The learning factory : a new stimulus to enhance international collaboration

The paper describes a new stimulus using learning factories and an academic research programme - an M.Sc. in Digital Industrial Management and Engineering (DIME) comprising a double degree - to enhance international collaboration between four partner universities. The programme will be structured in such a way as to maintain or improve the level of innovation at the learning factories of each partner. The partners agreed to use Learning Factory focus areas along with DIME learning modules to stimulate international collaboration. Furthermore, they identified several research areas within the framework of the DIME program to encourage horizontal and vertical collaboration. Vertical collaboration connects faculty expertise across the Learning Factory network to advance knowledge in one of the focus areas, while Horizontal collaboration connects knowledge and expertise across multiple focus areas. Together they offer a platform for students to develop disciplinary and cross-disciplinary applied research skills necessary for addressing the complex challenges faced by industry. Hence, the university partners have the opportunity to develop the learning factory capabilities in alignment with the smart manufacturing concept. The learning factory is thus an important pillar in this venture. While postgraduate students/researchers in the DIME program are the enablers to ensure the success of entire projects, the learning factory provides a learning environment which is entirely conducive to fostering these successful collaborations. Ultimately, the partners are focussed on utilising smart technologies in line with the digitalization of the production process

Global technology leadership: a case for innovative education praxis

The development of a scholarly model of technology leadership necessitates a global component for the modern technology and technology education organization. The authors conduct qualitative research of four key concepts around globalization and innovation in technology higher education, as well as issues in organizational change implementation and the evolution of ‘global technology leadership’ as a new scholarly discipline. Via a process of on-site visits for observation and face-to-face interviews with both academic and industry organizations in multiple countries, participant scholars utilized ethnographic research methods (Lindlof & Taylor, 2002) to gather detailed qualitative data on the development and status of implementing technology innovation and global technology leadership strategies. Results of content analysis conducted manually and via NVivo qualitative data analysis software revealed bifurcation in programmatic approaches and conceptualizations on these topics between established and relatively younger higher educational programs, as well as critical considerations in industry-academic partnerships and the role of leadership and management scientific training in higher education