scholarly journals University–industry collaboration in curriculum design and delivery: A model and its application in manufacturing engineering courses

2021 ◽  
pp. 095042222110642
Author(s):  
MA Valiente Bermejo ◽  
M Eynian ◽  
L Malmsköld ◽  
A Scotti
Keyword(s):  
Curriculum Development ◽  
Engineering Education ◽  
Curriculum Design ◽  
Master's Program ◽  
Development Models ◽  
Model Based ◽  
Industry Collaboration ◽  
Manufacturing Engineering ◽  
Industrial Needs ◽  
University Industry

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 co-operative 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.

Innovation in Curriculum Development for Manufacturing Education

2008 ◽  
Author(s):  
Mohamed A. Gadalla
Keyword(s):  
Curriculum Development ◽  
Engineering Education ◽  
Cost Reduction ◽  
Manufacturing Technology ◽  
Engineering Science ◽  
Manufacturing Environment ◽  
Technology Program ◽  
Expected Performance ◽  
Manufacturing Engineering ◽  
Main Factor

To obtain a degree in manufacturing, students traditionally faced with a decision to either join a manufacturing engineering or manufacturing technology program. Normally they make their decision based on several factors such as: the employability at that time, degree of difficulties, the degree plan and its suitability to their current living style, etc. One of the main factor that has a large weight in making their decision is the amount of math. involved in each degree. Students with less desire to get involved in the theoretical engineering science normally join the technology track while the rest join the engineering track. In this research a new degree called manufacturing engineering Technologies is proposed. The purpose of the new degree is to produce a super quality graduate who is capable of handling both the theoretical and the practical aspects in the manufacturing environment. This degree is not intended to compromise between manufacturing engineering and manufacturing technology, it is rather intended to generate a higher quality graduate. Traditionally, manufacturing engineering education focuses on the theoretical, mathematics, and experimentation aspect while manufacturing technology focuses on how to use, mange, maintain the different engineering tools and systems. The proposed degree is intended to produce a graduate that is capable of handling the theoretical and the practical issues very well. The expected performance of this graduate is to be a leader in product and system R&D, cost reduction and innovation initiatives.

Can you judge a book by its cover? Industrial doctorates in Portugal

2019 ◽  
Vol 9 (3) ◽  
pp. 279-289 ◽  
Author(s):  
Sónia Cardoso ◽  
Orlanda Tavares ◽  
Cristina Sin
Keyword(s):  
Curriculum Development ◽  
Design Methodology ◽  
Doctoral Degrees ◽  
Self Assessment ◽  
Content Type ◽  
New Name ◽  
Accreditation Agency ◽  
Industry Collaboration ◽  
New Form ◽  
University Industry

Purpose Industrial doctorates have arisen in recent decades as a new form of doctoral education which has the potential to innovate the curriculum, among other things. Such programmes run in a number of countries including Sweden, Finland, Denmark, Estonia or Italy. In Portugal, industrial doctorates are very recent. The purpose of this paper is to understand whether Portuguese industrial doctorates distinguish themselves through collaboration with industry, specifically in curriculum development and delivery, or if they replicate the traditional doctorates under a new name. Design/methodology/approach Data from self-assessment reports of existing programmes submitted to the Portuguese accreditation agency and interviews with programme leaders were analysed. Findings The findings suggest that despite the fact that there is space for improvement in the collaboration in curriculum development and delivery, this is nonetheless a dimension which differentiates industrial doctorates. Industrial doctorates can, therefore, be “judged by their cover” because they are indeed a new category of doctoral degrees. Originality/value Although circumscribed to the Portuguese context and focussed on a particular aspect of university–industry collaboration, the paper contributes to further knowledge on industrial doctorates, a topic on which research is still scarce.

scholarly journals What Type of Curriculum Development Models Do We Follow? An Indonesia’s 2013 Curriculum Case

2018 ◽  
Vol 6 (2) ◽  
pp. 98-105
Author(s):  
Dyah Tri Palupi
Keyword(s):  
Curriculum Development ◽  
Curriculum Design ◽  
National Curriculum ◽  
Learning Outcome ◽  
Assessment Process ◽  
Curriculum Policy ◽  
Development Models ◽  
Design For All ◽  
New Type ◽  
Competency Based

This article identifying the Indonesi’s 2013 curriculum policy from several types of curriculum development models such as Tyler, Taba, Wheeler, Nicholls & Nicholls, Tanner & Tanner, Stenhause, Cornbleth and Doll. By analyzing carefully the ofcial curriculum policy the author conclude that the 2013 curriculum could be classifed as a “new” type of curriculum which is more eclectic by following the idea curriculum as praxis. The eclectic mode of the curriculum could be trace from its orientation to accommodate lots of idea from various curriculum development models from Tyler to Doll, for instance 2013 curriculum still has a tendency to control the standard of the learning outcome, content and process, but in other hand this curriculum encourages to develop a more contextual curriculum design for all of the schools throughout Indonesia. The 2013 curriculum also makes a compromise between outcome/competency-based and process-based curriculum design in which sometimes make the assessment process become a little bit difcult for the teachers at schools. Abstrak Artikel ini mengkaji Kurikulum 2013 dari berbagai jenis model-model pengembangan kurikulum, seperti model Tyler, Taba, Wheeler, Nicholls & Nicholls, Tanner & Tanner, Stenhause, Cornbleth, dan Doll. Dengan mengkaji secara teliti dokumen-dokumen resmi kebijakan Kurikulum 2013 penulis menyimpulkan bahwa Kurikulum 2013 dapat dikategorisasikan sebagai bertipe “baru” yang lebih bersifat eklektik dengan mengikuti gagasan kurikulum sebagai praksis. Kecenderungan eklektik dari kurikulum ini dapat dilihat dari orientasinya yang mencoba untuk mengakmodasi banyak gagasan dari beberapa model pengembangan kurikulum dari Tyler hingga Doll. Misalnya, Kurikulum 2013 masih menggunakan perspektif standardisasi sebagai mekanisme control terhadap mutu lulusan, muatan kurikulum, dan proses pembelajaran, tapi di sisi lain Kurikulum 2013 juga mengarahkan sekolah-sekolah untuk mengembangkan kurikulum yang sifatnya kontekstual. Kurikulum 2013 juga mengkompromikan antara desain kurikulum berbasis luaran/kompetensi dan berbasis proses yang terkadang justru menyulitkan para guru dalam melakukan penilaian hasil belajar siswa di sekolah. Keywords: Contextual curriculum; curriculum as praxis; curriculum development; eclectic model; the Indonesia’s 2013 national curriculum

Engineers for Industry

2019 ◽  
pp. 35-45
Author(s):  
Robin P. Clark ◽  
Jane Andrews
Keyword(s):  
Engineering Education ◽  
Industry Collaboration ◽  
The World ◽  
The Future ◽  
The Many ◽  
The University ◽  
University Industry

The need for a reliable supply of engineering talent is accepted globally, but in many parts of the world the many challenges mean that this is not easily achieved. Even if the graduate supply is a reality, often there are concerns about the quality of the engineers entering the workforce. This chapter will explore this landscape, and after identifying the many challenges, explore solutions and potential ideas for the future of engineering education and the university/industry collaboration.

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