The PENS project seeks to build capacities to develop a new curricula in enterprise systems engineering as a new undergraduate program, using a student-centred adaptive learning approach based on the bologna processes. The project will develop 8 courses in total and four tutorials. Also it promote entrepreneurship education. These new Pathway in Enterprise systems engineering will be deployed at the four participating partner universities, two in Palestine (P4: AQU, P5:BZU) and two in Tunisia (P7:US, P8:UM). The uniqueness of this approach, that to meet the multidisciplinary needs of the two domains (engineering and system thinking), it will develop an innovative user-centred adaptive learning to create a new curricula and enable the four universities to implement developed program within their degrees addressing variations, yet meeting their own specified key learning outcomes. The importance of enterprise systems engineering to be part of the undergraduate training as integral part of their educational skills, is critical to advance the ICT sector towards evidence-based practices, in the region, which is currently developing. These skills are essential to solidify the deeper understanding of the value and importance of enterprise engineering not only to their specialty, but also their profession, work and practice. They will promote the uptake and implementation of enterprise system engineering to become essential part of their profession as enabling mechanisms to improve the quality of ICT. Thus one key objective of PENS is to develop capacity of members of faculty in enterprise systems engineeing and create undergraduate program to ensure sustainability and lasting impact.
The PENS project seeks to build capacities to develop new curricula in enterprise systems engineering as a new undergraduate program, using a student-centered adaptive learning approach. The project will develop 8 courses in total and four tutorials. Also, it promotes entrepreneurship education. This new Pathway in Enterprise systems engineering will be deployed at the four participating partner universities, two in Palestine (P4: AQU, P5:BZU) and two in Tunisia (P7:US, P8:UM). The uniqueness of this approach is that to meet the multidisciplinary needs of the two domains (engineering and system thinking), it will develop an innovative user-centered adaptive learning to create new curricula and enable the four universities to implement the developed program within their degrees addressing variations, yet meeting their own specified key learning outcomes. The importance of enterprise systems engineering to be part of undergraduate training as an integral part of their educational skills is critical to advance the ICT sector towards evidence-based practices, in the region, which is currently developing. These skills are essential to solidify a deeper understanding of the value and importance of enterprise engineering not only to their specialty, but also to their profession, work, and practice. They will promote the uptake and implementation of enterprise system engineering to become an essential part of their profession as enabling mechanisms to improve the quality of ICT. Thus one key objective of PENS is to develop the capacity of members of the faculty in enterprise systems engineering and create an undergraduate program to ensure sustainability and lasting impact.The end of the project finds each PCI with a new pathway, a course dedicated to innovation and entrepreneurship, as well as trained staff in state-of-the-art techniques and awareness of modern practices in delivering technology courses. The end of the project finds each PCI with a new pathway, a course dedicated to innovation and entrepreneurship, as well as trained staff in state-of-the-art techniques and awareness of modern practices in delivering technology courses. Furthermore, the project enabled a good number of students to experience studying abroad as part of summer school. This will have a spiraling effect as these students will act as motivating beacons for other students who could consider mobility opportunities in the future. All PCIs are now sufficiently equipped for the delivery of the developed courses and have access to materials that for many years will remain relevant. The course content including case studies stemming from the relevant industries will offer the necessary foundations for staff and students to cover a wide range of topics.