Analysis of the Engineering and Technology Management (ETM) Educational Programs

As the engineering and technology management (ETM) field continues to grow, Portland State University's Department of Engineering and Technology Management is conducting a world-wide research study on education and research in this field. It is a follow-up to previous studies in 1977, 1981, and 1984, 1990 and 1994. The objective is to develop a resource guide for ETM by analyzing growth patterns in ETM education, and determining the characteristics and strategic directions of the educational and research components of the field. Approximately 3500 individuals have been contacted in more than 1200 academic institutions, and responses have been received from 148 academic institutions up to now. An additional 121 ETM programs have also been identified, but their responses have not been received yet. This paper presents a summary of the findings of the study.

Contributors

Bridging medical simulation with computer science and engineering: A growing field of study

Alarming warnings of the forthcoming shortfalls in aerospace engineering workforce have become common. At the same time, the space segment of the industry continues to grow. The space industry is critically important for national security and for economic competitiveness. Non-space faculty traditionally dominate aerospace engineering departments in universities, with changes in their focus coming at a glacial pace. The time has come for separate academic departments in astronautical engineering. To meet the industrial demand, the University of Southern California established such a new academic unit – Astronautics and Space Technology Division – three years ago in the Viterbi School of Engineering. The current status of the Division, its accomplishments and challenges are reviewed.

ABSTRACTIron-platinum (FePt) nano-particles were synthesized using a hot metal salt reduction reaction with iron chloride and platinum acetylacetonate as the precursor salts. The synthesis route was based upon work done previously by Sun et Al.[6]. The size and composition of the FePt nano-particles were controlled by varying the surfactant to reagent molar ratio and refluxing time during synthesis. The average size of FePt nano-particles synthesized ranged from 4.08 nm to 5.23 nm. The composition of the nano-particles ranged from Fe60Pt40 to Fe55Pt45. The size was shown to increase as the surfactant to reagent molar ratio was changed from 1:6 to 1:1. The platinum composition increased from 40 % to 45 % with an increase in the refluxing time from 30 minutes to 60 minutes. The X-ray analysis (XRD) showed that the unannealed nano-particles had a FCC crystal structure. The FCC FePt nano-particles were superparamagnetic at room temperature. A blocking temperature (Tb) of 35 K was measured for 5.23 nm Fe55Pt45 nano-particles. Annealing of the Fe55Pt45 nano-particles induced a FCT crystal structure with hard-magnetic properties. Coercivity (Hc) of approximately 13000 Oe was measured at room temperature.(a) Department of Chemical and Materials Engineering, San Jose State University(b) Department of Physics and Astronomy, San Jose State University(c) Department of Biological Sciences, San Jose State University

In this paper we examine effective representations of knowledge for the purposes of management of engineering and technology. Specifically, given the immense volume of data available about scientific outputs, it is highly necessary to condense or abstract this information for management use. This paper considers the utility of such representations in the management of technology. We ask further whether a given representation accurately depicts the knowledge contained in the science and technology database. We argue that, in this regard, generative models are superior because they provide explicit hypotheses about the structuring of the data. The second is whether the representation is interpretable by management, and therefore directly actionable. We argue that the number of model parameters is an indirect measure of the degree of difficulty of using and interpreting the selected representation. Combining the two metrics suggests the use of Akaike's Information Criteria, a metric used for model selection purposes. The AIC is used to evaluate existing model representations used in tech mining, both positional and relational. After surveying the results, we recommend the use of a mixed representation. These more complex models appear to offer a more useful representation of science and technology datasets. Furthermore there are multiple promising but previously unexplored representations of the data. The ramifications of further exploration within this range of possible new models is discussed.

SUMMARY “Technology Management” is a dynamically evolving discipline that integrates the technology-dominated “world of the engineer” with management. The field is distinguishable from its neighbor disciplines through characteristic research questions, specialized periodicals, and more than 200 educational programs. Currently, the field changes its face and increasingly focuses on the service industry. It thus reflects the blurring boundaries between “services” and “goods” companies and the service sector’s growing dependency on (information) technology. This paper describes these changes and presents contributions of Technology Management to SSEM. Based on these findings and a survey of industry needs in the “silicon forest”, it outlines an agenda for education and research. Technology Management Defined Technology Management (TM), also referred to as “Engineering management” has been characterized as the link among “engineering, science and management disciplines to plan, develop and implement technological capabilities to shape and accomplish the strategic and operational objectives of an organization” [12]. It thus encompasses two sets of activities (see fig. 1): (1) activities related to the innovation process, leading to new technologies (research, product and process development and commercialization), and (2) the activities that define a company’s “strategic make up” – the strategic integration of its technology strategy (definition of the technologies to engage in, including timing and resource commitment), its business strategy (markets to serve, and needed resources and organizational structures), and its financial strategies. Modern technologies are usually developed in industry, but the underlying scientific research is predominantly performed in universities. TM therefore researches efficient means for transferring technology from the research into the development domain (see (1) in fig. 1) that range from the design of educational programs to the creation of strategic research alliances. Research Development Commercialization Technology Strategy Business Strategy Financial Strategy Strategic Integration Innovation Process 1

Dear Participants,Welcome to BELITONG! Welcome to participate in 2019 The 2019 International Conference on Information Technology and Engineering Management (ITEM), supported by IOP Conference Series, Material Science and Engineering and other organizations.The 2019 International Conference on Information Technology and Engineering Management (ITEM), is going to focus on all the major aspects in the fields of information technology and engineering management. ITEM conference links researchers, scientists, engineers, students and practitioners from different branches of information technology and engineering management from around the world. ITEM provides opportunities from both academic as well as industry to discuss, share, exchange and to extend knowledge, view and experience in respective fields. ITEM will be instrumental in generating ideas and disseminating information to a greater extent than is possible through more conventional forums.We would like to thank all the committees for their great support on organizing the conference. We also would like to thank all the reviewers for their great effort on reviewing the papers submitted to ITEM 2019. Special thanks to all the researchers and students who with their work and participate in the conference.We hope you enjoy the conference, the food, the hospitality, and the beautiful and charming city of Belitong.Chairman Committee,Ikhsan Siregar

BackgroundUndergraduate program accreditation for undergraduate engineering programs is challenging to faculty. Departments are required to accumulate data and then apply measures to both their outcomes and objectives in their program. The Accreditation Board for Engineering and Technology, ABET, is an accreditation organization for college and university programs in applied science, computing, engineering, and technology. The quality of engineering programs has become a fundamental issue in the educational system in the United States. Accreditation confirms that the institution or the program meets minimum quality criteria. ABET has become more important when licensure is required in many states for engineers to practice. According to information provided in ABET website, “Many state board of professional licensure in engineering and surveying require applicants to have graduated from an ABET‐accredited program. In states where non‐ABET graduates are permitted to be licensed, an additional four to eight years of work experience may be required.” (www.abet.org)ABET provides a sets of goals and objectives for accreditation and evaluates and certifies the engineering related education. In order to prepare for an evaluation of their program, the faculty develops a methodology of assessing the performance with respect to outcomes and objectives that are defined in ABET criteria. Each engineering program develops its objectives and performs internal evaluation to meet ABET criteria.Sources in literature describe different approaches and present various tools to design effective processes for evaluating engineering education and to satisfy ABET criteria. Miller and Olds introduce an evaluation matrix which provides performance criteria, implementation strategies, and evaluation methods. (Olds 1998) Owen, Scales, and Leonard explain the importance of creating a database of outcome indicators for engineering programs. There are many other sources in the literature describing different techniques to create surveys for measuring success and providing strategies to integrate assessment and evaluation into engineering education [Owen 1999].Besides the sources in literature, experiences of institutions when they were accredited provide various approaches. The United States Military Academy (USMA) prepared multiple programs for a joint ABET accreditation. They first established the committees for each department and developed cross‐program reviews. The cross‐program review helped them to identify problem areas and make to correction early. By assigning individual faculty members to be responsible for documenting, the outcome monitoring was established [Huggins 2002].The ECE Department at Cal Poly Pomona developed overall objectives to get accredited: Reviewing department goals and objectives, justifying the program if it meets the goals and objectives, justifying the students if they meet the goals and objectives, assessment and improvement of the program, reviewing course outline, and putting the notebooks together. (http://www.csupomona.edu/~ece/eceweb/abet.html)The College of Engineering at The University of Wisconsin Madison outlined four primary activities: Developing department level outcomes, developing course objectives for undergraduate courses, hosting a working conference on ABET preparation, and developing a web‐site for accreditation and assessment (Pfatteicher 2000).At the University of Arizona, the department of Engineering established two teams: ABET implementation team and ABET assessment team. The implementation team consisted of one person from each department to coordinate the activities and assessment team had individuals with specific skills. They created educational objectives and expected outcomes. Expected outcomes later were expressed in terms of measurable activities such as the outcome of working in a multi‐disciplinary team was expressed in terms of completing team lab exercises and completing Engineering 102 projects. They used primary assessment tools such as student, alumni, and faculty surveys and portfolios (Johnson 1999).As can be seen by the various references above, each engineering department may use different processes to achieve the same results, accreditation.The purpose of this paper is to present the process used by the Systems Engineering and Operations Research Department at George Mason University to accredit our Systems Engineering undergraduate program with special emphasis on measurement of outcomes and objectives.

Biomedical/clinical engineering departments (CED) with expertise in engineering and technology management have a vital role to play in determining the potential for implementation and cost-effectiveness of new medical technologies through technology assessment. It provides planned preventive maintenance and repair facility in a state of optimum operational efficiency along with conducts training and research in clinical engineering. For a successful design, the workflow should be kept in mind in terms of its functional needs that are related to space. The clinical engineering and maintenance unit may consist of functional areas dependent on the operational policy and service demand. Heating, ventilation and air-conditioning (HVAC), lighting and acoustic, electrical, fire planning should be done with deliberation and as per specification. How to cite this article Singh MM, Patnaik SK, Srivastva P, Satia HK, Singh M. Planning and Designing of Clinical Engineering Department in a Hospital. Int J Res Foundation Hosp Healthc Adm 2015;3(2):129-134.

Norway has experienced a substantial influx of students in the 21st century. The number of students with foreign citizenship has increased from just over 5,000 in 2000 to more than 23,000 in 2018, as seen in Figure 1 (DBH, 2020). This growth may seem like a paradox, given that Norway has few well-known higher education institutions, high living expenses, a language not widely understood, and a geographical location at the northern fringes of Europe.
 Figure 1: Number of Bachelor and Master Students in Norway with Foreign Citizenship 2000–2018
 So why do students choose Norway? A deliberate policy for internationalization of higher education developed is an important factor. From the 1980s, internationalization has increasingly become an integral part of national higher education policies as well as included as strategies of higher education institutions (Wiers-Jenssen & Sandersen, 2017). The main rationale for encouraging student mobility is educational; mobility is seen a tool for quality enhancement in higher education. However, economic, cultural,and political rationales are also present. The fact that the vast majority of higher education institutions are public partly explains why internationalization policies quite efficiently has trickled down from the national to the institutional level. 
 Most Norwegian higher education institutions do not charge tuition fees. This has gradually become a comparative advantage, as an increasing number of neighboring countries have introduced fees for students from outside Europe. Hence, there may be economic rationales for choosing Norway as a study destination, despite high costs of living. Students from developing countries may qualify for funding from the Norwegian government, while students from other countries have to cover all expenses themselves.
 Higher education institutions have economic incentives other than tuition fees for attracting international students. A reform in Norwegian higher education implemented in 2003 introduced a performance-based funding system (Frölich, 2006). Higher education institutions are rewarded for the number of credit points awarded, implying a stronger focus on attracting students in general. A significant increase in the number of courses and programs in English has facilitated recruitment of international students (Wiers-Jenssen, 2019). 
 International students cited courses in English and absence of tuition fees as the most frequently reported motives for studying in Norway (Diku, 2019a; Wiers-Jenssen, 2019). The latter is particularly important for students undertaking a full degree in Norway. Features of Norway, such as peaceful, safe, and technologically advanced society and unspoiled countryside are also accentuated. As these characteristics were present also before the number of international students started to grow, such motives must be understood in relation to conditions that have changed, such as availability of courses in English. Beautiful scenery and safety would have limited attractional value if courses in English were not offered.
 Quality is a less highlighted reason for choosing Norway as a study destination. But even if perceived quality is not a main attraction, international students in general give positive assessments of the quality of their education (Diku, 2019a). They cope quite well with academic demands, and their main challenges seem to be dealing with the high living expenses and limited interaction with Norwegians. The latter represents a challenge also for higher education institutions, as a major rationale for recruiting international students is to enhance “internationalization at home” (exposing Norwegian students and faculty to perspectives from abroad). If interaction is scarce, so is the exchange of ideas and perspectives.
 Foreign students in Norway consist of three groups (see Figure 2): (a) students who come to undertake a full postgraduate degree (international graduate students), corresponding to the definition of international students used in the Organisation for Economic Cooperation and Development (OECD, 2020) statistics; (b) students who come for a shorter study of 3 months or more (international exchange students); and (c)students who come for study sojourn of less than three months or who have come to Norway for other reasons, including (labor) migrants, refugees and more. In total, these three groups constituted 8.7% of total enrollments in Norwegian higher education institutions in 2018 (own calculation based on DBH).
 Figure 2: Bachelor and Master students in Norway with Foreign Citizenship, 2018: Number and Type of Students
 PhD students are not included in the figures mentioned above, and an exact numberof current doctoral students cannot be estimated. However, the number of foreign citizens completing a PhD was 657 in 2018, 42 per cent of all PhD graduates (Research Council of Norway, 2019). Hence, the proportion of foreign citizens is far higher at the doctorate level than at the bachelor and master level. This is in line with the situation in most European and North American countries (OECD, 2019).
 The largest universities (University of Oslo and Norwegian University of Science and Technology) attract the highest number of international students. These are also among the few Norwegian higher education institution found on international ranking lists. However, some small specialized higher education institutions such as the Academy of Fine Art, The Oslo School of Architecture and Design, and the Norwegian Academy of Music have higher proportions of international students.
 The majority of international students originate from Europe and Asia (Diku, 2019b). China, Nepal, Sweden and Germany are currently the major sending countries of full degree students. Exchange students are mainly Europeans, and many of these come through the European Union student exchange program ERASMUS. European exchange students are often attracted by the “exoticness” of studying in the northern fringes of Europe. The majority of full degree students are enrolled in master programs, while exchange students are in bachelor programs. Science and technology is the most popular field of study, and clearly more popular among international students than Norwegian students (Diku, 2019b).
 More than half of the international students report being interested in living and working in Norway upon graduation (Diku, 2019a). However, updated statistics on the number that actually settle in Norway are currently not available. While obtaining a residence permit in Norway is quite straightforward for those who are originate from countries in the European Economic Area, students from other countries generally face more barriers. Some countries see recruitment of international students as an instrument for so-called skilled migration, but Norway does not have an explicit policy on this. On the contrary, government policies have encouraged students to leave upon graduation, in order to avoid poaching highly skilled individuals from countries that already experience high emigration. As a part of foreign aid policy, students from developing countries have received grants for studying in Norway, on condition that they return to their home country.
 The last couple of years, the number of international students in Norway has ceased to grow (cf. Figure 1). The reasons for this are not clear. It may be that a (temporary) point of saturation is reached. Still, the overall picture shows a remarkable growth in the last two decades. This illustrates that a small country with weak traditions for inward mobility may be able to attract international students if higher education institutions and national policies match well. Further, it shows that institutional policies can attract international students as much as economic policies.

The Atmospheric Sciences Section presented the following outstanding student paper awards at the AGU 1997 Fall Meeting in San Francisco, California, last December.James Corbett presented a poster on “Nitrogen and Sulfur Emissions From Oceangoing Ships.” James is a Ph.D. candidate in the Department of Engineering and Public Policy (EPP) at Carnegie Mellon University, Pittsburgh, Pa. He has been awarded a M.S. degree in EPP and recently completed the M.S. requirements in the Department of Mechanical Engineering. He graduated in 1985 with a degree in marine engineering technology from the California Maritime Academy and holds a California Professional Engineering License (Mechanical). He joined the doctoral program in engineering and public policy at Carnegie Mellon University in August 1995. In 1997, he was selected for a U.S. EPA STAR Fellowship. His research focuses on international maritime transportation and pollution issues, particularly air emissions from ship propulsion. James has developed the first global geographic characterization of air emissions from international maritime transport. As recently published in Science (Corbett and Fischbeck, 1997), his work estimates the global annual nitrogen and sulfur emissions from ships to be 3.08 terragrams (Tg) N and 4.24 Tg S, respectively.

The engineering management (EM) discipline is continuing with the explosive growth pattern that it has experienced since the mid-1970s. The most visible component of the growth is in research and education. The author investigates the characteristics of the field in those areas on the basis of a survey (see D.F. Kocaoglu, 1990) conducted as part of a longitudinal study. It is noted that; in the 1990s, one is observing the rise of the EM discipline, the emergence of crisp definitions of its scope and boundaries, and the strength of its unique characteristics. There is every indication that EM will gain prominence in the 1990s and will potentially be one of the leading disciplines in the 21st century. >

The Portland International Conference for Management of Engineering and Technology (PICMET) has become a world-leading organization in the field of management of engineering and technology management (MET) since its inception in 1989. PICMET provides a strong platform for academics, industry professionals, and government representatives to exchange new knowledge in the field. To celebrate its 30-year journey, this article examines 20 conferences organized by PICMET covering 6601 accepted papers in order to show the trends in MET research and implementation through topics, authors, journals, and countries. In addition to the analysis of the PICMET data, the article delves into the past ten years (2009-2018) to carry out an in-depth bibliometric analysis of the citations of more than 3000 PICMET papers available at Scopus. The detailed analysis sheds light on how PICMET has developed a rich network of researchers and practitioners through its conferences over time. PICMET contributes to the interdisciplinary nature of the MET field and is also affected by the changes of the field. The article ends with key observations and a few suggestions for further studies.

Interested in publishing in an IEEE journal, but do not have the time to write a long and in-depth manuscript? <sc xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">IEEE Engineering Management Review</small> (EMR) offers authors the opportunity to submit Technology Manager's Notebook (TMN) articles to share their insights in management of engineering and technology. This is not only particularly designed for industry practitioners but also for researchers who are experts in a field who want to summarize their key insights. We call these evidence-based articles where authors reflect upon their personal experiences on a certain topic. Experience is not necessarily a matter of age but of interesting and useful insights.