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There are three distinct functions in the product realisation chain (product design, process design, and process execution) and thus there are two interfaces (product design – process design; process design – process execution) rather than one (product – manufacturing). This fact supports a need to shift from dyadic relationships to triadic relationships and from the traditionally single interface concept of design for manufacture (DFM) to multiple “design for” elements. This study seeks to discuss this issue.

Through an in – depth case study in an electronics plant and qualitative data analysis, we reveal the existence and functions of these “design for” elements are revealed, and also the link between the implementation of these elements to the levels of process engineering capability.

Proactive and capable process engineering allows improvement of technical coordination among functions. This enables the “design for” mechanisms for both upstream elements (product design) and downstream elements (process execution); this has a positive impact on the performance of product realisation (especially time to market) and thus operational competitiveness.

Since this is a single case study, future empirical research with larger sample sizes should provide further validation of these findings and demonstrate better generalisability of developed concepts.

This paper highlights several initiatives, conceptually linked to the appropriate “design for” elements, which may be applied in manufacturing settings to support product realisation objectives. Process design, as a significant and proactive intermediate component, should be given sufficient attention and investment.

The study expands the existing DFM concept to several new “design for” concepts and discusses some implementation‐related issues.

Companies are increasingly adopting technologies that can promote integration between functions and tasks. The implementation of these technologies has largely concerned the tasks of installation and the technical integration of the system. However, insufficient attention appears to have been directed towards organizational and managerial integration issues. Argues, based on empirical data from 15 UK engineering companies, that effective implementation of integrating technology requires a better understanding of issues concerning the integration of functions/tasks involved. Focuses on the issues and problems concerning managers involved with improving engineering/production integration, and proposes alternative organizational and technical mechanisms for implementing such integration. Reviews these mechanisms by reference to the engineering case companies.

In January 2016, Georgia Tech launched a campus-wide academic initiative (“Center for Serve-Learn-Sustain”) aimed at preparing undergraduate students in all majors to use their disciplinary knowledge and skills to contribute to the major societal challenge of creating sustainable communities. The initiative calls for faculty members from all six Georgia Tech colleges to develop courses and co-curricular opportunities that will help students learn about sustainability and community engagement and hone their skills by engaging in real-world projects with nonprofit, community, government, and business partners. Affiliated courses address various aspects of the Center’s sustainable communities framework, which presents sustainability as an integrated system connecting environment, economy, and society. This chapter reports on one engineering instructor’s ongoing efforts that bring sustainability into the engineering classroom through sociotechnical project-based learning. This cornerstone design course is one of more than 100 Center-affiliated courses currently offered; the full set of Center-affiliated courses enrolls over 5,000 students per year across all six colleges. The sustainability activities introduced in the freshman design course pertain particularly to the Center’s vision that all graduates of the institute, a majority of whom will graduate with engineering degrees, are able to contribute to the creation of sustainable communities and to understand the impact of their professional practice on the communities in which they work. A situated knowledge and learning pedagogical theory is used in the Center-affiliated course, where concept, activity, and context are involved in student learning to produce useable robust knowledge. The sociotechnical project-based teaching model with contextualized design problems is used to engage students throughout the course by utilizing computer-aided-design problems that incorporate sustainability within both individual and team projects. In this chapter, the authors present the pedagogical approaches to learning, strategies, and challenges for implementation and assessment of intervention activities, and data analyses of both student reflection data and pre- and post-survey data.

As the engineering design process becomes increasingly complex, multidisciplinary teams need to work together, integrating diverse expertise across a range of disciplinary models. Where changes arise, these design teams often find it difficult to handle these design changes due to the complexity and interdependencies inherent in engineering systems. This paper aims to develop an innovative approach to clarifying system interdependencies and predicting the design change propagation at the asset level in complex engineering systems based on the digital-twin-driven design structure matrix (DSM).

The paper first defines the digital-twin-driven DSM in terms of elements and interdependencies, where the authors have defined three types of interdependency, namely, geospatial, physical and logical, at the asset level. The digital twin model was then used to generate the large-scale DSMs of complex engineering systems. The cluster analysis was further conducted based on the improved Idicula–Gutierrez–Thebeau algorithm (IGTA-Plus) to decompose such DSMs into modules for the convenience and efficiency of predicting design change propagation. Finally, a design change propagation prediction method based on the digital-twin-driven DSM has been developed by integrating the change prediction method (CPM), a load-capacity model and fuzzy linguistics. A section of an infrastructure mega-project in London was selected as a case study to illustrate and validate the developed approach.

The digital-twin-driven DSM has been formally defined by the spatial algebra and Industry Foundation Classes (IFC) schema. Based on the definitions, an innovative approach has been further developed to (1) automatically generate a digital-twin-driven DSM through the use of IFC files, (2) to decompose these large-scale DSMs into modules through the use of IGTA-Plus and (3) predict the design change propagation by integrating a digital-twin-driven DSM, CPM, a load-capacity model and fuzzy linguistics. From the case study, the results showed that the developed approach can help designers to predict and manage design changes quantitatively and conveniently.

This research contributes to a new perspective of the DSM and digital twin for design change management and can be beneficial to assist designers in making reasonable decisions when changing the designs of complex engineering systems.

Summarizes the most important principles of concurrent engineering [CE] and computer integrated manufacturing [CIM]. Discusses system data flow and IDEFo diagrams used as graphical descriptions of the engineering process. Introduces a software package called CIMpgr. Concludes that CIM addresses the total information requirements and management of a company from the development of a business plan through to the shipment of a product and the follow‐up support.

Application of the engineering design optimization methods and tools to the design of automotive body‐in‐white (BIW) structural components made of polymer metal hybrid (PMH) materials is considered. Specifically, the use of topology optimization in identifying the optimal initial designs and the use of size and shape optimization techniques in defining the final designs is discussed. The optimization analyses employed were required to account for the fact that the BIW structural PMH component in question may be subjected to different in‐service loads be designed for stiffness, strength or buckling resistance and that it must be manufacturable using conventional injection over‐molding. The paper demonstrates the use of various engineering tools, i.e. a CAD program to create the solid model of the PMH component, a meshing program to ensure mesh matching across the polymer/metal interfaces, a linear‐static analysis based topology optimization tool to generate an initial design, a nonlinear statics‐based size and shape optimization program to obtained the final design and a mold‐filling simulation tool to validate manufacturability of the PMH component.

This paper offers design cybernetics as a theoretical common ground to bridge diverging approaches to design as they frequently occur in collaborative design projects. Focusing on the education of architects and structural engineers in China, the paper examines how compatible approaches to design can be established in both disciplines.

The paper analyses relevant literature as well as observations from Chinese practice and academia. Design cybernetics is introduced and examined as a basis for establishing shared narratives to support cross-disciplinary collaborations involving architects and structural engineers.

Design cybernetics offers a body of vocabulary and a rich resource of strategies to address applied designing across design-oriented disciplines such as architecture and science-based disciplines such as structural engineering. The meta perspective of design cybernetics also provides a basis for the implementation of pedagogy supporting cross-disciplinary collaboration in applied design.

The scope of the paper is limited to the examination of the theoretical framing as well as the implementation of pedagogy in the cultural and geographical context of China.

The paper outlines several design cybernetic strategies for pedagogy in support of cross-disciplinary collaborative design processes and illustrates their implementation in applied design education.

Addressing a significant and persistent gap between the two disciplines of architecture and structural engineering in the context of Chinese building practice, this paper examines the particularities of this context and presents an educational approach to support cross-disciplinary collaboration that has value in and beyond the context of China.

This article surveys the literature dealing with theory and applications of life cycle costing (LCC). It deals with the literature published in the last 25 years and provides 667 references.

The purpose of this paper is to provide an ethnographic analysis of the infrastructure intervention process in rural, non-industrialized countries, providing justification for a new approach to technical design. The new approach, Contextual Engineering, merges engineering with sociology to identify place-based conditions that may influence adoption of technological interventions.

A survey of international engineering practitioners, combined with the author's personal journals from 18 international project experiences are qualitatively analyzed using nVivo software to develop a stronger understanding of what motivates stakeholders to undertake humanitarian engineering work, how they incorporate place-based conditions and how their decision-making affects intervention outcomes.

Critical findings include the need for practitioner self-reflection to recognize motivations and beliefs; recognition that industrialized-world technology may not function effectively if it doesn’t acknowledge the client’s societal standards; identification of local context to determine practices, knowledge and beliefs that reside uniquely within the client community; resistance to application of practitioner standards that may not correspond with client conditions, understandings and needs; analysis of power dynamics within the client community, between client and neighboring communities, and among project stakeholders; and incorporation of innovative self-sufficiency in technical infrastructure design.

This paper follows upon previous published research by the author regarding the origin and application of her new approach to rural international infrastructure design, Contextual Engineering, and uses ethnographic qualitative analysis to identify key conditions that justify the Contextual Engineering discipline to more effectively serve rural clients from alternately developed societies.

In 2004, the Council for Higher Education (CHE) required a curriculum responsiveness to the teaching and learning of literacies at the programme level, which needed to be addressed across all disciplines. This study aims to describe a situated higher education (HE) collaboration project between mechanical engineering and the Department of Applied Language Studies (DALS) at Nelson Mandela University from 2010 to 2014. The collaboration project aimed to develop the literacies levels of engineering students, reduce the first-year attrition rate and prepare engineering students to meet the high graduate attribute expectations of a competitive workplace amid employer concerns that engineering graduate communication competencies were lacking and insufficient.

The collaboration study used a mixed-method approach, which included student and lecturer questionnaires, as well as an interview with one engineering lecturer to determine his perceptions of the collaboration practices instituted. As the sample was purposeful, two mechanical engineer lecturers and 32 second-year mechanical engineering students from 2012 to 2013 were selected as the study’s participants, as they met the study’s specific needs. From the questionnaire responses and transcribed interview data, codes were identified to describe the themes that emerged, namely, rating the collaboration practices, attitudes to the course, report feedback provided and report template use.

Most of the student participants viewed the collaboration practices positively and identified their attitude as “positive” and “enthusiastic” to the language/engineering report collaboration initiative. The report feedback practices were viewed as improving writing skills and enabling the students to relate report writing practices to workplace needs. The engineering lecturers also found that the collaboration practices were enabling and improved literacy levels, although time was identified as a constraint. During the four-year collaboration period, the language practitioner increasingly gained report content knowledge, as well as unpacking the specific rhetorical structures required to produce the report text by co-constructing knowledge with the mechanical engineering lecturers.

Studies have shown that language practitioners and discipline lecturers need to change their conceptualisation of academic discourses as generic transferable skills and autonomous bodies of knowledge. Little benefit is derived from this model, least of all for the students who grapple with disciplinary forms of writing and the highly technical language of engineering. Discipline experts often tend to conflate understandings of language, literacy and discourse, which lead to simplistic understandings of how students may be inducted into engineering discourses. Therefore, spaces to nurture and extend language practitioner and discipline-expert collaborations are needed to embed the teaching and learning of discipline-specific literacies within disciplines.

For the collaboration project, the language practitioner and mechanical engineering lecturers focused their collaboration on discussing and negotiating the rhetorical and content requirements of the Design 3 report as a genre. To achieve the goal of making tacit knowledge and discourse explicit, takes time and effort, so without the investment of time and buy-in, interaction would not be sustained, and the collaboration would have been unproductive. As a result, the collaboration project required regular meetings, class visits and negotiations, as well as a language of description so that the often tacit report discourse conventions and requirements could be mutually understood and pedagogically overt to produce “legitimate texts” (Luckett, 2012 p. 19).

In practice, peer collaboration is often a messy, complex and lengthy process, which requires systematic and sustained spaces to provide discourse scaffolding so that the criteria for producing legitimate design reports are not opaque, but transparent and explicit pedagogically. The study also describes the organisational circumstances that generated the collaboration, as establishing and sustaining a collaborative culture over time requires planning, on-going dialogic spaces, as well as support and buy-in at various institutional levels to maintain the feasibility of the collaboration practice.

Literacy and discourse collaboration tends to reduce role differentiation amongst language teachers and specialists, which results in shared expertise for problem-solving that could provide multiple solutions to literacy and discourse learning issues. This finding is important, especially as most studies focus on collaboration practices in isolation, whilst fewer studies have focused on the process of collaboration between language practitioners and disciplinary specialists as has been described in this study.