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Mahmoud Abdulwahed
Abdelaziz Bouras · Laurent Veillard
Editors
Industry Integrated
Engineering
and Computing
Education
Advances, Cases, Frameworks, and
Toolkits for Implementation
Industry Integrated Engineering and Computing
Education
Mahmoud Abdulwahed • Abdelaziz Bouras
Laurent Veillard
Editors
Industry Integrated
Engineering and Computing
Education
Advances, Cases, Frameworks, and Toolkits
for Implementation
Editors
Mahmoud Abdulwahed Abdelaziz Bouras
President Office College of Engineering & Office of
Qatar University Research Support, Qatar University
Doha, Qatar Doha, Qatar
Laurent Veillard
IUT Lumière
Université Lumière Lyon 2
Lyon, France
ISBN 978-3-030-19138-2 ISBN 978-3-030-19139-9 (eBook)

https://doi.org/10.1007/978-3-030-19139-9
© Springer Nature Switzerland AG 2019

This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of
the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation,
broadcasting, reproduction on microfilms or in any other physical way, and transmission or information
storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology
now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication
does not imply, even in the absence of a specific statement, that such names are exempt from the relevant
protective laws and regulations and therefore free for general use.
The publisher, the authors, and the editors are safe to assume that the advice and information in this book
are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the
editors give a warranty, express or implied, with respect to the material contained herein or for any errors
or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims
in published maps and institutional affiliations.
This Springer imprint is published by the registered company Springer Nature Switzerland AG.
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
Foreword
Academia: Dr. Hassan Al-Derham, President of Qatar University, Doha, Qatar

Qatar has set a futuristic vision to transform into innovation- and knowledge-
based economy by 2030. The Qatar National Vision 2030 presents a model that
articulates the focus on building human capacity with a national mandate to support
and strengthen science, technology, engineering, and mathematics (STEM) disci-
plines. Qatar University has set an ambitious transformation strategy to configure
itself as effective contributor to the national vision of Qatar. At the core of the uni-
versity transformation comes educational model and delivery transformation; engi-
neering and computing education is a core component in this process. One of the
major pathways in implementing educational and curricular transformation is
organically constructing the needed competencies of industry in engineering and
computing education. This book is a scholarly contribution to raise awareness and
to initiate further dialogue on the importance of engineering and computing educa-
tion alignment with industry needs. The book stands as one of the few available
recent compilations of advances and studies on the topic, and Qatar University is
proud of this seeding contribution. I would like to thank the authors and editors for
their contributions and efforts. I am also grateful to the Qatar National Research
Funds (QNRF) for funding the project under which this work has been achieved.
Industry: Dr. Mohammed Yousef Al-Mulla, Managing Director and CEO,
Qatar Petrochemical Company (QAPCO) Q.P.J.S.C.
It is my pleasure to introduce this new scholarly book on “Engineering and
Computing Industry Integrated Education,” a much-needed topic to address nowa-
days. I am personally excited to write this foreword as the book is addressing a
global challenge of aligning the educational curricula with national needs, which
are faced almost in every country. This is highly important within the current
dynamic transformation of the industry, the so-called Industry 4.0. The educational
institutions should examine new and relevant education and training opportunities,
exposing them to a necessary adaptation to such new era. A continuous dialogue
with the industry will be the key to address industry-specific talent challenges and
to anticipate and prepare the future skills. The combination of the editors’ and
authors expertise in both technical and pedagogical fields across different contexts
v
vi Foreword
and countries has been ideal to undertake this work. The book has provided a num-
ber of international case studies as well as local case studies. Furthermore, the book
provided strategic translational perspectives from pedagogy and organizational
development for the execution of further socioeconomic impact on engineering
schools and curricula. I hope, with this contribution to the general body of research
and knowledge advancement, a holistic discourse is initiated, enhancing further
developments and implementations of industry needs in engineering and computing
education.
Acknowledgments
This book was made possible by the NPRP grant # NPRP 7-1883-5-289 from the
Qatar National Research Fund (a member of Qatar Foundation). The statements
made herein are solely the responsibility of the authors.
vii
Contents
1 Editorial Perspectives on Industry-Integrated Engineering

and Computing Education and Fostering the Socio-Economic
Development Role of Engineering and Technology Schools�� 1
Mahmoud Abdulwahed, Abdelaziz Bouras, and Laurent Veillard
2 Frameworks for Translational Utilization in Constructing
Socio-Economic Needs in Engineering and Computing Schools �� 7
Mahmoud Abdulwahed
3 Lesson Study Among Engineering Lecturers as a Way to Plan,
Implement, and Improve an Industry-Integrated Course �� 23
Khairiyah Mohd-Yusof, Fatin Aliah Phang, Aziatul Niza Sadikin,
Zaki Yamani Zakaria, Siti Hajjar Che Man,
and Mohd. Kamaruddin Abd. Hamid
4 Implementing Real-Life Engineering Problems as a Means
of Learning in Part-Time Engineering Master’s Programmes�� 41
Bente Nørgaard
5 New Information Technology Pattern-Based Secure BIM
Learning through Education-Integrated Engineering System�� 53
Assam Hammi and Abdelaziz Bouras
6 Exploring the Rotational Onboarding Programs
for Early-Career Engineers in Practice �� 73
Bunmi Babajide, Hassan Al Yagoub, and Matthew W. Ohland
7 Reverse Engineering and Straightforward Design as Tools
to Improve the Teaching of Mechanical Engineering �� 93
Eusebio Jiménez López, Mario Acosta Flores,
Gabriel Luna Sandoval, Baldomero Lucero Velázquez,
Juan José Delfín Vázquez, and Luis Andrés García Velásquez
ix
x Contents
8 Teaching Safety, Health, and Environment in Engineering

Programs for Millennials: Ethics Is the Basis �� 119
Gary L. Winn, Jeremy M. Slagley, Madeline L. Slagley,
and Laura Winn
9 Factors Affecting the Success of IT Workforce Development:
A Perspective from Thailand’s IT Supervisors
and Internship Students�� 135
Veeraporn Siddoo, Jinda Sawattawee, and Worawit Janchai
10 A Collaborative and Interdisciplinary Approach to Bring
Closer a Curriculum to Local Employers’ Needs �� 161
Laurent Veillard, Stéphanie Tralongo, and Michel Le Nir
11 Toward a Holistic Approach of Cybersecurity Capacity
Building Through an Innovative Transversal Sandwich Training�� 187
Jessica El Melhem, Abdelaziz Bouras, and Yacine Ouzrout
12 The Toolkit: Pedagogies, Curricular Models, and Cases
for Engineering Academics and Schools Implementing
Industry-Integrated Engineering Education�� 213
Mahmoud Abdulwahed
Index�� 223
Editors Biographies
Mahmoud Abdulwahed holds BSc, MSc, and PhD

in Electrical, Control, and Systems Engineering; he
completed his graduate studies in Germany, Sweden,
and the UK. His professional and scholarly expertise is
in innovation and strategic development, mainly in the
higher education industry. His expertise in exploiting
systems control and process engineering methods into
strategic development and education systems and pro-
cesses design (e.g., engineering the education or edu-
cation engineering) is relatively unique, and he is
among few globally experts in this area. These transla-
tional methods enable effective, accelerated, goal-ori-
ented, and systematic outputs. In scholarship, he has
ranked among top 50 scholars globally in the field of
engineering education research (EER) in terms of
indexed publications number in Scopus (2012–2017
periods). He published 2 books, 1 book chapter, and
60+ peer-reviewed conference and journal articles and
developed 40+ institutional reports/frameworks or
strategies; his multidisciplinary publications span over
the areas of innovation, digital transformation, entre-
preneurship, leadership, pedagogy, education design,
organizational development, and applied systems the-
ory. He attained several industry funds, academic rec-
ognitions/awards, and best papers distinctions from
various universities and organizations, as well as fel-
lowships from the University of Technology Sydney,
University Science Malaysia, and US Department of
State (Ministry of Foreign Affairs). Mahmoud joined
Qatar University in Fall 2011 as joint faculty member
between College of Engineering and College of
xi
xii Editors Biographies
Education and progressed in innovation advisory and

strategic development assignments with Engineering
Dean’s office, the Vice President and Chief Academic
Officer Office, and the President Office, where he is
currently director of Strategic Initiatives Office and
Associate Professor of Engineering.
Abdelaziz Bouras is professor in the Computer

Science and Engineering Department of the College of
Engineering at Qatar University where he is chairing
the Industrial and External Relations Committee. He is
also managing the Pre-Award Department at the Office
of Research Support at Qatar University. With his team
of senior specialists, he manages several initiatives and
high-impact collaboration programs, at both interna-
tional and industrial sides, and contributes to an ambi-
tious governance program for Qatar University, within
its Strategy 2030. He also held the ictQatar (ICT
Ministry) chair position until September 2016, where
he worked on bridging the gap between policy-makers
and R&D institutions in Qatar. He led several initia-
tives on cooperative education and capacity building
within the European Commission Erasmus-Mundus
program and currently leads the Qatar Foundation Pro-
Skima project “PROfessional education development
and SKIlls Management – Ontology-Enhanced
Workplace Learning” (NPRP7-1883-5-289), in collab-
oration with the European universities and Qatari
stakeholders. He guided around 30 PhD students in
ICT and information systems fields. Some of them
were co-supervised with the international institutions
under joint agreements (from EU, Africa, and Asia).
He published more than 150 research papers in referred
journals and international conferences and edited sev-
eral books and two international journals (IJPD,
IJPLM). He is also chairing the IFIP International
Federation of Information Processing WG5.1, which is
holding a yearly international conference on specific
enterprise information systems (PLM), and coediting a
yearly Springer book. Prof. Bouras is currently mem-
ber of several committees in Qatar, such as the Ministry
of Transport and Communications “Digital Incubation
Center” judging board or the Challenge22 projects’
reviewing board. He is regularly invited to be part of
awards and dissertation juries in several countries.
Editors Biographies xiii
Laurent Veillard is associate professor at Lumière

University Lyon 2, France. After a master’s degree in
Industrial Chemistry obtained in 1993, he completed a
PhD in Education about students’ workplace learning
in the context of a work-based engineer training course
in 2000. He reached the position of associate professor
at Lumière University Lyon 2 (France) in 2001 and
became a member of the ICAR laboratory, which is
characterized by some multidisciplinary research activ-
ities on the multimodality of the use of language in
some various interactional contexts (workplace, fam-
ily, educational contexts, etc.). He obtained the
“Habilitation à Diriger des Recherches” (HDR) in
2015. His own researches are about the initial voca-
tional education and learning both at secondary and
tertiary levels, especially in technical fields like pro-
duction management, data processing, cars mainte-
nance, etc. He is more precisely interested in the
specificities of teaching and learning according to dif-
ferent social contexts (classroom, workshops in school,
workplace, etc.), students’ transitions between these
contexts, and problems of connectivity and integration
of different knowledge and learning experiences. He
uses some ethnographic approaches combining various
types of data: interviews, observations, video record-
ings, and analyses of written documents. He is co-man-
ager of the ViSA national project which aims at
developing and sharing some methodological and tech-
nical tools for educational studies using video record-
ings. He teaches in a technical institute, which is
specialized in work-integrated training programs for
training middle-level managers in different technical
fields. He gives also some teaching courses in different
master’s programs in the field of vocational and profes-
sional education.
Chapter 1
Editorial Perspectives on Industry-
Integrated Engineering and Computing
Education and Fostering the Socio-
Economic Development Role
of Engineering and Technology Schools
Mahmoud Abdulwahed, Abdelaziz Bouras, and Laurent Veillard
In both global and regional contexts, the book aims to address critical issues
and initiate in-depth debate for engineering and technology education that
integrates effectively industry, market, national, and global needs…
Editorial Perspective
Industry-integrated engineering and technology education have been hot topics

during the past couple of years (Fitz-Coy et al. 2002; Duffy et al. 2007; Sahama
et al. 2008; Ilozor and Kelly 2012; Veillard 2012, 2015; Shin et al. 2013; Bouras
et al. 2014; Kovalev et al. 2015; Mutereko and Wedekind 2016; Abdulwahed and
Hasna 2017; Wilke and Magenheim 2017; Nickola 2017; Shen et al. 2018; Mardis
et al. 2018; Samuel et al. 2018; Gasmi and Bouras 2018; Coşkun et al. 2019;
Parsons and MacCallum 2019).
This was driven by continuous complaints of industry and market parties of a
lack of engineering and technology graduates possessing the necessary core techni-
cal competencies as well as soft skills for adequately fulfilling their professional
roles (NRC 2004, 2005; Kerr 2010; Rabl and Hillmer 2012; Abdulwahed et al.
M. Abdulwahed (*)
Qatar University, Doha, Qatar
e-mail: m.abdulwahed@qu.edu.qa
A. Bouras
College of Engineering & Office of Research Support, Qatar University, Doha, Qatar
L. Veillard
IUT Lumière, Université Lumière Lyon 2, Lyon, France
© Springer Nature Switzerland AG 2019 1

M. Abdulwahed et al. (eds.), Industry Integrated Engineering and Computing
Education, https://doi.org/10.1007/978-3-030-19139-9_1
2 M. Abdulwahed et al.
2013; Itani and Srour 2015; Jackson 2015; Lynch et al. 2015). Some institutions
have started to embrace radical and transformative approaches to engineering edu-
cation and curriculum design driven by recent research findings and pressing
national needs, for example, Aalborg University, Georgia Tech., Olin College, and
Singapore University of Technology and Design.
When exploring innovations in engineering education, it might be reasonable to
start with questions like the following:
–– To what extent does an engineering curriculum reflect the industrial, job market,
and national and global engineering needs?
–– What are the implications of the local engineering job market for localizing the
engineering curriculum?
–– What are the implications of the national governmental strategic plans for engi-
neering and the engineering curriculum?
–– How does an engineering curriculum reflect the local and regional culture?
–– What are the challenges faced in integrating industry in engineering education?
–– What are the current best practices in embedding industry and contextual needs
in the engineering curriculum?
–– What are the emerging models of highest potential?
The aforementioned critical questions gain higher amplitude when positioning
engineering, technology, and computing colleges and schools as core contributors
for national and global innovation and knowledge based economy and society
development, or in a shorter terms as catalyst drivers for socio-economic develop-
ment (Abdulwahed 2017; Abdulwahed and Hasna, 2017).
A natural approach to designing an engineering curriculum needs to start from
understanding roles of engineering curricula in contexts and job market needs, cur-
rently and in the future, to produce graduates who best meet industry, market, and
national needs (see Fig. 1.1).
Book Scope
In light of global advances and innovations in engineering education as well as

global and regional developments, the book aims to address critical issues relevant
to industry-integrated engineering and computing education, such as identifying (1)
novel innovations and cases in implementing industry-integrated engineering edu-
cation and (2) frameworks, models, and toolkits for engineering academics to utilize
in implementing industry-integrated engineering education. The book chapters are
authored by engineering education academics from North America, Europe, Asia,
and the Middle East.
1 Editorial Perspectives on Industry-Integrated Engineering and Computing… 3
Novel Pedagogies and Interna-

Industries tional Innovations in Engineer- Apply
ing and Technology Education
Markets
Understand Imply
Engineering and
Engineering and Technology Educa-
Governmental Technology tion Curriculum
Plans
Needs
Result in
Eng. Grand Chal-
lenges
Engineering and
Technology
Meet Industry, Market, and National Needs Graduates
Close the Loop
Fig. 1.1 Closing the loop in curriculum design: Optimal curriculum will require thorough under-
standing of the context to result in graduates who best fit the current and futuristic requirements.
This will include understanding competencies needed for industry, market, government, and grand
challenges. Considering novel pedagogies and innovations in engineering education will base the
design on strong theoretical principles and would embed state-of-the-art educational approaches
and methods
Brief Outline of the Book Chapters
Chapter 1 – Editorial Perspectives on Industry-Integrated Engineering and

Computing Education and Fostering the Socio-Economic Development Role of
Engineering and Technology Schools: Editors in this short chapter provide gen-
eral perspective on the topic of the book and its chapters.
Chapter 2 – Frameworks for Translational Utilization in Constructing Socio-
Economic Needs in Engineering and Computing Schools: The author provided a
translational perspective brining a review of several frameworks and models for
the entrepreneurial and socio-economic engagement of universities into the engi-
neering education community and provided a hypothetical implementation case
in an engineering school.
Chapter 3 – Lesson Study Among Engineering Lecturers as a Way to Plan, Implement,
and Improve an Industry-Integrated Course: Authors provided collaborative
design and delivery models for implementing industry in introductory engineer-
ing courses through focus on sustainability.
Chapter 4 – Implementing Real-Life Engineering Problems as a Means of Learning
in Part-Time Engineering Master’s Programmes: The author provided a case of
implementation of a part-time MSc program in Denmark for professional engi-
neers to upgrade their skills. The program is designed using project-based learn-
ing for problems in the professional context as a core component.
Chapter 5 – New Information Technology Patterns Based-Secure BIM Learning
Through Education Integrated Engineering System: The authors provided a
model for implementing graduate certificate in BIM with cybersecurity compo-
nent based on industry needs.
Chapter 6 – Exploring the Rotational Onboarding Programs for Early-Career
Engineers in Practice: The authors provided an analysis of onboarding programs
in the USA and provided key factor requirements of structure; these programs
also are utilized as a leadership development platform.
Chapter 7 – Reverse Engineering and Straightforward Design as Tools to Improve
the Teaching of Mechanical Engineering: The authors provided models for
implementing reverse engineering design in an engineering course in Mexico
together with a model and procedures for the delivery of the course; project-
based learning (PBL) was a core component in the pedagogy delivery.
Chapter 8 – Teaching Safety, Health, and Environment in Engineering Programs for
Millennials – Ethics Is the Basis: The authors provided a well-rounded profes-
sional ethics model development in engineering education in the USA that inte-
grates theory, philosophy, behavioral value, experiential learning, and
professional ethic frameworks.
Chapter 9 – Factors Affecting the Success of IT Workforce Development, a
Perspective from Thailand’s IT Supervisors and Internship Students: The authors
provided a study and developed an integrated model for preparing IT graduates
in Thailand ready for the workplace needs. The model takes into consideration
influencing factors, development activities, and the IT worker’s learning stages
and can be implemented in IT education.
Chapter 10 – A Collaborative and Interdisciplinary Approach to Bring Closer a
Curriculum to Local Employer Needs: The authors provided a theoretical frame-
work derived from the sociology of curriculum theory for the development of
industry-integrated programs, with overview models for proposed MSc pro-
grams in Qatar, and also an overview model of an existing undergraduate pro-
gram in France.
Chapter 11 – Towards a Holistic Approach of Cybersecurity Capacity Building
Through an Innovative Transversal Sandwich Training: The authors provided a
holistic approach for designing interdisciplinary cybersecurity curriculum in
France in line with global and EU frameworks and best practice models.
Chapter 12 – The Toolkit – Pedagogies, Curricular Models, and Cases for
Engineering Academics and Schools Implementing Industry-Integrated
Engineering Education: The author provided a toolkit of curricular and peda-
gogical models for engineering academics to utilize in implementing industry-
integrated engineering and computing education, with a particular emphasis on
competency-based education.
1 Editorial Perspectives on Industry-Integrated Engineering and Computing… 5
Conclusions
This book is one of the few available compilations of recent advances in industry-
integrated ad computing education. We aim with this edition to contribute in a fur-
ther systematic approach to emerging international efforts and needs of industry and
engineering schools to align curricula and encourage educational model innovations
for fostering this alignment. There are several anticipated benefits of such fostering
such as but not limited to: (1) economical optimization by smoothening the onboard-
ing process of recent engineering graduates into the job market as quickly as pos-
sible and with the minimal training needs, (2) organic approach for fostering
collaboration between members in industry and engineering academia through the
established operational models and platforms for fostering industry-integrated engi-
neering education, (3) acceleration of innovation by blurring the boundaries between
the pragmatism of industry and the scientific excellence of universities, and (4)
higher levels of student satisfaction, success, retention, and engagement in engi-
neering education. We hope that this work would be followed by periodic future
editions, and seed for new ideas or platforms for further shared experiences globally
in the field of engineering and computing industry-integrated education.
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Chapter 2
Frameworks for Translational Utilization
in Constructing Socio-Economic Needs
in Engineering and Computing Schools
Mahmoud Abdulwahed
Introduction
In this chapter, we shed light on frameworks utilized for integrating academia with
socio-economic context and needs (ACEEU 2016; Davey et al. 2014; NCEE 2013;
OECD 2012; OIE 2013; Gibb et al. 2013). These are rather generic and have been
utilized outside the engineering education and engineering institutions in most.
The main idea is to have a global perspective on the topic from outside the narrow
engineering field domain and stimulate a translational thinking of adoptions of
such models into engineering organizational and curricular development. We also
shed a light on some of the best pedagogical models that can be utilized in engi-
neering schools to foster socio-economic engagement. We have particular focus in
this chapter on socio-economic and entrepreneurial transformation models since
engineering and technological innovations are one of the top major drivers of eco-
nomic development in innovation- and knowledge-based economies (Abdulwahed
and Hasna 2017; Abdulwahed 2017). Subsequently, engineering schools that aim
to play a leading role in driving economic development would need to transform,
re-adjust, and embrace an entrepreneurial spirit which will be reflected in their
organizational and curricular structures. A corner stone in such transformations is
strong integration with industry and market needs, and producing fit to market
graduates who are also leaders of future economic development driven by innova-
tion and technology.
M. Abdulwahed (*)
Qatar University, Doha, Qatar
e-mail: m.abdulwahed@qu.edu.qa
© Springer Nature Switzerland AG 2019 7

M. Abdulwahed et al. (eds.), Industry Integrated Engineering and Computing
Education, https://doi.org/10.1007/978-3-030-19139-9_2
8 M. Abdulwahed
ranslational Perspectives on Organizational and Institutional

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Frameworks
ntrepreneurial and Engaged University Accreditation

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Standards
The Accreditation Council for Entrepreneurial and Engaged Universities (ACEEU

2016) has developed a variety of standards that enable to describe and evaluate
engaged and entrepreneurial universities. The standards are structured according to
the following five dimensions which build ACEEU’s guiding accreditation
framework:
–– Orientation and strategy
–– People and organizational capacity
–– Drivers and enablers
–– Education, research, and third-stream activities
–– Innovation and impact
Within each of the five dimensions, there are three standards which differentiate
the activities and attainments expected of either the engaged or entrepreneurial uni-
versity. Several standards were derived from the European Union–Organisation for
Economic Co-operation and Development (EU-OECD) framework.
Orientation and strategy (1) Institutional commitment: The university has made
a public and strategic commitment to entrepreneurship; (2) Institutional commit-
ment: The university has made a public and strategic commitment to entrepreneur-
ship; (3) Financial planning: The university has a sustainable commitment to
entrepreneurship which can be identified by commercial activities, financial income,
and expenditure plans.
People and organizational capacity (1) Leadership: The university’s values and
its approaches to leadership combine to foster entrepreneurship, including risk tak-
ing; (2) Staff profiles: The university manages its profile of academic and non-
academic staff to meet the current and future demands of the entrepreneurship; (3)
Incentives and rewards: The university has a coherent system of incentives and
rewards to undertake and support entrepreneurship activities.
Drivers and enablers (1) Culture: The university promotes a culture conducive to
thinking and acting entrepreneurially; (2) Internal support structure: The universi-
ty’s internal support services and facilities enable individuals to progress through
the stages of their entrepreneurship journey; (3) Service alignment: The university
enhances its internal support structures by brokering access to external services,
thus providing a comprehensive support system for entrepreneurship.
Education, research, and third-stream activities (1) Education: The university

provides a variety of opportunities for students to improve their entrepreneurial
2 Frameworks for Translational Utilization in Constructing Socio-Economic Needs… 9
knowledge, skills, and actions, and thus supports a wide range of graduate careers,
including intrapreneurship, self-employment, and entrepreneurship; (2) Research:
The university’s research aims to support the creation of economic impacts and
also to contribute to the field of entrepreneurship; (3) Third-mission activities: The
university undertakes a wide range of external commercial activities.
Innovation and Impact (1) Continuous improvement: The institution is achiev-

ing improvement in entrepreneurship by regularly evaluating its performance
against targets; (2) Influence within the ecosystem: The university is an influential
stakeholder in the entrepreneurship ecosystem; (3) Impact: The university gener-
ates a wide range of benefits through entrepreneurship and is working toward
greater economic impacts in the region.
ntreComp – Entrepreneurial Competency Framework

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for Universities
EntreComp was developed in 2016 by the Joint Research Centre (JRC) of the
European Commission on behalf of the Directorate General for Employment,
Social Affairs, and Inclusion (DG EMPL) (see Bacigalupo et al. 2016). The origin
of this work goes back to 2006 when the European Union proposed eight key com-
petences for lifelong learning, one of which was a “sense of initiative and entrepre-
neurship.” The Entrepreneurship Competence Framework, also known as
EntreComp, offers a tool to improve the entrepreneurial capacity of European citi-
zens and organizations. The framework aims to build consensus around a common
understanding of entrepreneurship competence by defining 3 competence areas, a
list of 15 competences, learning outcomes and proficiency levels, which current
and future initiatives can refer to. The EntreComp Framework is made up of three
competence areas: “ideas and opportunities,” “resources,” and “into action.” Each
area includes five competences, which, together, are the building blocks of entre-
preneurship as a competence. The framework develops the 15 competences along
an 8-level progression model. Also, it provides a comprehensive list of 442 learning
outcomes, which offers inspiration and insight for those designing interventions
from different educational contexts and domains of application. The EntreComp
conceptual model is shown in Fig. 2.1 (Bacigalupo et al. 2016), and the 15 compe-
tencies composing the model are: (1) spotting opportunities, (2) creativity, (3)
vision, (4) valuing ideas, (5) ethical and sustainable thinking, (6) learning through
experience, (7) working with others, (8) coping with ambiguity, uncertainty, and
risk, (9) planning and management, (10) taking the initiative, (11) mobilizing oth-
ers, (12) financial and economic literacy, (13) mobilizing resources, (14) motiva-
tion and preference, and (15) self-awareness and self-efficiency.
10 M. Abdulwahed
Fig. 2.1 Conceptual model of the EU EntreComp framework
OECD Entrepreneurial University Framework
The EU-OECD entrepreneurial university framework was developed in 2011–2012

to offer European Universities a generic and structured approach to assess their
entrepreneurial capacity and develop it further (OECD 2012); the initial framework
was later on refined under an EU-funded project and branded as HEInnovate (Gibb
et al. 2013; Hofer and Kaffka 2018). Characterizing factors (around 40 factors) of
entrepreneurial universities have been clustered into seven main dimensions (based
on the HEInnovate version):
1. Leadership and governance
2. Organizational capacity, funding, people, and incentives
3. Entrepreneurship development in teaching and learning
4. Support pathways for entrepreneurs
5. University–business–government collaboration and knowledge exchange
6. The entrepreneurial university as an internationalized institution
7. Measuring the impact of the entrepreneurial university
Leadership and Governance (1) Entrepreneurship is a major part of the higher
education institution’s (HEI) strategy. (2) There is commitment at a high level to
implementing the entrepreneurial agenda. (3) There is a model in place for coordi-
nating and integrating entrepreneurial activities across the HEI. (4) The HEI encour-
ages and supports faculties and units to act entrepreneurially. (5) The HEI is a
driving force for entrepreneurship and innovation in regional, social, and commu-
nity development.
Organizational Capacity – Funding, People, and Incentives (1) Entrepreneurial

objectives are supported by a wide range of sustainable funding and investment
sources. (2) The HEI has the capacity and culture to build new relationships and
synergies across the institution. (3) The HEI is open to engaging and recruiting
individuals with entrepreneurial attitudes, behavior, and experience. (4) The HEI
invests in staff development to support its entrepreneurial agenda. (5) Incentives and
rewards are given to staff who actively support the entrepreneurial agenda.
Entrepreneurial Teaching and Learning (1) The HEI provides diverse formal
learning opportunities to develop entrepreneurial mindsets and skills. (2) The HEI
provides diverse informal learning opportunities and experiences to stimulate the
development of entrepreneurial mindsets and skills. (3) The HEI validates entrepre-
neurial learning outcomes which drives the design and execution of the entrepre-
neurial curriculum. (4) The HEI co-designs and delivers the curriculum with external
stakeholders. (5) Results of entrepreneurship research are integrated into the entre-
preneurial education offer.
Preparing and Supporting Pathways for Entrepreneurs (1) The HEI increases
awareness of the value of entrepreneurship and stimulates the entrepreneurial inten-
tions of students, graduates, and staff to start-up a business or venture. (2) The HEI
supports its students, graduates, and staff to move from idea generation to business
creation. (3) Training is offered to assist students, graduates, and staff in starting,
running, and growing a business. (4) Mentoring and other forms of personal devel-
opment are offered by experienced individuals from academia or industry. (5) The
HEI facilitates access to financing for its entrepreneurs. (6) The HEI offers or facili-
tates access to business incubation.
Knowledge Exchange and Collaboration (1) The HEI is committed to collabora-

tion and knowledge exchange with industry, the public sector, and society. (2) The
HEI demonstrates active involvement in partnerships and relationships with a wide
range of stakeholders. (3) The HEI has strong links with incubators, science parks,
and other external initiatives. (4) The HEI provides opportunities for staff and stu-
dents to take part in innovative activities with business/the external environment. (5)
The HEI integrates research, education, and industry (wider community) activities
to exploit new knowledge.
The Internationalized Institution (1) Internationalization is an integral part of

the HEI’s entrepreneurial agenda. (2) The HEI explicitly supports the international
mobility of its staff and students. (3) The HEI seeks and attracts international and
entrepreneurial staff. (4) International perspectives are reflected in the HEI’s
approach to teaching. (5) The international dimension is reflected in the HEI’s
approach to research.
Measuring Impact (1) The HEI regularly assesses the impact of its entrepreneur-
ial agenda. (2) The HEI regularly assesses how its personnel and resources support
12 M. Abdulwahed
its entrepreneurial agenda. (3) The HEI regularly assesses entrepreneurial teaching
and learning across the institution. (4) The HEI regularly assesses the impact of
start-up support. (5) The HEI regularly assesses knowledge exchange and collabo-
ration. (6) The HEI regularly assesses the institution’s international activities in
relation to its entrepreneurial agenda.
K National Center for Entrepreneurship in Education (NCEE)

U
Framework
The NCEE plays a leading role in entrepreneurial organizational change in UK

universities. NCEE co-manages leaders program for UK universities senior leader-
ship level to enable them undertaking necessary organizational change strategies for
entrepreneurial institutional change. The NCEE developed a framework for entre-
preneurial universities composed of five dimensions (Coyle et al. 2013):
1. Mission, governance, and strategy
2. Stakeholders engagement
3. Entrepreneurship education
4. Internationalization
5. Knowledge transfer, exchange, and support
Under each of these dimensions there is a number of factors, and a total of 108
factors are composing the UK-NCEE framework. A scorecard form for the assess-
ment of all factors is provided in the framework (Coyle et al. 2013). The scorecard
on the following pages embraces all of the issues associated with a strategic leader-
ship approach to embedding enterprise and entrepreneurship in the university. It can
be used for a comprehensive analysis of the university or for a more focused review
of a number of key areas of interest to readers and exploration of areas of potential
synergy.
he Innovative and Entrepreneurial University Framework, US

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Department of Commerce
This framework emerged from a comprehensive work of the office of innovation

and entrepreneurship (OIS), Department of State, USA (Case et al. 2014). The
framework was a result of a study that included 142 major universities, and it orga-
nized 5 major dimensions for innovation alliances for universities:
1. Promoting students’ innovation and entrepreneurship
2. Encouraging faculty innovation and entrepreneurship
3. Actively supporting the university technology transfer function
4. Facilitating university–industry collaboration

5. Engaging with regional and local economic development efforts
For each of these dimensions, university activities were clustered into strategies,
and details onto these strategies are described below.
Promoting students’ innovation and entrepreneurship (1) Offering courses and
degrees on innovation and entrepreneurship, (2) focusing on experiential learning
and augmenting it with entrepreneurial activities, (3) increasing students’ competi-
tions, (4) offering entrepreneurial and innovation collaboration spaces (ideation,
maker-spaces, fablabs, design studios, learning spaces, etc.), and (5) increasing
entrepreneurial education and training in vocational education.
Encouraging faculty innovation and entrepreneurship (1) Change faculty cul-

ture toward focus on innovation and entrepreneurship (hiring, policies, orientation,
etc.), (2) reward faculty innovation and entrepreneurship, (3) support faculty col-
laboration with community and industry, and (4) engage industry with faculty
outputs.
Actively supporting the university technology transfer function (1) Reduce

technology transfer barriers, (2) expand levels of support for technology transfer
offices, (3) protect intellectual property, (4) offer funds to more R&D outcomes into
commercialized output, and (5) cluster into regional technology transfer offices.
Facilitating university–industry collaboration (1) Facilitate sharing resources

and knowledge, (2) develop venture parks to facilitate startups and industry access
to university assets and vice versa, and (3) workout smooth and flexible joint IP and
royalties management.
For each of these dimensions, Case et al. (2014) enumerate a number of best
practices, examples of these will be provided later on in this chapter.
The University–Business Cooperation (UBC) Framework
The UBC was a result of the largest scale study on collaboration between academia
and sectors of government, industry and employers, and societal system enterprises
(referred to collectively as “business”). The study covered all countries of the
European Economic Area (EEA), which included 33 countries and 6000+ samples
using a mixed method approach associated with secondary reviews and comprehen-
sive case analysis from across Europe. UBC was defined as “all types of direct and
indirect, personal and non-personal interactions between Higher Education
Institutions (HEIs), and business for reciprocal and mutual benefits” (Davey et al.
2011). UBC results/outcomes were defined beyond the creation of patents, license,
and research contracts. In total, UBC was defined to occur in eight major areas:
14 M. Abdulwahed
–– R&D collaboration
–– Mobility of academics
–– Mobility of students
–– Commercialization of R&D results
–– Curriculum development and delivery
–– Lifelong learning
–– Entrepreneurship
–– Management
The study resulted in a systemic strategic and implementation framework for
enhancing UBC, and the framework is adopted later on in this document for CENG
with slight modifications in terminologies for focus on engineering and technology.
The term “Business” in the UBC framework refers to all potential interactions and
transactions (mutual way) between HEIs and industry, government, and social
enterprises/stakeholders (Davey et al. 2011); majority of UBC identified in the study
took place within the engineering, science, and technology domains.
The UBC has its grass roots in the triple-helix model from Stanford (originated
early in 2000) that describes the triple interaction between academia-industry/
business-government as the foundational driver of socio-economic development.
ranslational Implications on Engineering Schools

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and Engineering Education
The aforementioned frameworks can provide significantly mature and useful tool-
kits for engineering schools for implementing comprehensive socio-economic
engagement schemes whether institutional, curricular, or extracurricular. All these
frameworks provide a structured standards in which engineering schools can work
around to transform into actively socio-economic driver of their contextual ecosys-
tem. Most if not all of the aforementioned frameworks have education as a core
component to transform. The OECD, ACEEU, and UBC provide probably the most
comprehensive framework to adopt, adapt, and extend in engineering schools. As
the concept of entrepreneurial transformation in engineering schools is relatively
new, these frameworks enable a relatively smoother execution.
ypothetical Case of Implementing Entrepreneurial

H
Transformation of an Engineering School with a Standardized
Framework
In this section, we will choose one of the aforementioned frameworks and demon-
strate how one of the engineering schools could proceed in socio-economic engage-
ment transformation (or entrepreneurial transformation) using such a framework as
a tool. For instance, the EU OECD/HEInnovate or ACEEU are two of the most
comprehensive frameworks, for showing a case lets adopt the EU OECD/HEInnovate

framework of entrepreneurial universities and proceed in listing a number of recom-
mendations for implementations in engineering schools for some of the most impor-
tant standards of EU OECD/HEInnovate framework.
Leadership and Governance Dimension
Standard 1 – Entrepreneurship Is a Major Part of the Institute Strategy
In implementing this standard, engineering schools should see themselves as entre-

preneurial organizations and environments, and entrepreneurial agenda should be
shaped on the strategy level of the engineering schools. Ideally, below are some of
the recommendations to implement this standard in engineering schools:
–– Entrepreneurship is emphasized in the vision and mission of the engineering
school
–– The strategy of the engineering school has specific objectives related to entrepre-
neurship with measurable performance indicators
tandard 2 – There Is Commitment at a High Level to Implementing

S
the Entrepreneurial Agenda
In implementing this standard, commitment to the strategic entrepreneurial direc-

tions expressed in the engineering school vision, mission, and strategy should be
embraced on a high level. Examples of implementing such commitment are:
–– The strategic entrepreneurial agenda of the engineering school is well communi-
cated and understood by the school community
–– There is a dedicated role, on a dean’s office level for instance (e.g., associate
dean or director), for implementing the entrepreneurial agenda in the engineering
school
–– There is a periodic re-visit, for example, reflection on progress and re-updates, of
the entrepreneurial strategy of the engineering school on high management and
leadership level (e.g., dean and heads of departments)
tandard 3 – There Is a Model in Place for Coordinating and Integrating

S
Entrepreneurial Activities across the Institution
In implementing this standard, the engineering school will develop a suitable model
for coordinating and integrating entrepreneurial activities within the school and in
connection with the university and local entrepreneurial ecosystem. Such an opera-
tional model will need to take benefit from existing relationships, coordinate across
departments and research centers, and minimize any duplication of work. Examples
of implementation of such models are:
16 M. Abdulwahed
–– Departments or centers for technology innovation and entrepreneurship are

established
–– Engineering school level committee or taskforce on “technology entrepreneur-
ship steering committee” is managed by the dean’s office
The Institution Encourages and Supports Units to Act Entrepreneurially
In implementing this standard, engineering schools will aim to reduce bureaucratic

and barriers to its units for acting on the entrepreneurial agenda. Examples of imple-
mentation of this standard are:
–– Accelerated approval chain structure for entrepreneurial initiatives
–– Encouragement of calculated risk-taking by units
–– Policies in place maximizing autonomy and ownership of entrepreneurial
initiatives
–– Job description and personnel specifications including entrepreneurial leadership
characters, e.g., risk taking, initiation, etc.
he Institute Is a Driving Force for Entrepreneurship and Innovation

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in Regional, Social, and Community Development
In implementing this standard, engineering schools should be aligned and actively

engaged with the external environment (in the university ecosystem, as well as the
local ecosystem). Examples of implementing this standard are:
–– Providing laboratory and testing facilities to others from outside the university
–– Providing services for local technology and digital startups
–– Co-forming or participating in local and regional technology innovation
clusters
–– Establishing joint technology innovation and product development centers with
local industry
–– Participating in technology development tenders for local and regional projects
rganizational Capacity – Funding, People, and Incentive

O
Dimension
ntrepreneurial Objectives Are Supported by a Wide Range of Sustainable
E
Funding Sources
In implementing this standard, engineering schools will aim in their financial strate-
gies and operational plans to diversify revenue and income, and not solely rely on
public or university funding. Examples of implementing this standard are:
–– Charge of fees for using the school labs by external entities

–– Establishing a consulting arm based on the school expertise
–– Offering paid lifelong learning streams for engineering professionals in niche
areas relevant to the local ecosystem needs
–– Re-investing external attained funds
he Institution Has a Sustainable Financial Strategy in Place to Support

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Entrepreneurial Development
In implementing this standard, engineering schools will have dedicated adequate

resources to allocate for entrepreneurial activities in their financial plans and annual
budgets. Examples on implementing this standard include:
–– Entrepreneurial activities and needs are budgeted across chapters of the school
annual budget wherever relevant
–– Financial plans and budget requests of entrepreneurial activities are put on high
priority when negotiating budgets
he Institution Has the Capacity and Culture to Build New Relationships

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and Synergies among Internal Stakeholders
In implementing this standard, engineering schools will have the ability to bring
their internal stakeholders including faculty, administrators, research, staff, and stu-
dents to work together on executing their entrepreneurial strategy and agenda. The
engineering school will need to break boundaries and silos, and in particular support
interdisciplinarity across departments, research centers, and research working
groups. Examples of implementing this standards are:
–– Establishing cross-departmental interdisciplinary working groups aligned to
local ecosystem grand challenges
–– Offering formal and informal spaces (workspace, learning space, meeting space,
ideation space) for faculty and/or students to interact and exchange ideas around
the entrepreneurial agenda
–– Establishing interdisciplinary innovation and entrepreneurial student clubs (from
students cross different departments)
–– Implementing rewards for encouraging interdisciplinary work
–– Developing engineering interdisciplinary courses taught by cross-department
faculty members and implementing interdisciplinary students’ projects in such
courses
–– Encouraging interdisciplinary theses and graduation projects
Another random document with
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FIG. 57.
Diagram to represent the Mode of Action of Counter-irritants applied to

the Chest (Lauder Brunton). The irritation of the afferent nerves by the
blister on the chest wall gives rise to a vaso-constrictor reflex in the
vessels of the lung.
Since the vaso-motor nerves are connected almost exclusively with

the dorsal portion of the spinal cord, it is very natural to conclude that
the vaso-motor reflex centres are situated in this region; and the
hypothesis has been advanced by Jacubovitch, and strongly urged
by Gaskell,11 that the cells of the vesicular columns of Clarke, which
are peculiar to this region, are the seat of these reflex mechanisms.
This hypothesis gains some support from the pathology of syringo-
myelia. In this disease the gray matter surrounding the central canal
and the vesicular columns are destroyed. The characteristic
symptoms are vaso-motor and trophic disturbances, consisting of
changes in the vascular tone, changes of local temperature, and
various eruptions, in some cases going on to ulceration in the skin
and mucous membranes. It is, however, undecided whether the
vaso-motor centres of the cord are limited to the columns of Clarke,
or are situated in the gray matter surrounding the central canal, since
both these parts are destroyed in this disease.12 That they are not
located in the anterior or posterior gray cornua is determined by the
fact that diseases limited exclusively to these areas do not cause
vaso-motor disturbances. The situation of the various reflex centres
for the various parts of the body is at different levels of the cord, as
has been determined by the experiments already cited to establish
the level of origin of the vaso-motor nerves. The exact location of the
vaso-constrictor and vaso-dilator reflex centres for definite parts is
yet to be ascertained.
11 Loc. cit.
12 See Fürstner, Arch. für Psych., xiv. 422.
Vaso-motor Tracts.—These reflex centres are connected with the

medulla by tracts which lie in the lateral columns of the spinal cord,13
although it is not determined in which part of these columns. It is not
possible as yet to separate the constrictors from the dilators in this
tract, nor to determine whether it transmits impulses in both
directions or only from above downward. Nor is the course of
associating fibres between reflex centres at different levels known. In
cases of transverse myelitis the control of the medulla is removed
from the vascular centres below the lesion, and the lack of vascular
tone seen in the paralyzed limbs, together with the susceptibility to
local irritation, is the result of this division of the vaso-motor tracts.
13 “Owsjanikow and Tschirijew,” Bull. de l'Acad. de St. Petersbourg, xviii. 18.
Medullary Centres.—It has been stated already that a general vaso-

motor centre with both constrictor and dilator powers is situated in
the medulla. This lies in two divisions on each side of the middle line,
in or just beneath the floor of the fourth ventricle, from the calamus
scriptorius up to the level of the sixth nerve-nucleus. Each division
governs the vascular tone of its own side of the body,14 and lesions
in its region in man produce unilateral vaso-motor symptoms.15 This
centre can be excited to reflex action by strong irritation locally or
through the blood, in which case a general constriction or dilatation
of the vessels of the entire body will ensue. It seems probable,
however, that the general centre in the medulla is made up of a
number of special centres, each of which governs a definite set of
organs. The vascular tone of the thoracic and abdominal viscera is
certainly regulated by a series of such centres. Brown-Séquard and
Schiff have produced hemorrhages in the lungs, pleura, stomach,
intestines, and kidneys at different times by destructive lesions of the
medulla, and the well-known experiments of Bernard, in which by
puncture of the medulla local hyperæmia of the liver or kidneys was
caused, producing glycosuria or polyuria, confirm this view. Lesions
of these parts in man produce similar effects. Charcot has shown
that in cerebral hemorrhage ecchymoses may be found in the
stomach, pleura, and endocardium, and that pneumonia is especially
frequent upon the paralyzed side. De Jonge16 has been able to
collect thirteen cases of diabetes mellitus in which a lesion of the
medulla (hemorrhage or tumor) was found after death; and Flatten17
has proven the existence of similar lesions in diabetes insipidus. The
connection of these centres with the liver and kidneys has been
traced elsewhere.18 The medulla contains a special centre for the
vaso-motor nerves of the abdomen, which are in the domain of the
splanchnic nerves. This centre is excited reflexly by impulses
reaching it through the depressor nerve of Cyon from the heart; so
that when that organ is overburdened it may be relieved by a fall of
arterial pressure produced by dilatation of the abdominal vessels.
Whether the connection of the medulla with the centres in the
semilunar ganglion which preside directly over these vessels is
made by way of the spinal cord or by way of the pneumogastric
nerve is still undetermined, though the researches of Gaskell favor
the former view. Gastric and intestinal disturbances are certainly
produced by nervous lesions in the medulla, but whether they are
due to vascular changes is uncertain. The vomiting of mucus and
blood, and the large watery evacuations which accompany mental
shock or anxiety, as well as the polyuria associated with mental
effort, have been ascribed to irritation of local centres in the medulla
governing the gastro-intestinal and urinary organs by impulses
received from the cortex above. The spleen is under the control of
vaso-motor centres, since section of the splenic branches of the
semilunar ganglia will produce a great enlargement of the organ, and
irritation of the cut end of these branches will produce contraction.19
The medulla also contains a vaso-dilator centre for the erectile
tissues of the genital organs, irritation of which by mental action or
local disease causes impulses to pass to the nervi erigentes by way
of the spinal cord, resulting in a flow of blood to the parts. Although a
centre has been thought to exist controlling the circulation in the
lungs, whose paralysis has been supposed to explain the occurrence
of sudden pulmonary œdema without other known cause, no definite
facts regarding it are known. That the action of the heart is under the
control of the medulla is a fact too well known to require more than a
mention. The physiology of the nervous control of the heart cannot
be discussed here.
14 Owsjanikow, Arbeiten aus d. Physiol. Instit. zu Leipzig, 1871.
15 M. A. Starr, “Sensory Tract in Central Nervous System,” Journ. Nerv. and Ment.
Dis., July, 1884, pp. 396-398.
16 Arch. f. Psych., xiii.
17 Ibid.
18 See Tyson, “Diabetes Mellitus,” Pepper's System of Medicine, Vol. I. p. 195; Edes,
“Diabetes Insipidus,” ibid., Vol. IV. p. 30.
19 Tarchanoff, Pflüger's Arch., viii. p. 97; Ross, Diseases of the Nervous System, vol.
i. p. 225.
While these medullary centres are certainly influenced by impulses

reaching them from the cerebral hemispheres, as is evident from the
vaso-motor symptoms produced by mental action—e.g. pallor from
fright, blushing, etc.—it is impossible to state in what portion of the
hemispheres in man the higher vaso-motor centres lie. Eulenburg
and Landois locate them in the motor area in animals.20 They are
certainly beyond control of the will, and are wholly reflex in their
action, a purely mental act in this case being the excitant of a purely
physical result.21
20 Arch. f. Path. Anat., Bd. lxviii. p. 245.
21 In addition to the articles already cited the reader is referred to Landois's

Physiology, to Duval's article, “Vaso-moteurs,” in the Dictionnaire de Médecine et de
Chirurgie, vol. xxxviii. (1885), for a summary of vaso-motor physiology, and to
Gerhardt's “Ueber Angio-neurosen,” Volkmann's Sammlung klin. Vorträge, No. 209.
Gaskell's researches, published in the Journal of Physiology, are the most recent and
satisfactory.
PATHOGENESIS.—From this review of the physiology of the vaso-motor
system it becomes evident that disturbances of vascular tone may
be produced by many different causes acting upon many various
parts. They may be due to local affections of the part in which the
symptoms are present, as in the case of erythema22 after burns or
frost-bite, or congestion of any organ after injury. They may be due
to affections of the vaso-motor nerves passing to the part affected,
as in the case of vascular changes due to peripheral nerve lesions.23
They may be due to affections of the sympathetic ganglia connected
with the part affected, as in the case of migraine,24 sudden flushing
of one ear, certain cases of polyuria,25 and Basedow's disease.26
They may be due to lesions in the spinal cord affecting the vaso-
motor centres27 or compressing the nerve-roots on their way to and
from the sympathetic ganglia,28 as is the case in the various forms of
myelitis and in Raynaud's disease or symmetrical gangrene, and in
meningitis, tumors of the cord, or Pott's disease. They may also be
caused by such conditions in the cord as cut off the vaso-motor
centres from the medullary centres, such as transverse myelitis from
compression or traumatism.29 They may be due to lesions of the
medulla oblongata,30 as is seen in some cases of polyuria and
glycosuria,31 and in cases of universal erythema32 following acute
fevers. They may be due to diseases of the cerebral hemispheres,
as is evident from the vaso-motor symptoms occurring in hemiplegia
and hysteria. Finally, they may be of a reflex origin, dependent upon
some obscure source of irritation in a part quite distant from the
region in which the symptoms appear.33
22 Vol. IV. p. 511.
23 Vol. V., “Neuritis.”
24 Vol. V., “Migraine.”
25 Vol. IV., “Polyuria.”
26 Vol. III. p. 761.
27 Vol. V., “Syringo-myelitis.”

28 Vol. V., “Meningitis Spinalis.”
29 Vol. V., “Transverse Myelitis.”
30 Vol. V., “Medulla.”
31 Vol. I., “Diabetes Mellitus.”
32 Vol. IV. p. 512.
33 Vol. V. p. 205.
The DIAGNOSIS of the seat of the lesion in many cases of vaso-motor

neurosis may be made if the organ or the exact limitation of the area
affected be ascertained, and the history of the case, together with
the concurrent symptoms of other kinds, be considered. In some
cases no organic cause can be found, and in these a reflex cause
should be diligently searched for.
SYMPTOMS.—A vaso-motor affection may manifest itself either by a

spasm or a paralysis of the vessels. In angiospasm the part affected
becomes pale, and irritation no longer causes a vaso-motor reflex. It
looks shrunken, and if the skin over it is loose it may be thrown into
folds or shrivelled, presenting the appearance seen in the hands
after long immersion in hot water. The lack of blood in the part
arrests the processes of metabolism which are normally constant,
and if the condition continues this may result in such a disturbance of
nutrition that ulceration, or even gangrene, may ensue. The local
anæmia, combined with the cessation of metabolism, produces a fall
of temperature in the affected part, which is then more easily
affected by the temperature of the air than in a normal state, so that
exposure to cold is very liable to cause freezing. These conditions
necessarily produce an impairment of function, so that if the affection
is located in the extremities, as the fingers, they are soon rendered
useless. The term digiti mortui has been applied to this state. In the
surface of the body angiospasm causes cutis anserina, pallor,
numbness, tingling, slight anæsthesia, and analgesia. If it occurs in a
limb, the finer motions are imperfectly performed, and in time the
nutrition of the muscles may be so impaired as to produce atrophy
and paresis. It may even lead to gangrene. Nothnagel has
recorded34 five cases of sciatica in which the pain produced a reflex
spasm of the vessels of the leg, which, persisting, resulted in partial
paralysis, atrophy, lowering of temperature, pallor, and sensory
disturbances. Ross mentions35 the sudden appearance of
circumscribed patches on the hands and forearms of washerwomen,
in which there is a pallor, coldness, and partial anæsthesia. These
may be limited to the distribution of a single nerve, and may be
accompanied by trophic affections.
34 Arch. f. Psych., v.
35 Vol. I. p. 221.
Spasm of the veins may occur as well as of the arteries,36 or

independently of them. In the latter case the blood will not pass out
of the capillaries. The part will then be blue, swollen, œdematous,
and painful; the temperature will be lowered by increased radiation of
heat, and all the sensations and functions be impaired in greater or
less degree. If this continues, nutrition may suffer, and in the end
gangrene develop, which will take its course and lead to the throwing
off of the part. Grainger Stewart has described such a condition
occurring in both hands and feet.37 It may be likened to a severe
form of Raynaud's disease.
36 Weiss, “Symmetrische Gangrän,” Wiener Klinik, 1882.
37 Grainger Stewart, An Introduction to the Study of Nervous Diseases, p. 138.
Angio-paralysis is more frequent than angiospasm, and may be due

either to paralysis of the vaso-constrictors or to excitement of the
vaso-dilators. It shows itself by a bright-red or mottled appearance of
the skin, and increase of local temperature, and more rapid
processes of nutrition, together with an increase of secretion if the
part is a gland or a mucous membrane, and an increase of sweat if it
is the skin. In the latter case an increased sensitiveness to changes
of temperature, a subjective sensation of heat, and hyperæsthesia
and hyperalgesia may occur. The hyperæsthesia on the paralyzed
side which is present in hemiparaplegia spinalis is ascribed to the
vaso-motor paralysis. But these symptoms soon give place to others.
The dilatation of the vessels, which at first caused an increased flow
of blood to the part, produces a slowing of the blood-current in the
part, just as a river runs less rapidly where it becomes wider. The
slowing of the current in the skin allows of a more complete cooling
of the part as the radiation of heat and the evaporation of moisture
are increased, and the slowness of the renewal of blood impairs the
processes of nutrition, so that to the first stage of redness, heat, and
increased metabolism there ensues a stage of blueness, cold, and
defective nutrition, and the function of the part may be impaired. In
this stage it usually presents a mottled appearance, and may be
slightly swollen and œdematous, and the continued increase of
perspiration gives it a clammy coldness to the touch. In all of these
conditions severe pain, sometimes of a burning character, is a very
distressing symptom (causalgia). These conditions are seen in
peripheral nerve-lesions, and give rise to the appearances which
have been so admirably described by Weir Mitchell.38
38 Injuries of Nerves.
A peculiar combination of symptoms may be mentioned here, to

which Weir Mitchell has given the name of erythromelalgia.39 This
disease begins with tenderness and pain in the soles of the feet,
which are soon followed by a marked distension of the capillary
vessels. The congestion is attended by a sensation of burning pain
similar to that produced by a blister. The surface is at first of a dull
dusky-red color; later it appears purple. The redness is not uniformly
distributed over the sole, but occurs in patches of irregular shape,
being especially frequent over prominent parts exposed to pressure
and friction, and the attacks seem to be brought on by long standing
or walking. At first there is a rise of temperature in the affected
surface, the arteries pulsate visibly, the veins are swollen, and there
may be some œdema. Later, the foot is cold and pale. Sensations of
touch and temperature are normal, but the part is so extremely
tender that walking is impossible. There is no paralysis. One or both
feet may be affected, but the patches of redness are rarely
symmetrical. The hands are occasionally affected. The condition
may occur in paroxysms or may remain for some time. It resists all
known methods of treatment, although applications of cold relieve
the burning pain to some extent and the tenderness enforces rest.
39 Amer. Journ. of the Med. Sci., July, 1878.
With angio-paralysis may be classed the taches cérébrales of

Trousseau no longer considered diagnostic of meningitis, but
denoting a weakened condition of vaso-constrictor action in the local
ganglia of the vessel-wall which may occur upon local irritation of the
skin in any severe disease affecting the nutrition of the general
nervous system.
Actual rupture of the capillaries in the course of vaso-motor diseases

is rarely observed, although the stigmata appearing in hysterical and
cataleptic patients may be ascribed to this cause. In this connection
tabetic ecchymoses may be mentioned, which appear suddenly
without local injury, and resemble an ordinary bruise, running a
similar course. They occur only in the course of locomotor ataxia.40
40 Straus, Arch. de Neurologie, tome i. p. 536.
In addition to these forms of vaso-motor affections there is a

condition of instability of vascular tone which manifests itself by
sudden transient changes in the circulation of various organs. This is
a functional affection, usually due to malnutrition. It is seen in many
cases of neurasthenia and hysteria, and manifests itself by sudden
flushes or pallor, alternations of heat and cold, local sweating,
attacks of mental confusion, and inability to use any organ
continuously from disturbance of the power of the vaso-dilators to
maintain a condition of functional hyperæmia.41 Little is actually
known about the causes of this state of the vascular system,
although much has been written about it. (For a fuller description the
article on Neurasthenia may be consulted.)
41 Anjel, Arch. für Psychiatrie, xv. 618.
Many functional derangements of the internal viscera have been
ascribed to such vaso-motor instability with more or less probability,42
but hypothesis of this kind, however plausible, is evidently beyond
confirmation. It is especially in affections of this kind that causes of
reflex irritation are to be carefully sought. Cutaneous angio-
neuroses, such as have just been described, may affect any part of
the body. They usually appear suddenly, producing much discomfort
and an impairment of function in the part if it is an extremity. They
disappear as rapidly as they come. The duration of such attacks
varies from a few minutes to several days. They are very liable to
recur. If it is the vessels under the control of the cervical sympathetic
which are affected, the symptoms will be those of migraine or of
lesion of the ganglia.43 If it is the vessels in the extremities which are
involved, the condition of digiti mortui or erythromelalgia or
symmetrical gangrene44 may be produced.
42 Fox, The Influence of the Sympathetic System in Disease, London, 1885.
43 See p. 1263.
44 See p. 1257.
A singular epidemic occurred in France in 1828 and 1830 which was

termed acrodynia. Many persons were suddenly seized with vomiting
and purging, and soon after the onset the extremities became red or
mottled in blotches, swollen and œdematous, and hot, painful, and
tender. The attacks lasted from a few days to two months, and
during this time the skin became thick and hard, the muscles weak
and subject to spasms, and the general health was impaired.
Relapses occurred in many cases, but all finally recovered, and
hence the exact nature of the disease was not ascertained.
COURSE.—In any case of vaso-motor neurosis the course of the

disease and its termination will depend chiefly upon its cause. If the
cause is some permanent lesion of the nervous system, the
condition will remain, and in this case the termination will depend
upon the severity of the symptoms. Angiospasm may be so severe
as to lead to gangrene ana the separation of the part affected, or
may be so slight as to cause only subjective discomfort and a little
pallor. Angio-paralysis may lead to an extreme degree of congestion,
which is attended by heat and pain at first, later by paræsthesia and
coolness, with increased liability of the part to be affected by
changes in the surrounding air. This stage is succeeded by one of
less marked dilatation of the vessels and a spontaneous partial
recovery, although the more moderate symptoms may continue
indefinitely and seriously impair the function of the part. If the cause
is a temporary derangement of function in the vascular mechanism,
is reflex irritation which can be removed, or is a curable organic
disease, the symptoms will subside rapidly or gradually and perfect
recovery may follow. If the condition is one of irritability in the vaso-
motor centres, producing alternations of flashing or pallor, such as is
observed in nervous exhaustion, it may recur irregularly for a
considerable length of time until the causative condition can be
removed.
PROGNOSIS.—The prognosis must be determined in each case by a

consideration of the cause of the affection, of the nature of the
symptoms, of the severity of the disease, and of the possibility of
success in both symptomatic and causative treatment. In the angio-
paralytic cases an eventual spontaneous relief from much of the
discomfort may be promised, although the duration of the symptoms
cannot be predicted.
TREATMENT.—Treatment must be directed primarily to removing or

diminishing the severity of the cause. A review of the section on
Pathogenesis will indicate how wide a field this may include, and the
reader must be referred to the special articles which are alluded to in
that place for therapeutic measures. Special diligence is to be shown
in searching for a source of reflex irritation. When the cause cannot
be reached, and when the symptoms are of such severity as to
demand immediate attention, treatment may be directed to them.
In all conditions of vaso-motor disease it is important to shield the

part from external injury; for if the vessels are dilated they are liable
to rupture, and any abrasion of the surface may produce serious
inflammation and ulceration; and if the vessels are contracted any
injury will be repaired slowly and imperfectly on account of the
anæmia, and may even hasten the approach of gangrene.
Perfect rest, bandaging with cotton, and even the application of a

light splint to the extremities will be advisable in cases of
angiospasm. It is desirable to retain the animal heat, inasmuch as its
supply is deficient. In angio-paralysis rest in a somewhat elevated
position and applications of mild evaporating lotions are indicated in
the early stage; later, the limb may be bandaged. It is not advisable
to attempt by tight bandaging to counteract the effect of the vascular
paralysis, for the nutrition of the limb is liable to suffer and gangrene
may be induced.
Massage of a part affected with vaso-motor symptoms is of great

service, since the circulation can be increased in the veins, and thus
indirectly in the capillaries, and the nutrition of the part can thus be
favored. It is more efficacious in angio-paralysis than in angiospasm.
Too rough rubbing is of course to be avoided, lest the skin be injured.
All counter-irritation is to be strictly forbidden.
Electricity has been used with varying results. According to Erb,45

moderate faradic applications contract the vessels; strong faradic
applications, especially with the brush, dilate the vessels. The
galvanic current at first contracts the vessels, but this is followed by
a secondary dilatation, which will be greater and occur more rapidly
the stronger the current used.46 Cathodal closures contract the
vessels; the anodal continuous current dilates them widely. Stabile
continuous currents through a nerve dilate the vessels which the
nerve supplies. Inasmuch as vaso-constrictors and vaso-dilators
pass together in many nerves, and are found together in all parts, it
is impossible to apply electricity to either alone. In those cases,
therefore, in which it has been ascertained which set of vaso-motors
is affected, it is not always possible to produce a direct effect upon
that set by electrical treatment. Erb recommends, in conditions of
vaso-motor spasm a trial of the galvanic current, the cathode on an
indifferent point, the anode being applied over the vaso-motor
centres governing the part, and also over the area of the body which
is affected, and held there while a moderate continuous current is
passing, interruptions being avoided; or, the cathode being placed on
the neck, the anode may be applied to the nerves passing to the
affected part; or a strong continuous current may be sent through the
nerve, its direction being changed several times during a moderately
long application. Finally, the faradic brush applied to the part or a
strong faradic current sent through its nerve may relax the spasm. In
any case, all these methods should be tried before electrical
treatment is abandoned.
45 Electrothérapie, 562.
46 To this statement Lauder Brunton assents—Pharmacology, p. 250.
In vaso-motor paralysis other methods are used. The cathode is

placed on the part congested, and a weak galvanic current is
employed with frequent interruptions or even with changes of the
pole; or the cathode may be moved about upon the reddened skin
while a mild continuous current is passing. A very weak faradic
current with wet electrodes, or even a weak faradic current applied
with a brush, may be of service. Here, again, various methods may
be tried.
If the extremities are affected, it may be well to immerse them in a

basin of water which is connected with one pole of the battery, and
the current directed in the manner just described, according to the
case. It must be confessed that no definite results can be predicted
from the use of electricity in these cases, and much more experience
is needed before definite rules can be laid down. The records show
that in apparently similar cases opposite methods of application have
produced favorable effects, while in other cases all methods have
failed. Too much reliance should not be placed in electrical
treatment. Erythromelalgia is an obstinate affection, and
symptomatic treatment, directed chiefly to quieting the pain by opium
and allaying the sensation of burning by cool baths, must be resorted
to.
Internal remedies may be tried appropriate to the condition present.
In angiospasm nitrite of amyl inhaled, or nitro-glycerin 1/100 gr. t. i. d.,
may give considerable relief, although both of these drugs are to be
used with caution. Chloral hydrate is also of some service, and
where the patient is in pain and suffers from insomnia this may fulfil
several indications. In angio-paralysis ergot has been used with
advantage. Oxygen inhalations are of service. Chloride of potassium
may also be tried. It is evident, however, that such remedies, acting
as they do upon the general arterial system, are not to be depended
upon in the treatment of local conditions, since they have no
selective action upon the affected part. The majority of the drugs
known as sedatives and antispasmodics have been used in these
conditions, but the records of individual cases show that they are not
of much avail. Theoretical therapeutic measures based upon
experimentation on animals have been fully discussed by Lauder
Brunton,47 but practical experience has not yet been sufficiently
extensive to warrant any further statements.
47 Pharmacology, Therapeutics, and Materia Medica, pp. 229-360. Lea Bros., 1886.
Symmetrical Gangrene.
SYNONYMS.—Local asphyxia, Asphyxie locale, Raynaud's disease;

Symmetrische Gangrän.
DEFINITION.—Symmetrical gangrene is an affection of the nervous

system characterized by arterial or venous spasm appearing in
symmetrical parts of the body, especially in the phalanges of all the
extremities, which may result in trophic changes or in gangrene.
There are various stages in the disease, which have given rise to the
various names by which it is known. The stage of local syncope, in
which there occurs a moderate contraction of the arterioles and
consequent pallor of the part, may be followed by a stage of local
asphyxia, in which the complete contraction of the arterioles cuts off
entirely the supply of arterial blood, and the regurgitation of venous
blood produces cyanosis of the part; and this, if continued, may
result in the gangrene of the part, which is then thrown off. Instead of
a condition of local asphyxia, there may be a spasm of the smaller
veins, resulting in a local erythema, which may go on to capillary
stasis and then to gangrene. The spasm of the vessels may cease at
any stage as suddenly as it began; and if this occurs in the first or
second stage, no gangrene results.
HISTORY.—While isolated cases of this affection had been recorded

as curiosities during the past two centuries,48 the disease was first
studied with care by Raynaud in his Thèse de Paris in 1862. He
collected twenty-eight cases which had been described with
accuracy or had been personally observed in the hospitals of Paris,
and after a thorough analysis of the symptoms defined the disease
as “a neurosis characterized by an exaggeration of the excito-motor
power of the cord presiding over the vaso-motor nerves.” He called
particular attention to the condition of spasm in the vessels, and
proposed the name asphyxie locale to designate the peculiar
appearance of the parts affected. He also noticed the resulting
gangrene as a new variety of gangrene, not dependent upon
embolism or upon changes of an atheromatous nature in the coats of
the vessels.
48 Schrader, 1629; Hertius, 1685; Bouquet, 1808; Moulin, 1830; Racle, 1859—cited in
full by Weiss, “Symmetrische Gangrän,” Wiener Klinik, 1882.
The condition was at once recognized by others, and several cases

had been reported prior to 1873, when Raynaud published a more
complete article on the subject in the Dictionnaire de Médecine et de
Chirurgie under the title gangrene symmétrique; in 1874 he recorded
five new cases in the Archives générales de Médecine, vol. i. pp. 5
and 189.
The disease, having been thus established as a definite nervous

affection, began to be noticed in other countries than France; and
Billroth in Vienna,49 Weir Mitchell,50 Mills,51 A. McL. Hamilton,52 and J.
C. Warren53 in this country, and many other careful observers,
published cases, together with more or less complete articles upon
the disease. In 1882, Weiss produced a monograph54 upon the
subject containing references to all the cases which had appeared;
and this is still the most complete article to be found, although the
essay of R. Lauer55 and the discussion of the disease by the Berlin
Medical Society,56 as well as the short articles of Schulz57 and Lutz,58
deserve mention, for they contain additional observations of cases
and numerous facts not to be found elsewhere.
49 Wiener Med. Wochensch., 1878, No. 23.
50 Amer. Journ. of the Med. Sci., 1878, July.
51 Ibid., 1878, Oct.
52 N. Y. Med. Journ., 1874, Oct.
53 Boston Surg. and Med. Journ., 1879, No. 3.
54 Weiss, Wiener Klinik, 1882, “Symmetrische Gangrän;” also Zeitschrift für Prac.
Heilkunde, 1882.
55 Inaug. Dissert., Strasburg, 1884.
56 Zeitschrift für klin. Med., vi. p. 277, 1883.
57 Deut. Arch. f. klin. Med., xxxv. 183, 1884.
58 Bäyr. ärzt Intell. Blatt, 1884, xxxi. 24.
SYMPTOMS.—The disease begins suddenly in all cases, and the

constitutional symptoms are less prominent than the local ones. In
some cases there are noticed a certain degree of mental
disturbance, a condition of depression with a tendency to sigh and
cry without cause, disturbed sleep with unpleasant dreams,
irritability, and headache. A loss of appetite and disorders of
digestion may follow, and then the local symptoms appear. In other
cases, which seem to be the majority, the local condition develops
without any such premonitory disturbances of the nervous and
digestive systems, although these may ensue. The local symptoms
first noticed may be paræsthesiæ or pain in all the extremities,
usually limited to the tips of the fingers and the toes. These are
continuous and severe, and are immediately followed (and
occasionally preceded) by an appearance of ischæmia or of
cyanosis or of erythema, in the order of frequency named.
(1) The fingers may look pale and dead, presenting the appearance
of the so-called digiti mortui, and may be cold, painful, and
anæsthetic. If this condition is moderate in degree, a certain amount
of blood will continue to flow through the contracted arterioles, and
then it corresponds to the description given by Raynaud of syncope
locale. If it is extreme, the part may be wholly deprived of arterial
blood, and then a true local asphyxia is present. In this stage the
patients usually suffer considerably, although some do not complain
of pain until the next stage. The ischæmia is attended with an
impairment of sensation to touch, temperature, and pain, and finer
motions become clumsy on account of the subjective numbness and
actual anæsthesia. At the same time, the fingers look shrunken, the
skin being thrown into folds, as if the hand had been soaked in hot
water, or they may appear as if frozen, the skin being hard and
immovable.59 The secretion of perspiration may be increased, and
the fingers feel damp as well as cold, or it may be suspended. The
local temperature is lowered. If the part is cut, little or no blood will
flow. At this stage the arterial spasm may suddenly relax and the part
return gradually to its normal condition, the cessation of the
constriction of the arteries and the return of blood being usually
accompanied by burning pain, which may last for some hours. The
duration of such an attack may vary from a few moments to several
days. If it continues longer, this stage is usually succeeded by the
second stage, of cyanosis.
59 Finlayson, Medical Chronicle, 1885, No. 4.
(2) The stage of cyanosis results from one of two conditions: either
the arterial spasm is so complete that no blood passes into the part,
in which case venous blood from lack of vis a tergo or in response to
gravitation regurgitates into the capillaries, distending them and
producing a state of blueness; or a venous spasm occurs, preventing
the exit of blood from the part, which then becomes actively
congested, and the blood in the capillaries, from want of renewal,
soon becomes venous and produces the cyanotic appearance. The
stage of ischæmia may be so short that it is hardly noticed, so that
the patient's attention is first attracted by the swollen, blue, and
extremely painful condition. The skin may be stretched, the tissue
infiltrated with products of exudation, which can be pressed out, as
can also the venous blood, and the surface may itch as well as be
painful. Anæsthesia is rarely present in this stage, and there may
even be hyperæsthesia. The part is cool from the increased radiation
of heat and cessation of the processes of metabolism, the local
temperature being lowered. The small vessels on the surface will be
visibly injected, and capillary ecchymoses may rarely be seen. There
is less liability to difficulty in movement in this stage than in the
former one, as the sensations of the part are not benumbed, but if
present it is due to the swelling. This condition, like that in the former
stage, may cease suddenly, the recovery of the normal appearance
being, as a rule, slower than after a simple ischæmia. The duration
of this stage has varied from a few seconds to several days. It is
usually followed by gangrene.
(3) The condition of local erythema is described here because it may

lead to gangrene, and has therefore been considered by Weiss as
one of the early stages of the disease. As a rule, however, it is not
followed by the death of the part, and the affection in these cases is
probably one of erythromelalgia rather than of symmetrical
gangrene. Like the stage of ischæmia, the stage of erythema may
appear suddenly. The part presents a bright-red or a mottled
appearance—is hot and swollen, and painful. The vessels are visibly
injected, the local temperature is raised, the secretion of sweat may
or may not be increased, and the patient feels a burning sensation
rather than pain. Hyperæsthesia to touch and temperature and pain
is usually present, or the sensations are normal. The blood can be
pressed out, but returns immediately. In this condition of hyperæmia
slight injuries lead frequently to an inflammatory process, ulcers may
form in the pulps of the fingers or around the nails, and the eschars
may appear dark and even gangrenous; or an actual condition of
gangrene may appear in the tips of the fingers, the exact method of
its occurrence being a matter of dispute. The erythematous condition
is much more likely to be permanent than are the other stages of the
disease—another fact which has led to some hesitation in
considering it a true stage. This condition of erythema may be due to
a paralysis of the vaso-constrictors, the converse of the spasm
occurring in ischæmia. It has also been ascribed to an irritation of the
vaso-dilators; and this appears to be the more probable hypothesis.
(4) The stage of gangrene is always preceded by that of cyanosis,

and the death of the tissue is due to the arrest of nutrition
consequent upon a stasis of the blood. It is not necessary to invoke
the injury of trophic nerves to explain its appearance. In the tips of
the cyanotic fingers, on their palmar surface, beneath the epidermis,
a small blister appears, filled with a dark serous fluid or with pus or
blood. This soon ruptures, and a dark dry scab forms, beneath which
an ulceration may go on destroying the corium, but not penetrating
deeper. In the majority of cases the gangrene is limited to a small
area of the pulps of the fingers, and only involves the superficial
layers of the corium. The gangrenous spot is surrounded by a purple
margin. When the sphacelus has separated a scar remains which is
frequently insensitive. In other cases when the sphacelus is thrown
off it leaves a deep ulcer, which may look as if the lost tissue had
been cut out with a punch, and this gradually granulates and heals.
In still other cases the entire skin of the terminal phalanx may
become black and dry, presenting a true gangrenous appearance.
Then a line of demarcation is formed, usually at the junction of the
terminal with the middle phalanx; separation of the gangrenous part
occurs, and a stump is left covered with thin, glossy skin. This
extensive gangrene, involving an entire phalanx, is the exception
rather than the rule.
While the gangrenous process is in progress in the tip of the finger

the nails cease to grow, and may become bulbous and rigid; the
epidermis elsewhere may become dry and desquamate, and
ulceration around the root of the nail may take place. With the
completion of the stage of gangrene, which may last from one to five
weeks according to its extent, the local symptoms terminate.
It is the symmetrical distribution of the local symptoms just

enumerated which is the peculiar characteristic of the disease. The
fingers of both hands, the toes of both feet, symmetrically situated
spots upon the back, trunk, thighs, legs, forearms, and arms (in the
order of frequency named), are affected either singly or in
combination. In the majority of cases fingers and toes are affected
together, and a few spots are seen on the trunk. In many cases the
toes escape. In a large number of cases the face has been affected,
spots of cyanosis appearing on the nose or ears or lips. As a rule,
the stage of gangrene only ensues in the tips of the extremities, but
a few cases are recorded in which little areas of skin elsewhere have
passed through all the stages of the disease. Pigmentation occurs in
spots upon the body when the process does not go on to gangrene.
Among the rare symptoms which have occurred in some cases are
great impairment of temperature, pain, and electric sensations in the
affected extremities; swelling, pain, redness about, and effusion into,
the joints; considerable loss of motion in the muscles of the hands
and feet, with diminution of electric excitability, but no qualitative
change; and oculo-pupillary changes ascribed to an irritation of the
cervical sympathetic fibres at their origin in the spinal cord.
In addition to the constitutional symptoms mentioned, which may

usher in the disease and may continue during its course, there have
been observed temporary albuminuria, glycosuria, and hæmaturia.
Fever never occurs as a symptom of the disease, and if present
must be ascribed to some other condition. The special senses have
been affected in a few cases. In one case a spastic contraction of
the retinal arteries alternated with attacks of ischæmia in the
extremities.60 The intellect is usually unaffected, but Weiss observed
a case in which transient aphasia occurred, which he attributes to
local spasm in the arteries of the cortex. The patient could find words
only after long thought, and spoke slowly and with difficulty.
60 Raynaud, Arch. gén. de méd., 1874, p. 11; Galezowski examined the discs.

Industry Integrated Engineering and Computing Education Advances Cases Frameworks and Toolkits For Implementation Mahmoud Abdulwahed

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Industry Integrated Engineering and Computing Education Advances Cases Frameworks and Toolkits For Implementation Mahmoud Abdulwahed

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Industry Integrated Engineering and

Computing Education Advances Cases

Engineering and Technology Talent for Innovation and

Advances in Computer Science for Engineering and

Advances in Computer Science for Engineering and

The Internet of Things and Big Data Analytics:

Contingency Table Analysis Methods and Implementation

Industrial Ecology and Industry Symbiosis for

Integrated Space for African Society Legal and Policy

Digital Media Steganography: Principles, Algorithms,

ISBN 978-3-030-19138-2 ISBN 978-3-030-19139-9 (eBook)

© Springer Nature Switzerland AG 2019

Academia: Dr. Hassan Al-Derham, President of Qatar University, Doha, Qatar

1 Editorial Perspectives on Industry-­Integrated Engineering

8 Teaching Safety, Health, and Environment in Engineering

Mahmoud Abdulwahed holds BSc, MSc, and PhD

Education and progressed in innovation advisory and

Abdelaziz Bouras is professor in the Computer

Laurent Veillard is associate professor at Lumière

Mahmoud Abdulwahed, Abdelaziz Bouras, and Laurent Veillard

Industry-integrated engineering and technology education have been hot topics

© Springer Nature Switzerland AG 2019 1

In light of global advances and innovations in engineering education as well as

Novel Pedagogies and Interna-

Close the Loop

Brief Outline of the Book Chapters

Chapter 1 – Editorial Perspectives on Industry-Integrated Engineering and

Abdulwahed, M. (2017). Technology Innovation and Engineering’ Education and Entrepreneurship

© Springer Nature Switzerland AG 2019 7

 ranslational Perspectives on Organizational and Institutional

 ntrepreneurial and Engaged University Accreditation

The Accreditation Council for Entrepreneurial and Engaged Universities (ACEEU

Education, research, and third-stream activities (1) Education: The university

Innovation and Impact (1) Continuous improvement: The institution is achiev-

 ntreComp – Entrepreneurial Competency Framework

Fig. 2.1 Conceptual model of the EU EntreComp framework

OECD Entrepreneurial University Framework

The EU-OECD entrepreneurial university framework was developed in 2011–2012

Organizational Capacity – Funding, People, and Incentives (1) Entrepreneurial

Knowledge Exchange and Collaboration (1) The HEI is committed to collabora-

The Internationalized Institution (1) Internationalization is an integral part of

 K National Center for Entrepreneurship in Education (NCEE)

The NCEE plays a leading role in entrepreneurial organizational change in UK

 he Innovative and Entrepreneurial University Framework, US

This framework emerged from a comprehensive work of the office of innovation

4. Facilitating university–industry collaboration

Encouraging faculty innovation and entrepreneurship (1) Change faculty cul-

Actively supporting the university technology transfer function (1) Reduce

Facilitating university–industry collaboration (1) Facilitate sharing resources

The University–Business Cooperation (UBC) Framework

 ranslational Implications on Engineering Schools

 ypothetical Case of Implementing Entrepreneurial

comprehensive frameworks, for showing a case lets adopt the EU OECD/HEInnovate

Leadership and Governance Dimension

Standard 1 – Entrepreneurship Is a Major Part of the Institute Strategy

In implementing this standard, engineering schools should see themselves as entre-

 tandard 2 – There Is Commitment at a High Level to Implementing

In implementing this standard, commitment to the strategic entrepreneurial direc-

 tandard 3 – There Is a Model in Place for Coordinating and Integrating

–– Departments or centers for technology innovation and entrepreneurship are

The Institution Encourages and Supports Units to Act Entrepreneurially

In implementing this standard, engineering schools will aim to reduce bureaucratic

 he Institute Is a Driving Force for Entrepreneurship and Innovation

1 Editorial Perspectives on Industry-Integrated Engineering

8 Teaching Safety, Health, and Environment in Engineering

Brief Outline of the Book Chapters

ranslational Perspectives on Organizational and Institutional

ntrepreneurial and Engaged University Accreditation

ntreComp – Entrepreneurial Competency Framework

OECD Entrepreneurial University Framework

K National Center for Entrepreneurship in Education (NCEE)

he Innovative and Entrepreneurial University Framework, US

The University–Business Cooperation (UBC) Framework

ranslational Implications on Engineering Schools

ypothetical Case of Implementing Entrepreneurial

Leadership and Governance Dimension

Standard 1 – Entrepreneurship Is a Major Part of the Institute Strategy

tandard 2 – There Is Commitment at a High Level to Implementing

tandard 3 – There Is a Model in Place for Coordinating and Integrating

The Institution Encourages and Supports Units to Act Entrepreneurially

he Institute Is a Driving Force for Entrepreneurship and Innovation

rganizational Capacity – Funding, People, and Incentive

he Institution Has a Sustainable Financial Strategy in Place to Support

he Institution Has the Capacity and Culture to Build New Relationships