Business Process Management Education in Academia: Status, challenges, and Recommendations

In response to the growing proliferation of Business Process Management (BPM) in industry and the demand this creates for BPM expertise, universities across the globe are at various stages of incorporating knowledge and skills in their teaching offerings. However, there are still only a handful of institutions that offer specialized education in BPM in a systematic and in-depth manner. This article is based on a global educators’ panel discussion held at the 2009 European Conference on Information Systems in Verona, Italy. The article presents the BPM programs of five universities from Australia, Europe, Africa, and North America, describing the BPM content covered, program and course structures, and challenges and lessons learned. The article also provides a comparative content analysis of BPM education programs illustrating a heterogeneous view of BPM. The examples presented demonstrate how different courses and programs can be developed to meet the educational goals of a university department, program, or school. This article contributes insights on how best to continuously sustain and reshape BPM education to ensure it remains dynamic, responsive, and sustainable in light of the evolving and ever-changing marketplace demands for BPM expertise

Innovative methods of teaching and harmonization of educational standards in the sphere of computing

Competence-based approach to education (unlike traditional qualification) reflects requirements not only to the content of education, but also to a behavioral component. Recommendations about drawing up curricula for training of specialists in the computing sphere are considered. New pedagogical methods, proposing creative combination of the theory and practice which is reached in the course of direct professional activity are analyzed. The analysis of the problems arising at creation of educational standards is also given. It has shown that professional standards are primary link in high-quality training of various areas of economy specialists (including for computing area), and also ensuring their competitiveness have to be a basis for their development. Thus, problems when developing professional standards complicate prospect of harmonization of professional and educational standards which demands necessary methodological, methodical and expert completion at the first design stage

Innovative teaching of IC design and manufacture using the Superchip platform

In this paper we describe how an intelligent chip architecture has allowed a large cohort of undergraduate students to be given effective practical insight into IC design by designing and manufacturing their own ICs. To achieve this, an efficient chip architecture, the “Superchip”, has been developed, which allows multiple student designs to be fabricated on a single IC, and encapsulated in a standard package without excessive cost in terms of time or resources. We demonstrate how the practical process has been tightly coupled with theoretical aspects of the degree course and how transferable skills are incorporated into the design exercise. Furthermore, the students are introduced at an early stage to the key concepts of team working, exposure to real deadlines and collaborative report writing. This paper provides details of the teaching rationale, design exercise overview, design process, chip architecture and test regime

Engineering enterprise through intellectual property education - pedagogic approaches

Engineering faculties, despite shrinking resources, are delivering to new enterprise agendas that must take account of the fuzzying of disciplinary boundaries. Learning and teaching, curriculum design and research strategies reflect these changes. Driven by changing expectations of how future graduates will contribute to the economy, academics in engineering and other innovative disciplines are finding it necessary to re-think undergraduate curricula to enhance students’ entrepreneurial skills, which includes their awareness and competence in respect of intellectual property rights [IPRs]. There is no well established pedagogy for educating engineers, scientists and innovators about intellectual property. This paper reviews some different approaches to facilitating non-law students’ learning about IP. Motivated by well designed ‘intended learning outcomes’ and assessment tasks, students can be encouraged to manage their learning... The skills involved in learning about intellectual property rights in this way can be applied to learning other key, but not core, subjects. At the same time, students develop the ability to acquire knowledge, rather than rely on receiving it, which is an essential competence for a ‘knowledge’ based worker

All hands on deck: CREWED for technology-enabled learning

The University of New South Wales’ (UNSW’s) Faculty of Engineering is introducing a new process for designing and developing blended and fully online (distance) courses, as part of action research to support curriculum renewal. The process, referred to as CREWED (Curriculum Renewal and E-learning Workloads: Embedding in Disciplines), is being used to develop key courses that add flexibility to student progression pathways. By integrating the design of learning activities with the planning and organization of teaching and support work, CREWED addresses some of the known barriers to embedding innovative use of learning technologies within disciplines. CREWED incorporates key features of two course development models from the UK, one emphasising team building and the other emphasising pedagogical planning. It has been piloted in priority curriculum development projects, to ensure that the disciplinary organizational context is supportive. One pilot is a fully online distance version of a postgraduate course. The other is a blended version of an undergraduate course. Both are core (required) courses in accredited professional engineering degree programs and were previously available only in face-to-face mode. The UNSW pilots have confirmed the importance of articulating clear pedagogical models, and of planning ahead for the resources required to put these models into practice, as part of departmental capacity building, especially where teaching has primarily been treated as an individual classroom-based activity that competes with disciplinary research for academic staff time and resources

Digital Dissemination Platform of Transportation Engineering Education Materials Founded in Adoption Research

INE/AUTC 14.0

Designing an Open Virtual Factory of Small and Medium-sized Enterprises for Industrial Engineering Education

Curriculum of Industrial Engineering program must accomplish the requirement that graduates have the ability to design, develop, implement, and improve integrated system that include people, materials, equipment and energy. However, it is not easy to implement a curriculum that fosters such competencies. One of the strategies to achieve that is using an innovative learning media, so that the problem-based learning (PBL) can be accustomed. In this paper, we design a web-based enterprise resources planning. It is aimed to capture the real problem of small and medium-sized enterprises (SMEs) in bottled drinking water industries. The integrated system can be illustrated as ERP application that designed by using free open source software (FOSS). This research aimed to utilize the application to improve teaching methods in IE education. The result of the research can be used to improve the competencies of IE students, especially the abilities to identify, formulate, and solve the activities of the business process improvement in SMEs. Keywords Industrial engineering education, FOSS, innovative learning media, problem-based learnin