Dissertation
Technical universities have mechanical departments at industrial enterprises
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- Laboratories for research and development of higher education institutions
Technical universities have mechanical departments at industrial enterprises.According to Filatov et al., (2018), a diverse range of technical universities in Russia locate their departments on the premises of corresponding industries or factories, acquiring key strategic resources for training competent and ready-to- work engineers, including laboratories and cutting-edge equipment, skilled experts and tutors from the field, internship opportunities, and, most importantly, current- day industrial problems. In such cases, the head of department is usually the head of development or the manufacturing branch. Laboratories for research and development of higher education institutionsTechnical university Engineering Laboratories must provide various types of research and development (R&D) centres to promote the advancement of fundamental and applied technical science as well as technological innovation, ranging from small research laboratories to major, partially autonomous scientific research institutes. R&D centres and incubators recruit world-renowned scientists who create new knowledge and provide students with the ability to be on the forefront of technology through scientific research. According to Coşkun et al., (2019) the laboratory learning method at Turkish German University is supported by the introduction of Kolb's Experimental Learning Theory in the context of Industry 4.0 engineering education. At the laboratory, engineering students are split into classes, and each group is assigned an assignment related to Industry 4.0 by the lecturer, such as constructing an assembly line for a digital automotive factory (Dias et al., 2014). The following are the steps: I Concrete knowledge: This refers to immediate practical experience gained from completing a new mission. Concrete knowledge of our operations refers to a series of step-by-step guidelines explaining a novel idea. Originally, all tasks in Lego-Lab were planned in this manner. In the illustrative case, students follow step-by-step guidance to learn about Industry 4.0 and its implementations, such as assembly line planning for mixed-model scenarios. The activity manuals are written for inexperienced learners and are very detailed, allowing students to perform the activity even though they have no prior knowledge in the area. (ii) Reflective observation: Practices such as conversation and reflective questions that require students to concentrate on their hands-on experiences (hands- on exercises) and enable students to work in Industry 4.0-compliant environments. Download 2.1 Mb. Share with your friends:
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