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

Abstract

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.

Designing a Master Course on Architectures for Big Data: A Collaboration between University and Industry

“…These feedbacks are beyond any expectation but aligned with other similar works (Va liente Bermejo et al, 2021): all the experiments done in the first year allowed to cor rect some structural issues, to provide students with a better experience. A lot of focus has been put in designing the concept of homeworks: to move them from a "boring highschool-like task", they were called challenges and they were not mandatory, although they contributed to the final course mark through additional points given as a reward.…”

Impact of industry-university-research collaboration and convergence on economic development: Evidence from chengdu-chongqing economic circle in China

“…This relationship fosters the creation of an innovation ecosystem, whereby the exchange of knowledge encourages entrepreneurial activities, improves competitiveness, and contributes to the economic growth of the area [ 16 ]. The literature has shown that areas that implement strong IURC processes see a boost in economic development, a rise in employment opportunities, and an improvement in global competitiveness [ 31 , 35 ].…”

“…Some previous studies already dealt with the impact of IUR collaboration on various regions, including European countries [ 23 ], Australia [ 24 ], US, Japan and Korea [ 25 ], and US, Germany, and France [ 26 ], others focused on specific countries like China [ 17 , 27 , 28 ], Turkey [ 29 ], Italy [ 30 ], Brazil [ 18 , 31 ], and the UK [ 32 ]. Previous studies focused on either university–industry collaboration [ 18 , 19 , 31 , [33] , [34] , [35] ], and university-industry-government collaboration [ 11 , 12 , 14 , 15 , [36] , [37] , [38] ] or economic convergence [ 6 , [39] , [40] , [41] , [42] , [43] , [44] , [45] , [46] , [47] ], there are limited studies that have focused on the combined effect of these concepts. Therefore, this study aims to address three research questions: (a) How does IURCI impact the regional economy?…”

A Robotics Experimental Design Method Based on PDCA: A Case Study of Wall-Following Robots

“…DMAIC (Define–Measure–Analyze–Improve–Control) [ 26 , 27 ] is a data-oriented problem-solving method suitable for larger-scale projects. PDSA (Plan–Do–Study–Act) [ 28 , 29 , 30 ] is a modification of the original PDCA, which changes Check in the third step to Study (Study Assessment), which is suitable for longer-term projects. Compared with DMAIC and PDSA, the cycle design concept of PDCA is more suitable for the student-learning-outcome-oriented design of the robotics experimental course in this study.…”