The Quality of Education on Workplace Safety Master Studies - The Issue of Teaching Methods

Abstract

Managing quality of education is difficult and diversified task. Certainly, at the very center of quality assurance is experience that students and graduates get throughout their education course. One of the factors influencing these experiences are teaching methods. The objective of the paper is to assess the experience of Workplace Safety and Hygiene master program students of with regard to teaching and learning methods and Industry 4.0 readiness. The objective is realized through interpretation of the survey results that was made within MSIE4.0 project among the students of different industrial engineering master programs. Additionally, the program and courses documentation is interpreted in accordance to the ‘LOVE’ model approach to assess education experience. The sample of the survey is based on MSc students of Workplace Safety and Hygiene that are held at Częstochowa University of Technology. As the study shows, there are some drawbacks of the program with regard to immersive approach to learning and more active students engagement. The readiness to Industry 4.0 requirements is not really visible and some purposeful actions should be made in order to make the program part of activities addressing this economic and social challenge.

Industry 4.0 - “Employee 4.0” in the Light of Teaching and Learning

“…While facing the results of the conducted survey among students and entrepreneurs under the project co-implemented by the authors, this method allows for creating such a curriculum in the course of engineering studies which will satisfy the needs of both sides in the process of the implementation of the assumptions of Industry 4.0 (Cuzzuol et al, 2018) The second solution is the 'LOVE' method which is used in the teaching practices at a Thai university (Hussadintorn Na Ayutthaya and Koomsap, 2017). The LOVE modela learning experience modelstates that in order to build a strong learning experience contributing to competence development for a particular subject, students must gain four different types of experience: L-learning, O-observing, V-visiting, and E-experimenting (Hussadintorn Na Ayutthaya and Nitkiewicz et al, 2018;Koomsap et al, 2019). These types of experience are stimulated from a variety of teaching and learning methods (TLs) according to (1.)…”

Demand for Competences of Industrial Engineering Graduates in the Context of Automation of Manufacturing Processes

“…(Furmanek, 2018) Along with the already mentioned Internet of Things and Services and cyber-physical systems, key components of Industry 4.0 are also: intelligent factories, Big Data and horizontal and vertical integration of the system. In view of the rapid development of new systems of the functioning of industry, there is a clear need to adjust the competencies of employees to the specificity of this development (Hariharasudan & Kot, 2018, Ślusarczyk, 2018, Nitkiewicz et al, 2019. The issue of competences is of interest to various scientific disciplines and research trends.…”