SANTA CLARA UNIVERSITY SCHOOL OF ENGINEERING. Engineering Management and Leadership Program STUDENT HANDBOOK

Transcription

1 SANTA CLARA UNIVERSITY SCHOOL OF ENGINEERING Engineering Management and Leadership Program STUDENT HANDBOOK

2 Contents Introduction 3 The Master of Science in Engineering Management and Leadership 4 The Program of Studies 4 Suggested Concentrations 7 The Case for Engineering Management 10 History of Engineering Management and Leadership at Santa Clara 18 Potential Course Schedules 19 2

3 Introduction The Santa Clara University Engineering Management and Leadership Program is a unique course of studies designed to prepare engineering graduates for technical management positions. It is designed to allow engineers to remain on a technical path while developing skills that will assist them in assuming management responsibilities. This program couples technical proficiency with business comprehension. This is a program for engineering professionals who must balance technical capability and business understanding in the development of products and processes that have a high technical content. This means integrating the functions that extend through research and development, design, manufacturing, testing, marketing, and service and support. This cross-functional emphasis also includes customers/clients, vendors, subcontractors, and the relationships with partners in alliances, frequently referred to as a supply-chain. Engineering managers must learn to lead multidisciplinary teams, including representatives from all of these functional areas. They are charged with decreasing product development time and reducing costs while improving quality, employing the latest technology, enhancing product price-performance, and improving overall customer satisfaction. The Engineering Management and Leadership master s degree program prepares engineers to take on the multi-faceted challenges of managing today s work environment directing technical productivity while maximizing efficiencies of physical and human resources and ensuring realization of organizational objectives through appropriate pairing of task and process. Taught by practicing Silicon Valley professionals, the Engineering Management and Leadership Program s wide range of courses focus on these activities and the ways in which they interface and align with other organizational processes and goals. 3

4 The Master of Science in Engineering Management and Leadership Admission into the Engineering Management and Leadership Program is open only to those students who hold an undergraduate degree or graduate degree in engineering or computer science. The undergraduate degree must be from a four year engineering program substantially equivalent to Santa Clara s. Students holding undergraduate degrees other than in civil engineering, computer engineering, electrical engineering, or mechanical engineering must be prepared to select technical stem courses from these disciplines as listed in the current Graduate Engineering Bulletin. Degree Requirements Students are required to complete a minimum of 45 quarter units to complete the master s degree, following these guidelines: Engineering Management 20 units The Technical Stem 19 units The Graduate Core 6 units All of the requirements for the Engineering Management and Leadership degree must be completed within a six-year timeframe. The Program of Studies A completed program of studies for Engineering Management and Leadership degree candidates must be submitted to the chair of the department during the first term of enrollment to ensure that all courses undertaken are applicable to the degree. Students who take courses that have not been approved for their program of studies by both the department chair and the Graduate Services Office do so at their own risk, as they may not be counted toward the completion of the degree. The Program of Studies becomes a benchmark for review to ensure you are headed in the right direction. It can and will be modified during your time at Santa Clara. New courses will be added and you may want to enroll in them. You need not get permission to change your plan as long as you substitute courses in the correct categories. For example, technical courses must be substituted for technical courses in the technical stem and the same for engineering management courses. It 4

5 is, however, a good idea to update your plan on an annual basis if you make changes. A final approved Program of Studies will be required prior to graduation. Courses Transferred From Other Institutions A maximum of 9 quarter units (6 semester units) of graduate-level course work may be transferred from other accredited institutions at the discretion of the student s advisor provided they have not been applied to a previous degree. However, in no case will the minimum units taken in the Department of Engineering Management and Leadership be fewer than 16. Extension classes, continuing education classes, professional development courses, or classes from international universities are not accepted for transfer credits. Developing a Program of Studies You will select all of your courses from the engineering bulletin which is on-line. Hard copies are available in the Graduate Services Office. New students, when they arrive on campus, should set up an appointment with their advisor to discuss their program of studies and any questions they may have. However, in the meantime, you may consider your course selections. The Engineering Management Stem (minimum of 20 units required) You should begin by reviewing the Engineering Management courses in the bulletin. If you are an international student or a student not fluent in the English language, we recommend your first selections include the following courses: EMGT 270 Effective Oral Presentations EMGT 271 Effective Written Communications I or EMGT 272 Effective Written Communications II EMGT 318 Strategies for Success for Foreign-born Engineers Many of the advanced engineering management courses have essay-type homework and examination questions as well as written paper requirements where your grade will depend heavily upon your comprehension and written communication skills. These courses will assist you with your reading and writing skills and also in adjusting to the curriculum and teaching methods. Students who have fewer than two years of working experience in the United States will be required to complete a set of introductory courses in engineering management. The following courses should be completed prior to enrolling in advanced courses in engineering management: EMGT 255 Accounting and Cost Control for Project Managers EMGT 270 Effective Oral Presentations 5

6 EMGT 271 Effective Written Technical Communications I or EMGT 272 Effective Written Technical Communications II EMGT 318 Strategies for Career and Academic Success (for Foreign-born Technical Professionals EMGT 330 Project Management Basics There are some basic core courses that are recommended for all students that will provide a solid foundation for engineering managers. These are not requirements but only suggestions. They include the following courses: EMGT 255 Accounting and Cost Control for Project Managers EMGT 330 Project Management Basics EMGT 289 Managing, Controlling, and Improving Quality EMGT 256 Finance and Budgeting for Engineering Managers EMGT 335 Advanced Project Management and Leadership EMGT 380 Introduction to Systems Engineering You may then select the remaining courses to complete the engineering management stem requirements depending upon your particular interests. You should be aware of any prerequisites when selecting these courses. The Technical Stem (minimum of 19 units required) Courses for your technical stem must be technical graduate courses listed in the bulletin under Applied Mathematics (AMTH), Civil Engineering (CENG), Computer Engineering (COEN), Electrical Engineering (ELEN), or Mechanical Engineering (MECH). Please read the Requirements section under the Department of Engineering Management and Leadership in the current bulletin as there are a few courses in these disciplines not applicable to the technical stem. There are also some technical courses listed under General Engineering (ENGR) but you must take care in selecting courses from this category as not all are considered technical. The General Engineering courses that are eligible for the technical stem are listed in the Graduate Bulletin with a double asterisk (**). You may select your technical stem courses from a single technical discipline or from multiple disciplines if you are interested in interdisciplinary studies. Once again, you should be aware of any prerequisites when selecting your courses. If you have any questions concerning the prerequisites for technical courses you may contact the respective departmental chair. 6

7 The Graduate Core The Graduate Core is a set of requirements that is common to all departments in the School of Engineering. The Core promotes an educational philosophy that goes far beyond narrow specialization and emphasizes a global and societal orientation. It also reflects the fact that we live in an increasingly complex world, in which engineers must continually deepen their understanding of the interdisciplinary environment in which they operate. Students are required to take a course in each of the following three areas of the Core (for a minimum of 6 units) 1. Emerging Topics in Engineering 2. Engineering and Business/Entrepreneurship 3. Engineering and Society The courses required for the Graduate Core Requirements are listed in the Academic Information section of the Graduate Bulletin. You will need to select one course from each category to fulfill the requirements. Since you are enrolled in Engineering Management any engineering management course may be used to fulfill the Engineering and Business/Entrepreneurship requirement. Students should periodically check the graduate engineering Web site for updates regarding new courses in these areas. Suggested Concentrations The following concentrations are suggested paths, not degree requirements. Check each term to see what courses are being offered. New courses are frequently added to meet student interest. Suggested Concentration in Construction Management EMGT 255 Accounting and Cost Control for Project Managers EMGT 256 Finance and Budgeting for Engineering Managers EMGT 330 Project Management Basics EMGT 335 Advanced Project Management and Leadership EMGT 295 Project Planning EMGT 296 Risk Management EMGT 333 Computer-Aided Project Management, Scheduling, and Control ENGR 310 Engineering Ethics (fulfills Engineering and Society core requirement) Technical Electives from Civil Engineering 7

8 Suggested Concentration in Systems Engineering EMGT 380 Introduction to Systems Engineering EMGT 381 System Conceptual Design EMGT 382 System Design, Integration, Test and Evaluation EMGT 255 Accounting and Cost Control for Project Managers EMGT 330 Project Management Basics EMGT 335 Advanced Project Management and Leadership EMGT 295 Project Planning EMGT 289 Managing, Controlling, and Improving Quality EMGT 333 Computer-Aided Project Management, Scheduling, and Control EMGT 269 Human Resource Development and the Engineering Manager ENGR 310 Engineering Ethics (fulfills Engineering and Society core requirement) Suggested Concentration in Project Management EMGT 255 Accounting and Cost Control for Project Managers EMGT 256 Finance and Budgeting for Engineering Managers EMGT 289 Managing, Controlling, and Improving Quality EMGT 330 Project Management Basics EMGT 335 Advanced Project Management and Leadership EMGT 295 Project Planning EMGT 333 Computer-Aided Project Management, Scheduling, and Control EMGT 269 Human Resource Development and the Engineering Manager ENGR 310 Engineering Ethics (fulfills Engineering and Society core requirement) Suggested Concentration in Professional Development EMGT 255 Accounting and Cost Control for Project Managers EMGT 256 Finance and Budgeting for Engineering Managers EMGT 270 Effective Oral Technical Presentations EMGT 272 Effective Written Technical Communications II EMGT 285 Relationship Management EMGT 269 Human Resource Development and the Engineering Manager EMGT 349 Advanced Leadership EMGT 358 Global Technology Development EMGT 373 Technology Entrepreneurship ENGR 310 Engineering Ethics (fulfills Engineering and Society core requirement) 8

9 Suggested Concentration in Technical Marketing EMGT 255 Accounting and Cost Control for Project Managers EMGT 256 Finance and Budgeting for Engineering Managers EMGT 275 New Product Development Overview I EMGT 331 Strategic Technical Management EMGT 338 Technical Product Management and Marketing EMGT 351 New Product Development, Strategic Planning, and Marketing EMGT 358 Global Technology Development Suggested Concentration in Software Project Management EMGT 255 Accounting and Cost Control for Project Managers EMGT 256 Finance and Budgeting for Engineering Managers EMGT 330 Project Management Basics EMGT 336 Global Software Management (Introduction) EMGT 337 Global Software Management (Advanced) EMGT 341 Software Project Metrics COEN 250 Information Security Management (Technical Stem) COEN 287 Software Development Process Management (Technical Stem) COEN 288 Software Ethics (fulfills Engineering and Society core requirement) Suggested Concentration in Manufacturing EMGT 253 Operations and Production Systems EMGT 255 Accounting and Cost Control for Project Managers EMGT 256 Finance and Budgeting for Engineering Managers EMGT 286 Fundamentals of Quality Management EMGT 292 Managing Equipment Utilization EMGT 330 Project Management Basics EMGT 357 Root Cause Analysis (RCA) Effective Problem Solving MECH 275 Design for Competitiveness (Technical Stem) MECH 276 Design for Manufacturability (Technical Stem) ENGR 302 Managing in the Multicultural Environment (fulfills Engineering and Society Core requirement) Potential Course Scheduling Actual course schedules are published approximately eight weeks before the opening of each quarter. The course listings presented in the last page of this handbook is a forecast of future offerings subject to instructor availability. 9

10 THE CASE FOR ENGINEERING MANAGEMENT Why study engineering management? This is the question many students ask themselves as they launch their professional careers. Most graduating engineers will begin their careers in engineering positions. These are generally entry-level positions where the candidate is hired primarily for his or her technical skills. After working for a few years, many of these young engineers will find themselves in a supervisory capacity or in technical jobs other than direct engineering. Supervisory roles would include a first-level management position such as a group leader or a section manager who is responsible for the work of several engineers. Typical examples of technical jobs other than those in direct engineering would include assignments in technical marketing, manufacturing, product planning, technical sales, applications, and field support to name just a few. Positions in both of these categories offer young engineers new challenges and opportunities with increased responsibility and higher compensation. While the engineer s basic technical skill set is a requirement for all of these job opportunities, additional skills will be required to be successful in managing these new responsibilities. Skills such as planning, budgeting, interpersonal relations, accounting, and managing others will be keys to success on these tracks. Companies expect that people in these positions are able to take general instructions, turn them into action plans, and show results in a short period of time. This is not to say that everyone will select this type of career path. Many engineers will continue to do technical work, enhance their technical skills through additional schooling or self-study, and be quite contented and successful. Companies will put these folks on a technical track where their increasing technical competence will be rewarded with salary and title increases. These folks will be driven by the technical challenges in their specific field of study. However, some engineers will find themselves interested in supervisory positions within the technical ranks while others will find a challenge in broadening their technical experience by moving laterally into what I call engineering-related positions such as those described above. They will be searching for increasing responsibility, more interesting and 10

11 challenging work, and, of course, higher compensation. These folks will rapidly move onto the management track and will be rewarded not only for their technical contributions but also for their management skills. They will be responsible for supervision, for representing the company with customers and vendors, managing large programs, improving productivity, and managing enterprise profit and loss centers. Once again a need for basic management skills arises. Skills such as project management, systems engineering, accounting and finance, and managing a global multicultural workforce will be essential to success in these positions. It is all of these career paths and the requirements that go with them that drive the need for engineering management and leadership as a curriculum. It may not be your specific desire to move into technical management but often you get caught up in the business and find yourself in a management position. I can remember early in my career, I was four years out of school and working for a large semiconductor company where I was the leader of a small engineering group doing semiconductor device and process research and development. The job involved a small amount of supervision responsibility but mostly focused on experimental work, library research, and generating patents. I was happy and fulfilled. Then a call came when I was on vacation with my family. It was a company vice president who asked if I would consider managing a manufacturing operation. I, of course, was in shock - struck by lightning out of the blue. I struggled to come up with an answer to his question; I was flattered that he would consider me for this job (promotion), but, What do I know about manufacturing, I thought to myself. I was happy in research and development, but the company needed someone to fill this position (promotion) and was asking me. What a dilemma! I finally responded that I needed some time to think about it. The vice president said that I could let him know in a few days, and by the way, he said, enjoy your vacation. Needless to say, I took the job. I returned to work and each day I found more and more people reporting to me. Working all day and studying at night, the next six months was a crash course in manufacturing, accounting, and management. I had three shifts of operators and manufacturing supervisors. I had process sustaining engineers and maintenance people. It was a chapter a day for a long time, learning 11

12 about labor laws, productivity, equipment uptime and downtime, production control, manufacturing cycle time, and a raft of other things I had never heard about in engineering school. But I am happy to say I was successful. It was a learning experience which greatly helped me later in my career, but it would have been a lot easier if I had some engineering management training. Unfortunately courses like that were just not available at the time. Many people believe positions in technical marketing or applications engineering are soft positions with respect to technical competence but in my forty-plus years of experience, I have found just the opposite to be true. Engineers in these roles act as the interface between the customer and development engineering. They must understand the full functionality, capability, and limitations of the products, including all of their idiosyncrasies. They must be able to communicate clearly between development engineering and the customers. In my experience, technical input from field applications engineers and technical marketing engineers initiated a great deal of the new product development ideas because these folks were closest to the customers and their problems. They were the most familiar with the product and its limitations. The development engineers were certainly the folks who needed the skills to implement these ideas as they were charged with developing products that performed well, were reliable, easy to use, affordable, and yes profitable. But great new product ideas come from many sources within a company and no single engineering group owns the franchise. Engineering schools have tried to train students for the transition into the business world through many different avenues. Co-op programs, for example, where students take a semester or a year s leave from school to work in a company certainly helps. I had several summer intern positions when I was attending college and while I did gain valuable experience working in an engineering company, I gained little insight into the management issues that one faces in the real world. Senior capstone projects are also valuable learning experiences, where students learn the value of teamwork and planning. Working on a project such as the Solar Decathlon is another great learning experience where both technical and management skills are required to successfully achieve a common goal. Graduate student internships seem to be better at exposing students to real-world issues. While students are not placed in engineering management positions per se they do 12

13 seemed to be placed at a higher level within the organization affording them some exposure to the everyday issues facing an engineering manager. The search for the best way to train engineers to maximize their potential goes on. A recent article in the IEEE Spectrum (May 2010, p24) describes a new leadership program at MIT made possible by a donation from Bernard M. Gordon, an MIT graduate and successful inventor. Gordon s complaint, shared by many industry professionals, is that engineering students hired from top colleges and universities are very smart and can solve difficult problems but don t have the perspective and street smarts needed to solve customer s problems, bring in a budget on schedule, and motivate others. I have personally heard similar comments from members of the School of Engineering s Industry Advisory Board at Santa Clara University. What has made things worse according to Joel Schindall, MIT professor of electrical engineering, is that new areas of physics and engineering such as quantum mechanics and nanotechnology, require the addition of faculty with stronger scientific backgrounds, rather than those who are, or have been, practicing engineers. That trend has drained the universities of role models. The new program at MIT will train engineering students in risk assessment, decision making, interpersonal relations, resourcefulness, and flexibility. The Engineering Management and Leadership Master s Degree Program at Santa Clara University enables those students who are looking to expand their career prospects the opportunity to develop their business and management skills in concert with advancing their technical skills. The degree prepares them to increase management responsibility as their career develops. Taught by practicing engineers from Silicon Valley, the program offers students the skills required to successfully apply their technical knowledge to management and leadership within their organizations. It provides a foundation for engineers who will aspire to lead the next generation of technical enterprises in Silicon Valley and around the world. Frank Barone Interim Chair Engineering Management and Leadership 13

14 The History of Engineering Management and Leadership at Santa Clara The Engineering Management degree is relatively new in the United States. Initiated more than 50 years ago by the University of Missouri-Rolla, it was designed to meet the needs of Air Force officers, combining leadership and management skills with the technical content necessary for their responsibilities. Santa Clara University s program was launched in Currently, more than 400 students are enrolled in the program at Santa Clara, and this last year, 50 master s degrees were awarded in Engineering Management and Leadership. In 1978, Bill Adams, an alumnus employed at the time by Food Machinery Corporation (FMC), suggested that engineers were not prepared to assume project manager assignments, and often floundered. He believed an MBA program tended to move potential managers away from engineering, and he suggested that we design a program to prepare technical managers. The Engineering Management and Leadership Program is the result of this suggestion. Since its inception the program has awarded more than 700 master s degrees to engineers from Silicon Valley and around the world. 14