Executive Agency, Education, Audiovisual and Culture. Rail Freight and Logistics Curriculum Development LLP UK-ERASMUS-ECDCE

Transcription

1 Executive Agency, Education, Audiovisual and Culture Rail Freight and Logistics Curriculum Development Progress/Final Report Public Part LLP UK-ERASMUS-ECDCE

2 Project information Project acronym: Project title: Project number: Sub-programme or KA: Project website: RiFLE Rail Freight and Logistics Curriculum Development LLP UK-ERASMUS-ECDCE ERASMUS Curriculum Development Reporting period: From 01/10/2010 To 30/09/2013 Report version: 1 Date of preparation: 27/11/2013 Beneficiary organisation: University of Newcastle upon Tyne Project coordinator: Thomas H Zunder Project coordinator organisation: NewRail, University of Newcastle upon Tyne Project coordinator telephone number: +44 (0) Project coordinator address: tom.zunder@ncl.ac.uk LLP UK-ERASMUS-ECDCE 2 / 16

3 Executive Summary RiFLE stands for Rail Freight and Logistics Curriculum Development. It was a curriculum development multilateral project which was aimed at developing curricula, course and modules for an innovative MSc in rail freight and logistics. The series of courses delivered have been implemented in the Universities of the participating institutions to form separate but shared programmes; this paved the way towards joint and multiple degrees in rail freight and logistics. The RIFLE project employed an innovative multi-disciplinary approach that included a combination of methods such as: state of the art surveys and reviews, analysis of the current needs and demands for higher education rail freight and logistics, modelling tools for optimizing curricula, collaborative approach for developing curricula, courses and modules, validation and exploitation of results through interactive workshops, implementation of learning methods utilising ICT to secure innovation, implementation of curricula into practice and a wide range of dissemination activities (webpage, newsletters, articles in journals, e-forum, publications and presentations in conferences, special sessions and partnership meetings. The RiFLE project secured innovation with a dynamic European element of sustainable development by encouraging experts to act outside their field of expertise and hence contribute to an innovative MSc in rail freight and logistics. The multidisciplinary nature of the industry is captured by a flexible research-based teaching approach allowing students to exercise active mobility moving away from their home campuses and hence breaking the vacuum of uni-mode university education. Our students are encouraged to look towards new computer systems, research-driven solutions and real-life problems implementing alternative ways of learning for creative thinking and creation of transferable skills. The RiFLE project promoted intensive collaborative liaisons between Academia and Industry representatives. The project outcomes have been validated by stakeholder during well attended workshops. Apart from e-dissemination, the project final products have been disseminated through both the project conference and industry dissemination channels. As a result industry representative engaged with our module and course leaders to help deliver the teaching material. RiFLE is great success; the project brought the necessary tools to develop a skilled workforce for a vibrant railway freight sector, benefiting from modern logistics principles, policies and practices LLP UK-ERASMUS-ECDCE 3 / 16

4 Table of Contents 1. PROJECT OBJECTIVES PROJECT APPROACH PROJECT OUTCOMES & RESULTS PARTNERSHIPS PLANS FOR THE FUTURE CONTRIBUTION TO EU POLICIES EXTRA HEADING/SECTION... ERROR! BOOKMARK NOT DEFINED LLP UK-ERASMUS-ECDCE 4 / 16

5 1. Project Objectives The project objectives were to develop curricula for a complete cycle of study in rail freight and logistics by using an innovative multidisciplinary approach, equipped with curriculum modelling tools. Specifically, the project aimed to develop Master Courses in rail freight and logistics-related topics to be delivered in the English language by the participating institutions as separate but shared programmes in their universities. The innovative idea of the RiFLE project was that it brought together two differing fields of multidisciplinary nature, namely: rail freight and logistics. Apart from being compatible enough to allow students to do some of the modules at one of the other universities, the courses developed had to incorporate cultural and international elements of education and interaction, which are quite diverse and highly varied in Europe. The aimed scenario was that each university awards degrees to their own students, however intensive mobility to the other institutions be strongly encouraged, with full recognition of modules taken. The project aimed to pave the way towards active staff and student exchanges between the Universities of the participating institutions and hence secure a long lasting collaboration. The project also aimed at exploring the possibility of establishing a joint programme and degree. Specifically how compatible modules should be to lead to the establishment of a joint degree programme; what are the measures and tools for securing it; how such a joint programme should be organised and the like. As a result we analysed a numbers of case studies, studied specific relevant situations and built a list of recommendations. At the end a technical memorandum was written to share our experience with all interested parties. An important technical objective of the RiFLE project was to develop a software product to model and optimise curricula. This objective combined software development with the needs of modernisation in higher education promoting the multi-disciplinary, multi-sectorial nature of the project. RiFLE also aimed at a multi-method approach to secure innovation with element of sustainable development and internationalisation by promoting innovative teaching methods through knowledge sharing between experts with differing background and areas of expertise. This improves the learning outcome and has a positive effect on driving economic progress in society at large. Overall, the project aimed at validating, exploring and disseminating results through real word exercises engaging with students, members of staff and stakeholders LLP UK-ERASMUS-ECDCE 5 / 16

6 2. Project Approach RiFLE employed a multi-method, multi-action approach involving a combination of management activities, quality assurance, state of the art and review surveys, demand analysis, development of curricula and open source modelling software tools, development of stepwise methodology for validation of curricula and its implementation, workshops, a wide spectrum of exploitation works among which are collaborative learning with stakeholders and innovation through distance-/e-/blended learning, implementation of curricula developed into practice, real-life demonstration of the implementation of the curricula accompanied with mobility patterns, a wide spectrum of dissemination works such as Web Page equipped with E-forum and semi-annual newsletters, development of a technical memorandum advising on joint degree programmes and strategies for future activities, development of a handbook consolidating all the project merits and contributions to a one cohesive document. The project spanned thirty-six months, where two years were for development followed by one year for implementation. The whole project was organised in nine consecutive and parallel Work-Packages (WPs). Within each WP a number of tasks were executed. All WPs were developed in a cumulative fashion, meaning each WP dependent, to a certain extent, on the material in the proceeding WP. Each WP was led by a WP leader. Each task was managed by a task leader. The whole project was managed in a collaborative manner to produce all the outcomes and products intended throughout its lifetime. Thirty-three deliverables were produced during the project lifetime, each of which with a specific nature describing its purposes. Each deliverable was considered as a milestone with significant importance for the project LLP UK-ERASMUS-ECDCE 6 / 16

7 3. Project Outcomes & Results The RiFLE project produced a series of courses for MSc programmes in rail freight and logistics. These courses have been incorporated into the programmes of the Universities of the participating institutions. Curricula based on the MSc courses developed had also been produced to improve the current practice in the partner universities and secure innovation. An optimisation modelling tool to optimise and model curricula has also been produced and tested. A guide for development of a master thesis had been developed to assist students in organising and delivering their major projects. A stepwise methodology for validating curricula had been developed and implemented via Interactive Workshop. The project produced a Handbook consolidating summaries of all the material produced throughout the RiFLE project. The Handbook is public and can be downloaded free of charge here: o The project conctructively designed structures for joint and multiple degree programmes and elaborated measures for their establishment. A real world demonstration exercise (or for simplicity a pilot ) had been launched to test the structures developed. Feedback from all participants have been collcted and analysed. Specifically the following common opinions have been formed (see also RiFLE Technical Memurandum): o o RiFLE Curricula: The RiFLE Curricula are a great opportunity, maybe once in a lifetime, to grasp without even thinking about it. It furthers student knowledge of the rail industry whilst getting to experience studying in another city/country. Scientific short term benefits considered were the added value that such curricula give to student CV, whilst middle term benefits would be the contacts made during the study, including but not limited to lecturers and fellow students. With regards to long term benefits, the knowledge gained about other country s rail networks is valuable when finding jobs in the international market. Nonscientific benefits are the overall social experience of learning with people of another nationality as well as visiting other places of study. This broadens one s understanding of the world. The RiFLE curricula provide an extraordinary opportunity to combine a forward-looking topic with intercultural exchange. Beside the possibility to study in the field of logistics, it s a great chance to get a glance of different views on it. The discussions with professionals of rail logistics related fields at the Universities of the participating institutions made the programme unique. Students Contribution to the Curriculum: Students have leant certain things from each other. Exchange of knowledge and experiences has been experienced through discussions and seminars which usually arose from talking and learning LLP UK-ERASMUS-ECDCE 7 / 16

8 o about how certain aspects are different from one contry to another. Technical aspects as well as social aspects, they both are interesting and substantial in their nature. Joint Degree Programmes: Joint degree programmes offer more opportunities for knowledge sharing and also they are a great opportunity for personal growth. Joint degree programmes allow to improve the English language in addition to the great cultural value. A joint degree programme presents much greater opportunities for students enrolled in it. The knowledge gained from studying the rail and logistics practices of different countries not only teaches those practices, but also spurs to question the practices of student s own country. The interaction with students of the host institution is a valuable experience. Due to intercultural and interlingual exchange a joint degree programme presents, it is not only possible to learn from specialists in their sientific field but also to develop one s own personality. As a result we are now in a process of negotiating the implementation of such degree programmes between the partner universities. The project also organised and delivered: A comprehensive survey on university programmes, policy and practice, synthesis of which is available on the project website in PDF; o Please consult: A comprehensive survey on the demands for higher education in rail freight and logistics which analysed the industry needs for it; Key findings from this survey are presented in D5.3 Framework of Rail Freight and Logistics Curriculum: Synthesis of WP5 available at: Framework, Subjects (modules) and Recommendations for an MSc in Rail Freight and Logistics had been developed and validated by the RiFLE consortium. This product had provided valuable input for the development of the curricula themselves; synthesis of which is as well presented in D5.3 Framework of Rail Freight and Logistics Curriculum: Synthesis of WP5 available at: Other outcomes and results produced are: - Quality Assurance Plans and Templates which had been in use throughout the project to ensure uniformity and work of good quality; LLP UK-ERASMUS-ECDCE 8 / 16

9 - Dissemination plan that included a wide spectrum of dissemination and promotion activities such as: The RiFLE project website thought of as a primary dissemination vehicle of the project; E-Forum available within the project website; Newsletters one newsletter every 6 months, all available at: Publications and presentations in conferences: o Marinov M, Zunder T, Schlingensiepen J, Ricci S, Karagyozov K, Razmov T, Dzhaleva-Chonkova A. Innovative Concepts for Knowledge Exchange, Mobility and Expertise in Rail Freight and Logistics. In: Highlight 2010: Sustainable Development in Logistics (ICLEEE) International Conference of Logistics, Economics and Environmental Engineering.2010,Maribor, Slovenia o Uluchev R, Dzhaleva-Chonkova A. Erasmus Program as a Factor for Curriculum Development and Methodology Improvement. ERACON 2011: Erasmus Coordinators Conference 2011 and Go- Exchange Education Fair. 2011, Athens, Greece o Rizzetto L, Ricci S, Marinov M, Zunder T, Schlingensiepen J, Karagyozov K, Dzhaleva-Chonkova A. A Structured Survey on MScs in Transport and Logistics for designing a New Programme. TRANSPORT 2012, Bulgaria o Marinov M, Fraszczyk A, Zunder T, Rizzetto L, Ricci S, Todorova M, Dzhaleva A, Karagyozov K, Trendafilov Z, Schlingensiepen J. A Supply-Demand Study of Rail Logistics Higher Education. Revista de Literatura dos Transportes o Karagyozov K, Marinov M, Dzhaleva A, Todorova M, Borisov A. Business demands for an MSC programme in rail freight and logistics. In: Scientific-expert Conference on Railway (RAILCON). 2012, Niš, Serbia. o Marinov M, Karagyozov K, Dzhaleva-Chonkova A, Todorova M. MSC Curriculum development in rail freight and logistics: A Lever to establish joint degrees. 21 st INTERNATIONAL SCIENTIFIC CONFERENCE - TRANSPORT 2013, Varna, Bulgaria. o Marinov M, Fraszczyk A. Curriculum development and design for university programmes in rail freight and logistics. WCLTA 2013, Procedia - Social and Behavioral Sciences. o Rizzetto L, Ricci S, Marinov M. MSCS IN RAILWAY TRANSPORT AND LOGISTICS: STATE OF THE ART AND PERSPECTIVES FOR A NEW PROGRAMME. WCLTA 2013, Procedia - Social and Behavioral Sciences. o Rizzetto L, Ricci S, Marinov M, Fraszczyk A. THE VALIDATION PROCESS OF A NEW MSC PROGRAMME IN RAIL FREIGHT AND LOGISTICS. WCLTA 2013, Procedia - Social and Behavioral Sciences LLP UK-ERASMUS-ECDCE 9 / 16

10 o Marinov M, Fraszczyk A. Valorisation of an MSc Programme. WCLTA 2013, Procedia - Social and Behavioral Sciences. - Exploitation Plan that outlined and scheduled a range of exploitation activities within the project lifetime incl.: Case studies on industry involvement for collaborative learning process; Case studies on innovation through exploitation of distance open /E-/blended learning; Case studies on implementation of curricula developed into practice; Case studies on mobility patterns; Development of a technical memorandum. - A database of more than 120 stakeholders strongly interested in the project had been created; this database has been maintained by UNEW LLP UK-ERASMUS-ECDCE 10 / 16

11 4. Partnerships The project consortium involves the following four HEIs: 1. Partner P1 - University of Newcastle upon Tyne (UNEW) Represented by NewRail based at Mechanical and Systems Enginiering School Partner P2 - University of Rome Sapienza - Sapienza" Università di Roma Represented by Department of Dipartimento Idraulica Trasport e Strade (DICEA) Partner P3 - Todor Kableshkov Higher School of Transport (VTU) Represented by Department of Technology, Organization and Management of Transport Partner P4 - University of Applied Science in Ingolstadt (HAW-IN) Represented by Faculty M - Collectively, the four HEIs, as listed above, provided the necessary analytical power to study an interdisciplinary range of problems and methodologies for the purposes of the projects and as a result of the objectives of the project have been achieved on merit. We developed the intended masters courses on rail freight and logistics, the intended software products for modelling and optimising curricula and the intended surveys, workshops and technical documents. The analytical power of the RiFLE consortium had been proven previously by working together on the development of a number of collaborative projects in the field of transport within programmes such as: ATLANTIS, FP5, FP6 and FP7. Years of highly relevant experience with a notable record of projects successfully executed by the partner HEIs in various set-ups within different inter-dependent sectors guaranteed the project success. Specifically, the role of University of Newcastle upon Tyne (UNEW), represented by NewRail, which is the Newcastle railway research centre was to manage the overall project, bring knowledge and expertise in rail freight systems policy and practice, urban freight, logistics, ICT, green transport networks, etc. to specific tasks as per the work plan and ensure all deliverables are produced on time and to budget. UNEW was responsible for the development of the curricula themselves, the technical memorandum on exploitation of project results and also for the development of the project handbook on rail freight and logistics curriculum. The role of DICEA in the project was to bring knowledge and expertise for the development of teaching modules on rail freight operations; freight terminals, rail freight equipment and design as well as safety and security. DICEA conducted a state of the art survey on rail logistics related educational programmes and practices LLP UK-ERASMUS-ECDCE 11 / 16

12 The results of this survey were used for the development of the curriculum framework. DICEA was also responsible for the validation of the project outcomes and therefore ran an interactive validation workshop in Rome, Italy in the autumn of The role of VTU in RiFLE wss to bring knowledge and expertise from the Balkans for the development of teaching modules on: organisation and management of rail freight systems, supply chain management, rail freight business cases, rail economics as well as marshalling yards. VTU conducted a survey to study the current demands for higher education in rail freight and logistics and analysed the industry needs for it. VTU was responsible for the development of the curriculum framework and for all dissemination activities within the RiFLE project (i.e.: HAW-IN employed its expertise in computer science to develop a modelling tool for optimising curricula; task that encompassed: defining a model language that is easy to learn and implement; developing a simulation model/platform; modelling of the curriculum by all participants in a computer-aided system for a computer-based optimisation; and building an optimizer (resolver) of curricula. HAW-IN contributed to the development of teaching modules that include: CAD- Computer Aided Design, PDM - Product Data Management, PLM - Product Life-cycle Management, Monitoring, Tracking and Tracing Systems, ITS, as well as E-Tools in rail freight and logistics. HAW-IN was responsible for the task on quality assurance. For quality assurance purposes a quality management system was set to facilitate the execution of the project LLP UK-ERASMUS-ECDCE 12 / 16

13 5. Plans for the Future We are in the process of negotiating the establishment of joint and multiple degree programmes which are to be based on the following principles: Agreed, signed Memorandum of Agreement to be in place prior to commencement of the joint programme, which covers all the roles, responsibilities and obligations of each participating institution and the students; Period of studies to be at least 11 months; Joint programme to include 3 semesters; The 3 rd semester to be dedicated to MSc Thesis Development; Students do their first semester in their home university; Students do their second and third semesters at participating universities, which are not their home universities; Any student admitted to the joint programme meets the normal entry requirements of the home university including English language requirements; ERASMUS agreements between the partner universities would contribute to the mobility of students and teachers; hence efforts shall be put for cooperation under the Erasmus+ Programme; Independent e-platform not needed. The joint programme to be centrally managed by Newcastle University at first instance. Tuition Fees to be stipulated in Memorandum of Agreement; Joint supervision to be employed; Final Examination (Major Project) & Graduations hosted by the University where student completes its third semester of study; Student s travel and substance costs not to be included in the fees! Envisaged launch date: 1 September LLP UK-ERASMUS-ECDCE 13 / 16

14 6. Contribution to EU policies The project contribution to EU policies is put in contributing to the imminent need for creation of skilled workforce for a vibrant rail freight and logistics service, promoting a more efficient, reliable and environmentally-friendly transport mode in Europe and beyond. Specifically, RiFLE assisted in setting up new curricula to mirror the necessary strategic, tactical and operational concepts, policies and practices for a new generation green freight transport services. The uniformed structure of the project programme and its framework addressed concerns such as that today, training provided by universities and other institutions varies greatly in Europe. Efforts are required to focus and enhance the qualifications of logistics personnel, notably by strengthening competence in transport and to support lifelong learning (EC Freight Transport Logistics Action Plan COM final). RiFLE developed a foundation for quality lifelong learning in rail freight and logistics by promoting high performance, innovation and a European dimension secured through modern curricula equipped with a simulation modelling tool for optimising the policies and practices for a high quality learning outcome. The project helped improve the quality, attractiveness and accessibility to opportunities for lifelong learning available in EU Member States through innovative means of teaching and learning using up-to-date technologies and internet. The multidisciplinary approach employed to integrate lectures, home assignments, practicals, technical visits, seminars, workshops, distance "open"-/e-/blended learning, etc. created an excellent opportunity for lifelong learning in the field with added value to society. Specifically RiFLE encouraged the use of ICT tools and services and developed simulation modelling tools for optimising curricula and recruitment so that university programmes are more flexible and can accommodate students with different backgrounds and expectations. RiFLE brought new curricula based on a modern multi-method approach to the European higher education policy and practice. Rail freight and logistics carry green" credentials worth promoting and inverting in for a sustainable future. Actions and developments are needed to further strengthen the performance of rail freight systems and hence secure global benefits from the service provided because rail freight services benefit greatly from lean logistics principles and logistics chains benefit greatly from an environmentally friendly transport mode in return; concept worth the support nationally and internationally LLP UK-ERASMUS-ECDCE 14 / 16

15 The project secured a strong innovative aspect through the involvement of outstanding professionals to work together, share knowledge and test the appropriateness of rail freight and logistics curricula via a range of validation activities. Through its mobility patterns RiFLE contributed to the improvement of the quality and the increase of the volume of student and teaching staff mobility throughout Europe. Let us be reminded that the European Commission aimed to achieve "by 2012 of at least three million individual participants in student mobility under the Erasmus programme and its predecessor programmes". A sound contribution has also been secured to the improvement of the quality and the increase of the volume of co-operation between higher education institutions and enterprises by collaborating with industrial partners around Europe. Specifically the project associated partners included innovative technology builders, rail and logistics operators, infrastructure managers, cargo ports and the like LLP UK-ERASMUS-ECDCE 15 / 16

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