Strategic planners all over the world are using the year 2000 as the focal point for future business activities. Are we all ready for that time? Is industrial engineering education ready for that time? As the industrial world prepares to meet the technological challenges of the 21st century, there is a need to focus on the people who will take it there. IEs should play a crucial role in preparing organizations for the 21st century through their roles as change initiators and facilitators. Improvements are needed in IE undergraduate education if that role is to be successfully carried out.
Quality in IE education
Incorporating quality concepts into education is a goal that should be pursued at national, state, local and institution levels. Existing models of total quality management (TQM) and continuous process improvement (CPI) can be adopted for curriculum improvement.
Theory and practice
Teaching determines the crux of research while research determines the crux of teaching. Integration of teaching and research is required for effective professional practice. The need to incorporate some aspect of practice into engineering education has been addressed widely in the literature. Pritsker recommends that professors must combine research interests with teaching responsibilities. The declining state of university education was described by Samuelson with respect to waste, lax academic standards and mediocre teaching and scholarship. These specific problems have been cited in the literature:
* Increasing undergraduate attrition despite falling academic standards at many schools. Decreasing teaching loads in favor of increasing dedication to research;
* Migration of full professors from undergraduate teaching in favor of graduate teaching and research;
* Watered down contents of undergraduate courses in the attempt to achieve retention goals; and
* Decreasing relevance of undergraduate courses to real-world practice.
Role of the IE
IE is quickly losing its identity as a value-adding profession. The basic cause of this problem is that many IEs graduate without resolving the question of identity related to the following questions:
* What separates an IE from other engineers? and
* What contribution does the profession make to an organization?"
The root of this identity problem lies in the structured and isolated approach of various IE courses. This results in specialization that is too narrow. For example, graduates today tend to associate more with focused professional societies rather than the general IE. This is a disturbing drift that may destroy the identity of IE as we now know it.
Ethics in education
Professional morality and responsibility should be introduced early to IE students. Lessons on ethics should be incorporated into curriculum improvement approaches. IE graduates should be familiar with engineering code of ethics so that they can uphold and advance the integrity, honor and dignity of their professions by:
* using their knowledge and skill for the enhancement of human welfare;
* being honest, loyal, and impartial in serving the public, their employers and clients;
* striving to increase the competence and prestige of their professions; and
* supporting the professional and technical societies of their disciplines.
Quality in IE education
Incorporating quality concepts into education is a goal that should be pursued at national, state, local and institution levels. Existing models of total quality management (TQM) and continuous process improvement (CPI) can be adopted for curriculum improvement.
Theory and practice
Teaching determines the crux of research while research determines the crux of teaching. Integration of teaching and research is required for effective professional practice. The need to incorporate some aspect of practice into engineering education has been addressed widely in the literature. Pritsker recommends that professors must combine research interests with teaching responsibilities. The declining state of university education was described by Samuelson with respect to waste, lax academic standards and mediocre teaching and scholarship. These specific problems have been cited in the literature:
* Increasing undergraduate attrition despite falling academic standards at many schools. Decreasing teaching loads in favor of increasing dedication to research;
* Migration of full professors from undergraduate teaching in favor of graduate teaching and research;
* Watered down contents of undergraduate courses in the attempt to achieve retention goals; and
* Decreasing relevance of undergraduate courses to real-world practice.
Role of the IE
IE is quickly losing its identity as a value-adding profession. The basic cause of this problem is that many IEs graduate without resolving the question of identity related to the following questions:
* What separates an IE from other engineers? and
* What contribution does the profession make to an organization?"
The root of this identity problem lies in the structured and isolated approach of various IE courses. This results in specialization that is too narrow. For example, graduates today tend to associate more with focused professional societies rather than the general IE. This is a disturbing drift that may destroy the identity of IE as we now know it.
Ethics in education
Professional morality and responsibility should be introduced early to IE students. Lessons on ethics should be incorporated into curriculum improvement approaches. IE graduates should be familiar with engineering code of ethics so that they can uphold and advance the integrity, honor and dignity of their professions by:
* using their knowledge and skill for the enhancement of human welfare;
* being honest, loyal, and impartial in serving the public, their employers and clients;
* striving to increase the competence and prestige of their professions; and
* supporting the professional and technical societies of their disciplines.
2 komentar:
Ryanti Setyoningtyas Dinaputri (115060701111058)
Many of us wondering "what is our jobs after graduating from industral engineering later?". In my personal experience there are some people who are not convinced of the prospects for industrial engineers. They often insult the majors where I struggle. One that make me doubt enough to go in this direction that industrial engineering is a sissy technique. Why? Because all the engineering sciences and social sciences studied here. There is no focus in this majors.
If you ever feel that way, then here I have the answer. Described in this article that in the 21st century engineering industry is still very necessary and expected developments and progress. Has explained that what must done to promote and develop the industrial engineering are :
-improve the quality of the engineering industry, this can be done by finding new theories that more releevan, enhance the ability of the campus, improve the ability of the lecturers and all the trimmings that someday would produce the best graduates.
-theory and practice, here explained that the theory is not enough to ensure us become a reliable industrial engineer. Practice is very necessary for us to get used to simulate the working environment.
-the role of industrial engineering, we must instill in our hearts that we are here studying industrial engineering is as a manifestation of our love.
-ethics in education, this is the key to the success of all professions. Ethics in any profession is different. Although we are very smart, but if we does not have the ethics it will be in vain. Ethics is needed in socializing with people around. People would not be asking the cooperation with people who are not ethical. In addition, as industrial engineers we must hold fast to our professional ethics.
So how? Is there still doubt of industrial engineering? We are in the right place guys!
Aisah Dirawidya (115060700111093)
From the article we understand the industry as a graduate engineer degree assessment of how far the industry. This knowledge can make us understand the burden of graduate engineers and liabilities of what in front of us today. To keep the ethics and submit it to the surrounding environment that graduate engineers from industry majors have an ethical and professional molarity good also. This knowledge not only as a burden but rather the motivation to be fixed at the value as good as before, or better than before. Industrial engineering graduates as a major is center of solving an issue must also be responsive to the surrounding environment, and not only see from one aspect but many aspects are overlooked by many other engineering graduates. Knowledge of the above article can also be as a tool of introspection in order to graduate the industry is much better than before.
Posting Komentar