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In the ever increasing worldwide attention to the concept of sustainable development, industrial engineering as productivity champion has not received major attention. This is unfortunate as one can see it as the toolkit to attain sustainable development because industrial engineering is concerned with productivity as the measure for production and service efficiency. Without this it would be difficult to quantify the quality aspects of sustainable development and evaluate the integrated systems of man, money, materials, energy, knowledge, information and equipment, all instances of the three pillars.Energy efficiency is one route towards minimising environmental impact, achieving sustainability and therefore making possible sustainable development. This chapter analyses industrial engineering tools to assess how sustainable our current energy consumption is. For this analysis refrigerators are taken as the sample. This is due to general usage of refrigerators by all people everywhere and due to its major role in worldwide energy consumption. Energy labels are nowadays a common feature of refrigerators put into the market for sale, although this trend is diverse in different parts of the world which signals non-harmonized comprehension of sustainable development in the world.These are explored at a theoretical level to show that industrial engineering tools contribute to sustainability.The implications of using game theory to address these issues are substantial although not previously used.

University inventions are increasingly transferred to industry by market mechanisms involving licensing and start-up ventures. This chapter explores the ways in which entrepreneurship education can benefit the professionals involved in this process. We focus on graduate education since the professions typically involved require one or more graduate degrees, such as the Doctor of Philosophy in the case of scientists and engineers or professional degrees such as the Master of Business Administration or Doctor of Jurisprudence in the case of business professionals or attorneys. Introducing entrepreneurship education to graduate programs presents a challenge since graduate education is highly structured. We present a model that preserves the in-depth disciplinary structure of degree programs while bringing Ph.D. students in science and engineering together with MBA and JD students to explore the interface of technology, business, and legal issues in commercialization of the science and engineering student's research.

Challenge-based learning (CBL) is a didactic technique that aims to increase the knowledge and skills development of higher education students. The different situations that humanity faces make educational models evolve and adapt to reality and force faculty to be increasingly prepared and open to face current problems. The Tecnológico de Monterrey, the highest ranked private university in Mexico and the 155th in the world (QS World University Rankings, 2021), has implemented the Tec21 Educational Model based on four fundamental pillars: (1) CBL; (2) flexibility; (3) inspiring faculty; and (4) integrated and memorable education experiences. In this chapter, we describe the experience of implementing this education model. Our conclusions so far are that students acquire more knowledge in CBL classes than in face-to-face classes; however, faculty require an adequate training program, and there must be a prior design of the competency assessment instruments. Testing of various assessment instruments found that checklists and rubrics are the most accepted, appropriate, objective, and transparent in CBL courses, based on faculty and students' surveys. Finally, in the opinion of employers, students educated with CBL as a didactic technique have greater acceptance in the working world.

Based on a single case approach, this chapter empirically explores the triple helix configuration of Centurion University of Technology and Management (CUTM) and its social innovation programme. The study uses case files and web available material to consider the nature of the university’s relationship with industry and government. The findings show that triple helix social innovation has yet to be studied in an Indian context. Also, CUTM’s human and social orientation is a driver of its triple helix interaction. The university’s pursuit and trust in employers’ participation in the curriculum and campus experience is the hallmark of its social and pedagogic success. To advance the literature, this chapter draws attention to a much-overlooked Indian context and, for practitioners, it demonstrates the inner-workings of a functioning triple helix system.

During the 1990s, new theories emerged in the field of strategy. In particular, the resource-based and competence-based views of the firm developed in reaction to Porter and the entire current derived from the industrial economy. However, these approaches have their own limitations: they are difficult to put into practice and are partially similar to the industrial approach.

This article has two aims: (a) to make a clearer distinction between the classical approach on the one hand, and the resource- and competence-based approach on the other hand; and (b) to overcome the opposition between these two models in order to grasp their complementarities. First of all, a critical analysis of the literature is presented, in order to understand how these two approaches fit into thinking. This theoretical framework is then illustrated by a case study of Air Liquide, which, in some of its activities, adopted a competence-based strategy and structure. The case study clearly identifies the points of divergence such as the complementarities between the two approaches, thereby showing how one can overcome their oppositions as well as their respective limitations.

Purpose – This study aims at finding out the implementation of English for specific purposes (ESP) course and identifying the challenges faced by English lecturers in designing an ESP course for first-year students in the Engineering Faculty of Malikussaleh University.

Methodology – This study implements qualitative research through interviews as a means of data collection.

Findings – This study addresses the application of an ESP course and identifies the challenges appeared during the stages of designing. The study reveals that an ESP course is not completely implemented. In fact, the course provided little ESP contents. The paper also reveals that, in terms of challenges, each stage of design presents its own challenge. To design an ESP course involves five crucial stages, that is, needs analysis, syllabus, material, teaching, and evaluation. Teachers encounter challenges as the design process takes place.

Research Limitations/Implications – The present study provides an account of how English teachers view challenges in implementing a complete ESP course. However, further research should be conducted to discover the possibility of application of ESP course in national universities in Indonesia.

Practical Implications – This paper offers solutions in order to make the implementation of ESP course feasible in the university.

Originality/Value – There have not been any research in ESP application for engineering students in Malikussaleh University.

Three types of industrial buyer-seller relational process models are available: joining theory, stage theory, and state theory. However, historically, these models have developed based on the knowledge and cultural context of the Western world. Several researchers note that national culture may have an impact on international industrial buyer-seller relationships. Including culture in the models is highly important, especially as the business environment is increasingly more global and different countries have different business cultures. The goal of this paper is to define the most suitable industrial buyer-seller relational process models for describing relationships in various contexts. The paper includes a through literature review and a single case study in order to reach this objective. A new state theory model evolved during the research. It consists of two beginning states: searching and starting; four purely middles states: constant/static, decline, growth, and troubled; and a purely end state: termination. The state of dormant/inert is both a middle state and an end state, that is, when the relational actors are not in contact does not mean that the relationship has ended, but instead, for example, new legislation may have been implemented, which requires the actors to evaluate their relationship and its future. A relationship goes through the two beginning states in the order mentioned above, but after that, any state may occur.

BIM education for construction professionals has tended to lag industry developments. This investigation initiates doctoral research into the use of BIM for construction education. The purpose of this study is to gain an understanding of existing examples of BIM education, their characteristics, the challenges faced in their implementation and any clear trends to focus the doctoral research effort.

A systematic search of peer-reviewed BIM education literature was carried out. From the articles captured, 51 specific cases of BIM education were identified and analysed.

Most cases are from the USA with a more global spread from 2013. A tendency towards interdisciplinary collaboration was apparent though single discipline courses remain important. BIM software in education is dominated by Autodesk products. Most cases were found to be BIM-focused with few examples of BIM-enabled education. This was consistent with the most significant BIM education challenges that were found to relate to the skill levels of students, time and the availability of technical support.

This is an initial study. It is based on only 51 cases of BIM education, which were partially described in peer reviewed conference and journal papers available in international databases.

The investigation has shed some light on existing examples of BIM education and these are useful in designing BIM education initiatives as well as directing further research efforts.

The study offers an original perspective on global BIM education. It also represents the commencement of doctoral research.