In: Proceedings of the 4th International Conference on Concurrent Enterprising – ICE 97.

Concurrency for
competiveness: towards the Concurrent Enterprise in the age of Electronic Commerce. Nottingham, UK, 8 – 10
October 1997. University of Nottingham, Nottingham 1997, S. 460 - 467

A CONCURRENT ENGINEERING SIMULATION GAME -

INITIAL CONCEPTS FOR NEW MEANS FOR THE EDUCATION AND TRAINING
OF ENGINEERS FOR CONCURRENT ENGINEERING

Dr. Richard Barson*, Jens Hoheisel**, Jyrki J. Kasvi***,

Dr. Kulwant S. Pawar*, Frithjof Weber**
* Department of Manufacturing Engineering and Operations Management
University of Nottingham, University Park, Nottingham NG7 2RD, UK
Tel: +44 115 951 4029, E-mail: Kul.Pawar@nottingham.ac.uk
**Department of ‘Produktionstechnik’, Research Unit ‘Produktionssystematik’ University
of Bremen, Hochschulring 20, D-28359 Bremen, Germany
Tel: +49 421 218 5536, E-mail: Web@biba.uni-bremen.de
***Laboratory of Work Psychology and Leadership
Helsinki University of Technology, P.O. Box 9500, FIN-02015 Espoo, Finland
Tel: +358 9 451 2852, E-mail: jyrki.kasvi@hut.fi

ABSTRACT
In the engineering area, Concurrent Engineering (CE) was proven as an efficient ap-
proach to increase a company’s competitiveness. Many tools support the implemen-
tation and operation of CE. However, there is no support for learning ‘how to do CE’,
i.e. how to work in parallel or how to co-operate in a multi-cultural environment. There
is a strong need for new educational approaches and tools, both in industry and uni-
versities.
The need can be addressed by computerised simulation games, which show compel-
ling benefits for education. However, their development is only in the early stages.
Especially, there is only little experience about their usage for educating soft and hu-
man factors as required for CE.
This paper presents the initial concepts for a Concurrent Engineering simulation
game for the education and training of engineers and students. The game can be
played by individuals, using the computer as the gaming partner, or in a distributed
group, using advanced telecommunication technologies.
The paper names the education and training needs for CE and outlines the state-of-
the-art in simulation gaming. It describes the conceptual approach for the CE simula-
tion game from pedagogical and technical viewpoint and proposes its integration in
European education networks. The paper ends by raising a set of stimulating ques-
tions for future research and requirements specification.

INTRODUCTION
Concurrent Engineering (CE) has become a buzzword for good engineering practice
during the last years and many success stories can be found in practice and litera-
ture (Trygg 1992), (Shina 1993), (Ettlie, Stoll 1990), (Charney 1991). Companies act-
ing in a global environment feel a strong need to turn to this practice for remaining
competitive in their product development.
CE and its principles have been examined in detail and many approaches and tools
for implementing CE have been developed. However, they all focus on CE from the
management perspective and not from the practitioners’ viewpoint. They fall short in
actually describing how to do CE. Questions which are not answered on the opera-
tional level and which are by far not obvious address:
• How to really work in parallel?
• How to co-operate and manage disputes and conflicts in a multi-national, multi-
cultural environment?
• How to communicate effectively in a globally distributed enterprise?
Existing curricula in universities and training departments do not fulfil the need for
learning how to do CE and especially engineering departments still concentrate on
the technical engineering aspects only. Training activities in companies are reduced
to software training and similar objectives. Our education and training systems con-
centrate on tools, not the tasks to be done with them. A training for increasing co-
operation or coordination does hardly take place.
All in all, these aspects makes the transition of a company towards sophisticated CE
difficult. Thus, there is a strong need for new training and education approaches,
enabling engineers to co-operate with CE principles in a global environment (Hirsch,
Thoben, Hoheisel 1996).
Addressing this need, the here suggested approach is based on the idea to use
computerised simulation games for learning how to do CE, how to work in parallel in
a CE environment and how to co-operate with others. The authors aim to develop a
CE simulation game that can be played by individuals, using the computer as the
gaming partner, or in a distributed group, using advanced telecommunication tech-
nologies.
The rationale to use a game is to exploit the potential of gaming, i.e. to experience
instead of just to perceive. People can be motivated by gaming more than by listen-
ing to presentations or similar training methods, and the learning result can be ex-
pected to be higher. Being attractive, novel, entertaining, and a kind of ‘adventure’,
gaming makes curious and can be utilised to impart knowledge in an effective way. It
can serve as a positive and productive diversion from daily routine work. In addition,
the simulation can also serve to test and verify the learning results achieved.
This paper describes the authors’ initial concepts for the CE simulation game. The
development will be carried out in a European research project, partly funded by the
European Commission’s Educational Multimedia Task Force (COSIGA – A Concur-
rent Engineering Simulation Game, project no. 2281).
As a position paper for the ICE’97 conference, this paper is intended to initiate the
discussion about the game, its objectives and the taken development approach. Es-
pecially, it shall stimulate industry and academia to specify their requirements for the
game from different sides (pedagogics, technology, contents, learning goals, success
factors, etc.). Thus, the paper does not present validated and consolidated research
results, but instead ideas and plans for the game to be developed.
The paper starts with a description of the education and training needs for ‘concur-
rent engineers’. This is followed by an outline of the current state-of-the-art in related
simulation gaming. Chapter 4 describes the conceptual approach for the CE simula-
tion game from pedagogical and technical viewpoint. Chapter 5 takes a European
perspective and proposes the usage of the game in European networks. The paper
ends by raising a set of questions which the authors’ feel as relevant for their future
research and development and which shall stimulate further questioning and re-
quirements specification.

EDUCATION AND TRAINING NEEDS

As CE is a relatively new concept, even experienced designers and developers need
training on the subject in order to keep their professional skill base up to current re-
quirements. Lifelong learning has usually been associated with keeping up to techno-
logical development, but communication and social skills require development and
upkeep too.
Students entering a university engineering course usually have a very little under-
standing of industrial and business practices. The university teachers, in a relatively
short time, have to equip them with the required skills, engineering principles, tech-
niques and practices and simultaneously maintain academic excellence. A brief sur-
vey of different engineering courses shows that a typical engineering course initially
focuses on engineering principles, mathematics and computing. These disciplines
are further developed in detail and in higher semesters, focus shifts to specific tech-
niques and technologies like e.g. Rapid Prototyping, CAD/CAM or TQM. Group pro-
jects and exercises are normally used to illustrate the inter-relations between various
tools and techniques. Increasingly, Concurrent Engineering modules are used to
demonstrate these interactions. A typical CE module structure comprises principles
of CE and application of tools & techniques like QFD, FMEA, DFMA, EDM and
strategies for team work.
However, the fundamental requirements of CE are cooperation, parallelism, goal
sharing, customer focus and continuous process improvement etc. (Pawar, Thoben,
Oehlmann, 1995) These principles must be applied in a multi-disciplinary, multi-
functional, multi-cultural and a highly competitive and dynamic global industrial envi-
ronment (Prasad, 1996) and often this has to be done in a physical or virtual co-
located environment. (Pawar, Sharifi,1996)
Thus, the educators not only have to teach the latest developments in the field of CE
but more importantly they must focus on teaching how to implement CE in a highly
competitive and dynamic global context. This however, is not supported by existing
approaches. This viewpoint was raised as a major concern by employers at a recent
public workshop on CE (Walker, Weber 1997). Hence, there is a strong need for new
training and education approaches and means to educate engineers to practice CE.
This viewpoint is further supported by the findings of a recent report by the Royal
Academy of Engineering where it is claimed that there is an urgent need to increase
the number of the appropriately qualified engineers (HEI News 1997). The report
proposes a new degree course structure, making courses more interesting, exciting
and relevant to prospective students. Design, teamwork and communication skills
must be integrated with sound understanding of the fundamental principles of engi-
neering.
Major requirement is that students can experience working in a product development
area with utmost realism. Effective CE education needs a learning-by-doing approach
characterised by moving from passive perception to active experience. However,
there are not enough real life situations that can be used for education or training,
since in many real life cases the occurrence of errors – which are natural in learning
situations – is not acceptable. Simulation games (Riis, 1995) using advanced infor-
mation and communication technology can be used as a substitute in order to meet
this need.

STATE-OF-THE-ART
No equivalent training tools do exist on the CE field in spite of the fact that there is an
acute need for trained CE specialists and the technology required has been available
for some time now. The potential of a CE simulation game has been left unutilised
due to the interdisciplinary nature of the application domain: Multimedia and network-
ing specialists are not familiar enough with pedagogical concepts and trainers and
work psychologists are not competent enough with new technologies and CE prac-
tices.
Technical systems like production lines have been successfully simulated with com-
puters for decades, but simulations and games of social systems, for example organ-
isational change processes, are still manual, relying on human specialists for facilita-
tion. These human facilitated simulation games are widely used for training and inno-
vation purposes. At Helsinki University of Technology and University of Bremen, for
example, simulation games for educating teamwork, global production processes or
administration workflow have been developed and used for education.
The few computer based simulation environments that can present human beings
(e.g. Quest and Automod), handle them as technological or ergonomic, not as social
or psychological entities. This failing is common to all training applications of com-
puter technologies and is actually seen as one of the main reasons why multimedia
has not become as successful a training and education medium as anticipated. How-
ever, most real life skills are like concurrent engineering, i.e. they involve both techni-
cal and social aspects. A new approach is required to combine the best practices of
human and computer managed training tools.
For time being, when it comes to simulating human behaviour and social interaction
with computers, the best practice can be found in entertainment software, i.e. com-
puter games. In order to motivate the players for hours, the game settings, the simu-
lation models have to be deep and detailed enough to provide an enthralling and cap-
tivating experience. However this practice has not yet been transferred to educational
and business environments, which has to be seen as the major challenge for the de-
velopment of the CE simulation game.
One of the leaders in the field of simulation games is Maxis, the innovator of the Sim
set of simulation games (e.g. SimCity, SimPark). These games have already an edu-
cating element and the users receive a direct feedback about the results of their ac-
tions. In SimCity, for example, the user will be confronted with traffic chaos if he does
not build enough streets and improve public transport when the city is growing. Whilst
Maxis concentrates on recreational games, Thinking Tools Inc. was spun off as the
business simulation division. It produces PC-based business simulation software
which enables users to simulate real-life business situations, explore complex opera-
tional problems and improve their decision-making and problem-solving skills. The
tools combine a game-like interface with agent-based programming. Products from
this company include LogLab, a simulation of military logistics, TeleSim, a simulator
for the telecommunications industry and SimHealth, a simulation of the United States
health care system. In Europe, the London Business School, has a training pro-
gramme where management students create simulation models of real life business
situations and turn them into management games called Microworlds.
Recently, the interest of the entertainment software industry has focused on net-
worked simulations and games, where players share a common playground for
communicating and competing with each other in spite of being geographically dis-
persed. These, typically TCP/IP based distributed gaming technologies can also be
applied to develop distributed CE training tools. The University of Minnesota Geome-
try Center has developed an object-oriented toolkit (W3Kit) for building interactive
World Wide Web applications which together with current WWW technology (Java,
ActiveX) can be used to develop interactive simulation games.
When it comes to near future, the relevant technologies include shared virtual envi-
ronments. Virtual environments have been developed mainly for design, demonstra-
tion and entertainment purposes. But as the Virtual Environment Technology Labora-
tory of the University of Houston and NASA Johnson Space Center, who are experi-
enced with aerospace training, point out, virtual environments have training applica-
tions too.
Summarising the current state-of-the art, multimedia technology and its training ap-
plications are not in balance. On one hand, modern computer technologies like mul-
timedia and networking are not properly exploited to train skills involving social or
organisational skills. On the other hand, human managed social and organisational
games have yielded good learning and motivational results. The challenge lies in in-
tegrating this expertise into a computerised simulation game without losing critical
elements in the process.

CONCEPTUAL APPROACH FOR A CE SIMULATION GAME

Taking up the industrial and academic needs and exploiting state-of-the-art technology,
the authors aim to develop a multimedia simulation game for the education and training
of European engineers and engineering students in CE. The game can be played by
individuals, using the computer as the gaming partner, or in a distributed group, using
(e.g.) the Internet as a communication means. The users will interact in a product devel-
opment scenario where they have to carry out specific tasks and will experience direct
feedback as a results of their actions.
Key elements of the game will be a built-in functionality allowing the users to meas-
ure and evaluate the impact of their actions along with the product design and devel-
opment process. The assessment will be made against typical CE success measures
i.e. reduction in time to market, increased parallelism, improved customer focus,
faster response time and reduction in costs etc. The game will allow individual and
group gaming in a multi-disciplinary, multi-national, multi-cultural, multi-functional,
distributed environment. The need for utmost realism defines highest requirements
for intuitive and realistic user interfaces.
The following sections describe in more detail the pedagogical and technical ap-
proach and underlying concepts for the development of the game.

PEDAGOGICAL APPROACH
The major learning goals that shall be supported with the simulation game are:
• to train CE students how to do CE (e.g. how to work in parallel, how to co-operate
and how to communicate)
• to train the students to analyse the critical incidents of the present CE practices
• to develop new, formerly unknown CE practices
The pedagogical approach is based on the reflexive learning style and the construc-
tive learning theory, which means that learning is actually active construction of
knowledge instead of passive reception of information.
Learning based on simulations and games can be described as a learning cycle in-
cluding the following four stages (cf. Figure 1): Concrete experience, reflexive obser-
vation, abstract conceptualisation and active experimentation (Kolb 1994). The goal
of these stages is to create a developed mental model in an individual and a shared
knowledge among group members. These mental models can be applied in different
practical contexts.

Figure 1: Kolb’s (1984) experiential learning cycle

In the beginning, concrete experience is gained through the use of the simulation.
Trainees deal with the common model of the system and gain a common experience.
This is followed by reflective observation, which means that the trainees communi-
cate with each other analysing the experience. Through these reflections the trainees
build a common abstract conceptual model of the real life system and the way it op-
erates. This common model can be experimented in real life situations or through a
more detailed simulation.
A simulation is based on a model, representing a real life system, to be learned, in
this case CE practices. This model can be simplified or revised in order to point out
relevant or critical details of the subject, for example to train people on accident pro-
cedures. The quality of the model within the simulation is of critical importance for the
learning outcomes.
Trainees have been observed to use computer based simulations and games very
eagerly. It has become a kind of a truism to say that ‘computer games and simula-
tions simply motivate’. In addition, HUT studies on human managed workflow and
organisational simulations and co-operation games have shown that the effect is not
computer dependent. Even human managed social and organisational games and
simulations have proven very motivating and efficient training tools and catalysts of
innovation and development.
In addition to motivational aspects, games and simulations have been found to de-
liver better learning results and transfer than other kinds of CBT applications. A game
provides a common experience for the trainees which forms a good basis for creating
shared perceptions. Simulations and games allow trainees to actually put their new
learning into practice, to train new skills hands-on, to involve their minds in creative
problem solving.
Finally, simulations allow us to train and practice skills and knowledge without the
risks or costs involved with real life situations (e.g. flight or factory simulators). Thus
the CE simulation game has an advantage against real on-the-job training. Due to
error tolerance, trainees can make mistakes and experiments without actual risks.
Enabling both individual and group learning, the simulation game will support exactly
the learning needs of engineers, who on one hand have to work individually in their
office and on the other hand co-operate with colleagues, customers and suppliers.

TECHNICAL APPROACH
Besides the didactic framework, which defines the game’s learning goals and curric-
ula and which has to be derived from the above pedagogic approach, the develop-
ment will be based on a second major starting point: The transformation of the part-
ners’ expertise in CE into the definition of CE principles and processes and especially
the development of a corresponding simulation model. This model will specify the
logical reactions of the simulation game to the actions of the user. Further, it will de-
fine the events and conflict situations with which the user will be confronted when
playing the game. It will be based on a conceptual model of the CE domain, which
was developed at University of Nottingham and University of Bremen (Pawar,
Thoben, Oehlmann, 1995).
The simulation model will also define the reproduction of the reality into game sym-
bols that have to be transformed into computer representations. This transformation
has to melt with utmost perfection the didactic concept, the CE environment and the
multimedia user interface into an attractive and ergonomic gaming environment. The
faithful and attractive reproduction of the CE environment will be a key challenge and
requires a careful development of the multimedia user interface.
Further experiments will cover aspects for a realistic interaction with the simulated
world when the game is played in the single user mode. Aspects are speech recogni-
tion for natural language interaction, simulative video conferencing with the computer
as virtual communication partner, embedded animations for representing colleagues
and events, as well as artificial life technology. (Cyberlife, 1997)
To play the game in a group mode, several clients of the game can link into a net-
work providing a common state of the simulated world. One of the game clients will
take over a server role in order to trigger events for the overall co-ordination of the
game. Nevertheless, the research and development for the group mode of the game
is mainly concentrated on telecommunication aspects since the game will integrate
different types of communication tools from e-mail to video-conferencing (multimedia
communication tool set).
In order to develop a reusable solution, the CE model will be separated from the
software module as shown in Figure 2. Thus, the content of the game can be easily
exchanged and the software module can be used for training other domains by con-
necting it to other simulation models. Other potential applications in the area of pro-
duction could be the education of negotiation skills for order acquisition, or training of
distance maintenance for repair. Hence, a major task will be the selection, adaptation
and application of a generic method, enabling the modelling of the game’s behaviour
for different domains. A promising approach to be examined is the EXPRESS C
modelling language (Staub, Nieva, Schonefeld, 1994) and its implementation, the
ECCO tool kit.

Simulation Model
CE Model
Performance
Objects
indicators

Roles Documentation

Events Scenarios

Model Interpreter

Multimedia User Interface

Game Engine
(Control Unit)

Multimedia Communication
Multi User Interface Tool Set
Email Client

Video-Conferencing

other Users / game clients Data-Conferencing

Other
Communication Network Model

Figure 2: Draft concept for a system architecture

INTERORGANISATIONAL EDUCATION IN EUROPEAN NETWORKS

Real training and education for Concurrent Engineering must take place at minimum
on an European level. The coping with typical problems of multi-cultural and multi-
lingual cooperation in daily work, as they are induced by current trends for globalisa-
tion and the Extended Enterprise (Browne, Jagdev, 1996), can only be learnt by in-
teracting in such an environment. Also, with respect to the design of user interfaces
for the game, different didactic and psychological perspectives have to be integrated
in order to develop a solution of high applicability. Thus, it is essential that a cross
section of European experiences, examples, developments, scenarios and teaching
methods are incorporated into the game.
In return, this will provide a number of tangible and intangible benefits to the competi-
tiveness of European industry. It will also enhance integration across European engi-
neering education establishments. In order to get the full benefit of the CE simulation
game, schools and universities providing CE training are required to build internal
and cross-school electronic networks that allow trainees and students to participate in
common learning experiences together with the other users of the CE simulation
game. The same applies to the training of engineers whose organisations are asked
to set-up inter organisational training networks. Special benefits can be expected
from the melting of industrial and academic activities, i.e. the joint gaming of engi-
neers and students who can stimulate each other by different ways of thinking and by
different levels of experience with respect to CE and engineering work.
The Concurrent Engineering Network of Excellence (CE-NET, ESPRIT project
25946) is an excellent environment for setting up such inter organisational education
and training alliances. Objective of CE-NET is to provide an infrastructure to support
the shaping of the Concurrent Enterprise and its long term goal is to support the
creation and functioning of the Concurrent Enterprise trough training, education and
technology transfer.

RESEARCH QUESTIONS
The planned development of the CE simulation game raises many questions in dif-
ferent areas like pedagogics, technology, contents, acceptance, etc. Many of them
are research questions which can be only answered after methodical validation of the
game in real usage situations. However, it is important to capture the current opin-
ions, expectations and requirements of industry and academia in order to choose
optimal parameters when starting the development. The below questions are in-
tended to open a debate and stimulate the exchange of ideas.

REQUIRED CONTENTS AND INDUSTRIAL USAGE SITUATION

• Which learning goals are seen as most relevant by industry? What is the perspec-
tive of the management and what is the perspective of the engineers, do they have
different ideas about the needed content? Is the industrial perspective different
than the academic, shall students have different contents than engineers?
• What roles are needed in the game and who represents them? Is it necessary to
actively integrate other domains like marketing or controlling, or can these roles be
simulated by the computer?
• What are critical success factors for using the game? Which basic factors would
hinder an individual or an organisation to make the tool an active part of its educa-
tion or training activities? Will the game be so interesting and edutaining that it will
be used during daily work by the engineers of their own free will?
• Will organisations encourage their engineers to play the simulation game in a dis-
tributed environment with engineers from other companies or university students,
or are there inter organisational borders that cannot be overcome? Do the compa-
 nies fear to reveal ‘competitive advantages’ like employee’s special skills when
they game with other organisations?

PEDAGOGICAL EFFECTS
• Do the lessons learned from simulation games transfer to real-life contexts as well
as those learned with more traditional means? In spite of the great enthusiasm
around computerised training tools, their efficiency, for example the nature and
scope of transfer has not been properly studied.
• What is the actual educational effect of the different media elements of multime-
dia? Multimedia is a fashionable educational tool, but what is the role of the differ-
ent media involved in a multimedia empowered learning experience?
• How does group learning conducted through information networks differ from face-
to-face group learning? The training and education applications of information
networks have become more and more important, but we do not properly under-
stand the differences of face-to-face and face-to-network-to-face communication
and learning situations.
• Are the learning outcomes cost and time effective when compared to alternative
training means? In order to be justifiable, new educational tools and methodolo-
gies have to be cost and time effective.
• How will trainees from different cultures act and co-operate, when brought to-
gether on a shared simulation? A learning experience shared through a communi-
cation network differs greatly from traditional group learning situations – the people
involved participate in the experience from within their own cultures. They do not
have to travel into another culture in order to participate. Does this affect the out-
comes?

TECHNICAL ASPECTS
• Which elements can represent a CE environment. How to go further from existing
desktop representations in order to represent aspects like cooperation and com-
munication in the user interface?
• Which bandwidth is needed for gaming in a multimedia environment? High re-
quirements like ATM would reduce the number of potential participants since these
technologies are only available in some organisation
• What is required of the management and upkeep of a simulation game and its in-
formational and didactic content? Management and upkeep of the information and
didactic content of computerised training and support tools have proven problem-
atic and critical for their success (Vartiainen, Pulkkis, Kasvi, Nieminen, 1996). New
perspectives and methodologies are required in order to avoid problems like re-
sponsibility gaps and low level of utilisation.

CONCLUSION
The authors aim to develop a multimedia simulation game for the education and
training of European engineers and engineering students in Concurrent Engineering.
Innovative information and communication technologies will be applied for preparing
engineers for their career in a product development environment characterised by
globalisation and extensive use of computers.
The objective is, to use a game to
• turn the personal and common habit of work towards CE practice
• learn how to co-operate and communicate effectively
• create awareness about deficiencies of the as-is work situation
• create awareness about the potentials of new ways, methods and tools related to
CE
• to learn about specific new ways, methods and tools related to CE.
The paper has described the initial concepts for the simulation game and risen sev-
eral research questions, which are to be answered in the future. The development
aim was shown to be ambitious and what is needed for reaching the objectives is the
incorporation of advanced information technology, including multimedia user inter-
faces for enabling users to interact with all senses, and telecommunication functions
for distance gaming. This has to be accompanied by corresponding didactic concepts
based on knowledge about the cognitive effects of computerised gaming. The inten-
tion of the paper was to stimulate a discussion about specific industrial and academic
baseline requirements which have to be considered when starting the development
work.

REFERENCES
Browne J, Jagdev H S: The Extended Enterprise - A Context for Product Develop-
ment and Production. State of the Art Survey for the ICIMS NOE. 1996.
Charney C.: Time-to-Market, Reducing Product Lead Time. Society of Manufacturing
Engineers, Dearborn, Michigan, USA, 1991.
CyberLife Technology Ltd., WWW-page, http://www.cyberlife.co.uk/home_page.htm,
1997.
Ettlie J, Stoll H: Managing Design-Production Interface. New York: McGraw-Hill,
1990.
HEI News, The Royal Academy of Engineering HEI News, 29 Great Peter Street,
London SW1P 3LW, No 17, May 1997.
Henning K, Staufenbiel J: Engineering Studies (in German). Staufenbiel Verlag, Köln,
1992.
Hirsch B E, Thoben K-D, Hoheisel J: From Local to Globally Distributed Manufactur-
ing: Consequences and Proposals for a Reorientation in the Education of Engi-
neers. In: Krause, F.-L.; Shtub, A.; Shpitalni, M. (Eds.): CIEME. Israel-Germany
Bi-National Conference on Computer Integrated Extended Manufacturing En-
terprise. February 28-29, 1996, Dan Accadia Hotel, Herziliah, Israel.; Deutsche
Forschungsgemeinschaft - DFG; The Israeli Ministry of Science and the Arts -
MOSA; 1996.
Kolb D A: Experiential learning: Experience as a source of learning and development.
Prentice-Hall, Englewood Cliffs. 1984.
Pawar, KS, Sharifi S: Team co-location within a concurrent engineering context. Pro-
ceedings of the second international conference on Managing Integrated Manu-
facturing, 26-28 June 1996, Leicester University. pp 155-164.
Pawar KS, Thoben K-D, Oehlmann R: Developing Concurrent Engineering Concep-
tual Model and Knowledge Platform. Proceedings of the second conference on
Concurrent Engineering, Research and Application (CERA), Washington DC,
USA, 23-25 August 1994. pp 487-497.
Prasad B: Concurrent Engineering Fundamentals: Integrated Product and Process
Organisation. Prentice Hall, 1996.
Riis J O (Ed.): Simulation Games and Learning in Production Management. Chap-
man & Hall, London, 1995.
Ruohomäki V: Viewpoints on Learning and Education with Simulation Games. In:
(Riis, 1995), 1995.
Shina, S G (ed): Successful Implementation of CE Products and Processes. New
York: Van Nostrand Reinhold, 1993.
Staub G, Nieva A, Schonefeld F: PISA Information Modelling Language: Express-C,
ISO TC184/SC4/WG5 working draft, 1994.
Trygg L: Simultaneous Engineering: A Movement or an Activity of the Few?.
Proceedings of the International Product Development Management
Conference on New Approaches to Development and Engineering, Brussels,
May 18-19, 1992.A, Kasvi J J J, Nieminen M: The critical job and organizational
Vartiainen M, Pulkkis
demands for the design of Information Support Systems. In: Hacker W., Richter,
P. & Wagner, T. (Eds.) Analysis and Design on Mental Work. Dresden Univer-
sity of Technology: Dresden. 1996, pp. 19-36.
Walker R., Weber, F: PACE’97 - A Practical Approach to Concurrent Engineering..
Proceedings of European Workshop, Marinha Grande, Portugal 15th May 1997.