Global engineering teams – a programme promoting teamwork in engineering design and manufacturing

Oladiran, M. Tunde; Uziak, J.; Eisenberg, M.; Scheffer, Cornie

doi:10.1080/03043797.2011.573534

Cited by 26 publications

(26 citation statements)

References 7 publications

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“…The most important TRC is the foreign language (18.5%), and in this case employers are referring most of the times to the English language. Although this is predominantly relevant for countries that are non-English speaking countries, the globalization makes an increased stress for engineers that have domain of a non-native speaking language and implies that engineers need to integrate multicultural teams (Greene, 2001;Oladiran et al, 2011). Furthermore, this reinforces the importance of other transversal competences, such as working in teams, communicating with other professionals at different levels, and adapting to different contexts and situations.…”

Section: Transversal Competencesmentioning

confidence: 99%

Defining the Industrial and Engineering Management Professional Profile: a longitudinal study based on job advertisements

Lima

Mesquita

Rocha

et al. 2017

Prod.

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The engineering professional profiles have been discussed by several branches of the engineering field. On the one hand, this discussion helps to understand the professional practice and contributes to the specification of the competences that are suitable for each function and company culture. On the other hand, it is an essential starting point for the definition of curricula in engineering schools. Thus, this study aims to characterize, in an innovative way based on job advertisements, the demand for competences and areas of practice for Industrial Engineering and Management contributing for the definition of a professional profile. This characterization is based on the analysis of 1391 job advertisements, collected during seven years from a Portuguese newspaper. The data analysis takes into account the job description in which two categories were considered: areas of professional practice (e.g. project management) and transversal competences (e.g. teamwork). Considering the total number of job advertisements, it was possible to identify 1,962 cumulative references for 11 professional practice areas and 5,261 cumulative references for transversal competences. The contribution of this study lies on the identification of the main areas of practice and the main transversal competences demanded by employers.

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Section: Transversal Competencesmentioning

confidence: 99%

Defining the Industrial and Engineering Management Professional Profile: a longitudinal study based on job advertisements

Lima

Mesquita

Rocha

et al. 2017

Prod.

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“…A somewhat similar project in its objectives is the GET, which started in 2004, based in the previous experience of Technische Universität Berlin, which has been one of the pioneers of the development of international, blended learning and project-oriented engineering courses, with activities in this field starting in 2002 with the Global Product Development course (Oladiran et al 2011). GET is a multinational, intercultural and geographically dispersed team-based approach at solving practical engineering problems, and each edition lasts for about six months between April and October.…”

Section: Global Engineering Teamsmentioning

confidence: 99%

“…GET has three main objectives: (1) solving engineering tasks in international groups comprising students from different countries; (2) using interdisciplinary project-oriented principles based on 'learning by doing' and (3) considering engineering tasks holistically to promote global sustainability in terms of economical, ecological and socio-political principles. In summary, GET is a programme that promotes project-oriented tasks in virtual student teams working in collaboration with industry partners (Oladiran et al 2011). There are two main conditions for GET projects: they should be challenging and sponsored by industrial partners.…”

Section: Global Engineering Teamsmentioning

confidence: 99%

“…These hurdles are not insurmountable but may require investment of both time and money (Abata, Andersen, and Krause 2013) as well as the willingness of the involved institutions. Nevertheless, there are also similar programmes for US institutions (Oladiran et al 2011). Engineering students from the rest of the world wishing to participate in the programme may experience similar bureaucratic obstacles: (1) their home institution must recognise the EPS programme; (2) the EPS provider must recognise their background studies and (3) they may be required to pay fees if there is no exchange agreement between the student home institution and the EPS provider.…”

Section: Introductionmentioning

confidence: 99%

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The European Project Semester at ISEP: the challenge of educating global engineers

Malheiro

Silva

Ribeiro

et al. 2014

European Journal of Engineering Education

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Current engineering education challenges require approaches that promote scientific, technical, design and complementary skills while fostering autonomy, innovation and responsibility. The European Project Semester (EPS) at Instituto Superior de Engenharia do Porto (ISEP) (EPS@ISEP) is a one semester project-based learning programme (30 European Credit Transfer Units (ECTU)) for engineering students from diverse scientific backgrounds and nationalities that intends to address these goals. The students, organised in multidisciplinary and multicultural teams, are challenged to solve real multidisciplinary problems during one semester. The EPS package, although on project development (20 ECTU), includes a series of complementary seminars aimed at fostering soft, project-related and engineering transversal skills (10 ECTU). Hence, the students enrolled in this programme improve their transversal skills and learn, together and with the team of supervisors, subjects distinct from their core training. This paper presents the structure, implementation and results of the EPS@ISEP that was created in 2011 to apply the best engineering practices and promote internationalisation and engineering education innovation at ISEP.

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“…1,2,3,4 This has largely been driven by industry's needs and requirements to become more multidisciplinary and remain competitive in the workforce. This is also seen in the accreditation requirements of ABET where student outcomes are implicitly and/or explicitly collaborative in nature, e.g.…”

Section: Introductionmentioning

confidence: 99%

Cross-Disciplinary Collaboration and Innovation for Engineering and Business Student Teams

Alexander¹

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Dr. Alexander's research interests and areas of expertise are in teaching pedagogy, capstone design, renewable energy systems, thermal sciences, vehicle system modeling and simulation, heat transfer, new product development, entrepreneurship, and technology transfer. He is PI and adviser of the Department of Energy Collegiate Wind Competition 2016. He is also working on an undergraduate research project modeling solar cells using a thermodynamics approach and analyzing changes in efficiency with cell temperature. Additional work includes, developing a closed loop throttle controlled model of a purely ultracapacitor hybrid electric vehicle. This model was used to select components and control strategies for a class 8 commercial hybrid concept vehicle as well as a small hybrid sedan. Vehicle road testing was performed and validated the system model.Dr. Alexander has 10 years of industry work experience most of which as CEO of IVUS Energy Innovations -a technology start-up company that he and three partners formed around unique fast changing technology. As CEO, he raised over $2 million in equity financing, secured a worldwide license agreement, and managed the commercialization and launch of the industry's first 90-second rechargeable flashlight. In addition he is co-inventor on four U.S. patents and has presented numerous times at advanced energy technology conferences in the areas of business and technology development.c American Society for Engineering Education, 2016 Cross-disciplinary Collaboration and Innovation for Engineering and Business Student TeamsAbstract A team was formed from students across campus including majors from business entrepreneurship, management, marketing, and electrical, civil, mechanical, and mechatronic engineering to compete in the U.S. Department of Energy Collegiate Wind Competition 2016. Requirements of the competition are to deliver a market-driven technology application, create an innovative business plan, and develop a deployment strategy. Two faculty advisers, a mechanical engineering assistant professor from the college of engineering and an entrepreneurship assistant professor from the college of business designed and delivered content to help student members effectively collaborate and innovate across their disciplines and form a cohesive and high functioning team. In addition to being members of the cross-disciplinary team, half the students were concurrently enrolled in a business management course with an emphasis in social entrepreneurship and market analysis while another half were enrolled in a senior capstone engineering course. Activities in the form of workshops were delivered to the team during weekly meetings to develop and enhance skills in team development, communications, project management, business development, brainstorming, and ideation. In addition, engineering students collaborated with business students during the business management course to provide technical expertise during market research and analysis and students presented to one another on topic...

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Global engineering teams – a programme promoting teamwork in engineering design and manufacturing

Cited by 26 publications

References 7 publications

Defining the Industrial and Engineering Management Professional Profile: a longitudinal study based on job advertisements

Defining the Industrial and Engineering Management Professional Profile: a longitudinal study based on job advertisements

The European Project Semester at ISEP: the challenge of educating global engineers

Cross-Disciplinary Collaboration and Innovation for Engineering and Business Student Teams

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