The 4 th World Summit on Accreditation - WOSA 2018 The Ashok, New Delhi, India 7-9 September 2018

1. The 4th World Summit on Accreditation - WOSA 2018 The Ashok, New Delhi, India 7-9 September 2018 Industry-Academe Partnership in Engineering Education A Keynote Address By Dr Kai Sang LOCK Professor (Engineering), Singapore Institute of Technology Past President & Past Chairman of Engineering Accreditation Board, Institution of Engineers, Singapore KaiSang.Lock@SingaporeTech.edu.sg

2. Introduction • Universities are expected to produce industry-ready graduates • Involvement of industry stakeholders in charting technical education curriculum and learning outcomes relevant to the needs of the industry • Short-term industry internship to a year’s integrated work study programme to provide engineering students the real-life learning experience to integrate theory and practice • Examples of Singapore’s experience: • SkillFuture initiative • Integrated Work Study Programme • Industry-based capstone projects • Industry-led centres of excellence to bridge the gap from research to industry applications • Tripartite collaboration to develop new competencies required to support industry 4.0

3. Development of Engineering Education Engineering and skills found in military – civil & mechanical Industrial revolution in late 1700s – steam engines and machine tools Engineering manpower produced through a system of skills-based apprenticeship without much formal classroom training

4. Development of Engineering Education • 1800s – formal engineering education on disciplinary knowledge with grounding in mathematics and sciences • 1900s – continued to be practice-oriented, with many experienced engineers engaged in teaching & sharing engineering practice • Since late 1900s – expansion of scientific and engineering knowledge • Early specialization in narrow disciplines • Increase in teaching of engineering sciences

5. Concerns Faculty became more dominated by researchers who had little real industrial experience. Curricula were often packed with course modules proposed and taught by professors. Many of these courses were related to the professors’ own areas of expertise and were offered without a critical evaluation of the requirements of an integrated curriculum. Graduates from engineering programs were often found lacking in competencies required in real-world engineering employment.

6. Development of Outcome-based Education • OBE has been implemented since the 1980s with various forms at different levels of the education system, from nursery/primary schools to postgraduate schools • Outcome-Based Education is well-defined by WiiliamSpady [5], often called the father of OBE, as: • Defining, designing, building, focusing and organizing everything in an education system on the things of lasting significant that we ultimately want every learner to demonstrate successfully as the result of their learning experiences in that system.

7. Outcome-based accreditation framework for engineering education Outcome-based accreditation framework has developed along general outcome-based education. ABET (Accreditation Board for Engineering and Technology) is a pioneer in engineering and technology accreditation. In 1996, ABET adopted the new set of standards called Engineering Criteria 2000 (EC2000) which shifted the basis for accreditation from inputs, such as what is taught, to outputs – what is learned. The criteria specified 11 learning outcomes and required programs to assesses and demonstrate their students’ achievement in each of those areas.

8. Washington Accord Washington Accord, formed in 1989, is an international agreement among bodies responsible for accrediting engineering degree programs. It recognizes the substantial equivalency of programs accredited by those bodies and recommends that graduates of programs accredited by any of the signatory bodies be recognized by the other bodies as having met the academic requirements for entry to the practice of engineering. To maintain quality consistency of accredited programs among its signatories, WA has introduced a set of graduate attributes to serve as benchmark standard for accreditation.

9. Role of Accreditation in Fostering Industry-Academe Cooperation • Curriculum relevant to the need of industry • There must be industry participation in the development of the curriculum to ensure it is relevant, regularly updated, and meets the needs of the industry, particularly in areas experiencing rapid changes.

10. Role of Accreditation in Fostering Industry-Academe Cooperation • Internship • The programme should provide students the opportunity to acquire industrial experience via internships or design projects conducted by professional engineers and faculty members with industrial experience. • Where industrial attachment is a requirement, there should be an industrial attachment unit to facilitate this aspect of the programme. • The purpose of the industrial attachment should be clearly articulated and the learning outcomes are to be assessed.

11. Role of Accreditation in Fostering Industry-Academe Cooperation • Industry Feedback for CQI • There must be in place a form of communication channel between the educational institution and the industry. • The industry should be encouraged to give feedback concerning the quality of the teaching-learning process and the relevance of the curriculum content to the local industry and the global market place.

12. IES Accreditation Criterion

13. Interaction between institution & industry Involvement of industry stake-holders to ensure relevance of curriculum Opportunity for students to acquire industrial experience via internships and design projects by professional engineers and faculty members with industrial experience Communication channel with industry, e.g. industry advisory board Adjunct Professors Industry-based capstone projects – with joint supervisors from industry R&D collaboration Internship Industry visit

14. Sandwich Degree Programs in UK UK has a long history of sandwich degree Students undertake a placement year or internship in industry, normally after the 2nd year at university HNCs (Higher National Certificates) and HNDs (Higher National Diplomas) are work-related (vocational) higher education qualifications. HNCs allow entry into the second year of a degree, while HNDs allow entry into the second or third year.

15. SkillsFuture – Singapore Government Initiative An integrated, high-quality system of education and training that responds to constantly evolving industry needs, and foster a culture that supports lifelong learning Tripartite SkillsFuture Council coordinates and drives the national efforts to help Singaporeans develop skills relevant to the future, and build a future based on the mastery of skills in every job. Government, education institution collaborate with industry and key stakeholders to enable individuals to deepen their professional competencies, and advance in their careers Up to 90% subsidy for eligible persons and programs

16. SkillsFuture – 4 key areas of focus Helping individuals make well-informed choices in education, training and careers. Developing an integrated, high-quality system of education and training that responds to constantly evolving industry needs. Promoting employer recognition and career development based on skills and mastery. Fostering a culture that supports and celebrates lifelong learning.

17. WE BRING APPLIED LEARNING TO LIFE From the classroom to the real world, our students do from day one. By partnering with industry, they’re able to experience hands-on learning in the workforce. Our programmes are also designed with specific modules relevant and vital to their respective fields, giving students an edge in the workforce, while preparing them for today’s ever-evolving demands.

18. SkillsFuture Work-Study Degree Programmes (WSDP) • High level of collaboration between academia and industry partners to provide prospective students with deep industry knowledge and meaningful career opportunities for the workplace. • SIT runs programmes in partnership with companies and agencies and are supported by Ministry of Education • Two modes • Term-in/Term-out: students alternate between spending one to two trimesters in university and at the workplace; • 4-day work/1-day study or 3-day work/2-day study

19. Integrated Work Study Programme (IWSP) Students undertake real work, allowing them to integrate theory and practice and to develop deep specialist skills in their chosen field. Students undertake 8 to 12 months of paid employment within companies relevant to the course of their studies Compulsory for all students Mentors interact regularly with students Student, mentor and industry supervisor explore final year capstone project as continuation of IWSP

20. Industry Labs I-Labs are teaching labs created with curriculum in mind, that can be located either within the university or within the industry partner’s premises. Jointly set up by SIT and the industry to be used by both students and industry partners to study and work on real-world industry issues. Students benefit from early industrial exposure, and have a chance to translate theory to practice, gain practical experience in solving real industry problems Industry partners gain early access to manpower and talent pipeline, and have university expertise, equipment, etc

21. Capstone Programme Singapore University of Technology & Design

22. Capstone/Final Year Project A well-designed capstone/final year project is a culminating demonstration of whole range of learning outcomes Depth of specialized topic, e.g. design, analysis, investigation, .. Breadth of other outcomes, e.g. communication, environment, project management, …

23. SUTD Faculties/Pillars There are four “pillars” or specialisations: • Architecture and Sustainable Design • (ASD) • Engineering Product Development (EPD) • Engineering Systems and Design • (ESD) • Information Systems Technology and Design • (ISTD) At least 2 Pillars for Capstone

24. Features of Capstone Programme Multi-disciplinary Collaborative learning Tangible deliverables Sponsored sum $6,000

25. Capstone Learning Objectives Demonstrate teamwork capability Develop expertise in planning & design assessment Develop capabilities for design reasoning Demonstrate communication skills Demonstrate creative-thinking and judgment capability Develop knowledge of societal responsibilities Interpret a design problem Continuous self-development and learning

26. Timeline for Capstone 2019 Students will work on-campus with faculty instructors and mentors from companies/government agencies 5-7 students per team: Regular report updates and project review meetings A final report & presentation will be shared with the companies/government agencies by the end of the project period.

27. Capstone Showcase 2018 • 2 Day showcase event in SUTD • 55 Capstone projects were showcased • Represented projects from 40 companies • Approximately more than 1500 guests turned up for the event Media Publicity (Zhao Bao) Improve the living spaces within the residential care facilities--- 杨珉与同学在设计毕业专案时选择与瑞那拉耶拿教会养老会（Sree Narayana Mission Home）合作，帮它重新进行室内设计.

28. Past projects Zaibike Team Award ZaiBike - Entrepreneurship Capstone Project 2016 wins LTA Engineering Challenge, University category MyNoNNa’s Wheelchair Workplace Friendly Cafe Patent Patent filed by Changi General Hospital and Eastern Health Alliance on Student Initiated Capstone Project – “FUGA” Sustainable High Rise Structure Interactive Timber Discovery Space DBS Bank Space

29. Example of Industry-led Centre of Excellence set up in the University

30. Advanced Remanufacturing and Technology Centre at the Nanyang Technological University https://www.a-star.edu.sg/artc/ A tripartite initiative of industry-led centre of excellence set up in NTU to position Singapore for industry 4.0 Bridging the gap from research to industry applications for remanufacturing and advanced manufacturing for cross-sectoral industries Leverage on industrial members and R&D funding to accelerate the demonstration and deployment of new technologies at industrial scale

31. Concluding Remarks Industry-Academe partnership in engineering education Role of accreditation in fostering industry-academe cooperation Advisory role for the programmes Internship Integrated Work Study Programme I-Labs Industry-focused capstone projects Industry-led centres of excellence setup in the universities Tripartite Government-Industry-Institution collaboration SkillFuture programme

32. Thank you