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Comparative analysis of the curriculum of mechanical engineering program in Poland and the United States

Grebski Wes, Grebski Michalene, Czerwińska-Lubszczyk Agnieszka, Jagoda-Sobalak Dominika

Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska

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2020

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z. 148

203--214

EN

Purpose: The aim of this paper is comparison of the Curriculum of Mechanical Engineering Program in Poland and the United States. One of the institutions is The Pennsylvania State University (PSU), in the United States (USA). The other institution is Politechnika Opolska (PO), in Poland. Design/methodology/approach: Desk Research Method is used. Paper is based on Politechnika Opolska’ documents and The Pennsylvania State University’ documents. Findings: The paper addresses the similarities and differences in both curricula. It also addresses the positive and negative aspects of both curricula. The strengths and weaknesses from the perspective of the future career development of graduates is also being addressed. Both Mechanical Engineering programs are striving for excellence in preparing students for engineering jobs in industry, but the philosophy of those programs is very different. The Mechanical Engineering program at PSU is providing the student with a stronger theoretical background. Graduates from the PO program are well-trained in application-focus current industry practices. They are not going to require on-the-job training after entering industry. There are also suggestions and recommendations for both programs from the perspective of identifying the best practices. Originality/value: The article contains a comparative analysis of the curricula of the Mechanical Engineering program at The Pennsylvania State University USA and Politechnika Opolska, Poland. The comparison of the curricula was done using the most recent catalogs of both programs. The authors of the article have had experience as faculty at their respective programs. The comparative analysis was done for the purpose of identifying the best practices and subsequent follow-up. The article addresses the similarities and differences as well as the strengths and weaknesses of both programs. The article also contains suggestions and recommendations for both programs.

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Keeping higher education aligned with the requirements and expectations of the knowledge-based economy

Grebski W., Grebski M.

Production Engineering Archives

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2018

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Vol. 21

3--7

EN

Paper describes the procedure for developing academic programs which are properly aligned to the requirements of the knowledge-based economy. The paper also addresses the continuous quality improvement (CQI) process with the CQI loop closing on the program level and the course level. This process is needed to make continuous adjustments to an academic program, so that the program is always aligned to the constantly-changing needs of the economy. Paper also discusses the system of mutual dependency between the academic program and external partnership like local industry, secondary schools, local government, local community, regional business incubator center, other educational institutions, alumni and industrial advisory council. The ongoing collaboration with external partners allows the program to prosper and grow.

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Keeping technical education aligned to the need and expectations of industry

Grebski W., Grebski M.

Management Systems in Production Engineering

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2016

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nr 2 (22)

77--80

EN

Paper describes the continuous quality improvement procedures used by the author to keep the General Engineering program at Penn State Hazleton aligned to the needs and expectations of industry. The paper addresses the procedure for the development of program educational objectives which are the goals of the program. The goals of the program are defined jointly by industry leaders and former Engineering graduates as well as the Engineering faculty. The paper also focuses on the development of the student outcomes which is the body of knowledge that every graduate should have at the day of graduation. The paper also explains the process for collecting data for the purpose of assessing the level of attainment of program objectives and student outcomes. Based on the data which is being collected on an ongoing basis, the necessary corrective actions are implemented. This is happening on the program level as well as the course level. The necessary changes on the course level are happening every semester. The adjustments to the Engineering curriculum are being made yearly usually during the summer months. The paper focuses on the constant need for revising the curriculum in order to stay current with technology.

PL

Referat opisuje proces ciągłej kontroli i poprawy jakości kształcenia w celu utrzymywania wielodyscyplinarnego programu inżynierskiego dostosowanego do wymagań i oczekiwań przemysłu. Referat opisuje proces formułowania „celów kształcenia” które program inżynierski usiłuje osiągnąć. „Cele kształcenia” są formułowane wspólnie przez kadrę kierowniczą przemysłu, absolwentów (byłych studentów) i kadrę naukowo-dydaktyczną programu inżynierskiego. Przedstawiono w nim również proces określania zasobu wiadomości i umiejętności, które każdy absolwent kończący studia musi posiadać aby cele kształcenia mogły być osiągnięte. Referat także tłumaczy proces zbierania danych do samooceny osiągniętego poziomu w wypełnianiu celów kształcenia. W oparciu o ciągły proces zbierania i analizy danych wprowadzane są korekty programowe na poziomie programu studiów inżynierskich oraz na poziomie programów poszczególnych przedmiotów. Zmiany i korekty w poszczególnych przedmiotach są wprowadzane pod koniec każdego semestru, a zmiany i wymagania programowe wprowadzane są raz w roku w miesiącach letnich. Referat koncentruje się na konieczności wprowadzania ciągłych zmian i korekt w programie studiów inżynierskich tak, aby dostosowywać absolwentów do zmieniających się technologii oraz wymagań i oczekiwań przemysłu.

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MSc curriculum in GIScience - an example from Croatia

Kozak J., Medak D., Car A.

Roczniki Geomatyki

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2010

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T. 8, z. 1

73-77

PL

Artykuł przedstawia efekty projektu "Geographic Information Science and Technology in Croatian Higher Education" (GIST-CroHE), realizowanego w ramach programu TEMPUS. Partnerami projektu były Uniwersytety w Zagrzebiu i Salzburgu oraz Uniwersytet Jagielloński, przy czym głównym beneficjentem projektu był Wydział Geodezji Uniwersytetu w Zagrzebiu. Projekt rozpoczął się we wrześniu 2007 roku, a jego głównym celem była wszechstronna i zgodna z założeniami Procesu Bolońskiego aktualizacja programu studiów magisterskich z geoinformatyki na Wydziale Geodezji Uniwersytetu w Zagrzebiu, zatwierdzonego w 2004 roku. Efektem aktualizacji były propozycje nowych kursów oraz zmiany zawartości i metodyki nauczania kursów istniejących, a także wypracowanie metod oceny jakości nauczania.