Abstract
Abstract The interest in improving the quality of engineering education is widely deemed. Due to an increasingly worldwide competition, Lean Manufacturing (LM) has been a relevant subject among industrial engineering graduate programs. Despite the advances in teaching LM principles and techniques, the practical character inherent to LM undermines learning and development of students. In this sense, this study aims at demonstrating a proposal to enhance LM learning in an industrial engineering program. It is a blended proposal that combines traditional teaching methods to problem-based learning (PBL) approach based on real problems of companies undergoing a lean implementation. A first phase of the proposal introduction is illustrated with an example of introducing it in a Brazilian federal university. The findings indicate that PBL may be an effective complementary method for LM learning, especially if graduate students are exposed to real problems in companies that are undergoing a lean implementation and related it to the current body of literature.
Highlights
A current challenge in education is determining how to present course material so that students gain knowledge, and become self-directed learners who develop problem solving skills that can be applied in their careers (Sheppard et al, 2008; White, 2001)
A growing interest in using problem-based learning (PBL) in engineering education has been noticed in the past decades, which is aligned with current efforts to move from decontextualized presentation of technical content to holistic integration of content and practice (Sheppard et al, 2008)
This proposal tries to merge traditional Lean Manufacturing (LM) teaching methods to PBL approach applied in real problems from companies undergoing a lean implementation, in order to complement and reinforce the three levels of knowledge structure proposed by Gijbels et al (2005)
Summary
A current challenge in education is determining how to present course material so that students gain knowledge, and become self-directed learners who develop problem solving skills that can be applied in their careers (Sheppard et al, 2008; White, 2001) In this sense, problem-based learning (PBL) has been widely implemented (Jaeger & Adair, 2014; Mantri, 2014; Warnock & Mohammadi-Aragh, 2016; McCrum, 2016; Dahms et al, 2016). The lack of practical experience from students added by the single utilization of a traditional teaching method compels to a modification of teaching and learning styles in order to compensate such gaps In this sense, this work aims at demonstrating a proposal to enhance LM learning in industrial engineering graduate course.
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