In this paper, a life cycle costing (LCC) framework for effective maintenance management is investigated and developed for use in a railway rolling stock environment. The framework consists of combining typical mission-critical components together with their failure and maintenance history. All costs related to the operation and maintenance of these components throughout their life cycle are also determined. The next step involves considering different scenarios under which the components can be used in relation to operations, maintenance, and replacements. The decision about which scenario to take is based on the one with the most favourable net present value after life cycle costing is performed over a specified period of time. A typical railway rolling-stock maintenance organisation in South Africa was used to highlight the practical implications of such a framework and how the company could make informed and appropriate decisions. The conclusion of this study is that such a framework is useful, and that it can be used as a basis for estimating LCC across a spectrum of critical assets found in the rolling stock environment. OPSOMMINGIn hierdie artikel is 'n lewenssikluskoste raamwerk ondersoek en ontwikkel om instandhoudingsbestuur in 'n spoorweg rollende materiaal omgewing te verbeter. Die raamwerk bestaan uit 'n kombinasie van tipiese missie-kritiese komponente saam met hulle falings-en instandhoudingsgeskiedenis. Alle koste verbonde aan die bedryf en instandhouding van hierdie komponente gedurende hulle lewenssiklus is ook bepaal. Deur verskillende bedryfscenario's se lewenssikluskoste te vergelyk in terme van netto huidige waardes, kan 'n besluit oor die beste scenario geneem word. 'n SuidAfrikaanse gevallestudie is gebruik om die waarde van hierdie raamwerk te illustreer. Resultate toon dat die raamwerk wel bruikbaar is oor 'n wye spektrum van scenario's.
Accreditation bodies such as the Engineering Council of South Africa and the Canadian Engineering Accreditation Board have a group of courses that fall under the umbrella of Complementary Studies. This term is used to describe a set of engineering courses that include knowledge areas other than the more common mathematical sciences, natural sciences, engineering sciences, design and synthesis, and workintegrated learning. Studies have shown that engineering educators sometimes view these courses negatively. They are seen as distracting the focus of the students on the so-called technical courses, which the educators feel are more important. This paper reports on a research study that explored the way that engineering educators make sense of complementary studies courses within an industrial engineering curriculum. The repertory grid technique was used to explore complementary studies courses when compared to other engineering courses within the same curriculum. The relationships between elements and constructs in the grids were analysed using the repertory grid techniques of principal component analysis and cluster analysis. What became clear was that while most of the educators interviewed did recognise complementary studies courses as different to courses considered as core or technical, what made them different was very unclear. Each educator had a very different conception of what defines, differentiates or constitutes a complementary studies course. This range of variation may go some way to explaining why complementary courses seem out of place in engineering programs by educators and students alike.
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