【正文】 UNIT ONE Indus?trial? Engin?eerin?g Educa?tion for the 21st Centu?ry 21 世紀(jì)的 ?工業(yè)工程教 ?育 The 21st centu? ry is just a few years? away. Strat?egic plann?ers all over the world? are using? the year 2020 as the point? futur?e busin?ess activ?ities?. Are we all ready? for that time? As the indus?trial? world? prepa?res to meet the techn?ologi?cal chall?enges? of the 21st centu?ry, there? is a need to focus? on the peopl?e who will take it there? . Peopl?e will be the most impor?tant of the “ manmachi?nemater?ial” syste?ms pe? ting in the next centu?ry. IEs shoul?d play a cruci?al role in prepa?ring an?izati?ons for the 21st centu?ry throu?gh their? roles? as chang?e initi?ators? and facil?itato?rs. Impro? vemen?ts are neede? d in IE under? gradu?ate educa?tion if that role is to be succe?ssful?ly carri?ed out. 21 世紀(jì)來 ?臨在即 ， 全世界的戰(zhàn) ?略家們把 2?000 年作 ?為商業(yè)活動 ?的焦點 。 我們的工業(yè) ?工程教育為 ?這一時刻的 ?到來做好準(zhǔn) ?備了嗎 ？ 當(dāng)工業(yè)界去 ?迎接 21 世 ?紀(jì)的技術(shù)進(jìn) ?步時 ， 有必要去關(guān) ?注將要從事 ?這些技術(shù)挑 ?戰(zhàn)的人 。 在下一個世 ?紀(jì)，人將是“人 機(jī) 物料 ” 系統(tǒng)競爭中 ?最重要的構(gòu) ?成部分 。 工業(yè)工程師 ?為 21 世紀(jì) ?在正在準(zhǔn)備 ?的組織工程 ?中扮演了一 ?個至關(guān)重要 ?的角色 ， 他們的角色 ?是作為創(chuàng)始 ?者和促進(jìn)者 ?。如果這個 角 ?色成功執(zhí)行 ?的話 ， 在工業(yè)工程 ?本科教育過 ?程中 ， 改進(jìn)是必須 ?的。 Under? gradu?ate educa?tion is the found?ation? for profe?ssion? pract?ice. Under?gradu?ate progr? am are the basis? for entry? into gradu?ate schoo? l。 and other? profe?ssion?al field?s. To facil?itate? this trans?ition?, urgen?t impro?vemen?ts are neede?d in educa?tion strat?egies?. Sever?al educa?tors have recog?nized? that the way engin?eerin? g is pract?iced has chang? ed drama?tical?ly over the year and an upgra?de is neede?d in engin?eerin?g educa?tion. Educa?tors, emplo?yers and pract?ition?ers are calli?ng for a bette?r integ?ratio?n of scien?ce with the conce? pts of desig? n and pract? ice throu?ghout? the engin? eerin?g curri? culum?. Such an integ?ratio?n shoul?d be a key po? nent of any educa?tion refor?m in prepa?ratio?n for the 21st centu?ry. 本科教育是 ?專業(yè)實踐的 ?基礎(chǔ) ， 本科教育的 ?課程是進(jìn)入 ?研究院和其 ?它專業(yè)領(lǐng)域 ?的基礎(chǔ) 。 為了促進(jìn)這 ?個轉(zhuǎn)變 ， 在教育策略 ?方面作以緊 ?迫改進(jìn)是必 ?須的 。 很多教育者 ?已經(jīng)意識到 ?工程教育實 ?施的這種方 ?式在很多年 ?中有了很大 ?的變化 ， 并且意識到 ?工程教育中 ?的改善是必 ?要的 ， 教育者 、 雇主和從業(yè) ?者提倡用設(shè) ?計和實踐的 ?觀念 ， 通過工程課 ?程使其有一 ?個較好的科 ?學(xué)的綜合 。 這種綜合將 ?是為 21世 ?紀(jì)作準(zhǔn)備的 ?任何教育改 ?革的一個關(guān) ?鍵的要素。 Hurri? ed attem?pts to impro?ve educa?tion are being? made in many areas?. We know have terms? like total? quali?ty manag?ement? for Acade?mia, justintime educa?tion, and conti? nuous? educa? tion impro? vment? . Unfor? tunat? ely, many of these? repre? sent mere rheto? rics that are not backe?d by pract?ical imple?menta?tion model?s. IE shoul?d take the lead in refor? ming its own curri? culum? so that it can help to devel? oped pract?ical imple? menta?tion model?s that can be used by other? disci?pline?s. Many educa?tors and admin? istra?tors are searc?hing for ways to trans?form impro?vemen?t rheto?rics and sloga?ns into actio?n. Model?s devel?oped by IEs can provi?de the answe?rs. 許多地方在 ?嘗試著快速 ?改進(jìn)教育 ， 在學(xué)術(shù)界 ， 我們已經(jīng)有 ?了像學(xué)院全 ?面質(zhì)量管理 ?， 準(zhǔn)時制以及 ?持續(xù)的教育 ?改革等專業(yè) ?術(shù)語 。 遺憾的是 ， 很多這樣的 ?詞匯僅僅是 ?口號，而 沒有以可 ?行的實踐為 ?基礎(chǔ) ， 工業(yè)工程應(yīng) ?該率先改革 ?其自身專業(yè) ?， 這樣就有助 ?于產(chǎn)生出可 ?以運(yùn)用在其 ?他學(xué)科的可 ?行性的實踐 ?模式 ， 很多教育學(xué) ?家和管理者 ?正在尋求能 ?把理論和標(biāo) ?語運(yùn)用于實 ?際的辦法 ， 經(jīng)由工業(yè)工 ?程師發(fā)展的 ?模式將會提 ?供答案． Quali?ty in IE educa?tion Incor? porat?ion quali? ty conce?pts into educa? tion is a goal that shoul? d be pursu? ed at natio? nal, state?, local? and insti? tutio?n level?s. Exist? ing model? s of total? quali?ty manag? ement? (TQM) and conti? nuous? proce?ss impro?vemen?t (CPI) can be adopt? ed for curri?culum? impro?vemen?t. Howev?er, becau?se of the uniqu? e natur?e of acade? mia. redefin?ition? of TQM will be neces?sary so that the appro?ach will be pa?tible? with the acade?mic proce?ss. For examp?le, in indus?try, the idea of zero defec?ts makes? sense?. But in acade? mia, we canno? t procl? aim zero defec? ts in our gradu? ates since? their? succe?ss on the job canno? t be guara?nteed?. No?heles?s, the basic? conce?pts of impro?ving produ? ct quali?ty are appli?cable? to impro?ving any educa?tion proce?ss. Clyne?s, while? refle?ction? on discu?ssion?s he parti?cipat?ed in at a Natio?nal Resea?rch Counc?il collo?quium? on engin? eerin?g educa?tion, said Teach? ing quali? ty, like a pa? ny’ s custo?mer servi? ce, can never? be too good and alway? s needs? atten?tion for impro? vemen?t. This is true. A caref?ul revie?w of IE curri?culum? will revea?l areas? for impro?vemen?t. This will help avoid? stale? curri?cula that may not meet the curre?nt needs? of the socie?ty. 工業(yè)工程教 ?育的質(zhì)量 將質(zhì)量理念 ?融入到教育 ?之中是民族 ?， 國家 ， 地區(qū)甚至是 ?協(xié)會標(biāo)準(zhǔn)的 ?追求目標(biāo) ， 現(xiàn)有的全面 ?質(zhì)量管理和 ?持續(xù)程序改 ?進(jìn)模式可以 ?納入課程改 ?革 。 但是 ， 由于學(xué)術(shù)界 ?的獨特性 ， 重新定義全 ?面質(zhì)量是必 ?要的 ， 這與理論的 ?進(jìn)程是一致 ?的。例如，在工業(yè) 上 ， 零缺陷很有 ?意義 ， 所以在學(xué)術(shù) ?界我們就不 ?能宣稱零缺 ?陷 ， 由于畢業(yè)生 ?在工作方面 ?的成功不能 ?得到保證 。 不過 ， 提高產(chǎn)品質(zhì) ?量的基本理 ?念同樣適用 ?于任何教育 ?過程。 Clyne?s在參加國 ?家工程教育 ?學(xué)術(shù)討論會 ?時 ，經(jīng)仔細(xì)考慮 ?說 ， “ 教育本質(zhì)就 ?像公司對消 ?費(fèi)者的服務(wù) ?一樣， 不可能達(dá)到 ?最好 ， 需要不斷的 ?改進(jìn) 。 ” 的確 ， 仔細(xì)回顧工 ?業(yè)工程課程 ?能夠發(fā)現(xiàn)需 ?要改進(jìn)的地 ?方 ， 這就有助于 ?避免過時的?， 不能應(yīng)用于 ?當(dāng)今社會要 ?求的課程。 Theor?y and pract?ice Teach? ing deter?mines? the crux of resea?rch while? resea?rch deter?mines? the crux of teach?ing. Integ?ratio?n of teach?ing and resea?rch is requi?red for effec?tive profe?ssion?al pract? ice. The need to incor?porat?e some aspec?t of pract?ice into engin?eerin?g educa?tion has been addre?ssed widel?y in the liter?ature?. Prits?ker re?mends? that profe?ssors? must bi? ne resea? rch inter?ests with teach? ing respo?nsibi? litie?s. The decli?ning state? of unive?rsity? educa?tion was descr?ibed by Samue?lson with respe? ct to waste?, lax acade?mic stand? ards and medio?cre teach?ing and schol? arshi?p. These? speci?fic probl?ems have been cited? in the liter?ature?. l Incre? asing? under?gradu?ate attri?tion despi?te falli?ng acade?mic stand?ards at many schoo? ls. Decre? asing? teach?ing loads? in favor? of incre?asing? dedic?ation? to resea?rch。 l Migra? tion of full profe?ssors? from und