Some observations on SSME academic programs based on the CDIO approach

In order to benchmark a SSME academic program / curriculum, the following approach can be of use [24], W e have recently conducted a benchmarking survey on how [r]

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SOME OBSERVATIONS ON SSME ACADEMIC PROGRAMS

BASED ON THE

CDIO

APPROACH

Nguyễn Thanh Tuna Dr.

In te rn a tio n a l S ch o o l, V N U H anoi, V ie tn a m

Nguyễn Hải Thanh, Asso Prof.

In te rn a tio n a l S ch o o l, V N U H anoi, V ie tn a m

Abstract

SSME (Service Science, Management and Engineering) is a new m ulti-disciplinary effort that integrates aspects of established fields such as operations research, engineering, m anagement sciences, business strategy, social and cognitive sciences, computer science, and legal sciences to train business prospective leaders for a service mindset CDIO (Conceive - Design - Implement - Operate) is conceptual design, implementation and operation, which is originated from Massachusetts Institute of Technology (USA) Basically, CDIO is a solution to improve the quality of training to meet social requirements determined on the basis of outcomes o f academic programs

In this paper, first, SSME concepts and principles of the CDIO approach are reviewed Then, results of a benchmarking survey of experts’ opinion on how core modules in SSME disciplines meet different levels of learning outcomes based on the CDIO approach are analyzed Next, two SSME-related B.Sc programs, namely B.Sc (Information System Management) program in the Singapore Management University and B.Sc (Business Information Management) program in the University of Industry, HỒ Chi Minh City, Vietnam are observed Finally, a possible proposal on design and implementation o f a SSME academic program based on the CDIO approach at VNU-IS is discussed

K e yw o rd s: SSME, CDIO, academic program, benchmarking survey

1 WHAT IS SSME?

Services now represent 80% o f the USA economy According to IBM, China’s service sector has grown 191% during the last 25 years and now makes up about 35% of the nation’s economy And services account for more than 50% o f the economies in countries such as Brazil, Germany, Japan, Russia, and the UK Because of their importance, services, their development, and their delivery have become popular discussion topics at universities and corporations This has led to the development of services science, a discipline concerned with finding ways to increase productivity and innovation in services- related industries and tasks by applying scientific means and methods Universities throughout the world - most notably in North America, Europe, and Australia - are offering courses and graduate-level certification in service science, with the long-term goal of establishing academic degree programs [9] Famous universities, such as the USA’s Massachusetts Institute o f Technology and University of California, Berkeley, Switzerland’s École Polytechnique Federate de Lausanne, Italy’s Bocconi School of Management, and the UK's University of Manchester, are investigating service studies [9]

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Companies, including Accenture, Electronic Data Systems (EDS), Hewlett-Packard, and IBM are researching the discipline’s benefits and supporting the development of workers with skills in computer technology and other fields, such as management science, organization theory, technology management, engineering, and the social sciences However, as a formal discipline, services science is so new that many researchers are working hard to know exactly what it is

SSME means Service Science, Management, and Engineering [16], [17], [18] SSME basically is to improve productivity, quality, performance, compliance, growth, and learning in co-production relationships It applies scientific, management, and engineering disciplines for one organization beneficially performs fo r services

Service innovation is very important concept in SSME There is socio-technical systems theory in service innovation A fram ework for describing and explaining the relationship between technical and non technical elements in a work organization, based upon systems theory and the observation that technology and human are interdependent in achieving organizational performance

There are key factors fo r service innovations: Science & Engineering - technical innovation, Social Sciences - social-organizational innovation, Business Administration and Managem ent - business innovation, Global Economy & Markets - demand innovation [5], [12], [13]

SSME is so important today because the world is becoming flat and networked, dependent on information and information technology Science needs to provide tools and methods to study services and develop solutions to problems that span multiple disciplines Graduates may be solution designers, consultants, engineers, scientists, and managers who will grow into becoming entrepreneurs, executives, researchers, and practitioners [5], [12], [13]

Services are the largest part of the USA economy and fastest growing sectors in developing countries In more details, GDP growth depends on companies’ ability to earn revenue and make profits Revenue and profit increases depend on productivity and innovations Innovation and productivity depend on multidisciplinary skills Multidisciplinary skills depend on getting students and employees trained in service science

SSME champions and leaders can be also found on the IBM research website at http://www.research.ibm.com/ssme/influencers.shtml Í161

ri71,

IBM needs better trained people: services professionals & researchers IBM also needs more knowledge about sustainable service innovation techniques Innovation is the key to value creation and capture, hence the key to sustainable business advantage Besides, it is vital that IBM implements systematic methods for studying and creating knowledge about service systems: investment in science & research pays in new knowledge [16], [17], [18]

More literature on w hat Service Science and SSME are can be found at [1], [4], [7], [8], [10], [11], [19] and [20].

2 THE

CD

SO APPROACH

2.1 CDIO framework

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conceived at the Massachusetts Institute of Technology (MIT) in the late 1990's In 2Q00, MIT in collaboration with three Swedish universities -C h a lm e rs University of Technology, Linkoping University and the Royal Institute of Technology - formally founded the CDIO Initiative It became an international collaboration, with universities around the world adopting the same fram ework [21]

CDiO collaborators recognize that an engineering education is acquired over a iong period and in a variety of institutions, and that educators in all parts of this spectrum can learn from practice elsewhere The CDIO network therefore welcomes members in a diverse range of institutions ranging from research- led internationally acclaimed universities to local colleges dedicated to providing students with their initial grounding in engineering The collaborators maintain a dialogue about w hat works and what does not and continue to refine the project Determining additional members of the collaboration is a selective process managed by a council comprising original members and early adopters [22]

Initially, CDIO was developed fo r engineering education "to educate students who are able to Conceive - Design - Implement - Operate complex, value-added engineering products, processes and systems in a modern, team-based environment” [2], [3] The framework provides students with an education stressing engineering fundam entals set in the context o f Conceiving - Designing - Implementing - Operating real- world systems and products Throughout the world, CDIO Initiative collaborators have adopted CDIO as the fram ework of their curricular planning and outcome-based assessment In Vietnam, several higher education institutions have adopted the CDIO approach with the aims to develop learning outcomes for their undergraduate and graduate training programs other than engineering education [15]

2.2 CDIO based curriculum

CDIO is an innovative education model that initially aims at three overall goals of educating students to be able to [3]:

- Master a deeper working knowledge of technical fundamentals;

- Lead in the creation and operation o f new products, processes, and systems; - Understand the importance and strategic impact of research and technological development on society

To create a CDIO based curriculum, it is essential to follow standard of the CDIO approach which sets “specific, detailed learning outcomes for personal and interpersonal skills, and product, process and system building skills, as well as disciplinary knowledge, consistent with program goals and validated by program stakeholders” Essentially, it can be understood that the CDIO curriculum bases upon the society demands

A CDIO based curriculum is a list of knowledge, skills and attitudes rationalized against the norms of contemporary engineering practice, comprehensive of all known skills lists, and reviewed by experts in many fields In this light the learning outcomes of a CDIO-based curriculum consist o f four expectations of competence required by stakeholders that an engineering undergraduate student should possess or achieve when he/she leaves the university (see Figure 1):

- Technical knowledge and reasoning;

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- Personal and professional skills and attributes; - Interpersonal skills;

- CDIO in social and enterprise context

Figure Four learning outcome blocks

4 CDIO

1, Technical Knowledge

and Reasoning

2, Personal & Professional

Skills & Attributes

3 Interpersonal

'

Skills: Teamwork and

Communication

Of these, the first three blocks of competence are the foundation to create the CDIO (conceive, design, implement and operate) competence for each engineer upon graduation [23]

In more detailed the four blocks of a CDIO based curriculum for engineering education can be specified as shown in Box [23]

B ox A CDIO based curriculum for engineering education 1 TECHNICAL KNOWLEDGE AND REASONING

1.1 KNOWLEDGE OF UNDERLYING SCIENCES 1.2 CORE ENG INEERING FUNDAMENTAL KNOWLEDGE

1.3 ADVANCED ENGINEERING FUNDAMENTAL KNOWLEDGE

2 PERSONAL AND PROFESSIONAL SKILLS AND ATTRIBUTES

2.1 ENGINEERING REASONING AND PROBLEM SOLVING

2.1.1 Problem Identification and Formulation 2.1.2 Modeling

2.1.3 Estimation and Qualitative Analysis 2.1.4 Analysis With Uncertainty

3.2.3 Written Communication

3.2.4 Electronic/Multimedia Communication 3.2.5 Graphical Communication

3.2.6 Oral Presentation and Inter-Personal Communications

3.3 COMMUNICATION IN FOREIGN LANGUAGES 3.3.1 English

3.3.2 Languages of Regional Industrial Nations 3.3.3 Other languages

4 CONCEIVING, DESIGNING, IMPLEMENTING, AND OPERATING SYSTEMS IN THE ENTERPRISE AN SOCIETAL CONTEXT

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2.1.5 Solution and Recommendation

2.2 EXPERIMENTATION AND KNOWLEDGE DISCOVERY

2.2.1 Hypothesis Formulation

2.2.2 Survey of Print and Electronic Literature 2.2.3 Experimental Inquiry

2.2.4 Hypothesis Test, and Defense 2.3 SYSTEM THINKING

2.3.1 Thinking Holistically

2.3.2 Emergence and Interactions in Systems 2.3.3 Prioritization and Focus

2.3.4 Trade-offs, Judgment and Balance in Resolution 2.4 PERSONAL SKILLS AND ATTRIBUTES

2.4.1 Initiative and Willingness to Take Risks 2.4.2 Perseverance and Flexibility

2.4.3 Creative Thinking 2.4.4 Critical Thinking

2.4.5 Awareness of One’s Personal Knowledge, Skills, and Attitudes

4.1.2 The Impact of Engineering on Society 4.1.3 Society’s Regulation of Engineering 4.1.4 The Historical and Cultural Context 4.1.5 Contemporary Issues and Values 4.1.6 Developing a Global Perspective

4.2 ENTERPRISE AND BUSINESS CONTEXT 4.2.1 Appreciating Different Enterprise Cultures 4.2.2 Enterprise strategy, Goals, and Planning 4.2.3 Technical Entrepreneurship

4.2.4 Working Successfully in Organizations 4.3 CONCEIVING AND ENGINEERING SYSTEMS 4.3.1 Setting System Goals and Requirements 4.3.2 Defining Function, Concept and Architecture 4.3.3 Modeling of System and Insuring Goals Can Be Met

4.3.4 Development Project Management 4.4 DESIGNING

4.4.1 The Design Process

4.4.2 The Design Process Phasing and Approaches 1 *vJ wu lUoiiy ui IU Liii/Iui ly LUui I ill ly

2.4.7 Time and Resource Management

2.5 PROFESSIONAL SKILLS AND ATTITUDES

2.5.1 Professional Ethics, Integrity, Responsibility, and Accountability

2.5.2 Professional Behavior

2.5.3 Proactively Planning for One’s Career 2.5.4 Staying Current on World of Engineering

3 INTERPERSONAL SKILLS: TEAMWORK AND COMMUNICATION

3.1 TEAMWORK

4.4.3 Utilization of Knowledge in Design 4.4.4 Disciplinary Design

4.4.5 Multidisciplinary Design 4.4.6 Multi-Objective Design (DFX) 4.5 IMPLEMENTING

4.5.1 Designing the Implementation Process 4.5.2 Hardware Manufacturing Process 4.5.3 Software Implementing Process 4.5.4 Hardware Software Integration

4.5.5 Test, Verification, Validation, and Certification

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3.1.1 Forming Effective Teams 4.5.6 Implementation Management

3.1.2 Team Operation 4.6 OPERATING

3.1.3 Team Growth and Evolution 4.6.1 Designing and Optimizing Operations

3.1.4 Leadership 4.6.2 Training and Operations

3.1.5 Technical Teaming 4.6.3 Supporting the System Lifecycle 3.2 COMMUNICATIONS 4.6.4 System Improvement and Evolution 3.2.1 Communications strategy 4.6.5 Disposal and Life-End Issues 3.2.2 Communications structure 4.6.6 Operations Management

3 A BENCHMARKING SURVEY ON HOW CORE MODULES IN SSME DISCIPLINES MEET

DIFFERENT LEVELS OF LEARNING OUTCOMES BASED ON THE CDIO APPROACH

There are core modules in SSME disciplines [17], [18]: Services

Systems

Management, Marketing, and Operations Productivity and Innovation

Methods

Developing Supply Chains to Support Service Operations Challenges, Frameworks, and Call to Action

Services module discusses the emerging importance of services in economies and movement towards a global service economy Besides, customers as co-producers o f value and elements o f innovation (e.g., clients, business models, technology, and people) are on the focus of research Furthermore, how the emerging field of SSME brings together the disciplines such as com puter science, operations research, industrial engineering, business strategy, management sciences, social and cognitive sciences) is also concerned

System module discusses general types of systems (e.g., natural, manufactured, socio-technological) and services being socio-technological systems Also, co-production as the service system differentiator and value in a service system are topics to be discussed

Management, Marketing, and Operation module discusses management, market, and operations considerations that are specific to services Furthermore, strategic planning, policies to empower, and measurements also are additional topics

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Methods module includes considerations for the use o f methods in the services lifecycle from engagement through solutions design and delivery, introduction to the use of methods in services, discussion of the spectrum of pure invention to automation, as well as why methods can be valuable and how methods are applied and possible limitations

Developing Supply Chains to Support Service Operations focuses on how supply chain principles and processes are at w ork in service operations

Challenges, Frameworks, and Call to Action module reviews the motivations for creating SSME and begins to explore what could be considered interesting problems for future service research It includes some suggestions for institutions and policy makers

In order to benchmark a SSME academic program / curriculum, the following approach can be of use [24], W e have recently conducted a benchmarking survey on how core modules in SSME disciplines meet different levels o f learning outcomes based on the CDIO approach Am ongst 14 interviewees sampled for the survey, 11 have Ph.D degree and the other have M.Sc degree in the field of Information Technology and Computing Science 10 interviewees are Heads/ Deans of Departments/Faculties of IT/Computing Science from different universities in Vietnam Each of interviewees was asked to fill up a table with rows and columns to rate a suitability level (from to 5) of a core module of SSME disciplines with respect to the learning outcomes based on the CDIO approach The results of the survey are summarized in Table

The table shows the summary ratings of SSME core modules based on the CDIO approach The vertical axis is SSME core modules proposed by IBM The horizontal axis is CDIO components Ratings are from to Rating means “not suitable" and rating means “very suitable" Table shows the mean and standard deviation o f the data As can be seen from the data, the most suitable module for the CDIO model is Methods module (3.96) while Service module is the least suitable module (3.46)

Table also shows that all SSME modules most support "Conceiving, Designing, Implementing, and Operating Systems in the Enterprise” component (4.04), while these modules are not very helpful for the “Interpersonal Skills: Teamwork and Communication" (3.39)

The data from the survey also compare the performance of each SSME module versus each CDIO component

Services module is very helpful for “Conceiving, Designing, Implementing, and Operating Systems in the Enterprise” com ponent (4), but it does not seem suitable for “Technical Knowledge and Reasoning” component (2.35)

Systems module supports all CDIO components quite well within the range (3.07, 3.21, 3.92, 4.07) Management, Marketing, and Operations module is not much related to “Technical Knowledge and Reasoning" but the rating is reasonable fo r other components (higher than 3)

Productivity and Innovation module is related to all components well, especially with “Technical Knowledge and Reasoning" and “Conceiving, Designing, Implementing, and Operating Systems in the Enterprise" (4 and 4.07 respectively)

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Table The benchmarking survey sum m ary results

Interviewees Đặng Xuân Hà, Mẫn Quang Huy, Ngơ Tuấn Anh, Nguyễn Chí Thảnh, Nguyễn Thị Thủy, Thái Thanh Sơn, Thái Thanh Tùng, Nguyễn Hải Thanh, Nguyễn Thanh Tùng, Phạm Nhật Minh, Trần Đức Quỳnh, Nguyễn Văn Định, Võ Đinh Hiếu, Nguyễn Tuấn Dũng

Rating 1-5 (1; not suitable, 5: very suitable)

CDIO

Components

TECHNICAL KNOWLEDGE AND

REASONING

PERSONAL AND PROFESSIONAL SKILLS AND ATTRIBUTES

INTERPERSONAL SKILLS:

TEAMWORK AND COMMUNICA-TION

CONCEIVING, DESIGNING,

IMPLEMENTING, AND OPERATING SYSTEMS IN THE ENTERPRISE AN SOCIETAL CONTEXT

Average score

Core Modules

Services (2,35, 0.92) (3.71,0.72) (3.78, 0.57) (4, 0.55) 3.46

Systems (3.92, 0.61) (3.07, 1.26) (3.21,0.57) (4.07, 0.61) 3.56

Management, Marketing, and

Operations

(2.92, 0.91) (3.78, 0.7) (3.85, 0.36) (3.92, 0.61) 3.61

Productivity and Innovation

(4, 0.68) (3.5, 0.75) (3.35, 0.5) (4.07, 0.47) 3.73

Methods (4.21,0.58) (4.14, 0.66) (3.21, 0.42) (4.28, 0.61) 3.96

Developing Supply Chains

to Support Service Operations

(3.78, 0.7) (3.57, 0.75) (3.35, 0.49) (4.14, 0.53) 3.71

Challenges, Frameworks, and Call to Action

(3.78, 0.89) (3.5, 0.85) (3, 0.67) (3.8, 0.53) 3.52

Average score 3.56 3.61 3.39 4.04

Methods module highly supports all components (higher than 4) except “ Interpersonal Skills: Teamwork and Communication”

Developing Supply Chains to Support Service Operations module is most suitable to “Conceiving, Designing, Implementing, and Operating Systems in the Enterprise” (4.14)

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It is also of interest to evaluate the consistency of the data from the survey There are total 28 items which are taken the mean and the standard deviation O f these items, there are only items having the ratio between the standard deviation and the mean (variation coefficient) greater than 0.25 On average, the ratio is 0.18 The results show that the variation of the raw data taken is quite small and the survey evaluation is quite consistent

4 OBSERVATIONS OF TWO SSME-RELATED B.sc PROGRAMS (ISM AND BIS)

4

B.sc

(In fo rm a tio n s y s te m m a n a g e m e n t) p ro g m an d its n e w s e rv ic e s y s te m s &

s o lu tio n s tra c k in th e S in g a p o re M a n a g e m e n t U n iv e rs ity

Over the past five years, School of Information Systems (SIS) from SMU has been pioneering new educational approaches right at the intersection o f information technology, IT solutions and business needs The B.Sc (ISM) Program offered by SIS is built upon three foundation pillars [25]:

- Foundations and applications of information systems technology and information systems management in the context of business

- Exposure to complex, real-world business problems and processes, which teach IT in the context of business by using numerous real-world business scenarios in course discussion and assignments

- Cross training in business, management or social science areas through foundation, core courses and electives offered by the other SMU schools, and through 2nd major options

The structure of the B.Sc (ISM) Program with new Service Systems & Solutions Track shows that all core modules of SSME disciplines can be built and integrated effectively and efficiently as B.Sc (ISM) program with a 2nd major [26] (see Figure2)

4.1.1 Information technology & system block (16 courses)

- The Information Systems Foundation courses emphasize the critical thinking and technology skills to create information systems for business solutions Students with prior background may apply to sit for waiver tests to qualify for exemptions from several of these IS foundation courses

- Courses on Information Systems Advanced Topics equip students with the capability to define, design and deploy robust and secure IS systems fo r businesses The concepts o f analysis, integration, architecture and enterprise-wide systems, as well as the development o f communication skills are emphasized

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- IS Depth Electives provide students with the opportunity to explore IS Technology and IS Management issues in greater depth Eiectives are reviewed regularly and new ones offered as

appropriate

Figure The structure o f the B.Sc (ISM) Program with new Service Systems & Solutions Track

a bout I exampl es a r esour ces I tfipy s a y I i(" i H i t

i

Information Systems Foundation ■ Seminar on E Management -IS Software fauttfoSans

■ ObjKt Ofienied Application Datìopmínt - Data Management

■ Software Enpinewinj)

Information Systems Advancad Topics • Enterprise Integrator

■ Information Security andTnist - Architectura! Anaiysk

■ Process MafeUIng & Sotutioíiỉ Efueprioting - Enterprise wsb Soíotíonỉ

Infcrmsitcn Systemỉ L

OepthElcctii?s(3) IP ■ a a r e <!-■/ IS Depth Eleítiữcs;

01

1 must be J i IS Tcd'-io’oqy D?(ih ElsdJW ■ ■ Clowe yjur3 IS Depth Elect ves ‘0 fi

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Business-Oriented Elective Courses 2 Compulsory ■ ftalK iirs

• Computer as an Analysis Tool

4 Electives

- ISMOE - /toy oiher BOE

SMU Foundation Courses

•Calculus

■ Inlrodiictary Economics * Academic Wilting*

2ni

University Core

■ Analytical Stolls & Creative Thinking ■ Business/Government & Society ■ Management Communication • EthicsS Social Responsibility

• Leadership a Team Building

■ Te:hm!ogy & Worlo ữangé

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Pldjoct * You ;re efiour.ged to US£ y*vr JS App iCct Oft Proj&i to strcnrtnti your lynjiSftS'O »r 1 >■ - Enanựes of SIS ítuđciìỉ proJc<*s fOflbm rvijs & sss

4.1.2 Business management and application block (8 to 10 courses)

- Business and entrepreneurship courses develop in students a basic competency in business theories, concepts and working tools essential in the modern business environment They lay the

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- The Second Major provides an added edge through its cross-training in both Business and IT Completing a second major further strengthens the student's foundation, greatly enhancing employability and career prospects

4 1.3 S M U lib e l arts, le a d e rs h ip a n d c o m m u n ic a tio n b lo c k (1 c o u rse s)

- compulsory Foundation courses provide students with a basic background in mathematics and economics Students who have obtained good grades in these courses taken previously may be eligible for exemptions

- The University Core (6 courses) is the heart of all SMU undergraduate programs The University Core aims to equip all students with the intellectual skills needs to operate in a dynam ic and challenging environment

- General Education courses enlarge the scope o f knowledge and broaden the perspectives of students

- courses in Global and Regional Studies engage the students in current affairs

- Internship & Community Service provide students with opportunities to explore many types of working environments, in a variety of industries and job roles as well as to serve various social and community causes Students can also be exposed to overseas working experience, and glean deeper cross-cultural appreciation of business practices and research in the process

4 1.4 S e rv ic e S y s te m s & S o lu tio n s T c k (8 c o u rse s)

The Advanced Business Technology (ABT) second major can be done in various ways, and with Service Systems & Solutions Track in particular The specialization track in Service Systems & Solutions within the Advanced Business Technology second major grooms SMU Service Systems professionals who can design, execute, lead and manage service innovation in every sector o f the economy.The new Service Systems & Solutions track strongly benefits from the existing capabilities in financial service systems, supply chain systems, business intelligence, and decision analytics for business decision making-[-27| To pursue the Service Systems & Solutions Track, students need to complete the following courses: Computer as an Analysis Tool, IS Technology Depth Electives, IS Management Depth Electives, either IS Technology or IS Management Depth Elective

- IS Technology Depth Electives: compulsory Technology Depth Electives (Enterprise Adaptive Decision Support and Intelligent Business Gaming) plus any or IS Technology Depth Electives

- IS Management Depth Electives: or electives chosen from Supply Chain Processes and Technology, Enterprise Information Systems

- Students with special interest in service systems and solutions are strongly encouraged to take some of the Operations Management courses offered by School of Business These courses can be counted towards your Business Oriented Electives

The B.Sc (ISM) Program with new Service Systems & Solutions Track can give right answer to the following questions raised in [28]:

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- How can Singapore's Institutes of Higher Learning (IHLs) rise to the challenge of bridging academic silos, to ensure that its students have the right skill sets to compete in a globally interconnected world?

- How can Singapore IHLs meet the demands of industry that is increasingly shifting to a service oriented business model?

- How can Singapore IHLs teach entrepreneurship and leadership in service based industries? W hat knowledge and skills are needed to succeed in it?

4.2 B.Sc (Business information System) Program in the University o f industry, HỒ Chi

Minh city, Vietnam [32]

Figure shows 34 courses in B.Sc (BIS) program (organized in blocks) in the University of Industry HỒ Chí Minh city, Vietnam

Block (basic courses) enables students’ basic knowledge in business systems and helps students obtain skills of computer programs, design of database Students also know how to apply the knowledge learned to make information systems become high reliability, high security Besides, students are able to set up computer software, network management and system development, design and implement e-commerce systems

Block (specialized courses) equips students with information technology project management, resource utilization management, design and development of management information systems for human resources management and strategic planning of organizations and enterprises and implementing the e- business solutions

In Block (selective courses), students can decide to improve their knowledge in analysis, processing of information to support decision-making in organizations, agencies, institutes They also get to be familiar with some of the techniques being applied in practice in design o f business model The courses also emphasize the strategic role of information systems in business and identify clearly the characteristics of e-business, including industry issues the relation to the industry in implementing the e-business solutions After completing this course, students know different approaches to define e-business strategy and the appropriate relationship between e-business strategy and information systems strategy, and organization and administration of IT systems

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5 A P R O P O S A L ON DESIG N A N D IM P LE M E N TA TIO N OF A SSM E A C A D E M IC PRO G RAM B A S E D ON CDIO A P P R O A C H A T VNU-IS

Nowadays, over all the world as well as in Vietnam, there is an urgent need for universities to offer courses and entire academic programs in the emerging field of Service Science, Management and Engineering (SSME) - teaching graduates to become "adaptive innovators”, capable of working

e ntrepreneurially across tra d itio n a l boundaries [29], A t V N U -IS w e intend to design and im plem ent a

CDIO based B.Sc (SSME) program that meets real world needs to improve productivity, quality, performance, compliance, growth, and learning in co-production relationships

Based on observations from section 4, a flexible approach can be applied that is to develop a SSME program based on a B.Sc (ISM/BIS) program with the Advanced Business Technology as 2nd major option To design and implement this type of academic programs based on the CDIO approach, we can follow 12 CDIO standards that are the organizing principle and organized as follows [30]:

- CD/O as Context: Standard

- Curriculum :

Standard - CDIO Syllabus Outcom es Standard - Integrated Curriculum Standard - Introduction to Engineering - W orkspace:

Standard - Design-Build Experiences Standard - CDIO W orkspaces

- Teaching an d Learning:

Standard - Integrated Learning Experiences Standard - A ctive Learning

- Faculty C om petence:

Standard - E nhancem ent o f Faculty CDIO Skills Standard 10 - E nhancem ent o f Faculty Teaching Skills - Assessm ent:

Standard 11 - C D IO Skills Assessm ent Standard 12 -C D IO Program Evaluation

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14 Tadahiko, A., What is Service Science? Research Report No 246, The Fujitsu Research Institute, Economic Research Center, 2005

15 Vu, D and Phung, N., "Adapting the CDIO Approach in Developing Learning Outcomes for Economics and Business Disciplines in Vietnam: A Case study of the University of Economics and Business at Vietnam National University, Hanoi” Proceedings of the 6th International CDIO Conference, École Polytechnique, Montreal, June 15-18, 2010

16 http://www.research.ibm.com/facultvsummit/ Retrieved July 2, 2012

17 http://www.almaden.ibm.com/asr/SSME/esi/index.shtml Retrieved July 2, 2012 18 http://www.ibm.com/universitv/skiiis/ssme/index.html Retrieved July 2, 2012

19 http://www.sis.smu.edu.sq/proqramme/SSME/se ssme.asp Retrieved June 22, 2012

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20 http://www.ifm.enq.cam.ac.uk/ssme/ Retrieved June 22, 2012 21 http://en.wikipedia.orq/wiki/CDIO Retrieved May 12, 2012

22 http://www.cdio.ora/participate/ioin-cdio-0 Retrieved March 29, 2010

23 http://www.cdio.orq/benefits-cdio/cdio-svllabus/cdio-svllabus-topical-form Retrieved June 22,

2012.

24 http://www.cdio.orq/implementina-cdio-vour-institution/implementation- krt/curriculum/benchmarking-help Retrieved June 22, 2012

25- http://www.sis.smu.edu.sa/proaramme/BSc/detailed.asp Retrieved June 22, 2012 26 http://www.sis.srnu.edu.sa/proaramme/SSME/ Retrieved June 22, 2012

27 http://www.sis.smu.edu.sq/proqramme/2nd maiors/lnfoSvstems.asp#SSS Retrieved June 22,

2012.

28 http://www.sis.smu.edu.sg/proqramme/SSME/pdf/WhitePaper.pdf: Retrieved June 22, 2012 29 http://www.ifm.eno.cam.ac.uk/ssme Retrieved June 22, 2012

3 °- http://www,cdiQ.ora/implementing-cdio-vour-institution/implementation-kit Retrieved June 22,

2012.

31 http://www.cdio.ora/implementina-cdio/standards/12-cdio-standards#standard1 Retrieved June 22,2012

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