An empirical study of industrial engineering and management curriculum reform in fostering students’ creativity

Chen, Chi‐Kuang; Jiang, Bernard C.; Hsu, Kuang-yiao

doi:10.1080/03043790500087423

Cited by 41 publications

(29 citation statements)

References 12 publications

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“…These typically seek to raise student engagement by embedding the student into the context, for example by simulating a creative environment, e.g. creating a game or simulation around the learning [11][12][13][14], or putting the student into a project-based environment [15][16][17].…”

Section: Existing Literaturementioning

confidence: 99%

“…Therefore the most useful papers in the literature are those that are evidence-based. This component of the literature suggests the following engineering management skills are important:  Adaptable problem-solving, creativity [11], critical thinking [48], decision making skills [48].  Systems thinking approaches [49], integrative skills [50], a wide perspective of engineering [49], and a multidisciplinary approach [51][52][53].…”

Section: Curriculum Topicsmentioning

confidence: 99%

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Relative importance of professional practice and engineering management competencies

Pons

2015

European Journal of Engineering Education

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Problem-The professional practice of engineering always involves engineering management, but it is difficult to know what specifically to include in the undergraduate curriculum. Approach-The population of New Zealand practising engineers was surveyed to determine the importance they placed on specific professional practice and engineering management competencies. Findings-Results show that Communication and Project planning were the two most important topics, followed by others as identified. The context in which practitioners use communication skills was found to be primarily with project management, with secondary contexts identified. The necessity for engineers to develop the ability to use multiple soft skills in an integrative manner is strongly supported by the data. Originality-This paper is one of only a few large-scale surveys of practising engineers to have explored the soft-skill attributes. It makes a didactic contribution of providing a ranked list of topics which can be used for designing the curriculum and prioritising teaching effort, which has not previously been achieved. It yields the new insight that combinations of topics are sometimes more important than individual topics.

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Section: Existing Literaturementioning

confidence: 99%

Section: Curriculum Topicsmentioning

confidence: 99%

Relative importance of professional practice and engineering management competencies

Pons

2015

European Journal of Engineering Education

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“…This would cover many crossfunctional skills: interpersonal communications, teamwork and leadership (Dym, 2006;Maffioli & Augusti, 2003;Teixeira, Ferreira, Silva, & Flores, 2007). But also the ability to formulate a problem, to model it and to think up solutions; to develop the creativity of colleagues; to recruit individuals, to motivate them and assess their progress; to negotiate and assess risks; to organise information flows; to understand strategy, marketing and economic concepts (Bankel et al, 2003;Chen et al, 2005;Ferguson, 2006;Yannou & Bigand, 2004). …”

Section: Professional Profile Of Industrial Engineeringmentioning

confidence: 99%

“…That is, as he is conceived by the Institute of Industrial Engineering or the British Engineering Council, the engineer must be capable of analysing, modelling, designing, implementing and improving complex systems made up of people, materials, money, information, machines, technology and energy, for the purpose of offering products and services in the least time and with the greatest productivity, quality, reliability and efficiency possible (ABET & EUR-ACE, 2007;Chen, Jiang, & Hsu, 2005;Elsayed, 1999;Gallwey, 1992;Maffioli & Augusti, 2003;Mummolo, 2007;Ratchev et al, 2002;Salvendy, 2001;Womack & Jones, 1996;Zandin & Maynard, 2005).…”

Section: Function Of Industrial Engineersmentioning

confidence: 99%

Profile and competences of Spanish industrial engineers in the European Higher Education Area (EHEA)

Marín-García

García-Sabater

Miralles

et al. 2008

JIEM

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The aim of this document is to develop a clear definition of the role of the industrial engineer. This is important in the Spanish context, where the engineer curricula are evolved in a different way than in other countries, due to the role developed by the Professional Associations of Engineers and Technical Engineers. To this end we identify here the professional profiles to be expected of those graduating from such courses, the sectors where they are most likely to be recruited, and the context within which industrial engineers are employed. We deal with meanings and proposals for Industrial Engineers within a European context, drawing information from the academic debate which has been launched in a number of scientific publications. The text summarizes our personal reflections, which are integrated within a proposal for action intended as an additional contribution to the critical debate as to the situation, rather than a final response.

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“…(Chen et al, 2005), (Elsayed, 1999), (Gallwey, 1992), (Maffioli, Augusti, 2003). Esto porque en Perú el acelerado desarrollo y crecimiento pone ante los ingenieros un panorama de complejos problemas nuevos, con recientes tecnologías, con alta variedad cultural y en tiempos cortos.…”

Section: Características Para Un Ingeniero Industrial De Perúunclassified

Educación Superior de la Ingeniería Industrial en el Perú: propuesta de un modelo educativo desde las competencias

Lama¹,

Martín²

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An empirical study of industrial engineering and management curriculum reform in fostering students’ creativity

Cited by 41 publications

References 12 publications

Relative importance of professional practice and engineering management competencies

Relative importance of professional practice and engineering management competencies

Profile and competences of Spanish industrial engineers in the European Higher Education Area (EHEA)

Educación Superior de la Ingeniería Industrial en el Perú: propuesta de un modelo educativo desde las competencias

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