Industrial Engineering Curriculum in Industry 4.0 in a South African Context

Abstract

With its potential to change significantly the knowledge and skillset requirements for industrial engineers (IEs), Industry 4.0 creates a need to reassess the place of IEs to avoid a greater shock than that caused by the information technology identity crisis of the 1990s. This article examines the likely impacts of Industry 4.0 on industrial engineering (IE) and proposes enhancements to IE curricula in South Africa. Research methods include a literature review, a study of IE curricula, and a questionnaire survey of IE programmes. Results indicate that several IE functions might become somewhat transformed, less visible, or downright diminished in Industry 4.0. Emphasis has shifted from traditional IE methods to data-driven functions and cyber-physical systems. The developing mismatch needs correcting by emphasising skills such as 'big data' analytics and novel human-machine interfaces in IE curricula. Only one university in South Africa has made progress towards the adoption of an Industry 4.0 infrastructure. The authors propose a set of curriculum enrichment items as the basis for reform. OPSOMMINGIndustrie 4.0 het die potensiaal om op 'n beduidende wyse die kennis en vaardigheid vereistes vir bedryfsingenieurs (BI) te verander. Dit skep ook 'n behoefte om die posisie van bedryfsingenieurs te herevalueer, om sodoende die informasie tegnologie identiteitskrisis van die 1990's te vermy. Hierdie artikel ondersoek die waarskynlike impak van Industrie 4.0 op BI met 'n voorgestelde verbeterde kurrikulum in Suid-Afrika. Navorsingsmetodes sluit in literatuuroorsig, BI kurrikulum studie, en 'n vraelys opname van BI programme. Die resultate dui daarop dat Industrie 4.0 sommige BI funksies ietwat sal transformeer, minder sigbaar maak, of selfs totaal verminder. Klem verskuif van die tradisionele BI metodes na meer data-gedrewe funksies en kuber-fisiese stelsels. Die ontwikkelingswanaanpassing vererger regstelling deur die beklemtoning van kurrikulum vaardighede soos byvoorbeeld groot datastel analise en nuwe mens-masjien koppelvlakke. Slegs een universiteit toon vordering in die aanvaarding van en implementering van Industrie 4.0 infrastruktuur. Die skrywers stel 'n stel kurrikulum verryking items as basis vir die hervorming voor.

Technology Transfer and Human Capital in the Industrial 4.0 Scenario: A Theoretical Study

“…In their study, Pfeiffer et al (2016) In the industry of the future, although the integration of automation and digitization of concurrent processes occurs, people will continue to play a key role in the work (Spath et al, 2013;Becker;Stern, 2016;Pfeiffer, 2016;Vysocky;Novak, 2016;Peruzzini;Pellicciari, 2017). However, it will probably result in a significant impact on the loss of workers' jobs (Sackey;Bester, 2016) and processes of redistribution of human capital (Singh;Sellappan;Kumaradhas, 2013).…”

“…In the midst of changes in production processes and in the industrial setting, changes in people's qualification and skill development will surely arise (Chryssolouris et al, 2013;Gebhardt;Grimm;Neugebauer, 2015;Sackey;Bester, 2016). Competency is a generalized term that involves attitude, knowledge, and skills that a person must have to meet an expectation of performance (Armstrong, 2014), or perform tasks.…”

“…According to Sackey and Bester (2016), Industry 4.0 will require a restructuring of curricula and the development of new disciplines in Teaching Institutions. Practices such as adapting curricula, creating university programs and conducting training sessions are important in the development of human skills in Industry 4.0 (Rüßmann et al, 2015).…”

Industry 4.0 Learning Factory Didactic Design Parameters for Industrial Engineering Education in South Africa

“…In response to these developments, the curriculum requirements of industrial engineering (IE) education in these smart Industry 4.0 systems, which function on massive data operations, have been discussed in Sackey and Bester [1]. In that work, the new capabilities required of industrial engineers (IEs) in Industry 4.0 in such areas as advanced analytics, novel human-machine interfaces, digital-to-physical transfer technologies, and data communication and networks were discussed.…”

“…Relevant Industry 4.0 practical learning elements bearing on IE education [1] form the main basis of the learning outcome component of the didactic concept. Key areas for IE student knowledge and competency development and demonstration in an Industry 4.0 environment may include, but are not limited to:…”