'Create the future': an environment for excellence in teaching future-oriented Industrial Design Engineering

In 2001, the University of Twente started a new course on Industrial Design Engineering. This paper describes the insights that have been employed in developing the curriculum, and in developing the environment in which the educational activities are facilitated. The University of Twente has a broad experience with project-oriented education [1], and because one of the goals of the curriculum is to get the students acquainted with working methods as employed in e.g. design bureaus, this project-oriented approach has been used as the basis for the new course. In everyday practice, this implies a number of prerequisites to be imposed on the learning environment: instead of focusing on the sheer transfer of information, this environment must allow the students to imbibe the knowledge and competences that make them better designers. Consequently, a much more flexible environment has to be created, in which working as a team becomes habitual, and where cutting-edge technologies are available to facilitate the process. This can be realized because every student owns a laptop, with all relevant software and a full-grown course management system within reach. Moreover, the learning environment provides the fastest possible wireless network and Internet access available [2]. This obviously has its repercussions on the way the education is organized. On the one hand, e.g. virtual reality tools, CAD software and 3D printing are addressed in the curriculum, whereas on the other hand more traditional techniques (like sketching and model making) are conveyed explicitly as well. Together with a sound footing in basic disciplines ranging from mathematics to design history, this course offers the students a profound education in Industrial Design Engineering. The paper describes in more detail the curriculum and the education environment, based on which it is assessed if the course on Industrial Design Engineering can live up to its motto: ‘Create the future’, and what can be done to further enable the students to acquire the full denotation of that motto

Introducing systems engineering to industrial design engineering students with hands-on experience

The article presents an innovative educational project to introduce systems engineering to third year students in industrial design engineering at the University of Twente. In a short period the students are confronted with new technology, namely sensors and actuators. They have to apply this technology in a complex situation, the design of a home climate system or an intelligent automobile. They work in large groups without tutor. In parallel a basic course on systems engineering is given to provide the students with tools for handling this situation. The aim is that students are forced to apply the systems engineering tools in a concrete situation, thus directly experiencing the benefits. The project is implemented and the article describes the context, the goals, the setup, and the experiences of both teachers and students. The article concludes with an evaluation of the first and second year it has been executed

The rationale of PSS as an inspiration for Synthetic Environments

The use of a Synthetic Environment (SE) in product development cycles is increasing, and the number of potential use situations is expanding. However, predicting the best fitting SE configuration is still mainly based on experience. Proper use of a SE benefits from a product-service system approach, but currently available and developed SEs are often predefined (and rigid) instantiations thereof. Representing SEs as a product-service system is not yet common; the development of new technology is often focused on a predefined set of requirements for a hardware device or a software solution, while the connecting interface is no part of the development. Based on the rationale of product-service systems, more flexibility and robustness in the development and use of Synthetic Environments is explored. The mutual relations between PSS and SE are the basis for the realization of an overview that provides insight in the dependencies between individual parts of a single system and between complete systems. By making a distinction between the behavior of the system as encountered by the user, and the embedded behavior of the system internally, a different approach for realizing SEs is explained. This approach is not only based on the combination of a product and a service, but also includes experience. This Product Service Experience (PSE) is the foundation for utilizing the rational of PSS in SEs

Enhancing development trajectories of synthetic environments

This research presents a framework that supports all stakeholders in the development of a Synthetic Environment. Guidance and support are provided throughout the entire process of development. Multiple disciplines are involved in this process, and the communication and collaboration between them is facilitated in such a way that mutual understanding is enhanced. Moreover, the rationale of decisions made throughout the development can be documented and accessed in such a way that all stakeholders can review and comprehend these decisions in relation to the prior and underlying decision-making processes

Examining ICT-Mediated Cultural Factors for Subgroup Impact on Virtual Team Dynamics

As virtual teams are inherently heterogeneous and distributed in nature they have a greater tendency to fracture intosubgroups. Proper management of these subgroups is critical as they are often more detrimental than beneficial. Research thatsystematically examines subgroup formation is limited in identifying factors that influence the negative or positive impact ofsubgroups. To address this gap, we propose a new model based on Social Categorization Theory, Faultline Theory and thediversity literature. Our model takes into account the temporal impact of different cultural factors, namely surface and deeplevel culture diversity, with the alignment of other attributes on subgroup saliency. It also captures the interaction of varyinglevels of culture (national, organizational, functional) and their impact on subgroup dynamics. Additionally, the modelrepresents the norms of technology use as a mediator for the impact of subgroup saliency on team performance

From Compliance to Impact: Tracing the Transformation of an Organizational Security Awareness Program

There is a growing recognition of the need for a transformation from organizational security awareness programs focused on compliance -- measured by training completion rates -- to those resulting in behavior change. However, few prior studies have begun to unpack the organizational practices of the security awareness teams tasked with executing program transformation. We conducted a year-long case study of a security awareness program in a United States (U.S.) government agency, collecting data via field observations, interviews, and documents. Our findings reveal the challenges and practices involved in the progression of a security awareness program from being compliance-focused to emphasizing impact on workforce attitudes and behaviors. We uniquely capture transformational organizational security awareness practices in action via a longitudinal study involving multiple workforce perspectives. Our study insights can serve as a resource for other security awareness programs and workforce development initiatives aimed at better defining the security awareness work role