PLM Education: The Role of Engineering Management Study Programs

This study was supported by the Ministry of Education, Science and Technological Development of the Republic of Serbia, and these results are parts of the Grant No. 451-03-68/2022-14/200132 with University of Kragujevac - Faculty of Technical Sciences Čačak.Due to its ability to support the achievement of operational and strategic business excellence despite complex business conditions, growing globalization, demanding customers, and shorter product lifecycles, the Product Lifecycle Management concept (PLM concept) is becoming the most significant industry initiative today, while PLM education is becoming an essential strategy in the education of future engineers. The paper emphasized the necessity for the promotion of PLM education by academic communities, discussed PLM education issues, and identified key PLM competencies. It also explores the role of Engineering Management study programs in educating professionals with comprehensive PLM competencies.Publishe

Technical committee on control education

Presents information of the CS society Presents information of the CS society Technical Committee on Control Education

Interpersonal skills in engineering education

CONTEXT Engineering education communities have long recognised that graduates not only need to possess technical knowledge in their chosen disciplines, but also need to be better educated in communication skills, teamwork, leadership, creativity, problem solving and a host of other human factors. Several studies mention these so-called “soft skills” as increasingly important to future engineers. This popular but unfortunate colloquial term is often used to describe the development of a person’s professional relationships with other people and the building of their emotional intelligence. On the other hand, it can suggest that these skills are low grade. Graduates with enhanced "soft skills" are certainly at an advantage in the job market. PURPOSE To investigate the following research questions:How important are soft skills? Are they perceived as low grade? What are the most appropriate methods for skills development and where does the responsibility for this lie? And ultimately, how effectively is the current education system preparing students for employment? APPROACH This paper reviews the current literature and compares this with the findings of a significant new investigation involving students, lecturers, careers personnel and employers. The primary research correlates quantitative and qualitative research methodologies using an online student survey; plus structured interviews with academics, careers advisors and industrial employers. RESULTS ‘Soft’ skills are difficult to quantify compared with hard (technical) skills. Conversely, less merit is often attached to soft skill competence in academia and hence they may be perceived as easier. Never-theless, they are externally perceived as extremely valuable. Most highly specialised academics, however, are typically not sufficiently well trained in the most appropriate teaching methods and believe (or hope) that the skills are simply acquired through experience. Participants overwhelmingly agreed that the development of ‘soft’ employability skills is important in higher education but few thought the responsibility for their development was the sole responsibility of HE institutions. All the interview participants believed that soft skills are insufficiently emphasised in the University curricula at present. Students believe that the best way to introduce more soft skill development is to change the method of learning in the technical subjects, rather than to directly teach soft skills. CONCLUSIONS The common term ‘soft’ skills is ambiguous and unhelpful. Transferable, interpersonal and people skills were preferred descriptors: the research found them difficult to bound, quantify, and teach. They tend to be subjective and were perceived, by some as low value. Nevertheless, the research suggests they are of equal or more importance than technical skills in respect of employability. The literature identified a graduate soft skills gap but on balance the research findings did not support this proposal. The new research data highlighted that work experience; mentoring and industrial placements are the most appropriate educational methods and that soft skills development should be a shared responsibility; lower and higher education institutions, employers, parents and the individual all have a part to play. Universities, however, are presently too heavily focused on technical skills and they have the key responsibility to ensure graduate employability

Educating and Inspiring Young People for the Next Generation of Exploration

With the graying of the nation's scientific workforce and the decline in students pursuing science, technological, engineering, and math related-studies, real challenges lie ahead if America is to continue to sustain the Vision for Space Exploration in the foreseeable future. Likewise, challenges exist in the economic arena as the United States seeks to maintain its preeminence among the technological leaders of the world. Currently, less than 6 percent of high school seniors are pursuing engineering degrees, down from 36 percent a decade ago. Today, China produces six times as many engineers as does the United States and Japan, at half our population, develops twice as many engineers. Despite spending more per capita on public education than any other nation, except Switzerland, U.S. students of high school age are failing to compete with many foreign countries. These trends do not bode well for America's future competitiveness in space and other technically driven areas, such as defense

Special Libraries, Summer 1992

Volume 83, Issue 3https://scholarworks.sjsu.edu/sla_sl_1992/1002/thumbnail.jp

TEACHING OF COMPUTER AIDED DESIGN SYSTEMS

The objective of this paper is to analyze and describe computer-aided design training and its aspects. A traditional and technology-supported learning process is described with the purpose of analyzing computer-aided design training and provision of knowledge assessment, and identifying problems in the CAD system training. The article analyzes the learning process by defining its objectives, the necessity of student characterization, motivation analysis, the necessity of feedback and other basic components; it analyzes the training methods, provides insight into technology-supported learning process, identifies the provision and types of computer-aided design training and knowledge assessment as well as describes feedback and its role in the training process.Elaboration of an intellectual learning system would solve the problems associated with lack of feedback, lack of adaptivity and the emergence of plagiarism (since only the end result of the design is subjected to the test and not the whole process of creating it, it is easy to pass another’s work for one’s own). A solution to these problems would facilitate the work of the teacher and improve student learning outcomes

Information Outlook, January 1997

Volume 1, Issue 1https://scholarworks.sjsu.edu/sla_io_1997/1000/thumbnail.jp