【正文】 nly engin?eerin?g profe?ssion? that insis?ts on weari?ng its degre? e on its depar?tment?al door,” she says. “ we have focus?ed too much on maint?ainin?g our degre?e, inste?ad of ident?ifyin?g our funct?ion withi?n our pa?ny.” 許多人 ， 包括格萊斯 ?公司的工業(yè) ?工程經(jīng)理瑞 ?貝卡瑞都認(rèn) ?為 ， 這是正確方 ?向上的一步 ?。 Says Jerry? Zolle?nberg?, direc?tor of IE for Unite? d Parce?l Servi?ce, “ If a perso? n loses? sligh?t of the total? job and stars? looki?ng at the indiv? idual? piece?s, it es? out a littl? e hairy?.” For examp? le, Zolle?nberg? says that he has an opera? tions? resea?rch(OR) group? of 40 to 50 indiv?idual? who are worki?ng on the cutti? ng edge of pu?ter techn?ology?. At one time these? peopl?e were desig?nated? as IEs. But Zolle?nberg? says that even throu? gh they are not calle?d IEs, the job they are doing? is certa?inly IEorien?ted and could? be IE, depen?ding on how you set up the an?izati?on. 聯(lián)合包裝服 ?務(wù)公司的工 ?業(yè)工程經(jīng)理 ?杰瑞說 ： “ 如果一個人 ?不能對整項 ?工作做全面 ?把握而只是 ?將注意力放 ?在個別的方 ?面 ， 那么結(jié)果就 ?不會令人滿 ?意 。 In addit? ion, the IE now has a great?er oppor?tunit?y to conce?ntrat?e on any one of a broad? varie?ty of areas? that many pa? nies now recog?nize as indiv?idual? depar?tment?sinclu? ding simul? ation? , opera? tions? resea? rch, ergon? omics? , mater? ial handl? ing and logis?tics. 值得一提的 ?是 ， 工業(yè)工程現(xiàn) ?在有更多的 ?機會去集中 ?于現(xiàn)在許多 ?企業(yè)已經(jīng)視 ?為獨立的學(xué) ?科的眾多領(lǐng) ?域中的一個 ?包括防真學(xué) ?、 運籌學(xué) 、 人因?qū)W 、 物料搬運和 ?物流學(xué)。 而且這個問 ?題解決起來 ?一直很困難 ?。 這種觀點阻 ?礙了他們傳 ?承實踐經(jīng)驗 ?， 并且妨礙了 ?他們對工程 ?問題出現(xiàn)的 ?根本原因的 ?發(fā)現(xiàn) 。 學(xué)生必須在 ?具備職業(yè)的 ?忠誠 ， 技術(shù)能力 ， 綜合的理論 ?認(rèn)識以及有 ?效的實踐能 ?力下畢業(yè)。 導(dǎo)致這種問 ?題的根本原 ?因是許多 I?E畢業(yè)生沒 ?有解決以下 ?的問題： 在許多學(xué)校 ?本科和研究 ?生的課程是 ?全面的 。 學(xué)科融合應(yīng) ?該是在教育 ?改革計劃中 ?有優(yōu)先權(quán)的 ?。 很多文獻(xiàn)中 ?也提出要將 ?時間的一些 ?方法融入到 ?工程教育中 ?去。 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。 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 ?課程是進入 ?研究院和其 ?它專業(yè)領(lǐng)域 ?的基礎(chǔ) 。 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 ?步時 ， 有必要去關(guān) ?注將要從事 ?這些技術(shù)挑 ?戰(zhàn)的人 。 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。 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 盡管許多 ?高校已降低 ?學(xué)術(shù)標(biāo)準(zhǔn) ， 本科生的人 ?數(shù)還是不斷 ?減少 ， 減少教學(xué)負(fù) ?擔(dān)以便增加 ?科學(xué)貢獻(xiàn)。 交叉學(xué)科和 ?課程改進應(yīng) ?該把那些雖 ?然不同但是 ?有關(guān)的課題 ? 聯(lián)系 起 來 ， 以便為學(xué)生 ?提供廣泛的 ?技能使他們 ?能夠適應(yīng)變 ?化的社會 。 其哲學(xué)體系 ?是關(guān)于人 ， 機 ， 物料集成體 ?系的整體設(shè) ?計 、 發(fā)展和執(zhí)行 ?。 這導(dǎo)致了專 ?業(yè)研究上的 ?狹隘。 因此 ， 學(xué)生期望所 ?有的問題都 ?有明確的輸 ?入 ， 處理模塊和 ?輸出 。 Like many other? engin?eerin?g curri?cula, IE is growi? ng withi?n an isola?ted shell? . Stude?nts do not reali? ze the impor?tance? of devel? oping? solut?ions benef? icial? to a syste?m rathe? r than for indiv?idual? po?nents? . Many new gradu?ates take a long time to be?e produ?ctive? in devel?oping? solut?ions that requi?re multi?disci?plina?ry appro?aches?. 像其他的工 ?程課程一樣 ?， 工業(yè)工程是 ?在一個封閉 ?空間內(nèi)發(fā)展 ?的 。 IE depar? tment?s are being? elimi? nated? or renam? ed。 “ 但是現(xiàn)在需 ?要放棄那些 ?落后的工業(yè) ?工程定義了 ?。 許多企業(yè)在 ?這個經(jīng)濟時 ?代的要求下 ?都在重組公 ?司結(jié)構(gòu) ， 以期能夠是 ?組織有效能 ?， 可以節(jié)約開 ?支并加快決 ?策的進度 。 “ 我們已經(jīng)過 ?多的注重維 ?護我們的地 ?位而忽略了 ?我們對公司 ?所起的作用 ?。 “ What I see is pa? nies getti?ng away from the IE name and tryin?g to have names? that are more descr?iptiv?e of the broad?er set of skill?s,” says Power?s. 帕娃說 ： “ 我所看到的 ?就是企業(yè)都 ?在減少使用 ?工業(yè)工程這 ?個名字而在 ?嘗試使用些 ?更新的描述 ?這些技能的 ?名字。 他們現(xiàn)在正 ?在爭取這份 ?工作。新技術(shù)已經(jīng) ?提高了精確 ?度和速度并 ?逐漸提高了 ?工業(yè)工程師 ?們解決更多 ?樣問題的能 ?力。 可是具有諷 ?刺性的卻是 ?他們?nèi)杂幸??個長期性的 ?問題得不到 ?解決 一致性 。 Many young? gradu?ates mista?kenly? perce?ive their? expec?ted roles? as being? part of the manag? ement? perso?nnel, havin? g littl?e or no direc?t assoc?iatio?n with shopfloor? activ?ities?. Such views? imped?e handon exper? ience? and preve? nt the ident?ifica?tion of root cause? s of indus?trial? probl? ems. Conse?quent?ly, this leads? to the devel?opmen?t of solut?ions that are short? term, unrea?listi?c, and/or inade?quate?. The growi? ng relia?nce of simul? ation? model?s that canno?t be pract?icall?y valid?ated in realworld? setti?ngs is one obvio?us sympt?om of this probl?em. 許多年輕的 ?畢業(yè)生錯誤 ?地把他們未 ?來的角色看 ?作是管理人 ?員 ， 很少或者根 ?本沒有把自 ?己與車間活 ?動聯(lián)系在一 ?起 。 這對學(xué)習(xí)中 ?的交互能力 ?產(chǎn)生不利的 ?影響 。 What contr?ibuti?on does the profe?ssion? make to an an?izati?on? IE 正很快 ?的失去它增 ?值的 特征 。當(dāng)前 IE 課 ?程顯示了他 ?很多獨特的 ?方面 。 Curri?culum? Integ?ratio?n Curri? culum? integ?ratio?n (inter?disci? plina?ry appro?ach) shoul?d be used to addre?ss the probl? ems cited? above?. Curri?culum? integ?ratio?n shoul?d be a prior?ity in refor?ming educa?tion progr?ams. Stude?nts must under? stand? the way the world? aroun?d them works? and be capab? le of be?ing respo?nsibl?e contr?