Transforming a Student Project into a Business Project: Case Study in Use of Simulation Tools

Abstract

This chapter describes an innovative curriculum developed for a new Logistics Engineering degree programs at the Faculty of Engineering Management of Poznań University of Technology. The core of the program is based on a sequence of four major courses, which focus on the Product Development, Process Analysis and Optimization, Logistic Processes and Service Engineering, respectively. Each course is built around a practical team project. Projects introduce entrepreneurial components, as the teams have to develop their concepts in the context of a start-up company. One key element of all the courses is an emphasis on the use of various simulation tools. These tools may vary from physical mock-ups, through simple Excel spreadsheets to the use of industrial-strength simulation software. One of the courses, offered to the 3rd year students, introduces fundamental concepts related to industrial process analysis and improvement. Students learn necessary data collection and analysis techniques (such as, for example, Value Stream Mapping) and also the basics of process simulation using a commercial software package. Student teams work with industrial sponsors and develop competing innovative ideas for process transformation and improvement. Emphasis is placed on the quality of the student work and final results. Top projects are offered to present at technical conferences, publish their results in technical journals, and also participate in project competitions. Projects focus on the supply chains and logistic processes, assessment of their performance, lifecycle analysis and management. The student group projects are typically carried out in an industrial setting, dealing with real-life assignments. The chapter highlights one case of collaboration between University of Technology and commercial business company from aerospace industry. This case is the base for building a reference model of transition from a student project to a business project. The chapter aims to accomplish the following: Point out the gaps in management of logistics-oriented student projects in industry, which rely on use of simulation tools; Identify clearly evolution phases of student projects transitioning into business projects; Share the preliminary project transformation experiences, which may serve as practical foundation to build a reference model for such transitions. The key highlights of presented work consists of the following: Consistent portfolio of courses leveraging student group work; Concept of a transformation model capturing transition from student project to a business project; Use of simulation technologies as an effective means of engagement with industrial partners, in particular when they are neither using nor familiar with simulation tools.