepartments with professional identity located administratively under the Faculty of Marine Science to work more dynamically. However, issues related to students records, registration, and all student affairs were handled under the Faulty of Marine Science, and it was sometimes delaying factor in following the administrative hierarchy. The dual identity of the Department of Maritime Studies, in a sense that the budget of the department is independent, but the organizational hierarchy somewhat falls under the Faculty of Maritime Studies, has created some confusion in the administration in the university. Many contradictions in policies reflected the dual identity related to the Department of Maritime Studies as an individual department, which hold the seeds for new faculty. The higher administration of King Abdulaziz University has exercised every effort to facilitate the transition of the new Faculty of Maritime Studies. In 2011, the Faculty of Maritime Studies was an independent department with a royal decree that announced its existence for the first time.
Another administrative challenge was related to hiring and retention of faculty members in hydrographic surveying. In general, all geomatics specializations are considered rare specialties. This global shortage situation, also, limited spending controlled by outdated policies and procedures as well as the lack of local Saudis faculty members, and staff has made KAU hydrographic surveying program relatively unstable, in the first years. King Abdulaziz University has facilitated this process by activating extra incentive within the pay scheme approved by the Ministry of Higher Education, specifically for attracting faculty members in unique specializations. Also, KAU has provided additional incentive and local grants for research projects that support faculty research activities in small or medium projects.
On the program implementation side, King Abdulaziz University strived to provide world class geomatics education; however, there was some skepticism from students to put their future in the line while applying for a new program. Issues related to field training were among the most significant challenge to this program and for few years in the beginning. Students had to wait for few months for placement in field training. The university administration has realized the importance of providing the students with a perfect academic experience and attempted to support that in two ways. The first way was through allocating generous budgets for facilities and equipment, including the purchase of advanced hydrographic surveying vessel with all equipment needed for training and with onboard lab. The second way was by providing the students with short internship training through several local and international memorandum of understanding (MOUs) with well-reputed professional organizations, including the Saudi Aramco and some of its contractors, who have accepted to train some students in the field over the summer term. Additionally, agreements were signed with international training centers in the Netherlands, France, and Canada. Different batches of students sponsored by KAU to complete their summer training term abroad to get exposed to international operation environments since 2009 groups of students completed their training in the Netherlands, France, and Canada for training. Despite the arrival of the department training vessel in 2010, the administration of King Abdulaziz University has decided to keep the international training program running to maximize the students’ international training experience and to provide international collaboration with counterpart institutions in Europe and North America. The training for 2017 is planned to be in the United States.
On the operational side, some challenges have faced the newly established hydrographic surveying program. Summary of these difficulties fall in equipment and infrastructure; as the program is new, its facilities and infrastructures are still being developed. Most of lab hardware and software capabilities were developing. As a newly established department, the department was faced with the issue of filling all vacant posts from technical staff to help faculty and administration with different operational issues including communications and archiving. King Abdulaziz University has assisted in this regard by providing some positions for hiring new technical staff, and all posts are now filled, with many specialized hydrographers to support with onboard the vessel training and in the laboratories. Also, additional support staff was hired to take responsibilities for educational affairs and communications.
Historically, students were faced with the challenge of accommodating schedules dispersed over two campuses, 40 km apart. It was a major operational challenge having lectures before noon on the main campus and scheduled labs in the afternoon in the Al Morgan campus. However, King Abdulaziz University and the faculty administration have arranged to bring all classes on the same campus in Al Morgan, saving significant time and effort for students to commute between the two campuses.
The program is providing new technology-based education in the region. Students were trained to gain competence in sophisticated equipment and hardware. The quality of the program was discussed based on indicators other than the self-reported data from the students. These indicators of the program’s success and positive are the employability of the graduates and securing international recognition as a successful professionals, and IHO Cat A certified professionals. These are key indicators of developing high-quality local professionals that are demand for graduates. Reports from international training suggested that our graduates’ skills and knowledge are adequate to allow them to gain advanced training skills abroad, specifically in Canada. The students have utilized the program capabilities and facilities efficiently and were able to get jobs easily. Seven of our graduates were employed by the department, and five of them have completed masters in the United States, Canada, the Netherlands, the United Kingdom, and France. Currently, three of our program graduates are pursuing Ph.D. studies in Australia, the United Kingdom, and the United States to take over as faculty members in future.
Year | Number of graduates | Employment rate | Employer |
---|---|---|---|
2007 | 3 | 100% | King Abdulaziz University, Saudi Geological Survey, private sector |
2008 | 7 | 100% | |
2009 | 3 | 100% | Saudi Aramco, private sector, King Abdulaziz University |
2010 | 5 | 100% | King Abdulaziz University General Commission for Survey, Armed Forces, Saudi Aramco |
2011 | 7 | 100% | Private sector |
2013 | 3 | 100% | Private sector |
2014 | 5 | 100% | Private sector |
2015 | 8 | 100% | General Commission for Survey |
2016 | 10 | 100% | Private sector |
Students employment history for graduates between 2007 and 2016.
The socio-cultural contributions of the program are evident to the geomatics community in Saudi Arabia and the region. The international impact of the program was evident in the input of the program faculty in research projects locally and internationally. Table 3 is showing the employment rate of the graduates of the program between 2007 and 2016. Table 4 below is showing the contributions of the program faculty in the last 5 years. The trend is growing as new research projects development is increasing. The department is in active collaboration with York University and Concordia University in Canada in ongoing research projects, and there is an agreement with the Center for Interdisciplinary Development in Ocean Mapping (CIDCO) in Canada for the training of students.
Year | International peer-reviewed journal publications | International conference presentations |
---|---|---|
2012 | 4 | 0 |
2013 | 5 | 2 |
2014 | 6 | 1 |
2015 | 6 | 3 |
2016 | 7 | 1 |
International contributions of the program in the last 5 years.
The program has contributed to the economic development of the region by providing highly skilled professionals that are serving in many key employers in the public and private sectors. The program started to familiarize local decision-makers as well as the public with the role and capabilities of geomatics in general and hydrography specifically. The program was visited by a delegation of the Hydrographic Society of the United Kingdom, UAE branch to extend an invitation to the program faculty, and students to contribute to the outreach activities in the region. The program outreach committee has invited some high schools to schedule visits of their final year students to the department and vessel, where students visited the program and learned about the capabilities the program and the requirements for admission. Also, the department has participated in many local conferences and introduced the program at different capacities for professionals as well as for nontechnical extended community members.
Many high school students showed interest in the program, and some had participated in mini-projects involving hydrographic aspects, where they stayed in contact with the department while working on projects. A delegation of the High School Teachers Conference in the GCC region has visited the department and learned about hydrographic surveying equipment and vessel. The local media, national TV, and other private channels have highlighted several activities by the program, bringing knowledge about the importance of hydrographic surveying.
The program is contributing to the development of a unique community of hydrographers in the Kingdom of Saudi Arabia and the region. It is getting support from KAU administration to extend its role in community service through different educational and awareness activities, as well as through developed short-training courses taught at some institutions in the City of Jeddah.
This chapter discussed a collaborative approach in determining the challenges faced by a newly established hydrographic surveying department at King Abdulaziz University, Saudi Arabia. It has presented the opportunities for developing such a program through transfer and modification of the established approach, using KAU program as a model. The newly created program addressed the apparent need for such specialized and targeted higher education that provides international professional certification, especially by looking at the environmental issues in the region, natural resources and maritime transport in the area, and the need for safe navigation. The study has demonstrated the unique inception of a program that meets the international standards, while providing high-quality local education for students in the region has contributed to the socioeconomic well-being of the region and can be seen as a model for similar future programs worldwide.
The establishment challenges faced by the program can be better addressed by proposing a new scheme of collaboration and by exploring new short-term models of recruitment that attract visiting faculty members from well-reputed universities for short-term visiting professorship trips, or by signing partnership agreements with the different universities mainly for faculty exchange and training of students. The support from the international community represented by the IHO and host training institutions was among the key attracting points from various stakeholders in the Saudi Arabia and the GCC region broadly. The program has provided a new, world-class hydrographic surveying education through an effective partnership with the IHO, IHO-IBSC, and the leading training institutions in Canada, the Netherlands, and France. The satisfaction of the program stakeholders and the success of the program to provide employment opportunities to the graduates were a direct measure of the success of the program in meeting the stakeholders’ expectations. Over the past 10 years, the graduates’ employment rate within 6 months of graduation was 100%. Several meetings with the stakeholders reflected the high satisfaction of the program capabilities and the graduates’ preparation. The Saudi Aramco, the leading oil company in the world, is a strategic partner of the program. The management of the surveying division of Saudi Aramco has expressed interest to hire all graduates in the upcoming through the partnership agreement signed with the Faculty of Maritime Studies. Stakeholders’ enthusiasm and KAU higher administration strong support were key factors in the firm inception of the program, backed by generous budgets, resources, and passion for accomplishment. The program has also developed new opportunities for the stakeholders to expand their hydrographic surveying capabilities. GCS has hired all graduates of the 2014 class and started to expand the hydrographic surveying capabilities of the authority.
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Initial materials are very important part of manufacturing, because their quality has an influence on stability of production process and quality of final product. There are various methods of metal powder synthesis. They may be separated conventionally on physical–chemical and mechanical ones. The physical–chemical methods are associated with physical and chemical transformations, and chemical composition and structure of the final product (metal powder) significantly differ from raw materials. The mechanical methods include various types of milling processes and jet dispersion melts by high pressure of gas or liquid (atomization). It is shown that the typical methods of quantitative estimation of powdered materials and some parameters for alloys that already were used in additive technologies. The next theme of the chapter is a review of additive technologies, initial materials for that is metal powders. At this moment, there are three main technologies that have found wide use for the production of metal parts from metal powders: binder jetting, directed energy deposition, and powder bed fusion. Each of them has unique peculiarity, advantages, and limitations that will be presented in the chapter.",book:{id:"5146",slug:"new-trends-in-3d-printing",title:"New Trends in 3D Printing",fullTitle:"New Trends in 3D Printing"},signatures:"Anatoliy Popovich and Vadim Sufiiarov",authors:[{id:"179005",title:"Ph.D.",name:"Vadim",middleName:null,surname:"Sufiiarov",slug:"vadim-sufiiarov",fullName:"Vadim Sufiiarov"},{id:"179594",title:"Prof.",name:"Anatoliy",middleName:null,surname:"Popovich",slug:"anatoliy-popovich",fullName:"Anatoliy Popovich"}]},{id:"259",doi:"10.5772/4895",title:"Accuracy and Calibration Issues of Industrial Manipulators",slug:"accuracy_and_calibration_issues_of_industrial_manipulators",totalDownloads:6427,totalCrossrefCites:21,totalDimensionsCites:38,abstract:null,book:{id:"3797",slug:"industrial_robotics_programming_simulation_and_applications",title:"Industrial Robotics",fullTitle:"Industrial Robotics: Programming, Simulation and Applications"},signatures:"Mohamed Abderrahim, Alla Khamis, Santiago Garrido and Luis Moreno",authors:null},{id:"34392",doi:"10.5772/32470",title:"Dynamic Modeling and Simulation of Stewart Platform",slug:"dynamic-modelling-of-stewart-platform",totalDownloads:8299,totalCrossrefCites:20,totalDimensionsCites:28,abstract:null,book:{id:"1876",slug:"serial-and-parallel-robot-manipulators-kinematics-dynamics-control-and-optimization",title:"Serial and Parallel Robot Manipulators",fullTitle:"Serial and Parallel Robot Manipulators - Kinematics, Dynamics, Control and Optimization"},signatures:"Zafer Bingul and Oguzhan Karahan",authors:[{id:"35914",title:"Prof.",name:"Zafer",middleName:null,surname:"Bingul",slug:"zafer-bingul",fullName:"Zafer Bingul"},{id:"129698",title:"MSc.",name:"Oğuzhan",middleName:null,surname:"Karahan",slug:"oguzhan-karahan",fullName:"Oğuzhan Karahan"}]},{id:"50453",doi:"10.5772/63042",title:"Advanced Design for Additive Manufacturing: 3D Slicing and 2D Path Planning",slug:"advanced-design-for-additive-manufacturing-3d-slicing-and-2d-path-planning",totalDownloads:3903,totalCrossrefCites:17,totalDimensionsCites:26,abstract:"Commercial 3D printers have been increasingly implemented in a variety of fields due to their quick production, simplicity of use, and cheap manufacturing. Software installed in these machines allows automatic production of components from computer-aided design (CAD) models with minimal human intervention. However, there are fewer options provided, with a limited range of materials, limited path patterns, and layer thicknesses. For fabricating metal functional parts, such as laser-based, electron beam-based, and arc-welding-based additive manufacturing (AM) machines, usually more careful process design requires in order to obtain components with the desired mechanical and material properties. Therefore, advanced design for additive manufacturing, particularly slicing and path planning, is necessary for AM experts. This chapter introduces recent achievements in slicing and path planning for AM process.",book:{id:"5146",slug:"new-trends-in-3d-printing",title:"New Trends in 3D Printing",fullTitle:"New Trends in 3D Printing"},signatures:"Donghong Ding, Zengxi Pan, Dominic Cuiuri, Huijun Li and Stephen van Duin",authors:[{id:"5988",title:"Dr.",name:"zengxi",middleName:null,surname:"pan",slug:"zengxi-pan",fullName:"zengxi pan"},{id:"184384",title:"Mr.",name:"Donghong",middleName:null,surname:"Ding",slug:"donghong-ding",fullName:"Donghong Ding"},{id:"184385",title:"Dr.",name:"Dominic",middleName:null,surname:"Cuiuri",slug:"dominic-cuiuri",fullName:"Dominic Cuiuri"},{id:"184386",title:"Prof.",name:"Huijun",middleName:null,surname:"Li",slug:"huijun-li",fullName:"Huijun Li"},{id:"184396",title:"Dr.",name:"Stephen",middleName:null,surname:"Van Duin",slug:"stephen-van-duin",fullName:"Stephen Van Duin"}]}],mostDownloadedChaptersLast30Days:[{id:"57435",title:"Kinematic Model for Project Scheduling with Constrained Resources Under Uncertainties",slug:"kinematic-model-for-project-scheduling-with-constrained-resources-under-uncertainties",totalDownloads:1203,totalCrossrefCites:0,totalDimensionsCites:0,abstract:"Project management practitioners and researchers recognize that the project scheduling efforts are made based on information with many uncertainties and in an environment with constrained resources. This chapter presents the kinematic model named as Coupled Estimate Technique for project scheduling with constrained resources under uncertainties. The Coupled Estimate Technique provides tools of analytical analysis, given that the modelled duration depends on the planned duration and on the resource variability (aleatory uncertainty), as well as the modelled resource depends on the planned resource and on the duration variability (aleatory uncertainty), and also provides tools of graphical analysis, given that the durations and resources of activities, work packages or phases of the project are represented in the bidimensional graphics. In developing the mathematical formulation of the Coupled Estimate Technique, the project precedence diagram was considered as a kinematic chain of robotic manipulators, which may be in chain configuration open (serial), closed (parallel) and/or hybrid. This chapter describes the resource-constrained project scheduling problem (RCPSP) under uncertainties, identifies the limitations and opportunities in the previous work on planning under uncertainties and presents the fundamentals and method of the kinematic model for project scheduling with constrained resources under uncertainties along with a short example of implementation.",book:{id:"6135",slug:"kinematics",title:"Kinematics",fullTitle:"Kinematics"},signatures:"Giuliani Paulineli Garbi and Francisco José Grandinetti",authors:[{id:"208870",title:"Dr.",name:"Giuliani",middleName:null,surname:"Garbi",slug:"giuliani-garbi",fullName:"Giuliani Garbi"},{id:"221823",title:"Dr.",name:"Francisco José",middleName:null,surname:"Grandinett",slug:"francisco-jose-grandinett",fullName:"Francisco José Grandinett"}]},{id:"51224",title:"Series Elastic Actuator: Design, Analysis and Comparison",slug:"series-elastic-actuator-design-analysis-and-comparison",totalDownloads:3478,totalCrossrefCites:4,totalDimensionsCites:12,abstract:"In general, actuators are built to be as stiff as possible to increase the bandwidth. When a robot works in a structured environment, its automation is easier than in a non-structured environment in which case its modeling is quite difficult and presents a high computational effort. To overcome this difficulty, series elastic actuator (SEA) has been applied in compliant robotic grasping. Unlike rigid actuators, a SEA contains an elastic element in series with the mechanical energy source. Such an elastic element gives SEAs tolerance to impact loads, low mechanical output impedance, passive mechanical energy storage, and increased peak power output. The spring has to be able to support the loads, but it cannot be too stiff; otherwise, system impedance will be high. This chapter describes a comparison between two types of SEA, an electric series elastic actuator (ESEA) and a hydraulic series elastic actuator (HSEA), for four-legged dynamic robot application. The parameters employed in the comparison are bandwidth, output impedance, time response, power density, and dynamic range. The results indicate that HSEA is a better actuator than ESEA for a weight carrying four-legged dynamic robot because of its higher power density and dynamic ratio with desirable output impedance, time response, and bandwidth.",book:{id:"5245",slug:"recent-advances-in-robotic-systems",title:"Recent Advances in Robotic Systems",fullTitle:"Recent Advances in Robotic Systems"},signatures:"Arnaldo Gomes Leal Junior, Rafhael Milanezi de Andrade and\nAntônio Bento Filho",authors:[{id:"182082",title:"Dr.",name:"Rafhael",middleName:"Milanezi De",surname:"Andrade",slug:"rafhael-andrade",fullName:"Rafhael Andrade"},{id:"185372",title:"Dr.",name:"Antônio",middleName:null,surname:"Bento Filho",slug:"antonio-bento-filho",fullName:"Antônio Bento Filho"},{id:"185373",title:"MSc.",name:"Arnaldo",middleName:null,surname:"Gomes Leal Junior",slug:"arnaldo-gomes-leal-junior",fullName:"Arnaldo Gomes Leal Junior"}]},{id:"57578",title:"Kinematic and Biodynamic Model of the Long Jump Technique",slug:"kinematic-and-biodynamic-model-of-the-long-jump-technique",totalDownloads:1986,totalCrossrefCites:0,totalDimensionsCites:1,abstract:"The main aim of the study was to determine the kinematic model for long jump and define the kinematic and dynamic parameters of an elite long jumper’s technique. The theoretical model was based on real data where the jumper was defined with a joint mass point. In view of certain previous similar studies, our study identified kinematic and dynamic parameters directly without using the inverse mechanics method. The analysis was made on two jumps of the top level athlete G.C., who won the bronze medallion in long jump at the World Championships in Seville. The kinematic parameters of the take-off, flight and landing were measured with a 3-D video ARIEL system (Ariel Dynamics Inc., USA). The dynamic characteristics of take-off in the X, Y and Z axes were registered with a force-platform (KISTLER-9287), which was installed immediately prior the take-off board. The take-off efficiency was defined best by the following parameters: horizontal velocity, VXTO—8.10 m s−1; vertical velocity, VYTO—3.90 m s−1; angle of projection, PATO—24.1°; duration of compression phase, TDMKF—84 ms, duration of lift phase, MKFTO—43 ms and maximal force in Y-vertical axis, FYMAX—5132 N. An important factor of a rational technique of long jump is also the landing, which is defined by the landing distance and fall-back distance. The efficiency of the landing depended on the landing distance L3—0.63 m and fall-back distance LFB, which amounted to 0.15 m.",book:{id:"6135",slug:"kinematics",title:"Kinematics",fullTitle:"Kinematics"},signatures:"Milan Čoh, Milan Žvan and Otmar Kugovnik",authors:[{id:"208530",title:"Ph.D.",name:"Milan",middleName:null,surname:"Čoh",slug:"milan-coh",fullName:"Milan Čoh"}]},{id:"51343",title:"Color 3D Printing: Theory, Method, and Application",slug:"color-3d-printing-theory-method-and-application",totalDownloads:2649,totalCrossrefCites:6,totalDimensionsCites:10,abstract:"Our research team proposes a colored manufacturing technology with a layer-by-layer printing process. Using digital inkjet printing in layer-by-layer printing color graphics, a further low-cost color 3D Printing (3DP) technology can be developed. It can provide an integrated way to prototype and reproduce 3D objects, from concept to design and manufacturing. Ultimately, with fast graphics printing method, it guarantees a feasible way to further promote cultural and creative products.",book:{id:"5146",slug:"new-trends-in-3d-printing",title:"New Trends in 3D Printing",fullTitle:"New Trends in 3D Printing"},signatures:"Guangxue Chen, Chen Chen, Zhaohui Yu, Hao Yin, Liuxi He and\nJiangping Yuan",authors:[{id:"179066",title:"Prof.",name:"Guangxue",middleName:null,surname:"Chen",slug:"guangxue-chen",fullName:"Guangxue Chen"},{id:"179662",title:"Dr.",name:"Hao",middleName:null,surname:"Yin",slug:"hao-yin",fullName:"Hao Yin"},{id:"179663",title:"Dr.",name:"Chen",middleName:null,surname:"Chen",slug:"chen-chen",fullName:"Chen Chen"},{id:"179665",title:"MSc.",name:"Liuxi",middleName:null,surname:"He",slug:"liuxi-he",fullName:"Liuxi He"},{id:"179666",title:"MSc.",name:"Jiangping",middleName:null,surname:"Yuan",slug:"jiangping-yuan",fullName:"Jiangping Yuan"}]},{id:"57610",title:"Forward and Inverse Kinematics Using Pseudoinverse and Transposition Method for Robotic Arm DOBOT",slug:"forward-and-inverse-kinematics-using-pseudoinverse-and-transposition-method-for-robotic-arm-dobot",totalDownloads:2301,totalCrossrefCites:7,totalDimensionsCites:8,abstract:"Kinematic structure of the DOBOT manipulator is presented in this chapter. Joint coordinates and end-effector coordinates of the manipulator are functions of independent coordinates, i.e., joint parameters. This chapter explained forward kinematics task and issue of inverse kinematics task on the structure of the DOBOT manipulator. Linearization of forward kinematic equations is made with usage of Taylor Series for multiple variables. The inversion of Jacobian matrix was used for numerical solution of the inverse kinematics task. The chapter contains analytical equations, which are solution of inverse kinematics task. It should be noted that the analytical solution exists only for simple kinematic structures, for example DOBOT manipulator structure. Subsequently, simulation of the inverse kinematics of the above-mentioned kinematic structure was performed in the Matlab Simulink environment using the SimMechanics toolbox.",book:{id:"6135",slug:"kinematics",title:"Kinematics",fullTitle:"Kinematics"},signatures:"Ondrej Hock and Jozef Šedo",authors:[{id:"208453",title:"Dr.Ing.",name:"Ondrej",middleName:null,surname:"Hock",slug:"ondrej-hock",fullName:"Ondrej Hock"},{id:"209566",title:"Dr.Ing.",name:"Jozef",middleName:null,surname:"Šedo",slug:"jozef-sedo",fullName:"Jozef Šedo"}]}],onlineFirstChaptersFilter:{topicId:"255",limit:6,offset:0},onlineFirstChaptersCollection:[],onlineFirstChaptersTotal:0},preDownload:{success:null,errors:{}},subscriptionForm:{success:null,errors:{}},aboutIntechopen:{},privacyPolicy:{},peerReviewing:{},howOpenAccessPublishingWithIntechopenWorks:{},sponsorshipBooks:{sponsorshipBooks:[],offset:8,limit:8,total:0},allSeries:{pteSeriesList:[{id:"14",title:"Artificial Intelligence",numberOfPublishedBooks:9,numberOfPublishedChapters:90,numberOfOpenTopics:6,numberOfUpcomingTopics:0,issn:"2633-1403",doi:"10.5772/intechopen.79920",isOpenForSubmission:!0},{id:"7",title:"Biomedical Engineering",numberOfPublishedBooks:12,numberOfPublishedChapters:107,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2631-5343",doi:"10.5772/intechopen.71985",isOpenForSubmission:!0}],lsSeriesList:[{id:"11",title:"Biochemistry",numberOfPublishedBooks:33,numberOfPublishedChapters:330,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2632-0983",doi:"10.5772/intechopen.72877",isOpenForSubmission:!0},{id:"25",title:"Environmental Sciences",numberOfPublishedBooks:1,numberOfPublishedChapters:18,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2754-6713",doi:"10.5772/intechopen.100362",isOpenForSubmission:!0},{id:"10",title:"Physiology",numberOfPublishedBooks:14,numberOfPublishedChapters:145,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2631-8261",doi:"10.5772/intechopen.72796",isOpenForSubmission:!0}],hsSeriesList:[{id:"3",title:"Dentistry",numberOfPublishedBooks:9,numberOfPublishedChapters:139,numberOfOpenTopics:2,numberOfUpcomingTopics:0,issn:"2631-6218",doi:"10.5772/intechopen.71199",isOpenForSubmission:!0},{id:"6",title:"Infectious Diseases",numberOfPublishedBooks:13,numberOfPublishedChapters:122,numberOfOpenTopics:4,numberOfUpcomingTopics:0,issn:"2631-6188",doi:"10.5772/intechopen.71852",isOpenForSubmission:!0},{id:"13",title:"Veterinary Medicine and Science",numberOfPublishedBooks:11,numberOfPublishedChapters:112,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2632-0517",doi:"10.5772/intechopen.73681",isOpenForSubmission:!0}],sshSeriesList:[{id:"22",title:"Business, Management and Economics",numberOfPublishedBooks:1,numberOfPublishedChapters:21,numberOfOpenTopics:3,numberOfUpcomingTopics:0,issn:"2753-894X",doi:"10.5772/intechopen.100359",isOpenForSubmission:!0},{id:"23",title:"Education and Human Development",numberOfPublishedBooks:0,numberOfPublishedChapters:10,numberOfOpenTopics:1,numberOfUpcomingTopics:1,issn:null,doi:"10.5772/intechopen.100360",isOpenForSubmission:!0},{id:"24",title:"Sustainable Development",numberOfPublishedBooks:1,numberOfPublishedChapters:19,numberOfOpenTopics:5,numberOfUpcomingTopics:0,issn:"2753-6580",doi:"10.5772/intechopen.100361",isOpenForSubmission:!0}],testimonialsList:[{id:"13",text:"The collaboration with and support of the technical staff of IntechOpen is fantastic. 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",coverUrl:"https://cdn.intechopen.com/series/covers/23.jpg",latestPublicationDate:"August 1st, 2022",hasOnlineFirst:!0,numberOfPublishedBooks:0,editor:{id:"280770",title:"Dr.",name:"Katherine K.M.",middleName:null,surname:"Stavropoulos",slug:"katherine-k.m.-stavropoulos",fullName:"Katherine K.M. Stavropoulos",profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRdFuQAK/Profile_Picture_2022-05-24T09:03:48.jpg",biography:"Katherine Stavropoulos received her BA in Psychology from Trinity College, in Connecticut, USA and her Ph.D. in Experimental Psychology from the University of California, San Diego. She completed her postdoctoral work at the Yale Child Study Center with Dr. James McPartland. Dr. Stavropoulos’ doctoral dissertation explored neural correlates of reward anticipation to social versus nonsocial stimuli in children with and without autism spectrum disorders (ASD). She has been a faculty member at the University of California, Riverside in the School of Education since 2016. Her research focuses on translational studies to explore the reward system in ASD, as well as how anxiety contributes to social challenges in ASD. She also investigates how behavioral interventions affect neural activity, behavior, and school performance in children with ASD. She is also involved in the diagnosis of children with ASD and is a licensed clinical psychologist in California. She is the Assistant Director of the SEARCH Center at UCR and is a faculty member in the Graduate Program in Neuroscience.",institutionString:null,institution:{name:"University of California, Riverside",institutionURL:null,country:{name:"United States of America"}}},editorTwo:null,editorThree:null},subseries:{paginationCount:2,paginationItems:[{id:"89",title:"Education",coverUrl:"https://cdn.intechopen.com/series_topics/covers/89.jpg",isOpenForSubmission:!1,editor:{id:"260066",title:"Associate Prof.",name:"Michail",middleName:null,surname:"Kalogiannakis",slug:"michail-kalogiannakis",fullName:"Michail Kalogiannakis",profilePictureURL:"https://mts.intechopen.com/storage/users/260066/images/system/260066.jpg",biography:"Michail Kalogiannakis is an Associate Professor of the Department of Preschool Education, University of Crete, and an Associate Tutor at School of Humanities at the Hellenic Open University. 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Recently, he expanded his research interest to epidemiology and biostatistics of chronic diseases in Gabon.",institutionString:"Kent State University",institution:{name:"Kent State University",country:{name:"United States of America"}}},{id:"188773",title:"Prof.",name:"Emmanuel",middleName:null,surname:"Drouet",slug:"emmanuel-drouet",fullName:"Emmanuel Drouet",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/188773/images/system/188773.png",biography:"Emmanuel Drouet, PharmD, is a Professor of Virology at the Faculty of Pharmacy, the University Grenoble-Alpes, France. As a head scientist at the Institute of Structural Biology in Grenoble, Dr. Drouet’s research investigates persisting viruses in humans (RNA and DNA viruses) and the balance with our host immune system. He focuses on these viruses’ effects on humans (both their impact on pathology and their symbiotic relationships in humans). He has an excellent track record in the herpesvirus field, and his group is engaged in clinical research in the field of Epstein-Barr virus diseases. He is the editor of the online Encyclopedia of Environment and he coordinates the Universal Health Coverage education program for the BioHealth Computing Schools of the European Institute of Science.",institutionString:null,institution:{name:"Grenoble Alpes University",country:{name:"France"}}},{id:"131400",title:"Prof.",name:"Alfonso J.",middleName:null,surname:"Rodriguez-Morales",slug:"alfonso-j.-rodriguez-morales",fullName:"Alfonso J. Rodriguez-Morales",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/131400/images/system/131400.png",biography:"Dr. Rodriguez-Morales is an expert in tropical and emerging diseases, particularly zoonotic and vector-borne diseases (especially arboviral diseases). He is the president of the Travel Medicine Committee of the Pan-American Infectious Diseases Association (API), as well as the president of the Colombian Association of Infectious Diseases (ACIN). He is a member of the Committee on Tropical Medicine, Zoonoses, and Travel Medicine of ACIN. He is a vice-president of the Latin American Society for Travel Medicine (SLAMVI) and a Member of the Council of the International Society for Infectious Diseases (ISID). Since 2014, he has been recognized as a Senior Researcher, at the Ministry of Science of Colombia. He is a professor at the Faculty of Medicine of the Fundacion Universitaria Autonoma de las Americas, in Pereira, Risaralda, Colombia. He is an External Professor, Master in Research on Tropical Medicine and International Health, Universitat de Barcelona, Spain. He is also a professor at the Master in Clinical Epidemiology and Biostatistics, Universidad Científica del Sur, Lima, Peru. In 2021 he has been awarded the “Raul Isturiz Award” Medal of the API. Also, in 2021, he was awarded with the “Jose Felix Patiño” Asclepius Staff Medal of the Colombian Medical College, due to his scientific contributions to COVID-19 during the pandemic. He is currently the Editor in Chief of the journal Travel Medicine and Infectious Diseases. His Scopus H index is 47 (Google Scholar H index, 68).",institutionString:"Institución Universitaria Visión de las Américas, Colombia",institution:null},{id:"332819",title:"Dr.",name:"Chukwudi Michael",middleName:"Michael",surname:"Egbuche",slug:"chukwudi-michael-egbuche",fullName:"Chukwudi Michael Egbuche",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/332819/images/14624_n.jpg",biography:"I an Dr. Chukwudi Michael Egbuche. I am a Senior Lecturer in the Department of Parasitology and Entomology, Nnamdi Azikiwe University, Awka.",institutionString:null,institution:{name:"Nnamdi Azikiwe University",country:{name:"Nigeria"}}},{id:"284232",title:"Mr.",name:"Nikunj",middleName:"U",surname:"Tandel",slug:"nikunj-tandel",fullName:"Nikunj Tandel",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/284232/images/8275_n.jpg",biography:'Mr. Nikunj Tandel has completed his Master\'s degree in Biotechnology from VIT University, India in the year of 2012. He is having 8 years of research experience especially in the field of malaria epidemiology, immunology, and nanoparticle-based drug delivery system against the infectious diseases, autoimmune disorders and cancer. He has worked for the NIH funded-International Center of Excellence in Malaria Research project "Center for the study of complex malaria in India (CSCMi)" in collaboration with New York University. The preliminary objectives of the study are to understand and develop the evidence-based tools and interventions for the control and prevention of malaria in different sites of the INDIA. Alongside, with the help of next-generation genomics study, the team has studied the antimalarial drug resistance in India. Further, he has extended his research in the development of Humanized mice for the study of liver-stage malaria and identification of molecular marker(s) for the Artemisinin resistance. At present, his research focuses on understanding the role of B cells in the activation of CD8+ T cells in malaria. Received the CSIR-SRF (Senior Research Fellow) award-2018, FIMSA (Federation of Immunological Societies of Asia-Oceania) Travel Bursary award to attend the IUIS-IIS-FIMSA Immunology course-2019',institutionString:"Nirma University",institution:{name:"Nirma University",country:{name:"India"}}},{id:"334383",title:"Ph.D.",name:"Simone",middleName:"Ulrich",surname:"Ulrich Picoli",slug:"simone-ulrich-picoli",fullName:"Simone Ulrich Picoli",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/334383/images/15919_n.jpg",biography:"Graduated in Pharmacy from Universidade Luterana do Brasil (1999), Master in Agricultural and Environmental Microbiology from Federal University of Rio Grande do Sul (2002), Specialization in Clinical Microbiology from Universidade de São Paulo, USP (2007) and PhD in Sciences in Gastroenterology and Hepatology (2012). She is currently an Adjunct Professor at Feevale University in Medicine and Biomedicine courses and a permanent professor of the Academic Master\\'s Degree in Virology. She has experience in the field of Microbiology, with an emphasis on Bacteriology, working mainly on the following topics: bacteriophages, bacterial resistance, clinical microbiology and food microbiology.",institutionString:null,institution:{name:"Universidade Feevale",country:{name:"Brazil"}}},{id:"229220",title:"Dr.",name:"Amjad",middleName:"Islam",surname:"Aqib",slug:"amjad-aqib",fullName:"Amjad Aqib",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/229220/images/system/229220.png",biography:"Dr. Amjad Islam Aqib obtained a DVM and MSc (Hons) from University of Agriculture Faisalabad (UAF), Pakistan, and a PhD from the University of Veterinary and Animal Sciences Lahore, Pakistan. Dr. Aqib joined the Department of Clinical Medicine and Surgery at UAF for one year as an assistant professor where he developed a research laboratory designated for pathogenic bacteria. Since 2018, he has been Assistant Professor/Officer in-charge, Department of Medicine, Manager Research Operations and Development-ORIC, and President One Health Club at Cholistan University of Veterinary and Animal Sciences, Bahawalpur, Pakistan. He has nearly 100 publications to his credit. His research interests include epidemiological patterns and molecular analysis of antimicrobial resistance and modulation and vaccine development against animal pathogens of public health concern.",institutionString:"Cholistan University of Veterinary and Animal Sciences",institution:{name:"University of Agriculture Faisalabad",country:{name:"Pakistan"}}},{id:"333753",title:"Dr.",name:"Rais",middleName:null,surname:"Ahmed",slug:"rais-ahmed",fullName:"Rais Ahmed",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/333753/images/20168_n.jpg",biography:null,institutionString:null,institution:{name:"University of Agriculture Faisalabad",country:{name:"Pakistan"}}},{id:"62900",title:"Prof.",name:"Fethi",middleName:null,surname:"Derbel",slug:"fethi-derbel",fullName:"Fethi Derbel",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/62900/images/system/62900.jpeg",biography:"Professor Fethi Derbel was born in 1960 in Tunisia. He received his medical degree from the Sousse Faculty of Medicine at Sousse, University of Sousse, Tunisia. He completed his surgical residency in General Surgery at the University Hospital Farhat Hached of Sousse and was a member of the Unit of Liver Transplantation in the University of Rennes, France. He then worked in the Department of Surgery at the Sahloul University Hospital in Sousse. Professor Derbel is presently working at the Clinique les Oliviers, Sousse, Tunisia. His hospital activities are mostly concerned with laparoscopic, colorectal, pancreatic, hepatobiliary, and gastric surgery. He is also very interested in hernia surgery and performs ventral hernia repairs and inguinal hernia repairs. He has been a member of the GREPA and Tunisian Hernia Society (THS). During his residency, he managed patients suffering from diabetic foot, and he was very interested in this pathology. For this reason, he decided to coordinate a book project dealing with the diabetic foot. Professor Derbel has published many articles in journals and collaborates intensively with IntechOpen Access Publisher as an editor.",institutionString:"Clinique les Oliviers",institution:null},{id:"300144",title:"Dr.",name:"Meriem",middleName:null,surname:"Braiki",slug:"meriem-braiki",fullName:"Meriem Braiki",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/300144/images/system/300144.jpg",biography:"Dr. Meriem Braiki is a specialist in pediatric surgeon from Tunisia. She was born in 1985. She received her medical degree from the University of Medicine at Sousse, Tunisia. She achieved her surgical residency training periods in Pediatric Surgery departments at University Hospitals in Monastir, Tunis and France.\r\nShe is currently working at the Pediatric surgery department, Sidi Bouzid Hospital, Tunisia. Her hospital activities are mostly concerned with laparoscopic, parietal, urological and digestive surgery. She has published several articles in diffrent journals.",institutionString:"Sidi Bouzid Regional Hospital",institution:null},{id:"229481",title:"Dr.",name:"Erika M.",middleName:"Martins",surname:"de Carvalho",slug:"erika-m.-de-carvalho",fullName:"Erika M. de Carvalho",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/229481/images/6397_n.jpg",biography:null,institutionString:null,institution:{name:"Oswaldo Cruz Foundation",country:{name:"Brazil"}}},{id:"186537",title:"Prof.",name:"Tonay",middleName:null,surname:"Inceboz",slug:"tonay-inceboz",fullName:"Tonay Inceboz",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/186537/images/system/186537.jfif",biography:"I was graduated from Ege University of Medical Faculty (Turkey) in 1988 and completed his Med. PhD degree in Medical Parasitology at the same university. I became an Associate Professor in 2008 and Professor in 2014. I am currently working as a Professor at the Department of Medical Parasitology at Dokuz Eylul University, Izmir, Turkey.\n\nI have given many lectures, presentations in different academic meetings. I have more than 60 articles in peer-reviewed journals, 18 book chapters, 1 book editorship.\n\nMy research interests are Echinococcus granulosus, Echinococcus multilocularis (diagnosis, life cycle, in vitro and in vivo cultivation), and Trichomonas vaginalis (diagnosis, PCR, and in vitro cultivation).",institutionString:"Dokuz Eylül University",institution:{name:"Dokuz Eylül University",country:{name:"Turkey"}}},{id:"71812",title:"Prof.",name:"Hanem Fathy",middleName:"Fathy",surname:"Khater",slug:"hanem-fathy-khater",fullName:"Hanem Fathy Khater",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/71812/images/1167_n.jpg",biography:"Prof. Khater is a Professor of Parasitology at Benha University, Egypt. She studied for her doctoral degree, at the Department of Entomology, College of Agriculture, Food and Natural Resources, University of Missouri, Columbia, USA. She has completed her Ph.D. degrees in Parasitology in Egypt, from where she got the award for “the best scientific Ph.D. dissertation”. She worked at the School of Biological Sciences, Bristol, England, the UK in controlling insects of medical and veterinary importance as a grant from Newton Mosharafa, the British Council. Her research is focused on searching of pesticides against mosquitoes, house flies, lice, green bottle fly, camel nasal botfly, soft and hard ticks, mites, and the diamondback moth as well as control of several parasites using safe and natural materials to avoid drug resistances and environmental contamination.",institutionString:null,institution:{name:"Banha University",country:{name:"Egypt"}}},{id:"99780",title:"Prof.",name:"Omolade",middleName:"Olayinka",surname:"Okwa",slug:"omolade-okwa",fullName:"Omolade Okwa",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/99780/images/system/99780.jpg",biography:"Omolade Olayinka Okwa is presently a Professor of Parasitology at Lagos State University, Nigeria. She has a PhD in Parasitology (1997), an MSc in Cellular Parasitology (1992), and a BSc (Hons) Zoology (1990) all from the University of Ibadan, Nigeria. She teaches parasitology at the undergraduate and postgraduate levels. She was a recipient of a Commonwealth fellowship supported by British Council tenable at the Centre for Entomology and Parasitology (CAEP), Keele University, United Kingdom between 2004 and 2005. She was awarded an Honorary Visiting Research Fellow at the same university from 2005 to 2007. \nShe has been an external examiner to the Department of Veterinary Microbiology and Parasitology, University of Ibadan, MSc programme between 2010 and 2012. She is a member of the Nigerian Society of Experimental Biology (NISEB), Parasitology and Public Health Society of Nigeria (PPSN), Science Association of Nigeria (SAN), Zoological Society of Nigeria (ZSN), and is Vice Chairperson of the Organisation of Women in Science (OWSG), LASU chapter. She served as Head of Department of Zoology and Environmental Biology, Lagos State University from 2007 to 2010 and 2014 to 2016. She is a reviewer for several local and international journals such as Unilag Journal of Science, Libyan Journal of Medicine, Journal of Medicine and Medical Sciences, and Annual Research and Review in Science. \nShe has authored 45 scientific research publications in local and international journals, 8 scientific reviews, 4 books, and 3 book chapters, which includes the books “Malaria Parasites” and “Malaria” which are IntechOpen access publications.",institutionString:"Lagos State University",institution:{name:"Lagos State University",country:{name:"Nigeria"}}},{id:"273100",title:"Dr.",name:"Vijay",middleName:null,surname:"Gayam",slug:"vijay-gayam",fullName:"Vijay Gayam",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/273100/images/system/273100.jpeg",biography:"Dr. Vijay Bhaskar Reddy Gayam is currently practicing as an internist at Interfaith Medical Center in Brooklyn, New York, USA. He is also a Clinical Assistant Professor at the SUNY Downstate University Hospital and Adjunct Professor of Medicine at the American University of Antigua. He is a holder of an M.B.B.S. degree bestowed to him by Osmania Medical College and received his M.D. at Interfaith Medical Center. His career goals thus far have heavily focused on direct patient care, medical education, and clinical research. He currently serves in two leadership capacities; Assistant Program Director of Medicine at Interfaith Medical Center and as a Councilor for the American\r\nFederation for Medical Research. As a true academician and researcher, he has more than 50 papers indexed in international peer-reviewed journals. He has also presented numerous papers in multiple national and international scientific conferences. His areas of research interest include general internal medicine, gastroenterology and hepatology. He serves as an editor, editorial board member and reviewer for multiple international journals. His research on Hepatitis C has been very successful and has led to multiple research awards, including the 'Equity in Prevention and Treatment Award” from the New York Department of Health Viral Hepatitis Symposium (2018) and the 'Presidential Poster Award” awarded to him by the American College of Gastroenterology (2018). He was also awarded 'Outstanding Clinician in General Medicine” by Venus International Foundation for his extensive research expertise and services, perform over and above the standard expected in the advancement of healthcare, patient safety and quality of care.",institutionString:"Interfaith Medical Center",institution:{name:"Interfaith Medical Center",country:{name:"United States of America"}}},{id:"93517",title:"Dr.",name:"Clement",middleName:"Adebajo",surname:"Meseko",slug:"clement-meseko",fullName:"Clement Meseko",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/93517/images/system/93517.jpg",biography:"Dr. Clement Meseko obtained DVM and PhD degree in Veterinary Medicine and Virology respectively. He has worked for over 20 years in both private and public sectors including the academia, contributing to knowledge and control of infectious disease. Through the application of epidemiological skill, classical and molecular virological skills, he investigates viruses of economic and public health importance for the mitigation of the negative impact on people, animal and the environment in the context of Onehealth. \r\nDr. Meseko’s field experience on animal and zoonotic diseases and pathogen dynamics at the human-animal interface over the years shaped his carrier in research and scientific inquiries. He has been part of the investigation of Highly Pathogenic Avian Influenza incursions in sub Saharan Africa and monitors swine Influenza (Pandemic influenza Virus) agro-ecology and potential for interspecies transmission. He has authored and reviewed a number of journal articles and book chapters.",institutionString:"National Veterinary Research Institute",institution:{name:"National Veterinary Research Institute",country:{name:"Nigeria"}}},{id:"158026",title:"Prof.",name:"Shailendra K.",middleName:null,surname:"Saxena",slug:"shailendra-k.-saxena",fullName:"Shailendra K. Saxena",position:null,profilePictureURL:"https://s3.us-east-1.amazonaws.com/intech-files/0030O00002bRET3QAO/Profile_Picture_2022-05-10T10:10:26.jpeg",biography:"Professor Dr. Shailendra K. Saxena is a vice dean and professor at King George's Medical University, Lucknow, India. His research interests involve understanding the molecular mechanisms of host defense during human viral infections and developing new predictive, preventive, and therapeutic strategies for them using Japanese encephalitis virus (JEV), HIV, and emerging viruses as a model via stem cell and cell culture technologies. His research work has been published in various high-impact factor journals (Science, PNAS, Nature Medicine) with a high number of citations. He has received many awards and honors in India and abroad including various Young Scientist Awards, BBSRC India Partnering Award, and Dr. JC Bose National Award of Department of Biotechnology, Min. of Science and Technology, Govt. of India. Dr. Saxena is a fellow of various international societies/academies including the Royal College of Pathologists, United Kingdom; Royal Society of Medicine, London; Royal Society of Biology, United Kingdom; Royal Society of Chemistry, London; and Academy of Translational Medicine Professionals, Austria. He was named a Global Leader in Science by The Scientist. He is also an international opinion leader/expert in vaccination for Japanese encephalitis by IPIC (UK).",institutionString:"King George's Medical University",institution:{name:"King George's Medical University",country:{name:"India"}}},{id:"94928",title:"Dr.",name:"Takuo",middleName:null,surname:"Mizukami",slug:"takuo-mizukami",fullName:"Takuo Mizukami",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/94928/images/6402_n.jpg",biography:null,institutionString:null,institution:{name:"National Institute of Infectious Diseases",country:{name:"Japan"}}},{id:"233433",title:"Dr.",name:"Yulia",middleName:null,surname:"Desheva",slug:"yulia-desheva",fullName:"Yulia Desheva",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/233433/images/system/233433.png",biography:"Dr. Yulia Desheva is a leading researcher at the Institute of Experimental Medicine, St. Petersburg, Russia. She is a professor in the Stomatology Faculty, St. Petersburg State University. She has expertise in the development and evaluation of a wide range of live mucosal vaccines against influenza and bacterial complications. Her research interests include immunity against influenza and COVID-19 and the development of immunization schemes for high-risk individuals.",institutionString:'Federal State Budgetary Scientific Institution "Institute of Experimental Medicine"',institution:null},{id:"238958",title:"Mr.",name:"Atamjit",middleName:null,surname:"Singh",slug:"atamjit-singh",fullName:"Atamjit Singh",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/238958/images/6575_n.jpg",biography:null,institutionString:null,institution:null},{id:"252058",title:"M.Sc.",name:"Juan",middleName:null,surname:"Sulca",slug:"juan-sulca",fullName:"Juan Sulca",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/252058/images/12834_n.jpg",biography:null,institutionString:null,institution:null},{id:"191392",title:"Dr.",name:"Marimuthu",middleName:null,surname:"Govindarajan",slug:"marimuthu-govindarajan",fullName:"Marimuthu Govindarajan",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/191392/images/5828_n.jpg",biography:"Dr. M. Govindarajan completed his BSc degree in Zoology at Government Arts College (Autonomous), Kumbakonam, and MSc, MPhil, and PhD degrees at Annamalai University, Annamalai Nagar, Tamil Nadu, India. He is serving as an assistant professor at the Department of Zoology, Annamalai University. His research interests include isolation, identification, and characterization of biologically active molecules from plants and microbes. He has identified more than 20 pure compounds with high mosquitocidal activity and also conducted high-quality research on photochemistry and nanosynthesis. He has published more than 150 studies in journals with impact factor and 2 books in Lambert Academic Publishing, Germany. He serves as an editorial board member in various national and international scientific journals.",institutionString:null,institution:null},{id:"274660",title:"Dr.",name:"Damodar",middleName:null,surname:"Paudel",slug:"damodar-paudel",fullName:"Damodar Paudel",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/274660/images/8176_n.jpg",biography:"I am DrDamodar Paudel,currently working as consultant Physician in Nepal police Hospital.",institutionString:null,institution:null},{id:"241562",title:"Dr.",name:"Melvin",middleName:null,surname:"Sanicas",slug:"melvin-sanicas",fullName:"Melvin Sanicas",position:null,profilePictureURL:"https://mts.intechopen.com/storage/users/241562/images/6699_n.jpg",biography:null,institutionString:null,institution:null},{id:"322007",title:"Dr.",name:"Maria Elizbeth",middleName:null,surname:"Alvarez-Sánchez",slug:"maria-elizbeth-alvarez-sanchez",fullName:"Maria Elizbeth Alvarez-Sánchez",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Universidad Autónoma de la Ciudad de México",country:{name:"Mexico"}}},{id:"337443",title:"Dr.",name:"Juan",middleName:null,surname:"A. Gonzalez-Sanchez",slug:"juan-a.-gonzalez-sanchez",fullName:"Juan A. Gonzalez-Sanchez",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of Puerto Rico System",country:{name:"United States of America"}}},{id:"337446",title:"Dr.",name:"Maria",middleName:null,surname:"Zavala-Colon",slug:"maria-zavala-colon",fullName:"Maria Zavala-Colon",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"University of Puerto Rico, Medical Sciences Campus",country:{name:"United States of America"}}},{id:"338856",title:"Mrs.",name:"Nur Alvira",middleName:null,surname:"Pascawati",slug:"nur-alvira-pascawati",fullName:"Nur Alvira Pascawati",position:null,profilePictureURL:"//cdnintech.com/web/frontend/www/assets/author.svg",biography:null,institutionString:null,institution:{name:"Universitas Respati Yogyakarta",country:{name:"Indonesia"}}}]}},subseries:{item:{id:"9",type:"subseries",title:"Biotechnology - Biosensors, Biomaterials and Tissue Engineering",keywords:"Biotechnology, Biosensors, Biomaterials, Tissue Engineering",scope:"The Biotechnology - Biosensors, Biomaterials and Tissue Engineering topic within the Biomedical Engineering Series aims to rapidly publish contributions on all aspects of biotechnology, biosensors, biomaterial and tissue engineering. We encourage the submission of manuscripts that provide novel and mechanistic insights that report significant advances in the fields. Topics can include but are not limited to: Biotechnology such as biotechnological products and process engineering; Biotechnologically relevant enzymes and proteins; Bioenergy and biofuels; Applied genetics and molecular biotechnology; Genomics, transcriptomics, proteomics; Applied microbial and cell physiology; Environmental biotechnology; Methods and protocols. Moreover, topics in biosensor technology, like sensors that incorporate enzymes, antibodies, nucleic acids, whole cells, tissues and organelles, and other biological or biologically inspired components will be considered, and topics exploring transducers, including those based on electrochemical and optical piezoelectric, thermal, magnetic, and micromechanical elements. Chapters exploring biomaterial approaches such as polymer synthesis and characterization, drug and gene vector design, biocompatibility, immunology and toxicology, and self-assembly at the nanoscale, are welcome. Finally, the tissue engineering subcategory will support topics such as the fundamentals of stem cells and progenitor cells and their proliferation, differentiation, bioreactors for three-dimensional culture and studies of phenotypic changes, stem and progenitor cells, both short and long term, ex vivo and in vivo implantation both in preclinical models and also in clinical trials.",coverUrl:"https://cdn.intechopen.com/series_topics/covers/9.jpg",hasOnlineFirst:!0,hasPublishedBooks:!0,annualVolume:11405,editor:{id:"126286",title:"Dr.",name:"Luis",middleName:"Jesús",surname:"Villarreal-Gómez",slug:"luis-villarreal-gomez",fullName:"Luis Villarreal-Gómez",profilePictureURL:"https://mts.intechopen.com/storage/users/126286/images/system/126286.jpg",biography:"Dr. Luis Villarreal is a research professor from the Facultad de Ciencias de la Ingeniería y Tecnología, Universidad Autónoma de Baja California, Tijuana, Baja California, México. Dr. Villarreal is the editor in chief and founder of the Revista de Ciencias Tecnológicas (RECIT) (https://recit.uabc.mx/) and is a member of several editorial and reviewer boards for numerous international journals. He has published more than thirty international papers and reviewed more than ninety-two manuscripts. 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