Education for the Manufacturing World of the Future (1985) / Chapter Skim
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The Issues and Some Answers: Recommendations of the Working Groups
The Issues and Some Answers: Recommendations of the Working Groups
Pages 93-116
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From page 93... ...
· Engineering and business schools to consider developing initiatives In manufacturing education; · Companies to articulate their educational requirements for manufacturing professionals; · Local, state, and national governments to examine their roles in supporting manufacturing education; and · Schools and companies to reinforce cooperation in manufacturing education and research. To these ends, symposium participants met in separate sessions to consider five diverse aspects of manufacturing education: Structuring the Manufacturing Education System Industry-University Cooperation in Education for Manufacturing Industry-University Cooperation in Research for Manufacturing Keeping Current in a Manufacturing Career National Priorities in Manufacturing Education The working groups acted as a forum for discussing present efforts, 93
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From page 94... ...
First, a revolution is under way in manufacturing systems, so that both process and discrete parts manufacturing will depend increasingly on a wide range of technologies such as computers, robotics, artificial intelligence, and flexible automation techniques. The underlying principles for these mechanisms are, however, traditionally taught in different engineering curricula, resulting in an educational format inadequate for the needs of those who will have to understand the new manufacturing technologies.
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From page 95... ...
Some members felt that universities should provide industry with educated individuals capable of evaluating alternative proposals, choosing the right vendor, and organizing maintenance and service. In other words, the educational product sought is not so much the individual who will design, adapt, or install a new manufacturing system, but one who is able to deal effectively with the specialized outside organizations that will design and maintain manufacturing systems in the future.
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From page 96... ...
The group also tried to identify the unique core content of the manufacturing engineering discipline as opposed to other engineering disciplines. Perhaps 90 percent of the curriculum of a future manufacturing engineering educational system is already available from other departments, especially mechanical and industrial engineering, and to some extent electrical, chemical, and civil engineering.
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From page 97... ...
This feature is generally lacking in existing conventional engineering courses. It is further recommended that educational institutions recognize that: · All manufacturing students have a critical need for "people" skills, especially leadership and communication.
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From page 98... ...
Added impetus has been provided by new state and federal programs; one example is the Engineering Research Centers of the National Science Foundation. The task of this working group was to assess the benefits and perils of such programs, to highlight successes, to propose ways to reduce obstacles to future successes, and to provide a realistic assessment of what university-industry cooperation in manufacturing education might achieve.
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From page 99... ...
A fourth issue concerns attitudes toward knowledge and information. Industrial firms tend to think in terms of proprietary information, while universities encourage and defend the free flow of information.
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From page 100... ...
As Robert Cannon (in this volume) points out, a "conversion of faculty interest" must be based on faculty understanding of what is the best manufacturing practice industry has to offer, what is needed, what the problems are, and what kind of intellectual challenges and career opportunities manufacturing represents.
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From page 101... ...
The programs of advanced training seminars should continue for three to five years, or until they have reached a significant percentage of all engineering and business school faculty in the United States. Manufacturing Curricula Both academia and industry question the pertinence and realism of what is being taught in engineering schools.
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From page 102... ...
A properly designed senior project provides the integrative environment that industry finds lacking in most engineering schools. Efforts to reinstate senior projects into the curriculum as part of an engineering education relevant to manufacturing should be encouraged.
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From page 103... ...
This group concluded that, given the diversity of industrial sectors and geographic regions of the United States, the rapidly evolving nature of industry and its problems, and the various levels of sophistication in the current industrial environment, the response to this challenge demands a pluralistic approach. Moreover, action on several levels in the educational system is necessary.
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From page 104... ...
These forms range from traditional research agreements and faculty consulting to more novel arrangements such as centers for manufacturing research. From an industry standpoint, these forms are potential vehicles for advancing industry objectives through the transfer of commercially useful technology.
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From page 105... ...
In some cases, an industry with a well-defined research agenda will be unable to find universities interested in its kinds of problems. The Society for Manufacturing Engineers, the National Technical Information Service, and the National Science Foundation can be helpful in identifying and locating the potential relevant institutions and individuals.
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From page 106... ...
There is a strong sense that industry is unaware of a wealth of resources existing in the various technical departments of engineering colleges. A better system of exchanging information would enable representatives of an individual firm or an industry association looking for help in a research effort to know where to go.
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From page 107... ...
Since the needs for such research projects and facilities often extend beyond universitylevel regular funding, the national interest clearly dictates that existing manufacturing research programs remain fully funded, enjoy a regular growth in appropriations, and develop cooperatively with industry. · Tax incentives continue to be improved for university-industry cooperation, particularly with regard to research.
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From page 108... ...
Only easier access to more educational opportunities in more flexible formats at a lower cost per student will permit manufacturing professionals to harness the potential of the new manufacturing technologies, make and sell quality products, and have a satisfying career all the while. This working group examined the manufacturing career by seeking answers to three questions posed in its charter: (1)
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From page 109... ...
Furthermore, these developments should be publicized to all current and potential employees to let the community at large know that real professional career paths and opportunities exist in their company for manufacturing professionals. Staying Current How does one maintain the vitality of a manufacturing career?
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From page 110... ...
Continuing Education What is needed in a continuing education program adequate to serve the diverse needs of manufacturing professionals? This question touches upon a number of diverse issues, for example: the different needs of the chemical versus the electronics industries; whether the employees of larger manufacturing firms have an advantage over the employees of smaller machine shop-scale firms; the value of full-time continuing education courses versus intensive short courses; and the value of the "nuts and bolts"-type courses now available.
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From page 111... ...
Thus it is recommended that: · The National Academy of Engineering or the Manufacturing Studies Board of the National Research Council conduct a study to define a system for the continuing education of manufacturing professionals. Such a study should involve strong industry participation, including industrial associations, as well as the participation of professional societies, universities, service organizations, and other educational agents.
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From page 112... ...
The recommendations of this group were addressed to federal, state, and local agencies who fund and regulate education programs; prospective students who must have better information about the manufacturing education options available; and any organization that is considering setting up its own manufacturing education program outside of a traditional university curriculum. THE PROBLEMS AND ISSUES In arriving at a set of national priorities in manufacturing education, the group began by attempting to define manufacturing engineering, how one learns it, and what this involves.
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From page 113... ...
It is therefore recommended that: · A national priority be industry-university collaboration to assure the relevancy of research and the availability of industrial facilities for manufacturing education. This collaboration can be exercised through the National Association of Manufacturers, the U.S.
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From page 114... ...
Unfortunately, recent changes in the tax law reduce the incentives for engineers and other professionals to pursue an education to broaden their base or to extend their knowledge in the field of- manufacturing. It is therefore recommended that: · The tax law be adjusted to give professionals in manufacturing, whether they be engineers, managers, or finance officers, incentives to pursue continuing education and to broaden their background in manufacturing.
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From page 115... ...
This would encourage students to recognize manufacturing as a possible field of study in their university program. It is therefore recommended that: · A concerted effort be made to demonstrate to state and local boards of education that familiarity with manufacturing processes is an important component of both primary and secondary education.
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