Abstract: Context: The Engineering curricula designers have long been trying to integrate engineering education to impart multi-disciplinary skills and industry concepts to the engineering graduates but these efforts have generally not been successful because a complete change in thinking is required. This stagnancy in the existing engineering course has resulted in ever-increasing gap between employer expectations and engineering graduates capabilities. The old thinking style of producing singlediscipline specialists must phase out and balanced-skills professionals must be immersed in the industry. If the above mentioned problem is allowed to continue, it would lead to costly interface mistakes by the fresh engineers, low productivity especially during first five years, high turnover in the organizations and loss of billions of dollars. The above argument specially applies to the oil and gas industry because this industry has multiple solutions to the same problem, which has to be optimized by collaborative team efforts and requires multiple interfaces between design teams.
Purpose: The below write-up proposes a "Modular Course" to be added to the undergraduate engineering curriculums, which is based on the selected applicable guidelines for all the key disciplines and ensures to produce balanced skills in the professionals imparting the ability to understand other discipline perspectives during critical design decisions.
Approach: In order to simulate industry project environment, the suggested modules are proposed to be taught in logical order similar to the work is performed in the industry, which includes Project Management Module, Process Engineering Module, Piping Engineering Module, Power Module and Instrumentation/Control Module.
Results: The proposed course has been introduced as two weeks course in three engineering institutes for final year students and is in the process of implementation in one of them on pilot basis. The coaching sequence would mimic the real projects executed in the industry. Since Project group receives the customer requirements therefore the first Module is "Engineering Project Management", which explains about a typical project environment, types of project contracts with implications on the project design, types of customers and project communications. Module 2, "Process" is the first technical discipline to commence project work and becomes a foundation and work-front provider for the remainder disciplines therefore becomes a critical discipline. This module explains how a vague process concept is translated into the process design, which decision options the process discipline has to face. The process group pass over the produced deliverables to "Piping" therefore the third module is "Piping", after that the "Electrical", and "Instrument" modules come into picture.
Conclusions: The above concepts have been applied with success in an engineering university where author teaches as Assistant Professor. The proposed modules broaden the engineering curricula to produce more practical oriented minds overcoming multi-discipline interface problem and keeping abreast with rapidly advancing state-of-art engineering industry.
To cite this article: Khawaja, Adil Naseer. Integrating the engineering education to make it multi-disciplinary and industry oriented [online]. In: 27th Annual Conference of the Australasian Association for Engineering Education : AAEE 2016. Lismore, NSW: Southern Cross University, 2016: 395-402.
[cited 27 Jun 17].