The T-Shape dilemma in industrial engineering and management curriculum

Abstract

Abstract:Purpose: This paper concerns the undergraduate "Industrial Engineering and Management" curriculum. The purpose of the research was to examine the extent to which there is in-depth coverage of teaching/learning in the combined field of industrial engineering and management, as opposed to breadth in multidisciplinary teaching/learning in this field (the T-shaped dilemma). In line with this aim, the following research question was derived: With respect to the breadth of multidisciplinary teaching and the depth of teaching in industrial engineering and management, what is the desired situation as opposed to the actual situation?Design/methodology/approach: To examine the T-shaped dilemma, 16 in-depth interviews were conducted with senior-level managers in industry, and with leading academics in the fields of industrial engineering and management. The interviewees were asked questions regarding the planning and design of the curriculum in these fields. The analysis of the interviews was carried out by ascribing categories to the data, and presenting the categories with the highest frequencies in all of the interviews. acquiring a strong theoretical foundation, the implementation of which is then expressed in diverse applications. Research limitations/implications:Owing to time constraints, the research only included 16 in-depth interviews. In order to increase the external validity of this research, more interviews should be executed. Originality/value:The framework of this research is unique in terms of the topic and analytic processes.

Building integration skills in supply chain and operations management study programs

“…The modern business world increasingly requires from engineering graduates, in addition to the substance knowledge, an extensive set of more practical and generic skills (e.g. Chan et al, 2017;Kordova and Frank, 2014). Modern engineers need to be able to work in teams, communicate effectively, think creatively and critically, act responsibly and use a wide range of other personal and professional skills and competences (e.g.…”

“…Modern engineers need to be able to work in teams, communicate effectively, think creatively and critically, act responsibly and use a wide range of other personal and professional skills and competences (e.g. Crawley et al, 2014;Knight et al, 2014;Kordova and Frank, 2014). Varied sets of skills, knowledge and attitudes are essential to strengthen productivity and excellence in increasingly complex work environments (Crawley et al, 2014).…”

“…Graduates in the field of Industrial Engineering and Management especially need to develop balanced skills both in classic engineering tools and in "softer" management areas as they work in the interface between engineering and management (e.g. Knight et al, 2014;Kordova and Frank, 2014). However, there has been long existing tension between the different types of knowledge and skills in engineering education (Crawley et al, 2014).…”

“…It is widely acknowledged that academia needs to take better into account the wider requirements and skills in engineering study programs, and this calls for the systematical reform of engineering education systems (e.g. Chan et al, 2017;Kordova andFrank, 2014, Male, 2010). The wide skills and competences are essential requirements in carrying out expert and managerial work tasks in the supply chain and operations management.…”

“…Therefore, more evidence and discussion on how to translate the higher-level generic skills into more narrow engineering disciplines (like SCM/OM) is needed (e.g. Crawley et al, 2014;Kordova and Frank, 2014). Furthermore, for the renewal of curricula to be consistent and effective, more empirical evidence and research is needed concerning the skills required in different engineering fields, as well as concerning the most effective curriculum designs and teaching methods to achieve the skills needed (e.g.…”