“Automobile Transport” Professional Master study program in “Automobile Transport”

Introduction

This report is based on a visit on June 19-20 2006, to the Automobile Transport Institute (ATI) within the Faculty of Transport and Machinery (FTM) of Riga Technical University (RTU). Further, this evaluation report is based on discussions with professor groups of RTU and on written self-evaluation and other materials presented to the commission by members of the Institute. The self-evaluation report was available in advance on the web.

Licenses for both the professional Bachelor program and the professional Masters program have been issued for the period 2005-06-28 – 2008-06-28.
During the visit there was a meeting with Dean of the faculty of Transport Machinery (FTM) Dr. Eriks Gerinsh, Deputy Dean of FTM Prof. Janis Mazais, Prof. Gundars Liberts (Director of ATI), and Dr. Juris Kreicbergs (head of ATI Centre of Road Transport Ecology). The experts were then informed about study organizing policies and details of the study programs.

The experts appreciate a good organization of visit, sincere assistance and support. Besides explicit self-evaluation reports presented, the experts had meetings and discussions with students, employers, faculty staff, and made visits to teaching premises and laboratory facilities in order to analyze teaching materials, student reports and theses. Also, participation at one seminar for student examination and master thesis presentation, was scheduled.

Since the professional Bachelor and Master programs are closely interrelated and provided by practically the same RTU Institutes (primarily ATI), the present evaluation is in common for both the professional Bachelor and the professional Masters programs. Specific recommendations and conclusions for each program are given in the text.

2. Aims and objectives

Possibility to understand, to reach and to control the aims and objectives defined by the study programmes is good. The programs objectives should meet the current automotive industry needs. A professional Bachelor should after graduation be qualified for operation, maintenance organisation and development work based on current technology, while a professional master should after graduation be qualified to implement new technology and research results and actively further develop the automobile industry’s technical processes and systems, and should also be prepared for PhD studies as an alternative career.

3. 
   The content and organization of the studies
   

The content is relevant and comprehensive. Both programs are however of bottom-up character, with focus on detailed vehicle technology, rather than transport systems and their strategic development.

In addition to traditional fields of automobile engineering, modern computerised signal processing, CAN bus technology, mechatronic systems and Drive-by-X, are being introduced. The programs are continually developed to follow the rapid technological development.

One remark from the commission is that modern methods for environmental consideration and sustainable technology should be emphasized, e.g. Life Cycle Assessment – LCA, recycling, exhaust emission control and noise reduction. Alternative energy sources and bio-fuel in particular is currently studied in th programs, but also other emerging technologies like HCCI and variable valve timing, electric hybrid drive systems, fuel cells, etc. should be studied.

Teaching methodology is based on a relevant distribution between lectures, exercises, laboratory work. However, more PBL based on real industry problems, would be preferable in the applied subjects.

Laboratory facilities comprise much of the basic equipment needed, but should in many cases be upgraded to more modern equipment. Possibilities for co-operation with industry for use of modern laboratory equipment should also be investigated.

Concerning organisation and program structure, there are many small (2 CP) courses of similar character, that might be combined into larger courses, to improve the efficiency in teaching.

4. Assessment of teaching and learning

The programs comply with the professional and education standards, legislation of the Republic of Latvia and with the requirements and standards of the European Union.

In a meeting with students, they expressed their satisfaction with the study program as such. The main reason for joining the program seemed to be their interest in automotive and engine technology. Approximately half of the interviewed students were working in parallel to their studies, most of them in companies related to automotive businesses (repair, maintenance, sales). The need for students to work in parallel to finance their studies is common for all programs in Latvia. Stipends of 70 LVL/month are available only for a few students, and not for students who are working in parallel. This system with insufficient financing of studies is obviously a major problem for Latvian Higher education. Students were not very optimistic concerning possibilities for employment and a relevant job after their graduation. This opinion was contradictory to the staffs opinion that the demand from the automotive industry is higher than the number of graduates. The commission has the opinion that a higher content of general mechanical engineering – not automotive specific - would be beneficial, also to support graduates´ migration into other fields of industry.

When asking the students of the reason for the high rate of “drop-out”, they claimed that it might be too easy to join the programs, many students then have difficulties to follow the 1^st year´s courses in mathematics and physics.

Students would like to have training in the English language.

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  The content of modern communication technology courses – related to GPS, GPRS, Wireless networking, for fleet control, and other - should be included in the programs
  
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  Use of foreign language, primarily English, throughout the programs should be emphasized. In particular he use of literature in English and reporting (written and oral) in English.
  

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  It is recommended to develop and use Virtual University activities, prepare e-materials, establish appropriate portal and e-materials depository accessible via Internet and to acquire more licensed software.
  
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  Problem of staff aging is increasingly important. From the other side nobody from students expresses plans for a career at RTU. Special means should be taken to encourage career planning for RTU ATI.
  

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  Bachelor program. A focus on general mechanical engineering, rather than vehicle design and maintenance, should be preferable. Modern transport systems include many areas of application, e.g. design and maintenance of cargo handling equipment, not only the vehicles. Development and manufacturing of trucks and other road vehicles is not either representative for Latvian industry.
  
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  Bachelor program. Much effort and attention is paid to practical placement; 26 CP is devoted for that purpose. There is still problems with proper placements and reimbursement of supervisors from non- university institutions – they are not paid.
  

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  Master program. It is recommended that some more comprehensive laboratory work, with independent student planning, set-up and carrying out of a test should be introduced. Modern methods for Design Of Experiments (orthogonal test matrixes) and robust design (less sensitive to disturbances) should be included in the curriculum.
  
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  Master program. It is recommended to strengthen the programs content of practical applied work in industry, to get the students used to industrial problem solving and practical application of their theoretical base. The forms for industry co-peration has to be negotiated with industries and the industry associations.
  
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  The Bachelor Program comprises 11 CP in Mathematics, 2 CP in Mathematical statistics, 6 CP in Physics, 5 CP in Strength of Materials and 5 CP in Theoretical Mechanics. It is recommended to strengthen the theoretical subjects (mathematics, numerical methods, theoretical mechanics, solid and fluid mechanics) in the Masters program, to support mathematical modelling for dimensioning of systems and components, and simulation etc.
  

In a meeting with employers, there were some representatives of the automotive industry (vehicle testing, maintenance/rebuilding of trucks & buses, trailer manufacturing and sales). They indicated a growth rate of the order 10% / year for service, hence a need for graduates.

Accreditation for professional standards according to the recommendations from the Ministry of Transport and from the Society of Latvian Transport Development and Education has not yet been carried out and should be emphasised.

Core staff of the ATI Institute is competent enough to ensure the level of the program. Staff is participating in TEMPUS and other EU projects, staff’s visits to European universities and research institutions gives experience as well. The qualifications of the staff conform to state requirements. The production of student learning materials, books, as well as available automotive literature and handbooks in English, demonstrate the good potential of the Institute.

Learning facilities of the ATI Institute of RTU include classroom facilities, computer classes with Internet access, and small specialised library holding number of new modern foreign books dedicated for the student self-studies.

Methodological, informational and technical resources and facilities of the study programme are mainly in good condition. However, much of the hardware for students laboratory exercises should be updated or replaced. Possibilities for getting modern equipment (car and truck subsystems etc.) from industry should be investigated and an investment plan for the lab should be established.

Improved co-operation with other Institutes within RTU and within the TMF faculty is strongly recommended, e.g. by sharing laboratory resources and equipment, as well as by including courses e.g. within IT and informatics.
Respect of the principles of democracy, clear definition of the relations among representatives of the administration, academic staff and students is in the high enough level.
6 Research (creative) activities of the staff and students
Assessment: 3

Comments:

Staff is active internationally, with placements as guest researchers e.g. in UK and Sweden. The Institute has participated in three TEMPUS project and is currently involved in one Leonardo da Vinci program. Currently a three year research program “Development of Intellectual Transport Systems in Latvia” is carried out at ATI.

Increased participation of staff in international conferences, and ATI participation in European research projects is strongly recommended.

Students publish their work in the annual RTU student scientific seminars. The best publications are submitted to international conferences (in the West and the East).

The commission visited a Master thesis´ defence. The project presented was on modern IT and CAN bus technologies in cars, but more of descriptive character than creative new development.