A Dynamic and Integrated Evaluation and Reporting Process (DIERP) is proposed to address some of the current questions in Academic Quality Assurance (AQA). The proposed platform would enable a more integrated and consistent approach to AQA across the full spectrum from the learner and academic practitioner, through Higher Education Institutions (HEI) to national and international quality and accreditation agencies. While the questions which form the basis of the academic review process are numerous, they are indeed a finite number. Hence they can be structured in a coherent way. Supported by off-the-shelf interpretative tools, the products in many cases of industrial process control/ validation developments, a new template can be put in place to support a coherent approach to AQA and institutional validation. This, in turn, will lead to advances in benchmarking, AQA enhancement and mutual recognition of qualifications, professional licenses etc. The migration of these tools from industrial/manufacturing sphere would well mirror the original transfer of Deming’s PDCA toolkit into earlier AQA practices. It is time to embrace new technology and generate new ideas in AQA. Process Analytic Technology (PAT) offers a new platform for AQA. DIERP would enhance AQA processes and align some with industry methodologies, increasing industry understanding and acceptability of academic quality values and outcomes, providing a common platform for industry and academic stakeholders alike. Issues such as what, when and how to review, compliance or enhancement and relevant ICT enabling tools are other components in this platform. This input is an example of proposed best answering the increasing demands for evidence-based accreditation and validation exercises.
To remain competitive in the 4th Industrial Revolution, industry must adapt quickly. To remain relevant to students, society and employers in this changing environment, higher education institutions must also transform. The Southern Alberta Institute of Technology (SAIT) just celebrated its 100th anniversary, and with input from strategic business partners, is actively adjusting its long standing planning processes to ensure close alignment to the rapidly changing economy. With over 10,000 industry partners, and 49,000 students in science, technology, engineering and math (STEM) focused programs and courses, SAIT has a new strategic plan and academic plan, and is focusing on diversifying its program mix, deepening and broadening industry partnerships, innovating in applied education, and growing applied research. The path has not been easy as the characteristics of the 4th Industrial Revolution are still morphing. To ensure ongoing communication, SAIT adjusted its entire planning processes. The Board of Governors annual retreat now considers trends associated with the 4th Industrial Revolution and how to position the institution; the President hosts a bi-annual roundtable with industry to understand their changing workforce needs; the new Academic Plan ensures all academic areas are considering innovative multi-disciplinary programming opportunities, skills and delivery modes. This workshop introduces participants to SAIT’s new planning approach, including lessons learned. Participants will engage in work groups to critique aspects of SAIT’s approach and share their own institution’s efforts to adapt. Participants will receive a summary of the discussion after the conference.
The worldwide tendency to make a stronger link between higher education and the labour market with the aim to increase the employability of the Youth is clearly reflected in the Hungarian governmental measurements lately. The Hungarian Higher Educational Strategy acknowledges: in order to raise the level and competitiveness of education the affected parties have to accept the concept that state higher education institutions can and must operate as a part of the market. The HE Strategy -with the title „A change of pace in higher education”- includes PHE-related goals and measurements on a large scale, some of which have already been realized. A significant change has been the transformation of the institutional system during 2016, as a result of which many colleges became „universities of applied sciences” offering bachelor and master programs, like universities do, but still keeping the focus on practice, moreover placing stronger emphasis on integrating practice into the programs. In the framework of this an importamt tendency is the establishment of more and more dual courses. Also, there are other complementary pillars of PHE-related improvements: „Industry 4.0 Irinyi” seeks to improve the contribution of the Hungarian industry to the Hungaran GDP, which naturally entails PHE development, while the Centre for the Cooperation of Higher Education and the Industry is responsible to coordinate PHE with R&D&I activities and to make use of scientific results in practice (making the link between applied research and industrial experience) with the aim of increasing effectiveness in business and promoting innovation.
The situation which was the trigger for the good practice we present as a contribution to the conference was the need, to get in contact with our student during the externship and to provide them with necessary content for preparing their final thesis. At the University of applied sciences Kufstein we send all our students abroad for one term and also in an externship. During the absence of the home university it is important, that we still be in contact with our students. After staying abroad students have to design and finalize their Bachelor thesis. We recognized the lack of contact hours. On the one hand this creates a lack of necessary content we want to give them before they do the thesis and on the other hand, students need time to find back to the home university and this causes a time lack for working on their thesis. The question we were facing was, how can we make sure to provide the necessary content and how can we be in relations to our students. Therefore, we design a virtual classroom session. Subject oriented objective of the course is, to train students in transferring practice experience into theory. The learning outcome of the course is, that students are able to understand the formation of theories, can reflect and evaluate them and have a comprehensive understanding about the issue, so they can applicate theories in a useful way (e.g. in the Bachelor thesis). The course design was based on Merrill’s four phases of learning on: Activation of prior experience (getting practice experience during the externship, passing the course academic writing), Demonstration of skills (present comprehensive group paper about informations of the topic theory of science), Application of skills (Writing an individual paper as a conclusion of the findings about the theory of science and the input out of the practical experience), Integrations of these skills into real-world activities (Basic of Expos. of the Bachelor thesis). The course is a full online course at the LMS “moodle”. Different features like group forum, chat room, web conferences, data storage support the course lessons.
Universities of applied sciences are becoming more and more accepted in higher education systems all over Europe. Previously very Humboldtian higher education systems like the Hungarian and Austrian have also introduced this institutional category. However these ”latecomers” have to face the multifaceted challenge of convergence vs. divergence as compared to traditional universities. The strategic challenge here is: how much to converge to the academic-orientation of traditional universities and with the academic requirements of national regulation or how much to diverge to the ever increasing needs of the corporate world? Humboldtian systems with no formal recognition of professional higher education raise serious burdens to respond to the above mentioned questions? The seemingly ambidextrious strategic question is how to fulfill both needs? What kind of human resources are needed to respond to the twofold challenge? What kind of organizational cultural challenges would a university of applied sciences face in such external environment?
The Institute of Technology of Nantes University develops many Industrie4.0 activities, from the manufacturing process to the production activity control. This contribution aims at presenting a full scope of those activities: design, control and manufacturing. The general objective of the Institute is to train graduate and undergraduate students from Bachelor to PhD on several industrial fields: Logistics, Mechanical engineering, Materials science, Energy management and Electronics. The teaching is based on the use of many experimental platforms in a shopfloor of 1500 m.. Examples of European or National research projects will be presented together with industrial transfer and education activities. These include: practical works of robotics and vibration monitoring for undergraduate students; datamining in manufacturing with the support of EmmaTools; use of robotics in classical and additive manufacturing; machine learning and advanced PLM; implementation and evaluation of Cyber-physical Production Systems on a digital factory experimental platform. An insight about the integration of digital technologies in future design methodologies will also be presented: digital composite manufacturing platform, concurrent engineering with 3D Experience, Bring Your Own Device design platform and a multidisciplinary 3D design platform.