From Traditional to Applied:A Case Study in Industrial Engineering Curriculum (original) (raw)
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Curriculum analysis process: Analysing fourteen industrial engineering programs
University of Minho, 2019
The fourth industrial revolution is demanding for new competences, thus requiring curricula redesign. A comprehensive analysis of current curricula contributes for the design of the new foreseen curricula. According to Hoffman (1999, p. 283): "the design of learning programs may be based on the inputs needed or the outputs demanded". Thus, curriculum analysis is helpful to identify aspects that are working and those that need a change (Wolf, Hill, & Evers, 2006). This purpose is crucial in the context of Industry 4.0, in order to prepare future engineers to face the challenges of their practice. Considering that in Europe, in general, formal curriculum level presents the structural aspects (e.g. hours and number of courses) and the learning outcomes of each course, it is possible to identify the areas of knowledge and the competences students are expected to develop. This paper aims to make a curriculum analysis, based on areas of knowledge and learning outcomes. This was based on a process exploring information from the formal level of curriculum that can be replicated in other contexts. Additionally, the process was applied to fourteen European Industrial Engineering master programs. The results show that there is a high level of diversity regarding main areas of knowledge and technical competences of each program. Moreover, it showed an enormous lack of attention in terms of transversal competences in all programs.
An Approach for the Design of an Optimum Industrial Engineering Curriculum
Dirasat Engineering Sciences, 2010
In this investigation, a model for the development of a curriculum to educate the industrial engineer was suggested. The model consists of three parts. These parts are the stakeholder customers' requirements, the stakeholder suppliers and the process of design or updating of the curriculum. A supportive part was added to the suggested model that arises the limitations on the process. The feedback that comes from the stakeholder customers was considered as a supplementary part to the process to have a closed loop form of the suggested model. This suggested model was applied to the curriculum that was designed for the industrial engineering department at the University of Jordan. To justify the optimality of the outcome of the suggested model, the designed curriculum of the industrial engineering department at the University of Jordan was compared to the ideal, regional and international teaching programs of the industrial engineer. It was found that this model is an optimal approach and can be used as a guide for any university to design or update its curriculum.
Procedia - Social and Behavioral Sciences, 2013
This paper deals with the design and implementation of a new Curriculum for Manufacturing & Industrial Engineering and Engineering Management for Bachelor and Master Degrees at Tlemcen University, Algeria. This Curriculum aims to give to the student a multidisciplinary knowledge in the domain of Engineering, technology as well as management. The implementation of this curriculum at Tlemcen University has showed a large improvement of student skill that permits it to become a national curriculum.
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Engineers form an important part of our technical workforce to successfully transform Malaysia into a fully developed nation as envisaged in the Vision 2020 document. Thus, it is essential for higher learning institutions in Malaysia to produce effective and competent graduates who are able to contribute to the current needs and rapid changes in the engineering industry. However, a key challenge faced by engineering programmes is to address the misalignment in the graduates produced and the industry needs. To address this, industrial training in universities plays an important role in bridging academia and industry where students are able to experience real-life problems as opposed to only classroom challenges. In addition, it is also important that engineering students in universities are well equipped with critical thinking skills and strong technical knowledge to face current and future challenges in industries. In this study, feedback and evaluation forms from industries were an...
An Analysis of Knowledge Areas in Industrial Engineering and Management Curriculum
International Journal of Industrial Engineering and Management
Industrial Engineering and Management (IEM) is a continuous, flexible and dynamic area of engineering. Its intervention relates not only in manufacturing industry, but also in hospitals, education systems, transport systems, financial institutions, etc. Thus, there is the need to prepare students to the extended scope of IEM and the curriculum has to provide this broad vision. This range of IEM is evident in curriculum rationale. Graduates have to be ready for a wide range of jobs in the labour market. This is a challenging demand to cope with when designing and developing the curriculum. Thus, a selection of a special focus is the basis for the curriculum design process and for that reason the curriculum programs have different emphasis. The aim of this study is to analyse four IEM curriculum programs in Europe based on a classification of courses by areas of knowledge. Furthermore, the relative weight of areas was computed based on courses’ credits. Two interrelated group of areas...
International Journal of Academic Research in Progressive Education & Development, 2018
The Malaysia Higher Education sector has experienced major growth in the 60 years since its independence. In order for Malaysia to keep up with the increasingly challenging and competitive global economy, higher education must be sustainably transformed. One of the key shifts highlighted in the Malaysia Higher Education Blueprint 2015-2025 is through empowering Technology, Vocational, Education and Training (TVET) programmes. Although the graduates from the Malaysian Technical University Network (MTUN) have shown significant achievements through the Graduate Employability rates, there are some pressing issues that still need to be addressed. The industry practitioners have raised concerns about graduates that does not meet employers’ expectations and is not well-prepared to enter the workforce. As part of the initiative to address the gap above, the Engineering Technology Infrastructure Program (ETIM) at Universiti Malaysia Pahang (UMP) has taken the effort to appoint the industry practitioners as its Undergraduate Final Year Project (FYP) co-supervisors. These industry co-supervisors plays an important role since the beginning of the course by providing real-life industry problems for the students to propose solutions. This method have seen tremendous improvement towards students’ soft skills such as problem-solving and decision-making. This helps the graduates to better prepare themselves upon entering the workforce and simultaneously fulfilling the industry needs in being exposed to real-life industry problems. The industry and academia should continuously work together to ensure that the courses and curriculum are current and in accordance to the requirements posed by the industry.
Emerging Topics For Industrial Engineering Curriculum
2006 Annual Conference & Exposition Proceedings
He received dual degrees in Electrical and Mechanical Engineering from the University of Panama and Master degrees from the Florida Institute of Technology and the University of Missouri-Rolla. He received a Ph.D. in Engineering Management from the University of Mis-souri-Rolla in 1990. He also holds dual MS degrees in Aerospace Systems Engineering & Management from the
Identifying key criteria in development of Industrial Engineering education
MATEC Web of Conferences
The objective of this study is to define criteria in current development of Industrial Engineering (IE) education on the basis of studies and concepts published in commonly accessible databases and knowledge exchange platforms. General assumption of the study is that the universal criteria used in developing IE study programs are already defined and some experiences on their use are already published. The expected outcome of the study is to identify the criteria that could support the development of curriculum for MSc in IE. The approach used here is content analysis with the publication related to the higher level education in the field of Industrial Engineering.
International Journal of Academic Research in Progressive Education and Development
The Malaysia Higher Education sector has experienced major growth in the 60 years since its independence. In order for Malaysia to keep up with the increasingly challenging and competitive global economy, higher education must be sustainably transformed. One of the key shifts highlighted in the Malaysia Higher Education Blueprint 2015-2025 is through empowering Technology, Vocational, Education and Training (TVET) programmes. Although the graduates from the Malaysian Technical University Network (MTUN) have shown significant achievements through the Graduate Employability rates, there are some pressing issues that still need to be addressed. The industry practitioners have raised concerns about graduates that does not meet employers' expectations and is not well-prepared to enter the workforce. As part of the initiative to address the gap above, the Engineering Technology Infrastructure Program (ETIM) at Universiti Malaysia Pahang (UMP) has taken the effort to appoint the industry practitioners as its Undergraduate Final Year Project (FYP) co-supervisors. These industry co-supervisors plays an important role since the beginning of the course by providing real-life industry problems for the students to propose solutions. This method have seen tremendous improvement towards students' soft skills such as problem-solving and decision-making. This helps the graduates to better prepare themselves upon entering the workforce and simultaneously fulfilling the industry needs in being exposed to real-life industry problems. The industry and academia should continuously work together to ensure that the courses and curriculum are current and in accordance to the requirements posed by the industry
Industry and higher education, 2021
The advantages and importance of university-industry collaboration, particularly in curriculum design and delivery, are well-known. However, although curriculum development models are available in the literature, very few are sufficiently concrete to be applicable in practice or are generalizable beyond their discipline of origin. In this paper, a cooperative model based on the Plan-Do-Study-Act cycle is presented and described. An example of its application in the curriculum design of two courses in welding within a Manufacturing Engineering Master's program is detailed. The model was found successful based on the evaluation of the courses by students, teachers, and the industrial representatives involved. Therefore, it proved to be an effective tool for bridging the gap between industrial needs and academia in the field of Manufacturing Engineering education. At the same time, the methodology is generalizable and is applicable to any field of education.