GLOBAL INDUSTRY SPECIFIC

ENGINEERING CURRICULUM DESIGN

PROCESS Dr.V.Thanikachalam

Based on needs analysis of the global industries for each branch of engineering

Objectives are based on global needs (design, and manufacturing tasks) Needs are to be identified based on the global

organizations’ activities (present and near future) and professional competencies to meet performance targets.

Process of Developing Global Industry Specific

Curriculum

Demand for competent multiskilled technicians and engineers/ technologists Inflation and scarcity of raw materials Global competition Demand for high reliability Value analysis to control cost of production Manufacturing Process changes due to digital technologies Changes in laws, rules, and regulations Demand for newer economic goods/services

Dynamic Global Challenges

Overall curriculum is to based on the global industry specific competencies

Soft skills are to be incorporated Global manufacturing practices and quality

are to be incorporated in the curriculum Global standards are to be incorporated Case studies are to be from global practices

Goals

Are to be based on the global practices Should incorporate creative skills Should give importance to key result

competencies To be validated with the multinational

employers To be achieved Need Continuous process updates Should incorporate soft skills

Program Educational Objectives

(PEOs)

Sequence of content units arranged A judiciously organized subject matter Organized set of processes, procedures,

programs and alike which are applied to learners in order to achieve specified objectives.

Basic, Core, Applied and Advanced & Electives

Courses

A systematic group of courses required for graduation or certification to meet the global industries challenges and requirements A general overall plan of the content or a specific materials of instruction offered for certification/graduation A body of prescribed educative experience under faculty supervision Designed to provide an individual with the best possible industrial training

Multidisciplinary Curriculum

Entering behavior of the high school graduates Technological changes and global practices Global norms and legal requirements Increasing number of global industries entering

into the system World class instructional methods Integration of courses of study with global

practices through internship Learning materials, research articles and case

studies Changes in emphasis needed by social system

Factors to be Taken

Modular based Flexible with built-in electives to suit the career

needs of the learners Basic courses are centered around the application

of concepts in engineering planning and analysis Core courses are providing analytical skills to

solve engineering problems and design Applied courses are providing introduction to field

problems, investigation of properties, loads, induced stresses, properties of materials, analysis, use of computer programs, and design principles.

Multidisciplinary Curriculum

Will lead to obtain field experiences Will meet the students career plans Will enable the students to get desired jobs

in the global industry Will also enable the students to get jobs in

higher cadres in modern industries

Advanced Courses

Will meet the career needs of the students Students can earn industry specific skills Internships could be counted for credits Project works done in the industries will also

be considered for calculating the credits There is a need for assessment of the

creativity and achievement

Electives (Multidisciplinary)

Drafted by a nominated group of faculty Approved by a Academic Council/Board of

Studies Lists the Courses of Study Contents and Time Allocation Reference Books

Syllabus

Minimum marks required for a pass,and

getting class Minimum attendance required Number of courses required for course

completion Industrial training required,if any.

Rules and Regulations

Unstated depth of coverage Lack of participation of stake holders Less flexible No credits for industrial training Does not offer required independent

courses Need not be industry specific Limited credit transfer No Global Accreditation

Problems

System is defined as set of interrelated parts, working independently and jointly, in pursuit of common objectives of the whole, within a complex environment.

Systems Approach

Inputs (curriculum, courses, class presentations, resource materials, workshop facilities, library books, journals, reports...)

Conversion Process ( Learning activities, testing and certification process)

Output (Graduates) Outcome due to the graduates Internal and External feedback

System

Outcome based objectives Will be approved by the employers /

industry/ community Quality of expected outcome will determine

the output, process needed for transformation, and the needed input

Reverse system

Benefits/ results to the industry / society Risk taking skills Soft skills and human resource managerial capacity Contribution to successful cost effective production Contribution to Profits, market share Contribution to quality services Continuous improvement in the industrial process Job satisfaction

Desired Outcome

Number of technicians / engineers / managers / specialists

Multi-skilled production workers, technicians Design Engineers, Prototype Developers Reliable Professionals Services to the Society Quality Products Patents

Quality Output

Conversion process (high school students to technicians or higher secondary students to engineers) Learning in the classes, laboratories, fields Training in the industries, workshops, field, and laboratories Mini research project works Action research in the industries Criterion based evaluation of student achievements

Processes of Conversion

Funds / grants-in-aids Instructional Resources Infrastructure (Laboratory/workshop/field) Faculty Expertise Guidelines / Policies Human Resources ( Competent and motivated

Faculty/ Staff/ Guest lecturers/ Examiners)

Program Input

Responses to Questionnaires Oral feedback Group Discussion Records Observation Achievements Project output

Feedback -Internal

Evaluation Committee’s Reports Expressed Public opinion through spoken and

written reports Reports on the programs in Mass media Employer’s feedback during campus

interviews Questions raised in the parliament/ assembly

Feedback- External

Job and task analysis Job synthesis Performance analysis Potential analysis Duties Competencies Key performance areas

Curriculum Based on the Current Needs Analysis

A position which is available in an industry/organization which will be employing the graduates

A person is either employed on a job by virtue of his/her qualification and experience

Or s/he is trained by industry to fit into the job position available.

Job

A person employed in an industry to a specific job specification is expected to do several duties as requirement of the job.

These are identifiable discrete activities done by the employee.

Duty

Process of examining a prospective job in an organization

Job consists of a large number of duties Results in a set of tasks to be performed

Job Analysis

A set of tasks involved in each duty. A task involves a set of steps through which

performance is completed. Performance objectives describe the

standards of achieving the task

Task Analysis

A future job which may arise due to the new technology or new production processes

It may be due to merger of two existing companies

It may be due to social innovation

Job Synthesis

Internal sequence of progress Learning required Information, technical terms, definition Discrimination Concepts/ concrete Concepts/ defined Rules/ empirical/ derived from mathematical

analysis

Learning Task Analysis

Design principles Design standards Construction standards Advanced design practices Economic designs based on value analysis

Higher Order Rules

Innovative solutions due to advances Maintenance free products Economical solutions Value improved products Compact products Breakthroughs

Cognitive Strategies

Evaluation of performance of employees Based on the detailed instruments prepared The HR/IR departments prepare the instruments in consultation with line management Standards of performance are specified by the organization Standards are from the industry or in house best practices

Data from Performance Evaluation

of Employees

Evaluation of the employee’s performance Based on records Observation Achievement Innovative practices adopted Appraisal is done at periodical intervals Discussed with the employees.

Data from Performance Appraisal Reports

Identification of causes for discrepancies/poor performance

Additional training programs designed Planning for conducive environment Development of job-aids Development of orientation, operation and

maintenance manuals Improvements in workplace ergonomics

Utility of Performance Appraisal Reports

Financial rewards Job enrichments Job enlargements Job rotations Letters of appreciation Publication in the in-house journal/ e-news

letters

Rewards Based on the Performance

To identify the existing untapped competencies

To match new jobs created Post the potential employees to appropriate

units/branches/centers To utilize the creative talents/ abilities/ skills/

competencies

Potential Appraisal

Finance : funds, grants, loans, donations, fees. Years of education (11+1+4 / 10+2+4/ 12+4/

12+5…) Minimum credits required Teacher / Student Ratio Regulations of National Councils Industrial / Societal Demands Courses of Study based on the Rules/ Regulations

Curriculum Based on National Policies

Courses: Core /Applied /Advanced / Electives Maximum Duration to get degree Dual degree Integrated programs (Bachelor and Master) Credit transfer Individual studies

Flexible Curriculum

Professional department / center / cell Professional staff Resources Delegation Infrastructure Participation of stake holders

Multidisciplinary Curriculum Development

Center

Frequent Changes in Government Policy Unavailability/ Shortage of Professional Staff

and Faculty Resource crunch Shortage of Infrastructure Rapid Changes in the Human Resource

Requirement due to information technology

Problems

Funds distribution New restrictions in the payment of grants-in-

aid Changes in the priority sectors of education Changes in the Emphasize in the Programs

(Certificate / Degree /Post-graduate / Doctorate)

Changes in the Government Policy

Rapid changes in job potential Job-shifts Government Sector Private Sector MNCs Entrepreneurship Overseas jobs

Critical Factors

Rapid changes in the Expected Competencies

Ultimate objectives Scientific Developments in Contents Modernization of Delivery System Shortage of Competent Faculty

Critical Factors . . .

CURRICULUM DEVELOPMENT

CENTERSFOR INSTITUTE PLANNED CURRICULUM

A dedicated Multidisciplinary Center For a Sector of Education A part of National Council of that Sector Networked with many other Institutions,

Organizations, Stakeholders Adequate Infrastructure for Developing

Projects Resources and Resource Persons

Curriculum Development Centers

Targets for various sectors Programs Participation of stakeholders Identification of competencies Well defined objectives Programs confirming to National /

International norms

Goals

Systems approach Needs analysis Involvement of stakeholders Complete exploration of job potential Identification of competencies for various

spectrum of employees

Program Planning

Funds estimation Resource persons’ expenditure Conduct of meeting Printing ,telephone,post,fax Value analysis Draft curriculum

Budgeting

Views of experts Comments from employers Feedback from the teachers Commitment of the administrators Evaluation of the infrastructure Evaluation of resources Evaluation of faculty

Formative Evaluation

Capital expenditure for facilities Recurring expenditure for teachers salary Books,journals,equipment,consumables Development of learning resources Maintenance of tools, instruments, and

equipment

Resource Mobilization

Public opinion Teachers development Educational administrators Marketing of the programs Brochures Mass media

Orientation to New Curriculum

Content updating Industrial/field training Instructional methods Measure and Evaluation systems

Staff/faculty Development

Learning packages Text books Workshop manuals Laboratory manuals Drawing manuals Item banks

Development of Instructional Resources

Implementation in one or two institutions Monitoring the implementation Feedback Revision Improvement in the curriculum Improvement in the learning packages Mass production

Piloting

State / province National level Periodic evaluation Revision /modernization

Implementation

Any questions, please

Thank you very much

End, Start planning your new

curriculum