INTEGRATED APPROACH TO MASTERS PROGRAMME DELIVERY IN MANUFACTURING

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 ICon. ETech-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 ICon. ETech-2020, Faculty of Engineering, The UWI, St. Augustine, Trinidad and Tobago

BACKGROUND • UTT’s Masters programmes: • Innovation, (IMME); Manufacturing Management and Entrepreneurship • Innovative Design and Entrepreneurship (IDE). • Learning outcomes: • fostering entrepreneurial spirit; • developing management capabilities; • real-time, problem-based industry immersion and; • nurturing engineering design capabilities. ICon. ETech-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. ICon. ETech-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 • Martínez, 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 ICon. ETech-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. ICon. ETech-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 ICon. ETech-2020, Faculty of Engineering, The UWI, St. Augustine, Trinidad and Tobago

RESULTS Business Strategy and Marketing Review Criteria Comment Goal To expose graduates to general strategic management frameworks Delivery Co-taught; modular format; 70% online; 30% face-to-face Key Learning Areas Strategic management concepts; manufacturing strategy; marketing strategy Assessment 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. ICon. ETech-2020, Faculty of Engineering, The UWI, St. Augustine, Trinidad and Tobago

RESULTS Entrepreneurship Review Criteria Comment Goal To explore the roles, processes and issues encountered in an entrepreneurial undertaking Delivery Blended-learning approach Key Learning Areas Idea and opportunity generation; feasibility analysis; business modelling, marketing, new venture teams, financing and funding, managing growth and exit strategies Assessment Exercises; elevator pitch; final examination 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; provide creative recommendations. ICon. ETech-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 Delivery Blended-learning approach; live project Key Learning Areas 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 Assessment Task management, professional engagement, final report, poster and presentation, problem solving techniques, peer review Feedback Problem solving and critical thinking skills widely exhibited, application, analysis and evaluation of theories within industrial contexts to provide recommendations were achieved, noted bestpractices adoption ICon. ETech-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 Delivery Blended-learning approach Key Learning Areas Rapid plant assessment, travel and business etiquette, and personal budgeting; technological innovation, renewable energy, agroprocessing, eco-tourism, ICT, manufacturing and operations and supply chain management Assessment Pre-travel SWOT and PESTLE analyses; in-country travel rapid plant assessments, debriefing sessions, report and presentation Feedback Expanding the cultural learning experience, increasing employability, advancing career trajectory, global/regional networking and career opportunities ICon. ETech-2020, Faculty of Engineering, The UWI, St. Augustine, Trinidad and Tobago

RESULTS Leadership and Human Resources Management Review Criteria Comment Goal To explore the practice of leadership and strategic human resource management in organisations Delivery Face-to-face; industry SME engagement, simulations, team-building exercises, experiential learning strategies Key Learning Areas Leadership styles, leadership theories, change leadership, Kolb’s learning cycle, human resource management, recruitment and retention Assessment Leader interview, community development project, book report Feedback Improved group dynamics and collaboration, developed personal leadership characteristics ICon. ETech-2020, Faculty of Engineering, The UWI, St. Augustine, Trinidad and Tobago

RESULTS New Venture Proposition Review Criteria Comment Goal To understand explore the resources available for creating a new venture: produce a business plan as a means of seeking funding Delivery Co-taught; modular format; 70% online; 30% face-to-face Key Learning Areas Entrepreneurship, Business Strategy and Marketing, Leadership and Human Resource Management, Operations and Supply Chain Management, Company Law Assessment Business plan, presentation, business model canvas, business registration, financial planning Feedback Produced interesting business propositions; soft skills development: time management, leadership, teamwork, communication, conflict management and resolution, collegiality, SME networking, actual commercialisation ICon. ETech-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 ICon. ETech-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 ICon. ETech-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. Martínez León. 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. ICon. ETech-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. Beltrán. Using Case Studies to Assess Candidates’ Knowledge and Skills in a Graduate Reading Program. Teacher Education Quarterly (2009). ICon. ETech-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. ICon. ETech-2020, Faculty of Engineering, The UWI, St. Augustine, Trinidad and Tobago

THANK YOU! ICon. ETech-2020, Faculty of Engineering, The UWI, St. Augustine, Trinidad and Tobago