Integrated Approach to Masters Programme Delivery in Manufacturing and Design Engineering
Employers seek work-ready graduates, bridging theory-practice gap. Learn about UTT's innovative Masters programmes and achieving learning outcomes through an integrated approach. Explore the benefits of experiential learning, industry partnerships, and project-based assignments in enhancing students' practical skills and knowledge transfer for future work environments.
Download Presentation
Please find below an Image/Link to download the presentation.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author.If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.
You are allowed to download the files provided on this website for personal or commercial use, subject to the condition that they are used lawfully. All files are the property of their respective owners.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author.
E N D
Presentation Transcript
INTEGRATED APPROACH TO MASTERS PROGRAMME DELIVERY IN MANUFACTURING AND DESIGN ENGINEERING AT UTT Natalie Persadie, Nadine Sangster, Aaron Ameerali, Dinesh Soodeen, Aatma Maharajh, and Aneil Ramkhalawan Design and Manufacturing Engineering, The University of Trinidad and Tobago IConETech-2020, Faculty of Engineering, The UWI, St. Augustine, Trinidad and Tobago
INTRODUCTION Employers want work-ready graduates. Theory and practice gap with entry-level graduates. University students challenge: translating theory into practice Learning theory by rote and repeating for assessments IConETech-2020, Faculty of Engineering, The UWI, St. Augustine, Trinidad and Tobago
BACKGROUND UTT s Masters programmes: Innovation, Manufacturing Management and Entrepreneurship (IMME); Innovative Design and Entrepreneurship (IDE). Learning outcomes: fostering entrepreneurial spirit; developing management capabilities; real-time, problem-based industry immersion and; nurturing engineering design capabilities. IConETech-2020, Faculty of Engineering, The UWI, St. Augustine, Trinidad and Tobago
OBJECTIVES To determine if the intended learning outcomes of the Design and Manufacturing Engineering (DME) Masters Programme were achieved using an integrated delivery approach. IConETech-2020, Faculty of Engineering, The UWI, St. Augustine, Trinidad and Tobago
LITERATURE REVIEW Meredith & Burkle, 2008: Theory that is supported by practice makes understanding and learning far more likely Mart nez, 2019: Problem-based learning (PBL) strategies provides for greater student experience Fraser, Tseng, & Deng, 2018: University-industry partnerships enhance knowledge transfer and practical experience Wang et al. 2015: Project-based assignments simulate the characteristics of real-world problems Improvement or development of soft skills attributes Experiential learning and cooperative education indicative of future working environment IConETech-2020, Faculty of Engineering, The UWI, St. Augustine, Trinidad and Tobago
LITERATURE REVIEW In a case study conducted at a Chinese university for a joint educational project between China and Germany: Lecturing alone is not sufficient. Students benefit from interactive hands-on experiences. Experiential, team-based learning involving student, faculty and industrial participation enriches the educational process and provides tangible benefits to all. Simulations and experiential learning require context and it is for this reason that formal learning in the classroom is important because it gives students the structures, concepts and theories that support the real-life experience and learning. Experiential learning is effective and reinforces formal learning because it becomes personal. IConETech-2020, Faculty of Engineering, The UWI, St. Augustine, Trinidad and Tobago
METHODOLOGY Reviewed common courses descriptors; Interviewed staff, students, industry practitioners; Reviewed student evaluation of teaching reports Reviewed examiners reports IConETech-2020, Faculty of Engineering, The UWI, St. Augustine, Trinidad and Tobago
RESULTS Business Strategy and Marketing Review Criteria Goal Comment To expose graduates to general strategic management frameworks Delivery Co-taught; modular format; 70% online; 30% face-to-face Key Learning Areas Assessment Strategic management concepts; manufacturing strategy; marketing strategy Discussions, in-class exercises, case studies and student-led modules Feedback Good application of knowledge, displayed good critical thinking skills, connecting real world examples and business trends; effective application of theory, use a range of analytical tools to assess the issues; provided creative recommendations. IConETech-2020, Faculty of Engineering, The UWI, St. Augustine, Trinidad and Tobago
RESULTS Entrepreneurship Review Criteria Goal Comment To explore the roles, processes and issues encountered in an entrepreneurial undertaking Blended-learning approach Idea and opportunity generation; feasibility analysis; business modelling, marketing, new venture teams, financing and funding, managing growth and exit strategies Exercises; elevator pitch; final examination Good application of knowledge, displayed good critical thinking skills, connecting real world examples and business trends; effective application of theory, use a range of analytical tools to assess the issues; provide creative recommendations. Delivery Key Learning Areas Assessment Feedback IConETech-2020, Faculty of Engineering, The UWI, St. Augustine, Trinidad and Tobago
RESULTS Industry Projects Review Criteria Comment Goal To develop practical skills needed to manage in a modern manufacturing environment Blended-learning approach; live project Process mapping, bottle necking and re-design, production management and control, logistics and supply chain, operations management, inventory management, product development, product design, marketing and strategy, technology management Task management, professional engagement, final report, poster and presentation, problem solving techniques, peer review Problem solving and critical thinking skills widely exhibited, application, analysis and evaluation of theories within industrial contexts to provide recommendations were achieved, noted best- practices adoption Delivery Key Learning Areas Assessment Feedback IConETech-2020, Faculty of Engineering, The UWI, St. Augustine, Trinidad and Tobago
RESULTS International Study Tour Review Criteria Comment Goal To evaluate local and international management structures, business environment, design and operations of business processes Blended-learning approach Rapid plant assessment, travel and business etiquette, and personal budgeting; technological innovation, renewable energy, agro- processing, eco-tourism, ICT, manufacturing and operations and supply chain management Pre-travel SWOT and PESTLE analyses; in-country travel rapid plant assessments, debriefing sessions, report and presentation Expanding the cultural learning experience, increasing employability, advancing career trajectory, global/regional networking and career opportunities Delivery Key Learning Areas Assessment Feedback IConETech-2020, Faculty of Engineering, The UWI, St. Augustine, Trinidad and Tobago
RESULTS Leadership and Human Resources Management Review Criteria Goal Comment To explore the practice of leadership and strategic human resource management in organisations Face-to-face; industry SME engagement, simulations, team-building exercises, experiential learning strategies Leadership styles, leadership theories, change leadership, Kolb s learning cycle, human resource management, recruitment and retention Leader interview, community development project, book report Improved group dynamics and collaboration, developed personal leadership characteristics Delivery Key Learning Areas Assessment Feedback IConETech-2020, Faculty of Engineering, The UWI, St. Augustine, Trinidad and Tobago
RESULTS New Venture Proposition Review Criteria Goal Comment To understand and explore the resources available for creating a new venture: produce a business plan as a means of seeking funding Delivery Key Learning Areas Assessment Co-taught; modular format; 70% online; 30% face-to-face Entrepreneurship, Business Strategy and Marketing, Leadership and Human Resource Management, Operations and Supply Chain Management, Company Law Business plan, presentation, business model canvas, business registration, financial planning Produced interesting business propositions; soft skills development: time management, leadership, teamwork, communication, conflict management and resolution, collegiality, SME networking, actual commercialisation Feedback IConETech-2020, Faculty of Engineering, The UWI, St. Augustine, Trinidad and Tobago
DISCUSSION Reinforced learning: constant (re)application of taught concepts and theories Engineering practitioners noted the need for closer engagement between industry and academia Using the project-based assessments illustrated students true understanding of the classroom learning Programmes enhanced students preparedness for work environments: requirement for collaborative, negotiating, planning, research, data-driven and organisational skills Successful achievement of learning outcomes IConETech-2020, Faculty of Engineering, The UWI, St. Augustine, Trinidad and Tobago
CONCLUSION The application of integrated approach to educational programme delivery has yielded positive results for the graduates, the university and industry Further investigation to produce empirical data Assessments reinforced concepts and theories learnt in the formal classroom setting Application of knowledge to real contexts or simulated scenarios permit experiential learning by the students Produce work-ready and management-ready graduates IConETech-2020, Faculty of Engineering, The UWI, St. Augustine, Trinidad and Tobago
REFERENCES S. Meredith, M. Burkle. Building bridges between university and industry: theory and practice. Education + Training 50 no. 3, (2008) 199-215. http://dx.doi.org/10.1108/00400910810873982. H. C. Mart nez Le n. Bridging theory and practice with Lean Six Sigma capstone design projects. Quality Assurance in Education 27 no. 1, (2019).41-55, https://doi.org/10.1108/QAE-07-2018-0079. Y. Wang, Y. Zhu, Y. Yu, X. Zhang, C. Xie. Simulating Industry: A Holistic Approach for Bridging the Gap between Engineering Education and Industry. Part II: Practice in Mechatronics Engineering. International Journal of Engineering Education 31 no. 1(A) (2015) pp. 174-180. IConETech-2020, Faculty of Engineering, The UWI, St. Augustine, Trinidad and Tobago
REFERENCES K. Fraser, T. Tseng, X. Deng. The ongoing education of engineering practitioners: how do they perceive the usefulness of academic research? European Journal of Engineering Education, DOI: 10.1080/03043797.2018.1450847. Y. Wang, Y. Yu, Y. Zhu, X. Zhang, H. Wiedmann, X. Feng. Simulating Industry: A Holistic Approach for Bridging the Gap between Engineering Education and Industry. Part I: A Conceptual Framework and Methodology. International Journal of Engineering Education 31 no. 1(A) (2015) pp. 165 173. S. H. Ulanoff, J. C. Fingon, D. Beltr n. Using Case Studies to Assess Candidates Knowledge and Skills in a Graduate Reading Program. Teacher Education Quarterly (2009). IConETech-2020, Faculty of Engineering, The UWI, St. Augustine, Trinidad and Tobago
REFERENCES C. Davis, E. Wilcock. Teaching Materials using Case Studies. UK Centre for Materials Education. Retrieved 02 January 2020, from http://www.materials.ac.uk/guides/casestudies.asp. Business Strategy and Marketing, https://utt.instructure.com/courses/12197. Entrepreneurship, https://utt.instructure.com/courses/15593. Industry Design Project, https://utt.instructure.com/courses/15625. Industry Project, https://utt.instructure.com/courses/15621. Industry Management Project, https://utt.instructure.com/courses/473. International Study Tour, https://utt.instructure.com/courses/15972. Leadership and Human Resource Management, https://utt.instructure.com/courses/12086. New Venture Proposition, https://utt.instructure.com/courses/15598. IConETech-2020, Faculty of Engineering, The UWI, St. Augustine, Trinidad and Tobago
THANK YOU! IConETech-2020, Faculty of Engineering, The UWI, St. Augustine, Trinidad and Tobago
