Standardisation in academic education - Results of an inquiry -

Transkript

1 Standardisation in academic education - Results of an inquiry - IPROD Conference Nobert Burkardt, Sandra Drechsler IPEK

2 Agenda Objectives Demand situation of the economy Current situation at universities Demand situation young professionals Summary

3 Objectives Development of recommendations for the integration of the theme complex standardisation into academic education by comparing requirements of the economy and the actual situation at universities Demand situation of the economy regarding standardisation competencies of young professionals Determination of the current situation in teaching at German universities Recommendations for action to improve alignment of teaching contents according to the demand situation of the economy

4 Overview stakeholder Standardisation in academic education Economy Experts Universities Professors Young Professionals Students N&S TÜV DIN Dekra Providers of training DIN Standardisation organisations

5 Expert survey - branches Conducting expert interviews concerning the requirements on young professionals within the field of standardisation Survey of 28 companies from various commercial sectors

6 Future competence demands Ein Absolvent soll wissen: Was ist eine Norm? Was ist ein Patent? Was ist ein Gesetz?. Wie hängen sie zusammen? Wie unterscheiden sie sich?..wie entsteht eine Norm im Unternehmen? Wie entsteht eine Norm beim DIN, bei ISO? Was gibt es für nationale und internationale Strukturen?.. Die sollten mal eine gelesen haben und überlegt haben: Was bedeutet das? Ich finde es wichtig das man eine gewisse Grundkenntnis hat wieso Normen entstehen, allgemeines wissen, aber es ist nicht unbedingt wichtig dass man die Details weiß Die Normen auch interpretieren können für ihre Entwicklungsaufgaben. Was hat das für Konsequenzen, wenn ich jetzt Normen einhalten muss. Denn nur so kann die Entwicklung, die bei uns die Mitarbeiter machen, normkonform sein Sollten wenigstens beispielhaft fünf, sechs Normen, z.b. drei Produktnormen, zwei Managementsystemnormen kennen gelernt haben, um zu wissen, wie so ein Dokument aussieht, was da drin stehen kann und welchen Zweck es erfüllt Wenn ich von Norm spreche, wovon spreche ich denn da? Was kann ich von einer Norm erwarten? Wozu brauche ich die Norm? Das sollte der Absolvent schon wissen.

7 Future competence demands significance, purpose, potential of standard application Knowing individual standards exemplarilyy To be able to read and understand standards Standard development(national, international) Technical english Trends in standardisation certification To be able to assess the relevance of standards Existence of standards What is a standard/ what is standardisation? Standardisation history Standard Research Difference between formal standards, informal standards, guidelines and laws Design of standard documents Excellent professional education Company standard development Estimate consequences of standard usage

8 Results needs assessment - overview Identification of 15 required competencies To know the history of standardisation Grundkenntnisse von Normung und Standardisierung 3 Gestaltung von Normen und Standards 2 Relevanz von Normen und Standards 1 To know basic terms within the field of standardisation Anwendung von Normen und Standards 0 Entstehungsprozess von Normen und Standards To know standards in one s field of expertise Verständnis von Normungsund Standardisierungsdokumenten Identifikation relevanter Normen und Standards Basic knowledge in standardisation Condensation to 7 competence dimensions Transfer and illustration in a competence model

9 Results needs assessment competence model Dimensions competencies Design of standards Evaluate how a new or revised standard affects one s company Identify standardization potential in practice Create a standard Usage of standards Take into account application relevant contents of a given standards for the development of a product or a process Evaluate if a product or process meets the required standards in one s area of expertise Verständnis von Normungs- und Standardisierungsdokumenten Understand essential contents of standards in one s field of expertise Identification of relevant standards Relevance of standards Formation process of standards Research standards for a specific application in one s area of expertise Reasons why companies use/rely on standards Knowledge of national or international standardization organizations Choose relevant standards for a specific application Ability to estimate the consequences of an omission of the application of relevant standards in certain application Knowledge of procedure and involved stakeholders in the standardization process Basic knowlege in standardisation Knowledge of the standardization history Knowledge of the basic definition in the field of standardization Knowledge of standards in one s field of expertise

10 Results needs assessment competence model competencies Kompetenzen Evaluate how a new or revised standard affects one s company Identify standardization potential in practice Create a standard 4 Take into account application relevant contents of a given standards for the development of a product or a process Evaluate if a product or process meets the required standards in one s area of expertise 2 3 Understand essential contents of standards in one s field of expertise Research standards for a specific application in one s area of expertise Choose relevant standards for a specific application 1 No knowledge beginner advanced expert Reasons why companies use/rely on standards Knowledge of national or international standardization organizations Knowledge of the standardization history Knowledge of the basic definition in the field of standardization Ability to estimate the consequences of an omission of the application of relevant standards in certain application Knowledge of procedure and involved stakeholders in the standardization process Knowledge of standards in one s field of expertise Implementation of 4 levels of competence to differentiate the actual state of knowledge.

11 Results needs assessment competence model Dimensions competencies Design of standards Evaluate how a new or revised standard affects one s company Identify standardization potential in practice Create a standard Usage of standards Take into account application relevant contents of a given standards for the development of a product or a process Evaluate if a product or process meets the required standards in one s area of expertise Verständnis von Normungs- und Standardisierungsdokumenten Understand essential contents of standards in one s field of expertise Identification of relevant standards Relevance of standards Formation process of standards Research standards for a specific application in one s area of expertise Reasons why companies use/rely on standards Knowledge of national or international standardization organizations Choose relevant standards for a specific application Ability to estimate the consequences of an omission of the application of relevant standards in certain application Knowledge of procedure and involved stakeholders in the standardization process Basic knowlege in standardisation Knowledge of the standardization history Knowledge of the basic definition in the field of standardization Knowledge of standards in one s field of expertise

12 Results needs assessment competence model Dimension Formation process of standards competence Nationale und internationale Normungsorganisationen kennen Level of competence competence Knowledge of national or international standardization organizations No knowledge beginner advanced expert - Knowledge of a german, european or international standardisation organisation and their main task Knowledge of a german, european and international standardisation organisation and their main tasks Knowledge of a german, european and international standardisation organisation, their main tasks and how they are linked to each other

13 Demand situation of the economy Results of an expert workshop

14 Overview stakeholder Standardisation in academic education Economy Experts Universities Professors Young Professionals Students N&S TÜV DIN Dekra Providers of training DIN Standardisation organisations

15 Current situation at universities Surveyed studies (overview) Survey of 23 professors from various degree courses Results: Overview of the integration of standards in curricula and degree courses Estimation of the competence profile of young professionals by the professors

16 Current situation at universities Results of a survey

17 Interim results Comparison demand of the economy/ offer at universities Difference = demand of economy offer at universities Create a standard Identify standardization potential in practice Evaluate how a new or revised standard affects one s company Understand essential contents of standards in one s field of expertise Choose relevant standards for a specific application Research standards for a specific application in one s area of expertise Ingenieurwissenschaften Most critical deviation from economies perspective Wirtschaftswissenschaften 3. Reasons why companies use/rely on standards 2. Knowledge of national or international standardization organizations Knowledge of standards in one s field of expertise Knowledge of the basic definition in the field of standardization Knowledge of the standardization history Offer is higher than the demand Demand is higher than the offer

18 Interim results The economy has a significant demand of competences in the field of standardisation, e.g.: Young Professionals should know the basic terms of standardisation Young Professionals should be able to research standards A great difference is distinguished between the current academic education and the demand of the economy Standards are only implemented punctual, e.g. TU Berlin (Faculty of economy and management) offers the degree course strategic standardisation TU Clausthal (Faculty of mechanical engineering) offers the degree course technical standardisation Mediation of knowledge about standards and standardisation within other degree courses at different universities (e.g. KIT, university of Frankfurt, university of Potsdam)

19 Overview stakeholder Standardisation in academic education Economy Experts Universities Professors Young Professionals Students N&S TÜV DIN Dekra Providers of training DIN Standardisation organisations

20 Current situation at universities Students state of knowledge A testing tool has been developed to measure the actual state of competences

21 Current situation at universities State of knowledge on the example mechanical engineering Knowledge of the basic definition in the field of standardization course 1 course 2 68% keine Kenntnisse Anfänger 83% keine Kenntnisse Anfänger Fortgeschrittener Fortgeschrittener 32% Experte 17% Experte Reasons why companies use/rely on standards course 1 course 2 35% keine Kenntnisse Anfänger 46% keine Kenntnisse Anfänger 65% Fortgeschrittener Experte 54% Fortgeschrittener Experte

22 Current situation at universities State of knowledge on the example mechanical engineering Take into account application relevant contents of a given standards for the development of a product or a process course 1 course 2 27% 51% keine Kenntnisse Anfänger Fortgeschrittener Experte 46% 37% keine Kenntnisse Anfänger Fortgeschrittener Experte 22% 17% The testing tool is suitable to determine the students actual state of knowledge (eventual adaption to the relevant field of expertise) Within a next step: Matching with the teaching content of the respective university

23 Overview stakeholder Standardisation in academic education Economy Experts Universities Professors Young Professionals Students N&S TÜV DIN Dekra Providers of training DIN Standardisation organisations

24 Demand situation of the economy Point of view of Young Professionals Target group: Young Professionals with < 5 years professional experience Objectives: Determination of relevant knowledge in the field of standardisation for daily work Assessment if the contents taught at universities are sufficient Assessment of the study with Young Professionals of mechanical engineering at KIT Competences Essential for the handling of tasks Advantageous for the handling of tasks Helpful for the handling of tasks Not relevant for the handling of tasks Knowledge of standards in one s field of expertise

25 Demand situation of the economy Point of view of Young Professionals Category of competence relevance Highly relevant Relevant Less relevant Competences Total number of respondents N Essential for the handling of tasks Advantage ous for the handling of tasks Essential or advantageous for the handling of tasks (relevance indicator) ABC Analysis Helpful for the handling of tasks Not relevant for the handling of tasks Knowledge of standards in one s field of expertise 47 42,6% 38,3% 80,9% 17,0% 2,1% Understand essential contents of standards in one s field of expertise 42 45,2% 33,3% 78,6% A 16,7% 4,8% Choose relevant standards for a specific application 40 37,5% 37,5% 75,0% 15,0% 10,0% Evaluate if a product or process meets the required standards in one s area of expertise 38 36,8% 34,2% 71,1% 15,8% 13,2% Take into account application relevant contents of a given standards for the development of a 39 35,9% 33,3% 69,2% 20,5% 10,3% product or a process Ability to estimate the consequences of an B omission of the application of relevant 40 35,0% 30,0% 65,0% 22,5% 12,5% standards in certain application Research standards for a specific application in one s area of expertise 42 33,3% 28,6% 61,9% 23,8% 14,3% Evaluate how a new or revised standard affects one s company 38 13,2% 42,1% 55,3% 23,7% 21,1% Reasons why companies use/rely on standards 41 19,5% 34,1% 53,7% 36,6% 9,8% Identify standardization potential in practice 37 13,5% 29,7% 43,2% 35,1% 21,6% Knowledge of the basic definition in the field of standardization Knowledge of national or international standardization organizations Knowledge of procedure and involved stakeholders in the standardization process 48 16,7% 22,9% 39,6% 52,1% 8,3% 47 17,0% 19,1% 36,2% C 40,4% 23,4% 44 4,5% 22,7% 27,3% 25,0% 47,7% Create a standard 38 7,9% 13,2% 21,1% 2,6% 76,3% Knowledge of the standardization history 46 0,0% 2,2% 2,2% 10,9% 87,0%

26 Demand situation of the economy Point of view of Young Professionals Category of competence relevance Competences Knowledge acquired at university/college assessed as insufficient (in%) A Knowledge of standards in one s field of expertise 75% C Create a standard 68% B Ability to estimate the consequences of an omission of the application of relevant standards in certain 66% application A Choose relevant standards for a specific application 64% B Evaluate how a new or revised standard affects one s company 64% B Evaluate if a product or process meets the required standards in one s area of expertise 63% B Research standards for a specific application in one s area of expertise 59% B Take into account application relevant contents of a given standards for the development of a product or a 58% process C Identify standardization potential in practice 51% A Understand essential contents of standards in one s field of expertise 51% C Knowledge of procedure and involved stakeholders in the stand-ardization process 47% C Knowledge of national or international standardization organizations 44% C Reasons why companies use/rely on standards 38% C Knowledge of the basic definition in the field of standardization 19% C Knowledge of the standardization history 16%

27 Comparison of results Example: Mechanical engineering Experts Economy Actual/ target deviation Ability to estimate the consequences of an omission of the application of relevant standards in certain application Professors Universities Identify standardization potential in practice Evaluate if a product or process meets the required standards in one s area of expertise Reasons why companies use/rely on standards Take into account application relevant contents of a given standards for the development of a product or a process Knowledge of standards in one s field of expertise Young Professionals

28 Summary Demand of industry is captured and is illustrated in a competence model Current situation at universities is known Testing tool to measure actual competences has been developed and evaluated Method to include the point of view of young professionals is available

29 Standardisation in academic education - Results of an inquiry - IPROD Conference Nobert Burkardt, Sandra Drechsler IPEK