Engineering Management Courses Research Articles

Relevance of Engineering Management Courses to Managerial Skills in the Industry

Digital technologies have radically influenced the modern workplace, which is exacerbated by the COVID-19 pandemic making it possible to work from home or remotely. Furthermore, these changes have been assimilated, so it is now necessary and difficult to separate ourselves from the flexible working environment. This article examines the various engineering management courses offered by Australian institutions to compare the skillsets taught and those deemed significant by engineering managers. The goal is to determine this connection in the current digital age, where reskilling, digital intelligence, and empathy are some of the themes identified in the literature review. The article is based on a review of 20 relevant research articles, interviews with 10 Australian engineering and technical managers transitioning from engineering to managerial and team leadership roles, and an analysis of 6 Australian university curriculums. The findings highlight the importance of digital and emotional intelligence for managers. The article shows that most of the skillsets offered by the Australian university curricula did not include key skills.

The Establishment of the Evaluation Index System for Assessing Student Performance in Bilingual Engineering Management Courses

The Establishment of the Evaluation Index System for Assessing Student Performance in Bilingual Engineering Management Courses

Retracted: Teaching Practice of Engineering Management Course for Engineering Education Certification under Background of Artificial Intelligence

Retracted: Teaching Practice of Engineering Management Course for Engineering Education Certification under Background of Artificial Intelligence

Nudging Lifelong Learning and Reflective Thinking in Engineering Students Utilizing LinkedIn Learning

Abstract—Most engineering and technology-focused program curricula are firmly fixated on the required technical skills to meet the profession’s needs. Yet, in today’s rapidly changing, globalized world, engineers and technologists need more than technical competencies to meet the requirements of their professional work. This work illustrates how the LinkedIn Learning (LiL) platform was used as a “learning partner” to complement undergraduate engineering management courses to enrich metacognition and nudge lifelong learning tendencies. The rationale for integrating LiL into the course framework is examined, including study design and survey results. Summary research indicates students appreciated the LiL coursework assignments. Most respondents perceived that the LiL courses increased their knowledge and skills in the subject matter presented. The study illustrated movement towards self-determined learning behaviour and improved reflective capabilities.

Based on the Introduction to Engineering Management Course of After-class Impressions

Project management is developed with the development of human society. Through the study of the introduction course of engineering management, I have a deeper understanding and understanding of engineering management, open my horizon and broaden my thinking. This paper mainly introduces the consolidation and expansion of the relevant knowledge of engineering management and the association with their own graduate thesis writing.

Integration and practice of ideological political elements in civil engineering management courses under the carbon peak and carbon neutrality goals in China

Integration and practice of ideological political elements in civil engineering management courses under the carbon peak and carbon neutrality goals in China

Teaching Practice of Engineering Management Course for Engineering Education Certification under Background of Artificial Intelligence

With the advancement of China’s industrial construction, the field of engineering management has also attracted more attention. However, China’s engineering management major is currently in a growing stage due to the issue of the opening years, and the teaching and practice setting of each course is also in an immature stage, which makes China’s engineering management majors present more and more problems. The truancy rate has been increasing year by year, the students’ dominant position in the class has become objectified, and their trust in teachers has decreased. Students’ learning shows the characteristics of individualization and diversity. Higher requirements are put forward for teachers’ teaching quality, and schools lack an effective supervision mechanism. In order to solve these problems better, it is imperative to reform and innovate the course teaching of engineering management majors. The core of engineering education accreditation is to confirm that engineering graduates meet established quality standards recognized by the industry. It is a unique method to test whether the course teaching of engineering management majors is qualified and attracts many scholars to discuss it. Engineering education accreditation has attracted many scholars to discuss it because it is a unique means to test the qualifications of engineering management students’ course teaching. This study was based on an in-depth exploration of the teaching practice of engineering management courses and combines artificial intelligence with an engineering education certification. Through the research and analysis of colleges and universities, the research finally showed that the engineering management professional course teaching of engineering education certification under the background of artificial intelligence can promote the attendance of students in school by about 20%. The achievement of course teaching objectives has increased by about 13% and the comprehensive ability level of graduates has increased by about 8%. It improved the overall level of students and the teaching quality and efficiency of engineering management courses and also promoted the development of college education so that today’s engineering management graduates can better meet the needs of today’s society.

Exploration and Practice of Engineering Management Specialty in the Teaching of Innovative Curriculum System Construction

The engineering management major is a comprehensive and practical major. However, with the rapid development of the construction industry, the scale of construction projects has become larger and larger and the craftsmanship has become more and more complex. It is difficult for traditional engineering management teaching models to clearly, intuitively and vividly present the implementation and management process of construction projects. Exploring the positioning of engineering management disciplines and the theories and methods of education and teaching has very urgent practical significance. This article aims to explore and practice the construction of an innovative curriculum system for the engineering management major. This research is based on the construction of an innovative curriculum system for the engineering management major. Establish a curriculum system centered on student development and aimed at improving students' innovative quality. Through questionnaire surveys and interviews, we obtained first-hand information on two engineering management teacher education courses. The engineering management course of School B is similar to the engineering management course of School A. It is a modular course divided into five modules. Establish an independent innovation learning module. Course credits are 6 credits, accounting for 3.7% of the total credits; practical teaching credits are 26 credits, accounting for 16.1% of the total credits. The results show that the educational curriculum system of School B can promote the all-round development of students.

A new method of integrating project‐based and work‐integrated learning in postgraduate engineering study

This paper reflects on the introduction of project‐based learning (PBL) into a postgraduate engineering management unit, as a form of work‐integrated learning (WIL) extending the practice of students and their engagement with industry. The real life and authentic PBL was designed and implemented in extensive consultation with industry practitioners. WIL has often been conceptualized as a process of induction and introduction to workplaces and work practices. However, such models do not easily translate to postgraduate students with existing workplace experiences. The experience of this unit suggests that there is an intersection between PBL and WIL which may provide a pathway for broader student–industry engagement, scaffolding the development of professional networks and practices for students already within an engineering workplace, and allowing students to transform their practice and improve workplace capabilities. This paper presents a case study of the experience of students who have participated in an industryled and assessed project based learning experience as part of a unit in the Masters of Engineering Management course. Student satisfaction and engagement with the unit was extremely high, with students self‐reporting increased levels of confidence and ability to apply theoretical knowledge. It is concluded that through the integration of project‐based and WIL it is possible to create authentic learning experiences for postgraduate students which enable transformative practice and capability development.

Exploration on construction of engineering management related courses based on outcome-based education model

China’s engineering education system is experiencing a transition from research to application or practice. Professional accreditation emphasized the importance of engineering management course to share views and experiences in engineering management. Based on the preparation process for China Engineering Education Accreditation, this research adopts the outcomes-based education model to explain the construction of engineering management related courses in order to achieve better results, competencies, objectives and requirements for students. Regarding the current education development status, the directions for how to successfully apply outcomes-based education ideas into the whole period of campus life are also suggested for the discipline of mining engineering.

GLOBALIZATION AND CONSTRUCTION ENGINEERING MANAGEMENT EDUCATION

Globalization is the study of dramatic global changes and their consequences in different fields of economy, technology and communications during the past two to three decades. Similar to other industry sectors or professional practices, globalization has enabled the construction industry to take advantage of cross-border markets and benefit from the opportunities that the globalized economy has provided. Advances in transportation, data sharing and communication have given construction professionals and the labor force unprecedented access to markets that were previously insulated. As the political borders have turned to be increasingly irrelevant and the national economies have become more interdependent, the socio-cultural differences are hence accentuated and further exposed due to historically-existing dissimilarities in societal cultures and business norms. In this paper, the main goal is to understand the globalization and its implications for the world economy specifically focusing on the construction industry. This paper studies the impacts of globalization in construction engineering and management profession and further investigates on the opportunities and threats that a globalized economy and more-synchronized business practices will bring for industry and how Construction Engineering educators shall successfully address those unprecedented issues in teaching Construction Engineering Management courses to the next generation of the industry leaders.

Practical Teaching Reforms of Engineering Management Major for Applied Talents

Abstract: This paper is an overview of the practical teaching system of engineering management, applied training direction, and the current situation of practical teaching practice in engineering management. This paper mainly discusses the new ideas of practical teaching reforms in engineering management courses, and it is hoped that the contents in this paper can provide some help in improving practical teaching of engineering management teachers.

An Evaluation method for teaching effect of information technology integrated engineering management course based on data clustering

Aiming at the problems of poor evaluation effect in the teaching effect evaluation of engineering management specialty, this paper designs a new evaluation method of teaching effect of information technology Fusion Engineering Management Specialty Based on data clustering. The evaluation index sys

Student perceptions of cooperative learning in a blended engineering course

Rapid advances in technology have created numerous challenges and opportunities in engineering education. One of the results of the advances in technology has been an increase in the number of engineering courses being offered by distance. This study reports on the example of a blended distance engineering management course using cooperative learning. Pre-and post-measures of student self-assessment regarding their engineering abilities showed significant differences in student self-efficacy, thus demonstrating that the use of distance learning technologies coupled with cooperative learning can create an environment that supports the development of engineering student self-efficacy. The main drawback to the course was the amount of time required of the professor to prepare and run the class.

Investigating the link between self directed learning readiness and project-based learning outcomes: the case of international Masters students in an engineering management course

Modern learning approaches increasingly have fewer structured learning activities and more self-directed learning tasks guided through consultation with academics. Such tasks are predominately project-/problem-based where the student is required to follow a freely guided road map to self discovery while simultaneously achieving desired learning outcomes for a particular course. However, many international students struggle to adjust to an Australian higher learning environment where they are being increasingly encouraged to undertake self directed learning (SDL). Thus, this paper proposes the concept that international students who have higher readiness for SDL gain greater learning outcomes from project-based learning (PBL) approaches. To achieve this objective, a questionnaire survey of 26 students (65% of class) completing an engineering management course was conducted. Linear regression analysis provided evidence that SDL readiness was a key enabler for achieving learning outcomes from PBL. In particular, having high self-management skills was shown to be the most significant and reliable predictor for achieving learning outcomes from PBL. Through understanding students SDL readiness at the commencement of their engineering programmes, academics can better tailor PBL support mechanisms to achieve desired learning outcomes.

1st, 2nd and 3rd generation implementations of an elearning design: Re-use from postgraduate Law to block/online Engineering course

In order to meet the demands of postgraduate students who were time poor and unable to regularly attend face-to-face classes, one lecturer in the Faculty Law at the University of Wollongong (UOW) sought the assistance of a Learning Designer to redesign the Postgraduate Practical Legal Training (PLT) program into a flexible blended learning format, using a block/online approach. The program used an authentic workplace-simulated model that took advantage of emerging technologies to enable effective online teaching and learning. This learning design was reused to redesign two subjects within the Postgraduate Engineering Management course. To monitor the effectiveness of this approach and to ensure quality in teaching and learning the Engineering program was evaluated, with positive results.

Tracking Classroom Teaching and Learning: An SPC Application

ABSTRACT The importance of measuring performance in higher education has long been understood by all stakeholders, including teachers, students, administrators, and researchers. However, the majority of indicators used for this purpose focus on educational outputs (e.g., graduation rates) and outcomes (e.g., final examination scores), rather than processes that create such outcomes and outputs. The problem with this focus is that the output and outcome data usually become available far too late in order to effectively respond to a problem. Because the process of knowledge transfer is an important function of educational organizations, tracking this process while it actually happens represents an on-going, rather than a post-mortem measurement strategy, and can help in the detection of existing and impeding troubles in the teaching and learning processes. This paper illustrates a model for measuring classroom performance which makes use of Statistical Process Control (SPC) in combination with classroom assessment techniques (CATs). The purpose of the model is to measure both the teacher's contribution to increasing student knowledge and the student learning outcomes. Examples of SPC charts that were used to monitor teaching and learning performance in an undergraduate engineering management course are given, together with an analysis of the obtained results. Recommendations and guidelines for an effective and efficient application of the model are provided, including an implementation algorithm, suggestions for CAT design, and a discussion of some important statistical issues. The paper is concluded with several considerations for future research.

Development of a knowledge-based self-assessment system for measuring organisational performance

Effective performance measurement is an important task in the discipline of engineering management. With the support of City University of Hong Kong, a research project was initiated to develop a knowledge-based expert self-assessment (KES) training toolkit on measuring and assessing organisational performance based on the evaluation criteria of a renowned Business Excellence Model—the Malcolm Baldrige National Quality Award (MBNQA). This paper explains the development of and elaborates the system framework, requirements, design and validation of the toolkit. The project results shows that the toolkit could facilitate the teaching of students of engineering management courses by providing a stimulating learning environment and practical experiences in measuring and assessing enterprise performance. Incorporating the KES model and toolkit into the engineering management curriculum can provide students and industrial users with hands-on experience and insights of organisational PM.

Effectiveness of an Internet‐Based Graduate Engineering Management Course

AbstractThis research provides engineering educators analytical evidence as to the effectiveness of Internet‐based course instruction. The research examined the University of Missouri‐Rolla's Internet‐based Advanced Production and Operations Management course, with a focus on determining the effectiveness of the Internet‐based education tools used. Over 100 students in five Internet‐based classes and one traditional, in‐class control group were given three sets of surveys, learning style assessments, a course pre‐test, and a course final examination. Multiple conclusions were drawn from this study based on analyses of the data collected. First, the Internet‐based students performed equally as well as the control group as measured by the difference between pre‐test and post‐test scores. Second, the Internet‐based students were found to have had exaggerated time requirement expectations for taking a course in the Internet environment. Third, the students rated the effectiveness and satisfaction positively for the Internet classroom format. Initially, the Internet‐based students were skeptical of electronic lectures but their experiences were positive.

SYSTEMS ENGINEERING EDUCATION AT DEFENSE SYSTEMS MANAGEMENT COLLEGE

AbstractThis paper discusses the role of Defense Systems Management College (DSMC) as one of the primary sources of engineering management education for future DoD program managers. The focus is on that portion of the curriculum at DSMC which is related to systems engineering. Specifically, the systems engineering curriculum content is examined in the context of other technically related courses offered at DSMC. Two courses in which system engineering instruction is at the heart of the material offered, the Program Management Course and the System Engineering Management Course, are described. A description of a hands‐on project modeled after similar engineering projects at MIT and other top engineering schools is also provided. The focus is on the systems engineering process as well as on system performance as the model evolves from concept to final production model. Finally, summary conclusions are drawn regarding the role of DSMC as a source of system engineering management education in DoD and the need for vision and team work with industry in the environment immediately confronting the defense industry.