Engineering Management Education Research Articles

Competency requirements for engineering management undergraduates in the era of intelligent construction

ABSTRACT In the era of intelligent construction, engineering management requires diverse abilities that cannot be provided through traditional engineering management education. Moreover, few studies focused on the competency requirements for engineering management undergraduates. In this study, a questionnaire with 12 competency indicators, including traditional engineering management competencies and new competencies arising from the advancement of information technology and artificial intelligence (AI), was designed and distributed to 942 employees from enterprises related to engineering construction. A total of 723 responses were received, of which 514 were deemed valid. The survey results indicate that the competency in traditional engineering management is considered “strongly necessary” or “necessary” by 84.24% of respondents. Similarly, competencies in analyzing and processing large-scale construction data, and in assisting feasibility analysis with AI, are valued by 80.35% and 78.99% of respondents, respectively. The above results illustrate that the integration of intelligent construction into traditional engineering management competencies is critical for future engineering management undergraduates. Therefore, courses on intelligent construction, such as data analysis, Building Information Modeling, and the regulated use of large language models, should be included in engineering management education. This study can provide significant support for reforming the education of engineering management.

Teaching People Management in Production Engineering Courses

Objective: The aim of the study was to analyze how courses related to personnel management and human resources are offered in Production Engineering programs at universities in the state of São Paulo. Theoretical Framework: The investigation encompasses the emergence of production engineering as a science and field of study, followed by a section on the practice of personnel management as a field of interest. Finally, it presents a topic related to the competencies required of production engineers in the job market. Method: The adopted methodology is qualitative, exploratory, descriptive, and methodological in nature, utilizing bibliographic research as the main procedure. The research methods include literature review to technically support the work, documentary research related to selected educational institutions, and a case study. Results and Discussion: Literature review results indicate that the historical evolution of Production Engineering and Personnel Management education reveals an adaptation to market demands, influenced by industrial and economic movements over time. The interdependence between these two areas reflects a strategy to address the challenges of emerging scenarios, highlighting a continuous pursuit of innovation, quality, and efficiency. Case study results reveal that some institutions offer a significant number of courses focused on personnel management. However, the credit allocation for these courses is generally low. Regarding the diversity between mandatory and elective courses, there is a balance, with a slight predominance in elective course offerings. Research Implications: The research aims to expand and enrich the theoretical framework related to production engineering and personnel management, with the goal of encouraging future research on the topics addressed at different levels of education. Originality/Value: The study initiates a discussion on the importance of production engineers in organizations and the relevance of personnel management practice in the workplace, as well as investigating the intersection of these two areas in professional development.

Engineering Management Education: Washington Accord Accreditation Programs

This is the first paper to comprehensively review worldwide accredited Engineering Management (EM) programs under the Washington Accord (WA). Data on EM programs within the accreditation period are collected from 21 full signatories. Criteria of geographical distribution and discipline attribution at both global and national scales are then analyzed. The results of more than 400 accredited programs have been found in 16 countries. While the US, the UK, and Australia have dominance over other countries in their continents, a balanced distribution among countries is seen in Asia. There has been a fall-off in the number of accredited programs globally (except the US) due to multiple factors. Regarding discipline attribution, it is relatively different among continents, with management in conjunction mostly with industrial engineering in Asia and America, civil engineering in Australasia, and others in Europe. These findings coupled with a deep literature review provides implications for management requirements in engineering education, a benchmark for curriculum development, and quality standard among master of EM programs (MEM) through professional certification. Criteria of the American Society for Engineering Management (ASEM) are suggested for certified master programs. The paper also discusses emerging trends for future programs and practical insights for engineering managers.

Immersive virtual reality in AECO/FM to enhance education: Systematic literature review and future directions

AbstractImmersive virtual reality (IVR) is considered as an effective and efficient instructional tool for architecture, engineering, construction, operation, and facility management (AECO/FM) education. However, it is essential to systematically evaluate them to obtain consolidated evidence on the impact of IVR applications. Thus, the aim of this article is to present the state‐of‐the‐art on all AECO/FM use cases, including learning theories/models, all key factors, and experimental design, and to suggest future directions for IVR research. This review follows a systematic literature review methodology to analyze 79 papers between 2013 and 2022. The results show that learning theories/models are not sufficiently applied. There is consensus that IVR influences affective factors positively. It is necessary to consider task type, task complexity, virtual environment design, and ergonomics of IVR tools in terms of cognitive factors. Cognitive/affective factors associated with learning performance should be examined in depth to develop more effective learning methods. Future studies should design and conduct experimental procedures with more scientific rigor.

Videoconference based training on diabetes technology for school nurses and staff: Pilot study

PurposeChildren with diabetes spend a significant portion of time at school and in school-related activities and rely on school nurses for diabetes management support. Diabetes technologies are rapidly evolving, and there are no standardized competencies or training programs for school personnel providing diabetes care. Design and methodsA virtual diabetes education program was provided to school nurses and staff in 3 Florida school districts. Program feasibility was measured by attendance; acceptability was measured with a usability survey; and efficacy was measured by participants' improvements in scores on pre- and post-training knowledge assessments. Descriptive statistics were generated and improvements in knowledge were evaluated via t-test. P-values <0.05 were considered significant. ResultsPilot survey data (n = 91) revealed high demand for diabetes technology and basic management education among school nurses and staff. Eighty-eight school personnel from 64 schools attended the training, with 67 participants completing the demographic survey and at least one of the pre- and post-training assessments. Post-test scores demonstrated mean + 10.6% absolute improvement on the diabetes technology subscale, +11.5% on the basic management subscale, and + 10.9% on the ketone management subscale, all p < 0.001. Fifty-three participants completed the usability survey with 92% reporting they benefitted from training. ConclusionsVirtual training is feasible and acceptable for delivering diabetes technology education to large numbers of school personnel. Study results demonstrate improved diabetes knowledge. Practice implicationsEstablishing a standardized training program on diabetes technology for school personnel can optimize diabetes care in the school setting.

Using Blended Project-Based Learning to Teach Project Management to Software Engineering Students

Project-based learning (PBL) approaches are common in software engineering (SE) and project management education. However, the blended learning modality is still little explored in this context. The application of PBL in blended learning environments is called blended project-based learning (BPBL). In order to fill in this research gap, this study analyzed the implementation of an undergraduate SE project management course carried out in a Brazilian private university using the BPBL method. In order to evaluate the outcomes of the adoption of this method, a questionnaire was administered to students who were also invited to identify some lessons learned, assessed using content analysis. In terms of student performance and satisfaction, the results of this survey showed that student opinions are mixed. However, the students considered more “blended-ready” are said to be very satisfied with the experience and looking forward to another one. The outcomes of this study can be used to better prepare teachers and students to adopt BPBL in software project management courses.

A Study on the New Direction of Combining Modern Intelligent Network with Economic Management Education from the Perspective of Constructivism

With the development of society and the popularization of computing technology, computer has been widely used in social life, computer has gradually changed people’s way of life, but also brought great convenience to people. The combination of computer technology and economic management education is a potential direction.

The Effect of Learning Factory Approach on Technology Management Education for Social Science Students

To cultivate technology management talents for industry, higher education institutions have developed technology management education since the 1990s. The purpose of introducing technology management course into non-technology discipline, especially Business School, aims to help enterprises foster talents to make appropriate technology-related decisions. This work addresses students’ conception performance of learning technology management. This research employs a modified Importance-Performance Analysis method to analyze the course contents’ understandability before and after learning by a questionnaire survey. As the results show, the mean scores of almost all themes before learning are below average and median. However, after class, the scores show minor deviation and notable progress, almost twice the scores before learning. That is to say; a scenario-based learning factory approach is effective for the non- technology students to learn technology management knowledge. Besides, there are two teaching themes with low prior knowledge creating major performance and nine teaching units with little prior knowledge creating less improvement. The teaching effort should be addressed in these nine teaching units to improve learning performance in technology management.

Setting Standards: Bringing Standardization to Healthcare Technology Management Education.

Setting Standards: Bringing Standardization to Healthcare Technology Management Education.

Improvement of students problem-solving skills through project execution planning in civil engineering and construction management education

Purpose The purpose of this paper is to improve students’ problem-solving skills in civil engineering and construction management education. Design/methodology/approach The design includes structured role-playing as a pedagogical method in 21 project teams with a total of 82 undergraduate students at Chang’an University, China, in a nine-week Building Information Modeling (BIM) capstone course. The methodology is a teaching–learning experiment in a civil engineering education program with a detailed description of the empirical case and assessment instruments. The approach is to train project execution planning in a capstone course by role-playing with a real-world project using the procedures of the BIM Project Execution Planning Guide (PEPG) and process mapping. Findings The study finds that students can significantly improve their problem-solving skills through planning and role-specific communication during projects. Research limitations/implications The research sample needs to be expanded from senior-level undergraduate students to consider the different backgrounds and motivations of students. Practical implications This pedagogy is helpful to educators who are interested in group learning with a real-world project; the procedures of BIM PEPG; self-chosen responsibilities within a capstone course time framework; raising the awareness of the importance of planning; information exchange; and team cooperation. Originality/value This paper fulfills an identified need to study how role-playing in information and technology rich environments can be structured.

New model of managerial education in technical university

Purpose A modern trend in the educational environment in recent years has been the permanent education system with the involvement of online study modes. It is based on multidisciplinarity and adaptivity of educational technologies, starting with the basic level of education – bachelor’s degree, and ending with gaining competences in the field of engineering and economics throughout the whole professional life of a student. The purpose of this paper is to perform a detailed analysis of development of permanent education in Russian universities, focusing on statistical data on popularity of jobs as to professional groups among employers and determining peculiarities of permanent education, based on the distinguished peculiarities of permanent education and requirements of business to develop a model of engineering and managerial education that would integrate two blocks of the educational process – engineering and economic, as well as include modern technologies of teaching. Design/methodology/approach The authors propose the modern model of engineering management education that is implemented in the Russian technical universities. Its distinctive feature as compared to the conventional educational technologies is gaining competences in the field of economics and management at the same time with engineering education at the second stage of education – the master’s program. The proposed model of engineering and management education results in obtainment of two diplomas by the student who is awarded with a master’s degree in engineering and a master’s degree in economics. A difference of the offered model from the traditional educational technologies is obtaining competences in the sphere of economics and management together with engineering education at the master’s program. The result of the offered model of engineering and managerial education is graduate’s receiving two diplomas with master’s degree of engineer and master of economics. The paper shows the existing mechanism of implementing the model of engineering and economic education in a technical university by the example of the master’s program in Economics “Evaluation of economic risks during technological decisions (in oil processing and oil chemistry).” Findings The offered model of engineering and managerial education will allow training the engineers of a new type, who will be able to adapt to new tendencies and initiate the changes that are necessary for effective functioning of business in the conditions of digital economy. Originality/value The offered model of engineering and managerial education should be acknowledged as an innovational educational project that raises demand for graduates through their adaptability to employer’s needs and their usage of new tools of management that are based on exchange of information data and that form managerial task for information provision of the process of decision making and their further execution.

The Need for Technology Management Education for Undergraduate Programs: A Conceptual Framework

The Need for Technology Management Education for Undergraduate Programs: A Conceptual Framework

Developing Energy Technology Course for Undergraduate Engineering Management Study Program in Lake Toba Area with Particular Focus to Sustainable Energy Systems in Development Context

Undergraduate Engineering Management Study Program of Institut Teknologi Del is one of the pioneers for its field in Indonesia. Located in Lake Toba Area, this study program has a mission to provide high quality Engineering Management education that produces globally competitive graduates who in turn will contribute to local development. Framing the Energy Technology course—one of the core subjects in Engineering Management Body of Knowledge—in the context of sustainable development of Lake Toba Area is very essential. Thus, one particular focus in this course is sustainable energy systems in local development context that incorporates identification and analysis of locally available energy resources. In this paper we present our experience in designing such course. In this work, we introduce the domains that shape the Engineering Management Body of Knowledge. Then, we explain the results of our evaluation on the key considerations to meet the rapidly changing needs of society in local context. Later, we present the framework of the learning outcomes and the syllabus as a result of mapping the road map with the requirement. At the end, the summary from the first two semesters of delivering this course in academic year 2015/2016 and 2016/2017 are reported.

Exploration on the Education for Master of Engineering Management

Many universities and colleges have presently offered such major as engineering management, and can award bachelor’s degree, master’s degree and doctor’s degree to students of this major. This paper analyses the differences between engineering management education for undergraduates and graduate, and explores education for Master of Engineering Management (MEM) in terms of education goal, curriculum setting, and teaching method, in order to better cultivate talents in this area.

Simulations in Construction and Engineering Management Education to Explore Professional Challenges

AbstractExperiential learning opportunities in construction management courses allow students to explore principles and theories through direct, lived experiences that help them develop understandi...

팀원 교환관계(TMX)와 기술경영교육이 혁신행동에 미치는 영향에 관한 연구 -개인수준의 임파워먼트를 매개효과로-

본 논문은 조직구성원의 팀내 교환관계와 기술경영교육이 혁신행동에 미치는 영향을 임파워먼트를 매개효과로 고찰하였다. 조직 경쟁력 유지를 위해서는 조직내 혁신행동의 지속적 창출은 필수적인 요소가 되었다. 이러한 혁신행동 창출을 위한 요인으로 본 논문에서는 기술경영교육과 팀원간 교환관계를 고찰하였다. 또한, 이러한 기술경영교육과 팀원간 교환관계가 임파워먼트를 매개효과로 혁신행동에 미치는 영향을 고찰하였다. 설정된 가설은 다음과 같다. 가설1: 팀내 팀원들간의 교환관계의 질(TMX)이 높은 종업원은 혁신행동 창출을 보다 많이 할 것이다. 가설2: 팀내 팀원들의 기술경영교육이 높으면 혁신행동 창출이 보다 많이 이루어질 것이다. 가설3: 팀내 팀원들간의 교환관계와 기술경영교육이 혁신행동에 미치는 영향에 있어서 개인수준의 임파워먼트는 매개효과를 할 것이다. 이러한 가설의 검증을 위하여 대전의 벤처기업 조직구성원을 대상으로 설문조사를 실시하였으며 가설의 검증은 상관관계효과, 회귀분석, 매개효과 분석을 실시하였다. 가설검증결과 팀내 TMX, 기술경영교육은 혁신행동에 정의 영향을 미치고 있었으며 임파워먼트는 매개효과를 하고 있었다. 혁신행동에 영향을 미치는 선행요인으로 다양한 요인이 고찰되었지만 본 논문에서는 임파워먼트를 매개효과로 하여 기술경영교육과 팀내 교환관계를 고찰하였다는 점에서 의의가 있다고 할 수 있다. This paper investigates the effect of Team Member Exchange Quality (TMX) and technology management education on innovative behavior mediating effects of Empowerment. Innovation behavior is necessary for the continuous innovation of the organization. To that end, this paper investigates the relationship among TMX, technology management education, empowerment, and innovation behavior. Independent variables are TMX and technology management education; dependent variable is innovative behavior; and mediating variable is empowerment. The hypotheses of this paper are as follows. First, team members with a high quality of TMX will generate more innovation behavior. Second, innovation behavior will be created if team members receive a lot of technology innovation education. Third, empowerment will have a mediating effect on the relationship between TMX, technology innovation education and innovation behavior. To test these hypotheses, questionnaires were distributed and thoroughly analyzed using correlation analysis, multiple regression, and mediating effect analysis. Until now, there have been many previous studies investigating innovative behavior; however, this paper is still meaningful in that this study focused on the effects of TMX and Technology management education on innovative behavior mediating the effects of empowerment.

Trends in Engineering Management Education From 2011–2015

The American Society for Engineering Education provides comprehensive data on enrollment and graduation rates for all engineering fields at the Bachelor’s, Master’s, and PhD levels. In addition, data are provided on the demographics of the various fields. This information, coupled with Accreditation Board for Engineering and Technology data, presents an opportunity to explore the trends in higher education in Engineering Management in the last five years. Contrasts to earlier times and implications for the future are presented as a result of the analysis of these trends.

Software Engineering Management Education through Game Design Patterns

Abstract Software engineering (SE) is an area with a wide range of concepts and knowledge. Such diversity of topics, requires the application of different teaching and learning techniques for an effective education. Serious Games is one of such techniques, yet its design tends to be complex, currently lacking a map of game design standards that comply with SE education requirements. This paper presents a process to identify the game design patterns that can be effective for teaching software engineering, specifically the software project management topic. Firstly, it begins by identifying the relationship between game design patterns and teaching and learning functions based on literature review. Secondly, it filters which of those teaching and learning functions is most relevant to software project management education, according to SE education specialists. Finally, it validates the relationship between game design patterns and software project management education through an empirical study conducted with master students. The results can be used as a basis for designing and developing serious games for teaching software project management.

Current Transition in Management of Technology Education: The Case of Korea

Although South Korea’s MOT (Management of Technology) education was begun early in the country’s industrialization process and is contributing significantly to the fast growth of the Korean economy, its unique features and value have not been well publicized in international society. Since 2008, Korean MOT education has undergone significant changes and entered into a new phase in its development. In this study, we explain how Korean MOT education has been developing in alignment with changes in Korean industry. We then describe some new directions Korean MOT education is currently adopting. These new directions are transforming industry’s innovation characteristics from process to product, from high-tech to high-touch, from productivity to creativity, from manufacturing to service, and toward increased entrepreneurial venture creation. To achieve these new transitions, Korean MOT education has employed three key principles: dual focus on innovation and entrepreneurship, multidisciplinary problem solving, and balance between theory and practice. New changes in program tracks, curricula, courses, student profiles, and organizational structure that are based on these three principles of Korean MOT education are also discussed.

The current transition in management of technology education: The case of Korea

Although South Korea's MOT (management of technology) education was begun early in the country's industrialization process and is contributing significantly to the fast growth of the Korean economy, its unique features and value have not been well publicized in international society. Since 2008, Korean MOT education has undergone significant changes and entered into a new phase in its development. In this study, we explain how Korean MOT education has been developing in alignment with changes in Korean industry. We then describe some new directions which Korean MOT education is currently adopting. These new directions are transforming industry's innovation characteristics from process to product, from high-tech to high-touch, from productivity to creativity, from manufacturing to service, and toward increased entrepreneurial venture creation. To achieve these new transitions, Korean MOT education has employed three key principles: dual focus on innovation and entrepreneurship, multidisciplinary problem solving, and balance between theory and practice. New changes in program tracks, curricula, courses, student profiles, and organizational structure that are based on these three principles of Korean MOT education are also discussed.