Abstract
Curriculum is the primary factor that defines the competence and skill level of graduate industrial engineers as these professionals leave university and enter a dynamic industry that is affected by multiple social, economic, environmental, and political issues. If the curriculum is not adaptive, the quality of their education is compromised. This work proposes a rigid-skeleton flexible-body approach in which the architecture of the industrial engineering curriculum is rigid but has the flexibility, at a holistic level, to manipulate micro-components according to the needs of the industry. This work therefore examines the potential for atomic-type curriculum manipulation rather than molecular-type manipulation.
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