It is hypothesized that Indian manufacturing organizations have a certain firm-level design deficit. We define design deficit as a deficiency that inhibits a firm from absorbing technology. While design deficit can be measured, organizations having such deficit find it hard to absorb even soft technologies (i.e., not-so-hard technology). While research efforts are on to explore the above hypothesis, attempts have been made to identify deficiencies in the Indian engineering curriculum. It is observed that our curriculum is weak in promoting design thinking. India needs to integrate engineering design thinking to reduce the firm-level design deficit.
Our research has been governed by the philosophy and methodologies that promote concurrency during the conceptual stages of design. Earlier research has highlighted the potential of adopting concurrent engineering practices in the conceptual design stages. Concurrent engineering, while reducing the lead time, has the added advantage of creating robust designs that can be easily manufactured. This guiding philosophy, when applied to the engineering education domain, holds great promise for the future engineers of India.
Students can be seen from three perspectives – as products (that are being transformed), as customers (receiving the academic services) and finally, as stakeholders (with a stake in the academic processes). We need an education system that continually encourages them to think from all three perspectives. To that extent, Indian engineering education needs a fundamental transformation – that of developing engineers who can transcend borders. The engineering curriculum, therefore, needs to emphasize the importance of prospecting beyond the disciplinary boundaries for promoting greater interdisciplinary interactions right from the first year. Most engineering colleges, including the well established IITs, have not been able to undertake significant curriculum changes in this direction - that too during a time when global competition is mounting.
Efforts made by developed countries in preparing engineers for a flat world are becoming noticeable under the globalized environment. Views of Prof. Clive L. Dym (who directs the Center for Design Education at Harvey Mudd College since 1991) and his collaborative partners for preparing freshmen have been well articulated in the literature. In India, several notable changes were proposed by the former AICTE Chairman (Prof. R. Natarajan, Former Director, IIT Madras) to foster design thinking early in the engineering curriculum. However, a regulatory framework for exploiting related opportunities is yet to be in place.
Design thinking, as we know, promotes exploration of space beyond the stated needs. Sustained efforts are needed to develop manpower with such desirable attributes. The current regulatory framework for engineering education does not provide an atmosphere for promoting interdisciplinary interactions. Consequently, therefore, most engineering sch
ools restrict themselves within domain-specific disciplinary silos. Even the new engineering schools, which have the advantage of adopting clean-slate academic designs, are unable to adopt such modern practices. Only IIT Madras has been able to bring “Concepts of Engineering Design” into the first year with “Engineering Ethics” in the final year. As a result the mentee school (i.e., IIITD&M Kancheepuram) has been able to develop along these lines. The other mentor IITs need to create similar ambience. The above courses need to be facilitated by a leadership that thinks and acts differently by fostering team work.
Our research has been governed by the philosophy and methodologies that promote concurrency during the conceptual stages of design. Earlier research has highlighted the potential of adopting concurrent engineering practices in the conceptual design stages. Concurrent engineering, while reducing the lead time, has the added advantage of creating robust designs that can be easily manufactured. This guiding philosophy, when applied to the engineering education domain, holds great promise for the future engineers of India.
Students can be seen from three perspectives – as products (that are being transformed), as customers (receiving the academic services) and finally, as stakeholders (with a stake in the academic processes). We need an education system that continually encourages them to think from all three perspectives. To that extent, Indian engineering education needs a fundamental transformation – that of developing engineers who can transcend borders. The engineering curriculum, therefore, needs to emphasize the importance of prospecting beyond the disciplinary boundaries for promoting greater interdisciplinary interactions right from the first year. Most engineering colleges, including the well established IITs, have not been able to undertake significant curriculum changes in this direction - that too during a time when global competition is mounting.
Efforts made by developed countries in preparing engineers for a flat world are becoming noticeable under the globalized environment. Views of Prof. Clive L. Dym (who directs the Center for Design Education at Harvey Mudd College since 1991) and his collaborative partners for preparing freshmen have been well articulated in the literature. In India, several notable changes were proposed by the former AICTE Chairman (Prof. R. Natarajan, Former Director, IIT Madras) to foster design thinking early in the engineering curriculum. However, a regulatory framework for exploiting related opportunities is yet to be in place.
Design thinking, as we know, promotes exploration of space beyond the stated needs. Sustained efforts are needed to develop manpower with such desirable attributes. The current regulatory framework for engineering education does not provide an atmosphere for promoting interdisciplinary interactions. Consequently, therefore, most engineering sch
ools restrict themselves within domain-specific disciplinary silos. Even the new engineering schools, which have the advantage of adopting clean-slate academic designs, are unable to adopt such modern practices. Only IIT Madras has been able to bring “Concepts of Engineering Design” into the first year with “Engineering Ethics” in the final year. As a result the mentee school (i.e., IIITD&M Kancheepuram) has been able to develop along these lines. The other mentor IITs need to create similar ambience. The above courses need to be facilitated by a leadership that thinks and acts differently by fostering team work.Design thinking is being seen as the new competitive advantage. We advocate the need for promoting design thinking early in the engineering and business school programs of the country.
Footnotes (extracted from e-mail Jan 2010):
- The KIIT-DS PLM initiative is driven by design thinking. The following blog post titled "Design thinking in the upcoming IITs, IIMs and NITs" might be of interest to readers. Read on: http://ksahu.blogspot.com/2010/01/design-thinking-in-upcoming-iits-iims.html
- Also, the following information from the Harvard Business Online web site showcases a book titled "The Design of Business: Why Design Thinking Is the Next Competitive Advantage" by Roger L. Martin (26 Oct 2009). Read on: http://hbr.org/product/the-design-of-business-why-design-thinking-is-the-/an/12176-HBK-ENG
- Further, the attached article is for readers interested in having a design thinking perspective on strategy. [Read article: TOWARDS AN EPISTEMOLOGICAL MERGER OF DESIGN THINKING, STRATEGY AND INNOVATION by Ulla JOHANSSON and Jill WOODILLA; 8th European Academy Of Design Conference - 1st, 2nd & 3rd April 2009, The Robert Gordon University, Aberdeen, Scotland]
Related link: http://ksahu.blogspot.com/2009/11/dassault-systemes-plm-center-kiit.html
