What is Missing for Traditional Design-Centric Engineering Education to Better Prepare Newly Graduated Engineers for the Global Era?

This paper presents an analysis of the capacity of design centric methodologies to prepare engineering students to succeed in the market. Gaps are brainstormed and analyzed with reference to their importance. Reasons that may lead the newly graduated engineers not to succeed right from the beginning of their professional lives have also been evaluated. A comparison among the two subjects above was prepared, reviewed and analyzed. The influence of multidisciplinary, multicultural and complex environmental influences created in the current global business era is taken into account. The industry requirements in terms of what they expect to 'receive' from their engineers are evaluated and compared to the remaining of the study above. An innovative approach to current engineering education that utilizes traditional design-centric methodologies is then proposed, aggregating new disciplines to supplement the traditional engineering education. The solution encompasses the inclusion of disciplines from Human Sciences and Emotional Intelligence fields willing to better prepare the engineer of tomorrow to work in a multidisciplinary, globalized, complex and team working environment. A pilot implementation of such an approach is reviewed and conclusions are drawn from this educational project.

PERFORMANCE EVALUATION OF RESOURCE-AWARE BUSINESS PROCESSES USING STOCHASTIC AUTOMATA NETWORKS

In this work, we study the performance evaluation of resource-aware business process models. We define a new framework that allows the generation of analytical models for performance evaluation from business process models annotated with resource management information. This framework is composed of a new notation that allows the specification of resource management constraints and a method to convert a business process specification and its resource constraints into Stochastic Automata Networks (SANs). We show that the analysis of the generated SAN model provides several performance indices, such as average throughput of the system, average waiting time, average queues size, and utilization rate of resources. Using the BP2SAN tool - our implementation of the proposed framework - and a SAN solver (such as the PEPS tool) we show through a simple use-case how a business specialist with no skills in stochastic modeling can easily obtain performance indices that, in turn, can help to identify bottlenecks on the model, to perform workload characterization, to define the provisioning of resources, and to study other performance related aspects of the business process.

Fidelity and game-based technology in management education

This study explores educational technology and management education by analyzing fidelity in game-based management education interventions. A sample of 31 MBA students was selected to help answer the research question: To what extent do MBA students tend to recognize specific game-based academic experiences, in terms of fidelity, as relevant to their managerial performance? Two distinct game-based interventions (BG1 and BG2) with key differences in fidelity levels were explored: BG1 presented higher physical and functional fidelity levels and lower psychological fidelity levels. Hypotheses were tested with data from the participants, collected shortly after their experiences, related to the overall perceived quality of game-based interventions. The findings reveal a higher overall perception of quality towards BG1: (a) better for testing strategies, (b) offering better business and market models, (c) based on a pace that better stimulates learning, and (d) presenting a fidelity level that better supports real world performance. This study fosters the conclusion that MBA students tend to recognize, to a large extent, that specific game-based academic experiences are relevant and meaningful to their managerial development, mostly with heightened fidelity levels of adopted artifacts. Agents must be ready and motivated to explore the new, to try and err, and to learn collaboratively in order to perform.