World Academ of Science, and Technolo International Journal of Social, Behavioral, Educational, Economic, Business and Vol:8, No:10, 2014 From Traditional to : A Case Stud in Curriculum Hani Shafeek, Mohammed Aman, Muhammad Marsudi International Science Index, Economics and Manaement Vol:8, No:10, 2014 waset.or/publication/1000003 Abstract industrial enineerin is concerned with impartin emploable skills to improve the productivit for current situation of products and services. The purpose of this case stud is to present the results of an initial research stud conducted to identif the desired professional characteristics of an industrial enineer with an underraduate deree and the emerin topic areas that should be incorporated into the curriculum to prepare industrial enineerin (IE) raduates for the future workforce. Conclusions and recommendations for applied industrial enineerin sllabus have been athered and reported below. A two-proned approach was taken which included a method of benchmarkin b comparin the applied industrial enineerin curricula of various universities and an industr surve to identif job market requirements. This methodolo produced an analsis of the chanin nature of industrial enineerin from learnin to practical education. A curriculum stud for enineerin is a relativel unexplored area of research in the Middle East, much less for applied industrial enineerin. This work is an effort to bride the ap between theoretical stud in the classroom and the real world work applications in the industrial and service sectors. Kewords industrial enineerin, Facult of, Curriculum, Sllabus. A I. INTRODUCTION PPLIED has a larer scale and scope of continuous improvement as compared to other areas of enineerin. Resistance to chane from both students and staff members warrants a new method for improvement that is also useful for the industr. This paper is an attempt to initiate discussion to address the followin questions: How can multi- and trans-disciplinar teachin and research coexist in a meaninful wa in toda's universit structures? Does education relevant to sustainable development require its own protected incubatin environment to survive, or will it otherwise be obbled up and marinalized b attemptin to instill it throuhout the traditional curriculum? What roles can overnments have in acceleratin the needed chanes? How can it be made safe for couraeous students to take educational paths different from traditional tracks, even if technical options do exist? What can one learn from Hani Shafeek is with Department of, Facult of, Kin Abdulaziz Universit, Rabih, Saudi Arabia(HOD 2012-2013) and with the Suez Canal Universit, Collee of Education, Ept (e-mail: hanishafeek@ahoo.com). Mohammed Aman is with Department of, Facult of, Kin Abdulaziz Universit, Rabih, Saudi Arabia.(e-mail: maman1@kau.edu.sa). Muhammad Marsudi was with Department of, Facult of, Kin Abdulaziz Universit, Rabih, Saudi Arabia.(email: muhmarsudi@mail.com). comparative analsis of the curricula of universities in different nations and environments? This work analses the chanin trend and shift from traditional industrial enineerin education to applied enineerin. education should be focused on how to prepare enineers with stron applied silks such as leadership, team work, analtical skills, creativit, communication skills and professionalism. The followin is a brief discussion of the previous studies related to the critical factors needed for applied enineerin education. II. PROBLEM DEFINITION Continuous improvement in human factors is the most important element to productivit. As a result of competition between local enineers and others leads to the identification of the most important skills required. The demand for industrial enineers to meet the needs of the market has recentl surfaced and hence this stud has focused on identifin the actual need of those skills. B examinin the industr and enineerin curriculums for the underraduate proram, to identif the desired professional characteristics of an industrial enineer as well as determinin job market requirements, adjunct in reducin the lack of skills, helps bride the ap between theoretical stud in the classroom and the real-world work. Furthermore, objectives, content, evaluation methodolo and implementation are studied. III. RELATED WORK A. Teachin Qualit Monitorin Monitorin the qualit of instruction was studied in enineerin perspective aspects to the curriculum process such as polic, analsis, objectives, content, evaluation methodolo and implementation reviewed. Therefore, the need for transformation in curriculum for all the enineerin educational and hiher-education levels became necessar [1]. The effect of achievement in ISO certified enineerin collees in applied total qualit manaement are studied [2]. B. Trainin & Development Examinin the requirement and value of trainin new enineerin raduates, the current trend in enineerin education in Nieria has created a disparit between the qualit of trainin received b the raduates vis-à-vis the emploers expectations in the business and industries in the countr despite its enormous resources. In order to ensure the rapid reproduction of skills and functions of enineerin activities b students, the are included in the "habitat," and the participate in the implementation of real projects [3]. 338
World Academ of Science, and Technolo International Journal of Social, Behavioral, Educational, Economic, Business and Vol:8, No:10, 2014 International Science Index, Economics and Manaement Vol:8, No:10, 2014 waset.or/publication/1000003 C. The Technical Skills The processin techniques of trainin throuh partnerships with industr are introduced for increasin for benefits for both universit and industr [4]. The emploment of enineerin raduates and trainin them to the level of master's deree discussed as an adjunct in reducin the lack of skills [5]. D. Case Studies and Projects Researchin the utilit of havin enineerin students work on case studies, and real life projects a number of initiatives in civil enineerin underraduate prorams investiated at the National Universit of Ireland, Galwa (NUIG) that allows students to complete enineerin projects for the communit, enablin them to learn b doin []. E. Ethics Studin the issue of ethics in enineerin, to ascertain the enaement and response of students to the teachin of enineerin ethics incorporatin a macro ethical framework whereb sustainabilit is viewed as context to professional practice []. F. Stakeholders A comparative assessment between internal and external customers of the educational sstem, the internal customer bein the facult and the administrative staff, and the external customers bein students and the industr was empiricall tested and investiated [8]. Such an emphasis on customers of the educational sstem would assure a customer-centric desin of the educational sstem. The work helped identif the qualit components, which would help desin qualit for institutes of hiher education. G. Sustainable Development The process of cultural chanin and philosophies for applied enineerin studied [9]. H. Entrepreneurship Education The polic backround and extant literature pertainin to the contribution of entrepreneurship education for raduates and emploers was investiated [10]. The recent curriculum reform at UC Berkele s Haas School of Business and the process followed to achieve it, and lessons learned were described in detail [11]. The philosoph and development of Olin Collee and the Olin Collee Librar, and then to address its evolvin material's collection were discussed [12]. Thomson a, P. et al. [13] explored the notion that knowlede is an important resource for vernacular educational reform. The impact of facult makeup and industrial needs in curriculum desin was studied [14]. The concept of assinin relevant industrial enineerin courses to closest possible periods for curriculum balancin was developed [15]. It is evident from past studies that there a shortae of research on the continuous improvement of practical enineerin. The stud showed the impact of the various factors on applied enineerin and continuous improvement. IV. METHODOLOGY The status of industrial enineerin education in the concluded that the primar emphasis of IE proram on scientific fundamentals has led to a weak link to enineerin practice. enineerin education must be transformed to embrace both fundamentals and practice traditional procedural knowlede as well as problem-solvin skills of applied industrial enineerin. There are two methods used for this stud: A. Literature surve and comparison of the curriculum of applied industrial enineerin curriculum are at twelve universities both local and lobal. B. Analsis of the market surve for applied industrial enineerin curricula. A. Literature Surve and Comparison of Curriculum Comparison of curriculums was made amon twelve (12) selected universities from the Kindom of Saudi Arabia, U.S.A, Canada, South Africa, Oman and UAE as shown in Table II. The namin of the underraduate proram in slihtl varies amon the universities. Specificall, the most popular name is B.Sc. as used b Universit of Stellenbosch, Indiana State Universit and Stark State Collee. Other variations of proram names include B.Sc. in Sstems Technolo (AB Tech) and Bachelor of Science in Technolo and Manaement (Macomb, FSU). Despite the sliht differences, all of them fall within the same scope of applied industrial enineerin. V. RESULT AND DISCUSSION An analsis of the data from the comparison of various universities as shown in Fi. 1 offerin applied industrial enineerin prorams, it is observed that practical courses like Simulation, Qualit, CAD/CAM as well as Summer Trainin and Internship are offered b most universities. At the other end of the spectrum, we notice desin of Experiments, Strateic Manaement in Industr, DFMA, etc. fare poorl in the comparison despite bein core IE subjects due to their theoretical approach as well as bein courses preferred for raduate level prorams. A. Specific Comparison of the IE Prorams is the application of industrial enineerin in specific industries. In order to achieve this, industrial enineers appl their abilit to specialize in specific industries like primar and secondar manufacturin, technolo, finance and services. The coursework of the twelve selected applied universities was compared, and the followin core IE courses were found to be critical in ever applied curriculum: (i) Computer Prorammin for Enineers: Computin skills and abilit to use computers for problem solvin is critical for practicin industrial enineers. All the IE prorams, excludin HCT Oman and UAE, include a computer prorammin course spannin from basic 339
World Academ of Science, and Technolo International Journal of Social, Behavioral, Educational, Economic, Business and Vol:8, No:10, 2014 computer skills, structure computer prorammin, database sstems (industrial information sstems). KAU proram ave heav emphasis on computer applications in IE. (ii) Project Manaement: Most of the compared universities have a course in Project Manaement except for ISU, HCT, KFUPM and UT. International Science Index, Economics and Manaement Vol:8, No:10, 2014 waset.or/publication/1000003 TABLE I IE COURSE MODIFICATIONS No. New courses added Old courses removed Courses Combined, Replaced or chaned 1 CHEN 210 - Materials Science & MATH 205 - Ordinar Differential Equations EEN 201 - Comp Prorammin MATLAB is replaced b EEN 10 - Computer Prorammin. 2 EEN 100 - Electrical Circuits I MATH 241 - Linear Alebra IEN 25 - Manaement (2 to 3 credits) IEN 322 - Computer Prorammin for Enineers (name chane) 3 EEN 332 - Numerical Methods in IEN 321 - Fundamentals of Computers 4 IEN 31 - Manufacturin Processes I IEN 351 - Manaement IEN 323 - Sstems Analsis & Desin (code chane) 5 IEN 32 - Manufacturin Processes II IEN 395 - IE Seminar IEN 331 - Probabilit & Statistics (combined 331 + 332) IEN 33 - Manufacturin Sstems Desin IEN 423 - Computer-Aided Manufacturin MEN 3 - Thermo-Fluids IEN 443 - Environmental 8 IEN 393 - Internship IEN 455 - Material Handlin & Packain 9 IEN 455 - Global Loistics Manaement IEN 491 - Practice 10 IEN 41 - CAD/CAM 11 IEN 42 CIM 12 IEN 43 - Desin for Manufacturin and Assembl 13 IEN 44 - Metrolo and Measurements 14 XXX xxx [2 free courses from outside the facult] (iii) CAD/CAM: Computer-Aided Desin and Computer- Aided Manufacturin are an important hands-on course for applied industrial enineerin. All universities included CAD/CAM in their curriculum except FSU, HCT (UAE), KAU-Jeddah, KFUPM and UT. (iv) Qualit Control: Except for Cuahoa, HCT (UAE) and AB Tech, all other universities offer a Qualit Control course in their curriculum albeit b slihtl different names. (v) Safet : Few universities have not included Safet in their required coursework makin it an important course for applied industrial enineerin. (vi) Production Plannin and Control: All the compared universities have a course in Production Plannin and Control except Cuahoa, AB Tech, Stark State and HCT (UAE). (vii) Senior Project: With the focus on practical application and case studies to transfer theoretical knowlede into practical skills, most applied prorams require a Senior Project to be completed before raduation. This could be a sinle course or a two-part project with a proposal and research phase followed b the implementation phase in concurrent semesters. Discussion on field stud is presented with respect to the surve methodolo and the surve findins. IEN 390 - Summer Trainin (2 credits counted towards GPA) IEN 481 - Intro to Entrepreneurship (2 credits). Pre-requisite IER 25 1. Methodolo of Surve An industr surve was conducted b IE staff members durin the summer trainin proram in 2012, and responses were received from ten companies from various industrial sectors in Saudi Arabia. The surve questionnaire receivin 1 responses from the 29 companies surveed, the results have hih value because all the respondents were manaers, directors or supervisors of their respective companies. 2. Surve Findins The data obtained was statisticall analzed usin SPSS software and also usin a two-tailed analsis, and the results were corroborated to ive us deep insiht into the relative importance of various courses to be included in the applied industrial enineerin curriculum. Both methods are described below followed b a conclusion of the results of the findins. The industr surve responses were statisticall analzed b ivin weihts to the responses as follows: 5 Extremel Important 4 Ver Important 3 Important 2 Somewhat Important 1 Not Important 3380
World Academ of Science, and Technolo International Journal of Social, Behavioral, Educational, Economic, Business and Vol:8, No:10, 2014 International Science Index, Economics and Manaement Vol:8, No:10, 2014 waset.or/publication/1000003 Summer 11 Trainin Probabilit and Desin of Experiments 12 10 Stochastic Sstems 10 StatisticsInternship Computer Prorammin for Strateic Manaement in Industr 10 10 Enineers Desin for Manufacture and Qualit Control Assembl 8 9 Metrolo and Senior Project Measurements 9 4 4 Facilities Plannin 4 Sstem Simulation 5 4 2 9 Operations Research 5 Production Plannin & Control 8 2 Econom Information Sstems Computer Interated Manufacturin Introduction to Entrepreneurship Human Factors B. Field Surve to Identif Job Market Requirements From a statistical analsis of the surve responses as shown in Fi. 2 the followin courses were found to have mean frequenc of response below.4 (standard deviation 4.5) and hence fell to the lower end of the spectrum of decreasin importance. Work Phsiolo Interation of Techniques Optimization: Theor and Alorithms Ecolo Collaborative Principles and Practice Information Sstems Value and Decision Theor Invention and Technolo Development Work Stud Safet Suppl Chain Manaement 0 Maintenance & Replacement Policies Fi. 1 Results of Universit Comparison for IE 8 8 8 CAD/CAM Environmental Sstems Analsis and Desin Project Manaement Manufacturin Processes Manaement Automation and Control Operations Manaement Loistics Project Manaement Financial Economic Analsis of Projects Cost Analsis Construction Accountin & Finance Cost Analsis 3381
World Academ of Science, and Technolo International Journal of Social, Behavioral, Educational, Economic, Business and Vol:8, No:10, 2014 International Science Index, Economics and Manaement Vol:8, No:10, 2014 waset.or/publication/1000003 Courses havin a mean frequenc of response above were considered to be on the top end of the spectrum and hihl preferred b prospective emploers as skills that an applied industrial enineerin raduate must acquire before joinin the workforce. These are the cores applied industrial enineerin courses and even thouh some of them ma still be inherentl theor-heav, their practical applications have hih-potential importance from the perspective of the workplace. Sstems Analsis and Desin (Fi. 3) Manufacturin Processes Safet Production Plannin and Control Control and Automation Problem-Solvin Skills Human Factors & Eronomics Desin of Experiments Maintenance Operations Manaement Manaement Risk Analsis Material Handlin Sstems The analsiss left us with a middle roup of Important courses that reinforced their notion as bein tpical IE courses like CAD/CAM, Suppl-Chain Manaement, Inventor Sstems, etc. Two-Tailed Analsis Next, a tailed comparison was done to understand the surve responses at the extreme ends of the spectrum for the Fi. 2 Course Gradin b Weihted Analsis of Surve Responses courses that were stronl recommended and those that were not considered important for applied industrial enineerin curriculum. From an analsis of the courses that received the hihest votes for Extremel Important, we find that Sstems Analsis & Desin tops the list. 0% of respondents ave it the hihest rankin in terms of importance for applied industrial enineerin. Hence we see that the industr considers practical courses like Problem-Solvin Skills, Safet and Maintenance as critical for inclusion in the applied industrial enineerin curriculum. 10% 20% 0% Somewhat Important Not Important Fi. 3 Sstems Analsis and Desin Extremel Important Ver Important Important Alternatel, on the opposite end of the spectrum, we have courses that received Not Important tas. Construction Accountin & Finance and Financial courses 3382
World Academ of Science, and Technolo International Journal of Social, Behavioral, Educational, Economic, Business and Vol:8, No:10, 2014 International Science Index, Economics and Manaement Vol:8, No:10, 2014 waset.or/publication/1000003 were not considered important b man respondents because Cost Analsis and Econom were more suited from an applied enineerin standpoint. Courses like Thermodnamics which 30% of respondents marked as Not Important are academicall important to maintain compatibilit with the FE exam requirements. Computer Prorammin also made it to the list with 30% Not Important votes but what the surve respondents failed to realize was that the Computer Prorammin sllabus for applied industrial enineerin would not just include pure prorammin lanuaes and codin but would focus on computer applications in the industr. To conclude, the market surve of various industries both usin statistical software as well as two-tailed analsis ives us a ood understandin of the requirements of the industr for their enineer workforce. C. Correlation between Universit Comparison and Market Surve The results of universit comparison and the market surve for applied enineerin curriculum were correlated as shown in Fi. 4. From the correlation diaram, it is observed that there is positive correlation between the results of the universit comparison and the industr surve. The course rankin decreases from riht to left and from top to bottom. Most of the courses fall in Quadrant I confirmin their importance usin both methodoloies. Courses in Quadrant IV - namel desin of Experiments, Stochastic Sstems, Desin for Manufacture & Assembl, Facilities Plannin and Metrolo & Measurements - indicate their relativel hih rankin on the surve but few universities offered them as part of their applied industrial enineerin prorams. These courses are mostl offered b raduate prorams in industrial enineerin. Summer's trainin has the hihest rankin both in terms of universit comparison as well as industr surve. This indicates the importance of trainin in various forms in an applied enineerin curriculum. Co-operative education is a sstem which interates classroom stud with paid on-the-job work experience. Entr into the co-operative education mode is the student's choice and is subject to an academic requirement. Students enrolled in the co-operative education option alternate periods of paid emploment with collee stud. These periods are four months (one work term). Cooperative education sstem includes summer s trainin, trainin durin the stud, trainin leads to appointment, field visit and trainin paid the salar. Co-op prorams are offered in accordance with the followin criteria: Each work situation is developed and/or approved b the Collee as a suitable learnin experience; The student is enaed in productive work rather than merel observin; The student receives remuneration for work performed; The student's proress on the job is monitored b the collee of. The student's performance on the job is monitored and evaluated b both the emploer and the collee of. The total co-operative work experience is normall 30 to 50% of the time spent in the academic stud. Surve Responses 50 45 40 35 30 25 20 15 10 5 0 0 1 2 3 4 5 8 9 10 11 12 No. of universities offerin each course Fi. 4 Correlation between Universit Comparison and Market Surve The summer trainin proram is similar to the cooperative proram in its objectives except that it lasts weeks. The student is required to follow the work rules and uidelines as an reular emploee, and submit to the academic department a final report. The emploer should assin a supervisor to the student to uide and help him achieve the trainin objectives, and submit one evaluation report about the student s performance. From the comparison of universities, almost all universities include some form of trainin in their applied curriculum. A listin of the trainin tpes is listed below. D. The Proposed Curriculum Introducin as an elective specialization in conjunction with the traditional curriculum alread in place led to the followin modifications in the department curriculum. General Education (Lanuae, Social Science): No chane in offerin Enlish Lanuae and Technical Writin courses as part of the applied curriculum as lanuae is one of the foundations of technical education. Mathematics and Basic Sciences: One Mathematics course, Ordinar Differential Equations, was replaced b a course in Numerical Methods in to be offered b the Department of Electrical. Computer Science: With the increased familiarit of students with computers and their exposure to latest technoloies, the Fundamentals of Computer's course was removed and replaced with a comprehensive course Computer 3383
World Academ of Science, and Technolo International Journal of Social, Behavioral, Educational, Economic, Business and Vol:8, No:10, 2014 International Science Index, Economics and Manaement Vol:8, No:10, 2014 waset.or/publication/1000003 Prorammin for Enineers who combines the previous Computer Applications for IE, I & II. More focus is on applin computer tools and software for desin and manufacturin with the eneral Computer-Aided Manufacturin Sstems course bein replaced b multiple specialized courses like CAD/CAM and CIM. Sciences: New courses were added to the curriculum with focus on application of concepts such as Basic Electrical (Electrical Circuits), Materials Science&, Manufacturin Processes I & II, Thermo-Fluids, and Metrolo & Measurements. Statistics I & II were combined into a sinle course Probabilit & Statistics. Desin: New courses for application in manufacturin include Manufacturin Sstems Desin and Desin for Manufacturin and Assembl. Manaement: The standard Manaement course offered b the IE curriculum was increased from 2 to 3 credits while the Manaement course was deleted. Specialized IE courses: Besides the core IE courses like Production Plannin and Control, Work Stud / Eronomic, Econom, Operations Research, Qualit Control, more focus was iven to application and practice b introducin a new Internship course requirin students to intern full-time for a semester. The reular Summer Trainin had its credits increased from 0 to 2 hence havin the rade now count towards the GPA. With the emphasis on inculcatin entrepreneurial sills into students, the Introduction to Entrepreneurship course was increased from 1 to 2 credit hours. A new course in Global Loistics Manaement was also added to the Operations Manaement elective roup. For the applied enineerin roup as well as the other areas of concentration, a comprehensive laborator list was prepared includin lab laouts, equipment, furniture and connections alon with the list of experiments, etc. The industrial enineerin labs include Sstem Analsis & Simulation, Qualit, Human Factors, Work Stud & Eronomics, CAD/CAM, Information Sstems & OR Active Learnin Lab, Research Lab, and Computer Lab for Students. Based on the above analsis, the followin IE Course Modifications, as shown in Table I, have been made. VI. CONCLUSION AND RECOMMENDATION enineerin education still needs improvements compared to other fields of education such as law and medicine. It requires increased attention b universities and industr to support lon-term applied enineerin prorams necessar to build the knowlede-base ke to addressin industries needs. To conduct this stud, we have chosen a strate of road mappin, beinnin with traditional industrial enineerin education and have identified wh industrial enineerin education should move awa from the current dominance of classroom-based education to more active learnin approaches that enae problem-solvin skills and teamwork buildin. The industrial enineerin curriculum at most universities was quite different in desin and practical skills. As a result, most underraduate industrial enineerin prorams toda are, in realit, prorams in applied science, althouh the pa sufficient lip service to desin, technical writin, active learnin and professional ethics. The stud concluded that there is positive correlation between the results of the universit comparison and the industr surve for the courses that must be offered b underraduate prorams in applied industrial enineerin. Proposed curriculum for the Department of at KAU, Rabih, consists of three areas of concentration - manufacturin sstems enineerin, industrial operation manaement and applied industrial enineerin, as shown in Fi. 5. Course modifications consisted of 13 courses added, eiht courses removed and six courses combined or chaned. New 4 laboratories added as shown in Table II. The paper reflects experiences in case stud form of one department and onl local companies, drawin on established applied enineerin principles. Based on the findins it is suested that industrial enineerin departments of other universities should enhance and expand industrial enineerin education b focusin on applied enineerin concepts, thus developin the potenc of raduates to meet market requirements in developin economies. 3384
World Academ of Science, and Technolo International Journal of Social, Behavioral, Educational, Economic, Business and Vol:8, No:10, 2014 Elective Flowchart Area of Concentration A Area of Concentration B Area of Concentration C Manufacturin Sstems Operations Manaement International Science Index, Economics and Manaement Vol:8, No:10, 2014 waset.or/publication/1000003 SELECT 4 COURSES: 1. Automation and Control 2. Manufacturin Processes II 3. CAD/CAM 4. Computer Interated Manufacturin 5. Desin for Manufacturin and Assembl. Metrolo. Cost Analsis SELECT 4 COURSES: 1. Operations Research II 2. Stochastic Sstems 3. Project Manaement 4. Strateic Manaement 5. Operations Manaement. Global Loistics Manaement. Suppl Chain Manaement 8. Marketin Manaement and Research 9. Feasibilit Studies A. Suestions The followin is a list of suestions to the Department of, Facult of, Kin Abdulaziz Universit, Rabih: i. IE department must take advantae of the flexibilit in the current accreditation criteria in theor, at least, if not alwas in practice in developin an innovative curriculum. ii. IE Students should be introduced to the essence of enineerin earl in their underraduate careers. iii. IE departments must teach students how to be lifelon learners. After four-ear stud, students should accept the responsibilit of workin with local communit, should be considered as a pre-enineer or enineer in trainin. iv. IE students must depend on summer emploment, cooperative education, and earl emploment to provide their first exposure to enineerin practice and trainin. SELECT 4 COURSES: 1. Reliabilit 2. Maintenance 3. Safet 4. Data Sstems 5. Cost Analsis. Metrolo. Manufacturin Processes II 9. Internship 10. Special Topics in IE Fi. 5 Proposed curriculum for Department B. Future Work To improve applied industrial enineerin education, the followin proposals have been put forward: i. Collaboration between industr and universities to establish raduate professional industrial enineerin departments that would offer practice-based derees. ii. All stakeholders should commit the resources and leadership necessar to enable participation in restructurin of industrial enineerin curriculum to achieve the benefits of applied enineerin. More efforts must be taken to improve IE enineerin education b movin in the riht direction with stress on learnin outcomes rather than simpl on resource input. 3385
World Academ of Science, and Technolo International Journal of Social, Behavioral, Educational, Economic, Business and Vol:8, No:10, 2014 International Science Index, Economics and Manaement Vol:8, No:10, 2014 waset.or/publication/1000003 Universit/ Institute. Location Facult/ Department Proram Computer Prorammin for Enineers Work Stud& Eronomics Human Factors Sstem Simulation Manufacturin Processes Indiana State Universit Indiana USA En & Tech Mmt Bachelor s in En Tech Macomb Communit Collee, Ferris State Michian USA Tech & Mmt Bachelor of Science in Ind Tech and Mmt TABLE II COMPARISON OF APPLIED INDUSTRIAL ENGINEERING CURRICULUMS (SELECTED COURSES) Cuahoa Communit Collee Ohio USA Tech (Mf Tech) Science Deree in Ind Tech Hiher Collee of Technolo Muscat Oman Departmen t Bachelors in Mechanica l Hiher Collee of Technolo Abu Dhabi UAE Mechanica l Bachelor of Science in Mech En Tech Stark State Collee Ohio USA, and Emerin Technoloie s Bachelors in Technolo AB Tech Communit Collee North Carolina USA and Technolo Bachelors in Sstems Technolo Eastern Illinois Universit Illinois USA School of Technolo Bachelors in En & Tech Kin Abdulaziz Universit Jeddah KSA BSc. KFUPM Dhahran KSA Collee of En Sciences & En BSc. & Sstems Universit of Toronto Toronto Canada Dept. of (Sstem) En BSc. (Sstem) En Universit of Stellenbosc h Stellenbosc h South Africa Bachelors in CAD/CAM Qualit Control Safet Production Plannin & Control Summer Trainin Internship Senior Project I & II Sstems Analsis and Desin Introduction to Entrepreneurshi p Operations Manaement Suppl Chain Manaement 338
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