Engineering Education: Curriculum, Pedagogy and Didactic Aspects

Engineering Education

Curriculum, pedagogy and didactic aspects

First Edition

J. Paulo Davim

Table of Contents

Cover image

Title page

Copyright page

List of figures and tables

Figures

Tables

Preface

About the editor and contributors

Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Chapter 6

1: The influences of personality traits on academic performance through imaginative capability: the differences between engineering and science

Abstract

Introduction

Engineering and science

Engineering imagination and scientific imagination

The effects of personality traits on imagination

Method

Results

Discussion

Conclusion

Acknowledgements

2: Developing a personalized and adapted curriculum for engineering education through an ambient intelligence environment

Abstract

Introduction

Ambient intelligence environments

Brain dominance and thinking styles

Research model

Prototype design

Results, interpretation, and recommendations

Research model validation

Conclusion

3: Evaluation to support stakeholder-centered design and continuous quality improvement in higher education services

Abstract

Introduction

Evaluation and self-evaluation in the Italian higher education context

The conceptual approach to evaluating education service performance

Fuzzy ServQual-based methodology for reliable service evaluation

Evaluation of Palermo Management Engineering Program education services

Conclusion

Appendix

4: Software engineering education: from dysfunction to core competency

Abstract

Introduction

Phase I: Addressing the talent shortage problem

Phase II: improving software engineering core competency

Conclusion

Acknowledgment

5: The most central occupation requirements for engineering jobs: engineering education implications

Abstract

Introduction

The O*NET database

Methodological approach and results

Conclusion

6: Energy engineering: an emerging discipline

Abstract

Introduction

The need for energy engineering courses

The development of undergraduate courses

The development of postgraduate courses

Assessment and practical work in academic courses

Perspectives for energy engineering courses and their graduates

Conclusion

Index

Copyright

Chandos Publishing

Elsevier Limited

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First published in 2014

ISBN 978 1 84334 687 6 (print)

ISBN 978 1 78063 358 9 (online)

Library of Congress Control Number: 2014946705

© The editors and contributors, 2014

British Library Cataloguing-in-Publication Data.

A catalogue record for this book is available from the British Library.

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List of figures and tables

Figures

1.1 The imagination-mediated model of the engineering group (n = 350) 11

1.2 The imagination-mediated model of the science group (n = 350) 12

2.1 Framework for sustainable development in engineering education 27

2.2 An intelligent system 29

2.3 The universe of thinking styles 32

2.4 Research model for the ambient intelligence environment 34

2.5 Ambient intelligence environment architecture with middleware 40

2.6 High level functions of information systems 40

2.7 The BLIS architecture 43

2.8 The BLIS menu 43

2.9 The BLIS right-brain–left-brain quiz results for student ID_1 44

2.10 Brain dominance questionnaire 44

2.11 The BLIS right-brain–left-brain quiz conclusion 45

2.12 The BLIS result for student ID_1 46

2.13 The most suitable careers for survey respondents according to BLIS 49

2.14 Blueprint of blended courseware for multimedia techniques and technology 50

2.15 The relationships between face-to-face and online instruction 50

2.16 Blended course interaction and assessment strategy 51

3.1 Continuous quality improvement with PDCA cycle 68

3.2 The AVA integrated system structure 72

3.3 A positive triangular fuzzy number 77

3.4 A service value tree 79

3.5 Quality cycle tools 83

3.6 The services value tree of the Palermo Management Engineering Program 84

3.7 Performance results for education services: academic staff, infrastructure, equipment, and support services 91

3.A1 Sensitivity analysis when μ = 0.05 92

3.A2 Sensitivity analysis when μ = 0.5 93

3.A3 Sensitivity analysis when μ = 0.95 93

4.1 A software engineering roadmap 100

4.2 Four dysfunctions of software engineering education 103

4.3 The mapping between strategy and implementation 115

6.1 Crude oil spot prices in $US per barrel, January 1986 to January 2014 147

6.2 World total primary energy supply by fuel, 1965–2012 147

Tables

1.1 Confirmatory factor analysis of the engineering group (n = 350) 9

1.2 Confirmatory factor analysis of the science group (n = 350) 10

1.3 Direct and indirect effects from latent predictor variables on academic performance of the engineering and science groups 13

2.1 Left-brain–right-brain correspondence of categories and questions 45

2.2 Thinking styles 46

2.3 Career choices corresponding to thinking styles 47

2.4 Results of the BLIS for students of computer science, applied electronics, and environmental engineering 48

2.5 Test of hypothesis H1a of the AIECD model 56

2.6 Standardization and normalization of indicators related to hypothesis H1a of the AIECD model 58

2.7 Values of synthetic indicators of AIECD model hypotheses tested on students 59

2.8 Values of synthetic indicators of AIECD model hypotheses tested on professors and management staff 61

3.1 Extract of the developed questionnaire for classrooms service items, part 1 85

3.1 Extract of the developed questionnaire for the classrooms service items, part 2 85

3.2 Linguistic-fuzzy evaluation scales 86

3.3 Fuzzy and crisp aggregated comparison matrices for Classrooms service items (μ = 0.5; α = 0.5) 87

3.4 Fuzzy and crisp aggregated measurements of students’ perceptions of Classrooms service items (μ = 0.5; α = 0.5) 88

3.5 Students’ expectation, perception, and satisfaction levels 89

4.1 Software engineering courses offered by universities in Taiwan in 2003 102

4.2 A multi-track curriculum for a software engineering module 108

4.3 Software engineering courses in Taiwan, 2003–2008 110

4.4 Software engineering courses delivered on site in Taiwan, 2010–2012 119

5.1 O*NET skill categories 126

5.2 O*NET knowledge categories 126

5.3 O*NET ability categories 127

5.4 O*NET generalized work activity categories 128

5.5 Jobs existing in the O*NET ‘Architecture and Engineering’ job family 129

5.6 N&E green occupations distribution to the O*NET 22 job families (major groups) 132

5.7 Green N&E engineering jobs 134

5.8 Ranking of most central skills in descending order of the total sum of non-zero MST degree centralities for jobs-skills networks of four O*NET families 137

5.9 Ranking of most central knowledge domains in descending order of the total sum of non-zero MST degree centralities, for jobs-knowledge networks of four O*NET families 138

5.10 Ranking of most central abilities in descending order of the total sum of non-zero MST degree centralities, for jobs-abilities networks of four O*NET families 139

5.11 Ranking of most central activities in descending order of the total sum of non-zero MST degree centralities, for jobs-work-activities networks of four O*NET families 140

6.1 Undergraduate energy engineering courses in the UK, 2014 150

Preface

Nowadays, information about engineering education is of great interest to improve communication between professors, researchers and students in engineering schools, institutes, laboratories and industry. The evolution of the educational system is fundamental with technological change. This book emphasises curriculum development, pedagogy and didactic aspects of engineering education. It discusses all the important aspects of engineering education from classical engineering (mechanical, manufacturing, industrial, chemical, environmental, civil, electric, electronic, systems and so on) to modern nano engineering and bioengineering. It also covers educational aspects of sustainable development related to engineering.

The main objective of this book is to provide information on modern engineering education. The initial chapter describes the influence of personality traits on academic performance through imaginative capability (the differences between engineering and science). Chapter 2 develops a personalised and adapted curriculum for engineering education through an ambient intelligence environment. Chapter 3 investigates how to support stakeholder-centred design and the continuous quality improvement of higher education services effectively. Chapter 4 covers software engineering education (from dysfunction to core competency). Chapter 5 looks at the central occupation requirements for engineering jobs (engineering education implications). The last chapter is dedicated to energy engineering (an emerging discipline).

This book can be used for research by final undergraduate engineering students or by postgraduate students who are interested in engineering education. It also serves as a useful reference for academics, researchers and professionals in many disciplines of engineering who are interested in engineering education, and will be of interest to many in schools, laboratories, institutes and universities throughout the world. Therefore, it is hoped this book will inspire and enthuse other researches in this field.

The editor acknowledges Dr Glyn Jones and the Elsevier/Chandos team for this opportunity and their enthusiastic and professional support. Finally, I would like to thank all the chapter authors for their availability for this work.

J. Paulo Davim, Aveiro, Portugal

May 2014

About the editor and contributors

J. Paulo Davim received his PhD in mechanical engineering from the University of Porto in 1997, the aggregate title from the University of Coimbra in 2005 and a DSc from London Metropolitan University in 2013. He is at present Professor of Mechanical Engineering at the University of Aveiro and head of the Machining and Tribology Research Group. He has more than 27 years of teaching and research experience in manufacturing, materials and mechanical engineering with a special emphasis in machining and tribology. He has recently become interested in sustainable manufacturing, industrial engineering and engineering education. He is the editor of nine international journals, guest editor, editorial board member, reviewer and scientific adviser for many international journals and conferences. He is an editorial board member of 20 international journals and has reviewed articles for more than 70 prestigious ISI Web of Science journals. He has also published more than 40 book chapters and 350 articles as an author or co-author in refereed international journals (more than 180 in ISI Web Science journals, h-index=30+) and at conferences.

J. Paulo Davim can be contacted at pdavim@ua.pt.

Chapter 1

Chaoyun Liang is a professor in the Department of Bio-Industry Communication and Development, National Taiwan University, Taipei, Taiwan. He gained his PhD in instructional systems technology from Indiana University, USA. His current research interests are focused on imagination, creativity, innovation and entrepreneurialship. He is now the vice president of the Taiwan Association for Educational Communications and Technology and the editor of Journal of Information Communication.

Chaoyun Liang can be contacted at cliang@ntu.edu.tw.

Her-Tyan Yeh is an associate professor in the Department of Information and Communication, Southern Taiwan University of Science and Technology, Tainan, Taiwan. He gained his PhD in computer science and information engineering from National Cheng Kung University, Taiwan. His research interests include network security, mobile remote user authentication, digital rights management and network services.

Chapter 2

Manuella Kadar received a BS degree in mechanical engineering from the Transylvania University of Brasov, Romania, in 1988 and a MS degree in computer science from the Technical University of Cluj Napoca, Romania, in 2005. She received a PhD in history from the ‘1 Decembrie 1918’ University of Alba Iulia in 2004 and has also completed a PhD in computer science and information technology at the Technical University of Cluj Napoca. She is currently reader at ‘1 Decembrie 1918’ University of Alba Iulia, Romania, Department of Computer Science and Engineering, and head of the Research, Innovation and Development Department. Her areas of interest include higher education management, computational intelligence, information systems and technology, curriculum change, redesign and assessment. She is a member of the American Society for Information Systems and Technology and various subsections of the Institute of Electrical and Electronics Engineers (IEEE): the IEEE Computer Society, IEEE Information Theory Society, IEEE Computational Intelligence, IEEE Women in Engineering and IEEE Education Society.

Manuella Kadar can be contacted at manuellakadar@yahoo.com.

Maria Muntean received a BS degree in informatics from Petru Maior University of Tg, Mures, Romania, in 2008, and a PhD in control systems from Technical University of Cluj Napoca, Romania, in 2011. She is an assistant professor at ‘1 Decembrie 1918’ University of Alba Iulia, Romania, Department of Computer Science and Engineering. Her areas of interest include data mining, artificial intelligence, database management systems, information systems and technology, curricular change process, curriculum redesign and assessment.

Lucian Marina received a BS degree in sociology in 1996, a MS degree in communication and social behaviour in 1997, and a PhD in sociology in 2003, all from Babeç-Bolyai University of Cluj Napoca, Romania. He is a reader at ‘1 Decembrie 1918’ University of Alba Iulia, Romania, Department of Social Sciences. Between 2008 and 2012 he was head of the Sociology and Social Work Department and Director of the Sociological Research Centre. His areas of interest include advanced methodology in social and educational sciences, the social impact of multimedia technology and community development. He has been a member of the European Sociological Association since 2010, of the Romanian Association of Sociology since 2009 and of the Romanian Sociologists Society since 2011.

Chapter 3

Toni Lupo received a MS degree in mechanical engineering from the University of Palermo, Italy, in 1996, and a PhD in industrial engineering from the same university in 2003. Currently, he is an assistant professor at the Department of Chemical, Management, Informatics and Mechanical Engineering of the University of Palermo and Professor of Service Quality Management (Division of Palermo) and Quality Industrial Management (Division of Agrigento). His research interests are mainly focused on optimization problems related to statistical process control, service quality management and service quality evaluation methods. Dr Lupo is currently a member of the Italian Association of Mechanical Technology and the Italian Association of Quality Control.

Toni Lupo can be contacted at toni.lupo@unipa.it.

Chapter 4

Jonathan Lee is a professor in the Computer Science and Information Engineering Department at National Taiwan University in Taiwan. He was the department chairman (1999–2002), the director of Software Research Center (2003–2006) and the director of Computer Center (2006–2012) at National Central University (NCU). His research interests include software engineering, service-oriented software technology and large-scale software systems. He was