UNIT ONE
Industrial Engineering Education for the 21st Century
21世纪的工业工程教育
The 21st century is just a few years away. Strategic planners all over the world are using the year 2000 as the point future business activities. Are we all ready for that time? As the industrial world prepares to meet the technological challenges of the 21st century, there is a need to focus on the people who will take it there. People will be the most important of the “man-machine-material” systems competing in the next century. IEs should play a crucial role in preparing organizations for the 21st century through their roles as change initiators and facilitators. Improvements are needed in IE undergraduate education if that role is to be successfully carried out.
21世纪来临在即，全世界的战略家们把2000年作为商业活动的焦点。我们的工业工程教育为这一时刻的到来做好准备了吗？当工业界去迎接21世纪的技术进步时，有必要去关注将要从事这些技术挑战的人。在下一个世纪，人将是“人-机-物料”系统竞争中最重要的构成部分。工业工程师为21世纪在正在准备的组织工程中扮演了一个至关重要的角色，他们的角色是作为创始者和促进者。如果这个角色成功执行的话，在工业工程本科教育过程中，改进是必须的。
Undergraduate education is the foundation for profession practice. Undergraduate program are the basis for entry into graduate school; and other professional fields. To facilitate this transition, urgent improvements are needed in education strategies. Several educators have recognized that the way engineering is practiced has changed dramatically over the year and an upgrade is needed in engineering education. Educators, employers and practitioners are calling for a better integration of science with the concepts of design and practice throughout the engineering curriculum. Such an integration should be a key component of any education reform in preparation for the 21st century.
本科教育是专业实践的基础，本科教育的课程是进入研究院和其它专业领域的基础。为了促进这个转变，在教育策略方面作以紧迫改进是必须的。很多教育者已经意识到工程教育实施的这种方式在很多年中有了很大的变化，并且意识到工程教育中的改善是必要的，教育者、雇主和从业者提倡用设计和实践的观念，通过工程课程使其有一个较好的科学的综合。这种综合将是为21世纪作准备的任何教育改革的一个关键的要素。
Hurried attempts to improve education are being made in many areas. We know have terms like \quality management for Academia, \education,\and \education
improvment\Unfortunately, many of these represent mere rhetorics that are not backed by practical implementation models. IE should take the lead in reforming its own curriculum so that it can help to developed practical implementation models that can be used by other disciplines. Many educators and administrators are searching for ways to transform improvement rhetorics and slogans into action. Models developed by IEs can provide the answers.
许多地方在尝试着快速改进教育，在学术界，我们已经有了像学院全面质量管理，准时制以及持续的教育改革等专业术语。遗憾的是，很多这样的词汇仅仅是口号，而没有以可行的实践为基础，工业工程应该率先改革其自身专业，这样就有助于产生出可以运用在其他学科的可行性的实践模式，很多教育学家和管理者正在寻求能把理论和标语运用于实际的办法，经由工业工程师发展的模式将会提供答案．
Quality in IE education
Incorporation quality concepts into education is a goal that should be pursued at national, state, local and institution levels. Existing models of total quality management (TQM) and continuous process improvement (CPI) can be adopted for curriculum improvement. However, because of the unique nature of academia. re-definition of TQM will be necessary so that the approach will be compatible with the academic process. For example, in industry, the idea of zero defects makes sense. But in academia, we cannot proclaim zero defects in our graduates since their success on the job cannot be guaranteed. Nonetheless, the basic concepts of improving product quality are applicable to improving any education process. Clynes, while reflection on discussions he participated in at a National Research Council colloquium on engineering education, said \quality, like a company?s customer service, can never be too good and always needs attention for improvement\ careful review of IE curriculum will reveal areas for improvement. This will help avoid stale curricula that may not meet the current needs of the society.
工业工程教育的质量
将质量理念融入到教育之中是民族，国家，地区甚至是协会标准的追求目标，现有的全面质量管理和持续程序改进模式可以纳入课程改革。但是，由于学术界的独特性，重新定义全面质量是必要的，这与理论的进程是一致的。例如，在工业上，零缺陷很有意义，所以在学术界我们就不能宣称零缺陷，由于毕业生在工作方面的成功不能得到保证。不过，提高产品质量的基本理念同样适用于任何教育过程。Clynes在参加国家工程教育学术讨论会时，经仔细考虑说，“教育本质就像公司对消费者的服务一样， 不可能达到最好，需要不断的改进。”的确，仔细回顾工业工程课程能够发现需要改进的地方，这就有助于避免过时的，不能应用于当今社会要求的课程。
Theory and practice
Teaching determines the crux of research while research determines the crux of teaching. Integration of teaching and research is required for effective professional practice. The need to incorporate some aspect of practice into engineering education has been addressed widely in the literature. Pritsker recommends that professors must combine research interests with teaching responsibilities. The declining state of university education was described by Samuelson with respect to waste, lax academic standards and mediocre teaching and scholarship. These specific problems have been cited in the literature.
l Increasing undergraduate attrition despite falling academic standards at many schools. Decreasing teaching loads in favor of increasing dedication to research;
l Migration of full professors from undergraduate teaching in favor of graduate teaching and research;
l Watered down contents of undergraduate courses in the attempt to achieve retention goals;
l Decreasing relevance of undergraduate courses to real world practice.
理论和实践
教学决定着科研的核心，同时，科研也反过来影响着教学。有效的专业实践要求教学和科研的融合。很多文献中也提出要将时间的一些方法融入到工程教育中去。Pritsker认为教授们必须把科研兴趣和教学责任心相结合起来。Samuelson曾经描述过关于浪费，不精确的学术标准，平庸的教学方法和奖学金等大学教育的衰退现象，这些特殊的问题早已在文献中被引证。
l 尽管许多高校已降低学术标准，本科生的人数还是不断减少，减少教学负担以便增加科学贡献。
l 从本科生教学中迁移了几乎所有的教授以便研究生的教学和科研。
l 消减本科学生的课程内容以图达到既定的目标。
l 减少本科生有关的实习实践课程。
Curriculum Integration
Curriculum integration (interdisciplinary approach) should be used to address the problems cited above. Curriculum integration should be a priority in reforming education programs. Students must understand the way the world around them works and be capable of becoming responsible contributors to the society. Interdisciplinary education offers a more holistic approach to achieving this goal. Interdisciplinary course and curriculum improvement should link separate but related subjects to provide students with comprehensive skills so they can adapt to the changing world. One form of interdisciplinary integration involves projects in which students from more than one academic department participate in join industrial projects. This facilitates sharing of views from different angles.
课程融合
课程融合应该着眼于解决以上提出的这些问题。学科融合应该是在教育改革计划中有优先权的。学生们必须了解他们周围世界是怎样的，并且有能力成为一个对社会有贡献的人。跨学科教育为达到这一目的提供了更全面的方法。交叉学科和课程改进应该把那些虽然不同但是有关的课题联系起来，以便为学生提供广泛的技能使他们能够适应变化的社会。跨学科的融合的形式应包含来自于多个学院参加工程项目的学生，这会有利于从不同的角度看问题。
Role of the IE
Enhanced IE education will prepare students to lead efforts to integrate entities in manufacturing and service organization of the 21st century. The IE profession, as a whole, faces an important challenge in educating future IEs for this leadership role. The current IE curriculum provides good exposure to its many unique facets. Individual courses at both undergraduate and graduate levels in many institutions are comprehensive. Yet there are some fundamental deficiencies as discussed below.
工业工程的角色
日益提高的工业工程教育将为学生准备好为21世纪制造业和服务业集成实体而努力。总的来说，在培养IE领导角色方面，IE教育将面对很大的挑战。当前IE课程显示了他很多独特的方面。在许多学校本科和研究生的课程是全面的。但是还有一些根本的不足之处有待于讨论。
The academic curriculum rarely emphasizes the fundamental philosophy of IE itself. That philosophy is a holistic approach to design, development and implementation of integrated systems of men, machines and materials. Students go through courses in operations research, manufacturing, human factors and so on without understanding the interrelationships between
these areas and the synergistic impact this integrated approach has on man-machine systems.
在学院课程中很少强调IE自身的哲学体系。其哲学体系是关于人，机，物料集成体系的整体设计、发展和执行。学生学习了运筹学，机械设计，人因学等课程，但是并没有深入理解这些领域在人机体系中集成方法的内在联系以及相互影响。
IE is quickly losing its identity as a value-adding profession. The basic cause of this problem is that many IEs graduate without resolving the question of identity related to the following questions:
·What separates an IE from other engineers?
·What contribution does the profession make to an organization?
IE正很快的失去它增值的特征。导致这种问题的根本原因是许多IE毕业生没有解决以下的问题：
·IE师与其他领域的工程师的区别是什么?
·这个专业对企业有何贡献?
The root of this identity problem lies in the structured and isolated approach of various IE courses. This results in specialization that is too narrow. For example, graduates today tend to associate more with focused professional societies rather than the general IE. This is a disturbing drift that may destroy the identity of IE as we now know it.
这些问题的根源是由于各种IE课程结构的和孤立的方法。这导致了专业研究上的狭隘。例如，现在的毕业生倾向于更多地密集的专业社会领域而不是基础IE，这种使人不安的偏离现象，可能会毁掉原来我们所知的IE特征.
There is a big difference between academic and industrial approaches to performance evaluation. The academic community evaluates its members by the number of publications and research grants. By contrast, industry measures performance in terms of real contributions to organizational goals. This has a detrimental effect on the learning interaction that faculty and students must share for students to graduate with professional loyalty, technical competence and capability of integrating theoretical concepts and industrial practice effectively.
在表现评价中，理论和工业生产之间有很大的差异。在理论界，价值的评估是通过发表成果
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