Reports

Based on a wide analysis of the target group needs, the identified gaps and on world trends and developments in Industrial Engineering, the factors that will provide a competitive advantage to the curriculum were identified and presented in this report. The process of finding the referred competitive factors was based on Blue ocean strategy, applied in several brainstorming cycles with the project partners. After identifying the competitive factors for curricula for Master’s Degree in Industrial Engineering to support sustainable smart industry, a new set of brainstorming cycles was conducted to apply the Eliminated (E), Reduce (R), Raise (R) and Create (C) – ERRC grid, to obtain a value curve representing the competitive strategy for the MSIE4.0 program. This MSIE 4.0 curriculum will focus on building both technical and transversal competences for graduates with thematic active learning activities, especially those immersing students into practical, real-world problems. For technical competences, the priority will be on smart production and on smart products and co-create design, with a focus on big data and real-time data/sensors. Last but not least, the curriculum will be developed with a modular concept to provide flexibility to different groups of students.

A full report is available here

This report presents the gap analysis between the industry and students’ needs and graduates’ competences, and a comparison between industry needs of Thai and European selected companies.
The results of the comparison between industry needs of Thai and European selected companies show that, in general, Thai companies have a higher need of development of technologies and systems to support Industry 4.0 than the European surveyed companies do.
The gap analysis was based on a triangular analysis data source between industry needs, students’ needs and curricula current situation. Roles of MSIE graduates were identified for applications derived from the applications of Big Data, Sensors, and Mobile systems on production, product development and IT. Their expected competence levels based on Bloom’s taxonomy were identified. For the gap analysis, the project’s team added an analysis of the current situation related to the development of this level of competences.
The professional role of Engineers need not only technical competences but also transversal competencies. Both companies and students identified the development of transversal competences as being highly important but the analysis of curricula showed barely existent references to the development of transversal competences in current master programs.

A full report is available here.

This report presents a perspective on the needs of companies and students towards Industry 4.0 development. 72 companies from Thailand (50) and EU (22) and 450 industrial engineering master students from Thailand (232) and Europe (218) participated in surveys. The main results show that, for Industrial Engineering, there should be considered three main technologies needed by industries: Big Data, Sensor and Mobile Devices. Each of these technologies was crossed with the main domains of applications needed by industries: Product Development, Production Technology, and IT-based Integrated Systems. The area considered more important to be developed in the curriculum is Big Data applied to production technology/systems, immediately followed by product development. Moreover, the results of data analysis of the questionnaires also show the high importance of transversal competences, both for industry and for students, being possible to identify the three most important as Adaptability and ability to change, Teamwork and Communication skills.

A full report is available here.