The Cambridge Manufacturing Leaders' Programme

As with all Cambridge teaching, the Cambridge Manufacturing Leaders' Programme is based on one-to-one tutorial supervision, comprising guidance throughout a major strategic development project in the programme participant's company, interspersed with reflective study time spent in Cambridge. In this paper a description of the course is set in a wider philosophical context, looking at the role of work in a personal developmental sense, and the responsibility carried by manufacturing leaders for shaping and guiding that process. It is shown that the programme is rooted in and embodies important aspects of our European heritage regarding work as a learning process and the master/apprentice relationship as a way of giving educational guidance.

Foresight vehicle programme - Customer understanding processes in design

Customer feedback is normally fed into product design and engineering via quality surveys and therefore mainly comprises negative comments: complaints about things gone wrong. Whilst eradication of such problems will result in a feeling of satisfaction in existing customers, it will not instil the sense of delight required to attract conquest buyers. CUPID's aim is to conceive and evaluate ideas to stimulate product desirability through the provision of delightful features and execution. By definition, surprise and delight features cannot be foreseen, so we have to understand sensory appeal and, therefore, the "hidden" voice of the customer. Copyright © 2002 Society of Automotive Engineers, Inc.

Corrugated all-composite sandwich structures. Part 2: Failure mechanisms and experimental programme

A novel corrugated composite core, referred to as a hierarchical corrugation, has been developed and tested experimentally. Hierarchical corrugations exhibit a range of different failure modes depending on the geometrical properties and the material properties of the structures. In order to understand the different failure modes the analytical strength model, developed in part 1 of this paper, was used to make collapse mechanism maps for the different corrugation configurations. If designed correctly, the hierarchical structures can have more than 7 times higher weight specific strength compared to its monolithic counter part. The difference in strength arises mainly from the increase in buckling resistance of the sandwich core members compared to the monolithic version. The highest difference in strength is seen for core configurations with low overall density. As the density of the core increases, the monolithic core members get stockier and more resistant to buckling and thus the benefits of the hierarchical structure reduces. © 2008 Elsevier Ltd. All rights reserved.

Manufacturing excellent engineers: Skill development in a Masters programme

An MPhil programme, delivered by the Engineering Department at the University of Cambridge, claims to be excellent at preparing graduates for manufacturing industry careers. The course uses a combination of different educational experiences, including industry-based assignments, industrial visits and practical exercises. This research explores how problem solving skills are developed during the first module, Induction, which is designed to enable students to undertake their first industrial assignment. From the literature, four conditions necessary for skill development were identified: Provision of a skill description, making explicit key components A number of different experiences with a range of contextual variables A teaching process which includes regular feedback and student reflection Students motivated to learn. These were used to construct a skill development framework (SDF). Using a case study research design, multiple types of evidence were collected to test for the above conditions using both classroom observation and questionnaire methods. The results confirmed the presence of the SDF conditions at different levels, with reflection aspects considered the weakest. Conflicting results were obtained regarding the students' self-awareness of skill levels. A plausible explanation is a change in the students' frame of reference. This initial study set out to develop a better understanding of the process of skill development. Whilst the SDF appears reasonable, there is a need for further work in three broad areas of defining skills, assessing skills and developing reflection skills.