Plan For Researching NAIT Core Knowledge NAIT Annual Conference Topics

1. Plan For Researching NAIT Core Knowledge NAIT Annual Conference Topics 1. Core knowledge, ITTTM research, NAIT 2. Courseware systems portfolios, BS degree 3. Assessing core knowledge research plan 4. Broader ITTTM research relationships Dr. John W. Sinn, Professor Technology Systems Department, College of Technology November, 2003 Nashville, Tennessee

2. Core Knowledge, ITTTM Research, NAIT This presentation overviews a systematic research plan for Industrial Technology core knowledge, via the National Association of Industrial Technology (NAIT). • Where, how does core knowledge, discipline originate? • Text books • Advisory committees, local demands, needs • Political pressures, realities, tradition • Collective faculty knowledge, consulting, work • Accreditation guidelines, certification • Core knowledge is what the Industrial Technologists’ Toolkit for Technical Management (ITTTM) courseware is about, defining discipline, profession.

3. Core Knowledge, ITTTM Research, NAIT • Characteristics of core knowledge, discipline, profession are “pulled together” in the ITTTM courseware: • Process and content intertwined • Interdisciplinary relationships as base • Data and documentation, applications • Problem solving, decision-making • Change, assessment, improvement systems • Technical project management • Team functions, communication systems A profession is based on disciplined core knowledge for accreditation, certification, and professional identity.

4. Core Knowledge, ITTTM Research, NAIT Research Division Industrial Technology Discipline, Core Knowledge Accreditation Board Certification Board Industrial Technology discipline, core knowledge relationships.

5. Core Knowledge, ITTTM Research, NAIT • Core knowledge is: • shared professional identity • interdisciplinary base • Discipline is how we: • solve technical problems • do professional work, decisions • ITTTM structures core knowledge as technical management via quality, productivity applications as data, documentation, service, synchronous change for professional development: • Manufacturing and non-manufacturing, e-commerce • Digital, MS Word, CD format, based on Office Suite • Text or supplement, facilitate, guide work electronically • Traditional or online communication, optimum flexibility ITTTM model is depicted graphically in the next slide, a system for portfolioing and assessing work in courses.

6. ISO Total Quality, Baldridge Leadership Context, Continuous Improvement Analysis, Global Views, Values Quality Management System Integration, Pragmatic Field Information Interaction, Problem Solving, Decision Making Synchronous Tools, New Product Development Documentation Tools, Lean Resource Management Measurement Analysis Improvement Applied Research, Project Team Primer Inputs Professional Outputs Data Tools, Six Sigma Service, Tools Manufacturing, Non-Manufacturing Management Responsibility Product Realization Communication, Internal, External, E-commerce Disciplined Knowledge, Research And Development Cultural Change, Industrial And Academic Core Values Model System: Industrial Technologists’ Toolkit For Technical Management (ITTTM) Courseware Systems Portfolios, BS Degree

7. Courseware Systems Portfolios, BS Degree • Six tool sets, major parts in ITTTM model, each a course: • Primer: outer ring in model, foundational course • Cultural: broad change, core values, outer ring related • Data: key circle of six sigma relationships • Documentation: key circle, assessing ISO precepts • Service: non-manufacturing service core knowledge • Synchronous: capstone, future planning, applied research Tool sets are basis for improvement, assessment in a team project environment of change and growth, portfolioed, addressed as core knowledge for Industrial Technologists, professional development in BS degree preparation.

8. Assessing Core Knowledge Research Plan • Four objectives guide the research. These are, to assess: • Context of core knowledge. • Organization of core knowledge. • Process of instruction related to core knowledge. • Implications on professional and general education. Multiple materials are drafted to facilitate research: • 13 questions address objectives, in data collection forms. • Four power point tutorials explain the toolkit courseware. • 42 tools in six toolkits, are provided for review, use. • All research materials organized in CD for distribution

9. Assessing Core Knowledge Research Plan • Objective 1, related to assessing the context of core knowledge, has two main questions: • Is the “Technological Change Model”, derived around data and documentation, an appropriate conceptual model for providing the context for technical management core knowledge? • Is the ISO/QS overall theme, general structure for quality and productivity, appropriate as an organizational strategy for technical management in Industrial Technology?

10. Assessing Core Knowledge Research Plan • Objective 2, related to assessing the organization of core knowledge, has two main questions: • 3. Are the six toolkits: Primer, Cultural, Data, Documentation, Service and Synchronous, appropriate for organizing technical management core knowledge? • Is the seven tool topical approach in each of the six toolkits appropriate for organizing technical content, aimed at providing up to six courses oriented around core knowledge?

11. Assessing Core Knowledge Research Plan • Objective 3, assessing process of instruction related to core knowledge, has four questions: • Is the CD, digitized, “electronic” process, various formats and media, an appropriate way to do core knowledge? • Is the case study simulated and/or real project applications of content, appropriate for core knowledge? • 7. Is the team-based technical problem solving orientation appropriate for delivering core knowledge? • 8. Are table-formatted forms in MS Word, evolving an electronic portfolio for collecting and collaborating team-based work, appropriate for core knowledge?

12. Assessing Core Knowledge Research Plan • Objective 4, assessing implications of core knowledge on professional, general preparation, has five questions: • Are there implications for program levels (i.e., two year and graduate programs) based on core knowledge? • Are there implications for professional and general education preparation based on core knowledge? • Are there implications for assessment, based on technical management core knowledge identified in the toolkit? • Are there implications for how we work with other professionals, and/or our advisory committees? • Are there implications for how we do certification and accreditation, based on core knowledge?

13. Assessing Core Knowledge, Research Plan • Three levels of research participation are possible: • Introductory assesses core knowledge interaction. • Reviewer is reviewing selected materials, tools. • User is others using, modifying, developing tools. • Four power point tutorials explain courseware, assisting in introductory assessment: • ITTTM Introduction, Overview. • ITTTM Content Overview. • ITTTM Process Overview. • ITTTM Assessment Overview.

14. Assessing Core Knowledge, Research Plan • Reviewer level assessment could include: • General feedback on how to improve research design. • General feedback on the tools, courseware design. • May be one or more tool sets reviewed. • Becoming a user, developer of tools. • User’s assess based on their use of the tools: • User’s will typically be faculty. • May or may not be core course. • May be one or more tool sets used, combination. • May simply provide feedback, could become co-author.

15. Assessing Core Knowledge, Research Plan • Broader research plan includes multiple phases, years: • Phase I, foundational steps (2000-2003). • Phase II, introducing the research (2003-2004). • Phase III, preliminary conduct of research (2004-2005). • Phase IV, conducting the research (2005-2006). • Phase V, evaluation, expansion (2006, beyond). Basic method for user’s research approach: User engages toolkit in course, other Author, user, others research, develop tools Change over time, toolkit, core knowledge Tools ultimately define Industrial Technology

16. Assessing Core Knowledge, Research Plan • Current foundational phase I, seeking participants: • Exploring working relationships, publishers, others • Seeking faculty reviewers, interested in using toolkits • Seeking linkages with accreditation, certification bodies • Making CD available to potential participants • Seeking input to improve overall research design • Seeking institutions where users’ groups can be grown • Developing opportunities for funding, support • Expanding relationship with NAIT Research Division • Phase II “introductory” survey, next step, get base data

17. Broader ITTTM Research Relationships Royalties from sales of the toolkit support ongoing core knowledge work. It is anticipated that royalties, perhaps total ownership of the CD, will be placed directly into the NAIT Foundation, or other appropriate NAIT arm. Research phase II is scheduled to begin in 2004. Please provide input and/or willingness to participate ASAP. Contact the presenter at jwsinn@bgnet.bgsu.edu Be sure to ask for the free CD containing all information necessary for participation. Additional information can be obtained at www.bgsu.edu/colleges/technology/qs