GLOBAL INDUSTRY SPECIFIC ENGINEERING CURRICULUM DESIGN PROCESS Dr.V.Thanikachalam
Process of Developing Global Industry Specific Curriculum ∗ Based on needs analysis of the global industries for each branch of engineering ∗ Objectives are based on global needs (design, and manufacturing tasks) ∗ Needs are to be identified based on the global organizations’ activities (present and near future) and professional competencies to meet performance targets.
Dynamic Global Challenges ∗ Demand for competent multiskilled technicians and engineers/ technologists ∗ Inflation and scarcity of raw materials ∗ Global competition ∗ Demand for high reliability ∗ Value analysis to control cost of production ∗ Manufacturing Process changes due to digital technologies ∗ Changes in laws, rules, and regulations ∗ Demand for newer economic goods/services
Goals ∗ Overall curriculum is to based on the global industry specific competencies ∗ Soft skills are to be incorporated ∗ Global manufacturing practices and quality are to be incorporated in the curriculum ∗ Global standards are to be incorporated ∗ Case studies are to be from global practices
Program Educational Objectives (PEOs) ∗ Are to be based on the global practices ∗ Should incorporate creative skills ∗ Should give importance to key result competencies ∗ To be validated with the multinational employers ∗ To be achieved ∗ Need Continuous process updates ∗ Should incorporate soft skills
Courses ∗ Sequence of content units arranged ∗ A judiciously organized subject matter ∗ Organized set of processes, procedures, programs and alike which are applied to learners in order to achieve specified objectives. ∗ Basic, Core, Applied and Advanced & Electives
Multidisciplinary Curriculum ∗ A systematic group of courses required for graduation or certification to meet the global industries challenges and requirements ∗ A general overall plan of the content or a specific materials of instruction offered for certification/graduation ∗ A body of prescribed educative experience under faculty supervision ∗ Designed to provide an individual with the best possible industrial training
Factors to be Taken ∗ ∗ ∗ ∗ ∗ ∗ ∗ ∗
Entering behavior of the high school graduates Technological changes and global practices Global norms and legal requirements Increasing number of global industries entering into the system World class instructional methods Integration of courses of study with global practices through internship Learning materials, research articles and case studies Changes in emphasis needed by social system
Multidisciplinary Curriculum ∗ Modular based ∗ Flexible with built-in electives to suit the career needs of the learners ∗ Basic courses are centered around the application of concepts in engineering planning and analysis ∗ Core courses are providing analytical skills to solve engineering problems and design ∗ Applied courses are providing introduction to field problems, investigation of properties, loads, induced stresses, properties of materials, analysis, use of computer programs, and design principles.
Advanced Courses ∗ Will lead to obtain field experiences ∗ Will meet the students career plans ∗ Will enable the students to get desired jobs in the global industry ∗ Will also enable the students to get jobs in higher cadres in modern industries
Electives (Multidisciplinary) ∗ ∗ ∗ ∗
Will meet the career needs of the students Students can earn industry specific skills Internships could be counted for credits Project works done in the industries will also be considered for calculating the credits ∗ There is a need for assessment of the creativity and achievement
Syllabus ∗ ∗ ∗ ∗ ∗
Drafted by a nominated group of faculty Approved by a Academic Council/Board of Studies Lists the Courses of Study Contents and Time Allocation Reference Books
Rules and Regulations
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Minimum marks required for a pass,and getting class Minimum attendance required Number of courses required for course completion Industrial training required,if any.
Problems ∗ ∗ ∗ ∗ ∗ ∗ ∗ ∗
Unstated depth of coverage Lack of participation of stake holders Less flexible No credits for industrial training Does not offer required independent courses Need not be industry specific Limited credit transfer No Global Accreditation
Systems Approach ∗ System is defined as set of interrelated parts, working independently and jointly, in pursuit of common objectives of the whole, within a complex environment.
System ∗ Inputs (curriculum, courses, class presentations, resource materials, workshop facilities, library books, journals, reports...) ∗ Conversion Process ( Learning activities, testing and certification process) ∗ Output (Graduates) ∗ Outcome due to the graduates ∗ Internal and External feedback
Reverse system ∗ Outcome based objectives ∗ Will be approved by the employers / industry/ community ∗ Quality of expected outcome will determine the output, process needed for transformation, and the needed input
Desired Outcome ∗ Benefits/ results to the industry / society ∗ Risk taking skills ∗ Soft skills and human resource managerial capacity ∗ Contribution to successful cost effective production ∗ Contribution to Profits, market share ∗ Contribution to quality services ∗ Continuous improvement in the industrial process ∗ Job satisfaction
Quality Output ∗ Number of technicians / engineers / managers / specialists ∗ Multi-skilled production workers, technicians ∗ Design Engineers, Prototype Developers ∗ Reliable Professionals ∗ Services to the Society ∗ Quality Products ∗ Patents
Processes of Conversion ∗ Conversion process (high school students to technicians or higher secondary students to engineers) ∗ Learning in the classes, laboratories, fields ∗ Training in the industries, workshops, field, and laboratories ∗ Mini research project works ∗ Action research in the industries ∗ Criterion based evaluation of student achievements
Program Input ∗ ∗ ∗ ∗ ∗ ∗
Funds / grants-in-aids Instructional Resources Infrastructure (Laboratory/workshop/field) Faculty Expertise Guidelines / Policies Human Resources ( Competent and motivated Faculty/ Staff/ Guest lecturers/ Examiners)
Feedback -Internal ∗ ∗ ∗ ∗ ∗ ∗ ∗
Responses to Questionnaires Oral feedback Group Discussion Records Observation Achievements Project output
Feedback- External
∗ Evaluation Committee’s Reports ∗ Expressed Public opinion through spoken and written reports ∗ Reports on the programs in Mass media ∗ Employer’s feedback during campus interviews ∗ Questions raised in the parliament/ assembly
Curriculum Based on the Current Needs Analysis ∗ Job and task analysis ∗ Job synthesis ∗ Performance analysis ∗ Potential analysis ∗ Duties ∗ Competencies ∗ Key performance areas
Job ∗ A position which is available in an industry/organization which will be employing the graduates ∗ A person is either employed on a job by virtue of his/her qualification and experience ∗ Or s/he is trained by industry to fit into the job position available.
Duty ∗ A person employed in an industry to a specific job specification is expected to do several duties as requirement of the job. ∗ These are identifiable discrete activities done by the employee.
Job Analysis ∗ Process of examining a prospective job in an organization ∗ Job consists of a large number of duties ∗ Results in a set of tasks to be performed
Task Analysis ∗ A set of tasks involved in each duty. ∗ A task involves a set of steps through which performance is completed. ∗ Performance objectives describe the standards of achieving the task
Job Synthesis ∗ A future job which may arise due to the new technology or new production processes ∗ It may be due to merger of two existing companies ∗ It may be due to social innovation
Learning Task Analysis ∗ ∗ ∗ ∗ ∗ ∗ ∗
Internal sequence of progress Learning required Information, technical terms, definition Discrimination Concepts/ concrete Concepts/ defined Rules/ empirical/ derived from mathematical analysis
Higher Order Rules ∗ ∗ ∗ ∗ ∗
Design principles Design standards Construction standards Advanced design practices Economic designs based on value analysis
Cognitive Strategies ∗ ∗ ∗ ∗ ∗ ∗
Innovative solutions due to advances Maintenance free products Economical solutions Value improved products Compact products Breakthroughs
Data from Performance Evaluation of Employees ∗ Evaluation of performance of employees ∗ Based on the detailed instruments prepared ∗ The HR/IR departments prepare the instruments in consultation with line management ∗ Standards of performance are specified by the organization ∗ Standards are from the industry or in house best practices
Data from Performance Appraisal Reports ∗ ∗ ∗ ∗ ∗ ∗ ∗
Evaluation of the employee’s performance Based on records Observation Achievement Innovative practices adopted Appraisal is done at periodical intervals Discussed with the employees.
Utility of Performance Appraisal Reports ∗ Identification of causes for discrepancies/poor performance ∗ Additional training programs designed ∗ Planning for conducive environment ∗ Development of job-aids ∗ Development of orientation, operation and maintenance manuals ∗ Improvements in workplace ergonomics
Rewards Based on the Performance ∗ ∗ ∗ ∗ ∗ ∗
Financial rewards Job enrichments Job enlargements Job rotations Letters of appreciation Publication in the in-house journal/ e-news letters
Potential Appraisal ∗ To identify the existing untapped competencies ∗ To match new jobs created ∗ Post the potential employees to appropriate units/branches/centers ∗ To utilize the creative talents/ abilities/ skills/ competencies
Curriculum Based on National Policies ∗ ∗ ∗ ∗ ∗ ∗ ∗
Finance : funds, grants, loans, donations, fees. Years of education (11+1+4 / 10+2+4/ 12+4/ 12+5…) Minimum credits required Teacher / Student Ratio Regulations of National Councils Industrial / Societal Demands Courses of Study based on the Rules/ Regulations
Flexible Curriculum ∗ ∗ ∗ ∗ ∗ ∗
Courses: Core /Applied /Advanced / Electives Maximum Duration to get degree Dual degree Integrated programs (Bachelor and Master) Credit transfer Individual studies
Multidisciplinary Curriculum Development Center ∗ ∗ ∗ ∗ ∗ ∗
Professional department / center / cell Professional staff Resources Delegation Infrastructure Participation of stake holders
Problems ∗ ∗ ∗ ∗ ∗
Frequent Changes in Government Policy Unavailability/ Shortage of Professional Staff and Faculty Resource crunch Shortage of Infrastructure Rapid Changes in the Human Resource Requirement due to information technology
Changes in the Government Policy ∗ ∗ ∗ ∗
Funds distribution New restrictions in the payment of grants-in-aid Changes in the priority sectors of education Changes in the Emphasize in the Programs (Certificate / Degree /Post-graduate / Doctorate)
Critical Factors ∗ ∗ ∗ ∗ ∗ ∗ ∗
Rapid changes in job potential Job-shifts Government Sector Private Sector MNCs Entrepreneurship Overseas jobs
Critical Factors . . . ∗ ∗ ∗ ∗ ∗
Rapid changes in the Expected Competencies Ultimate objectives Scientific Developments in Contents Modernization of Delivery System Shortage of Competent Faculty
CURRICULUM DEVELOPMENT CENTERS FOR INSTITUTE PLANNED CURRICULUM
Curriculum Development Centers
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A dedicated Multidisciplinary Center For a Sector of Education A part of National Council of that Sector Networked with many other Institutions, Organizations, Stakeholders ∗ Adequate Infrastructure for Developing Projects ∗ Resources and Resource Persons
Goals ∗ ∗ ∗ ∗ ∗ ∗
Targets for various sectors Programs Participation of stakeholders Identification of competencies Well defined objectives Programs confirming to National / International norms
Program Planning ∗ ∗ ∗ ∗ ∗
Systems approach Needs analysis Involvement of stakeholders Complete exploration of job potential Identification of competencies for various spectrum of employees
Budgeting ∗ ∗ ∗ ∗ ∗ ∗
Funds estimation Resource persons’ expenditure Conduct of meeting Printing ,telephone,post,fax Value analysis Draft curriculum
Formative Evaluation ∗ ∗ ∗ ∗ ∗ ∗ ∗
Views of experts Comments from employers Feedback from the teachers Commitment of the administrators Evaluation of the infrastructure Evaluation of resources Evaluation of faculty
Resource Mobilization ∗ ∗ ∗ ∗ ∗
Capital expenditure for facilities Recurring expenditure for teachers salary Books,journals,equipment,consumables Development of learning resources Maintenance of tools, instruments, and equipment
Orientation to New Curriculum ∗ ∗ ∗ ∗ ∗ ∗
Public opinion Teachers development Educational administrators Marketing of the programs Brochures Mass media
Staff/faculty Development ∗ ∗ ∗ ∗
Content updating Industrial/field training Instructional methods Measure and Evaluation systems
Development of Instructional Resources ∗ ∗ ∗ ∗ ∗ ∗
Learning packages Text books Workshop manuals Laboratory manuals Drawing manuals Item banks
Piloting ∗ ∗ ∗ ∗ ∗ ∗ ∗
Implementation in one or two institutions Monitoring the implementation Feedback Revision Improvement in the curriculum Improvement in the learning packages Mass production
Implementation ∗ ∗ ∗ ∗
State / province National level Periodic evaluation Revision /modernization
End,
Start planning your new curriculum ∗ Any questions, please
∗ Thank you very much