scholarly journals DESIGN ENGINEERING - NOT JUST APPLIED SCIENCE

2011 ◽  
Author(s):  
W. Ernst Eder
Keyword(s):  
Design Education ◽  
Knowledge Engineering ◽  
Normal Operation ◽  
Design Engineering ◽  
Engineering Sciences ◽  
Technical Systems ◽  
Rational Operation ◽  
Action Modes ◽  
Psychological Dimensions ◽  
Main Region

Engineering has different aims to science. Science collects bodies of knowledge. Engineering provides processes and technical systems for specific tasks. A main region of engineering is designing, with technical, economic, human, sociological and psychological dimensions. The scope of information for design engineering is broad – not just engineering sciences. Types of products are needed to (a) compare design processes, and (b) to guide design education. Three action modes exist: (1) normal operation, (2) risk operation, and (3) safety or rational operation. (2) and (3) need guidelines and experience of systematic and methodical approaches, which must be learned before attempting to use them. A further problem of examinability arises.

scholarly journals Engineering Design Education and Time Management

2011 ◽  
Author(s):  
W. Ernst Eder
Keyword(s):  
Engineering Education ◽  
Engineering Design ◽  
Time Management ◽  
Design Education ◽  
Problem Definition ◽  
Good Time ◽  
Design Engineering ◽  
Recursive Procedure ◽  
Engineering Sciences ◽  
Technical Systems

A brief historic view of design engineering shows the roles of problem definition (design specification), conceptualizing, estimations, layouts, detail and assembly drawings, parts lists, etc., to define an engineering product (process or tangible system according to ISO9000:2005) for implementation and/or manufacture and use. A brief assessment of computer-aided design (CAD) over the last 40 years reveals its detrimental effects on design engineering – the previously usual (intuitive) conceptualizing and preparation of layouts has been neglected. Design engineering is compared to the artistic design disciplines, and differences are highlighted. Design engineering must apply the constraints imposed by the engineering sciences, to satisfy customer require-ments, to consider economics, and to conform to laws and regulations. Yet design engineering offers the opportunity to use several more abstract represen-tations of technical processes and technical systems to aid conceptual designing. A role is indicated for design methods and systematic approaches for design engineering, especially for design and redesign for innovations (non-routine tasks), and in engineering education. Parts of the Theory of Technical Systems and Engineering Design Science are outlined, with conesquences for proposal of a theory-based syste-matic design method. Especially, the role of problem solving as a sub-process in designing shows the need for iterative and recursive procedure. Design enginee-ring demands that sufficient time is available for reflective thought, and needs good time management for any task, especially where innovation is expected. Engineering sciences are shown as necessary, but not sufficient. A broader context needs to include instruc-tion in time management, and should be developed during engineering education in all branches.

scholarly journals ENGINEERING DESIGN VS. ARTISTIC DESIGN – A DISCUSSION

2012 ◽  
Author(s):  
W. Ernst Eder
Keyword(s):  
Engineering Design ◽  
Design Research ◽  
Industrial Design ◽  
Design Science ◽  
Design Engineering ◽  
Design Processes ◽  
Case Examples ◽  
Engineering Sciences ◽  
Technical Systems ◽  
Industrial Designers

‘Design’ can be a noun, or a verb. Six paths for research into engineering design (as verb) are identified, they must be co-ordinated for internal consistency and plausibility. Design Research tries to clarify design processes and their underlying theories – designing in general, and particular forms, e.g. design engineering. Theories are a basis for deriving theory- based design methods. Design engineering and artistic forms of designing, industrial design, have much in common, but also differences. For an attractive and user-friendly product, its form (observable shape) is important – a task for industrial designers, architects, etc. ‘Conceptualizing’ consists of preliminary sketches, a direct entry to hardware – industrial designers work ‘outside inwards’. For a product that should work and fulfill a purpose, perform a transformation process, its functioning and operation are important – a task for engineering designers. Anticipating and analyzing a capability for operation is a role of the engineering sciences. The outcome of design engineering is a set of manufacturing instructions, and analytical verification of anticipated performance. Design engineering is more constrained than industrial design, but in contrast has available a theory of technical systems and its associated engineering design science, with several abstract models and representations of structures. Engineering designers tend to be primary for technical systems, and their operational and manufacturing processes – they work ‘inside outwards’. Hubka’s theory, and consequently design metho- dology, includes consideration of tasks of a technical system, typical life cycle, duty cycle, classes of properties (and requirements), mode of action, development in time, and other items of interest for engineering design processes. Hubka’s methodology is demonstrated by several case examples.

Why Systematic Design Engineering?

2009 ◽  
Author(s):  
W. Ernst Eder
Keyword(s):  
Engineering Design ◽  
Design Science ◽  
Design Procedure ◽  
Human Action ◽  
Design Engineering ◽  
Record Keeping ◽  
Methodical Approach ◽  
Engineering Sciences ◽  
The Many ◽  
Action Modes

Design engineering is different from other more artistic forms of designing because on one hand it is more constrained by the engineering sciences, economics and other factors, but on the other hand it has more possibilities for abstract modeling in the conceptual phases. Creativity is essential, but in many cases not sufficient to explore the many possible candidate solutions. A more systematic and methodical approach can help to overcome many of the problems that arise during conceptualizing in design engineering. Use of appropriate methods to enhance the search for solutions can expand the solution field. A systematic approach based on engineering design science has been shown to enhance understanding, good record-keeping, and traceability for the design process. Several grounded theories are reviewed and brought into mutual context, they refer to memory and thinking operations, expertise, human action modes, and competencies. The discussion reveals a need for specific instructions for a methodical and systematic engineering design procedure, when the design problem is seen as non-routine, and expertise is lacking.

scholarly journals A CASE FOR SYSTEMATIC AND METHODICAL DESIGN ENGINEERING

2011 ◽  
Author(s):  
W. Ernst Eder
Keyword(s):  
Design Engineering ◽  
Specific Task ◽  
Human Aspects ◽  
Technical Systems ◽  
Action Modes

Engineering aims to provide technical processes (TP) and technical systems (TS) to solve a specific task. The human aspects of designing to establish these TP and TS include action modes, expertise, and competencies. These lead to a conclusion that systematic and methodical design engineering is essential.

scholarly journals ASPECTS OF ANALYSIS AND SYNTHESIS IN DESIGN ENGINEERING

2011 ◽  
Author(s):  
W. Ernst Eder
Keyword(s):  
Design Process ◽  
Design Engineering ◽  
Specific Task ◽  
Human Aspects ◽  
Analysis And Synthesis ◽  
Technical Systems ◽  
Action Modes ◽  
Role Of Information

Engineering aims to provide technical processes (TP) and technical systems (TS) to solve a specific task. Human aspects of designing to establish these TP and TS include action modes, expertise, competencies and the role of information. Aspects of the design process include a methodology that can be applied, and the contrast of synthesis with analysis.

Dedicated Workshops to Educate T-Shaped Engineers

2007 ◽  
Author(s):  
Ph. M. Gerson ◽  
A. J. Taylor ◽  
B. Ramond
Keyword(s):  
Design Education ◽  
Innovation Process ◽  
Transformation Process ◽  
Technical Innovation ◽  
Learning Theories ◽  
Design Engineering ◽  
Track Record ◽  
Wide Range ◽  
Shared Goal ◽  
The Right

Technical Innovation covers the process of creating a new successful competitive product from invention to production and market introduction within a practical company related context. Typically education for this kind of complicated, open ended work requires mastering a wide range of knowledge-areas and a lot of hands-on training practice in projects and workshops. The combination of depth and width is symbolized by the “T-shape”. Well-known learning theories give a good rationale of the teaching approaches that were developed over the years and a confirmation of this approach, including the important role of the experienced tutor, is found in the study of excellent companies. Work of a “T-shaped” engineer in the technical innovation process bears many similarities to the ideal transformation process of a company, like Collins describes in his “Good to Great”. The processes have a very comparable open-ended character, a focus for essence and simple, elegant solutions, opportunities and inventions. Success seems to rely more on the right people and a concentrated shared-goal driven cooperation (“flow”), than on the right methods of work. Collins’ observations and conclusions, applied to the domain of engineering design education helps understanding the earlier reported 15 years success of the International Product Design Engineering (IPDE) course of the Hanze University Groningen, with its combination of lecturing, projects and workshops, with a high reality content and direct supervision. The IPDE-related “Open Dynamic Design” (ODD) project and the educational experiments showed similar observations. Essential is the committed experienced participation in real innovation projects and intensive workshops, lead by very experienced T-shaped supervisors/“masters”, having deep knowledge over a good part of technologies, entrepreneurial and/or design related issues and good understanding of interrelationship and consequences in the other fields. They also should have a track record on the methodologies of product innovation and product development. Like the Collins level-5 leaders, they should be able to be both creative and analytical, give the students freedom and control them at the appropriate moments. They power the theoretical most effective learning “circle” with focused introductions and assignments, their direct, knowledgeable and adequate feedback, and quiet help during contemplation. Then the workshops are really fun and effective. The Loughborough and Glasgow Design engineering courses, the new master course at the Innovation Centre of the University of Technology of Compiegne (UTC) and the one at the Hanze Institute for Technology — an upgrade from IPDE — are built on these insights. To safeguard the continuation of this approach, a pool of experienced and potential (home and guest) T-experts is founded together by the small group of universities and their industrial partners, working jointly in the workshops, projects and modules, training the trainers while training the students - in T-design.

scholarly journals PROPERTIES OF TECHNICAL SYSTEMS - KEY TO CROSSING DESIGN BOUNDARIES

2011 ◽  
Author(s):  
W. Ernst Eder
Keyword(s):  
Design Process ◽  
Design Engineering ◽  
Transformation System ◽  
Design Specification ◽  
Integrated Product Development ◽  
System A ◽  
Complete Set ◽  
Technical Systems ◽  
Clear Statement ◽  
Typical Design

Based on a model of a transformation system, a complete set of classes of properties for all products is developed. The design specification should give a clear statement of the requirements for the product. Various kinds of product can be recognized. Consequently three typical design processes are: design engineering, industrial design, and integrated product development. For a design process, the proposed set of classes of properties provides a good guideline or heuristic for setting up a design specification. This set of classes of properties supports a directed creativity. It indicates where expertise is needed to obtain an optimal designed product.

scholarly journals MACHINE ELEMENTS - REVISION AND OUTLOOK FOR DESIGN EDUCATION

2011 ◽  
Author(s):  
W. Ernst Eder
Keyword(s):  
Dynamic Property ◽  
Design Education ◽  
Mechanical Engineering ◽  
Systematic Classification ◽  
Internal Process ◽  
Machine Elements ◽  
Lower Complexity ◽  
Technical Systems

Technical Systems (TS) are products intended to perform a task. Machine elements (ME) are technical systems of the two (of four) lower complexity levels, mostly mechanical engineering items. The literature presents loosely classified listings, but hydraulic, thermal or control elements usually do not appear. The dominating TS-internal process concerns energy, characterized by a static and a dynamic property. ME carry functions, and have active connections to other constructional parts. A systematic classification of ME according to functions is presented. Systematic classification and variation assists creativity, and can produce many hundreds of alternatives, but increases demands for suitable selection and evaluation.

scholarly journals APPLICATION OF DESIGN METHODOLOGY FOR EDUCATION

2011 ◽  
Author(s):  
W. Ernst Eder
Keyword(s):  
Decision Making ◽  
Design Methodology ◽  
Design Engineering ◽  
Design Specification ◽  
Technical Systems ◽  
Whole Class

Designing is anticipating and establishing a product to fulfill a need. Design engineering is a function of industry offering technical systems. It involves iterative and recursive processing, a design specification, searching for solutions, evaluating, decision-making, and communicating, supported by obtaining and preparing information, verifying, checking, reflecting, and representing. The steps can be performed intuitively and/or systematically, using various methods, feedback, iteration and recursion. Engineering curricula should expose students to design methodology and theory to develop the ability and skill for designing. This exposure should occur for the whole class, not just by separate attention to individual students.

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