Repairing Dissatisfaction based Instructional Loss to Gain in an Industrial Engineering Class
Keywords:
mass cuts, bunk, industrial unrest, quality of engineering education, academic environment, teacher’s competency, teaching days/ hours.Abstract
Undesirable student responses to 21st century engineering education are causing concern to academic fraternity and to engineers in industry- the customers of those skills. The most discontent accrues especially when they escape or bypass the class room process without undergoing instructions. Converse to industrial processes, where strikes prevail to cut work or show discontent, academic environment additionally suffers from plethoric mass cuts, which are of short durations but of much severe impacts, because they mar the students’ future. Whether mass cuts - a playful exercise resorted by fun loving students, or a practice to take revenge against boring teachers, or at higher order, a reaction to unsolicited practices indulged by managements – the outcome is similar, considering in loss of academic time. In the present work, we attempt to study the causes of such academic time losses, using due situation analysis through deployment of problem solving tools, taught in the industrial engineering class room. The students are themselves involved through teams to brainstorm amongst themselves, while considering the perspective of faculty members and other administrative staff. To find out the root cause of the situation created by the students, a cause and effect analysis was done and then prioritized to remove errs. The prioritization was carried out using Multivoting technique, and Pareto analysis. The study not only physically helped saving the career of students, but also created an emotional yet sustainable learning environment of learning.
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