Education and Research for the Future: Engineering as an Illustrative Case

Preface
Acknowledgements
Contents
About the Authors
1 An Overview
1.1 Introduction
1.2 Key Terms
1.3 Education as an Integral Component of the Progress of Homo sapiens
1.4 Scope of the Book
1.5 Approach Used
1.5.1 Engineering as an Illustrative Case
1.6 Objectives of the Book
1.7 Structure of the Book
Part I Knowledge and Skills
2 Knowledge
2.1 Introduction
2.2 Concepts and Definitions
2.3 Types and Classification of Knowledge
2.3.1 Types of Knowledge
2.3.2 Classification of Knowledge
2.4 Data, Information and Knowledge
2.4.1 DIKW Hierarchy (After Ackoff)
2.4.2 Five Levels of Knowledge (After Meherez et al.)
2.5 Knowledge and Truth
2.6 Knowledge Growth
2.7 Knowledge Communication and Acquisition
2.7.1 Knowledge Communication
2.7.2 Knowledge Acquisition
2.8 Knowledge Transfer
2.9 Knowledge Process and Management
2.9.1 Knowledge Processes
2.9.2 Knowledge Management
2.10 Knowledge Economy
References
3 Community and Society
3.1 Introduction
3.2 Concepts and Definitions
3.2.1 Community
3.2.2 Society
3.3 Evolution of Communities and Societies
3.3.1 Old World
3.3.2 New World
3.4 Civilisation
3.5 Modern Nations
3.6 Planning for the Future
4 Culture
4.1 Introduction
4.2 Concepts and Definitions
4.3 Evolution of Cultures
4.3.1 Different Time Periods
4.3.2 Evolution of Culture Within a Society
4.3.3 Diffusion of Cultures Between Societies
4.4 Some Key Components of Culture
4.4.1 Spoken Language
4.4.2 Writing Systems
4.4.3 Religion
4.5 The Cultural Landscape of Modern Nations
4.6 Organisation Cultures
References
5 Nature and Science
5.1 Introduction
5.2 Concepts and Definitions
5.2.1 Laws of Nature
5.3 Classification of Nature
5.3.1 Biological World
5.3.2 Physical World
5.4 Science
5.4.1 Concept and Definition
5.4.2 Classification
5.5 Scales of Nature
5.5.1 Length Scales
5.5.2 Time Scales
5.6 History of Science
5.6.1 Early Civilisations
5.6.2 Middle Ages
5.6.3 Age of Enlightenment
5.6.4 Seventeenth Century
5.6.5 Eighteenth Century
5.6.6 Nineteenth Century
5.6.7 Twentieth Century
5.6.8 Twenty-First Century
5.7 Scientific Method
6 Technology
6.1 Introduction
6.2 Concept and Definition
6.3 Role and Importance of Technology
6.4 Technology Life Cycle (TLC)
6.4.1 Product Life Cycle (PLC)
6.5 History of Technology
6.5.1 Stone Age
6.5.2 Metal Age
6.5.3 Early Civilisations
6.5.4 Middle Ages (5th to Fifteenth Century)
6.5.5 Renaissance (14th–17th Century)
6.5.6 First Industrial Revolution (1760–1830)
6.5.7 Second Industrial Revolution (1860–1914)
6.5.8 Third Industrial Revolution (1950–Present)
6.5.9 Twentieth Century
6.5.10 Twenty-First Century
6.6 Classification of Technologies
6.7 The Link Between Science and Technology
6.8 Invention, Creativity, Innovation and Entrepreneurship
6.8.1 Invention
6.8.2 Creativity
6.8.3 Innovation
6.8.4 Entrepreneurship
6.9 Intellectual Property and Patents
References
7 Engineering and Engineers
7.1 Introduction
7.2 Concepts and Definitions
7.2.1 Engineering
7.2.2 Engineers
7.3 Engineered Objects
7.4 Engineering Process
7.4.1 Existing Objects
7.4.2 New Objects to Be Built
7.5 Bigger Framework for Engineering Process
7.6 Traditional Engineering Disciplines
7.7 History of Engineering and Engineering Achievements
7.7.1 History of Engineering
7.7.2 Engineering Achievements
7.8 Technician and Technologist
7.8.1 Technician
7.8.2 Technologist
7.8.3 Preparation and Typical Tasks
7.9 Engineering Tasks and Titles for Engineers
7.9.1 Established Technologies
7.9.2 New Technologies
7.10 Engineering Professional
7.10.1 Professions and Professionals
7.10.2 Engineering Ethics
7.10.3 Engineering Professional Societies
7.10.4 Need for Continous Learning
7.11 Challenges for Engineering
7.11.1 Engineering and Social Responsibility
7.11.2 Economic, Social and Environmental Responsibility
Reference
8 Academic Disciplines
8.1 Introduction
8.2 Concepts and Definitions
8.3 Classification of Academic Disciplines
8.3.1 Classification Used in This Book
8.4 Brief Description of Disciplines
8.4.1 Disciplines in Physical Science
8.4.2 Disciplines in Biological Science
8.4.3 Linking Disciplines
8.4.4 Support Disciplines
8.4.5 Other Disciplines
8.5 Evolution of Engineering Academic Disciplines
8.5.1 Some of the Evolved Disciplines and Their Focus
8.6 Mathematics and Statistics
8.6.1 Mathematics
8.6.2 Statistics
8.7 Computing
8.7.1 Computational Mathematics
8.7.2 Computer Simulation
8.7.3 Computational Statistics
9 Problem Solving and Mathematical Modelling
9.1 Introduction
9.2 Problems
9.2.1 Definition
9.2.2 Problem Typology
9.3 Engineering Problems
9.3.1 Types of Engineering Problems
9.3.2 Engineering Problem Classification
9.4 Problem Solving
9.4.1 Approaches to Problem Solving
9.4.2 Problem-Solving Techniques
9.5 Models
9.5.1 Descriptive Model
9.5.2 Mathematical Model
9.5.3 Simulation Model
9.6 Mathematical Modelling Process
9.6.1 Model Complexity and Selection
9.6.2 Pitfalls in Modelling
References
10 Skills
10.1 Introduction
10.2 Concepts and Definitions
10.3 Classification
10.4 Elements of Skills
10.5 Thinking
10.5.1 Concepts and Definitions
10.5.2 Types of Thinking
10.6 Skills Needed by the Engineer
Reference
Part II Education
11 Nature of Education
11.1 Introduction
11.2 Concepts and Definitions
11.2.1 Concept
11.2.2 Definitions
11.3 Purpose and Goals of Education
11.3.1 Purpose of Education
11.3.2 Goals of Education
11.3.3 Education Versus Indoctrination
11.4 Classification of Education
11.4.1 General Versus Special Education
11.4.2 Formal Versus Informal Education
11.5 Stages of Formal Education
11.5.1 Stage I [ Pre-school]
11.5.2 Stage II [School]
11.5.3 Stage III [Technical College and University]
11.5.4 Stage IV [Rest of Life]
11.6 Modes of Formal Education
11.6.1 Training
11.6.2 Coaching
11.6.3 Lecturing
11.7 Key Elements of Formal Education
11.8 Education System
11.8.1 Need for Continuous Upgrade
11.9 Educators
11.9.1 Parents
11.9.2 School Teachers
11.9.3 Vocational Trainers
11.9.4 Lecturers and Other Educators at University
11.9.5 Media
11.10 Curriculum
11.10.1 Curriculum Development
11.11 Students
11.11.1 Learning
11.11.2 Intelligence
11.12 Educated Person
11.12.1 Characteristics of a Well-Educated Person
11.12.2 Skills that Make an Educated Person
11.13 Technology in Education
References
12 History of Education
12.1 Introduction
12.2 Pre-Settlement Period
12.3 Post-Settlement Period
12.4 Education in Early Civilisations
12.4.1 Old World Civilisations
12.4.2 New World Civilisations
12.5 Education in the Ancient and the Classical Periods
12.5.1 Asia
12.5.2 Europe
12.5.3 Middle East
12.6 Education in the Middle Ages
12.6.1 Asia
12.6.2 Europe
12.6.3 Middle East
12.7 Education in Africa, Americas and Australasia Prior to Colonisation
12.8 Education in the Seventeenth and Eighteenth Centuries
12.8.1 Asia
12.8.2 Europe
12.9 Education in the Nineteenth Century
12.9.1 USA
12.9.2 Asia
12.9.3 Europe
12.10 Education in the Twentieth Century
12.11 Concluding Remarks
13 Engineering Education and Its History
13.1 Introduction
13.2 History of Engineering Education
13.2.1 Levels of Engineering Education
13.3 Engineering Education in Period I
13.3.1 Pre-Settlement
13.3.2 Post Settlement
13.4 Engineering Education in Period II
13.5 Engineering Education in Period III
13.5.1 Education of Engineers
13.5.2 Five Major Shifts in Engineering Education Since WW II
13.6 Engineering Education Today
13.6.1 Engineering Education at School Level
13.6.2 Education of Technicians
13.6.3 Education of Technologists
13.6.4 Education of Engineers
13.6.5 Comparison of the Education of Technicians, Technologists and Engineers
13.7 Accreditation of Professional Engineers
13.8 Current Status of Engineering Education and Issues of Concern
13.8.1 School Level
13.8.2 University Level
References
14 Education for the Future
14.1 Introduction
14.2 Some Key Issues
14.2.1 Twenty-First Century Scenario
14.2.2 Workforce Needed
14.3 Focus of Education
14.3.1 Duration of Education Programme
14.3.2 Knowledge and Skills Needed for the Future
14.4 School Education
14.4.1 Standards for School Education
14.4.2 Primary School Education (years 1–6)
14.4.3 Junior High [Middle] School Education (years 7–10)
14.4.4 Senior High School Education (years 11–12)
14.4.5 Goals for Education in Science, Technology, Engineering and Mathematics [STEM]
14.5 Vocational Education
14.6 University Education
14.6.1 Linking Discipline Degrees
14.7 Education and Training of Educators
15 Undergraduate Engineering Education for the Future
15.1 Introduction
15.2 Key Issues, Challenges and Constraints
15.2.1 Key Issues
15.2.2 Challenges and Constraints
15.3 Proposed Undergraduate Engineering Programme Structure
15.3.1 Duration of Programme
15.3.2 Structure
15.3.3 Basic Foundation Courses
15.3.4 Compulsory Courses
15.3.5 Guided Elective Courses
15.4 BFC-1: Engineering, Engineers and Engineering Education
15.4.1 Course Content
15.4.2 Engineering
15.4.3 Engineers
15.4.4 Engineer Compared with Technologist and Technician
15.4.5 Known Problems to Be Solved in the Future
15.4.6 Engineering Education for Engineers of the Future
15.4.7 Course Delivery
15.4.8 Learning Outcomes
15.5 BFC-2: Engineering and Problem Solving
15.5.1 Course Content
15.5.2 Knowledge Needed for Solving Engineering Problems
15.5.3 Types of Thinking
15.5.4 Order-Of-Magnitude Calculations
15.5.5 Decision-Making
15.5.6 Course Delivery
15.5.7 Learning Outcomes
15.6 BFC-3: Engineering and Management
15.6.1 Course Objectives
15.6.2 Course Content
15.6.3 Project Evaluation and Project Management
15.6.4 Other Support Disciplines
15.6.5 Course Delivery
15.6.6 Learning Outcomes
15.7 BFC-4: Engineering in the World - Mini Project
15.7.1 Course Objective
15.7.2 Course Structure and Format
15.7.3 Learning Outcomes
15.8 BFC-5: Engineering in the World - Industry Related Project
15.8.1 Course Objective
15.8.2 Course Structure and Format
15.8.3 Learning Outcomes
15.9 Concluding Comments
References
16 Postgraduate Engineering Education for the Future
16.1 Introduction
16.2 Some Key Issues in Master’s Programmes
16.3 Duration, Structure and Delivery of Master’s Programmes
16.3.1 Duration
16.3.2 Structure
16.3.3 Alternative Modes of Delivery
16.4 Master of Engineering and Technology Management [METM]
16.4.1 Motivation for the Programme
16.4.2 Structure of METM Programme
16.4.3 Basic Foundation Courses
16.4.4 Compulsory Courses
16.4.5 Elective Courses
16.5 Master of Engineering Reliability and Maintenance [MERM]
16.5.1 Motivation for the Programme
16.5.2 Structure of MERM Programme
16.5.3 Basic Foundation Courses
16.5.4 Elective Courses
16.6 Master of New Product Development [MNPD]
16.6.1 Motivation for the Programme
16.6.2 Structure and Content of MNPD Programme
16.6.3 Basic Foundation Courses
16.6.4 Elective Courses
16.7 Short Courses On Product Warranty
16.7.1 Motivation for the Short Courses
16.7.2 Mode of Delivery
16.7.3 Warranty for Engineered Objects
16.7.4 Outlines of Warranty Related Short Courses
References
Part III Research
17 Nature of Research
17.1 Introduction
17.2 Concept and Definitions
17.2.1 Concept
17.2.2 Definition of Research
17.3 Types of Research
17.3.1 Basic, Applied and Developmental Research
17.3.2 Fission versus Fusion Research
17.3.3 Qualitative and Quantitative Research
17.3.4 Other Types of Research
17.4 Common Features of Research
17.4.1 Process
17.4.2 Objective
17.4.3 Methodology
17.4.4 Method
17.4.5 Logic
17.5 Scientific Research
17.5.1 Observation
17.5.2 Hypothesis
17.5.3 Experiment
17.5.4 Data
17.5.5 Data Analysis
17.5.6 Validation
17.5.7 Theory
17.6 Recording Research
18 Research Education
18.1 Introduction
18.2 Research Student
18.2.1 Skills Needed for Good Research
18.2.2 Research Ethics
18.3 Supervisor/Advisor
18.4 Master’s Programme in Research
18.4.1 Structured Approach to Training Researchers
18.4.2 Basic Foundation Courses
18.4.3 Discipline Specific Courses
18.4.4 Elective Courses
18.4.5 Minor Research Project
18.5 Doctoral Programme in Research
18.5.1 Structured Approach
18.6 Research Culture of University
18.7 Intellectual Property and Patents
19 Communicating Research Outcomes
19.1 Introduction
19.2 Key Issues
19.3 A Structured Approach
19.4 Thesis
19.4.1 Thesis Components
19.4.2 Other Issues
19.5 Reports
19.6 Journal Paper
19.6.1 Technical Paper
19.6.2 Review Paper
19.7 Conference Paper
19.7.1 Presenting Conference Paper
19.8 Seminar Presentation
19.9 Writing Research Proposals
20 Engineering Research
20.1 Introduction
20.2 What is Engineering Research?
20.2.1 Types of Engineering Problems
20.3 Types of Engineering Research
20.3.1 Basic Engineering Research
20.3.2 Applied Engineering Research
20.3.3 Developmental Engineering Research
20.3.4 Research and Development
20.4 Resourcing Engineering Research
20.5 Two Approaches to Engineering Research
20.5.1 Data Driven Approach
20.5.2 Hypothesis Driven Approach
20.6 Technology Innovation
20.6.1 Incremental Innovation
20.6.2 Radical Innovation
20.7 Engineering Research for New Product Development
20.8 Case Studies
20.8.1 Oil Seal
20.8.2 Digital Sound Recording
20.9 An Integrated Approach to Engineering Research
References
Part IV Quality of Education and Research
21 Education and Quality
21.1 Introduction
21.2 Quality: A Brief Overview
21.2.1 Definition
21.2.2 Two Notions of Quality
21.2.3 Key Concepts in Quality
21.2.4 Historical Perspective
21.2.5 Quality in the Manufacturing Sector
21.2.6 Quality in the Service Sector
21.3 Quality Concepts in Education
21.3.1 Definitions
21.3.2 Assessment and Evaluation of Education Quality
21.4 Quality Analysis of Education
21.4.1 Input
21.4.2 Process
21.4.3 Output
21.5 Quality Analysis of Primary and Secondary Schools
21.5.1 Limitations
21.5.2 Methodology
21.5.3 International Comparisons
21.6 Quality Analysis of University Education
21.6.1 Student Based Quality Evaluation and Assessment
21.6.2 Profession Based Quality Evaluation and Assessment
21.6.3 International Recognition
References
22 Research and Quality
22.1 Introduction
22.2 Systems Approach to Research and Quality
22.2.1 Two Key Elements
22.2.2 Stakeholders and Actors
22.3 Quality of Research Project
22.3.1 Quality of Research Proposal
22.3.2 Quality of Research Output
22.4 Research Impact
22.4.1 Definitions
22.4.2 Types of Research Impact
22.4.3 Importance of Research Impact
22.4.4 Achieving Research Impact
22.4.5 Measuring Research Impact
22.5 Quality of Researcher
22.5.1 Qualitative Metrics
22.5.2 Quantitative Metrics
22.5.3 Other Metrics
22.6 Quality of Journals
22.6.1 Criteria to Determine the Quality of a Research Journal
22.6.2 Quantitative Measures
22.7 Quality of Higher Education—Ranking of Universities
22.7.1 The Times Higher Education Ranking
22.8 Implications for Future Research and Researchers
22.8.1 Negative Impact of Research Quality Metrics
References
Part V Closure
23 The Changes Needed
23.1 Introduction
23.2 Reflections and Recommendations
23.2.1 Context
23.2.2 Knowledge and Skills
23.2.3 Education
23.2.4 Research
23.2.5 Education and Quality
23.2.6 Research and Quality
23.2.7 Engineering Education and Research
23.2.8 Challenges
23.3 Concluding Comments
Index