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  • 1.
    Bayard, Ove
    KTH, Superseded Departments (pre-2005), Production Engineering.
    Investigation of Forces and Contact Area for Modelling Turning Processes2003Doctoral thesis, monograph (Other scientific)
    Abstract [en]

    This thesis is focused on an investigation of forces andcontact area for modelling turning processes. The primary taskin short term research has been to take a first steptowards animproved model of the cutting process. The ultimate goal is tofind predictive models and thereby reduce the number of cuttingtests necessary to perform before an“unknown”tool-material combination can be considered for machining.Today, lot of time and money is spent to gather appropriatecutting data and material parameters. This is, nevertheless,necessary to understand and characterise the fundamentalbehaviour of a workpiece, when it is machined.

    To describe the complicated nature of the deformationprocess in cutting, analytical shear plane models are oftenemployed. In this thesis, a review of some classic models ispresented. The validity of a proposed model can be confirmed ifthe values generated can be correlated to experimental results.A difficulty is often to find a method that gives the desiredexperimental parameters. An important source for information isthe samples generated through Quick Stop tests. A reliableQuick Stop Device (QSD) has therefore been developed and ispresented in the thesis.

    Since the focus for this investigation has been to propose atentative model for cutting forces in turning, a number offorce measurements have been performed. Two different steelgrades have been evaluated in orthogonal machining, AISI-1045and AISI-12L13. Cutting force measurements (feed- and maincutting force), were conducted with a high accuracydynamometer. To investigate contact area conditions, Quick Stopspecimens, chips and inserts were examined. The evaluation wasperformed both in an Optical Light Microscope and a ScanningElectron Microscope. Three different models can be used tocharacterise the contact area. According to the contactconditions these models refer to sticking friction, flow-zoneand sliding friction region.

    Results from model simulations were fitted to those ofexperimental cutting investigations in order to evaluate theaccuracy of the cutting force and contact area approach. Thetest results are also used as reference data for a proposedsimple tentative model presented in this thesis. The model isrestricted to orthogonal machining. The proposed model consistsof several steps. The first step is to determine the maincutting force Fc. Expressions that describe Fcas a function of the cutting velocity (vc) for different feed (f) values have been derived.To be able to evaluate the feed force, the contact length lchas first to be determined. Relationships where lcis expressed as a function of vcfor different feeds have been derived. Tocalculate the feed force, a formula for Ff/Fcas a function of lcis applied. Equations for determining&#923, hchand&#934 have also been derived. In short,the functions found are: Fc= f(vc; f), lc= f (vc; f), Ff= f(Fc; lc),&#923 = f(lc; f) and&#934 = f(vc; f).

    This research work shows that it is of utmost significance,in order to generate realistic values, that a predictive modelis supported by adequate reference data. It is also shown thatthe contact area is an important parameter that has to beconsidered in modelling.

    Keywords:Modelling, turning processes, cutting forces,contact length, Quick Stop Device, QSD, simulation programs,FEM, predictive models.

  • 2.
    Bayard, Ove
    KTH, Superseded Departments (pre-2005), Production Engineering. KTH, Superseded Departments (pre-2005), Materials Processing.
    Investigation of the verification techniques for modelling turning processes2000Licentiate thesis, monograph (Other scientific)
  • 3.
    Bayard, Ove
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Production Engineering.
    Areskoug, Magnus
    KTH, School of Industrial Engineering and Management (ITM), Production Engineering.
    Nørgaard, Bente
    Aalborg University.
    Jensson, Páll
    Reykjavik University.
    Hannemose, Niels
    VIA University College.
    Reynisdóttir, Kamilla
    Reykjavik University.
    Knowledge Transfer and Delivery Forms for Continuous Education in Small and Medium Sized Enterprises2014Conference paper (Refereed)
    Abstract [en]

    This paper brings the preliminary results of interviews with Scandinavian managers and engineers asking questions regarding their previous experiences and knowledge on diverse continuous education methods and further encourages them to gaze into the crystal ball to identify requests and expectations to future methods of continuous education. The interviews have been done within a project titled: Processer til håndtering af skræddersyede efteruddannelsesforløb (PHASE), financed by the Nordplus Programme. The partners are: Aalborg Universitet from Denmark, Reykjavik University from Iceland and KTH Royal Institute of Technology from Sweden.

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  • 4.
    Bayard, Ove
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Production Engineering.
    Areskoug, Magnus
    KTH, School of Industrial Engineering and Management (ITM), Production Engineering.
    Nørgaard, Bente
    Aalborg University.
    Nolan, Donal
    Institute of Industrial Engineers .
    Parviainen, Elina
    AEL Oy .
    Upanne, Iikka
    AEL Oy .
    Polman, Ton
    VOAA Industrial Engineering.
    Kieft, Armanda
    VOAA Industrial Engineering.
    Schinner, Hans-Dieter
    International Industrial Consult IIC AG.
    An innovative approach in implementation of work based learning for industrial engineering2015In: ICERI2015 Proceedings, IATED , 2015Conference paper (Other academic)
    Abstract [en]

    To have specific knowledge and competence directly related to a company´s key business area are important for the well-being and future of an enterprise. Informal knowledge that has been acquired through practical experience or task solving is often a hidden treasure and a resource that is not used with full capacity in many companies. To recognise, facilitate and make better use of this unexplored competence that the staff has and combine it with other relevant knowledge can be very beneficial for internal work based learning activities, especially in the industrial engineering sector. The Life Long Learning/ Leonardo da Vinci project, WBL-IE (Work Based Learning-Industrial Engineering) target this area and presents an innovative approach on how to implement work based learning in an efficient way for industrial engineering.

    The WBL-IE project team and its members have gathered experiences and knowledge from previous projects. In the Experience Transfer Model (ETM) project a platform for exchange of experiences among people active in industry was developed. The ETM concept was well accepted by the participants and the cross disciplinary activities were seen as beneficial for both problem solving and strategy proposals. PHASE (Processer til håndtering af skræddersyede efteruddannelsesforløb) is another project that has contributed with experiences. Focus in PHASE has been on how education providers can meet the need for knowledge and updates in industry, in which forms the education should be delivered and how education can be tailor made to meet the needs from companies, especially SME´s. The evaluation showed that the Worked Based Learning (WBL) concept was considered to have a high potential and that all of the interviewed companies ranked tailor made CE-activities high.

    The ongoing learning processes in engineering organizations are very powerful and can be further enhanced by actions which are time and cost effective. In order to make use of this possibility it is important to create awareness about the existence of these learning processes. Some of the processes are self-supporting but others can be effectively enhanced. Example of the first is contact with colleagues, look for previous experiences. Other process as for instance learning by mistake, searching for information and contacts with outside experts can be effectively supported. The WBL-IE concept takes a holistic view on the learning for both individuals and the organization.  Mapping of the learning situation show the potential improvement areas and give possibilities to plan for actions. The WBL-IE concept includes both support of on-going processes and introduction of new tailor made activities.

    The intention of the WBL-IE concept is to improve the possibilities for slimmed and work loaded organization to increase their skill and knowledge. Experiences from the introduction of the concept and how it is received are presented. This part of the implementation is very crucial to the development of the support program. Examples of the facilitator function is given and also how to secure the continuation of the program.

    The future work includes development of the support function and its financing possibilities. More feedback from experiences will be used for both the introduction process and development of tailor made activities.

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  • 5.
    Bayard, Ove
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Production Engineering.
    Areskoug, Magnus
    KTH, School of Industrial Engineering and Management (ITM), Production Engineering.
    Nørgaard, Bente
    Aalborg University.
    Spliid, Claus Monrad
    Aalborg University.
    Nolan, Donal
    Institute of Industrial Engineers .
    Polman, Ton
    VOAA Industrial Engineering.
    Delfsma, Alle Delfsma
    VOAA Industrial Engineering.
    Schinner, Hans-Dieter
    International Industrial Consult IIC AG.
    Parviainen, Elina
    AEL Oy .
    Upanne, Iikka
    AEL Oy .
    WBL-IE, a new approach to on site learning in Industrial Engineering2015In: Edulearn15: 7th International Conference on Education and New Learning Technologies, IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT , 2015, p. 7538-7545Conference paper (Refereed)
    Abstract [en]

    To have the “right” competence for a specific work task has become very important in a world of high competition, continuous developments and fast changes. Without the necessary skills to handle a task the future for an enterprise can easy become uncertain. Since time is limited the process of acquiring relevant competence has to be efficient. There are many ways to build up knowledge in a new field. A common practice is to let the employees take courses in house or outside the company. The knowledge providers for these activities are typically learning institutes, educational companies or universities.

    The WBL-IE project presents a model that focuses on SMEs Small and Medium-sized Enterprises and work based learning, where tailor made learning activities play an important role. This model tries to pin- point the key educational areas of interest for the actual company. The start point is to find out the specific needs that the enterprise has and what complimentary skills and competences are necessary to strengthen, broaden and make better use of the knowledge that already exist within the company.

    The WBL-IE project target SME with less than 250 employees. Characteristic for these companies are that they have slimmed organisations and often no real focus on Continuous Engineering Education (CEE). Education activities are therefore closely linked to short term requirements and actions. The SME´s are acting on a high competitive market and often need to make very prompt decisions based on strategic choices.

    The WBL-IE work is based on earlier research in education modes in industrial engineering. One of the most interesting findings came from an interview campaign regarding continuous education in SMEs active in industrial engineering. Very few of the companies if any had a plan for their competence development to present. But at a deeper analysis you could find an important number of learning activities going on. There was in fact an unwritten competence development plan.  This means that SMEs already have a competence development process going on. With this observation in mind a new approach to the implementation of education activities in SMEs was developed, the WBL-IE concept. 

    The WBL-IE concept starts with an interview session with a number of stakeholders in the company organization. The interviews are made after a guide especially developed by WBL-IE with the goal the give a realistic and complete picture of the many different learning processes going on in the organization. The role of WBL-IE is both to introduce the concept and implement and maintain it. The role means to have resources for analysing, proposing and supporting the competence development in SMEs active in industrial engineering. One of the most important factors in the implementation is the facilitator. The facilitator is a person with the ability to enhance the different learning processes in the company.

    The concept of WBL-IE model involves creating a learning environment that promotes focused learning in different settings. To meet the stakeholder on her/his home arena gives a deeper understanding of the companies’ situation and in which direction they are aiming at. A thorough understanding of the current state will help the stakeholder and the facilitator to pin point key issues to address and together develop a plan that will be beneficial for the company. A program for pilot tests is running and findings/results will be reported.

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  • 6.
    Bayard, Ove
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Production Engineering.
    Nicolescu, Mihai
    KTH, School of Industrial Engineering and Management (ITM), Production Engineering, Machine and Process Technology.
    Areskoug, Magnus
    DESIGNING AN EDUCATIONAL CERTIFICATION SYSTEM FOR EUROPEAN PRODUCTION ENGINEERS2007In: Swedish Production Symposium, Gothenburg, 28th-30th August, 2007, 2007Conference paper (Refereed)
    Abstract [en]

    Granted by the EU Programme Leonardo da Vinci, a two-year pilot project, EPRODEC (European Production Engineering Certification) has been started. The aim of EPRODEC is to provide an appropriate “European Label” to the graduates of the accredited Production Engineering (PE) programme. The objective is to develop an accreditation system and organization that will implement the certification process for education and training within the field of Production Engineering all over Europe. Creating a unified accreditation system will make it easier to compare qualifications and skills. The paper presents some of the ideas behind EPRODEC and the first results.

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    fulltext
  • 7.
    Boud, Fathi
    et al.
    University of Nottingham.
    Bayard, Ove
    KTH, School of Industrial Engineering and Management (ITM), Production Engineering, Machine and Process Technology.
    Chatti, Sami
    University of Dortmund.
    Axinte, Dragos
    University of Nottingham.
    Nicolescu, Mihai
    KTH, School of Industrial Engineering and Management (ITM), Production Engineering, Machine and Process Technology.
    Agirre, Jaione
    Centro Technologico Tekniker.
    A new approach in standardising a European curriculum in production engineering2009In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 34, no 6, p. 487-496Article in journal (Refereed)
    Abstract [en]

    The need for a flexible and versatile workforce that is constantly learning and upgrading its skills has led to a continual demand for courses in which employees are re-trained and updated on a lifelong basis. Students and workers now have to be prepared for a labour market in which they can be expected to change jobs many times, and they need to acquire appropriate skills that are transferable and portable across sectors, countries and cultures. This paper presents a new approach to unifying a European curriculum for production engineering. The paper discusses the background, developments, module structure, testing and ongoing work that is carried out in the European Production Engineering Certification project – a two year pilot project granted by the European Union Programme Leonardo da Vinci.

  • 8. Chatti, S.
    et al.
    Tekkaya, E.
    Bayard, Ove
    KTH, School of Industrial Engineering and Management (ITM), Production Engineering.
    Nicolescu, Mihai
    KTH, School of Industrial Engineering and Management (ITM), Production Engineering.
    Unified course design for European production engineers2008In: Proceedings of the 7th European Conference on e-Learning, ECEL 2008, Academic Conferences Limited, 2008, p. 198-202Conference paper (Refereed)
    Abstract [en]

    Today, the mobility among production engineers is very low, partly because the education and training level differs considerably among EU countries, being almost beyond comparison. To increase the mobility and to unify the production engineering education in Europe at BSc-level a two-year pilot project, "European Production Engineering Certification" (EPRODEC), which is granted by the EU Programme Leonardo da Vinci, has been started. Partners of EPRODEC are institutes from Universities and the industry sector as well as engineering associations in Sweden, Germany, England, Denmark, Estonia, Belgium and Spain. The aim of EPRODEC is to provide an appropriate "European label" to the graduates of the accredited Production Engineering (PE) programme. The objective is to develop an accreditation system and organisation that will implement the certification process for education and training within the field of Production Engineering all over Europe. Creating a unified accreditation system will make it easier to compare qualifications and skills. The paper presents some of the ideas behind EPRODEC and the first results. A new unified course and curriculum design with a modular structure, strategies for organisation and certification systems, implementation of e-learning methodologies in PE will be shown and can be transferred and implemented in other education fields.

  • 9.
    Chatti, Sami
    et al.
    Technische Universität Dortmund.
    Tekkaya, Erman
    Technische Universität Dortmund.
    Bayard, Ove
    KTH, School of Industrial Engineering and Management (ITM), Production Engineering.
    Nicolescu, Mihai
    KTH, School of Industrial Engineering and Management (ITM), Production Engineering.
    A Unified BSc Curriculum for Production Engineering2008In: 12th International Research/Expert Conference,”Trends in the Development of Machinery and Associated Technology”, TMT 2008, Proceedings, 2008, p. 441-444Conference paper (Refereed)
    Abstract [en]

    Granted by the EU Programme Leonardo da Vinci, a two-year pilot project, EPRODEC (European Production Engineering Certification) has been started. The aim of EPRODEC is to provide an appropriate “European label” to the graduates of the accredited Production Engineering (PE) programme. The objective is to develop an accreditation system and organisation that will implement the certification process for education and training within the field of Production Engineering all over Europe. Creating a unified accreditation system will make it easier to compare qualifications and skills. The paper presents some of the ideas behind EPRODEC and the first results.

    Download full text (pdf)
    fulltext
  • 10.
    Jensson, Pall
    et al.
    University of Iceland.
    Byrne, Tim
    Institute of Industrial Engineers .
    Nolan, Donal
    Institute of Industrial Engineers .
    Nørgaard, Bente
    Aalborg Universitet.
    Rokkjær, Ole
    Aalborg Universitet.
    Schinner, Hans-Dieter
    INTERNATIONAL INDUSTRIAL Consult IIC AG.
    Appold, Wilhelm
    INTERNATIONAL Industrial Consult IIC AG.
    Polman, Ton
    VOAA.
    Schut, Alfred
    VOAA.
    Bayard, Ove
    KTH, School of Industrial Engineering and Management (ITM), Production Engineering.
    Areskoug, Magnus
    KTH, School of Industrial Engineering and Management (ITM), Production Engineering.
    Industrial Engineering Standards in Europe (IESE)2011In: The 2nd International Conference on Engineering and Meta-Engineering: ICEME2011, March 27th-30th , Orlando;Florida,USA, 2011, 2011, p. 68-73Conference paper (Refereed)
    Abstract [en]

    This paper describes an ongoing project in Europe called Industrial Engineering Standards in Europe (IESE). The project is a collaboration between universities and organizations that  offer industrial engineering and continuing education in 6 European countries:Denmark, Germany, Iceland, Ireland, Netherlands and Sweden. As the first objective of our project we proposed to use the European Framework of Qualifications (EFQ) as a benchmark standard, against which we can compare the Industrial Engineering Educational Programme (IEEP) for each participating country.

    Analysis of the individual educational programmes has shown that the scope of the programmes needs to be expanded to include additional subject categories and skill sets. The exact parameters of this expansion of the programmes must be determined with reference to current and future “industry needs” as specified in the second objective of this project. Analysis of the subject focus for the individual programmes has shown a high degree of variation.

    The project work is now focused on the second objective, i.e. a business needs survey, which will provide a gap analysis of the difference between the educational programmes and the needs of the industry for increased competence in the field of Industrial Engineering. The results of this will be described in a separate paper.

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  • 11.
    Nicolescu, Mihai
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Production Engineering.
    Bayard, Ove
    KTH, School of Industrial Engineering and Management (ITM), Production Engineering.
    Areskoug, Magnus
    Designing and Implementing a European Production Engineering Education2005In: 3rd CETUSS Workshop, Cross-disciplinarity in Engineering Education, Uppsala, Sweden, December 5th, 2005, 2005Conference paper (Refereed)
    Abstract [en]

    Modern production engineers must be able to perform a wide variety of tasks with steadily increasing complexity. In this context, it is especially important to endow production engineers with cross-disciplinary knowledge since this is vital to changing technology and international competition. Production engineering (PE) curricula must therefore keep pace with the changes demanded by future trends in advanced manufacturing. A homogenous production engineering curricula that specifies the most important areas in this field is a suitable platform to start from. The paper presents the some results from the EPRODE project being conducted by a number of European academic institutions and industrial organizations into manufacturing education issues. The aim of the project is to anticipate the needs for education of European and national manufacturing organizations of the future and to provide a unified framework for a common body of knowledge development that meet these needs.

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  • 12.
    Nicolescu, Mihai
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Production Engineering.
    Szafarczyk, Maciej
    Technical University of Warsaw.
    Bayard, Ove
    KTH, School of Industrial Engineering and Management (ITM), Production Engineering.
    Chatti, Sami
    University of Dortmund.
    Requirements for Implementing the European Production Engineering Education2006In: 1st Jubilee Scientific Conference, Manufacturing Engineering in Time of Information Society, 1st – 2nd June, Gdansk, Poland, 2006 / [ed] Włodzimierz Przybylski, Politechnika Gdańska , 2006, p. 241-246Conference paper (Refereed)
    Abstract [en]

    Modern production engineers must be able to perform a wide variety of tasks with steadily increasing complexity. In this context, it is especially important to endow production engineers with cross-disciplinary knowledge since this is vital to changing technology and international competition. Production engineering (PE) curricula must therefore keep pace with changes demanded by future trends in advanced manufacturing. A homogenous production engineering curricula that specifies the most important topics in this field is a suitable platform to start from. The paper presents some results from the EPRODE project being conducted by a number of European academic institutions and industrial organizations for creating a framework for continuing education in production engineering. The aim of this paper is to anticipate the needs for education of a European production engineer and to provide a unified curriculum for a common body of knowledge that meet these needs. The modular structure of the curricula creates a systematic framework that is able to respond faster to changes in the state of the art.

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  • 13. Nørgaard, B.
    et al.
    Nolan, D.
    Polman, T.
    Delfsma, A.
    Schinner, H. -D
    Parviainen, E.
    Upanne, I.
    Bayard, Ove
    KTH, School of Industrial Engineering and Management (ITM), Production Engineering.
    Areskoug, Magnus
    KTH, School of Industrial Engineering and Management (ITM), Production Engineering.
    Work-based learning - in industrial engineering2015In: Proceedings of the 43rd SEFI Annual Conference 2015 - Diversity in Engineering Education: An Opportunity to Face the New Trends of Engineering, SEFI 2015, European society for engineering education(SEFI) , 2015Conference paper (Refereed)
    Abstract [en]

    The development of employees? skills and competences has become the key driver of economic growth in the developed world. It is widely recognised that it is mainly through enhancing people?s skill and competences that future competitive advantage willemerge. Consequently companies need to be able to identify precise areas where they have, orcan build, distinctive Competences that will enable them to compete effectively. However skill and competence development aimed at especially post-graduate employees is still an area of great potential of progress. Nowadays with the European Qualification Framework (EQF) the tool to accredit such skills and competences is available - even if they (the skills and competences) have been achieve through in-formal or non-formal learning. A partnership of seven industrial engineering institutes from Ireland, Netherlands, Germany, Denmark, Sweden and Finland have set out to develop and test a model for skills and competence development for employees within a company context. Inspired by the concept of Work-based learning (Boud, 2001) and a facilitating approach to learning (Kolmos et al., 2004)),the partnership will develop a Work-based learning model aiming at industrial engineering ? a WBL-IE model, which will be pilot tested in the seven partner countries and the learning out-come will be matched against the EQF. The intention with the research is to bring new knowledge and models to the field on continuing education primarily within an industrial engineering context. The research approach is inspired by action research, which is defined by a participatory process concerned with developing practical knowledge in an attempt of improving e.g. life of human beings (Lewin, 1946; Reason et al., 2003) and a case studies methodology (Flyvbjerg, 2006, 2011). This paper will provide insight into the results of the pilot cases; how the competence need are recognised; how the learning objectives are identified; how the learning program is designed and how the learning out-comes are assessed and matched to the EQF.

  • 14.
    Nørgaard, Bente
    et al.
    Aalborg University.
    Jensson, Páll
    Reykjavik University.
    Bayard, Ove
    KTH, School of Industrial Engineering and Management (ITM), Production Engineering.
    Areskoug, Magnus
    KTH, School of Industrial Engineering and Management (ITM), Production Engineering.
    Investigating requests and expectations for future methods of CEE: in the perspective of Scandinavian managers and employees2014Conference paper (Refereed)
    Abstract [en]

    This article presents a map of requests and expectations for future "delivery" methods of continuing engineering education (CEE) viewed from the perspective of Scandinavian managing directors and their employed engineers.

    During the last decades numerous attempts have been made to develop new methods for CEE in order to meet today´s fast changing world. Methods, which at the same time both match the company´s professional competence needs and meet the engineers´ preferences. These attempts contribute to a lot of experience within CEE methods but common to most of these activities the focus is on the subject (content) of the course and less on how the course is organized and taught.

    This paper brings the results of 26 interviews with Scandinavian managers and engineers asking questions regarding their previous experiences and knowledge on diverse CEE methods and further encourages them to gaze into the crystal ball to identify requests and expectations to future methods of CEE.

    The significance of the investigation will be a conceptual map, which discloses some future focus areas ahead of CEE providers.

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  • 15.
    Nørgaard, Bente
    et al.
    Aalborg University.
    Nolan, Donal
    Institute of Industrial Engineers .
    Polman, Ton
    VOAA Industrial Engineering.
    Delfsma, Alle
    VOAA Industrial Engineering.
    Parviainen, Elina
    AEL Oy.
    Upanne, Iikka
    AEL Oy.
    Bayard, Ove
    KTH, School of Industrial Engineering and Management (ITM), Production Engineering.
    Areskoug, Magnus
    KTH, School of Industrial Engineering and Management (ITM), Production Engineering.
    Work-based Learning – in Industrial Engineering2015Conference paper (Refereed)
    Abstract [en]

    The development of employees’ skills and competence has become the keydriver of economic growth in the developed world. It is widely recognised that it is only through enhancing people’s skill and competences that future competitive advantage will emerge. Consequently companies need to be able to identify precise areas where they have, orcanbuild,distinctive competences that will enable them to compete effectively.However skill and competence development aimed at especially post-graduate employees is still an area of great potential of progress. Nowadays with the European Qualification Framework (EQF) the tool to accredit such sills and competences is available - even if they (the skills and competences) have been achieve through in-formal or non-formal learning.

    A partnership of seven industrial engineering institutes from Ireland, Netherlands, Germany, Denmark, Sweden and Finland have set out to develop and test a model for skills and competence development for employees within a company context.

    Inspired by the concept of Work-based learning (Boud, 2001) and a facilitating approach to learning (Kolmos et al., 2004)), the partnership will develop a Work-based learning model aiming at industrial engineering – a WBL-IE model, which will be pilot tested in the seven partner countries and the learning out-come will be matched against the EQF. The intention with the research is to bring new knowledge and models to the filed on continuing education primarily within an industrial engineering context

    The research approach is inspired by action research, which is defined by a participatory process concerned with developing practical knowledge in an attempt of improving e.g. life of human beings (Lewin, 1946; Reason et al., 2003) and a case studies methodology (Flyvbjerg, 2006, 2011)

    This paper will provide insight into the results of the pilot cases; how the competence need are recognised; how the learning objectives are identified; how the learning program is designed and how the learning out-comes are assessed and matched to the EQF.

    Download full text (pdf)
    fulltext
  • 16.
    Rokkjær, Ole
    et al.
    Aalborg University.
    Nørgaard, Bente
    Aalborg University.
    Jensson, Páll
    University of Iceland.
    Byrne, Tim
    Institute of Industrial Engineers .
    Nolan, Donal
    Institute of Industrial Engineers .
    Schinner, Hans-Dieter
    International Industrial Consult IIC AG.
    Appold, Wilhelm
    International Industrial Consult IIC AG.
    Polman, Ton
    VOAA Industrial Engineering.
    Schut, Alfred
    VOAA Industrial Engineering.
    Bayard, Ove
    KTH, School of Industrial Engineering and Management (ITM), Production Engineering, Machine and Process Technology.
    Areskoug, Magnus
    KTH, School of Industrial Engineering and Management (ITM), Production Engineering, Machine and Process Technology.
    Industrial Engineering Standards in Europe: industry needs versus education2011In: SEFI Annual Conference 2011, Lisbon, Portugal, 28-30 September, 2011, 2011Conference paper (Refereed)
    Abstract [en]

    This paper describes and discusses the project ‘Industrial Engineering Standards in Europe’ (IESE). The project is funded by the EU Leonardo da Vinci Partnership program with partners from universities and organizations offering engineering education and continuing education in the field of industrial engineering.

    There are two main objectives in the project. The first is to use the European Qualification Framework (EQF) as a benchmark against the National Qualification Framework (NQF) of the partner countries and the Industrial Engineering educations offered by the partner institutions. What seemed to be a relatively straightforward task showed to be more complicated. Iceland, the Netherlands and Denmark have adopted the EQF approach with 8 levels - BSc, MSc and PhD as the top three levels. Ireland has adjusted to their national educational system with 10 levels, Germany is still discussing their NQF and Sweden has decided not to adjust to the EQF for the moment.

    The second objective in the project is to conduct a survey among industries employing industrial engineering in order to investigate a possible gap between the educational programs and the needs of the industry for competences in the field of industrial engineering. A survey has been carried out in Ireland, the Netherlands and in Iceland and the results are indicating gaps in various topics.

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