CO-MIND ESPRIT Working Group EP22447 CO-MIND

Co-operative Evaluation and Dissemination of User Group Requirements by a European Technology Transfer and Education Network

Jan Goossenaerts

Faculty of Technology Management

Eindhoven University of Technology

The Netherlands

Overview• CO-MIND key facts & history• Problem statement

“… enseignements d’ingénieurs et dans l’industrie”

• Problem analysis“ … the engineer in the extended & virtual enterprise”

• Action lines– Re-engineering the “knowledge value chain” SME– Curriculum proposal “at the university”

• Best Practise & Outlook

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Universität BremenProduktionssystematikProf. Dr.-Ing. B. E. HirschCO-MIND

The Working Group

D. Boland

C. Piddington

Prof. H. Wortmann

Prof. B. Hirsch

Prof. J. Browne

Prof P. Groumpos

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ICIMS-NOE-Administrator

PRIMA Project Manager

AIT participant in itsformative phase

TU of Eindhoven

University of Bremen

University of Galway

University of Patras

CO-MIND

Universität BremenProduktionssystematikProf. Dr.-Ing. B. E. Hirsch

CO-MIND Academia15.11.1996 - ?

CIMMOD1.1.1992 - 31.7.1995CIMDEV1.9.1992 - 31.8.1995

FOF Factory of the Future1.2.1989 - 1.2.1992

ICIMS NOE

The CO-MIND Network

AIT: automotive & aerospace

PRIMA: process

MARVEL OUS: shipbuilding

URGENT: petroleum + gas

ITEX: textiles, OCIF: fashion

eLSEwise: construction

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Six User Group Reference Projects& Cross Initiative Elements

CO-MIND Prism

AITPRIMAMARVELOUSeLSEwiseITEXURGENT

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Analys

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Training & Education

Future RTD Areas

SME Involvement

CO-MINDNew Technology

Incubation Time of RTD impact In

nova

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R&D project results(3Y span)

Infrastructural implementation(6Y span)

Contribution to education and training(12Y span)

State of the art experience(24Y span)

3 9 210 "Incubation time"

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Universität BremenProduktionssystematikProf. Dr.-Ing. B. E. HirschCO-MIND

Goal of CO-MIND I The ESPRIT Working Group EP22447 CO-MIND (Co-operative Evaluation and Dissemination of User Group Requirements by

an European Technology Transfer and Education Network), Phase I,

sought to evaluate the manner in which European Industry, its technological supply bases and academia must interact to ensure future European wide benefits and thus contribute to the industrial competitive edge, the development of human capital and quality of life in Europe in the next millennium.

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Universität BremenProduktionssystematikProf. Dr.-Ing. B. E. HirschCO-MIND

Achievements and Results of CO-MIND ICO-MIND Phase I concluded that there is a clear movement of global industry moving towards the virtual enterprise.

This abstract way of working requires new technology and approaches to enable this to happen in a meaningful way.

…A new type of engineer and worker and new, more efficient mechanisms for knowledge deployment, will be needed for this challenging environment.

The engineer will have to be multi-skiilled and capable of understanding the interactions of´technology, processes, culture time zones, across geographically distributed environment.

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Universität BremenProduktionssystematikProf. Dr.-Ing. B. E. HirschCO-MIND

CO-MIND II / Areas of work• creation of new curricula and pedagogical concepts and their

validation by industry • definition of industrial case studies• development of appropriate courses, teaching and learning

mechanisms and provision of best practice courses across Europe • training and education activities, which utilise hands-on experience

as a useful way of accomplishing practical technology transfer (industrial demonstrators)

• development of models and assimilations to aid transfer of knowledge to people and to develop the best practice learning processes

• development of collaborative degrees

Overhead sheets

Problem statementCompetitivenesRole of SME’s

Action line 1: re-engineering the “knowledge value chain” (towards SME)

• Need for multi-disciplinary manufacturing engineer possessing the skills-set appropriate to the requirements of the extended enterprise.

• IT and multi-media applications offer the potential to be an essential enabler in the presentation of a redesigned curriculum.

• Need for post-graduate course, whose curriculum is focused on the extended enterprise paradigm.

• The objective is the development of a manufacturing engineer who is capable of undertaking the role of architect for the extended enterprise.

Action line 2: New goals for engineering education (CO-MIND II)

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Etc.Human InfrastructureOrganisational InfrastructureFinancial InfrastructureLegal InfrastructureInformation Technology Infrastructure

Extended Enterprise Core

Design Issues

Control Issues

ManufacturerSuppliers Distributor Customers Recycler

ServiceProvider

discard

Re-use

Re-manufacture

Re-cycle

The Extended Enterprise and Product End of Life

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Customers

Suppliers

Competitors

Substitute suppliers

New entrants

Sectorial environmentTransition

Enclosed Enterprise Extended Enterprise

Transition in Focus

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Industrial Engineer

BPR Engineer

Machine Tool Engineer

Manufacturing Systems Engineer

Extended Enterprise ArchitectToday

transition

Transition in Development

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Breadth of

Knowledge

Extended Enterprise

Architect

Manufacturing

Specialist

Manufacturing

Integrator

High

Low

Depth of

Knowledge

Transition in Competence

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Learning objectives• objectives and supporting skills

– objective = general necessity for future competitiveness in industr

– skills are needed to achieve these objectives– skills are to be produced through the course

• This list was created in a process: – starting from the skill set described in CO-MIND I, – getting the feedback from industrial representatives (CO-

MIND II -WP1) – analysing the special requirements of working in

extended enterprises.

Objective-1: Groupworking Skills:

– Cross functionality: across functions within an enterprise. Function is mixed discipline and more organisational.

– Interdisciplinary: Engineering skills

– Cross organisational: Across enterprises

– Distributed Teams: Working teams, geographic spread. Time, quality of communication, way of working.

– Variable resources: Resource profile of group changes with time and place (work may change over time)

Objectives-2: Innovation

Skills:– Creative thinking: Techniques. Encouraging innovative

thinking. Ways of creating new ideas and products.

– Method application: Application of methods to new problems and vice versa.

– Identification of gaps: Identifying the need to develop new approaches to reduce deficiencies for the future.

– Visioning: Determining future direction and strategy

Object. -3: Flexible Organisation

Skills: – Process integration Within and across

enterprises– Justification Cost justification and

optimisation of solution – Contractual Awareness Contract changes and

grows over time within group environment. Contract development taking into account IPR, patents from co-operating enterprises.

Obj.-4: Distributed enterprise technologySkills:

– Cross IT environments:Integration of IT Systems within and across an enterprise. Information management.

– Different tool sets:Understand different tools and when and where they should be used

– Process/tool selection: Understand process development and integration within and across enterprises. Understand how tools should be evaluated and integrated within and across current enterprise environments.

– "System" development: "System" can be interpreted as a capability and as such be a product, a service, an organisation or a technology.

Objectives-5: problem domain

– Modern problem awareness Awareness of the impact of societal and other changes with respect to the problem domain.

– Experiments/feasibility Try out capability for risk reduction and cost reduction. To aid understanding and solutions for problem domains.

Object.-6: Social Competence

– Cross cultural project management:Taking into account different ways of working. Understanding of cultural and communication differences.

– Interpersonal skills: Understanding behavioural attitudes

– Resource involvement: Managing perceptions of resource changes during project life cycle

70%

Global focus material -Academic source

Sector focus material -UGRP source

Enterprise focus material -Enterprise source

20%10%

Undergraduate coursein engineering orscientific discipline

Proposedpostgraduatecourse

CO-MIND Course Structure and Material Source

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Generic Core of Course

Sector -relevantcontent

Enterprise -relevantcontent

Sector -relevantcontent

Enterprise -relevantcontent

Sector -relevantcontent

Enterprise -relevantcontent

Sector -relevantcontent

Enterprise -relevantcontent

Sector 4

Make ToStock

Sector 3

Make ToOrder

Sector 2

Assemble ToOrder

Sector 1

Engineer To

Order

CO-MIND Course Structure and Industrial Sectors

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Specification for Extended Enterprise Architect

Course with Sector-relevant deviations

Generic level issues

Partial level issues

Particular level issues

The Industrial Organisation(s)

The Teaching Organisation

Issues at organisational levelwithin sector

Issues for sector of themanufacturing economy

Issues at the macro level withinsociety, business economy andbroad(set) manufacturingindustry

Course Structure

Enterprise-relevant content10%

Generic-relevantcontent

70%

Sector-relevant content20%

BusinessProcesses

andEnterpriseModelling

50%

I.C.T.30%

Other20%

Course Content

Taught elementSubjects and Coursework

based on Case Studies

50%

Course Time division

Project elementProject undertaken on sector-

relevant issue

50%

CO-MIND Course Construct and Development Model

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Educational Approach

• Problem based learning & project work– Problem encounter– Self directed study– Co-operative phase

there is a difficulty inherent in

using proven best practice for teaching future engineers• proven best practice has been in place for a while;• analyse it and create training material takes another

while;• meanwhile technological development goes on

by the time best practice is taught, it may be outdated.

Caution!

life cycleeduc. mat.

life cycleof product

curren

t case studies

state of the artindustrial partner

now accepted

vision

5 years-10 years

1st student

GAP(requiringresearch)

Best Practice in Education ?

the NL case • Industry requirements on engineering education have

been investigated before (RCO study, early 90’s) (RCO= Council of Central Employersorganisations)

response from universities, a.o. TUE

• during the 5 year study the student is exposed regularly to industrial reality in his discipline(D-project, design project, stage, graduation work)

• Eindhoven University Forum on Continuing Education

Experiment

• Universities of Bremen, Trondheim and Galway • an adaptable, case based, dynamic, and self directed learning environment with new multimedia content

• Students operate in an “Extended Enterprise mode” • Learning in co-design and associated technologies including rapid prototyping

Outlook

Towards SME & industry:• “E-market in simulation (Dr. J. Krauth)”

Education:

• “Univ. Of Galway: course “extended enterprise architect”

• Continuation of experiments

Dissemination: