Pub Date : 2010-07-15DOI: 10.1109/TEE.2010.5508878
I. Dabipi, J. Dodoo, J. B. Burrows-McElwain, C. Hartman
Engineering education in developing countries is faced with many challenges. One of the key engineering education issues is curriculum adaptability to the growing regional needs as the countries evolve through their developmental process. This is usually dictated by the national infrastructure program development plans. In most cases, the electrical engineering curriculum for example is usually centered on power construction given the national need and evolves to include controls and communications. The civil engineering curriculum equally revolves around structures and surveying. This paper examines how the transition from one area of concentration is made given the prevailing technological divide between the developing countries and the developed countries and proposes some solutions that can help alleviate the obstacles confronting the engineering education in these countries.
{"title":"Adapting Engineering Education Curriculum for Global Competiveness in Developing Countries","authors":"I. Dabipi, J. Dodoo, J. B. Burrows-McElwain, C. Hartman","doi":"10.1109/TEE.2010.5508878","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508878","url":null,"abstract":"Engineering education in developing countries is faced with many challenges. One of the key engineering education issues is curriculum adaptability to the growing regional needs as the countries evolve through their developmental process. This is usually dictated by the national infrastructure program development plans. In most cases, the electrical engineering curriculum for example is usually centered on power construction given the national need and evolves to include controls and communications. The civil engineering curriculum equally revolves around structures and surveying. This paper examines how the transition from one area of concentration is made given the prevailing technological divide between the developing countries and the developed countries and proposes some solutions that can help alleviate the obstacles confronting the engineering education in these countries.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"191 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121024191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508824
R. Schoephoerster, P. Golding
The University of Texas at El Paso (UTEP) is planning to pioneer and establish a new undergraduate program in Leadership Engineering. The overarching program goal is graduation of a new pedigree of qualified engineers with the "soft skills", business acumen and strategic foresight, in addition to engineering prowess, to meet the needs of industry in the 21st century. Following the recommendation from James Duderstadt's "Engineering for a Changing World" [1], we propose a new paradigm for the education of the engineering leaders of the 21st century. The Duderstadt model mirrors the medical school training model that is credited with propelling advancement in medical practice during the last century, where the BS degree includes a broad-based curriculum of engineering design, project management, technology, ingenuity and innovation, along with business, communication, ethics, and social sciences. This foundation is then followed by post-graduate study, via a professional Master's degree program, in a specific discipline or concentration. The Leadership Engineering degree program is a first important, and viable, step towards that new paradigm. A large fraction of the graduates of the Leadership Engineering program are anticipated to pursue professional graduate degrees in a variety of engineering fields. Through a curriculum that provides a framework for building successful businesses, students graduating from the program may also move into the booming technology services sector or choose to start their own innovative companies. Finally, graduates of the Leadership Engineering program will be prepared to serve as leadership engineering educators in the K-12 sector, or for further graduate preparation in the expanding field of engineering education.
德克萨斯大学埃尔帕索分校(UTEP)正计划开创并建立一个新的领导力工程本科课程。总体计划的目标是毕业的合格的新一代工程师的“软技能”，商业头脑和战略远见，除了工程实力，以满足21世纪的行业需求。根据James Duderstadt的《Engineering for a Changing World》[1]的建议，我们提出了21世纪工程领导者教育的新范式。Duderstadt模式反映了上个世纪推动医学实践进步的医学院培训模式，其中学士学位包括工程设计，项目管理，技术，创造力和创新的广泛课程，以及商业，沟通，道德和社会科学。这个基础之后是研究生学习，通过一个专业的硕士学位课程，在一个特定的学科或集中。领导力工程学位课程是迈向这种新范式的重要且可行的第一步。领导工程课程的大部分毕业生预计将在各种工程领域攻读专业研究生学位。通过为成功创业提供框架的课程，从该项目毕业的学生还可以进入蓬勃发展的技术服务行业，或者选择创办自己的创新型公司。最后，领导力工程课程的毕业生将准备在K-12部门担任领导力工程教育者，或在不断扩大的工程教育领域进一步为研究生做准备。
{"title":"A New Program in Leadership Engineering","authors":"R. Schoephoerster, P. Golding","doi":"10.1109/TEE.2010.5508824","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508824","url":null,"abstract":"The University of Texas at El Paso (UTEP) is planning to pioneer and establish a new undergraduate program in Leadership Engineering. The overarching program goal is graduation of a new pedigree of qualified engineers with the \"soft skills\", business acumen and strategic foresight, in addition to engineering prowess, to meet the needs of industry in the 21st century. Following the recommendation from James Duderstadt's \"Engineering for a Changing World\" [1], we propose a new paradigm for the education of the engineering leaders of the 21st century. The Duderstadt model mirrors the medical school training model that is credited with propelling advancement in medical practice during the last century, where the BS degree includes a broad-based curriculum of engineering design, project management, technology, ingenuity and innovation, along with business, communication, ethics, and social sciences. This foundation is then followed by post-graduate study, via a professional Master's degree program, in a specific discipline or concentration. The Leadership Engineering degree program is a first important, and viable, step towards that new paradigm. A large fraction of the graduates of the Leadership Engineering program are anticipated to pursue professional graduate degrees in a variety of engineering fields. Through a curriculum that provides a framework for building successful businesses, students graduating from the program may also move into the booming technology services sector or choose to start their own innovative companies. Finally, graduates of the Leadership Engineering program will be prepared to serve as leadership engineering educators in the K-12 sector, or for further graduate preparation in the expanding field of engineering education.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125381458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508813
L. Cuthbert, N. Yao, B. Chib, Y. Ying, Yao Wang
In this paper we consider the success of blending the Chinese and UK educational systems in the joint degree programmes between Queen Mary, University of London and Beijing University of Posts and Telecommunications. The paper explore how these programmes have been structured, how we have combined the strengths of both traditions, how the engineering, management and Law disciplines have been blended together and how we have introduced the personal development aspects into this very popular programme that recruits 500 students a year, all scoring higher than the top national line in the national university entrance examinations.
{"title":"A Success Story in Inter-Disciplinary, Inter-Continental Engineering Education","authors":"L. Cuthbert, N. Yao, B. Chib, Y. Ying, Yao Wang","doi":"10.1109/TEE.2010.5508813","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508813","url":null,"abstract":"In this paper we consider the success of blending the Chinese and UK educational systems in the joint degree programmes between Queen Mary, University of London and Beijing University of Posts and Telecommunications. The paper explore how these programmes have been structured, how we have combined the strengths of both traditions, how the engineering, management and Law disciplines have been blended together and how we have introduced the personal development aspects into this very popular programme that recruits 500 students a year, all scoring higher than the top national line in the national university entrance examinations.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"205 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123018293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508891
S. McLaughlin, R. Paton, C. Cormack
Much has been postulated recently about the need for Universities to provide SSME related content. Many Universities are now actively pursuing course development to meet this need. However, the authors propose that certain aspects of course development must be considered if the content is to be anything other than a re-packaging of existing modules. Considering the basic inter / multi-disciplinary nature of SSME any course designed to meet the increasing demand for this level of understanding, must include multidisciplined aspect in its design. The design, development and implementation of the identified framework have been developed based on a case study with IBM, and are exploratory in nature. The framework was also developed using input from four different stakeholder groups; Engineering, Computing Science, Management, and Industry Partners. This paper will outline the assumptions made in the development of the framework, the structure and delivery mechanism of the subsequent multi-disciplined electives, and how the electives can be used to support existing postgraduate and executive training. This direct input has been used to develop a series of six electives. These electives are focus on the needs of postgraduate / professionals moving into senior management positions. Therefore, the delivery mechanism for the electives is modular to allow for the electives to be included in a range of postgraduate and executive programmes. Professional engineers live and work in a context rich environment, and do not tend to break their working days up in to subject specific segments. The reality is that they are expected to work with multiple subjects at the same time. Because of this the framework looks to develop and deliver content in a 'themic' way, as opposed to the more traditional subject based delivery. The electives are now being made available to University of Glasgow MBA students for 09/10. This will be extended to M.Eng, MSc and executive training programmes th- - rough 2010/11. The authors believe that this framework helps academic institutes understand the nature of SSME training required by customer-orientated organizations, and provide content based on service themes, as opposed to the more traditional approach of providing the content based on individual topics.
最近有很多关于大学需要提供SSME相关内容的假设。许多大学都在积极发展课程以满足这一需求。然而，作者建议，如果课程内容不是对现有模块的重新打包，那么必须考虑课程开发的某些方面。考虑到SSME的基本跨/多学科性质，任何旨在满足对这种理解水平日益增长的需求的课程，都必须在其设计中包括多学科方面。所确定框架的设计、开发和实现是基于IBM的案例研究开发的，本质上是探索性的。该框架的制定还使用了四个不同利益相关者群体的投入;工程，计算科学，管理和行业合作伙伴。本文将概述在开发框架时所做的假设，随后的多学科选修课的结构和交付机制，以及如何使用选修课来支持现有的研究生和高管培训。这种直接投入已用于开发一系列六门选修课。这些选修课的重点是研究生/专业人士进入高级管理职位的需求。因此，选修课的交付机制是模块化的，以便将选修课包括在一系列研究生和行政课程中。专业的工程师生活和工作在一个上下文丰富的环境中，并且不倾向于将他们的工作日分成特定的主题部分。现实情况是，他们需要同时处理多个科目。正因为如此，该框架希望以“主题”的方式开发和交付内容，而不是更传统的基于主题的交付。格拉斯哥大学(University of Glasgow)的MBA学生现在可以在09/10学年选修这些课程。该计划将在2010/11学年前后扩展至硕士、理学硕士和高管培训课程。作者认为，该框架有助于学术机构理解以客户为导向的组织所需的SSME培训的本质，并提供基于服务主题的内容，而不是基于个人主题提供内容的更传统的方法。
{"title":"Developing a Pedagogical Framework for Engineering Professional Development within a Service Orientated Environment","authors":"S. McLaughlin, R. Paton, C. Cormack","doi":"10.1109/TEE.2010.5508891","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508891","url":null,"abstract":"Much has been postulated recently about the need for Universities to provide SSME related content. Many Universities are now actively pursuing course development to meet this need. However, the authors propose that certain aspects of course development must be considered if the content is to be anything other than a re-packaging of existing modules. Considering the basic inter / multi-disciplinary nature of SSME any course designed to meet the increasing demand for this level of understanding, must include multidisciplined aspect in its design. The design, development and implementation of the identified framework have been developed based on a case study with IBM, and are exploratory in nature. The framework was also developed using input from four different stakeholder groups; Engineering, Computing Science, Management, and Industry Partners. This paper will outline the assumptions made in the development of the framework, the structure and delivery mechanism of the subsequent multi-disciplined electives, and how the electives can be used to support existing postgraduate and executive training. This direct input has been used to develop a series of six electives. These electives are focus on the needs of postgraduate / professionals moving into senior management positions. Therefore, the delivery mechanism for the electives is modular to allow for the electives to be included in a range of postgraduate and executive programmes. Professional engineers live and work in a context rich environment, and do not tend to break their working days up in to subject specific segments. The reality is that they are expected to work with multiple subjects at the same time. Because of this the framework looks to develop and deliver content in a 'themic' way, as opposed to the more traditional subject based delivery. The electives are now being made available to University of Glasgow MBA students for 09/10. This will be extended to M.Eng, MSc and executive training programmes th-\u0000-\u0000rough 2010/11. The authors believe that this framework helps academic institutes understand the nature of SSME training required by customer-orientated organizations, and provide content based on service themes, as opposed to the more traditional approach of providing the content based on individual topics.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121909255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508889
I. Jouny, W. Hornfeck
This paper summarizes techniques, methodologies, and processes used to teach soft skills to electrical and computer engineering students at Lafayette College. A quarter of the curriculum is devoted to broad education, and a substantial portion of the engineering courses including senior design devote adequate time to teaching, assessing, and improving non-technical skills of our graduates. The common term for these skills is "soft skills" and they include cross-cultural, legal awareness, language, entrepreneurship, ethical, political, management, economic, and interpersonal skills. While we have an ad-hoc approach to teaching some skills, we do have a systematic well established and continually assessed approach to teaching others. We have developed courses, lectures, and small programs to support learning and enhancing these skills. Some of the failed attempts are briefly discussed, but the focus is on what works, and how to improve it.
{"title":"Teaching Soft Skills to ECE Students","authors":"I. Jouny, W. Hornfeck","doi":"10.1109/TEE.2010.5508889","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508889","url":null,"abstract":"This paper summarizes techniques, methodologies, and processes used to teach soft skills to electrical and computer engineering students at Lafayette College. A quarter of the curriculum is devoted to broad education, and a substantial portion of the engineering courses including senior design devote adequate time to teaching, assessing, and improving non-technical skills of our graduates. The common term for these skills is \"soft skills\" and they include cross-cultural, legal awareness, language, entrepreneurship, ethical, political, management, economic, and interpersonal skills. While we have an ad-hoc approach to teaching some skills, we do have a systematic well established and continually assessed approach to teaching others. We have developed courses, lectures, and small programs to support learning and enhancing these skills. Some of the failed attempts are briefly discussed, but the focus is on what works, and how to improve it.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129213905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508949
Gordana Djurovic, Marijana Zivic Djurovic
With introduction of multimedia learning techniques in teaching and learning process, a great number of traditionally prepared course materials are transformed and transferred to the multimedia environment. Usually, this transformation is based on cognitive theory of multimedia learning and several principles that are devised from it. Although these principles are primarily meant to be used in the multimedia teaching environment, some of them can be used to enhance traditional classroom lectures, especially in engineering teaching courses. In this paper, an approach for introducing multimedia teaching principles to the traditional teaching methods have been described. As presented in the gained results, proposed approach proved to promise better results, especially in engineering learning courses.
{"title":"Implementing Cognitive Theory of Multimedia Learning in Existing Academic Programs","authors":"Gordana Djurovic, Marijana Zivic Djurovic","doi":"10.1109/TEE.2010.5508949","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508949","url":null,"abstract":"With introduction of multimedia learning techniques in teaching and learning process, a great number of traditionally prepared course materials are transformed and transferred to the multimedia environment. Usually, this transformation is based on cognitive theory of multimedia learning and several principles that are devised from it. Although these principles are primarily meant to be used in the multimedia teaching environment, some of them can be used to enhance traditional classroom lectures, especially in engineering teaching courses. In this paper, an approach for introducing multimedia teaching principles to the traditional teaching methods have been described. As presented in the gained results, proposed approach proved to promise better results, especially in engineering learning courses.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123879245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508821
Stephen J. Ressler, E. Ressler, Paul T. Stanton
This paper describes the ongoing development and implementation of a civil engineering program and supporting information technology infrastructure at the newly created National Military Academy of Afghanistan (NMAA) in Kabul. We present a general model for educational capacity-building and apply it to both the information technology infrastructure and civil engineering program development projects at NMAA. We demonstrate how the use of this model facilitated substantive, well-coordinated progress toward the achievement of project goals. We conclude with lessons learned from our experiences in Afghanistan-lessons that are applicable to educational capacity-building in other areas of the developing world as well.
{"title":"Developing Information Technology Infrastructure and Civil Engineering Education at the National Military Academy of Afghanistan","authors":"Stephen J. Ressler, E. Ressler, Paul T. Stanton","doi":"10.1109/TEE.2010.5508821","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508821","url":null,"abstract":"This paper describes the ongoing development and implementation of a civil engineering program and supporting information technology infrastructure at the newly created National Military Academy of Afghanistan (NMAA) in Kabul. We present a general model for educational capacity-building and apply it to both the information technology infrastructure and civil engineering program development projects at NMAA. We demonstrate how the use of this model facilitated substantive, well-coordinated progress toward the achievement of project goals. We conclude with lessons learned from our experiences in Afghanistan-lessons that are applicable to educational capacity-building in other areas of the developing world as well.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131967700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508837
Liticia J. Salter
Technical Communication is a required course at most major engineering schools and it is often debated whether the course should be taught by English departments or by their engineering discipline. Expectations among students, teaching faculty, and authors of textbooks vary widely. This paper addresses the redesign of a technical communication course by one faculty member of an English department in an effort of gain greater student engagement as well as provide a means of teaching a broader scope of communication skills specific to the workplace. Using an object as focus, students are able to demonstrate innovation and ownership of ideas appropriate for engineering students.
{"title":"Widgets: Teaching Technical English, Innovation, and Ownership to Engineering Students","authors":"Liticia J. Salter","doi":"10.1109/TEE.2010.5508837","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508837","url":null,"abstract":"Technical Communication is a required course at most major engineering schools and it is often debated whether the course should be taught by English departments or by their engineering discipline. Expectations among students, teaching faculty, and authors of textbooks vary widely. This paper addresses the redesign of a technical communication course by one faculty member of an English department in an effort of gain greater student engagement as well as provide a means of teaching a broader scope of communication skills specific to the workplace. Using an object as focus, students are able to demonstrate innovation and ownership of ideas appropriate for engineering students.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133937264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508812
M. Duffy
The module Professional Studies in Electrical & Electronic Engineering degree programmes at NUI Galway covers the topics of communications skills, intellectual property, health and safety and engineering ethics. Experiences of different methods for teaching, assessing and integrating these components within the syllabus of two degree programmes are described.
{"title":"Experiences in Integrating Professional Studies into the Electrical & Electronic Engineering Syllabus","authors":"M. Duffy","doi":"10.1109/TEE.2010.5508812","DOIUrl":"https://doi.org/10.1109/TEE.2010.5508812","url":null,"abstract":"The module Professional Studies in Electrical & Electronic Engineering degree programmes at NUI Galway covers the topics of communications skills, intellectual property, health and safety and engineering ethics. Experiences of different methods for teaching, assessing and integrating these components within the syllabus of two degree programmes are described.","PeriodicalId":201873,"journal":{"name":"2010 IEEE Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117139089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-04-06DOI: 10.1109/TEE.2010.5508893
Y. Yahya, R. Sulaiman, M. Mukhtar, S. Abdullah, N. Muhamad
Service Science Management and Engineering is a new field that recognizes the importance of the services sector. It had created a worldwide movement in terms of curriculum both at the undergraduate and postgraduate levels. In Malaysia particularly, several universities have offered Masters programs in SSME. In UKM itself efforts are taken to develop a Masters program in SSME in which the program is designed uniquely covering three main areas of service science, namely the technology, management and the engineering. The curriculum is designed by taking into consideration the importance of service fundamental topics and the three main areas stated. The curriculum framework contains four main components known as Service Foundation, Strategic Service Development, Service Science Concentration which covers three main areas; Technology, Management and Engineering, and Service Science Business & Technology Integration (Capstone). Based on the framework, the program will be offered across the three main faculties in UKM, specifically the Engineering, Business and IT school. Service foundation consists of topics that will provide the contextual foundation and the core knowledge required for service science. The contextual foundation will focus on providing the service context in understanding the customers, organizations, processes and external environment. The core courses on the other hand will focus on developing the competence in innovating and improving service systems using specialized tools in which this are the courses that forms the Strategic Service Development component. The challenge faced in designing such curriculum is determining the approach in teaching for the services subjects as the audience will come from various backgrounds such as Engineering, IT and also Management. This paper reports the challenges faced in designing the service science curriculum particularly for the Engineering concentration and challenges in realizing the agenda of establishing the program in the university.
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