Engineering education through an intercontinental PLM collaborative project: The Global Factory case study

Abstract

This article will present the experience in the development of an intercontinental collaborative project named "Global Factory", being the first massive academic exploration of this new way of engineering work. The main goal of the project, was to collaboratively design a virtual factory to produce vehicle combustion engines, by using the Product Lifecycle Management (PLM) software CATIA V6. It was developed collaboratively by students from different universities around the world with distributed work and a centralized database. Therefore, interdisciplinary work was encouraged, leading students to collaborate with colleagues from different disciplines and countries. Students were subject to real conditions of international work and the implied working conditions (e.g. cultural aspects, time-frames, communication limitations, use of Information and Communication Technologies (ICT), etc.). Furthermore, they had to deal with the natural complexity of the technical work as well as the global interaction aspects, being a complicated task to be developed in a novel tool. Finally, the paper will describe the analysis of the project and the educational aspects that students had to face. This project sets the basis for preparing engineers of the future, who will work in a global environment.

Accelerating the Adoption of Industry 4.0 Supporting Technologies in Manufacturing Engineering Courses

“…Finally, to address the management of engineering data created with such a CAX applications, the Product Data Management (PDM) or Product Lifecycle Management (PLM) systems are presented to the students. Examples exist, where students are trained on CAX-PLM technologies in an integrated way [11,12]. It should be also pointed out that training on CAX-PLM systems is linked to different professional profiles.…”

“…At the pedagogical level, a significant amount of the higher education on CAX-PLM systems is conducted following the learning model based on projects, i.e. Project-Based Learning (PBL) [11,12,13,18,19,20,21,22].…”

Using product lifecycle management (PLM) to re-think fashion business education: an assessment of pedagogical practices and learning benefits

“…This two-part aim of addressing the lack of PLM skills in the workforce coupled with nurturing a mindset of holism and problem-solving by integrating industry practice is a common feature of other course redesigns. Many other studies have defined the challenge of adoption of PLM into the higher education curriculum in terms of development of skills to be ready for industry practice (Drăghici et al , 2007; Kakehi et al , 2009; Moon et al 2009; Feldhusen et al , 2010; Bedolla et al , 2013; Mejía-Gutiérrez et al , 2014; Fielding et al , 2014; Mora-Orozco et al , 2015). The details of course structure, contents and overall teaching approach are well documented in these studies.…”

Training Engineers Under Changing Conditions Of Technical, Economic Paradigm In Shipbuilding Industry

“…The project-based approach also deserves particular attention (Petruneva, Vasilyeva, & Toporkova, 2018;Von Grabe, Dietsch, & Winter, 2010;Zamyatina, Mozgaleva, Solovjev, Bokov, & Pozdeeva, 2013). Moreover, competences in PLM systems and standards are recognized as the major applied competences for innovative productions (Mejia-Gutierrez, Carvajal-Arango & Zins, 2015;Vila, Ugarte, Rios, & Abellán, 2017).…”