MERCEDES BENZ DESIGN PROCESSES CLASS
Levent Eren, Zeynep Yener
Bahcesehir University, Istanbul, Turkey
ABSTRACT
The collaboration between the University and Industry world is very important in producing
engineering graduates that meet the expectations of hiring companies. Often times human
resources managers of big companies complain about how costly the training of new
graduates gets due to high employee turnover in various engineering fields. It is crucial for
universities to take measures to help companies with both training costs and employee
retention rates. In this respect, Bahcesehir University started the collaboration with leading
companies in different industries to offer Brand Name technical courses taught by instructors
from the associated companies and a faculty member from the university. A discussion of a
Brand Name Technical Course practice will be presented in this paper.
Keywords: Brand Name Course, Engineering Curriculum and Career Management Skills
INTRODUCTION
Bahcesehir University is located in Istanbul, which is the industrial and financial capital of
Turkey. It also has the largest population among Turkish cities. The university has about
10,600 students in six colleges (Architecture, Business, Communication, Engineering, Law
and Letters and Science), vocational school, English preparatory school and two graduate
schools (Science and Social Science). The university has launched an extensive campaign in
CO-OP programs, utilizing its advantage of strategic location since the start of 2009-2010
academic year.
The concept of Brand Name Technical Courses was developed as a part of a new campaign to
increase the level of collaboration between the university and industry. Santoro (2002) and
Santoro et al (2002) emphasize the importance of such collaboration for both parties. There
are two types of courses: career management skills (CMS) courses and technical courses.
Yorke and Knight (2003) propose that students can be provided with opportunities in the
curriculum to develop CMS. Our students are able to take these courses from the free elective
pools in their curriculum. On the other hand, the curriculum designers must collaborate with
the industry for engineering students in order to ensure employability. As Lang et al (1999),
Beckman et al (1997), and Hanel et al (2006) propose the curriculum designers should know
the expectation of industry for new engineers. Here at Bahcesehir University, technical
courses have become a very useful tool. Under the responsibility of a faculty member, these
courses are taught by instructors from the brand associated companies.. The faculty member
gets feedback from the company instructor on both the course and other areas where students
seem to lack sufficient knowledge, so that the adjustments needed in the undergraduate
curriculum can be determined. In addition to modifying the curriculum according to the needs
of the industry, the company gets a pool of internship applicants from the course. Exposing
selected students to the company culture during the internship and preparing them according
to company needs during their undergraduate curriculum will help the company minimize
training costs and increase employee retention rate.
TECHNICAL COURSES
The College of Engineering, (which includes the following seven departments: Computer,
Electrical and Electronics, Energy Systems, Environmental, Industrial, Mechatronics, and
Software Engineering) started collaborations with leading Engineering Companies in the
Istanbul area.
There are twelve courses offered. Students are allowed to take the course
related to their field in their junior or senior years from their restrictive elective or free
elective pool in the curriculum. Students from different engineering fields have a total of eight
courses in restrictive and free elective pools on average, and usually can select up to two
brand name courses related to their field. Some Brand Name course examples are listed in the
table I.
Table I, Companies and Brand Name Course for College of Engineering
Company
Brand Name Course Name
IAS
“Canias ERP Applications”
Turkcell
“Mobile Communications and Technology”
Mercedes Benz
“Design Processes”
IBM
“Service Oriented Architecture”
Microsoft
“Developing Web Applications using Microsoft Silverlight”
Schneider Electric
“Energy Efficiency and Savings”
In the next section, the development and evaluation of Mercedes Benz “Design Processes”
course will be presented.
MERCEDES BENZ DESIGN PROCESSES CLASS
The Mercedes Benz “Design Processes” class is developed for Mechatronics Engineering
students. Three faculty members from our Mechatronics Engineering Department met with
Engineers from Mercedes Benz Turk four times prior to determine the content of the class.
Two meetings were held in Bahcesehir University and two meetings were held at Mercedes
Benz Turk Hadimkoy Plant.
Engineers from Mercedes Benz emphasized the importance of CATIA software in their daily
operations. CATIA is very widely used software in both car and airplane manufacturing
industries. Consequently, the software training was added to the theoretical part of the class as
a lab section. The University purchased the academic version of the software, and paid for the
software training for our instructors.
Fourteen Mechatronics students took this class the first year. The University also allowed the
company ten seats for their interns from different universities. The lectures were carried out
by ten different instructors at the University. The software labs were administered by CATIA
software technical service. There were also two field trips to the manufacturing plant during
the semester. Class of 2009 is depicted in figure 1.
Figure 1, Mercedes Benz Class of 2009
The students were also given technical information and had the opportunity to see the systems
they learned in the lectures. The students getting information from the truck department is
depicted in figure 2.
Figure 2, Part of Mercedes Benz Truck Lecture
The next two figures show the student evaluations of Mercedes Benz “Design Processes”
class. The scale is zero to five, five indicating the highest satisfaction level.
Figure 3, Evaluation of Mercedes Benz Design Processes Instructors (Fall 2009)
The results indicate that students were satisfied with the overall experience but there was
room for improvement on issues such as homework, evaluation, and outside class interaction.
Figure 4, Evaluation of Mercedes Benz Design Processes Class (Fall 2009)
These issues were improved by assigning a teaching assistant to the class. Since the class was
very popular with the students, the number of seats increased to thirty five for the fall 2010
semester.
CONCLUSION
The concept of Brand Name Technical Courses, with the specific example of Mercedes Benz
“Design Processes” was discussed in this paper. The concept is very useful in engineering
education in two ways: providing higher employability and a more up-to-date curriculum. Out
of fourteen Bahcesehir students, three were accepted as interns at Mercedes Benz Turk the
first year and the faculty instructor reported that they showed interest in a few students this
year. Considering the prestige of the company, the outcome is very impressive. There are
similar results with other CO-OP partner companies. The interaction with the industry through
these courses also provided feedback of expectations of new engineers entering the industry.
Departments are planning to take this feedback into consideration when the undergraduate
curriculum is changed next time.
ACKNOWLEDGEMENT
We would like to thank Dr. M. Berke Gur, Mercedes Benz Design Processes Faculty
Coordinator, for providing the data used in this paper.
REFERENCES
Beckman K., Coulter N., Khajenoori S., Mead N. R. (1997) Collaborations: closing the
industry–academia gap. IEEE Software, 49-57.
Hanel P., St-Pierre M. (2006) Industry–university collaboration by Canadian manufacturing
firms. Journal of Technology Transfer, (31), 485-499.
Lang, J.D., Cruse, S., McVey, F.D., McMasters, J. (1999) Industry expectations of new
engineers: a survey to assist curriculum designers. Journal of Engineering Education, (88)1,
44-51.
Santoro, M. D. (2000) Success breeds success: The linkage between relationship intensity and
tangible outcomes in industry–university collaborative ventures. The Journal of High
Technology Management Research, (11)2, 255-273.
Santoro, M. D., Chakrabarti A. K. (2002) Firm size and technology centrality in industry–
university interactions. Research Policy, (31) 1163-1180.
Yorke, M., Knight, P (2003) Embedding employability into the curriculum Learning and
Employability series Higher Education Academy. Accessed on 02/28/11 at
http://www.heacademy.ac.uk/assets/York/documents/ourwork/tla/employability/id460_embed
ding_employability_into_the_curriculum_338.pdf.