contents in CIM technology in the Industrial Engineering
degree of Spain
Isabel M. Balderrama1, Dr. Guillermo Reyes2, Luis C. Rabelo, Ph.D.3
1 IQS, Ramon Llull University, Barcelona, Spain
2 IQS, Ramon Llull University, Barcelona, Spain, ( email@example.com )
3 IEMS, University of Central Florida, Orlando, USA
Nowadays thecurriculum contents design in Spanish universities considers only the didactic
vision of the faculty experts, and expects a successful output related with what they appreciate as
the employer’s needs. No assessment methodology has been performed to “listen” what employers
expect from graduates in the design of the studies of technological degrees.
The quick technological development, integrationand globalization are causing changes in
industrial companies. Companies need changes in their systems of internal/external activities
management, organization and architecture. These transformations are based on 3 axes:
Technological, Quality improvement and Human Resources. CIM (Computer Integrated
Manufacturing) has arisen to allow the needed technological transformations; the improvementof
the planning processes, programming, production control and automation. CIM helps to achieve a
more flexible and advanced management of enterprise resources.
Many manufacturing companies have implemented CIM as a way to improve their
competitiveness. This implementation implies the human resources training and education.
Graduated Spanish Industrial Engineers could be destined to developtheir activity on CIM plants,
and they should be able to demonstrate knowledge and abilities related with CIM. The staff
qualification demand in CIM industry should be completed, mainly, in universities and
professional training centres. The Curriculum design for engineers dealing with CIM should
consider customers needs (employers and students) and university vision.
The methodology describedhere is expected to guarantee a curriculum design taking into account
industry (employer) participation, besides university perception, so that the graduate has the
professional qualification expected by CIM Industry. It is intended to be the translator of demands
(industry, education) in curriculum contents suggested and prepared by faculty with didactic
criteria. It uses methodologies likeQFD (Quality Function Deployment) and Delphi, and use
complementary tools like Surveys, Affinity Diagrams, AHP (Analytical Hierarchy Process), etc.
Some results are presented after the study of real case: Curriculum Design for CIM Education in
Industrial Engineering Degree (Ramon Llull University –IQS, Barcelona), having considered
Keywords: Assessment methods, Curriculumdesign, CIM, QFD, Delphi.
The complexity of the manufacturing industry nowadays requires setting about its management and
organization around three main axes: technological development, quality improvement and the
organization of the human resources.
To allow the integration of the three axes, in the 80’s, CIM (Computer Integrated Manufacturing) arose.
CIM allows not only asignificant improvement of the planning, programming and control processes, but
also the stock up, manufacturing and quality activities. When applied, CIM helps to obtain new
manufacturing processes more advanced and flexible than traditional ones.
Every new technology requires training and education of human resources dealing with its
implementation. Due to the characteristics of the CIMtechnology, engineering programs dealing with
manufacturing are expected to perform this education and training activity. But not always universities
design their engineering programs considering outer demands. Effective tools and methodologies are
needed to help those who take the decision of matters and contents in an engineering curriculum. That is
the main objective of the research work presented...