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This paper demonstrated the implementation of Six Sigma technique and DMAIC improvement methodology into a mass manufacturing of printed circuit cables. The result showed that by following the theoretical Six Sigma technique and DMAIC steps, the defects from major tombstone capacitor problem could be reduced from 1,154 DPPM to 314 DPPM and increased 1 st yield output from 98.4% to 99.66%.

We present a four-year electronics-ICT educational master program at Ghent University in Belgium. The students develop knowledge and skills from novice to experienced electronic circuit designers. In the corresponding topics, the immersion into engineering problems is deepened. The horizontal and vertical alignment of courses in the four-year master program at our university is discussed. The curriculum of the four-year master program is highly projectoriented and all topics are clustered around a well-considered set of standards. This clustering supports the logical structure of the program, with students gradually acquiring the necessary competences. All standards and their mutual interaction are extensively discussed in the paper. We also focus on four design-implement projects included in the electronics-ICT program, explicitly following CDIO-guidelines. Whereas the first-year project has a limited level of difficulty, the challenges increase significantly in the course of the next years. Students learn that product design is an iterative process on different levels, where the design strategy can be changed continuously based on important and crucial feedback. Different evaluations have demonstrated that our students are not only aware of CDIO-principles, but are also convinced of the quality of the results obtained by following the standards.

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The recent movement of Thai engineering education and accreditation is a shift from content- to outcome-based. With the aim to achieve an accreditation by the Thailand Accreditation Body of Engineering Education (TABEE) and an international recognition, the objective of this paper is to share how the industrial engineering (IE) program of Thailand’s Rajamangala University of Technology Thanyaburi (RMUTT) has applied the Conceive-Design-Implement-Operate (CDIO) framework to transitioning from the content- to outcome-based curriculum. For the methodology, the learning outcomes in the CDIO Syllabus were mapped to the Thailand Qualification Framework (TQF)’s engineering curriculum requirements and to TABEE Criterion 3 (learning outcomes and assessment). The mapping was to portray their complementary nature. To this end, the CDIO implementation in accordance with the 12 CDIO Standards was undertaken and the details elaborated. The rubric-based CDIO and TABEE self-evaluations were carried out and the results translated into actions for continuous improvement. The 4-5 rubric scores from 2013-2018 suggesting that the successful CDIO implementation contributes to the concurrent fulfillment of the TQF and TABEE learning outcomes.