Using Technology to Transform Teaching and Learning in Higher Education

The study aimed at investigating the challenges of undergraduate married female students in higher education of Afghanistan. It also explored whether the participants' demographic variables such as class, age and residential areas had any effect on their responses. The study employed a quantitative research design. A survey questionnaire with 29 items was used to collect the data from 100 purposefully selected respondents at Takhar University. The population of the study was undergraduate married female students who were majoring in different fields at Takhar University. 117 copies of questionnaires were administered to the respondents and only 100 useable ones were returned to the researchers. Statistical Package for Social Sciences (SPSS version 25.0) was used in analyzing the data. The study found that Afghan married female students faced different problems during their studies at the university and the challenges had a significant effect on them. It also revealed that there ...

Mobile phones are not seen today as just communication devices, they are small computers that are handy, always with us, and always on. For our ‘digital natives’ (Prensky, 2001) students, mobile phones are ubiquitous tools that they use with pleasure anytime and anywhere. Scholars often draw attention on the fact that it is perhaps the first time in history when the students are better at using mobile technologies than their teachers. For instance, Kirschner & Selinger (2003) argue that many students are today adept in using new technologies and sharing information, while Swan, Kratcoski and van’t Hooft (2007: 48) assert that “the ‘digital natives’ generation was brought up with this technology, and their teachers either struggle to keep up or just give up in the race to understand and use the latest technology”.
Starting from Brenton (2009: 85)’s question: “how can we, in the formal, guided process of higher education, use the power and potential of recent electronic media to enable our students to learn better, from us, from each other and independently?”, this session will discuss the advantages and disadvantages of using smartphones in teaching Journalism for both lecturers and students and will focus on the challenges brought by the use of Socrative2.0 and other student response systems into teaching journalism as a tool to support students’ participation and promote an active and innovative learning environment.
Bridging the gap between academics and students, this session will discuss both lecturers and students’ views on interactive teaching with smartphones and will provide evidence from a series of workshops I have been running for the past two years with students and academics from the University of Wolverhampton and University of Huddersfield.

The study aimed at investigating the challenges of undergraduate married female students in higher education of Afghanistan. It also explored whether the participants' demographic variables such as class, age and residential areas had any effect on their responses. The study employed a quantitative research design. A survey questionnaire with 29 items was used to collect the data from 100 purposefully selected respondents at Takhar University. The population of the study was undergraduate married female students who were majoring in different fields at Takhar University. 117 copies of questionnaires were administered to the respondents and only 100 useable ones were returned to the researchers. Statistical Package for Social Sciences (SPSS version 25.0) was used in analyzing the data. The study found that Afghan married female students faced different problems during their studies at the university and the challenges had a significant effect on them. It also revealed that there were statistically significant differences in the responses of the students by their class, age and residential areas. The study suggests that educational leaders should develop counselling programs at the universities to tackle the challenges of married female students and involve various stakeholders to improve their achievement.

Keep students’ attendance always was an issue for lecturers. There are some attendance systems in the market that implementing those needs big budget, time and training for lecturers and students. This paper presents a new attendance system based on mobile indoor location for academic environments which uses current installed Wi-Fi infrastructure.

El presente proyecto partió del supuesto de que es necesario y posible que el Instituto Politécnico Nacional oriente parte de sus recursos a la integración ordenada y consistente de los avances del desarrollo tecnológico del sistema educativo nacional, y de sus homólogos en el extranjero, para instaurar y operar sistemas de vanguardia en la impartición de sus programas académicos de posgrado, específicamente a través de modalidades eficientes de Educación a Distancia en su Maestría en Administración Pública.  Los avances en la tecnología de las telecomunicaciones y la informática permiten un  cambio sustancial en la capacidad de llevar contenidos educativos a la gran mayoría de la población, con inversiones y costos viables.  El estudio comprueba que habrá una significativa demanda de especializaciones, Maestrías y doctorados en ciencias administrativas con especialidad en administración pública, mismo que permitió conocer con detalle el comportamiento de la educación de posgrado de la MAP en cuanto a demanda insatisfecha en este nivel educativo, así como la necesidad de profesionales y requerimientos de actualización técnica y profesional;  en el ámbito de los sectores social y de servicios.

In Mauritius seeks to become a global educational hub and therefore aspires to provide state of the art tertiary educational services to attract foreign students. One of the key concerns of Higher Education is to enhance student learning experience over the student lifecycle. Technology has played a key role in improving the quality of education and the quality of the overall student experience. One of the aim of this study is to understand the importance of CRM technology to enhance student satisfaction. Many Universities are adopting learning technologies such as Blackboard and Oxford has now launched the first MOOC courses. A survey with 370 students has been carried out to analyse the significance of CRM Tools in Higher Education in Mauritius.

Residential communities, otherwise known as dorm/dorms/dormitories, have transformed across the globe into spaces where students have an opportunity to synchronously live, create and innovate. Makerspaces and fabrication labs are the 'now' for students in residential communities across the world.

This paper aims to describe the e-SL experiences carried out in Europe, analysing the projects collected by the European Observatory of Service-Learning in Higher Education (EOSLHE) until August 2021. These include the 43 selected e-SL projects carried out by 26 higher education institutions from 14 different European countries. The questions that guided the analysis of the experiences were:
1. What are the needs related to COVID-19 did the e-SL projects addressed and what solidarity objectives did the project indicated?
2. How were the e-SL projects developed in terms of virtual design?
3. How and to what extent is the technology involved in the e-SL projects?
Our analysis pointed out that in the field of e-SL implementation, we can observe, on the one hand, the effort to respond to current problems related to the pandemic; on the other hand, more significant use of the online environment in various stages of SL projects. The online domain provides new opportunities for interaction with the community and service recipients and new opportunities to address societal challenges. Our analysis has also shown that: (a) information and communication technologies’ potential and the online environment are not yet sufficiently exploited in SL; (b) a new concept of community is emerging in e-SL, with less defined but wider boundaries.

Recent debates on the use of technology in classrooms have highlighted the significance of regulating students' off-task and multitasking behaviors facilitated by digital media. This paper investigates the communication practices that constitute professorial authority to manage college students' digital distractions in classrooms. Findings from interviews with American professors illustrate how they constitute their authority through distinct communication strategies including the enactment of codified rules, strategic redirection, discursive sanctions, and deflection. Furthermore, results highlight the multiple constraints and tensions in instructor communication to manage digital distractions in everyday and routine interventions. Insights generated in this paper contribute to deepening understanding of the (re)construction of contemporary pedagogical authority in times of digital hyperconnectivity, as well as its adaptions and challenges.

At a time when basic assumptions about the future of learning are being called into question as a consequence of rapidly developing technologies, the moment may be right to also contemplate on the presence of learning in society; how does the coming wave of digitalization of work and leisure impact on our thinking about the role of learning in society? The " Socratic ideal " of probing dialogue and an epistemology based on mutually developing horizons of conviction may be going out of date? Or perhaps the evidence points to exactly the opposite conclusion – perhaps the future of learning at home, in school, at universities, at the workplace and in the clouds of networked computing points to a new media-augmented learning reality based on virtual social interaction? There comes the future, and here goes everybody…

Many instructors acknowledge the importance of quantitative literacy in non-STEM fields and may themselves use advanced tools for data analysis, statistics and visualization. But how, if at all, does an instructor introduce quantitive methods into the classroom without overwhelming and disengaging students who may have been drawn to the field precisely because it has not traditionally required any skill or interest in science, technology, engineering or math? I describe, in Goldilocks-style narrative, the evolution of an assignment for linguistics students in which they were asked to measure vowels from their own speech and to plot their measurements on a graph in order to re-create the standard organization of vowel sounds found in textbooks. The first, low-tech iteration required students to make their visualization using paper and pencil. The second, medium-tech iteration required students to use a familiar but restrictive software (Microsoft Excel). The third iteration required students to use the powerful but overwhelming statistical computing environment R. Finally, the fourth iteration required students to use an interactive, Web2.0-friendly application, which was easily created by the instructor using R, but required no knowledge of R by students.

El planteamiento metodológico que se presenta enseguida fue diseñado, probado y validado para un caso específico. Los métodos, técnicas e instrumentos a que se alude en este documento, fueron desarrollados, originalmente, por ser necesarios para el proyecto de ciencia administrativa aplicada denominado “Extensionismo para Rescatar y Fortalecer a la Educación Superior y su  Entorno Social:  Cambio Organizacional Culturalmente Sustentado, como Estrategia Directiva”.  A partir de ahí, conforme a un procedimiento lógico - inferencial, fue reformulada, para ser presentada en la forma que se presenta aquí.
Es un “modo” de hacer investigación; no básica, sino aplicada.  En correspondencia con ello, asumió la existencia de un adicional mandato intelectual-social.  No sólo estaba comprometida con crear un proceso que generara datos originales y que “corrieran” la frontera del conocimiento mundial.  Éstos deberían, además, generar información teórica y empírica que fundamentara la formulación de una estrategia plausible.  Ésta tendría que ser aplicable por los  niveles directivos de mayor jerarquía organizacional porque estaría encaminada a lograr que TODAS las actividades de una IES pública estén impactando positivamente, de manera perentoria y verificable,  en el logro de las encomiendas que la sociedad les ha asignado individualmente y que generalmente ha quedado pasmada en su máxima normatividad interna.  Lo que tendría que generar, tratábase de una estrategia que tuviera  razonable plausibilidad. La tendría, porque estaría basada, por una parte, en conocimiento científico y práctica directiva; y, por otra, se sustentaría en  metodológico-cualitativo, de frontera1. 
Cuatro aclaraciones, antes de concluir esta breve introducción. Comentarios recibidos con respecto al borrador de este artículo, me indican que es necesario hacerlas.  Las tres primeras, atañen a aspectos de forma de este trabajo; la última, a su fondo.    Veamos. 
i)El lector notará, al dar lectura a este trabajo, que en él se pasa indistintamente, en una y otra dirección, de una conjugación en tiempo pasado-narrativo; a conjugaciones fundamentalmente en tiempo presente o incluso futuro, con  estilo también narrativo, pero ahora, digamos, “suave”- imperativo o incluso condicional.  Ello es así, a propósito.  Se acudió a esta suerte de “juego” en estructura gramatical, en la medida que se consideró  fue siendo necesario, para hacer lo menos tedioso posible un ámbito que una parte considerable de los científicos sociales del mundo considera “árido”:  precisamente, el de los métodos y técnicas de investigación.  En síntesis, se hizo para contribuir a que tuviera una forma lo menos aburrida posible.  Finalmente, la mira estaba puesta en que su contenido realmente pudiera ser utilizado genéricamente, en investigaciones cualitativas que busquen que sus resultados se nutran de -y aporten a- el estado  mundial del conocimiento académico-publicado.  Además, el “blanco” eran y son los estudios que persigan estar en la vanguardia mundial de estrategias directivas que atañen al objeto de estudio y a sus correspondientes desprendimientos de lineamientos estratégicos para la acción transformadora, con sentido progresista y responsabilidad social; no sólo en organizaciones públicas de educación superior pública sino, también, con sus similares de otros sectores de la economía y la sociedad en su conjunto.
ii)En aras de buscar amenidad, con frecuencia echo mano del método de pregunta-respuesta y, especialmente, de coloquialismos o dichos populares, sobre todo en México. La sabiduría popular me merece el mayor respeto, sobre todo porque siempre  aparece aderezada con  alegría simple y llana. Las prácticas de  metodológico -las mayoritariamente aceptadas y las no tanto-  aunque en la forma sean diferentes, tienen la misma esencia. En lugar de  decirlo con seriedad y "urbanidad", el vulgo dice -decimos, digo yo- ,por ejemplo: Es la misma gata... ¡ Nada mas que revolcada!  La metáfora me parece de lo mas bella, alegre y aplicable al caso. Tal vez, en ese torrente de desbordada inspiración súbita que de vez en vez me invade, fue por eso que recurro tanto a ellas.  iii)Cabe la posibilidad de que se diga que “personalizo”, demasiado; que escribo en primera persona en demasía, y que me excedo en el uso de lenguaje cotidiano.  Al respecto digo lo siguiente:  Si el estudio lo hice, yo, vestida de tennis, playera y pantalón de mezclilla.  ¿Por qué, luego, habría yo de estar permanentemente vestida de gala -comme il faut, como lo marca el manual de urbanidad y buenas costumbres-  a la hora de exponer los resultados a que llegué?.  Si el estudio lo realicé con pasión y alegría; al final, cuando  “expongo” o presento los resultados alcanzados a los demás... ¿Por qué  habría de aparentar hacerlo como si tuviera atole en las venas, para escribir siempre como si fuera la persona flemática que no va, ni conmigo, ni con la cultura social nacional que orgullosamente ostento? 
iv)La última aclaración, de fondo y estructura, compete a la subversión de un lugar común. Habrá quien diga que, al escribir lo que va usted a leer enseguida, agregué a mi toga y birrete, pintura de guerra de ideas, planteamientos y formas de hacer. A lo mejor asi es.  Pero, bueno, ¿y qué...? ¿Es que desarrollé un método cualitativo de inadagación, que NO es lo que “normalmente” “se hace”? ¿Así es?  Si, definitivamente.  Lo que enseguida verá el lector NO es la forma “habitual” de hacer investigación: ni, en uno de sus extremos, del tipo que “se basa” en “EL”  “método científico”;  ni, en el otro extremo, de la modalidad que se fundamenta en planteamientos de filosofía y epistemología de la ciencia.  Se trata de un  ad hoc, pero no por soplo divino, sino a partir de los logros de cerca cuarenta estudios sobre aspectos puntuales que se ubican entre la gran metodología y de las metodologías puntuales.  Me he “montado” sobre ellos, tratando de “estirar” la frontera lo más posible.  Los resultados, lo he presentado -en la medida de lo posible- en forma de inferencias, pensando en facilitar su eventual uso por otros que se interesen en seguir la aventura de transitar el mismo camino, pero seguramente enfrentando otros molinos de viento, posanderos  y reinados de ínsulas.

Encuentro necesario, aquí, a mi vez, nuevamente recurrir a una interrogante.  Con ésta, “mi manera” cualitativa, ¿Cómo se distribuye, “típicamente”, la energía2 total que necesita un proyecto de investigación en ciencias administrativas?  Ahora sí, contesto puntualmente:  de manera MUY DIFERENTE a lo “usual”, en estudios cualitativos (tanto “micro” y “macro”).  Frecuentemente, en éstos, el énfasis se pone en la redacción, en la escritura; bajo el supuesto de que el insumo metodológico básico (por no decir único) es la reflexión profunda del estudioso.  Aquí, resulta que el creador va, de la inspiración a la mente; de ahí, directito, al papel o al teclado de la computadora. Luego: a difundir; a  hacer “visible” lo que “se hace”.  Por tanto, en caso de no divulgar, a caer bajo la fatalidad de la ya popular sentencia “publish or perish”: irracional máxima de control – de origen contable- que se aplica sin misericordia, cada vez más, a los académicos universitarios del planeta tierra.   
En el andar por nuestra vía, a contrapelo, el énfasis se pone en la creación -en la generación- del dato de investigación. No en escribir, sino en producir información que emerja -o surja- de  LA INVESTIGACIÓN “dura”.  En la propuesta que enseguida verá el lector, la imaginación y la inspiración está presente SIEMPRE, en todos y cada uno de los pasos del método;  es necesarísima, pero no suficiente.  Es sólo UNO de los insumos; fundamental, sí, pero no excluyente de otros. Por ello es que mi contestación a la respuesta, a partir de mi propia experiencia y aun asi de manera estimativa, es la siguiente:

-2% de la energía total del proyecto, se inyecta a la formulación de la propuesta o “protocolo”;
-30%, se aplica al  metodológico;
-51% se emplea en recolección de datos;
-5%,va al procesamiento de información recolectada; y,
-12% se utiliza para redactar  linformes parciales, el informe final de la investigación y materiales que difunden aspectos parciales del estudio.

De manera que estamos -usted y  yo, distinguido lector- bastante lejos de lo que lo que implica decir, por ejemplo, cuando no se tiene absolutamente nada antes: ”Ya.  Ponte a escribir tu tesis doctoral”.  La escritura es de lo que menos esfuerzo comparativo  implica, en un proyecto de investigación conducente a tesis doctoral.  Claro: tiene límites lo que afirmo.  Con gusto contestaré correspondencia que permitan entablar un serioi debate epistolar -o “presencial, incluso”-  al respecto.

This research aims to determine the relationship between conversation and reading approach with social media and to find out their implication in inquiry-based learning. The author also aims to find out how social media as new literacies can help students to challenge and improve their responsibility in learning, also develop their skills and knowledge through giving comments, sharing information, and finding information resources. This case study is using quantitative method. The object of this study was the students in semester 6 in one of the university located in Tangerang. Data collection was done by conducting observations, questionnaires, and interviews. The results showed that using technology in supporting inquiry-based learning had positive impact on student's engagement with the class, and increased the student's capability of learning significantly. Furthermore, the results showed that there is a strong relationship between conversation and reading approach in inquiry-social media based learning, and that this learning model considered as effective for teaching and learning.

This study aims to articulate how the importance of the university and technology parks administrations has affected on the development of the Intellectual Property Rights (IPR) in changing environment of the Turkish universities. The forty-five participants were selected from different startups at the university technology parks. By using phenomenological analysis, eight research questions were answered in the semi-structured interviews. The collected data were analyzed in Atlas.ti order to mke depth study. As a result, the data show that the university and technology parks administrations have inevitably affected IPR system in many ways. During the transformations process of the universities towards entrepreneurial universities, academic people and students have been influenced to a greater degree. Academic profession, which is an umbrella term for working conditions for academics, has changed a lot. Most (91%) participants agree that the style of the administration has played important roles to increase performance indicators since they are used to assess and measure individuals, departments and universities against each other; therefore, IRP have gained importance among the academic people  and students. However, the large number (84%) of the participants does not know deeply the details in IPR. More importantly, the large number (91%) mentions that these activities related IPR collaboration and cooperation among academics. Additionally, a large number of the (94%) participants agree that the effects would be different on the elite universities comparing to the socially disadvantaged universities. They (76%)point out that the future of higher education has been changing in terms of faculty organizations, particularly with new IRP policies. Most (85%) of the participants clarify that the university administration would develop a better network in order to increase the patent activities. Most (78%) participants articulate that IRP would change the culture of academic world. Most (81%) claim that competitiveness is important not only for the universities bot also for the academic people so that the university administration would change their performance criteria to prepare properly for the competitive global market. These (61%) participants strongly point out that employability is remrkably importnat for the universities. By improving intellectual property rights and entrepreneurial activities, universities can increase their funding. Hence, they take into account technology parks as the places to develop strategies for different activities to increase income. Furthermore, most (92%) participants mention that the financial autonomy would make the universities aggressive in the market due to the fact that the government is increasingly reducing the support for the higher education. Hence, the university management would try to increase their income by means of the IRP would increase conflicts and inequalities, the rest (71%) agree that the role and style of university management, like in Wisconsin Madison could manage the universities without conflicts and inequalitics. As a result, as most (91%) participants clarify that the university administration play important and crucial role in controlling and managing the conflicts and inequlities through IPR to protect all the stakeholders, particularly those who do not have strong background, like the PhD students. Higher Education, Technology Parks, University Administration and Management, Intellectual Property Rights, Autonomy

Over the past five years, university students have been involved in different leadership and innovation projects and activities. Such projects and activities are particularly about the incubation of start-up firms in which the students try to commercialize their knowledge bytaking entrepreneurship courses to develop partnerships and the delivery of their innovative products and services at the technology parks ofthe universities. This study aims to explore the effects of the entrepreneurship courses on developing startups at the technology parks in Turkey.

State universities have been organized for stability not agility. The loss of state funding, the high debt falling on students, and the lack of full-time jobs with benefits for graduating students means that universities will need to be agile and able to change if they want to stay in business. They will need a centralized unit for extended learning, a commitment to faculty equity, student feedback for innovations in course design, participatory leadership, and staff motivation to change.

Abstract: E-learning is perceived as an important aspect of current educational processes and has been receiving an increasing interest from Croatian educational institutions. In spite of a plethora of studies on that topic in Croatia, empirical research on the actual usage of ...

As educational institutions continue their calls for greater accountability and learning outcomes takes center stage, faculty, administrators, and institutions alike must assume a broader, more holistic approach to teaching and learning. As outlined in this chapter, technology and virtual spaces, when utilized well, can radically shift how graduate faculty can help doctoral students become critical and reflective thinkers, to develop or refine a professional identity, and help them to transform their assumptions about their knowledge and about themselves, a process that Kegan (1994) and Baxter Magolda (1999) call self-authorship. Using digital narratives as part of a technology mediated classroom that is built around a learning partnerships and principles of self-authorship is one way to accomplish this. Such an approach can lead to innovative practices in the classroom, deeper, more reflective learning for students, and greater overall success for our institutions. By combining multimedia tools and technology with an adult learning-centered pedagogy built around self-authoring practices of student development, faculty can more effectively organize doctoral education to engage and involve students in the process and to truly cultivate a new generation of doctoral students as scholars, researchers, and practitioners

RESUMO: O Teletandem é modalidade da prática de aprendizagem de línguas em Tandem, que coloca aprendizes de línguas estrangeiras em pares para que conversem um com o outro usando as línguas em que são fluentes. No Teletandem, os parceiros conversam por meio de recursos que permitam o uso de câmera, microfone, mensagens instantâneas, dentre outras ferramentas. Durante os encontros, as conversas entre os participantes devem ser divididas em duas partes, de forma que ambos possam praticar sua língua-alvo. No Projeto Teletandem Brasil, além do momento de interação com o parceiro, os aprendizes brasileiros também participam de uma sessão de mediação, na qual irão relatar suas impressões a um mediador, que procurará fazer com que reflitam de acordo com o que foi falado. No Teletandem da Faculdade de Ciências e Letras da Unesp de Araraquara (UNESP/FCLAr), as sessões de mediação já foram feitas por meio de diários reflexivos e rodas de conversa. Com esses dois tipos de mediação, notou-se que há mudanças na maneira como os participantes relatam suas experiências e como pensam sobre elas. Com isso, o modo de o mediador lidar com a mediação também se modifica. Portanto, neste trabalho, procuraremos analisar como a configuração da sessão de mediação molda o jeito como os participantes fazem seus relatos, como refletem sobre eles e como o mediador lida com isso.

Mediation, collaboration and shared reflection in Teletandem: notes on the different types of mediation sessions at the Unesp/FCLAr Teletandem
ABSTRACT: Teletandem is a form of practicing and learning languages in Tandem, that pairs learners of foreign languages in order for them to talk to each other using the languages they are fluent. In Teletandem, partners talk using resources that allow using camera, microphone and instant messaging, among other tools. During the meetings, the participant's interactions must be divided in two parts, so both of them will be able to practice their target-language. In Teletandem Brasil Project, Brazilian learners have not only a moment to interact with their partners, but also a mediation session, in which they will tell their impressions to a mediator, that will try to make them reflect on what they said. In the College of Letters and Sciences of the São Paulo State University at Araraquara (Faculdade de Ciências e Letras da Unesp de Araraquara-Unesp/FCLAr), mediation sessions were already made through reflective journals and group conversations. It was noted that, with these different types of mediation, there are changes In the way the participants report their experiences and how they think about them. This also makes the mediator deal with the mediation in a different way. Therefore, this paper presents an attempt to analyse how the configuration of the session mediation shapes the way how participants make their reports, how they reflect about them and how the mediator deals with it.

تمثل الهدف الرئيس من إنشاء الجامعات منذ القدم في نشر العلم والمعرفة عبر
التعليم والتدريس؛ لذلك كان مفهوم التعليم هذا مترادفا مع نشأة الكيانات المنظمة له
أيا كانت مسمياتها، حيث أرجع بعض الباحثين ظهور فكرة الجامعات كمراكز تعليمية
منذ الحضارات القديمة كحضارات سومر وبابل والفرس والصين واليونان والرومان
والمسلمين قبل أن يتبلور مفهوم الجامعة بصورتها الحالية في عصرنا الحديث ، وقد
دلل البعض منهم بأكاديمية أفلاطون وجامعتي تاكسيلا وبنارس الهنديتين و جامعة
الزيتونة وجامعة القروين وجامعة الأزهر وجامعة قرطبة التي بدأت في مهامها التعليمية
قبل ظهور جامعات مثل بولونيا والسوربون ) باريس سابقا ( وأكسفورد وكامبريدج
وجلاسكو و أشبيلية وبراغ وغيرها.
لقد تطور دور الجامعات عبر العصور بدءا باقتصارها على مهمة التدريس والتلقين
حتى أصبحت تسهم في العديد من مجالات الحياة السياسية والاقتصادية والاجتماعية
والثقافية نظرا لاحتوائها على صفوة المتعلمين من أساتذة وخبراء وباحثين وطلاب
في مختلف العلوم والتخصصات ؛ الأمر الذي أضيف لها مهام البحث العلمي وخدمة
وتطوير المجتمع ونقل المعرفة والتقنية الحديثة إلى جانب مهمتها الأساسية في التعليم
والتدريب.