Expanding the Borders Expanding the Borders Janerik Lundquist LiTH - - PowerPoint PPT Presentation

Expanding the Borders Expanding the Borders

Janerik Lundquist LiTH LiTH

Expanding the Borders Expanding the Borders p g p g

Fi t Fi t First case First case

Industrial Engineering and Management Industrial Engineering and Management Industrial Engineering and Management Industrial Engineering and Management Programme Programme

Industrial Industrial Engineering

Engineering and Management

and Management Started 1969 at LiTH Started 1969 at LiTH 210 seats per annum 210 seats per annum – I plus Ii I plus Ii 210 seats per annum 210 seats per annum I plus Ii I plus Ii 4 engineering branches 4 engineering branches 7 programme specific specialisations 7 programme specific specialisations 7 programme specific specialisations 7 programme specific specialisations 5 international branches 5 international branches Off d t d t 9 S di h i iti Off d t d t 9 S di h i iti Offered today at 9 Swedish universities Offered today at 9 Swedish universities Excellent career and salary prospects Excellent career and salary prospects

Initial Question 1969 Initial Question 1969 73 73 Initial Question 1969 Initial Question 1969-73 73

FISH or FOWL ? FISH or FOWL ? FISH or FOWL ? FISH or FOWL ?

Information was needed to Information was needed to Information was needed to Information was needed to potential students and potential students and employers employers

Essential issues Essential issues Essential issues Essential issues

Keep the borderline clear Keep the borderline clear

b t I d t i l E i i d b t I d t i l E i i d between Industrial Engineering and between Industrial Engineering and Management on one hand and Management on one hand and g Business Administration and Business Administration and Economics on the other Economics on the other Economics on the other Economics on the other

Essential decision Essential decision

The I The I-

• programme

programme IS IS an engineering an engineering programme programme programme programme – there should be no doubt about it ! there should be no doubt about it !

Our goal Our goal Our goal Our goal

The I The I-

• programme should be

programme should be a unique niche unique niche in the Swedish higher in the Swedish higher a a unique niche unique niche in the Swedish higher in the Swedish higher education system education system and and the graduates the graduates in great demand in great demand by by industry and commerce. industry and commerce. industry and commerce. industry and commerce.

Our Means Our Means Our Means Our Means

i i i i i i i i i i 1/3 Engineering 1/3 Engineering – basic and applied, specially basic and applied, specially control theory control theory 1/3 Applied mathematics and sciences 1/3 Applied mathematics and sciences – – specially optimisation, mathematical specially optimisation, mathematical p y p , p y p , statistics etc. statistics etc. 1/3 Management subjects 1/3 Management subjects 1/3 Management subjects 1/3 Management subjects TO MAKE USE OF MATHEMATICAL TO MAKE USE OF MATHEMATICAL AND ENGINEERING KNOWLEDGE IN AND ENGINEERING KNOWLEDGE IN AND ENGINEERING KNOWLEDGE IN AND ENGINEERING KNOWLEDGE IN MANAGEMENT STUDIES (our niche!) MANAGEMENT STUDIES (our niche!)

Some examples Some examples Some examples Some examples

Production economics (based on applied Production economics (based on applied Production economics (based on applied Production economics (based on applied mathematics) mathematics) Production control (based on production Production control (based on production engineering and control theory) engineering and control theory) engineering and control theory) engineering and control theory) Logistics (based on engineering) Logistics (based on engineering) Industrial organisation ( Industrial organisation (NOT NOT Organisation) Organisation) Industrial marketing ( Industrial marketing (NOT NOT Marketing) Marketing) Investment and finance (based on mathe Investment and finance (based on mathe Investment and finance (based on mathe Investment and finance (based on mathe- matical models) matical models)

How to achieve this? How to achieve this? How to achieve this? How to achieve this?

Recruit

Recruit teachers teachers with a background in with a background in both engineering and management both engineering and management – both engineering and management both engineering and management easy today, difficult at the beginning easy today, difficult at the beginning

Select appropriate

Select appropriate course material course material Create an Create an integrating learning integrating learning

Create an

Create an integrating learning integrating learning environment environment – always challenging! always challenging! y g g y g g

International career prospects International career prospects International career prospects International career prospects

1973 1973

T h i l T h i l i F h i F h Technical Technical-economic French economic French Technical Technical-economic German economic German Technical Technical economic German economic German

Emphasis Emphasis on the 2nd foreign language

• n the 2nd foreign language

1977 1977 4th

th A

d i Y Ab d A d i Y Ab d 4th

th Academic Year Abroad

Academic Year Abroad

Expanding the Borders Expanding the Borders Expanding the Borders Expanding the Borders

S d S d Second case Second case

Three new MSc Three new MSc-programmes in programmes in Three new MSc Three new MSc-programmes in programmes in engineering that were set up at engineering that were set up at Campus Norrköping 1997. Campus Norrköping 1997.

Strategy Strategy Strategy Strategy

Visions

Visions

Long

Long-

• term planning

term planning C i i C i i

Conviction

Conviction

Demand from industry Demand from industry Demand from industry Demand from industry

Three issues were identified: Three issues were identified:

Intercultural communication

Intercultural communication

Intercultural communication

Intercultural communication

Ability to work in teams and run projects

Ability to work in teams and run projects y p j y p j

Ability to explain and transfer knowledge

Ability to explain and transfer knowledge to others to others

Strategic approach Strategic approach Strategic approach Strategic approach

Not only educate Not only educate a professional a professional engineer engineer but also but also develop the develop the engineer engineer but also but also develop the develop the individual individual to meet the broad to meet the broad requirements from industry and requirements from industry and i t i t society. society. Shared responsibility with the Shared responsibility with the Shared responsibility with the Shared responsibility with the students students

Consequences Consequences Consequences Consequences Learner Learner-

• centred

centred and and b d i l b d i l competence competence-

• based curricula

based curricula t h l bilit t h l bilit to enhance employability to enhance employability

New subjects in engineering New subjects in engineering education education

i i i i i i

Oral and written communication

Oral and written communication

Rhetoric

Rhetoric

Scientific philosophy

Scientific philosophy Ethics and judgement Ethics and judgement

Ethics and judgement

Ethics and judgement

Literature

Literature – – prose and poetry prose and poetry

Music interactive media

Music interactive media

Performance training

Performance training

Performance training

Performance training

Completely free choice of none

Completely free choice of none-

• engineering

engineering subjects during one semester subjects during one semester subjects during one semester subjects during one semester

Is an engineering programme Is an engineering programme homogeneous? homogeneous?

ABSOLUTELY NOT! ABSOLUTELY NOT! ABSOLUTELY NOT! ABSOLUTELY NOT! Only from the I Only from the I-

• programme at LiTH we

programme at LiTH we y p g p g have graduates with approx. 120 have graduates with approx. 120 indi id al and niq e indi id al and niq e set of s bject set of s bject individual and unique individual and unique set of subject set of subject combinations each year. combinations each year. y

Conclusion Conclusion Conclusion Conclusion

Engineering education Engineering education programmes programmes are are without borders! without borders!