Experiential learning at Lean-Thinking-Learning Space

Claudia Lizette Garay-Rondero,Ericka Zulema Rodríguez Calvo,David Ernesto Salinas-Navarro

doi:10.1007/s12008-019-00578-3

Claudia Lizette Garay-Rondero, Ericka Zulema Rodríguez Calvo + Show 1 more

Open Access

https://doi.org/10.1007/s12008-019-00578-3

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Abstract

This research paper presents a proposal for a learning model that extends the availability of resources for training and development of professional skills in the field of Lean Manufacturing. This research arises due to the lack and current limitations of effective teaching models for the development of professional competencies. The importance of this educational innovation proposal lies in being a unique reference frame of its type. This offers cutting-edge methods for optimization and process improvement tools, while developing general and disciplinary competencies in the area of industrial engineering. The notion of learning is presented in a context of real-world experiences to develop relevant competencies in real businesses settings for manufacturing and services. This work presents a literature review on competency-based education, experiential learning and challenge-based learning. Therefore, a background explanation of the proposed learning model and a learning space called Lean-Thinking-Learning Space are elaborated. Additionally, an experiment carried out to measure the development of competencies is showed in terms of comparing the teaching results of a course in two different learning spaces; namely, a traditional classroom and the proposed experiential learning space. The results of this investigation reflect an increase of 29% in the level of attainment of competencies observed in the experiential learning space proposed in this research work.

Highlights

Companies and organizations demand that graduating professionals have competencies that allow them to solve large complex problems, have a value-based approach to decision-making and to be strong in self-awareness, selfleadership and teamwork in order to interact and address the resolution of engineering problems and social concerns with an entrepreneurial mentality and work/product design methodologies [1]
In Mexico, according to the comments of Salvador Jara, the Sub-secretary of Higher Education of the Federal Secretary of Public Education (SEP), the manufacturing and services industries require each year about 30 thousand engineers trained to meet the needs of companies related to the automotive industry, but only 20 thousand young engineers graduate in a year [5]
The objective of the study was to verify a possible significant difference in learning outcomes between those taking the course with traditional teaching methodologies and those within the Lean-Thinking-Learning Space (LTLS) by observing and evaluating the attitudes, skills and values developed under the LTLS-defined competencies

Summary

Introduction

Companies and organizations demand that graduating professionals have competencies that allow them to solve large complex problems, have a value-based approach to decision-making and to be strong in self-awareness, selfleadership and teamwork in order to interact and address the resolution of engineering problems and social concerns with an entrepreneurial mentality and work/product design methodologies [1]. The above consideration is not something that arises in the final stages of their studies; rather, it is a problem throughout their professional education from admission to graduation [3]. This lack of connection between studies and required future competencies that can be eradicated by generating appropriate learning activities that transfer knowledge to students and produce their pertinent learning [4]. Considering the aforementioned problem, two important areas to improve in higher education are: (a) education must simultaneously teach and train young people; i.e., go beyond traditional teaching to unify education and training for work;

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