Industrial Engineering & Management Curriculum

The T-Shape Dilemma in the industrial engineering and management curriculum in today’s business environment is the result of considerable technological, social and economic changes. This environment is characterized by the globalization of the world economy, intense interorganizational competition, the use of innovative management approaches, and the availability of information and knowledge through access to fast and inexpensive media and sophisticated information systems. Recent economic and industrial changes and developments must also be taken into account in order to update and adapt the curriculum of industrial engineering and management graduates in this field will be integrated into the competitive market after completing their studies. The field of study of industrial engineering and management is based on the application of the principles of engineering, science and technology. Studies cover a wide range of fields to enable graduates to tackle the many challenges ahead in industry, research and development. In recent years, all aspects of industry have become central to our modern lifestyle and are highly influential in the highly developed world. As a result, industrial engineering and management graduates need better training and preparation than ever before. They must be proficient in many new technologies and able to handle complex information systems. The industrial engineering curriculum combines classical engineering tools, based on mathematical principles, with tools from “soft” fields, such as human resource management and psychology, to improve the efficiency of processes in which the human factor is involved. Today, industrial engineers are integrated in many fields and cover a wide range of areas, from robot development, through integration into project teams, to holding various managerial positions. In this study, the T-shape dilemma is examined with regard to teaching in industrial engineering and management. This dilemma relates to the degree to which there should be a focus on the depth of teaching and learning – in this case, on engineering content in industrial engineering and management disciplines – (represented by the vertical section of the letter T in Figure 1), as opposed to a focus on the breadth of teaching coverage. / multidisciplinary learning. The balance between depth and breadth in learning in industrial engineering and management disciplines is contentious among the research community in these fields, and to date, there has been no firm answer as to which – if either – should predominate. For example, many still believe that in teaching too much emphasis is placed on the horizontal part of the T (wide) shape, thus focusing on learning little about much. Conversely, a growing number of individuals believe that based on data from the field, the industrial engineering and management disciplines represent an important body of knowledge, enabling graduates to integrate successfully into defined positions within industry. Following the presentation of the findings of this study, there will be a detailed discussion of this important issue, presenting different aspects rather than taking a stand. The main practical contribution of this research is to identify curriculum planning principles for undergraduate industrial engineering and management that are suitable for teaching with the desired focus (breadth or depth)