Proceedings of the ICES Conference and Academic Day 2012

CONTENTS

Preface

List of Contents

Prof. Djoko Santoso (Director General of Higher Education, Ministry of Education and Culture of Indonesia ) : Keynote Speech

Dewi Odjar Ratna Komala (Deputy of Chair, BSN, Indonesia) : Mechanism of Developing Education about Standardization in Indonesia

THE ICES CONFERENCE 2012

SESSION ONE : INNOVATIVE EXAMPLES ON EDUCATION ABOUT STANDARDIZATION

1. Prof. Masami Tanaka (Japanese Standards Association): Innovative Approach on Standards Education in Japan –A case of Waseda University

2. Edward Tanujaya, Akhir Syabani and Moch. Hasan (University of Indonesia): Carbon Currency Calculator (C3): Measuring Energy Footprint for Sustainability, A Need for Standardization and Educational Platform

3. M. Rosiawan, Indonesia : Innovative Approach on Education about Standardization through games development

4. Prof. Joniarto Parung (University of Surabaya – Indonesia): The Implementation on Education about Standardization at Universities: Experiences of University of Surabaya

5. Prof. Wilfried Hesser (Helmut Schmidt Univ - Germany): E-learning - A challenge for teachers, their expertise and the innovative capacity of a university

6. Geerten van de Kaa (Delft university of Technology Netherland): Education on standardization as an input to research on standardization: a success story

7. Antony Cooper (University of Pretoria and CSIR - South Africa): Opportunities for research and innovation from involvement in standards development – Experiences of two researchers

8. Endang Suhendar (Indraprasta University – Indonesia): Learning Antrophometric as One Way of Understanding the Standardization

SESSION TWO : BEST PRACTICES ON EDUCATION ABOUT STANDARDIZATION

1. Prof. Knut Blind (Technical University of Berlin, Germany) : Best Practice on Education about Standardization

2. Prof. Syamsir Abduh and Nunu Wisnuaji (Trisakti University – Indonesia): The Integrated Dounsoni Competency towards Sustainable Development in Standardization

3. Bazinzi Natamba (Makerere University Business School - Uganda): The Effect of International Standards to Trade in Developing Countries – Teaching Experiences

4. Newell Hampson-Jones (British Standard Institute - UK): Teaching sustainability standards to business students – a collaborative approach between Kingston University and BSI

5. Prof. Song Mingshun (Jiliang University – China): The New Progress in China Jiliang University for Standardization Education

6. Geoff Visser (SABS - South Africa): Education on Standardization in South Africa

7. Prof. Toshiaki Kurokawa (ICES): An Innovative Approach for Education about Standardization – Design Thinking

8. Dr. Erik Puskar (NIST – USA): NIST Training Program for Government Employees

9. Folke Hermansson Snickars (EURAS): Learning about Standardization as Adult

10. Ali Reza Khakifirooz (Standard Research Institute (ISIRI) – Iran): Designing a University Specialized Course for Master in Standardization

11. Fu Qiang (CNIST - China): Exploration on Combining Master of Engineering and Standardization Professional Qualification Certification

12. Dr. Dradjad Irianto (Bandung Institute of Technology – Indonesia): A Quest for Curriculum of Standardization Education Program in Engineering Higher Education in Indonesia

13. Tri Wahono (Brawijaya University – Indonesia): Conquering High Grade Language of QMS Standard A 15 Years Experience in Teaching QMS Standard for Undergraduate Students

THE WSC ACADEMIC DAY 2012

SESSION ONE : ISO, IEC, AND ITU CONTRIBUTIONS TO UNIVERSITY PROGRAMMES COVERING

1. Daniele Gerundino (ISO) and François Coallier [École de technologie supérieure, Montreal, Chair of ISO/IEC JTC 1 SC 7) via teleconference]: ISO Contributions to University Programmes Covering Standardization

2. Jack Sheldon (IEC): IEC contributions to University Programmes Covering Standardization 3. Aurora Rubio (ITU): ITU contributions to University Programmes Covering Standardization

SESSION TWO : PROGRESS WITH REGIONAL INITIATIVES AND ON THE DISSEMINATION OF INFORMATION ABOUT TEACHING MATERIALS (UNIVERSITY-LEVEL)

1. Henk de Vries and Basak Manders (Erasmus - Netherlands): The ISO repository 2. Donggeun Choi (KSA - Republic of Korea): Initiatives from the APEC region 3. Henk de Vries (EURAS): CMC (CEN-CENELEC Management Center), ETSI and Euras initiatives 4. Prof. W. Hesser (Helmut Schmidt Univ – Germany); the UN/ECE's Model Standardization

Programme 5. Dr. Erik. Puskar (NIST, USA): The IEEE's Standards Education Program 6. Susan Hoyler (ANSI,USA): Matchmaking 101:Academia, Industry & SDOs

SESSION THREE : A ROAD-MAP TO PROMOTE EDUCATION ABOUT STANDARDIZATION

1. Prof. Syamsir Abduh (Trisakti University – Indonesia), (KATS/KSA – South Korea), Prof. Henk De Vries (Erasmus University - Netherlands): Results of the ISO-DEVT/KATS workshop, providing a guideline on good practices on cooperation between NSBs and universities

2. Aurora Rubio (ITU): ITU’s experience with its series of Kaleidoscope events which aim to increase the dialogue between experts working on the standardization of information and communication technologies (ICTs) and academia

OTHER CONTRIBUTORS OF THE ICES CONFERENCE AND WSC ACADEMIC DAY 2012

1. LIU Fei, China : ASTM International Standards in Education in China

2. C. Rangkuti, Indonesia: Teaching Standard to Mechanical Engineering Students at Trisakti University

3. Hanna H. Bachtiar-Iskandar, Indonesia : The role of Academic Standardization in Quality Assurance at Universitas Indonesia

4. Riyanto, Indonesia : Implementation of ISO 9001 for Quality Management System and ISO 17025 for Laboratory Quality System at Islamic University of Indonesia (UII)

5. Ienneke Indra Dewi, Endang Ernawati, Rudi : Implementation of Peer Review and Sit in as Evaluation and Monitoring Method in Academic Quality Assurance : A Case Study in Universitas Bina Nusantara

1. Opening Speech by Dr. Bambang Setiadi, Director General of National Standardization Agency, Indonesia

2. Keynote Speech by Prof. Djoko Santoso, Director General of Higher Education of Minister of Education and Culture, Indonesia

3. Mechanism of Developing Education about Standardization in Indonesia, Dewi Odjar RatnaKomala Deputy of Chair National StandardizationKomala Deputy of Chair, National Standardization Agency of Indonesia

5/10/2012

1

The MechanismOf

Developing p gStandards Education Program

in Indonesia

11The ICES Conference & WSC Academic Day 2012

Bali, 10-11 May, 2012BSN is the member of

Dewi Odjar Ratna Komala

Deputy Chairman for Information and Promotion of Standardization,National Standardization Agency, Indonesia

Backgrounds

• Standardization is getting more complex and plays very important role in global market

• The need for ‘standardization experts’ is increasing all over the world

• Public awareness of standard and standardization is still very limited, especially for academicians and industries in



5/10/2012

2

STAKEHOLDERSIndustries

Academicion



The PROCESS of DEVELOPING SE in Indonesia

At NATIONAL LEVEL

Curriculum & Textbook Development

Developing SE Networks with Universities

20102009 2011 20122007 20082005 2006

UNDIP SE Forum



At REGIONAL & INTERNATIONAL LEVEL

ITB

5/10/2012

3

Development of Education about Standardization Development of Education about Standardization in Higher in Higher EducationEducation (2005(2005--2009)2009)

I. BSN with UNDIP (2005) develop Curriculum of Standards Education consisting of :

1. Instructional Analysis (AI),

2. Highlights of Teaching Programs (GBPP) and

3. Teaching Program Units (SAP)

II. Curriculum Workshops for 60 Lecturers at UNDIP

III. General lectures for students

IV. Development of Teaching Modules and Presentation materials

V Pil t T t th I l t ti f i l t F lt f I d t i l E i i



V. Pilot Test on the Implementation of curriculum at Faculty of Industrial Engineering(2007)

VI. Revision of curriculum and modules (2008)

VII. Textbook Development (2008-2009)

LESSON LEARNT from INTERNATIONAL NETWORK on SELESSON LEARNT from INTERNATIONAL NETWORK on SE

Approach Approach has to behas to be based on “University Needs” (not NSB’s needs)based on “University Needs” (not NSB’s needs)

How to sell How to sell SStandards Education to Universitiestandards Education to Universities

Creation Development and Expansion of the Market of Standard EducationCreation Development and Expansion of the Market of Standard EducationCreation, Development and Expansion of the Market of Standard EducationCreation, Development and Expansion of the Market of Standard Education

We have to tWe have to think about “For Whom” and “Who” sells the SEhink about “For Whom” and “Who” sells the SE

TThe diversity of media and the channel he diversity of media and the channel -- ssuch as : DVD, euch as : DVD, e--LearningLearning

Promotion of Standards EducationPromotion of Standards Education

bb ffff h “ h l b ”h “ h l b ”



It seems to be It seems to be more more effective effective tto show “What result obtain” o show “What result obtain” aafterfter received SE service received SE service

and and it is very important for stakeholders to continue discuss and talk it is very important for stakeholders to continue discuss and talk

aboutabout the necessitythe necessity of the SEof the SE

5/10/2012

4

Awareness Raising for Academician (since 2008)

• General lectures for university students and academiciansacademicians

• Workshop/Training for selected lecturers

• Internship at NSB for university students

• Study visit to NSB and Industries



• Scientific writing contests on Standardization

• Publications: posters, journal, magazines, web

SSigning MoU with Universitiesigning MoU with Universities

Scope of Cooperation :

1. Education, training, and promotion of standardization

2. Expert participation in standards development

3. Information exchange

4 Laboratory Development



4. Laboratory Development

5. Research on standardization

5/10/2012

5

The BENEFIT of INTERNATIONAL NETWORK on SE

An International Workshop :

“Standardization and How to Teach it”

Jakarta 3 November 2010

2004 - 2005

Jakarta, 3 November 2010



Tokyo, Japan Geneva,Switzerland Bali, Indonesia

The PROGRESS of INTERNATIONAL NETWORK on SE

Jiliang, China

20102009 2011Second Winner of

Case Study CompetitionOn Standardization

2012ICES CONFERENCE

ANDWSC ACADEMIC DAY

2012



5/10/2012

6

10.USU

UNIVERSITY NETWORK on STANDARD EDUCATION in INDONESIA

28 Universities MoU + 1

8 Univ. implementing SE

3 Prospective Univ.

4.IPB1.UNDIP

6 UB

3.UNHAS

2.UNLAM

5.UGM

11.UNSRI

12 UI

19.UNRI

21.UNTAN

22.UNPAR 23.UNSRAT

28.UNMUL

30. UNCEN

31. UNKHAIR



8.UNY

6.UB7.ITB

9.UNS

18.UNUD13.UNAS

12.UI

14.USAKTI

15.UII

17.UBAYA

20.UNIKA

16.ITS

25. UNINDRA 27.UAJY

24.UMM26.UNPAD

29. UNRAM

PROGRESS & ACHIEVEMENTS on STANDARD EDUCATION in INDONESIA

• 8 Universities (16 lecturers) delivered Standardization courses,followed by 984 students

• 740 Lecturers attended Workshop on SE• 241 Lecturers attended Conformity Assessment Trainingy g• e-Learning on Standardization has establised on website• Standardization Education Forum (20 lecturer)• 3 Bachelor graduates have completted their theses on

standardization• 1 Lecturer took a Standardization Post Graduate Program in

Germany• 1 Graduate student applied for Master Program of Standardization



• 1 Graduate student applied for Master Program of Standardization in University of Geneva.

• Trisakti University gained Finalist of ISO Award 2011• University of Indonesia achieved 2nd Winner of International Cases

Studies Competition on Standardization

5/10/2012

7

GAMES & SIMULATION on SE



TC/STC; 33QC; 10

Assessor; 18

MASTAN; 142

POSITIVE IMPACT on The COOPERATION with UNIVERSITITIES

Increasing universities experts Involvement in standardization(TC/STC; Assessor; Auditors; MASTAN; 142( ; ; ;QC & Standardization Society

Increasing member on SNI on-line from academician



(Lecturer & university students); andStandard Information Network with universities

5/10/2012

8

POSITIVE IMPACT on The COOPERATION with UNIVERSITITIES

15 laboratories from 7 Universities have granted laboratory accreditation from KAN (Nationalfrom KAN (National Accreditation Body)

Increasing number and scope ofresearch from universities:

Education about Standardization,



,Industrial management, Electrical, Peat-land, QMS, Construction and

Civil Engineering

ON-LINE COURSE (E-LEARNING ON STANDARDIZATION)



http://elearning.bsn.go.id/(in bahasa)

5/10/2012

9

STANDARDIZATION EDUCATION FORUM(FORSTAN)

http://groups.google.com/group/forstan



STANDARDIZATION EDUCATION FORUM (FORSTAN)

New Initiatives Developing Master program on SE, supported by FORSTAN (Forum of SE Lecturers) & Director General for Higher Education, Ministry of Education & Culture& Culture

Developing Professional Carrier Path inStandardization, supported by MASTAN (Indonesian Society for Standardisation)



Developing SE Program for Primary and Secondary Schools

5/10/2012

10

The PROGRESS of REGIONAL NETWORK on SE

PROJECT ADVISORY GROUP EDUCATION (PAGE)

APEC - SCSC (Sub-Committee on Standard and Conformance)

STANDARDS EDUCATION INITIATIVE (2008)

2008

PilotImplementation

PROJECT ADVISORY GROUP on EDUCATION (PAGE)2009 2010 2011

PERU SINGAPORE JAPAN USA2012RUSIA

WHAT NEXT ???



pof APEC Textbook

???

Thank you for your attention



Dewi Odjar Ratna [email protected]

THE ICES CONFERENCE 2012:SESSION ONE : INNOVATIVE EXAMPLES ON EDUCATION ABOUT STANDARDIZATION

1. Prof. Masami Tanaka (Japanese Standards Association): Innovative Approach on Standards Education in Japan –A case of Waseda University

2. Edward Tanujaya, Akhir Syabani and Moch. Hasan (University of Indonesia): Carbon Currency Calculator (C3): Measuring Energy Footprint for Sustainability, A Need for Standardization and Educational Platform

3. M. Rosiawan, Indonesia : Innovative Approach on Education about Standardization through games development

4 P f J i P (U i i f S b I d i ) Th I l i Ed i4. Prof. Joniarto Parung (University of Surabaya – Indonesia): The Implementation on Education about Standardization at Universities: Experiences of University of Surabaya

5. Prof. Wilfried Hesser (Helmut Schmidt Univ ‐ Germany): E‐learning ‐ A challenge for teachers, their expertise and the innovative capacity of a university

6. Geerten van de Kaa (Delft university of Technology Netherland): Education on standardization as an input to research on standardization: a success story

7 Antony Cooper (University of Pretoria and CSIR South Africa): Opportunities for research and7. Antony Cooper (University of Pretoria and CSIR ‐ South Africa): Opportunities for research and innovation from involvement in standards development – Experiences of two researchers

8. Endang Suhendar (Indraprasta University – Indonesia): Learning Antrophometric as One Way of Understanding the Standardization

Innovative Approach on Standards Education in Japan –A case of Waseda University

Prof.M Tanaka , Professor of National Graduate Institute for Policy Studies (former ISO president)

Prof.T Sato , Professor of Waseda University Graduate School of Global Information Technology and

Telecommunication Studies (GITS)

Mr.Y Chiba, Japanese Standards Association

Mr.K Iwadare, Japanese Standards Association

In recent years, the teaching of standards in higher

education has been becoming increasingly wide

spread and is now implementing on a worldwide

basis. However, the scope of knowledge mastered

by standard related professionals has widened and

knowledge itself has become more complex. It

covers wide range of topics ; benefits of standards

and cost of their writing, much basic knowledge

of corporate strategies and consumer needs,

related to institutional frameworks such as WTO,

IPR rules and antitrust law, as well as consistency

of conformity assessment rules to regulatory

schemes. By responding to these complexity of

the knowledge, many people have begun to tailor

them into more strategic methodologies, where

the pedagogy, curricula, topics covered and so on

have become more sophisticated. This has

triggered challenge to business, academic

institutions and standards organizations and

resulted in achieving evolution by incorporating

many ideas and sharing best practices.

The Waseda University Graduate School of

Global Information Technology and

Telecommunication Studies (GITS) has started

implementing a standards education course called

“Business and Global Standardization ” since in

2007, which was initially supported by the

Japanese Government. It involved around 130

students, with IT engineering backgrounds at the

graduate school, with remote participation at other

sites through IT network. Their key motivation for

taking the course is knowledge advancement, and

to improve their ability to carry out their existing

research activities, as well as regarding the course

as a useful addition to their careers.

The course goals are:

- to reinforce and expand students’ basic

knowledge of standardization, including its

benefits and usefulness as a business tool

- to provide standardization case studies by

using written materials and guest lecturers

- to combine their acquired knowledge from

the course with their research activities, so

that students can use standardization as a

useful tool and solution provider

The course consists of 13 sessions (see figure 1)

covering different standards-related topics

including business strategies, international

negotiations on standards development processes,

advanced research and standardization,

conformity assessment and so on. Each session

lasts 90 minutes.

Topics at the sessions

Global Business Strategy

Standards

Innovation & Technical Change

IntellectualProperty Right

GovernmentRegulations

Trade Policy

Conformity assessment, accreditation

and certification

Figure 1-Topics at the sessions

This standards education course has following

three outstanding characteristics

1) IT network and access to visual materials

( see figure 2)

It has been popular to utilize the IT tools for

education and there are many excellent methods

and trials such as e-learning and open educations.

The Waseda standards education course have

adopted these experiences.

The first outstanding one is to link the brach of

Waseda, outskirt of Tokyo and the engineering

faculty at Osaka University, western part of Japan

and the sessions are performing simultenously.

The interactive network can easily encourage the

remote students to participate visually the

discussion.

This IT method may give opportunities to invites

more participants simultaneously and improve the

productivities of standards educations if the

course is carefully planned and implemented.

The other characteristic is to put recorded video at

the website of JSA, the video which is taken at the

each session of the course. The student can review

the class and reflect it to their accumulated

knowledge.

It is more important to realize that these

accumulated videos and materials such as power

points and written references may give

opportunities for open students , not necessarily

confined to Waseda university, to learn various

kinds of knowledge related to the standards. As

JSA has lots of recorded videos and materials

related to standards writings and their

dissimilation, there is the possibility to give tailor

made teaching materials to every segments of the

students as well as business world.

Utilization of IT

WASEDA Univ.

OSAKA Univ.

Interactive lectures

Students

Videos at lectures

Other campuses

Access

Post

Figure 2-Utilization of IT

2)Two step education scheme consisting of

passive and active education. (see Figure 3)

Two Step approach of the course The Students have IT

knowledge background

The first step by lecture:-Acknowledging basic theories, models and approaches through several case studies of standardization

The second step-Finding out the cases for research-Presenting the cases and discussions Understanding the disciplines through the case

-Reviewingpreviouscoursewith theVideo

-Reinforcingthe knowledge

Q&A , Discussion

Session content

Acquiringthe fundamentalknowledge of standardization

Figure 3-Two Step approach of the course

(1)The first step, mainly giving lectures, involves

mixture of basics knowledge and actual case

studies; The lecture on basic knowledge of

standards covers theories, models and approaches

for standardization by using hand-outs and visual

materials which provides students with the

information they need for an in-depth

understanding.

The business case for standardization involves

lectures by standardization experts from various

fields. Students, increasingly equipped with the

basic theory and concept, discuss the business

cases with the class. During the discussion, the

lectures guide the students in their understanding

of the case using the framework of basic

knowledge, and cultivate students’ insights

focusing on standards in their knowledgee of IT

technologies at the graduate school.

(2) At the second step of the course, students

actively participate this course, in sharp contrast

from the passive first part as mentioned. Students

are divided into several groups and each group,

consulting within group of students, research a

business case, based on their own research

interests or general life and daily interests with

their acquired knowledge and views of

standardization. The research is reported as an

oral presentation with power point slides,

followed by Q&A between participating all

students and instructors.

Importance is how they can reflect their acquired

knowledge through the passive participation of

first step lectures into their research themes

selected by themselves, the reflection which is the

active process of participating standardization.

In order to ferment this process effectively, the

groups should discuss the merits and demerits by

standardization on the topics in being aware of

benefits and cost to the society.

3) continuous quality improvement of lectures

and instructions

(1) state of arts and consistency

The teaching staffs consist of academic

researchers, business people with experiences of

standards writing and participating the standards

process, and standardizers who work at standard

related organizations. They are all conscious of

their state of arts related to the standards at their

own world.

The academics face emerging disciplines and

themes of IT technologies at the science and

engineering faculty. The business people are

confronting changing markets needs and

standards writers can have contacting points in the

new working items at standards organizations.

Respectively they can bridge their new acquired

knowledge with the course of standards education.

Rather than taking care of whole series of course

by single person, the group of teaching staffs has

enjoyed benefits by way of sharing experience

and stimulating each other by their different

backgrounds. However, unless strong

coordination would lead the teaching staffs in

consistent curricula to secure common disciplines

and ideas, there would happen some risks of

diversifying the whole course by each lecture

following by themselves. The role of keeping

uniformity is played by the JSA staffs, who

prepare the consistent curricula by consultation

I knew it w ell(4people)

I knew it(25)

I have learned it atother lectures(9)

I have just heard the w ord of it before(74)

I did not knowit at all(12)

Level of U nderstanding the im portance of standardization

I understood

very w ell(98)

I understood

W ell(25)

It seem s

very useful(80)

It seem s

useful(25)

N ot useful(1)

U sefulness in the future career

how m uch did you know about standard and standardization

before the lecture

with teaching staffs. At the same time, teaching

staffs have many opportunities to contact with the

frontier of standards world, for examples ,

information of seminars and new starting

activities of technical groups at many standards

developing organization such as ISO/IEC/ITU

and ASTM.

(2) quality circle (see Figure 4)

In Japan, there has appeared a voluntary informal

network for exchanging information by more than

hundred people who have interest in standards

education . The network, coordinated by JSA,

works by sending e-mails information related to

standards education each other. While the

members consists of academics ,business, and

standards writers, some of them , teaching staffs

at the Waseda university, are members of this

network. At the occasion when the academic

circle , the Japanese branch of “ The Society for

Engineering Education” has an annual meeting,

10-20 people have participated in the session of

standards education and some Waseda teaching

staff made presentations at the session and discuss

the pedagogy, curricula, topics of standards and

share the best practices. This is similar to the

activities of ICES at the international arena.

Quality Improvements of lecturesEducation community

Industrial Sectorsex.SONY,STEEL company etc..

ISO relatedex.ISO president ,vice president etc..

AcademicsIT field

Lecturers

Students requeststo each lecture

End of the course Overall review (all lecturers come together)

Refection for next term

Markets needs changing

ISO current topics

IT technologies progress

Feed back

inputs

After every session of the course, students are

required to complete a light assignment giving a

sheet to quest the satisfaction of the session with

comments. These assignments help check their

extent of understanding and reinforce their

participating to the class. By scrutinizing the

reposes from students, teaching staff may reflect

the needs and request to their lectures and guide

their discussions.

It is important to realize that Waseda teaching

staffs have an effort to promote improvement in

their education quality. Through these information

network and gathering at academic circle as well

as check sheet, they have carefully go over the

case studies ,several data, and experiences and

come up with more qualified teaching materials

and methods. The members share the same

fascination with the challenge of quality

improvement. That is the some kind of joy such

as sport, which is hard to communicate to ones

who have not tried it. It revives the joy of creation

that ones once derives from making goods by

hands. As a result of the activities, we got

effective results (see figure 5).

At the end of the course, review meeting , by

participating teaching staff ,has been exciting to

improve quality of course.

Figure 5-Results of the questionnaire on

the lecture Figure 4-Quality Improvements of lectures

Reference

1) T.Sato, “The corroborated subject entitled

Company Business Strategy and Global

Standardization supported by Japanese

Standard Association and Ministry of

Economy, Trade and Industry”, proceedings

of the Japanese Society for Engineering

Education (JSEE) 2010 annual meeting

(2010)

2) M.tanaka, “ISO’s work helps put education

for sustainable development into practice”,

ISO Focus Volume2, No3, April (2005),pp1

3) M.tanaka, “ISO’s work helps put education

for sustainable development into practice”,

ISO focus+, June (2011), pp19-20

4) M.tanaka, “Evolutions of Standards

Education in the World“, proceedings of the

International Cooperation for Education

about Standardization(ICES) 2009

workshop,(2009), pp15-19

Carbon Currency Calculator (C3): Measuring Energy Footprint for Sustainability,

A Need for Standardization and Educational Platform

ABSTRACT Even though the concern of environmental sustainability has significantly increased among business leaders, environmental activists and scholars, public still have little awareness of environmental sustainability. That is why public participation in environmental sustainability program is relatively low. The lack of public participation is the main challenge for effective execution of environmental sustainability program. It’s mostly due to the absence of public understanding that there is direct linkage between environmental sustainability and individual wealth. Since environmental sustainability program is seen as public interest that give no any benefit for individual, individual see no incentive to participate in that kind of program. On that point, we propose Carbon Currency Calculator (“C3”) as alternative solution. C3 is an application concept that is designed to encourage citizen participating in environmental sustainability program. C3 allows citizens to calculate their footprint energy in currency unit so that it allows citizens to compare their energy consumption. C3 that is built on idea of standardization encourages citizens to save energy for their own wealth. It’s expected that C3 will be used widely by citizen and enterprise. In the end, we expect C3 will be effective solution for environmental sustainability.

Introduction Nowadays, the development of industries and information technology has been advancing rapidly. As the access to the emerging economies is getting more opened, the industries are quickly expanding to gain from the growing markets, improve cost efficiency and, obviously, increase the profitability. Information technology which was booming with the invention of cellular phone fifteen years ago now has advanced to high-speed internet connection 4.5G. This also demonstrates how the wealth and prosperity of the people keep growing as the time goes by, creating more demands and pushing the industries to increase their capacity and upgrade their products and services quality. This situation directly relates to the increase of industrial products usage (electronics, vehicles, foods, clothes, etc). Combined with the highly growing populations, the dramatic increase in industrial production and consumption are sometimes unbearable. Problems arise when production and consumption of industrial products contribute the negative side effects for the earth. The side effects are mainly in the form of carbon emission and other pollutions. If these externalities are not taken seriously, the impacts would severely endanger and jeopardize humanity in the long run. Some instances of the impacts of pollutions are greenhouse gas effects, destruction of the ozone that creates global warming, famine, etc.

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limited or no socialization from the government, and the limited numbers of tools that can be easily used to measure carbon footprint. If people can understand how much the carbon emitted and understand the acceptable standard of carbon footprint that can be attributed to every individual to build environmental sustainability, they will be able to find out whether they’re already living ‘green’ or not. Measuring Energy Footprint on Carbon Emitted Seeing those problems, education on standard for carbon footprint is getting more crucial to create environmental sustainability as early as possible. It is expected that the educated society on standardization issue can proliferate and apply their knowledge in their everyday life and socialize them to wider groups of people. To ease the process, a tool is needed to easily measure and understand for every individual and consider whether the carbon emitted is redundant or not. Other than its easiness to use, this tool should also be able to be world standard on the calculation of carbon footprint so that each user can compare as apple-to-apple to the other users around the world. These days, there are plenty of websites providing carbon footprint calculator that can be used individually, like zerofootprin.net, carboncalculator.com, carbonfootprint.com, etc. Those carbon calculators can actually be used well and easily, but the main weakness of those websites is that they’re somehow complicated for the users since they use different unit of measure as an input.Those websites try to measure energy (or carbon emitted) used by people and compare it to the standard. People can find out their energy footprint, but they should estimate their energy use in certain units (KwH, liter, metric tons, etc.)

Starting from there, we propose a concept of carbon footprint calculatorcalled C3 that is expected to simplify the usage of such calculators and can be used for international standard that can easily be understandable. The concept we propose is by using money as the unit of measure of carbon footprint input. We use money as the unit since it will make it easier for people to understand their carbon footprint. The program will calculate energy we use for that amount of money by using industry costs average in that country considering Consumer Price Index (inflation), efficiency, currency rate, etc. The program will also generate tips & tricks how to be energy efficient by showing how much money you can save for doing that. Money as the New Standard Money is used as a standard of input to create new mindset of the people in seeing the money they spend. By utilizing money as input, people will become more aware that money used for consumption also can be indication of how much energy they use and the carbon emitted from that process, during the consumption or earlier when the production is undergoing to produce the demanded products. People care about the money they spend, this is expected to affect their care towards energy they use. In the end of the day, people can realize that, by doing efficiency on their money spending, they can create both economic and energy or environmental sustainability.

This standard is also expected to influence the industries when deciding their pricing method, as encouraged by other concepts such as green accounting. Therefore, price of a product in the future reflects not only the common concept of cost and margin, but also the externalities handling and the energy used by the industries to produce such products in meeting the demands.

Of course, the standard should also consider other factors such as level of consumption and production in each country, Consumer Price Index (CPI) or other measure of inflation, and general purchasing power. Once it’s formulated, we can also see the comparability within each country. How C3 Contribute to Education of Standardization C3 conceptually is designed to be educational platform for citizens, especially in standardization of carbon or energy footprint. C3 is not just calculator application to calculate how much carbon energy produced by economic activities, but it is more to be a creative platform how to inspire citizens to be aware of their carbon energy footprint. The point to inspire citizens is in line to educate and encourage them to participate in any effort of energy saving. At least there are three means why C3 can be educational platformfor citizens to be aware of carbon standardization issues. C3can be linkage of environmental reality to individual wealth, can simplify the model of carbon energy footprint, and can clearly visualize the concept. As stated earlier that the lack of citizens’ awareness of carbon energy issue is due to misunderstanding on the linkage of environmental reality to individual wealth. Environmental cost is only viewed as public cost that is far away from individual economic wealth. That is why in recentlythe approach used forcampaign the idea of environmental issue is to save the public interest. On the other hand, C3 takes different approach. C3 uses individual incentive. C3 clearly makes linkage the environmentalreality to individual wealth. The usage of currency as standard for calculating carbon is feature how to make linkage the environmental reality to individual wealth. Citizens, that aware of their energy footprint, are not only for public interest but more likely for their own wealth. On that point, C3 educates and encourages citizens to be aware of their carbon energy footprint. Further, C3 provide feature that allow citizen to grasp the exact figures due to energy saving so that increase their awareness. C3 is built on advance and sophisticated issues, but it comes to simplify that sophisticated one to simple model. The idea is to give citizens an environmental understanding in simple way. Citizens are expected to easily understand the C3’smodel of energy footprint yet get the accurate figures. Simple model of C3 leads to more awareness of citizens so that they are encouraged to save their energy. Single and familiar calculation unit, currency, is in the same idea of simplification so that citizens got better understanding of C3 concept. Visualization of C3’s concept is to gives clear pictures how C3 work,how to use it, and how to get meaningful insight of C3 analysis. The usage of technological application is in line to visualization. The visualization allows the citizen to get big picture of their energy

footprint so that they can plan their own energy footprint. They can easily perform various analyses, such as sensitivity analysis, and get meaningful insight of these analyses. The feature of graph, chart, and others ensures that citizens have not missed the key issues of analysis result. These are three means that allow C3 to be educational platform to inspire citizens to be aware, understand, and grasp the meaningful insight of their carbon footprint. As educational platform, C3 will encourage citizens to save energy. Conclusion and Future Developments Some of the visions of C3 should are to be able to impose campaign ‘Save Energy, Save Money’ campaign to support sustainability, as well as education on standardization while keep developing reliable standard for its instrumentation & calculation. This can also be the support for the concept of environmental management accounting.

Innovative Approach on Education about Standardization Through Development of The Monopoly SNI

Game By:

Muhammad Rosiawan Department of Industrial Engineering, Faculty of Engineering, University of Surabaya

e-mail: [email protected] Abstract

National Standardization Body (BSN) is a non-ministerial government institutions Indonesia with the main task to develop and foster standardization activities in the country of Indonesia. In order to promote the development and implementation of standards, BSN has been working with relevant stakeholders, one of which is the university. At present, there has been cooperation with 28 universities through the signing of a Memorandum of Understanding (MOU). One form of cooperation is to teach the subject of standardization in the university. Universitas Surabaya (UBAYA) as one of the University who has been working with BSN, has also taught courses standardization in the Department of Industrial Engineering as a compulsory subject in the field of Performance Management and Quality. This paper presents the work of students and a lecturer in the Standardization for the year 2011, a game of Monopoly SNI development as an innovative learning media standardization. The game is played for senior high school students in the form of Standardization Game Competition. The results of the implementation of the game, then do a survey to students relating to the application of this game and an understanding of the SNI standard. The majority of respondents who tried the game, stating that the game is to help them in: understanding the standards, know the benefits of standards and know that there are different types of SNI. In addition, respondents also said that this game is very interesting and helpful in increasing their knowledge related to standards. Keywords: standardization, development of the Monopoly SNI Game

1. Backgroud As we know that standardization is one strategy to improve competitiveness, especially in the era of free trade, where products and services produced in the country will be examined from the aspect of quality, safety, security, health and the environment. On the other hand, the level of public awareness of the standardization of products/services is still low. From the study of BSN (2006) showed that the new business uses only about 20% of the approximately 6800 SNI that have been published. This fact indicates that the BSN should work harder in socializing SNI in the business. Because they do not fully understand the benefits of the implementation of standards in the organization [3]. From the observations also indicate that the public knows only a limited product SNI helmets, gas stove, bottled water and instant noodles, etc. This situation, encourage BSN to work with colleges or universities to jointly promote standards in their respective communities. in addition, the university is expected to produce graduates who have the ability in the field of standardization. in 2005, BSN started its cooperation with the University of Diponegoro (UNDIP) in education, research, and community service in the field of standardization. In 2007, BSN and UNDIP formed a team to develop curriculum of standardization. In 2008, the curriculum was implemented at the Faculty of Industrial Engineering UNDIP. Results of implementation, to be the input revise the curriculum to the secon edition. furthermore, in 2009, the team also developed a textbook of introduction to standardization. This textbook was launched on the education forum of standardization, which is a forum of the signing college of the MoU with BSN. They agreed to include standardization or content of standardization in subjects, and using the textbook as the its main reference. [5] Cooperation BSN with UBAYA UBAYA interested to establish cooperation with BSN in the development of education about standardization is expressed by the Rector of the University of Surabaya (UBAYA), through a letter written to the Head of BSN in August 2009 which stated the Rector of UBAYA ready to sign MoU with BSN [6]. Cooperation activities can be done by the academic community to contribute promote standardization by engaging expertise of member of faculty in standardization activities and also participated in developing the introduction of standardization in the community with the university "language". One of the real form of

cooperation, among others, is teaching a standardization subject as a compulsory subject for students of Department of Industrial Engineering in field Quality & Performance Management, Faculty of Engineering, University of Surabaya. As additional information, UBAYA also has been active in promoting standards and SNI in province of East Java. For example, UBAYA is host a gathering of bikers in the activities of SNI Thon (campaign of Helmet SNI, from Surabaya city to Jakarta) in 2009, even the lecturer and students of Department of Industrial Engineering UBAYA have been conducted campaigns of SNI product in some Mall in Surabaya. Subject of Standardization in Department of Industrial Engineering The Department of Industrial Engineering have been to develop curriculum year 2010, in order to anticipate changes in need of the user's graduates and stakeholder and to achieve of UBAYA vision toward internationalization. One indicator is UBAYA graduates capable of competing at international level and one of the factors supporting is the mastery in the field of standardization. Therefore, the Department of Industrial Engineering and the curriculum development team agreed to include courses for Standardization as a compulsory subject in field of Quality and Performance Management and effectively be taught in even semester of 2010/2011. Lecturing of Standardization Subject Preparations have been conducted in the teaching of standardization, include: (a) the provision of UBAYA lecturer or visiting lecturer of the industry, (b) the provision of infrastructure (such as classrooms, textbooks, program of visits to industries, etc.), and (c) selection of teaching methods. Especially for the selection of teaching methods, after reviewing textbook provided by BSN, felt the material was too heavy and less attractive. it was said the material is too heavy to taught because almost all of material is the addition of insight so that the level of learning lies at the level of understanding. Level of learning at this level, often requiring many memorizing. Therefore, teaching methods should be designed using the method of direct involvement of students in subject matter (interactive learning), for example the discussion of case studies, role playing, simulations, visits to industries and provision of project tasks. Assignment of a project is making an standardization game. Through the game which they designed is expected to better understand the material being taught and then they can also contribute to the introduce of standardization at student of senior high school and the public.

Problems This paper discusses the task of student projects related with design of media of education about standardization through the game development of popular in the community. It is hoped through this game the public could learn about standardization with ease and fun. 2. Literature Review Before discussing the settlement of the problem, there are some things that need to be understood together, especially related to the definition and understanding of standards, standardization, conformity assessment, metrology and the use of instructional media such as a monopoly game for learning about standardization. Standar dan Standardisasi. According to ISO/IEC Guide 2 (ISO 2004-1), Standards is a “document established by consensus and approved by a recognized body, providing for common and repeated use rules, guidelines, or characteristics for activities or their results aimed at the achievement of the optimum degree of order in a given context. Meanwhile, Standardization is as “the activity of establishing—with regar to actual or potential problems—provision for common and repeated used aimed at the achievement of the optimum degree of order in a given context” [1] According to this definition, standardization aims to achieve maximum of overall economy and provide benefits to various sectors of society, such as standards provide access to markets and facilitate trade, the standard provides benefits for improving the quality, safety, reliability and efficiency of production, and so forth. Indonesia National Standard (SNI). SNI is a document containing the technical provisions of an activity or the results are formulated by consensus and set by the BSN to be used by stakeholders with the aim of achieving an optimum arrangement in terms of the context of a specific purpose [3]. BSN as the bodies responsible for national standardization activities, interested party in increased the application of SNI both voluntary and mandatory in manufacturing / services in order to increase the competitiveness of nations. Conformity Assessment. ISO / IEC 17000:2004 defines conformity assessment as a statement that the product, process, system, person or institution has met certain requirements, which may include activities of testing, inspection, certification, accreditation and conformity assessment bodies. Just as standards, conformity assessment is also basicly a voluntary activity in accordance with the needs of the transacting parties. In practice,

conformity assessment can be done by the manufacturer (first party), by the buyer (second party), as well as other parties (third parties) which are not part of producers and consumers. Metrology. Requirements in the standards, particularly with respect to product characteristics, the general form of the quantitative limits that are based on the results of measurements made on the conformity assessment process. Therefore, to achieve its implementation should be created a guarantee equality of outcome measures between all parties concerned with the application of a standard. In ISO / IEC Guide 99: 2007, metrology is defined as the science of measurement and its application, which covers all theoretical and practical aspects of measurement, the overall level of measurement uncertainty and the whole field of its application. [2] Learning Media through Games. Play a game is fun because the game was designed as a medium of entertainment. Therefore, all the matter of education and learning will be very interesting and easily digestible by the students when designed in the form of the game. Games are always played again and over again until the players are satisfied, thus the materials submitted will be easily digested and understood by the game player. Many types of interactive games that can be used as a medium of education and learning. For example, puzzle games, monopoly games, etc. [8]. Monopoly Games. Monopoly is one of the most famous board game in the world. The goal is to master all the plots on the board through property purchases, leases and exchanges in a simplified economic system. Each player in turn throws the dice to move pawn, and when he landed in the plots that have not owned by another player, he can buy at a price appropriate patch listed. If the plot had been bought another player, he must pay the rent that the players whose numbers have also been established. [7] Therefore, the monopoly game that was developed can be used as a medium of learning that are innovative, fun and easily digestible by the public to learn about standardization. 3. Research methodology The methodology used in this study were (a) Designing of learning media of standardization through the game development of the SNI Monopoly, (b) measuring a player's perception related to the understanding of the standardization. Perception of a player is measured by questionnaires deployment which are then processed descriptively and analyzed . Level of perception was measured using a Likert scale where a scale of 1 indicates strongly disagree, 2

states less agree, 3 states indifferent, 4 and 5 states agree and strongly agree Target respondents is student of senior high school who playing the SNI monopoly game who follow the Standardization Game Competition organized by the Department of Industrial Engineering-UBAYA in November 2011 at Surabaya city. 4. Results and Discussion Design of the Monopoly SNI Game Game standardization which to developed should include three things, namely the understanding of participants on: (1) standardization, (2) assessment of the suitability and (3) metrology. In addition, the game should be played en masse and are competitive. Looking at these conditions, then the lecturers and students participating in the course of Standardization decided to design and develop the game of monopoly that has been popular in the community to modified related with material content of standardization and SNI. The game is aimed at providing insight to the participants / players regarding the three pillars that have been mentioned before, namely standards, standardization, conformity assessment and metrology. In addition, players are also introduced to various types of SNI that could be associated with the products of the regions and benefit from the application of SNI. The results of the design can be seen in Figure 1. From this picture it appears that various regions in the country of Indonesia is assumed to require products that have the SNI.

Figure 1. Design of game of the Monopoly SNI

Furthermore, players who are in a the area (see Figure 2), must answer the questions from committee related to the material of standardization to determine the understanding of regard to standards. If the answer is correct, then the players are asked to make form of triangular, rectangular, square or a circle of a piece of colored paper, depending on the area where the player stand up

(Figure 4). The colored paper must be purchased in advance from the paper supplier. Players can check firstly quality of the purchased-paper before use. Paper forms are made shall be measured in advance, in accordance with the specifications defined and ascertained that the measuring equipment has been calibrated (Fig. 3). When done, the player handed the paper form (which is assumed to be the appropriate product standard SNI) to the committee (in this case the committee acts as conformity assessment bodies/testing agency) to be tested whether the piece of paper forms have been conformity with the specifications required (Fig. 5 ). If appropriate, the committee will give a sort of stamp of approval that the product complies with ISO (with giving tick mark) and the player is allowed to conduct trade with the region where it is located. And here, participants will receive the money earned from the business transactions which were paid through a bank (Fig. 6). Then the player moves again to another area. More and more players were able to pass the test of the product testing agency, the more money earned, and he will be declared the winner. From this it could mean that the organization that most of accomplish of standards, is the party that won the business competition. And vice versa, the products that are made do not pass the test SNI products, then they got losses. For the notes, at the beginning of the game, players are given capital money by the Bank for the purchase of raw materials, auxiliary materials (paper) and measuring instruments and the payment of damages if the product did not pass the test. The Standardization Game Competition Implementation of game of Monopoly SNI was held in event the Standardization Game Competition for high school students at city of Surabaya, Sidoarjo and surrounding areas. Students of UBAYA act as a committee to promote the game competition through UBAYA website, distributing brochures and posters to schools. There are about 30 teams (each consisting of 3 students of senior high school) as participant and competing in this event. After conducting of the technical meeting, participants are ready to compete on November 24, 2011 at Cito Mall-Surabaya. The choice of a place in the mall with the intention that the game can be viewed by the public and covered by the mass media so that we get obtained the multiplier effect relating to socialization of standards to society. Evaluation of the Game Participants After passing through a fun game, to get feedback, participants were asked to express his perception

associated with the monopoly SNI game. The result can be seen in Table 1. Tabel 1. The results of participants' perceptions related to the Monopoly SNI Game

No Variables

Level of agree (%)

1 2 3 4 5

1 the Monopoly SNI is interesting game to played

0 6 22 53 20

2 the Monopoly SNI is game which easy understood and played

0 0 20 53 27

3

Display of game of the monopoly SNI is colorfull and shapes attractive

0 0 18 53 29

4 Discussion about SNI which listed on the game is attractive

0 0 33 45 22

5

Discussion about SNI which listed on the game is clear and easily understood

0 0 9 55 36

6

Game of SNI is very useful for providing information and to getting knowledge about kinds of SNI

0 0 9 46 45

Source: [4] From Table 1, shows that 73% of participants had agreed and strongly agreed that the game is interesting, 80% of participants stated the game is easy to understood and played, 82% of participants stated the game is full of color and interesting shape. Perception further stated that 67% of participants expressed a discussion of SNI in this exciting game, and 91% of participants stated that SNI discussion on this game is clear and easy to understand, and most important that 91% of participants stated that the game SNI is very useful in providing information and knowledge related with standards and kinds of SNI. From the results of descriptive statistics, one might say that the learning media on education about the standardization through games of this kind could succeed in introducing to the public about the standards and SNI. Evaluation of Learning Process on Standardization Subjects On the other hand, we also need to evaluate the learning process on standardization subject itself. It is known that as elective courses, from point of view related with the number of students, it can said that it has been achieved participants for odd semesters 2011/2012 number of 46 students. number of participants was increased compared with the previous semester namely a number of 22 participants. Implementation of evaluation of the learning process conducted by the Quality Assurance unit-UBAYA for each lecturer at each faculty, and the results of evaluation of standardization subject can be seen in Table 2.

Table 2. Results of Evaluation for Learning process of Standardization subjects

From Table 2, the performance index for the standardization subjects can be explained as follows: (a) for the teaching material and learning process got a score of 3.65, and (b) for teachers got the maximum score of 4. For the teaching material and learning process did not get maximum score due to some of student have delivered complaints related with implementation the project assignment namely most of consuming time, so that makes the task of another subjects a bit neglected. However, in general most of the students stated that this event is very interesting and they hope can be implemented for next year. They also said that the method of teaching is very interesting, let alone taught by lecturers who are competent in their field. Conclusion Although to be further improved, the learning media through game such as the monopoly SNI for teaching about standardization is very interesting, and hoped could be developed again to look for another media which suitable both for level of school and public in order to accelerate socialization of standardization in the community. Daftar Pustaka [1] APEC Sub Committee on Standards and

Conformance Education Guidance 3-Textbook for Higher Education, Standardization:Fundamentals, Impact, and Business Strategy, 2010

[2] Bambang P., Pengantar Standardisasi - Jakarta: Badan Standardisasi Nasional, Edisi Pertama, 2009

[3] Badan Standardisasi Nasional, SNI Penguat Daya Saing Bangsa, 2010 [4] Juliani D.T, M.Rosiawan, 2012, “Innovation of Media on Education about Standardization Through Development of Popular Games”, 9thInternational Annual Symposium on Management-UBAYA,2012. [5] http://www.bsn.go.id/news_detail/Evaluasi Pendidikan Standardisasi & Kuliah Umum di UNDIP [6] http://www.bsn.go.id/news_detail/Universitas Surabaya Siap MoU dengan BSN [7] http://id.wikipedia.org/wiki/Monopoli_permainan [8] http://pendis.kemenag.go.id/index.php/Game

sebagai Media Pembelajaran Masa Kini

Figure 2. Implementation of the Monopoly SNI Games

Figure 3. Participants looking for Answers the question in the Standardization book

Figure 4. Participants Drawing shapes using a ruler which calibrated internally

Figure 5. Participants cut out a paper in accordance form with the requirement

Figure 6. The committee play role as a testing agency(conformity assessment)

Figure 7. The committee play role committee as a financial institution (Bank)

The implementation on Education about Standardization at Universities: Experiences of University of Surabaya

By:

Muhammad Rosiawan Joniarto Parung

Department of Industrial Engineering, Faculty of Engineering, University of Surabaya e-mail:

[email protected] [email protected]

Abstract

As a university located in town the industrial, commercial, maritime and education, University of Surabaya (UBAYA) is very concerned about the success of the business and industry community, particularly in the city of Surabaya and surrounding areas. One of univeritas mission is to produce graduates who are competent in accordance with the needs of business and industry. Needs of the business and industry community are implementation both of Indonesia National Standard (SNI) or International Standard (ISO). Therefore, graduates UBAYA in the future should be more understanding and have skills related to the standards. This paper addressed about UBAYA experience in implementation on education about standardization starts from the scope UBAYA themselves by implementing the international standards of quality management system ISO 9001:2008, inserting the material of standardizing or content of the standardization into the curriculum or subjects, then together with National Standardization Agency (BSN) and the East Java Province participated promoting standard to schools, colleges, community of business and industry. All these things are done also in order to fulfill one mission UBAYA. The results of the various activities carried out showing good results, it seen from a survey of customer satisfaction, increased demand for training and assistance for the implementation of quality management system ISO 9001:2008 in the industry, some of graduates majoring in industrial engineering has been working in areas relevant to standards such as a internal quality auditor, management consultant and management representative. Keywords: Education about Standardization, UBAYA Cooperation with BSN

1. Background Universitas Surabaya (UBAYA) as one of the private universities which are well known in Eastern Indonesia that always wants to realize his vision became the first university in hearts and minds, by constantly creating products/services of teaching, research, and community service which quality and giving value-added to stakeholders. UBAYA As an educational institution also has a mission, such as: (a) produce graduates in higher education who have competence in the scientific, skill, and good character, in accordance with the needs of business and industry, (b) promote research, application of science and technology, in context of role in the business community and industry partners, etc. [1] From this mission statement, it seems clear that the graduates as well as services of UBAYA focuses on an active role in advancing the business and industrial community. Therefore, in order to establish relationships with business and industrial community must use the same business language, business language namely "standard”. “Standard language as a entry point into business and industry, reinforced by a statement of the Head of National Standardization Body (BSN), that the standard has become the second language in business and industry after prices [2]. Because, in a global trade, standards will be needed to give assurance to customers that the product / service have been conform regarding to aspects of quality, safety, safety, health and environmentally friendly. In this regard, and in order to speed up the process of achieving its vision and its mission, UBAYA also very concerned on education about standardization, and continue to work closely with the parties concerned to the standard, one of them with a BSN as a developer organization of Indonesian National Standard (SNI). UBAYA together with BSN actively promote the standardization both at the university or the business and industrial community. This paper focuses on describe some of activities related with the implementation of education about standardization at the UBAYA and the business and industrial community. Problem Problem faced is how to implement steps to meet the expectations of the future, namely UBAYA want to take role of actively in promoting education about standardization and in order to fulfill the mission UBAYA as well as participate in advancing the business and industrial community.

2. Literature Review The literature review more emphasis on study documents that exist in UBAYA and BSN, the news about education about standardization in Indonesia, besides definition about standards, standardization and Indonesia National Standard (SNI). Review of documents such as is found in documents of the strategic plan UBAYA's or the strategic plan BSN's, Memorandum of Understanding (MoU) between UBAYA and BSN, etc. Standards dan Standardization. According to ISO/IEC Guide 2 (ISO 2004-1), Standards is a “document established by consensus and approved by a recognized body, providing for common and repeated use rules, guidelines, or characteristics for activities or their results aimed at the achievement of the optimum degree of order in a given context. Meanwhile, Standardization is as “the activity of establishing—with regar to actual or potential problems—provision for common and repeated used aimed at the achievement of the optimum degree of order in a given context” [3] According to this definition, standardization aims to achieve maximum of overall economy and provide benefits to various sectors of society, such as standards provide access to markets and facilitate trade, the standard provides benefits for improving the quality, safety, reliability and efficiency of production, and so forth. Indonesia National Standard (SNI). SNI is a document containing the technical provisions of an activity or the results are formulated by consensus and set by the BSN to be used by stakeholders with the aim of achieving an optimum arrangement in terms of the context of a specific purpose [4]. BSN as the bodies responsible for national standardization activities, interested party in increased the application of SNI both voluntary and mandatory in manufacturing / services in order to increase the competitiveness of nations. The UBAYA Strategic Plan for period 2011-2018 In the UBAYA strategic plan [1], chapter self-evaluation results in 2011, showed that the strength of UBAYA as follows, has: (a) the facilities and infrastructure campus are adequate, (b) a good reputation of stakeholders perception, (c) management information system integrated, (d) the quality management system that has been awakened in the scope of supporting units, (e) the quality of the learning system (hardskills), (f) The condition of health financial (cash flow, reserve), (g) commitment organization's to appreciate of the values of multi-cultural, (h) the pluralist organization's character and consistent. While the opportunities in the future include: (a) Higher

education as a center of entrepreneurship and Technopreneurship (b) International networking and partnerships, (c) The spread of environmental issues, (d) Regulatory and government policy towards higher education, (e) shift lifestyles and increased awareness of consumer rights, (f) The need for alumni to updating / upgrading of competence, (g) development of utilization of information and communication technology (ICT), (h) The growth of creative industries. With the strenght as mentioned, UBAYA will take the opportunities of external conditions in connection with the change of the organizational environment. The BSN Strategic Plan for period 2010-1014 In the Strategic Plan document the exposure of the results achieved in the period 2005-2009 stated that the BSN has signed a Memorandum of Understanding (MOU) with 18 Higher Education (include UBAYA) in field education about standardization to organize the development and coaching in the field of standardization within their respective universities. Further stated that the curriculum of standardization for Higher Education has been established and implemented at the University of Diponegoro since 2007, and follow with publication of the Introduction to Standardization textbooks. Also mentioned that the BSN has participated actively in the activities of International Cooperation for Education about Standardization (ICES) and the APEC SCSC PAGE (Project Advisory Group on Education). ICES and APEC SCSC PAGE are an international and regional organizations engaged in education of standardization, so that Indonesia can play a role in development on education about standardization in the world. Furthermore, also in this document mentioned that BSN has been established cooperation of networking of standards information (called INSTANET) among BSN with 33 universities/organizations. [5] BSN also has policies such as promoting standard culture through education and socialization of standardization with cooperation among primary school, secondary school and higher education. Memorandum of Understanding (MOU) between UBAYA with BSN Together with nine other universities, on 18 November 2009 which was witnessed by Minister of Research and Technology Republic of Indonesia, the Rector and the Head of BSN UBAYA signed the MOU related to the development and standardization coaching in education about srandardization in the province of East Java with a letter number 010/UM/SR / XI/2009 and 2298/BSN/XI/2009 within the scope

of: (a) education, training, and promotion standardization in education institution, (b) increasing the participation of experts in standardization activities, (c) information exchange of standardization, (d) the development laboratory at the university, and (e) research and dissemination of research results in the field of standardization. [6] From both a strategic plan, it appears that there is a similar activity between UBAYA and BSN, when combined event will get optimal results. For example, UBAYA got opportunities to further enhance networking with partners, involved on handling of environmental issues and improved consumer rights which can be combined with need of BSN associated with the acceleration of standards culture in society through education / training on standardization in campus or schools. Related with the MoU have been signed, UBAYA will conduct development of education about standardization through the implementation of quality management system ISO 9001 , Occupational Health and Safety OHSAS 18001, teaches standardization in some subjects in of the Faculty /Study Program, conducting of ISO 9001 and ISO 17025 training to the students and staf, establishment of Standards Information Network (INSTANET), in cooperation with East Java province to giving the technical guidance for worker of standardization field in the district /city of East Java province, conducting campaigns SNI for the community, etc. 3. Research methodology From the literature review, especially the MoU document, Strategic Plan, news of education about standardization, etc., then this study is a review of activities undertaken between UBAYA with BSN, or UBAYA itself in the field of coaching and development of educational of standardization. The results of secondary data processing of the data taken at the Directorate of Quality Assurance & Internal Audit -UBAYA, Department of Industrial Engineering, the news of the website UBAYA and BSN. Furthermore, Processed data are then analyzed for efficacy, weakness or obstacles encountered to obtain a plan of action in the next future. 4. Results and discussion Development and Coaching on Education about Standardization through Implementation of a Management System Actually, education about standardization has been implemented by UBAYA, since 2000, by adopting the Quality Management System-ISO 9001:2000 in supporting unit under the management of the university, namely with documenting and implementing of the standard operating procedure

(SOP). The SOPs are required to assure that service conducted consistently and the quality service is increased. In 2005, in which a college is required to have a Quality Assurance unit as a unit that ensures the quality of the output of universities and the accountability to the public, UBAYA anticipate by establishing QA units. This unit is responsible for managing all of activity of quality assurance in units and move forward with the principle of continuous improvement, so that the outputs produced by the university assured quality according to the requirement that has been established. Related to this, the QA unit has published standards both standards in academic and non academic that is comply with the regulations of the Ministry of Education and Culture. In 2009, the quality management system of UBAYA officially have been get certification of ISO 9001:2008, which starts from 7 units, and then expanded its scope to 32 units in 2010. Subsequently, in 2012, the addition of the scope of certification again in the learning process and the laboratory at the Faculty of Pharmacy, Faculty of Engineering, Faculty of Business and Economics, Faculty of Biotechnology and the Polytechnic. The documents of standard that have been established as follow: Quality Manual of Academic, Quality Standards of Academic, guidelines of Monitoring and Internal Evaluation, Guidelines of Laboratory Quality Audit, Guidelines of Performance Measurement, Manual of Quality Management System ISO 9001:2008, 141 SOPs of 32 supprting units and 7 SOPs in the field of learning [5]. Currently, all of standard documents can be viewed and edited by each unit of work through online in order to paperless-office and concern for environmental conservation.[7] Outcome of education about standardization through the implementation of this standard is got on a survey of customers / stakeholders conducted by Directorate of Quality Assurance & Internal Audit on November 17 to 23 2011 for 32 units and faculty earned an average customer satisfaction / stakeholders was 75.72%. other impact, for example from 11 programs of undergraduate study in UBAYA there are six of study program accredited A (excellent) and five accredited B (good) by the National Accreditation Board of Higher Education (BAN-PT). Some of effort education about Standardization continue to be improved, by adopting various international standards such as OHSAS 18001 for safety, occupational health for employees and students, beginning with the implementation of 5S program (Seiri, Seiton, Seiso, Seiketu and Shitsuke) in keeping cleanliness of the work environment . Related with environmental caring, UBAYA have

also established the Center for Environmental Studies (in 1996) and the Center for Renewable Energy (in 2011). Development and Coaching Education about Standardization through Teaching of Standardization or Standardization Content in Faculty/Study Program Education of Standardization is included in the curriculum. For example, in the Faculty of Engineering, Department of Industrial Engineering, Department of Chemical Engineering and Department of Computer Science. In Department of Industrial Engineering, subjects standardization is teached in the concentration field of Enterprise Quality System. There are 5 elective courses related to the standardization namely Standardization, Quality Management System-ISO 9001, occupational, health and safety management systems-OHSAS 18001, Environmental Management System-ISO 14001, and Quality & Supply Chain Management. While in Department of Chemical Engineering as follow subjects: solid & hazardous waste management, occupational health and safety, quality control and food safety. In the Department of Computer Science, namely in subjects of Information Systems Audit & Control. Outcome of the implementation of this subjects, for example in the Department of Industrial Engineering, since 2008 has been trusted by some of manufacturing / services organization in the city of Surabaya and surrounding areas in: (a) assist companies / organizations to set up of quality management system-ISO 9001, (b) conducting in-house training related to documenting of QMS ISO 9001 and internal quality audits., and (c) is believed by one of the certifying body in Indonesia became auditor of quality management system ISO 9001. Cooperation Development and Coaching of Education about Standardization with BSN Cooperation with BSN in field eduaction of standardization, in addition to accelerating the creation of quality culture in UBAYA environment, as well as the intent to move forward the business and industry community. Activities already carried out are: (a) Training of ISO 9001:2008 for students UBAYA and students of Institute of Technology of Sepuluh November Surabaya (ITS-Surabaya), and (b) Training on ISO 17025 - General requirements for the competence of testing and calibration laboratories for head of laboratory in UBAYA. Outcome of the implementation of ISO 9001 training in particular the training of students in the Department of Industrial Engineering, it is appear at the increasing number of ISO 9001 topics for Final Project in 2011. In addition to this training, Department of Industrial Engineering has

conducted an internal quality audit training for students since 2010, and until now there are about 150 participants who successfully completed. Some of graduates who have this kind of training they were already working in relevant fields such as consulting in quality management systems, as an internal quality auditor and some of them are already occupied a position as a management representative of ISO 9001. While the outcome of the implementation of ISO 17025 training, although all of laboratories have not been certified to ISO 17025, but they are already certified to ISO 9001:2008. The impact of this certification is an increase of control of the laboratory administration, more pay attention for the safety of the laboratory, and the use of measuring instruments have been calibrated both internally and externally. Cooperation other with BSN is in: (a) Establishment of Standards Information Network (INSTANET), in which the library UBAYA join in delivery service information about standardization to business and industrial community, (b) Establishment of Forum for Standardization (FORSTAN), which engages in education of standardization in schools through competition of standardization, share your experiences with other colleges in the teaching method of the standardization, (c) implementation of SNI campaigns in the community, (d) participation in the international event namely the International Conference on Education about Standardization (ICES) and World standards Cooperation (WSC) in 2010, 2011, and 2012, (e) participate in celebration the national children's Day in 2011, where students of UBAYA display and demonstrate with the children about some of the games that made , (f), participated in the exhibition of Micro, Small and Medium Enterprises (SMEs) at the University of Education-Tasikmalaya of West Java province, where students of UBAYA display and demonstrate some of standards games with visitors of the exhibition , (g) be a host to activities of SNI Thon, (h) conducting of standardization game competition for senior high schools in Surabaya city and the surrounding areas, (i) exhibition by students of Department of Industrial Engineering UBAYA related to education of standardization in the form of the game, (j) competition of painting t-shirt SNI for high school students in Surabaya , etc.[8][9][10][11] Outcome of this activity is the extend of networking with partners, both from universities, schools, government and international organizations.

Development and Coaching Education about Standardization Together with East Java Province and Indonesia Standardization Society Cooperation with the East Java Province, Indonesia Standardization Society for East Java region in activities such as (a) technical assistance for technical staff related with the standard, (b) preparation of the standardization program for SMEs in the East Java Province, (c) inviting the guest lectures and visits to product testing laboratory. Outcome of these activities in addition to strengthening ties Academics, Business, and Government (ABG), also for share knowledge, experience in the development and promotion of standardization in the East Java Province. From a variety of activities shared with BSN, East Java Province, the Indonesia Society for Standardization is both in terms of implementation of joint activities, technically problems were not found. However, the need for improvement in next future is in making the work plan activities together. Where do many activities that are conducted sporadically, because it is not well planned in the early. For example, after signing MoU between UBAYA with BSN should be followed up with set up a joint program activities in one year, which in it contains a number of activities to be carried out either by the BSN and UBAYA related to education of in standardization. After one year, then the program evaluated against the achievement of its performance, and so on. With a well planned activity will impact on the setting of the allocation of its resources each including the provision of a joint budget for activities to be performed. Conclusion With all its potential, UBAYA continue to move forward to take the path towards the vision and mission. The road taken is the road that has been followed by many organizations, which proved to be directing the success of the organization, one of road is the implementation of standard consistenly. Those standards can be a regulatory requirement, the relevant guidelines for the organization, etc. 6. Referensi [1] -, Rencana Strategis Universitas Surabaya tahun 2011-2018 [2] http://www.kan.or.id/?p=1371&lang=id [3] APEC Sub Committee on Standards and

Conformance Education Guidance 3-Textbook for Higher Education, Standardization:Fundamentals, Impact, and Business Strategy, 2010

[4] Bambang P., Pengantar Standardisasi - Jakarta: Badan Standardisasi Nasional, Edisi Pertama, 2009

[5]http://www.bsn.go.id/files/AboutBSN/Renstra_BSN_2010_2014.pdf

[6] Memorandum of Understanding (MoU) UBAYA dengan BSN, surat no 010/UM/SR/XI/2003 dan 2298/BSN/XI/2009

[7] Prof. Parung J., Laporan Tahunan Rektor UBAYA, 2012, “Extending Learning Beyond

The Classroom:Nurturing Creativity and Imagination”

[8]http://www.ubaya.ac.id/en/ubaya/news_detail/ 419/Kolaborasi%20Promosi%20SNI.html [9]http://www.ubaya.ac.id/ubaya/news_detail/727/

Mahasiswa-Teknik-Industri-UBAYA-turut- serta-dalam-Menyemarakan--Hari-Anak- Nasional-2011-di-Jakarta.html

[10]www.bsn.go.id/news_detail.php?news_id=1434/forum pendidikan standardisasi

[11]http://www.bsn.go.id/news_detail.php?news_id =2895/ Jawa Timur kerjasama dengan BSN kelola INSTANET

Attachment some of pictures related with activities education about standardization have been done

Figure 1. Student of UBAYA participate in

celebration the national children's Day in 2011

Figure 2. Forum of Standardization (FORSTAN)

Figure 3. Standardization Game Competition

Figure 4. Student of UBAYA display and

demonstrate some of standards games with visitors of the exhibition

Figure 5. Student of UBAYA visits to product

testing laboratory.

Figure 6. Lecturer of UBAYA attends to

ICES&WSC Day, Hang Zhou, China.

Figure 7. Students and Lecturer of UBAYA

participate on SNI Campaign in Mall

Figure 8. Lecturer of UBAYA conducts initial

audit of ISO 9001:2008 at School

1

ICES CONFERENCE AND WSC ACADEMIC DAY 2012 BALI, INDONESIA,

10-11 MAY 2012 E-learning – A challenge for teachers, their expertise and the innovative capacity of a university Prof. Dr.-Ing. em. Wilfried Hesser Helmut Schmidt Universität Hamburg, Germany

Successfully implementing e-learning at universities means promoting the acceptance and

expertise of both teachers and students through suitable measures.

The lecture describes the challenges in teaching as well as for the teachers and the

university when introducing NEW media.

1 Establishment of an organisational structure for the implementation of NEW media at a university

The following deliberations essentially concern a university service concept.

The aim of my deliberations is to illustrate a way of successfully integrating the organisation

of an e-learning platform into the infrastructure of a university on a lasting basis. Lasting and

sustainable primarily refer to the use of the e-learning platform by the teachers and students

of the university.

Experience shows that multimedia projects often end without having caused a didactic

reform in the preparation and transmission of teaching content. From the view of an

attendance-based university, i.e. from the view of the capital invested in computers, software,

staff, etc., sustainability is defined by an increased quality in teaching and study, improved

learning success amongst the students and increased success rates in terms of

qualifications and not least by increased skills amongst university teachers in dealing with

multimedia.

Professionalism of the agents and the quality of the media products is essentially determined

by the skills of the persons involved, their team spirit and their integration into the university

structure or organisation.

Without doubt the running of an e-learning project, i.e. the preparation and implementation of

teaching and study content is a complex project and demands the widest range of skills; this

justifies its organisation within a service centre at a university.

Experience shows that service centres – otherwise known as competence centres – are a

prerequisite for the sustainable safeguarding of media expertise, i.e. the treatment and

implementation of e-teaching/e-learning contents. This guarantees permanent and lasting

success for an e-learning platform. 2 Didactic preparation of e-teaching materials

2

Training of the teaching staff (lecturers/professors) in the use of NEW media technology,

including the training of employees/assistants to prepare teaching materials (drafting and

provision of online materials), will be regarded as mandatory in the future. At an attendance-

based university the students and staff are the prime focus of any investment by the

university management or the responsible university committees. The aim here is to secure

the university’s survival on the “market”, and this is determined by the reputation of the

university and hence the public recognition of teaching and research.

This turns the question to the actors who determine a university’s reputation, namely the

teachers at the higher education establishment. It thus becomes clear that if an e-learning

platform is set up, e-teaching and e-learning units are developed or an e-learning community

is established without the inclusion of university teachers, it will have no lasting character.

Accordingly, a change in the teaching at attendance-based universities is also closely linked

with the skills of university teachers in using multimedia techniques to prepare e-teaching

materials. When developing e-learning concepts, we are not concerned with the ability to

have detailed didactic-methodological and multimedia skills. However, one skill that should

be acquired is the ability to make decisions on which didactic-methodological models and

techniques (methods of structuring) are to be used in designing and preparing the subject

matter of the department for presentation on an e-learning platform. This decision should be

made in an informed selection process with support from competent advisors. New media

such as e-learning platforms offer various forms of digitally processing study contents, such

as through the use of videos, animations, interactive tests, FAQs, MC tests, wikis, etc.

In this context, the lecture makes reference to the preparation and didactic treatment of

teaching materials/contents for the subject of “Standardisation in companies and markets”.

3 Development of didactic teaching/learning scenarios in the use of NEW media Training of teaching staff (lecturers/professors) in the use of techniques for NEW media is

illustrated by various usage scenarios, including, for example the provision of teaching

materials/content, the use/management of online supervision (asynchronously via forums or

synchronously via chats), virtual classrooms, mobile learning, etc.

This raises the question of organising the acquisition of skills needed to establish an e-

teaching and e-learning culture at an attendance-based university.

Skills are represented by staff who perform their tasks with a high level of identification. An

essential part of this identification is determined by the self-determination of the employees,

i.e. their own responsibility and level of independent organisation in their work while at the

same time bearing the responsibility for the success of the measures implemented.

3

This raise the questions as to who is best placed in terms of skills to assess the success of a

particular measure, i.e. the development and provision of an e-teaching/e-study unit, and

hence justify having made the investment.

In a first step it will be the students and their success in their studies, in the second step the

university teaching staff. Including the latter in the development of any e-learning concept is

a requirement for successful action.

The skills of the teachers in imparting knowledge cannot be left out of consideration. Only

with their experience will it be possible to recognise the barriers in the process of transferring

knowledge and to counter them with multimedia techniques.

In this process, training in handling new media should be at the forefront of any educational

measures for teaching staff and students in universities. New media offer a host of e-

teaching/e-learning scenarios that can be developed individually according to the teaching

contents, such as maths, physics, standardisation, etc. Various didactic models can be

employed depending on the teaching contents. Examples that may be mentioned include

learning-objective-oriented didactics, performance-oriented didactics, etc. Recent

investigations show that e-learning and, above all in this context, blended learning are at the

focus of applications in universities.

E-learning is defined as all forms of electronically supported learning and teaching that aim to

effect the construction of knowledge with reference to individual experience, practice and

knowledge of the learner. Information and communication systems, whether networked or

not, serve as specific media to implement the learning process (cf. Tavangarian et al. 2004).

Blended Learning refers to a mixing of different learning environments. A blended learning

approach can combine face-to-face instruction with computer-mediated instruction (cf.

Graham 2005).

Providing university teachers selectively within the scope of project agreements with

competence and hence personal resources for a limited period is a promising option in terms

of university policy and organisation for implementing e-teaching and e-learning units in

university departments and hence at an attendance-based university.

A university service concept, i.e. the organisation of skills for setting up an e-teaching and e-

learning platform at an attendance-based university, should therefore be incorporated in the

form of a matrix organisation while at the same time organising project management and

allocating subject responsibility in the project to the departments that have joined the e-

learning project.

The strategy for integrating an e-learning platform at universities is the responsibility of the

management and the university committees. The task of the committees and management of

a university is to combine systems of objectives and values and shape them into a

successful whole.

4

One component of this system of objectives should be to establish a multimedia teaching

and learning structure at universities. Only when this objective has been adopted will there

be a chance for the successful and permanent organisational integration of an e-learning

platform into the infrastructure of a university.

The development of an e-learning platform represents a strategic potential. The aim is,

through the formation of skills, to set up a lasting and sustainable infrastructure in the e-

learning sector at our universities and thus guarantee participation in the scientific community

within a global Internet world.

4 Requirements on teaching staff and students resulting from new media The lecture gives an appraisal of e-learning and the associated challenges for the teaching

staff and students at universities.

Future developments in the use of media are heavily influenced by the media affinity of

younger professors, who – as experience shows – make greater use of online

communications tools, and by the pressure of demand from students accustomed to such

media.

In contrast to this statement, investigations such as those by Schulmeister in 2009 show in

particular that e-learning platforms are only used by up to approx. 50% of students and

podcast lectures by only approx. 36%. However, here it is important to point out that

entertainment media such as music, photos, films, videos, etc. are more commonly used

than participatory media such as weblogs, audio podcasts, interactive games, etc.

Surprising results came in response to questions concerning online learning materials such

as discussions in forums, online tests, contact by chat, online group work or interactive

exercises. It came as a complete surprise that only a few students (10% to 22%) are familiar

with or have made use of the teaching materials available online.

“What the young people of today actually do with the computer is as follows: they work a

great deal but for purposes of communication. It is therefore an additional tool with the

principal function of communication.”

"95 per cent of American students are on Facebook. 80 to 90 per cent in Germany are on

StudiVZ. Wikipedia and the like are also used, except that everything else that distinguishes

Web 2.0 – namely interactive working within a network and the cooperative elements – are

used by a maximum of 5-10 per cent of young people. This includes contributions to

Wikipedia, actively maintaining weblogs” (Schulmeister 2009).

Mobility is an additional aspect, although this is probably not the users’ objective. The

objective that is actually being strived for is to have entertainment, information and services

available when one is not otherwise occupied, e.g. by listening to music or news or

shortening waiting times through e-mail. Summarising the analysis reveals firstly that

5

students can be assumed to have skills in dealing with communication tools but that deficits

exist in more complex applications for new media such as e-learning tools or Web 2.0

applications.

The use of e-learning 2.0 and Web 2.0 is to some extent already reality, albeit not in the daily

routine of university teaching. University teaching staff are confronted with this situation to

the same extent as students. This therefore raises the urgent question of skills among

teaching staff in handling new media.

University teaching staff need media skills to exploit the new media for designing their own

work processes, for preparing tuition, for supporting research activities, etc. They also need

knowledge in media didactics that describes the use of information and communication

technologies as teaching and learning resources.

Accordingly, teaching staff have to decide whether and how they deploy the various media

available. At the level of an individual study unit, it is necessary to decide whether and which

media are used for (re)presenting knowledge, conveying knowledge or as a tool for

knowledge design as well as an instrument for communicating knowledge.

Whether university teaching staff (have to) independently develop their multimedia

components for their own teaching engagements depends on whether they have the time,

willingness, ability, motivation and interest to do so and also on what available resources

they have as support. This support within the university is one of the key factors that

determine which technical skills, university teaching staff have to acquire themselves in order

to be able to employ new media in their teaching and which skills have to come from other

sources, such as the media centre, in the form of service provision.

The implementation of new media represents a strategic potential for universities. The aim is,

through the formation of skills, to create a culture of teaching/learning through which it will be

possible to set up a lasting and sustainable infrastructure in the e-learning sector at our

universities and thus guarantee participation in the scientific community within a global

Internet world.

References: Excerpts from the following reference form a part of this article. Claudia Bremer - Kompetenzzentrum für Neue Medien in der Lehre, Universität Frankfurt/M.

Hochschullehre und Neue Medien; Medienkompetenz und Qualifizierungsstrategien für

Hochschullehrende. In: Ulrich Welbers (Ed.) Hochschuldidaktische Aus – und Weiter-bildung,

Bertelsmann, Gütersloh, 2003 p. 323 - 345.

Michael Grosch; Gerd Gidion – Mediennutzungs-gewohnheiten im Wandel. Karlsruher

Institut für Technologie (KIT), KIT Scientific Publishing, 2011.

Rolf Schulmeister – Studierende, Internet, E-Learning und Web 2.0. In: E-Learning 2009

Lernen im digitalen Zeitalter; Waxmann 2009

6

Media skills in the use of LMS for teaching staff What is commonly understood by e‐competence refers to the following abilities: • Structure and design of a website • Use of a file exchange platform • Use of a Learning Management Systems [with or without chat, forums and whiteboard] • Use of a virtual classroom [with or without audio and video conferencing] • Handling metadata and technical standards (IMS, SCORM) However, an introduction to software systems (LMS) such as this is not sufficient for success in e‐learning. The pure software training should be supplemented by general didactic qualifications. It is not necessary to master all of them, but merely to select them according to the specific scenario: • didactic design of self‐learning materials • feedback design fir asynchronous learning processes • didactic use of blended learning • chairing of groups (asynchronous and synchronous) • tutorial counselling for contents, exercises and learning processes.

Media skill for students

Hesse et al. define the following in a very general form as components of media skills: • self‐regulated procedure • interactive work • cooperative work • self‐designed learning • orientation and navigation • information search • social skills in virtual groups

1

Univ.-Prof. Dr.-Ing. W. HesserNordmarkstr. 30-32D-22047 Hamburg

Tel: +49 (0)40-667255E-mail: [email protected]

ICES CONFERENCE AND WSC ACADEMIC DAY 2012 BALI, INDONESIA, 10-11 MAY 2012

E-learning – A challenge for teachers, their expertise and the innovative capacity of a university

Prof. Dr.-Ing. em. Wilfried Hesser Helmut Schmidt Universität Hamburg, Germany

2

Content

1. Establishment of an organisational structure

2. Didactic preparation of teaching materials

3. E-learning and teaching/learning scenarios

4. Requirements on teaching staff and students

resulting from new media

E-learning – A challenge for teachers and universities

3

1 Establishment of an organisationalstructure


4

Organisational structure

Academic Senate

Central services

Media centre

Data Centre

Library

President

Faculties

Mech. Eng.

Humanities

Elec. Eng.

Economics

5

The following areas of expertise are pooled in the media centre

• Equipment for teaching sessions and lecture theatres• Print shop and reprographic office• Graphics studio (formerly ZMKE – Design and Drawing Office)• Photographic and video office• E-learning coordination office

Media centre

17 employees

6

Advice on aspects of organisation and media didactics for study services:

Project management tasks, planning and control for the implementation of learning services;training sessions

IT management and technical advice for learning services:

Development of hardware and software structure (concept, procurement, etc.)Server management and applicationsadministration (ILIAS)

Tasks for e-learning in the media centre

7

Core competencies of media centres

Work areas ranking

didactic advice 2.69electronic reserve shelf 4.32media production 2.12multimedia archive 3.23development tools 3.88podcast lecture 2.37user data maintenance 4.45video conference technology 3.00eLearning platform 2.16Intranet/Internet portal 3.42media technology/classrooms 2.63

* 23 media centres in Germany in 2010

8

Video formats

IPAD 2 TRANSFORMER PRIME

GALAXY TAB 10.1N

FLASH IN BROWSER �YOUTUBE, 720P picture jerky

MKV, H.264, AC3, 1,080P � * �MKV, H.264, AC3, 720P � *AVI, H.264, MP3, 720P �AVI, MPEG-2, MP3, 576P � �MP4, H.264, AAC, 720P

MP4, DIVX, AAC, 720P �MP4, XVID, AAC, 720P � �MOV, H.264, AAC, 720P �

*via MX Video Player CIP.de 04/2012

9

ILIAS cluster at HSU HH

File server

Databases at the HSU HH

Router/hardwareload balance

Incorporation into the computer infrastructure of the computing centre

Blade server in the cluster

10

2 Didactic preparation of teaching materials

Example: Standardisation in Companies and Markets


11

E-mailfunction

fortutoring

E-mailfunction

fortutoring

Pictures

animations

Pictures

animations

Test

FAQ’s

Test

FAQ’s

Interactiveexercises

Interactiveexercises

GlossaryGlossary

Chat, discussions

Chat, discussions

NoticeNotice

Teaching UnitsTeaching Units

Different elements of our teaching units

VideosVideos

12

Information in text form

Media frame with pictures, animations or video

Glossary

Blended learning scenario – 3-window technology

Complex of knowledgeComplex of knowledge

13

Blended learning scenario

14

2.1 Content sharing – An initiative by higher education establishments


15

Network group for lecturers

16

Teaching / Study platform

• FH Kiel• FH Kempten• FH Cologne• FH Landshut• FH Wiesbaden• FH Vorarlberg• HS Esslingen• HS Merseburg• HS Niederreihn• OvGU Magdeburg• RWTH Aachen• TU Munich• TU Clausthal• TU Dresden• Univ. Kassel• etc.

Content Sharing – Technical Drawing/CADHelmut-Schmidt-University

Central use of contents for the subject of Technical Drawing/CAD

Cooperation partners approx. 20

17

Content sharing - An initiative by the higher education establishments in Baden-Württemberg




Universities• Ulm• Hohenheim• Stuttgart• Tübingen• Mannheim

Content Sharing for:• Mathematics• Introduction to Statistics• Atmospheric Physics I• Atmospheric Physics II• Soils of the Earth• Irrigation Engineering

UniA

UniB

UniC

UniY

UniX

Decentralised use of contents for different subjects



18

3 E-Learning and teaching - learning scenarios


19

14

27

32

33

51

53

59

71

72

76

92

0 20 40 60 80 100

Twitter / Micro‐Blogging

Blogs / Weblogs

Podcasts

Serious Games

Simulationen

Wikis

Virtual classroom

Web Based Trainings (WBTs)

Lerner Communities / Sozial Networks

Mobile / Apps

Blended Learning

Exploitation of new learning technologiesStudy MMB Learning Delphi 2010

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Theories of teaching/learning•Behaviourism•Instructionalism•Constructivism

Teaching/learning concepts•Task-oriented•Performance-oriented•Problem-oriented

Preparation of teaching materials

21

New learning contents

Learning, knowledge

Examination, passing theassignments

The learner at the centre of the process

Use of the forums

Multiple choice test / working

groupsLearner

Exercises (internalising the learning unit)

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Blended learning scenarioat the Department of Standardisation and Technical Drawing / CAD

time

Week 1: Knowledge complex 1

(Face-to-face)Lecture

(Face-to-face)Lecture

Knowledgetest

Knowledgetest

(Face-to-face)Exercise

(Face-to-face)Exercise

Optional:homeworkOptional:

homework

Accompanyingtests

Accompanyingtests

Self-studylearning units

Self-studylearning units

Involvementin forum

Involvementin forum

time

Compulsorylearningelements

Supplementary independent self-study


time


time

Week n: Knowledge complex n

23

L 1

MC test FAQ

1

Autumn term Winter term

L 2 L 3 L 4 L 5 L 6 L 7 L 8 L 9 L 10 L 11 L 12

MC test FAQ

2MC test

FAQ3

MC test FAQ

4MC test

FAQ5

MC test FAQ

6MC test

FAQ7

MC test FAQ

8MC test

FAQ9

MC test FAQ10 MC test

FAQ11

MC test FAQ12

Ex 1

Know-ledge test

1

Ex 2 Ex 3 Ex 4 Ex 5 Ex 6 Ex 7 Ex 8 Ex 9 Ex 10 Ex 11 Ex 12

Know-ledge test

2Know-

ledge test 3

Know-ledge test

4Know-

ledge test 5

Know-ledge test

6Know-

ledge test 7

Know-ledge test

8Know-

ledge test 9

Know-ledge test

10Know-

ledge test 11

Know-ledge test

12

ExamProvision of tests for self-learning

Provision of tests for self-learning

Obligatory testsfor checking

Obligatory testsfor checking

Raising performance by creating continuous awareness of deficits

24

Promoting self-learning competence

Preparation of teaching materials in a variety of service ranges

Content

Podcastlecture

Animations

Glossary

VideosGames

Tests MC

FAQs

Chats, forums

pdf documents

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E-learning - supervision - Tasks of a teletutor

Blended learning scenario at HSU HH

•Provide orientationInformation (on course schedule)Welcome and introduction

•Provide personal support…in the learning process (for problems of motivation and learning)for technical problems in cooperation with technical support

•Provide didactic support…Supply materialsProvide learning assignmentsGive feedbackDeliver summariesSupervise the transfer

•Support social processes…Stimulate communication between students and tutorPlan and execute group processes (group learning, etc.)Initiate and promote mutual support

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Blended learning scenario at HSU HH

26 teaching units in total

EU Standardisation Chat

EU Standardisation Researchers

www.pro-norm.deUSER: BSN2010Password: BSN2010

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4 Requirements on teaching staff and students resulting from new media

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Media competence of lecturers and students

requirements fore-teacher and

students

didacticcompetence

technologicalcompetence

projectmanagement

arrangement ofmultiple teachingscenarios

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Adoption of multimedia elementslow high

Degree of interaction

low

highChatChat

ForumForum

BulletinsBulletins

eBookeBook

Powerpoint slides,

documents

Powerpoint slides,

documents

Multiple choicetests

Multiple choicetests

WikisWikis

Virtualclassroom

Virtualclassroom

Video conferences

Video conferences

VideoVideo

AnimationsAnimations

TeachingsoftwareTeachingsoftware

Interactivetests

Interactivetests

Teaching unitsTeaching units

Internet telephonyInternet

telephony Web collaboration

Web collaboration

Portfolio of e-learning elements

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Media competence for lecturers

Content

PowerPoint slide

Multiple choice test

Animations – Flash

Interactive tests

Video

Teaching units

etc.

Communication

Internet telephony

Smartphone

Video conferencing

Wikis

Forum/chat

Weblogs

Facebook, social network

etc.

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4.1 Media competence of students

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daily % weekly % monthly %

E-mail 93.8 Online encyclopaedias 54.2 Online shopping 42.2

Telephony 79.4 Online banking 48.8

Searchengines

75.8 Online city maps 46.8

Real-lifemeetings

65.6 Product searches 38.8

SMS / MMS 61.5 Specialised datbases 33.6

Socialnetworks

38.9 Online catalogues 33.5

Chat / IM 36.4 Online magazines 28.7

Schulmeister 2009, students surveyed: 2096

Survey of student new media use: How often do you use the following types of communication, the Internet, or online media?

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Media usePassive

often sometimes seldom never Not familiar

Audio podcasts 5.7% 13.3% 20.2% 44.2% 14.8%

Music 45.7% 26.9% 14.3% 9.7% 0.5%

Internet-radio 17.3% 29.7% 24.6% 24.4% 1.4%

Films 21.2% 28.7% 21.3% 25.6% 0.9%

Videos 18.6% 32.1% 23.8% 21.7% 1.1%

Video podcasts 3.7% 11.9% 20.3% 50.8% 11.0%

Internet-TV 6.5% 17.5% 22.1% 48.9% 2.8%

Weblogs 6.1% 13.2% 23.5% 45.6% 8.9%

Interact. Games 3.6% 8.6% 16.9% 63.4% 5.2%

Photos 28.6% 36.9% 20.7% 8.8% 0.7%

Survey: Which of the following digital types of media do you use?

Media use (rng-study) Schulmeister 2009

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never never plus I’m not familiar with the method

Virtual worlds 78.3% 93.2%

ePortfolio 52.9% 92.2%

Social bookmarking 45.7% 89.4%

Virtual classroom 70.6% 86.4%

Podcast lecture 64.8% 83.2%

Data exchange platforms 53.1% 82.7%

Web conferencing 70.6% 81.7%

Event platforms 51.8% 79.7%

Writing wikis 65.9% 79.0%

File sharing community 51.5% 77.2%

Own website 73.0% 76.2%

Reading e-books 59.3% 64.9%

LMS/eLearning 50.1% 63.5%

Taking part in discussion forums 49.5% 50.9%

Internet telephony 31.9% 34.0%

Survey: Which of the following Internet services do you use?Schulmeister 2009

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Summary

Technological development in the field of new media is advancing very rapidly

Teaching staff and students can (only) keep pace with this development to a limited extent

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Sustainability of an E-learning platformFrom the view of an attendance-based university, i.e. from the view of the capital invested in computers, software, staff, et

sustainability is defined by•a rise in the quality of teaching and learning,•greater learning success among the students,•increased success rates in terms of qualifications and not least•increased skills of university teachers in dealing with multimedia.

Summary

37

Thank you for your attention!

Email: [email protected]

38

e-Learninge-learning is defined as all forms of electronic supported learning and teaching, which aim to effect the construction of knowledge with reference to individual experience, practice and knowledge of the learner. Information and communication systems, whether networked or not, serve as specific media to implement the learning process. (cf. Tavangarian et al. 2004)

Blended LearningBlended Learning refers to a mixing of different learning environments. A blended learning approach can combine face-to-face instruction with computer-mediated instruction. (cf. Graham 2005)

WikiA wiki ( /wɪki/ WIK-ee) is a website that allows the easy creation and editing of any number of interlinked web pages via a web browser using a simplified markup language or a WYSIWYG text editor. Wikis are typically powered by wiki software and are often used to create collaborative websites, to power community websites, for personal note taking, in corporate intranets, and in knowledge management systems.

Forum ChatWiki etc…

Learning management system

e-learning elements

E-learning elements

Education on standardization as an input to research on standardization: a success story Geerten van de Kaa

Abstract At the faculty of Technology, Policy and Management, Delft University of Technology, The Netherlands, education about standardization focuses on market based standardization and particularly onfactors for standards battles. We have developed a general (award winning) course on technology and strategy in the first year of the M.Sc. Management of Technology and we have developed a specific course on standards battles in the specialization stage of the master program that builds upon and extents the knowledge taught in the general course. We provide students with a detailed understanding of the specifics of market based standardization.

An important part of the course on technology and strategy focuses on identifying the reasons why most industries adopt a dominant standard and why a particular firms’ technology is adopted as the dominant standard. Furthermore, different factors that affect the outcome of technology battles are examined. At the end of the first year of the M.Sc. Management of Technology, students will choose a specialization. Students that choose to specialize in innovation management will follow the basic course on standards battles, technology patterns and business ecosystems. In this course, students study how the network of stakeholders supporting the competing standards changes over time during the technology life cycle and how this impacts dominance of the competing standards.

What makes education on standardization at Delft University of Technology so innovative? First, in our courses we apply state of the art research on standardization and we constantly update the teaching material. So our education is strongly research driven. Second, our education results in novel input for research through empirical material gathered in the courses and in the master theses.

In this paper we will explain each course in detail providing information on course objectives, format, organization, and grading. We will provide students evaluations where possible. We will conclude with a discussion on how education on standardization provides valuable input to our research on standardization.

Introduction Table 1 provides an overview of the basic characteristics of each course.

MOT1433: Technology and Strategy

MOT9592: Standards battles, Technology Patterns, Business ecosystems

Coordinating teacher

Geerten van de Kaa Geerten van de Kaa

Other involved teachers

Cees van Beers, Erik den Hartigh

Erik den Hartigh, Roland Ortt

Program M.Sc. Management of Technology

M.Sc. Management of Technology

Stage 1st year 2nd year (specialization)

Study load 6 ECTS1 6 ECTS # students +/-75 +/- 12 Language English English Table 1: general characteristics of the courses on standardization In the remainder of this paper we will explain each course in detail providing information on course objectives, format, organization, and grading. We will provide students evaluations where possible. We will conclude with a discussion on how education on standardization provides valuable input to our research.

Education on standardization

Technology and Strategy Course objectives relating to the standardization part of the course ‘technology and strategy’ include:

• Identify differences in the types of innovation and the general patterns that characterize technology improvement trajectories and technology diffusion rates (including s-curves and technological discontinuities).

• To increase students’ understanding of why a dominant standard emerges and why it is not always the most technological superior standard that becomes dominant.

• To identify the primary sources of increasing returns and network externalities.

• Familiarize students with the key factors affecting standard dominance including timing, licensing and compatibility, pricing, distribution, and marketing.

The course is organized into 6 regular sessions, 6 teaching case sessions and 1 game session. Each regular session consists of interactive lectures. In the teaching case sessions students present and discuss questions posed in assigned teaching cases that relate to the topics studied in the regular sessions. Example of teaching cases include the

1 The European Credit Transfer and accumulation System (ECTS) is a standard for comparing study load for courses across the European Union. 1 ECTS equals 28 hours.

battle between bluray and HD-DVD and the battles fought in different generations of the gaming console industry. Students are expected to analyze these battles and discuss questions posed in the teaching cases. As such they apply the theory to different practical situations.

For the regular sessions students study the literature and for the teaching case sessions students prepare the teaching cases in an assigment. When a teaching case is presented all groups participate in a class-wide discussion. For each teaching case, one group is assigned as a discussant group and prepares several discussion topics and initiates these topics in class. In class, the teacher introduces additional questions about the case. Other students are also invited to introduce their additional questions. Through class discussion students further deepen their understanding of the topics and themes of the regular session.

In one session, we play the “Back bay battery” game. This simulation is designed to bridge theories in innovation and the impact of an emerging, disruptive technology (standard) to the real-world context in which managers must make decisions about investing in innovative technologies (standards) under conditions of uncertainty. The simulation presents the student with the challenges associated with making investment choices in both mature and emerging technologies under uncertain—and highly constraining—real-world conditions. After the session the game is open to students until the exam takes place and for 5 additional runs. The 10 students with the highest score at the end of this period will earn one extra point for the exam. This provides the students with an extra incentive to play the game and apply the theories covered in the course.

We distinguish between two grading components: (1) The unweighted average of the grades for the teaching case, presentation, plus discussion in class, which counts for 20% of the end grade, and (2) Written individual exam: a closed book exam with open questions, which counts for 80% of the end grade. Each of the grades should be at least 5.75 (sufficient)2. A prerequisite for participation in the exam is a sufficient grade for all teaching cases. The final grade is the weighted average of the grades for the assignment and the exam.

In total, 168 hours are spend on the course. This includes 4 hours/week lectures = total 28 hours (1 ECTS), 8 hours/week preparing lectures = total 53 hours (2ECTS), 28 hours preparing teaching cases (1ECTS), and finally, 53 hours preparing exam, teaching game, plus 3 hours exam (2ECTS)

2The grading system in The Netherlands is on a numerical scale from 1 (bad) to 10 (excellent).

Standards Battles, Technology Patterns and Business Ecosystems

The main course objective that we have specified for the course ‘Standards Battles, Technology Patterns and Business Ecosystems’ is:

• After the course students are able to understand the theoretical background of standards battles, technology patterns, and business ecosystems and the relations between these topics.

The course is organized into 6 regular session of 4 hours and one closing session. Each of the regular sessions consists of a mixture of lecturing and discussions. For each session students study the literature. Through class discussions students further deepen their understanding of the topics and themes of the class.

The course starts with presenting a framework of different factors for standard dominance which is a result of research carried out by the author(Van de Kaa et al., 2011). To increase understanding of the factors for standard dominance, students apply the framework to different standards battles in class(e.g. Gallagher et al., 2002; Schilling, 2003; Shapiro et al., 1999). In subsequent lectures the technology life cycle is presented and different papers are discussed that focus on how factors for standard dominance may change in different stages of the technology life cycle(e.g. Suarez, 2004). Finally, in the last two lectures, students get acquainted with the literature on inter-organizational networks. Students analyze different papers that study the impact of inter-organizational networks on standard dominance(e.g. Leiponen, 2008).

Every student has to complete an assignment. In the assignment the students are asked to analyze a standards battle in depth. In the first session they can choose for a standards battle. The assignment consists of three parts: (1) Standards battles , (2) Business Ecosystems, and (3) Technology Patterns. For the first part students have to analyze a standards battle. The end result is a document in which student present a case description and a case analysis. The case description consists of a historical overview of the standards battle. The case analysis consists of a text in which the student analyzes the battle and determine why the (dominant) standard has achieved dominance. To arrive at a case description and analysis students begin with analyzing the existing literature that reports on the standards battle (some standards battles such as the battle for a VCR standard have been studied numerous times). From this initial analysis students will arrive at a table in which for every factor and for every publication, they will indicate whether the factor was mentioned in the publication. Maybe the literature on the standards

battle does not mention all factors found in the literature. This can mean that these factors did not apply to the case or that addition of one or more of these factors could provide a better explanation of the case. Therefore, additional research should show to what extent these factors actually have played a role in the battle. Hence, the student conducts a secondary data analysis in the form of reports, practitioners literature, external databases, etc. and the write a preliminary version of the case description and analysis. At this stage the student has to carry out additional interviews with practitioners to fully reconstruct the case. A pre-defined questionnaire is used when carrying out interviews. The interviews are transcribed and attached as an appendix. Quotes can be used to back up claims made in the report. In the analysis of the standards battle students are asked to link all of their observations back to the literature (so a particular event that leads to dominance of one particular standard should not just be mentioned but also be explained by making use of the appropriate literature).

In the second part of the assignment students should give an answer to the primary question: “What is the pattern of development and diffusion for the product in which the standard is implemented?” First, the student should begin with providing a clear definition of the product / technology. Second, students should provide a historical overview of the main events in the life cycle of the product. This results in a technology life cycle for the product in which the standard is implemented.

In the final part of the assignment, students should analyse the interorganizational network of actors developing and promoting each standard in every stage of the technology life cycle. Finally, students should give an answer to the primary question: how the network of stakeholders supporting the competing standards changes over time during the technology life cycle and how this impacts dominance of the competing standards.

We ask students to be particularly critical towards theory (theory can be right, but can also be not applicable to their problem) and towards data (data can be more or less reliable, depending on the source). Students make the assignment in the form of a paper. There is an up-front limitation in numbers of words. Students are encouraged to make the paper as short, compact and clear as possible. It is graded on the quality or the argumentation, the structuring of the document and the arguments, theory based reasoning, fact (data) based reasoning, compactness (too long stories will be graded lower), clarity of argumentation, and general understanding of the topic.

Discussion: how education on standardization may lead to research on standardization

The assignment which is part of the course

‘Standards Battles, Technology Patterns and Business Ecosystems’ results in a report that follows a pre-defined template set up by the teachers. This makes it possible to analyze and compare the empirical data that the students have gathered. Eventually, good reports have been used as empirical data in our research. For example, two students have gathered data on the case of HD DVD versus Blu-ray and Windows versus Mac PC operating systems. We have used that data as empirical data in a paper in which we track the changes in structure and composition of business networks supporting these technologies in the different phases of the technology life cycle. In the paper we suggest that strategic decisions of firms were key to winning and losing these battles and should therefore not be overlooked. The paper has been presented at several conferences and published as a book chapter (den Hartigh et al., 2011). The paper is a typical example of how education about standardization can lead to insights for research on standardization.

Students that have written excellent reports and that want to deepen their knowledge of standards battles can choose to write a master’s thesis on the topic of the course applying the empirical data gathered in the course.To date, three students that have participated in the course ‘Standards Battles, Technology Patterns and Business Ecosystems’ have chosen to write a master thesis on the topic of standards battles. For example, one student is currently finishing his master thesis on the topic of ‘re-evaluating the class video standards battle’. The classical battle between VHS (as supported by JVC), Betamax (supported by Sony) and V2000 (Philips and others) is a well documented battle (Bartlett et al., 1988; Cottrell et al., 2001; Cusumano et al., 1992; Dai, 1996; Economides, 1996; Grindley, 1995; Johne, 1994; Klopfenstein, 1989; Ohashi, 2002; Puffert, 1999; Roome, 2006) about the emergence of a dominant standard in the VCR market in the 1970s and 1980s. Although at that time Betamax was widely recognized as superior compared to VHS, the latter standard eventually won the standards battle. In this research project the objective is to re-evaluate this battle using a framework for standard dominance (Van de Kaa et al., 2011)that is more complete compared to existing frameworks suggested in the literature (Lee et al., 1995; Schilling, 1998; Suarez, 2004). Second objective is to test the framework: does it provide a better ‘toolbox’ to analyze standards battles than other models / literature do?The project started with an extensive literature

study in which the different papers that have studied the standards battle were analysed. It was investigated whether the factors mentioned in the framework played a role in this battle and if so how they affected the outcome of the battle. Maybe the literature on the VCR battle did not mention all factors found by Van de Kaa et al. (2011). This can mean that these factors did not apply to the case or that addition of one or more of these factors could provide a better explanation of the case. Therefore, additional research should show to what extent these factors actually have played a role in the battle. This has been done by interviewing both academics who studied the case and practitioners who were involved in the case. In interviews with key authors about the case, the factors mentioned in the framework have been discussed and it was assessed whether the author came to new insights in the case after applying the model. The research carried out by the student will result in a paper or material for a paper.

Other examples include a studentthat has graduated in 2011 on the topic of ‘Interrelation of Factors for Standard Dominance in Standard Battles in the consumer electronics and IT industries’ and a student that has graduated in 2011 (with an 8) on the topic of ‘Factors influencing photovoltaic adoption and selection’. The latter thesis has been written in the form of a paper and is currently under preparation for an ISI rated journal.

Conclusion So what makes education on standardization at Delft University of Technology so distinctive? First, in our courses we apply state of the art research on standardization (Cusumano, 2011; Gallagher, 2012; Millar et al., 2010; Soh, 2010; Van de Kaa et al., 2011) and we constantly update our teaching material. So our education is very much research driven. Second, our education results in novel input for research through empirical material gathered in the courses and in the master theses. Finally, the fact that we use a diverse amount of teaching methods including interactive lectures, teaching cases, and a teaching game results in the fact that students apply the knowledge in different ways greatly contributing to their understanding of the specifics of market based standardization.

The course ‘Technology and Strategy’ is evaluated good by students (see table 2). Criteria Student evaluation Usefulness Good Connection to prior knowledge Good Level Excellent Teaching method Good Teaching Good Study material Satisfactory/good Organization Good

Assessment Good General opinion 7+

Table 2: student evaluations Technology and Strategy 2010-2011, 78 students enrolled of which 58 participated in the evaluation.

The course ‘Technology and Strategy’also received a teaching award. This award is based upon the student evaluations for the course during the period of 2010-2011. 78 students enrolled of which 58 participated in the evaluation. Due to the small amount of students involved quantitative evidence is not available for the course ‘Standards Battles, Technology Patterns and Business Ecosystems’

The overriding intent of the courses that we provide at Delft University of Technology is to help students, as engineers, become savvier players and better prepare them for a successful business career in the area of standardization. Students can become standardization strategists in large companies such as Philips or they can apply their knowledge at consulting agencies or standard development organizations.

References Bartlett CA, Ghosal S. 1988. Organizing for World Wide Effectiveness: the Transnational Solution. California Management Review31(1): 54-74.

Cottrell T, Sick G. 2001. First-Mover (Dis)advantage and Real Options. Journal of Applied Corporate Finance14(2): 41-51.

Cusumano MA. 2011. Technology Strategy and Management: Platform Wars Come to Social Media. Communications of the ACM54(4): 31-33.

Cusumano MA, Mylonadis Y, Rosenbloom RS. 1992. Strategic maneuvering and mass-market dynamics: The triumph of VHS over Beta. Business History Review66(1): 51-94.

Dai X. 1996. Corporate Strategy, Public Policy and New Technologies: Philips and the European Consumer Electronics Industry. BFC Wheatons Ltd: Exeter.

den Hartigh E, Ortt R, van de Kaa G, Stolwijk C. 2011. Technology standards battles and business networks during the technology life cycle: propositions and a plan for further research. In Proceedings of the 7th International Conference on Standardisation and Innovation in Information Technology Blind K, Jakobs K (eds.), Mainz Publishers: Aachen, Germany.

Economides N. 1996. Network Externalities, Complementarities, and Invitations to Enter. European Journal of Political Economy12(2): 211-233.

Gallagher S, Park SH. 2002. Innovation and Competition in Standard-Based Industries: A Historical Analysis of the U.S. Home Video Game Market. IEEE Transactions on Engineering Management49(1): 67-82.

Gallagher SR. 2012. The battle of the blue laser DVDs: The significance of corporate strategy in standards battles. Technovation32: 90-98.

Grindley P. 1995. Video Cassette Recorder: The Value of Co-operation. In Standards, Strategy, and Policy: Cases and Stories. Grindley P (ed.), Oxford University Press: Oxford.

Johne A. 1994. Listening to the Voice of the Market. International Marketing Review11(1): 47-59.

Klopfenstein BC. 1989. Forecasting Consumer Adoption of Information Technology and Services - Lessons from Home Video Forecasting. Journal of the American Society for Information Science40(1): 17-26.

Lee J, O'Neal DE, Pruett MW, Thoams H. 1995. Planning for dominance: a strategic perspective on the emergence of a dominant design. R&D Management25(1): 3-15.

Leiponen AE. 2008. Competing Through Cooperation: The Organization of Standard Setting in Wireless Telecommunications. Management Science54(11): 1904–1919.

Millar CCJM, Millar PH, Choi CJ. 2010. Technology standards and increasing returns: Microsoft versus Nokia and Linux. International Journal of Technology Management49(4): 357-369.

Ohashi H. 2002. Anticipatory effects of voluntary export restraints: a study of home video cassette recorders market. Journal of International Economics57(1): 83–105.

Puffert DJ. 1999. Path Dependence in Economic History. Institute for Economic History: Munich.

Roome N. 2006. Transformations in Information, Communication and Computing Technology (ICCT) Industries - the strategic role of responsibility in company competitive strategies. (2 2006).

Schilling MA. 1998. Technological Lockout: An Integrative Model of the Economic and Strategic Factors Driving Technology Success and Failure. Academy of Management Review23(2): 267-284.

Schilling MA. 2003. Technological Leapfrogging: Lessons from the U.S. Video Game Console Industry. California Management Review45(3): 6-32.

Shapiro C, Varian HR. 1999. The Art of Standards Wars. California Management Review41(2): 8-32.

Soh P-H. 2010. Network Patterns and Competitive Advantage before the Emergence of a Dominant Design. Strategic Management Journal31: 438-461.

Suarez FF. 2004. Battles for technological dominance: an integrative framework. Research Policy33(2): 271-286.

Van de Kaa G, Van den Ende J, De Vries HJ, Van Heck E. 2011. Factors for Winning Interface Format Battles: A Review and Synthesis of the Literature. Technological Forecasting & Social Change78: 1397-1411.

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2. Experiences We have mainly been involved in the development of geographic information standards since 2006 and 1985 respectively (refer to the note at the end about the authors’ involvement). Geographic information is information concerning phenomena implicitly or explicitly associated with a location relative to the Earth [ISO 19101:2002] and plays a central role in service delivery by local governments, for example. Our experience has primarily been of standards development in the International Organization for Standardization’s Technical Committee ISO/TC 211, Geographic information/Geomatics, and its local mirror committee, SABS/SC71E, Geographic information, but we have also been exposed to standards development in industry consortia, such as the Open Geospatial Consortium (OGC), which collaborates closely with ISO/TC 211. Standards development requires expertise and innovation in the domain being addressed (often requiring expertise across disciplines), as well as in standards and standards development themselves. An example of this within ISO/TC 211 is the realisation that standards development can be compared to configuration management in software engineering, which also confirms OGC’s route to modular standards, i.e. that, a standard is more a container of normative clauses, rather than an end in itself [Coetzee 2011, Coetzee et al 2011].

2.1. How have standards and our involvement in standards influenced our research? Involvement in standards has made it easier to find and understand standards, their implementations and the implications of standards adoption. For the analysis of a data grid approach for spatial data infrastructures (SDI), being involved in standards made it easier to find and understand the implications of relevant standards, not only those related to the committees and organizations that we are involved in, but also those from other standardization organizations, such as the Open Grid Forum (OGF) and the Organization for the Advancement of Structured Information Systems (OASIS) [Coetzee 2009, Coetzee & Bishop 2009]. Involvement in standards provides an opportunity for networking and we have both used this opportunity to get involved in other research. We contribute to the research of the Commission on Geoinformation Infrastructures and Standards of the International Cartographic Association (ICA) [Cooper & Clarke 1991, Cooper 1997, Cooper & Gavin 2005, Hjelmager et al 2008]. In turn, participation in the ICA commission has led to a bilateral research project between South Africa and Poland. Another research initiative on the writing and modularity of standards is on-going, in collaboration with other members of ISO/TC 211 [Coetzee et al 2011]. Involvement in standards raises many interesting research questions, which we have integrated into research projects. One student investigated the use of standard web services in thematic web maps

[Rautenbach et al 2012] on our bilateral research project between South Africa and Poland, while another is experimenting with the use of ontologies for cross-mapping between address specifications [Tewolde & Coetzee 2011]. Results from the latter were used as input for the new work item proposal (NWIP) for ISO 19160-1, Addressing – Part 1: Conceptual Model. (currently out for ballot). We have published extensively about our standards related research, amongst others seven articles in peer-reviewed journals, four book chapters, and conference papers in a variety of international conference proceedings. Google Scholar confirms that there is much research exploiting standards: it records about 7,200 papers with “ISO 9000” in their title, for example. Within geographical information science (GISc), 42 papers in the prestigious International Journal for Geographical Information Science alone reference ISO 19115 [2003], the metadata standard developed by ISO/TC 211, Geographic information/Geomatics. Involvement in standards brings academics into contact with the practitioners [Coetzee et al 2008, Coetzee et al 2010]. The cross-pollination between these two communities enriches the resultant standards and research. Similarly, involvement in standardization brings one into contact with experts from different cultures, and working on standards then emphasises how different not just languages are from one another, but also education systems and hence the contexts within which experts from different countries understand technologies and standards. This has led us to realise the importance of getting a common understanding of the concepts, terminology and scope, before starting to write the standard or starting an international research project, or even a domestic research project in a multi-lingual and multi-cultural country such as South Africa (e.g. creating a methodology for standards development in an organisation [Cooper 2005]). We have applied this to new standards under development, such as ISO 19152, Geographic information -- Land Administration Domain Model (LADM), and ISO 19160-1, Addressing – Part 1: Conceptual model, [Lemmen et al 2011, Coetzee et al 2010].

2.2. How has our research influenced standards? The development of the South African standard for the exchange of digital geo-referenced information [Clarke et al 1988, Cooper 1988] required extensive research on the nature of geographical information, which also contributed to the research being conducted at the Council for Scientific and Industrial Research (CSIR) at the time. The result was an innovative, relational standard that escaped from the constraints of then current systems.

Results from the analysis of the data grid approach for address data sharing in spatial data infrastructures has provided direction and guidance for work on the South African address standard [Coetzee & Cooper 2007, SANS 1883:2009], as well as the international standard,

3

ISO 19160, Addressing. Results from other research projects, such as the bilateral project mentioned above; a project on institutional address data, funded by the University of Pretoria’s research development programme; a THRIP (industry collaboration) project funded by the Department of Trade and Industry (dti) and AfriGIS; and a grant by the Global Spatial Data Infrastructure Association (GSDI), have all provided further input to these standards.

Results from a normative dependency analysis of geographic information standards [Coetzee 2011] have led to further work in ISO/TC 211 to improve the modularity of standards and to explicitly record dependencies between standards [Coetzee et al 2011]. Recommendations will now be implemented in ISO/TC 211 in order to improve the readability, testability and maintainability of standards. In related work by a South Africa colleague, Walker [2011] cross-referenced provisions from quality and process-related standards, including ISO 9001:2008. The effort needed to find and cross-reference requirements confirmed the need for modular standards.

2.3. Did the standards that we were involved in create new opportunities for innovation? The published South African standard for the exchange of digital geo-referenced information was implemented by the CSIR for two vendors, resulting in the finding that an exchange standard is a language [Cooper 1993] and the development of a formal model for the standard and its encoding in LEX and YACC [Cooper 1994].

Feedback from delegates at standards meetings suggests that the South African address standard has prompted innovation: the South African Post Office is implementing a new address validation system based on SANS 1883:2009 and various private sector companies are promoting SANS 1883-compliant tools. Internationally, we expect a similar trend, once the different parts of ISO 19160 are published. Already now, while the draft is still under development, at least six profiles of ISO 19160-1, Addressing – Part 1: Conceptual Model, for various countries and regions are under development. These profiles will spawn addressing tools in the respective countries and regions.

2.4. What are the barriers to implementing standards, thereby facilitating innovation? There is an acute lack of awareness of the existence of relevant standards. This is evident from the delegates attending our annual ‘Introduction to GIS Standards’ short course presented by Continued Education at the University of Pretoria (CE at UP). We spend a large part of the first morning educating them on where to find information about standards and how to access these. Occasional queries we receive from the public show that the SABS website does not come up as an option for finding a standard. Could it be that people do not associate the SABS with information technology standards?

A cost of as little as R 1.00 for a standard is a barrier to accessing that standard, because of the bureaucracy that

needs to be dealt with to approve purchases (especially in local authorities). The answer is to have licensing mechanisms for large clients, such as the South African government (all three tiers), if not for the whole country. The CSIR has such a licence, for example.

The readability of a standard, or rather the lack thereof, is a huge barrier. As we have often stated, a standard is not a novel! It is written for precision, not for entertainment. Nevertheless, the writing of standards can be improved. This is evident in novice standards users, but also in experienced delegates at standards meetings. It takes a while to understand the implications of ‘shall’, ‘may’ and the other verbal forms for the expression of provisions in a standard. Once understood, realization strikes that provisions are often hidden behind other words or phrases, such as ‘is a’!

Readability also influences the testability of a standard: if requirements are difficult to find, it is also difficult to test conformance of these requirements. Readability can be improved by the way in which standards are written [Coetzee 2011, Coetzee et al 2011], but standardization education on reading, interpreting and writing standards will also improve readability and thus remove barriers to implementation.

Because there is no conformance approval or other incentive for geographic information standards implementation in South Africa, the public and private sector are reluctant to spend money on standards implementation for which there is no explicit financial gain.

2.5. What are the barriers to involvement in standards development? The Department of Higher Education and Training (DHET) subsidises publications by South African universities in peer-reviewed accredited journals, which are typically reviewed by two to three peers. In contrast, experts from the member bodies of a technical committee scrutinize a standard through several stages before it is accepted. ISO/TC 211, for example, has 63 member bodies and many more liaison organizations. ISO/TC 211’s most widely used standard, ISO 19115 (2003), has generally had over 1,000 comments at each stage. Despite this, there is no subsidy for standards from the DHET and therefore support from the universities for standards involvement is lacking. It is sometimes difficult to fund attendance at standards meetings from a research project, because the research in standards development is not recognised. While standards are recognized as a research output at the CSIR (one of several science councils in South Africa), it can also be difficult to participate in standards development, because CSIR staff need to obtain funding to cover their time at charge-out rates.

Another barrier is very limited recognition of, or teaching of, standards at school or university, even though one is continually exposed to standards. The initial focus should be on the undergraduate curriculum for science, engineering, commerce and law – indeed, with their exposure to legislation and policies, students in commerce and law might be more receptive to

4

standards in the curriculum, and there are many standards relevant to them (e.g. management standards). As a result, the SABS will be targeting business schools to introduce standards to their curricula [Visser 2012].

One problem encountered by those new to the writing of standards is the need to maintain tedious consistency throughout the standard. For example, if clauses are structured exactly the same (i.e. have a lot of text in common in the same places in the clauses), this is because they are equivalent, but for different concepts. Where clauses are structured similarly, this is because they are nearly the same, but there are key differences. 3. Conclusion In summary, standards, research and innovation have many mutual benefits: - Involvement in standards development is an

opportunity for research networking. - Involvement in standards development improves

one’s understanding of standards and their value. - During standards development, research questions

are raised. - Input from research results has a positive influence

on the resultant standard. - Standards provide opportunities for innovation. - Cross-pollination between academics and

practitioners during standards development enriches resultant research and standards.

- Exposure to the international standards development community is beneficial experience for work on international research projects and for innovation for global markets.

These benefits could drive innovation but are hindered by a number of barriers in South Africa: - Lack of awareness of standards. - Costs of standards and the resulting barrier to

accessing standards. - Readability and testability of standards. - No DHET subsidy incentive to universities for

involvement in standards. - No conformance testing for geographic information

standards. Based on our experience, we recommend the following with the objective of stimulating the discussion on the involvement of academics in standards development and on standardization education in university curricula: - Students and academics at universities should have

free online access to all standards. - National and provincial government departments,

as well as local governments, should have easy online access to relevant standards through a site licensing mechanism.

- Standardization education should be integrated into the undergraduate and postgraduate curricula of tertiary degree programmes.

- The DHET should recognise the research and innovation that go into a standard and include standards in the subsidy mechanism for universities.

- Testing data and products for conformity to geographic information standards should be provided by accredited organizations.

- Standards should be written in a modular fashion for better readability, testability and maintainability.

Acknowledgements The authors would like to thank the South African Bureau of Standards (SABS) for the invitation to submit this paper and their financial support to participate in the ICES Conference and the WSC Academic Day 2012. We would also like to thank the SABS for their support for SANS 1883, Geographic information – Addresses and ISO 19160, Addressing, as well as the financial support to the authors to attend meetings of ISO/TC 211, Geographic information/Geomatics, and other standards-related meetings. A preliminary version of this paper was presented by Dr Coetzee at the South African Bureau of Standards (SABS) Academics Open Day, 1 March 2012 [Coetzee & Cooper 2012], and we thank the SABS for the invitation to make the presentation. References

Allen RH and Sriram RD (2000). The role of standards in innovation. Technological Forecasting and Social Change 64:171-181.

Clarke DG, Cooper AK, Liebenberg EC & Van Rooyen MH (1988). On proposing a national standard for the exchange of digital geo referenced information, South African Journal of Photogrammetry, Remote Sensing and Cartography, 15(1), pp 35 41.

Coetzee S (2009). An analysis of a data grid approach for spatial data infrastructures, PhD dissertation, University of Pretoria, Pretoria, South Africa.

Coetzee S (2011). Results from a normative dependency analysis of geographic information standards. Computer Standards and Interfaces 33(2011), pp. 485-493, DOI: 10.1016/j.csi.2011.02.004.

Coetzee S and Bishop JM (2009). An analysis of technology choices for data grids in a spatial data infrastructure in Spatial Data Infrastructure Convergence: Research, Emerging Trends, and Critical Assessment B van Loenen, JWJ Zevenbergen and JA Besemer (Editors), Nederlandse Commissie voor Geodesie/Netherlands Geodetic Commission, 48, 2009.

Coetzee S and Cooper AK (2007). What is an address in South Africa?, South African Journal of Science (SAJS), Nov/Dec 2007, 103(11/12), pp449-458.

Coetzee S & Cooper AK (2012). Opportunities for research and innovation from involvement in standards development – Experiences of two researchers. Discussion paper. South African Bureau of Standards (SABS) Academics Open Day, 1 March 2012, 6pp.

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Coetzee S, Cooper AK, Lind M, McCart Wells M, Yurman SW, Wells E, Griffiths N and Nicholson MJ (2008). Towards an international address standard, GSDI-10 Conference, Trinidad and Tobago, 25-29 February 2008.

Coetzee S, Cooper AK, Piotrowski P, Lind M, McCart Wells M, Wells E, Griffiths N, Nicholson MJ, Kumar R, Lubenow J, Lambert J, Anderson C, Yurman SW, and Jones R (2010). What address standards tell us about addresses (long version), ISOFocus+ Online, International Organization for Standardization (ISO), Geneva, Switzerland, June 2010.

Coetzee S, Cox S and Herring J (2011). Configuration management of a system of interdependent standards. 7th International Conference on Standardization and Innovation in Information Technology (SIIT), Berlin, Germany, 28-30 September 2011.

Cooper AK (1988). A data structure for exchanging geographical information, Quaestiones Informaticae, 6(2), pp 77 82.

Cooper AK (1989). A survey of standards for the exchange of digital geo referenced information, South African Journal of Photogrammetry, Remote Sensing and Cartography, Vol 15, Part 3, pp 136-140.

Cooper AK (1993). Standards for exchanging digital geo-referenced information, unpublished MSc thesis, University of Pretoria, South Africa, 247 pp.

Cooper AK (1994). A formal specification of the National Exchange Standard (NES), Version 2.0, South African Journal of Photogrammetry and Geo-information, Vol 16, No 5, pp 131-141.

Cooper AK (1997). South Africa: National Standard for the Exchange of Digital Geo-referenced Information (NES), in Moellering H & Hogan R, eds, Spatial database transfer standards 2: characteristics for assessing standards and full descriptions of the national and international standards in the world, International Cartographic Association and Pergammon, pp 225-235, ISBN 0-08-042433-3.

Cooper AK (2005). Proposed methodology and infrastructure for standards development and implementation within a national statistical agency, 14th Conference of the Commonwealth Statisticians, Cape Town, South Africa, 8 September 2005.

Cooper AK and Clarke DG (1991). The South African standard for the exchange of digital geo referenced information, in Moellering H, ed, Spatial database transfer standards: current international status, International Cartographic Association and Elsevier Applied Science, pp 154-168, ISBN 1-85166-677-X.

Cooper AK and Gavin EJO (2005). Metadata in Africa and the Middle East, in Moellering H, Aalders HJGL & Crane A, eds, World Spatial Metadata Standards: Scientific and Technical Characteristics, and Full Descriptions with Crosstable, Elsivier and

the International Cartographic Association, pp 431-450, ISBN: 0080439497.

Cooper AK and Zietsman HL (1999). Spatial Entity Classification Standard (SpECS): A Proposed Standard for South Africa, South African Journal of Surveying and Geo-information, Vol 1, No 3, pp 137-152.

Friedrich J (2011). Making innovation happen: The role of standards and openness in an innovation-friendly ecosystem. 7th International Conference on Standardization and Innovation in Information Technology (SIIT), Berlin, Germany, 28-30 September 2011.

Hjelmager J, Moellering H, Cooper AK, Delgado T, Rajabifard A, Rapant P, Danko D, Huet M, Laurent D, Aalders HJGL, Iwaniak A, Abad P, Düren U & Martynenko A (2008). An initial formal model for spatial data infrastructures, International Journal of Geographical Information Science (IJGIS), Vol 22, No 11&12, pp 1295-1309.

ISO 9001:2008, Quality management systems – Requirements, International Organization for Standardization, Geneva, Switzerland.

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ISO/TC 211 Geographic information/Geomatics (2011). Review summary of ISO 19160, Addressing, available online at http://www.isotc211.org/address/iso19160.htm (accessed 17 February 2012).

Lemmen CHJ, van Oosterom PJM, Uitermark HT, Zevenbergen JA & Cooper AK (2011). Interoperable Domain Models: The ISO Land Administration Domain Model LADM and its External Classes, UDMS 2011, Delft, The Netherlands, 28-30 September 2011.

SANS 1883:2009, Geographic information – Addresses, South African Bureau of Standards (SABS), Pretoria, South Africa.

Tewolde N and Coetzee S (2011). Address Ontology, presented at the project meeting of ISO 19160, Addressing, Centurion, South Africa, 14 November 2011.

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Walker AJ (2011). Evaluating the ISO TMB Management System Common Text proposal in terms of selection of candidate management system standards, SPI Laboratory (Pty) Ltd, Johannesburg, South Africa.

Yoo Y, Lyytinen K and Yang H (2005). The role of standards in innovation and diffusion of broadband mobile services: the case of South Korea. Journal of Strategic Information Systems 14: 323-353.

About the authors’ involvement in standards development and education

Mr Antony Cooper was appointed to the CSIR in 1985 to develop the South African standard for the exchange of digital geo-referenced information. He currently chairs SABS/SC 71E, Geographic information. He has attended every Plenary of ISO/TC 211, Geographic information/Geomatics, since 1999, was Convenor of Working Group 2, Geospatial data models and operators, and is currently Convenor of Working Group 7, Information Communities. He has also participated in two Plenaries of ISO/TC 69, Applications of statistical methods, in several other SABS committees, and chairs the Commission on Geoinformation Infrastructures and Standards of the International Cartographic Association (ICA).

Dr Serena Coetzee was the project leader for the South African Address standard, which was initiated in 2006 and published in 2009 (SANS 1883:2009). She is the project leader of ISO 19160, Addressing, and chairs the Programme Maintenance Group of ISO/TC 211, which monitors the committee’s programme of work to ensure harmonization and consistency among standards. Serena is also a member of the ICA Commission on Geoinformation Infrastructures and Standards. She is the Programme Chair for the academic track for the GISSA Ukubuzana 2012 conference, to be held in October 2012 in Ekurhuleni, South Africa.

LEARNING ANTROPHOMETRIC AS ONE WAY OF UNDERSTANDING THE STANDARDIZATION

Author

Endang Suhendar,MT ([email protected]) Asep Endih Nurhidayat,MT ([email protected])

Drajat Indrajaya,MT ([email protected]) Muhammad Irvan,MT ([email protected])

Dosen Prodi Teknik Industri FTMIPA Universitas Indraprasta PGRI

Abstract

Unindra has the vision and mission as one of the educational institution concerned with standardization tried to introduce learning education standards in the education curriculum in industrial engineering. One of the ways the application introduction of standardization in the industrial engineering Unindra is making the education system already integrated practicum from the beginning up to the end of the semester. These practicums are not only discussing the standardization of theoretically but performed simulations concerning the definition and benefits of standardization so that students understand the meaning of standardization with the appropriate. One of practicum in Industrial Engineering Unindra who introduced the used of standards is anthropometric (keywords : standardization, industrial engineering, integrated practicum, anthropometric)

A. Introduction

Standardization is the determination

of the size that should be followed in producing something, while making many kinds of sizes of goods to be manufactured is a simplification effort.

The word comes from the English

"standard", can be a translation from French "norme" and "etalon". The term "norme" can be defined as a standard in the form of documents, while the "etalon" is the physical standards or standards of measurement.

To distinguish between the

definitions of the term standard, hence the term "standard" is given the meaning as "norme", while “etalon" in English is defined as "measurement standard". Standardization of the term comes from the Word default which means the unit of measure is used as the basis of comparison for the quantity, quality, the value, and attainment that was done. In the broader sense of the standard

specification includes products, materials and processes.

Definition of standards and

standardization that used BSN (National Standardization Agency of Indonesia) referenced from PP No. 102 in 2000 was "technical specifications or something that includes standardized procedures and methods are arranged based on the consensus of all parties associated with attention to the conditions of safety, security, health, the environment, development of science and technology, as well as the experience, the development of the present and the future to gain the maximum benefits.

Head of the BSN, Dr. Bambang

Setiadi, on the sidelines of a Seminar on National Standardization, Tuesday 15 November 2011, innovations or ideas emerge from college intellectuals. In other countries, standardization headquarters adjacent to the campus. A number of existing products turned out to be standardization by the

students and professors, for that individual college are expected to understand correctly about the definition and benefits of standardization for either product or process.

University of Indraprasta PGRI

(UNINDRA) is one of the colleges that have commitment concern and awareness of the importance of standardization, so as to be able to participates and contributed ideas and socialization of standardization to students then at the start of 2011 has held seminars on standardization that follow socializing by 500 students and professors from industrial engineering courses with tutor directly from Dr. Bambang Setiadi as the Head of National Standardization Agency (BSN). The student's response at that point very well, as evidenced by the existence of several discussions between students with head of the BSN.

This made the Rector of UNINDRA

very enthusiastic to make cooperation in the form of MoU between UNINDRA and BSN, and finally MoU has been the signing on Tuesday 15 November 2011 at Balai Kartini, Jakarta. MoU between UNINDRA with BSN is the first step of importance to socialization of the standardization to students and lecturers of UNINDRA as well as the concern of the peoples of Indonesia that with proper standards of this nation can improve the competitiveness of Nations.

Basically in subjects that are taught

on the course industrial engineering there are materials about the standardization of the definition and benefits of standardization as well as discussing various certification standard that exist in Indonesia or in the world such as ISO, JIS, ICSA CERTIFIED and SNI. These courses include Engineering Drawings, Design Analysis, Work Quality Control, System Production, Quality Management and others.

In courses‐these courses are not only

discussing the standardization of theoretically but performed simulations concerning the definition and benefits of standardization so that students understand the meaning of standardization with the appropriate.

The student is the younger

generation that will contribute to the competitiveness of Nations, by having a proper understanding of the standardization of the students can improve the competitiveness of the nation with the application of standardization in either product, system or standardization documents.

In this short paper, we of Course

industrial engineering faculty of engineering, mathematics and Natural Sciences University of Indraprasta PGRI will discuss how the process of understanding and achievement of standardization in the learning material anthropometric.

B. Problem Statements

Based on the background which has

been discussed in the introduction, then the formulation of problems in the paper is "how standardization on Student Learning through the material Anthropometric?"

unindra has the vision and mission as one of the educational institution concerned with standardization tried to introduce learning education standards in the education curriculum in industrial engineering.

One of the ways the application introduction of standardization in the industrial engineering unindra is making the education system already integrated practicum from the beginning up to the end of the semester.

Table 1: Integrated Practicum Flow at Industrial Engineering Unindra

C. Project Scope

In order for this paper the focus in the discussion there are some things that should be on the limit, among others: 1. The variables to be used in the

discussion of the anthropometric are the data size of the students of courses of design Analysis Work as many as 30 people.

2. Products that are made in the learning object is educational chair brands FUTURA

3. The Discussions will be undertaken is a long pedestal seats, pedestal seats, wide high back rest seat, back rest and a long wide Board Educational chair brand FUTURA

D. Research Objectives

According to formulation of the

problem and the constraints of the problem, then the purpose of the research is: find out how learning methods and standardization regarding learning outcomes of college student seats are used in the material Anthropometric.

E. Literature Review

1. Standardization

Definition of standards and standardization that used BSN (National Badan Standardisasi) referenced from PP No. 102 in 2000 are as follows: standard is a technical specification or something

that includes standardized procedures and methods are arranged based on the consensus of all parties associated with attention to the conditions of safety, security, health, the environment, development of science and technology, as well as the experience, the development of the present and the future to gain the maximum benefits.

Standardization is the process of formulating, establishing, implementing and revising standard, which is implemented in an orderly through cooperation with all the parties concerned. Indonesia's national standard (SNI) is a standard set by the National Standardization Bodies (BSN) and applies nationwide. By quoting the explanation from The book "The aims and principles of Standardization" published by ISO standardization objectives can then elaborated as follows: • Suitability for a specific use (fitness

for purpose) • Being able to switch

(interchangeability) • Control of biodiversity (variety

reduction) • Compatibility (compatibility) • Enhance empowerment resources • Communication and a better

understanding of • Maintaining the security, safety and

health

• The preservation of the environment • Guarantee the interests of consumers

and society • Reduce barriers to trade. 2. Anthropometric Anthropometric comes from the word anthropos and logos (Greece), which means that the human body and the science. Anthropometric comes from the word antropo (man) and metron (measure). Anthropometric that the study relating to the measurement of the human body to be used as consideration in the ergonomic needs of human interaction. That is the basic concept that must be understood in using Anthropometric is the concept of growth. Anthropometric performed on children to assess the growing flower child so be determined whether growing flower child walk normally or not. Anthropometric is part of the science of ergonomics‐related dimensions of the human body which includes the shape, size and strength and its application to human activity facilities design needs.

Anthropometric Data is indispensable for design of equipment and work environment. The convenience of using the tool relies on the suitability of the size of the tool to the size of a human being. If it doesn't fit, then in a period of time will lead to stress the body among others can be tired, pain, dizziness.

Anthropometric is knowledge concerning the measurement of the dimensions of the human body and the body of another special characteristic that are relevant to the design of the tools/objects that are used in humans.

Anthropometric was divided into two main parts, namely: a) Anthropometric ‐ static, where

measurements in humans is done in a silent position and linear on the surface of the body.

b) Anthropometric ‐ Dynamic, where the measurement is carried out by

looking at movements that may occur when these workers carry out its activities. Anthropometric commonly used in

the field of designing products that surely a product that deals directly with humans. Almost all products are indeed related directly with humans. For example, the brake pedals on a car. Ever felt that the pedal width too narrow? or even unreachable by feet at all, although the size of the Steering booster seat is adjusted in such a way? Or maybe seats occupied feels uncomfortable, that sort of thing which is the discussion in anthropometric.

To address issues such as the above, based on the design concept of Anthropometric is divided into three important things, namely: 1. Design for the extreme individual 2. Design for the average population 3. Design of the adjustable (adjustable range)

The design for the extreme individual lot known as the use of percentile lines. The bottom line for designing for small size like high short people then use percentile lines 5, and to such a large size high doors then use percentile lines 95. Perhaps the images below can give clearer illustrations.

Designing with average population used if considered the use of extreme hard to do where losses greater than the upside. While design can be setting (adjustable range) better if viewed from the can not adjust the size with a human Anthropometric. May products with this approach we often see around us like a Chair that can be adjusted in height, the table, the size of the household and others. 3. Educational chair Futura Educational Chair used in lectures on the course industrial engineering FTMIPA UNINDRA is a brand of Futura to the

specifications shown in the following figure: For a standard Educational chair has been defined in the ISO in the ISO 5970: 1979 about Furniture: Chairs and Tables for educational Institutions – Functional. While in Indonesia the default IE SNI'm still set 12‐3051‐1992 (File size: 190.33 KB). Title: Chair, single College of wood.

Figure 1: Educational Chair Futura

F. Discussion

In learning courses Analysis of design Work on the material Anthropometric, students are given a lecture about anthropometric then students given knowledge of the benefits of the anthropometric with the application directly on the real example that is in the form of lecture chair, with the Futura brand steps as follows: 1. Students are given Educational Chair size

question why Futura brand they use has the same size? Whether there has been standardization? What is the size of anthropometric in standardization?

2. Students are given the direction, that they will be required to compare the results of the measurements of the anthropometric those results will be compared with the size

of the seat brand‐directed Lecture with Futura in the size of the standard human anthropometric Indonesia

3. Students measure the body parts of him and his colleagues are divided into several groups using anthropometric chairs and gauges, with the total number of students in class: 30 people.

4. Student data is then sought to cultivate the values of percentile lines some measure of body parts that are required in the manufacture of chairs.

5. Students measure the size of the Educational chair Futura brand

6. The Students compare their body measurement results with the size of the Educational chair Futura brand.

7. What is the conclusion? Figure 2: The measurement of Anthropometric and Educational chair

Table 1: Anthropometric in Percentile Lines for Male P TSP LS LP PPL TPL JST TSD P5 42.59 37.28 27.70 37.93 36.93 35.51 20.34 P50 45.50 40.78 33.25 43.96 40.67 42.71 23.40 P95 48.70 44.43 36.52 47.68 46.37 46.32 24.80

Table 2: Anthropometric in Percentile Lines for Female

P TSP LS LP PPL TPL JST TSD

P5 40.45 33.23 25.10 43.04 39.17 34.48 18.71

P50 43.50 35.38 32.78 46.40 41.45 39.50 24.87

P95 46.77 39.74 40.26 48.8 46.41 48.35 28.52 1. High Pitch back (TSP) : Used to determine the length of the back of a Chair 2. Set Width (S) : Used to determine the width of the pitch 3. The width of the hips (LP) : Used to specify the width of the pads sit 4. Ass Popliteal (PPL) : Used to determine the length of the tray sits 5. Popliteal Height (TPL) : Used to determine surface height pedestal seat 6. Elbow Distance Arms (JST) : Used to determine the length of the table 7. High‐Angled Seated (TSD) : Used to determine the height of a table

Table 3: Data Measurement results of Educational Chair Futura brand

PS LS LAD PAD TAD PPM TPM

40 41 36 37.5 46 57.5 21.5

1. PS : Long pitch 2. LS : width of the Pitch 3. LAD : Wide Base Sitting 4. PAD : Length Pedestal Seat 5. TAD : High Pedestal Sits 6. PPM : Board: length Table 7. TPM : high Board Table

Here are the results of the analysis of the students after done a comparison between measurement results with the results of the measurements of the anthropometric lecture Chair: anthropometric. - The length of the back Seats turned out to

be the default size 5 high percentile lines derived from the human body upon Indonesia namely 40 cm, it is seen on the results of the measurement of the height of the back of a female student's back 40,45 cm. this decision was taken because the average woman in Indonesia is shorter than male Indonesia. The size used is 5, in order to percentile make comfortable all users good seats berpostur short or tall.

- Wide pitch, turned out to be the size of the standard comes from the wide shoulder of the man in the percentile lines 50, this is done so that the pitch is not too low for men and not too tall for a woman.

- Wide Base Sitting turns out size from pelvic width 75 percentile lines on women so that the majority of women can sit comfortably while for men, the width is still convenient to the position of seats.

- The length of the base turns out to come from long Sitting popliteal percentile lines on women, so that women who are the 5 have politeal ass short can sit comfortably.

- High Pedestal Seats turns out to come from high poplteal men on the percentile lines 75, so that the male can sit down with high comfort.

- The length of the Board Table turns out to come from the elbow to the fingertips Distance man on with a standard 75 plus percentile deviation for storing books or stationery.

- High Plank Table turns out to come from the size of a woman sitting on a high elbow percentile line 5, so that women with high short elbows can sit comfortably.

Seen from the results of the analysis of human anthropometric the size of Indonesia which is represented by the size of the anthropometric students serve as a standard measure in manufacture of seats, so that the brand of future tuition every student seated use it can sit comfortably so that the

maximum concentration of learning can be achieved. G. Conclusion Of learning an outcome in class by means of the theory is supported by the activity of the simulation have obtained some conclusions include:

1. That the size of the Chair turns out to have College brand Futura with standardized measure of human body parts in Indonesia . so that students will feel to use a Futura brand lecture chair.

2. Learning standards by using simulation on real objects can provide a proper understanding to students regarding the standardization of definitions and benefits of standardization.

3. From the results of an analysis that is done to see that the achievement of the goal of keeping students understand about the standard of good form definition, functions, and benefits of standardization can be achieved.

4. If viewed from the syllabi and SAP as well as the purpose of the lecture "Introduction to Standardization" made by BSN at the confluence of 5 to 7 with sub subject standardization, conformity assessment, metrology, basic principles, the anatomy of the standard, the standard formulation of the process's standard substance on the process of learning, then Anthropometric can be achieved by either.

REFERENCES

[1] Bridger, R. S., Intoduction to

Ergonomic, Mc Graw Hill, inc., Singapore.1995

[2] David H. Jonassen, Haandbook Of Research For Education Communications and Technology, Macmillah Library USA, 1996.

[3] Hirano, Hiroyuki. 1995. Penerapan 5S Di Tempat Kerja: Pendekatan Langkah‐langkah Praktis. Jakarta: Productivity and Quality Management Consultants.

[4] Soebroto W Sritomo, Prinsip‐Prinsip Perancangan Berbasiskan Dimensi Tubuh (Antrophometri) dan Perancangan Stasiun Kerja Laboratorium Ergonomi & Perancangan Sistem Kerja, Jurusan Teknik Industri – Institut Teknologi Sepuluh Nopember, Surabaya

[5] Imai, Masaaki. 1992. Kaizen: Kunci Sukses Jepang Dalam Persaingan. Jakarta:P.T Pustaka Binaman Pressindo.

[6] Imai, Masaaki. 1998. Gemba Kaizen: Pendekatan Akal Sehat Berbiaya Rendah Pada Manajemen. Jakarta: P.T Pustaka Binaman Pressindo.

[7] Jahja, Kristianto. (1999). 5R (Ringkas, Rapi, Resik, Rawat Rajin) Dalam Membangun Industri Kelas Dunia. Jakarta: Productivity and Quality Management Consultants.

[8] MC. Cormick, E. J., Human Factors in Engineering and Design, 6th

Edition, Mc Graw Hill Book Company, Singapore.1987

[9] Sastrowinoto, S., Meningkatkan Produktivitas dengan Ergonomi, Cetakan I, PT. Pusrtaka Binaman Presindo, Jakarta.1985

[10] Siswanto, J., 1995, Ergonomi Antropometri, Laboratorium Perancangan Sistem Kerja dan Ergonomi Jurusan Teknik Industri‐Fakultas Teknologi Industri, ITB, Bandung.

[11] Sutalaksana, I. Z., 1979, Teknik Tata Cara Kerja, Pnerbit Departemen ITB, Bandung.

[12] http://www.bsn.go.id/ [13] http://www.futura.co.id/ind/produk01.

html

THE ICES CONFERENCE 2012:SESSION TWO : BEST PRACTICES ON EDUCATION ABOUT STANDARDIZATION

1. Prof. Knut Blind (Technical University of Berlin, Germany) : Best Practice on Education about Standardization

2. Prof. Syamsir Abduh and Nunu Wisnuaji (Trisakti University – Indonesia): The Integrated Dounsoni Competency towards Sustainable Development in Standardization

3. Bazinzi Natamba (Makerere University Business School ‐ Uganda): The Effect of International Standards to Trade in Developing Countries – Teaching Experiences

4. Newell Hampson‐Jones (British Standard Institute ‐ UK): Teaching sustainability standards to business students – a collaborative approach between Kingston University and BSI

5. Prof. Song Mingshun (Jiliang University – China): The New Progress in China Jiliang University for Standardization Education

6. Geoff Visser (SABS ‐ South Africa): Education on Standardization in South Africa

7. Prof. Toshiaki Kurokawa (ICES): An Innovative Approach for Education about Standardization –Design Thinking

8. Dr. Erik Puskar (NIST – USA): NIST Training Program for Government Employees

9. Folke Hermansson Snickars (EURAS): Learning about Standardization as Adult

10. Ali Reza Khakifirooz (Standard Research Institute (ISIRI) – Iran): Designing a University Specialized Course for Master in Standardization

11. Fu Qiang (CNIST ‐ China): Exploration on Combining Master of Engineering and Standardization Professional Qualification Certification

12. Dr. Dradjad Irianto (Bandung Institute of Technology – Indonesia): A Quest for Curriculum of Standardization Education Program in Engineering Higher Education in Indonesia

13. Tri Wahono (Brawijaya University – Indonesia): Conquering High Grade Language of QMS Standard A 15 Years Experience in Teaching QMS Standard for Undergraduate Student

Best Practice on Education about Standardization:The Success Story at the Berlin University of Technology

Prof. Dr. Knut BlindICES CONFERENCE AND WSC ACADEMIC DAY 2012

BALI, INDONESIA, 10-11 MAY 2012

Content

• Introduction

• Standardization education: Success factors in a competitive two-sided market

• The success storyThe success story

• Success factors

• Future challenges

Introduction• General difficulty to introduce new contents in university curricula

• New contents are driven by supply and demand side

• Demand side: requirements from employers from private (industry, services) and public sector

• Increasing relevance of standardization in industry and policy acknowledged

• Which role does the supply side play, i.e. science and research?

• Challenge: sustainable positioning of standardization in education

Education about standardization: Success factors in a competitive two-sided market

Competition between contents of education__

Students of today = Decision makers of

tomorrow

Employees: Students

Employers of private and public sectors

Education about

standar-dization:

Qualification supply

Qualifications demand

+InfoDIN

BA,MA.PhD.

Theses

Im-pact


Support by



Excellence in research as a necessary requirement for the successful positioning of standardization

DIN, BMWI, BMBF, EC,+

General trends in standardization research• Updated overview by Swann (2010) „The Economics of Standardization: An Update“

http://www.bis.gov.uk/assets/biscore/innovation/docs/e/10-1135-economics-of-standardization-update.pdf

• Triplication of relevant publications in 10 years from 500 to 1500!

• Progress in:• Progress in:

- Standards, Growth and Productivity

- Standards and Trade

- Standards and Innovation

- Inside the ‘Black Box’

Others (e g ISO Methodology)- Others (e.g. ISO Methodology)

Relevant research at the Chair of Innovation Economics at TU Berlin

• Innovation Systems and Quality Infrastructure

• Technology Foresight

• R&D and Innovation Management • new insights• IPR Management

• Entrepreneurship

• Services

• Trade

• Productivity and Growth

• new insights

• new strategies

• new tools

Cooperation the Technical University of Berlin and the German Institute of Standardization DIN

Cooperation Treaty between DIN and TU Berlin signed July 2008

Strategic cooperation in research and education

Future areas information, communication, mobility, water, energy, security, services and production technology

Course about standardization offered to all faculties since 2007 and taught by members of DINsince 2007 and taught by members of DIN management (Dr. Kiehl, Heinz Gaub, Dr. Hövel)

University-wide promotion of the course via flyer

Topics of the course I

1 Introduction into standardization as a strategic instrument

2 The standardization process and opportunities for involvement

3 European and international standardization3 European and international standardization

4 Standardization as contribution to support government authorities and contract law

5 Standardization to reach general goals (e. g. health, environment, safety)safety)

6 Standardization as element in research, development and innovation

7 Standardization as strategic instrument for companies

Topics of the lecture II

8 Macro and company specific benefits of standardization (with examples)

• Guest lectures by standardization experts from policy, industry, SMEs and managers from DIN

• Lecture closes with a 90 min exam• Lecture closes with a 90 min exam

Certificate DIN-Standardisation Expert

With passing the exam an industry-

wide certificate „DIN-wide certificate „DIN

Standardization Expert Module I:

Basics of Standardization “ is

awarded.

Accompanying exercise

• The exercises is blocked into 4 appointments.• Possible events:

• Meetings of national, European or international TC meetings in the premises of DIN• Workshops on innovative issues

• For each event, a report has to be drafted, which will be graded. • Combination of exam and exercise grade is possible.

First course in the winter term 08/09

Second course in the summer term 09

Third course in the winter term 09/10

Students per semester

60

70

Students

10

20

30

40

50

0WS 08/09 SS 09 WS 09/10 SS 10 WS 10/11 SS 11

In SS 11 also course in English

Additional Output

• Two completed PhDs, one based on the DIN-TU training package (2-year trainee, 3 DIN funded PhD position)

• Three additional PhDs will be completed this year

• Three Bachelor Thesis (several additional already started)

• One Master Thesis (three additional already started)

• Three case studies according to the ISO methodology

• First students completed the course hired by German industry

Success factors• Promotion for the course within all faculties of the Technical University of Berlin

• Guest lectures and excursions

• Interactive presentations with questions and discussions

• Close relation to practice supported by many examples

• Updated interactive website and other media (movies)

• Easy understandable and available course materials

• Intensive taking care of the exercise providing insight into real standardization

• Entertainment Education

• Consequence: excellent evaluation of the course by the students

Future challenges

• integration of standardization in further curricula (e.g. in information systems)

• internationalization of education (within Master of Innovation Management)

• development of a European Master of Standardization?

• national and international diffusion of standardization education

• building sustainable critical mass in standardization research

• fostering of excellence in research by international networks

• sustainable and growing network of students with knowledge in standardization (e.g. supported by an alumni network)

Many thanks for your attention!Contact:P f D K t Bli dProf. Dr. Knut BlindBerlin University of TechnologyFaculty of Economics and ManagementChair of Innovation EconomcisVWS 2Müller-Breslau-Straße 1510623 BerlinandFraunhofer Institut for Open Communication Systems´Research Group Public InnovationAndChair of Standardiisation at the Rottterdam School of ManagementErasmus University


Title: Teaching sustainability standards to business students – a collaborative approach between Kingston University and BSI Employability skills are one of the most crucial elements being considered in Kingston University’s current review of the academic framework. In light of the need to equip graduates with relevant employability skills, this BSi‐KU collaborative pilot project adopts a ‘learning by doing’ approach to introduce the role of sustainability standards into a taught business module. The uniqueness of this Kingston University pilot project is the way in which diverse organisational aims are integrated through collaboration. The academic at Kingston Business School aims to give his students more insight into the world of work they will soon be entering, Kingston University’s Sustainability Hub members are sustainability practitioners and aim to educate about sustainability through real world experience whilst using standards themselves to help achieve Kingston University strategic objectives, BSi aims to educate staff and students at universities about standards. These individual aims, when combined, enable the expertise of each party to be utilised to enhance teaching and the student experience. The main aim of the pilot project is to raise student appreciation of the relationship between sustainability and a range of standards. Learning outcomes were formulated to develop student understanding of the application of sustainability standards in real world situations. Relevant issues include types of standardisation, principles and organisation of standards writing, writing sustainability criteria in the suitable language and style, and translating the theory of standards into practice in different organisational settings. A secondary benefit is to raise awareness of the role of standardisation with stakeholders in the higher education sector, in particular with regards to sustainability standards. Students, academics and practitioners at Kingston University become clear on the benefits of standardisation and the possibility to participate in shaping standardisation. A third benefit relates to the opportunity for students and sustainability practitioners to interact. The practical application of the pilot project focuses on a workshop where students are encouraged to develop key skills to approach problem solving in a real world situation. These include attention to detail, evaluating and creating processes and hands‐on standard writing practice. The aim is to promote dialogue among students and practitioners on the application of sustainability standards as part of the student learning experience. The pilot project has the potential to broaden to other faculties at Kingston University and other higher education institutions in the form of:

• Multi‐disciplinary and multi‐stakeholder workshops

• Work placement projects and work shadowing

• Independent study and research dissertation projects

• Career mentoring, job talks, enhanced employability skills

• Support to the strategic institutional agenda With thanks to Fatima Annan‐Diab and John Logan of Kingston Business School and final year undergraduate students on the Corporate Social Responsibility and Sustainable Development module.

THE EFFECT OF INTERNATIONAL STANDARDS TO TRADE IN DEVELOPING COUNTRIES

By

Bazinzi Natamba

Bazinzi Natamba, MSC, is a Lecturer, Faculty of Commerce, Makerere University Business School, Kampala-Uganda. His Teaching and research interests are in finance and accounting and standards. He can be contacted on [email protected] or [email protected]

Introduction

Just as developing countries are beginning to overcome some major hurdles in their quest to

expand trade with industrial countries, another is rearing its head. As a result of agreements

negotiated at the World Trade Organization (WTO), traditional trade protection measures such

as tariffs and quotas are falling away. But to some extent they are being replaced by domestic

technical regulations that permit countries to bar products from entering their markets if the

products do not meet certain standards.

These obstacles include measures ostensibly aimed at protecting citizens from everyday food

hazards, known in WTO language as sanitary and phytosanitary measures (SPS). High tariffs

remain a significant barrier. Barriers, such as arbitrarily imposed phytosanitary rules, further

limit goods” exported to the Organization for Economic Cooperation and Development

(OECD), a grouping of 30 wealthy nations.

Barriers to trade are measures in place in the countries to which you wish to export or import

which makes it difficult, even impossible for you to export your product or services to it. Such

measures are considered undesirable in context of world trade because they restrict the flow of

goods and services especially in Developing Countries, drive prices up and are detrimental to

the consumer. The result has been that standards put in place by the developed countries in

most cases do not favour developing countries at all. This is so because Developing Countries

may or may not have been taken into consideration when developing International standards

Standards are documents approved by a recognized body that provides, for common and

repeated use, rules, guidines or characteristics for products and their related processes or

production methods, with which compliance is not mandatory. Standards may also cover

terminology, symbols, and packaging, marking or labeling requirements as they apply to a

product, process or production methods (ITC, 2004). This means that standards are voluntary in

nature and doesn’t form part of legislation, according to the TBT Agreement.

The Question remains whether International Standards are also voluntary and friendly to

trade in Developing Countries.

Historically, every country has developed standards to deal with the needs of industry and

society at a national level. These standards may or may not have taken international best

practice into consideration. The result has been that standards for the same product differed

from country to country. With the increase in world trade, the concentration of manufacturing

in certain parts of the world and various other factors, soon become real problems for

manufacturing industries especially in developing countries. The fact that Developing

Countries would in turn find it difficult to export to other countries, makes them to remain

operating/produce for their domestic markets only.

This therefore calls for Regulators, driven by the need to address a specific problem at

international level, to often develop International Standards considering Developing Countries

or even the capacity of developing countries to participate in International Trade.

Why do International standards matter for trade?

Government regulations or industry standards for goods can impact trade in at least three

ways: they can facilitate exchange by clearly defining product characteristics and improving

compatibility and usability; they also advance domestic social goals like public health by

establishing minimum standards or prescribing safety requirements; finally, they can hide

protectionist policies. During the Uruguay Round of multilateral trade negotiations, member

nations established The Agreement on the Application of Sanitary and Phytosanitary (SPS)

Measures and the Agreement on Technical Barriers to Trade (TBT) to address the emerging

debate over the use of standards in international trade. The SPS and TBT Agreements can be

interpreted as an attempt to balance the first two uses of standards and to minimize the third.

In other words, these Agreements balance the competing demands for domestic regulatory

autonomy and the global harmonization of product standards. At the same time, the

agreements attempt to prevent standards from becoming a protectionist device.

A Case of Developing Countries

Developing countries take issue with the agreements because they make intensive use of

multilaterally established standards that are determined by a process that is both politically and

economically skewed. Standard-setting has until recently been the exclusive domain of rich,

technologically advanced nations who have dominated the terms of debate in bodies like the

International Organization for Standardization (ISO) and the Codex Alimentarius Commission.

Thus, implementing the SPS and TBT Agreements often requires developing countries to

adhere to standards more appropriate for their industrialized counterparts. The lack of

developing country input in the formation of standards translates into what some observers

have called techno-imperialism or the imposition of standards by the rich countries upon the

poor ones.

Because the standards were set mainly by developed countries during the last series of trade

negotiations, the Uruguay Round, they mainly reflect the interests of those nations. During the

Uruguay Round, which ended in 1994, many developing countries either could not afford to send

negotiators to represent them or focused on areas of greater or more immediate concern, such as

Northern agricultural subsidies. Many still are not part of the international standard-setting

agencies that govern this area, nor do they have the money, manpower or infrastructure needed

to abide by the standards created. Although special and differential treatment may exist for least

developed and developing countries, the latter have always to bear in mind that producing to

standards lower than those of the rest of the world makes it harder for them to export and fully

participate in International trade. Therefore, future agreements must seek to ensure that

technical regulations and International Standards, as well as testing and certification

procedures, do not create unnecessary obstacles to trade. Even if countries have the right to

establish protection levels that they consider appropriate, for example, to safeguard human,

animal or plant life or health or the environment, the agreement should not prevent countries

from taking measures necessary to ensure that these levels of protection are met. It’s important

to note that tremendous amount of work has still to be done, especially in developing countries

that lack the knowledge, infrastructure and finances to meet the requirements of developed

countries. This is also a real problem for the small and medium-sized enterprise.

Policy Implications and Conclusion

Harmonization of product standards is crucial to ensure a smooth dynamism in economic

activity, and it is equally important when it comes to international trade. Nowadays, when

regional economies become integrated through trade, the differences of product standards

across countries or economic regions have far-reaching implications. As it turns out, this is

especially true for exporting firms from the developing world (Chen et al. 2006 and Czubala et

al. 2007).

This paper provides support for the WTO agreement on technical barriers to trade as a way to

champion the use of international standards whenever possible and sectoral efforts to foster

international harmonization, for example, by building on the Information Technology

Agreement for electronic products and to Introduce education about International Standards

in Developing Countries. It also unveils the importance for firms in the developing world to

find ways to improve competitiveness and take advantage of further reductions in barriers to

international trade.

1

The Integrated Dounsoni Competency towards Sustainable Development in Standardization

Syamsir Abduh1) Nunu Wisnuaji12)

1,2Trisakti University-Indonesia

I. Background

As the call for relevance in higher education opens the doorway from the

classroom to the community, creations and innovations to provide viable

academic exercises within this context are being sought by increasing numbers

of faculty and administrators. One of these is the adoption of Dounsoni; a local

wisdom based educational principle into our vision of higher education, defined

as a required competency a graduate has to meet. It is simply a three bound

principle saying Ing Ngarso Sung Tulodo, Ing Madyo Mangun Karso, Tut

Wuri Handayani (Dounsoni abbreviated in this work) that guides one’s moral,

attitude, and behavior in social life needed in the accomplishment of

sustainable development goals. Rooted to such educational vision is a question

of how best faculty translates the wisdom into teaching learning activity that

begins from their course design writing to the implementation and evaluation. In

order to have meaningful teaching- learning that gears towards the enhancement

of education quality, endeavors to standardize the teaching-learning program

based on the local wisdom principle are carried out.

II. Programme Objective

This programme of standardization on teaching learning practice that begins

with course design writing is aimed at helping higher education institutions with

2

independence of the learning outputs as the ready agents within sustainable

development in terms of compatibility, interoperability, and quality.

III. Programme Content

The Dounsoni principle is a philosophical base and orientation of a student-

centered teaching-learning activity in which education is viewed as a cognitive

process of placing a learning participant with his/her intrinsic potential to lead,

to motivate and help others in finding truth through a variety of reliable routes

to optimal states when exposed in non-optimal states. Such potential possession

to lead a group will have to require an individual the ability to become a model

to follow by, to motivate and help other members accomplish the common

tasks or goals. This is then a set of principles defined as the dounsoni

competency as the main goal of education a learning output needs to possess

in order to head his/her mastery of academic content defined as the means or

instrument to find the truth. Thus it is the integration of dounsoni principle and

the academic content. To approach such vision the role of instructors is mainly

to facilitate the learning when delivering knowledge, skills and

information and it goes without saying to perform the dounsoni principle in

carrying out his/her duty and responsibility.

This is it. The principle constitutes the orientation of teaching activity, from the

course design to the implementation and evaluation. The following illustrates

how the local wisdom is applied in academic exercises to yield a meaningful

learning bringing individual awareness that the goals of sustainable

development can be accomplished only if the individual participates in the

process (see Figures below).

3

Course

Design Writing Assessment

Implementation Evaluation

Course Content

Knowledge Technology Arts Skills

TEACHING ACTIVITY

Compatible to

Users’ needs

Sustainable Development Goals

Harmony of Man-Nature relationship characterized

by nature conservation and improvement of human

The Local wisdom

Dousini Principle

Integrated

4

Dounsoni based Course Design Writing

The writing is a cyclic process that involves (see figures below):

1. Definition of aims and learning outcomes

Aim: Dounsoni principle- based Statement of intent or purpose

Learning outcome: specifying what individual learning participant should be able to do after completing the course

2. Review the participants’ entering knowledge, prior learning experience, learning styles

and needs, motivation of doing the course. Revise aims and learning outcomes, if

necessary

3. Determine the core content required to deliver the learning outcomes,

4. Determine teaching-learning strategies that support and reinforce the statement of intent.

5. Assessment to measure the learning achievement

6. Continual evaluation to the whole aspects of the program (materials, time allocation,

teaching technique, etc.)

5

IV Monitoring and evaluation of results A small scale local project on the improvement of teaching methodology was carried out in the new academic year of 2005/2006. Participated by some fifteen faculty members from different schools, the project was aimed at readopting the old educational principles, Dounsoni, thought as a local wisdom into teaching practice which is from course design writing and the implementation to the evaluation. The effort was based upon need analysis of the output users as the stakeholders, both of the state and private. The bulk of the demands on the output qualification put the importance of leadership and sustainable mind frame possession. Albeit most of the project participants had no previous pedagogic trainings, they could manage the adoption well. This was due to their familiarity with the principle of the local wisdom and our peer reviewing program in the course design writing which was held during academic recess, and peer class observation, discussion and evaluation in the time of

6

implementing the course design. The result was then first that the local wisdom based- teaching learning implementation product is compatible to users’ needs to step to the sustainable development goals; second, due to its simplicity and ease to follow the teaching-learning procedure is duplicable into the various teaching-learning program, and third the local wisdom-based teaching-learning pattern improves meaningfulness and quality of learner’s learning journey at higher education. V. Major Achievements, including performance indicators The major achievements gained from the program implementation are as follows:

A. To the education institutions

Enjoying reputation and more trust from the stakeholders as improving output quality; the average volume of learning participant in one class was 40 to 45. Before the program implementation, only 20 % of the participant could complete their education on time and 5% occupied discipline- related job market, 14 % did in unrelated, and 1% did entrepreneurship, After the implementation 15 % completed their education in time, and 46% did on time, 55% occupied their discipline related job market, and the rest decided to do their entrepreneurship.

A. To the learning participants

Found meaningful and humanistic learning experience as given opportunities to exercise

leadership and ease in applying science, knowledge and theories into practice.

B. To the faculty members

Found ease in facilitating the learning participants develop their expected competency. More

and more faculty members apply the principle into their teaching-learning program.

VI. Future developments Developing the project into national and wider scales through research and workshop under the theme Dounsoni Standardization for Higher Education.

1

The New Progressin China Jiliang Universityin China Jiliang Universityfor Standardization Education

Prof Mingshun SongProf. Mingshun Song宋明顺

Bali. Indonesia10 May. 2012

Contents

Education modes

Curriculum

Education modes

K C

Contents

Key Courses

2

1. The Education Modes 1. The Education Modes in CJLUin CJLU

1.The Education Modes1.The Education ModesEducation mode Students Types

Course (16 hours) Undergraduate Elective course for t d tevery students

Standardization andQuality Management

Undergraduate Major of Business

StandardizationEngineering (NEW)

Undergraduate Major of Engineeringg g ( ) g g

Standardization and Quality Science (NEW)

Graduate Master of Management

3

2. The Curriculum of Standardization2. The Curriculum of Standardization& Quality Management Major& Quality Management Major

Internship17％30W

Discipline Foundation997h

1.1 The Structure of the Curriculum of 1.1 The Structure of the Curriculum of the Majorthe Major

1 2 3 4

30W31.3%

Public Foundation1146h34.8%

Discipline340h11.4%

4

Course Code Course name Scores hours

Hours division

class experience

1.2 The Curriculum of the Major1.2 The Curriculum of the Major

P1150011~P1150013 English 12 200 200

P1010011~P1010012

Advanced Mathematics 10 170 170

P1010020 Linear Algebra 2.5 42 42

P1010050 Probability and Statistics 2.5 40 40

P1080021~P1080022

C Programming Language 3.5 75 42 33

Course Code Course name Scores Hours

Hours division

class experience

D1040030 Engineering Drawing 3 62 40 22

D1113110 Chinese Business Law 2 34 34

D1110010 Principle of Management 3 59 42 17

D1110020 Micro economics 3 51 51D1110020 Micro-economics 3 51 51

D1110030 Principle of Accounting 3 59 42 17

D1040080Fundamentals of

Machine Engineering

3 50 44 6

5

D1110040 Macro-economics 2.5 40 40

FinancialD1113170 Financial Management 3 48 48

D1113150 Marketing 2.5 40 40

D1110050 Application Statistics 3.5 64 48 16

D1111100 Application of D t b 3 64 32 32D1111100 Database 3 64 32 32

D1110060Management Information

System2 32 32

D1113190 Operation 3 48 48

D1113280Human

Resources Management

2 32 32

D1113130Production &

Operating Management

2.5 40 40

The Error D1113320 Theory and

Data Process 2.5 40 40

6

Course Code Course name Scores Hours

T1040020 Practice of Metal Machining 2 2WT1040020 Practice of Metal Machining 2 2W

T1113120 Operational ResearchＣcourse Design 1 1W

T1113070 Management Information System Course Design 2 2W

T1113050 Management Software Practice 3 3W

Si l ti t M tT1113120 Simulating to Management Practice 2 2W

T1113011~T1113012 Professional Practice 6 6W

T1113100 Pre-graduation Project 14 14W

3.The Key Courses of the Curriculum3.The Key Courses of the Curriculum

7

The Key Courses of the MajorThe Key Courses of the Major

Quality Management

Metrology Management

11 22

44 33

Conformity Assessment

Standardization

4.The Contents of the Key Courses4.The Contents of the Key Courses

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Chapter 1Chapter 1 Quality TerminologyQuality History

Course1: Quality Management

Chapter 2Chapter 2

Chapter 3Chapter 3

Quality History

TQM5S

The 7 Basic Tools

Chapter 4Chapter 4 SPC

Chapter 5Chapter 5 Quality InspectionSampling Techniques

Course1: Quality Management

Chapter 6Chapter 6

Chapter 7Chapter 7

Sampling Techniques

Costumer Satisfaction Index

Six Sigma

Chapter 8Chapter 8 Excellent PerformanceQuality Award

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ChapterChapter ContentsContents

Course 2: Metrology Management

Data ProcessingChapter 4

The Roles of Using SIChapter 3

Measurement Units & SIChapter 2

Quantity & its DimensionChapter 1

Chapter 5

Chapter 6

Chapter 7

Measurement Uncertainty

ISO/IEC17025 & Lab Accreditation

Industrial Metrology

Chapter 8 Legal Metrology

ChapterChapter ContentsContents

Course 3: Conformity Assessment

Quality Management System & CertificationChapter 4

ISO9001 StandardChapter 3

Classification of ConformityChapter 2

TerminologyChapter 1

Chapter 5

Chapter 6

Chapter 7

ISO14001 Standard & EMS

Product Certifications

MRAs & MLAs

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Course 4: Standardization

Chapter 1: The Outline of Standardization

1. Terminology: Standard, Standardization;ISO/IEC Guide 2: 2004, WTO/TBT;Document, Physical .

2. The History of Standardization: from ancient time to present;from China to the world.


3. Classification of Standards:from Hierarchical levels, Fields, and Implement Ways.

4. The roles of Standardization: from Industry, Agriculture, Service, Safety, Economy, and Society.Economy, and Society.

5. China Standardization: Administration System, SDOs, Policies, and Laws.

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Chapter 2: The Standardization Theory

1. T.R.B Sanders Theory:The 7 Articles

2. The Principles of Matsura Shiro:The 19 Articles

A. System Effect Theory

3.The Principles of Standardization.

A. System Effect Theory

B. Structural Optimization Theory

C. Order Theory

Course 4: StandardizationCourse 4: Standardization

D. Feedback Theory

E. Control Theory.

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4.The Models of Standardization.

A. Simplification

B. Unification

C. Generalization

D. Serialization

E. Combination

F. Modularization


Chapter 3: Parameter Classification

1. The General Number SeriesArithmetic Progression

2. The Preferred Number SeriesGeometric ProgressionCharles Renard Numbers

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3 The Electricity Number Series3. The Electricity Number SeriesGeometric Progression

4. The Modulus Number SystemC t ti M d l S tConstruction Modulus System Package Modulus System


Chapter 4: Parameter Design

1. QFDIn Terms of Customers Satisfaction

2. DOEThe Design of ExperimentBased on Experiment in Practice/Lab

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3 Genichi Taguchi Methods3. Genichi Taguchi MethodsSystem DesignParameter DesignPermitted Error Design

4. The Reliability DesignThe Reliability IndicatorsThe Technologies of Reliability Design


Chapter 5: Drafting Standard

1. The Principles of Making StandardIn Terms of GB/T1.1—2009

2. Standard StructureThe Normative ElementsThe Informative Elements

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3 Drawing up and Editing Standard3. Drawing up and Editing Standard Normative General Elements, NormativeTechnical Elements;Informative Overview Elements, Informative Complementary Elements.

4. The Procedure of Drafting StandardBased on GB/T16733—1997 The 9 Phrases


Chapter 6: International Standardization

1. International Organization for Standardization (ISO)

2. International Electrotechnical Commission(IEC)

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3 International Telecommunication Union3. International Telecommunication Union(ITU)

4. The Regional Standardization OrganizationsCEN ASTMCEN, ASTM.


Chapter 7: Company Standardization

1. Draw up Company Standards Management and Technical Standards

2. Carrying out Standards Company Standards, Product Certificates,Management System Certificates.

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3 Standard Information Works3. Standard Information Works

4. Taking Part in the External Standardization Works


Chapter 8: WTO/TBT

1. Introduction of TBT

2 WTO/TBT Agreement2. WTO/TBT Agreement

3. Case Study: Standardization and International Trade

Education on Standardisation in South Africa

By Dr Geoff Visser PhD MBL

SABS Research Fellow, Office of the CEO, South African Bureau of Standards Private Bag X191,Pretoria 0001

South Africa [email protected]

Abstract:

The SABS launched its academic engagement strategy on 1 March 2012. Through this strategy the organisation seeks to contribute towards the overall relevance of the organisation; and to improve awareness and participation by academics through several initiatives targeted at South African institutions of higher learning. The academic engagement strategy seeks to raise awareness of standards and improve the use of standards by students and academics, it seeks to increase the participation and contribution of academics in the standards development programme and it seeks to contribute to basic research in fields related to standards or in the application of standards in technologically relevant fields.

Close cooperation with some professional registration bodies has proved useful in gaining acceptance of the

programme where the bodies have articulated the need for the use of standards as key skills for basic qualifications and continued professional development requirements.

The paper will briefly sketch the outline of the strategy and will provide some early experiences with

implementing the programme and early lessons learned.

Introduction The academic community is a valuable stakeholder in

the development of South African National Standards. South Africa’s future technical, economic, social and political leaders are currently developed in the country’s academic institutions;the Country’s teaching organisations transfer knowledge in key technical fields to these future leaders but through basic and applied research; and the organisations also keep abreast and even advance the state of knowledge in important areas. Standards, on the other hand, provide a valuable resource that can be used in a regulated; semi regulated; or completely voluntary manner to bring the state of the art into the commercial environment thereby opening up markets while at the same time providing assurance and protection to users and consumers. If the collection of National Standards is to remain relevant to a changing technical, economic and political environment, the standards development organisation (SDO) needs to get closer to where this environment is shaped, and this means engaging the academic community.

Several articles in the popular press as well as conferences, seminars, workshops and symposiums all point to the fact that there is a need to raise awareness in the community of standards and standardisation, see Burger [2010],Fuller [2007], Hollman [2009] as examples. It could

be argued that one of the biggest problems that the SABS faces is that many of the young people are simply not aware of the SABS, Standards; or the benefits or possible application of standards in their respective fields of interest.

Several publications (eg: Delphi Group [2003], DIN [1999], DTI [2005], de Vries 2006) have reiterated that Standards offer several advantages including reducing costs; facilitating communication; improving safety and providing assurance to reduce uncertainty in the environment; all of which, in turn, can lead to more effective and efficient innovation. It is hoped through this initiative to unblock and expose this resource to the innovators currently associated with the teaching organisations in South Africa.

An extension of the lack of awareness of standards is the lack of awareness (not only in the academic community but in industry too) of the benefits and strategic advantage of participating in the development of standards nationally and internationally. The ability to shape the standards and rules by which an industry operates features high on the agenda of several globally competitive organisations and by extension in competitive countries the number of organisations actively committed to shaping national and international standards too, is high. The SABS has committed to improve

Overview SABS Academic engagement Strategy 2012 Page 2 of 6

the level of knowledge of the standards development process and to develop skills in the area and a pool of knowledge in the field of standardisation skills towards developing a cadre of standards professionals working within the SABS and in industry to develop increasingly relevant standards (SABS [2011]).

Despite the importance of standards, the business of developing and implementing standards seems to remain somewhat of a mystery to most, as is discussed by Cooper & Coetzee [2012]. The SABS feels strongly that introducing standards in the "classroom" would augment the learning experience by pointing learners to available design tools and best industry practices. As a result those entering the workplace would be better placed to transition from classroom to workplace by aligning educational concepts with real-world applications and market constraints. Added to this are the much needed skills associated with understanding, developing and using standards in the South African industry in order to gain not only a technical but also a competitive strategic advantage. Further, standards provides a fruitful ground for research, as has already been shown by some South African researchers, see Coetzee [2011], Coetzee et al [2011, Walker [2010] and Walker [2011], for example.

SABS launched its academic engagement Strategy on 1 March 2012 and through this seeks to target various academic institutions around the country to increase: the level of understanding; the degree of utilisation and the intensity of participation in the development of standards by students and academics (Visser [2012]).

Delivery Along with its activities in the area of standard

development, conformity testing and certification, the SABS is committed to the development and dissemination of educational materials about standards and promoting their use among academics. The programme seeks to contribute to the SABS objectives of growing both the significance and relevance of the SABS by:

1. Providing undergraduate training material that is relevant to the degree being served and that highlights the relevance and importance of standards;

2. Improving understanding of the economic

relevance of standards [as well as the process of developing standards] among the academic community;

3. Encouraging an increased use of standards by

students and young professionals;

4. Incorporating new technologies and technological innovation into the current standards programme;

5. Contributing to technical publications that

contribute to advancing the knowledge on

standardisation or advancement in technical disciplines through application of standards; and,

6. Improving the participation by academics on

current standards setting committees.

Action Plan In order to achieve this, the SABS has initiated a

programme to deliver the following:

1. a series of talks, lectures, or lecture material to students and faculty staff on the benefits of standards;

2. assistance in the development of course material to be included in appropriate undergraduate courses related to standards;

3. assistance and possible collaboration in research projects related to standards;

4. running an annual academic standards award programme, recognizing excellence and innovation in the field of standardization and quality,

5. improving controlled access to South African National Standards as a resource for teaching in a particular discipline;

a. Provision of dedicated collections of standards as reference material at a special rate for students of courses that use standards extensively

b. Working with university libraries to provide access to standards for research purposes;

6. providing information on relevant applicable standards available nationally and internationally.

Recognizing that the role of standards in current

engineering and technical academic curricula is often unclear, and that most graduates of these programs receive little systematic education on standards, the SABS wishes to encourage academics to redefine and enhance the integration of standards into education. Integration of standards into these Engineering and Technical curricula may be achieved in the following ways:

1. By reference – indicating that a process, technique or a device is dealt with by a technical standard and, where possible, citing the standard.

2. By introducing the principals of the technical provisions of a standard – an indirect introduction to a technical standard by extraction of the principal aspects of the standard and incorporating them into classroom instruction, self-study assignments, laboratories or projects.

3. By the direct use of a published standard (or a significant excerpt of a published standard) in classroom instruction, self-study assignments, laboratories or projects.

4. By regular use of and reference to technical standards in large scale projects, especially final year design projects. Students should be encouraged to conduct a formal standards search in


addition to the current practices of literature and patent searches.

Market The primary market of this programme is the post-

secondary school students entering the workplace. We see these people as:

• potential employees to the SABS • possible future users of standards; • possible future users of the products of the SABS

(such as training, testing or conformity services); and,

• potential contributors to the development of standards.

There are various institutions operating formally in South Africa with several more operating informally and in the region. The market will therefore be segmented to first target the 10 largest universities as well as the larger business schools offering post-graduate courses in business management – their exposure to legislation and policies might make them more receptive to standards in their curricula [Cooper & Coetzee 2012].

Universities and Universities of technology The South African post-schooling education is made up

of several universities, Universities of technology and comprehensive universities. There are also several other degree granting institutions and foreign degrees being offered locally making a very large and complex picture. The National Department of Higher Education rationalised the landscape somewhat in 2005, promoting the amalgamation of several teaching institutions and changing the previously held distinction between universities and technikons. The revised picture has left South Africa with some 22 universities, some of which are quite large in terms of the total number of enrolled students.

In some cases the published data do not readily disclose the exact student numbers currently enrolled and, of the students enrolled, the students might not all fall into the target group that will initially targeted by the programme.

While it is important to develop material that can be deployed to all tertiary institutions, it will not be possible to reach all of them at once; a more focused approach is therefore chosen looking at the largest universities and will focus on the faculties of science, business sciences, health sciences, the built environment and engineering.

Business and Management Training The economic impact of standards is important to

businesses and to the standards community. Certain organisations across the globe have embraced standardisation as a key strategic objective and have done so rather profitably. Closer to home, the importance of standards and conformity assessment in the procurement space is becoming apparent with several high profile

exposés of tender irregularities where requirements were not clearly specified or where the conformity to those requirements was not adequately verified. The strategy therefore seeks to target those individuals who will be setting company and organisational strategy and raise with them an awareness of the strategic nature of local and international standardisation. In short, we want to get Standardisation into the boardrooms of South African organisations.

Of particular importance to this strategy are the country’s business schools, more specifically, those schools offering MBA and other postgraduate management diplomas. These schools currently target the decision makers and entrepreneurs in the South African business world. The introduction of standards and standardisation to this debate would be important since these people are or will become the decision makers in businesses in South Africa. The flexible nature of these courses also makes it possible to develop elective modules that can be addressed by the students as part of their curriculum or as a research elective.

There are currently 17 business schools currently offering MBAs in South Africa added to this there are several other foreign universities offering courses not accredited locally but that are issued internationally.

There are several schools offering postgraduate training to people who will be entering decision making positions in various companies in the South African Economy and the standards is a topic particularly relevant to the repertoire of these individuals. Promotional material, Course material, research topics and case studies will be developed for this market.

Career-specific post school training institutions It would be worth mentioning that there are also several

post-school training bodies that do not necessarily issue degrees but that do issue technical diplomas and certificates of competence and prepare students to enter into certain fields and trades. In many cases the SABS has had a good degree of success in these areas of basic skills like plumbing, electrical contracting, catering and more. These courses already make extensive reference to South African National Standards and codes. Already the use of standards is often prescribed by the lecturers and this provides a means to increase the utilisation of South African National Standards. Our aim is to work with the standards sales department and the Standards development programme to improve this over time.

A number of schools and FET (Further Education and Training) colleges offer qualifications in Quality and other standards related activities. The courses refer extensively to published standards and codes and directly use national standards. Since the course attendees are often already employed in business in South Africa the exposure to the SABS also leads to an increased demand for the quality services of the SABS. The relationship with these institutions is good but needs to improve to ensure that SABS is top of mind for quality solutions and for standards.


Learned Societies and industry associations The training and development of both undergraduate

and post graduate students takes place not only at in the formal teaching space but the level of knowledge is advanced through learned societies and associations in the country where research topics, papers and posters are presented and discussed among peers to share information and developments among their peers.

These societies and associations can and should influence the standards debate and are therefore be targeted as part of the academic engagement strategy through contributions to conferences and conventions and collaboration, where applicable, to research papers.

Professional registration bodies Some professional bodies have committed to standards

as a means to self -regulate practices in the industry. The need for codes of good practice and for the practicing community to participate in their development is increasingly seen as important to the professional societies.

International recognition, offered by the various conventions and agreements between South African Societies and equivalent bodies internationally has become an important aspect of the relevance of the registration bodies and as a global society, professionals are increasingly moving between jurisdictions and delivering work to customers all over the world. Professional practice should therefore be described by standards that are internationally aligned, the knowledge of international standards should be a key skill and the contribution to both local and international standards in the field should be recognised as a key component of the continued professional development of professionals.

There is a growing understanding that regulators will not have the competence or the capacity to police all industries but at the same time there is a growing need for the professional bodies to ensure that their members behave according to agreed codes of ethics and that they are deemed competent to perform the activities for which they are charging professional fees.

In order for any subject matter or tools to be adopted in schools or institutions of higher learning, it is evident that the material needs to align closely with the course curriculum and that the curriculum needs to align with standards set by the relevant authorities (Fleischmann, 2007). In south Africa Formal academic course material developed should also be aligned with the national qualifications framework (NQF) as well as appropriate Sectorial Education and Training Authorities (SETAs). A significant part of the work of the unit will therefore be to liaise with the authorities to ensure that standards are included in the framework and that the course material developed is ultimately accredited. This process will require alignment with the work of the SABS learning academy.

“Big” business

Large organisations and businesses in South Africa have traditionally supported Standards and Standardisation by direct participation on technical committees. Some businesses even have their own standards development departments, developing internal standards or limited use documents like manufacturing specifications, operating manuals or tender specifications.

Large organisations also commit to Research and development and some also contribute to funding universities and learning institutions and to some degree set direction often with a long term view of creating technical capacity in the country. Approaches will be made to large institutions of this nature to promote standards and the need to promote teaching and training in the field of standards. Business federations and associations will be targeted as a means to access business.

Products The strategy includes the following core products:

1. Brochures:

Information brochures to University teaching staff introducing the SABS and the benefits of standards as they apply to a particular discipline. Engineering, Chemistry, Economics, Medicine will be targeted at first.

2. Information material for talks:

A series of talks delivered to teaching faculties to outline the benefits of standards and the possibility of closer collaboration with SABS. Each talk should last about 1 hour and should cover the current projects applicable to the faculty as well as some current developments

3. Lecture material:

A series of 1 hour lectures covering several bases related to the standards and quality infrastructure in South Africa and internationally including concepts such as accuracy, calibration traceability, conformity testing, Standards the structure of standards and the applicability of standards to the field in question.

4. SABS Academic open day and workshop:

SABS would like to showcase conformity testing and the new testing facilities to highlight:

a. The importance and significance of National standards

b. The important role that SABS plays in South African by providing assurance of conformity to these standards

c. Examples of testing and the important role that SABS plays in the daily lives of South Africans

SABS would like to highlight the need for SABS and academic institutions to work closely in future to formally:

d. Increase awareness of standards


e. Educate students on Standards and quality, and

f. Research to advance areas of product development.

5. Formal Standardisation Course Material

Working together with a partner university, to offer a formal post graduate course (at the MBA, honours or masters level) related to standards. This could include the economic benefits of standards; economic impact of and assessment of the case for new standards or areas of standardisation activity; or, specific research into suitability of materials to be specified in standards.

The economic impact of standards and standards as a trade tool.

6. Revamped SABS Academic awards scheme

The re-launch of a formal scheme to acknowledge students and institutions that can demonstrate that they have embraced standardisation and quality. The scheme should align with the academic almanac in order for it to form part of the main stream syllabus. The scheme should also recognise the valuable contributions made by the academics and teaching staff since these are the players that drive the programmes to a large extent.

Other indirect benefits of an award scheme through the improved publicity include:

• Positioning SABS as an employer of choice; • Developing the recognition of SABS as an

employer of graduates; and • Developing standardisation and quality as a

recognised field / sub-field of study.

7. National Science week

The National Department of Science and Technology through its agency responsible for Scientific and technical promotion (SAASTA – South African Agency for Scientific and Technology Advancement) has invited SABS to form part of their annual Scientific awareness week where they promote science and technology to school goers and university students in south Africa. With the additional funding provided for this initiative, the programme will be intensified during the last week of July 2012 aiming to reach in excess of 5000 students providing a one hour introductory lecture on standards and inviting participation in the SABS national Student Essay competition for which several prizes of R10 000 ($1 250 USD) have been provided. The same theme as the WSC theme of “Standards improve efficiency” has been chosen and students asked to contribute based on their own context. Winning entrants will be compiled in the form of a publication distributed to key stakeholders and customers of the SABS.

People Currently the strategy will be driven by a Research

fellow in a consultancy capacity. The Standards division of the SABS will establish a portfolio for economic research and stakeholder engagement and this will support this function, especially in terms of administration and logistics.

As the strategy unfolds in the second and subsequent years, the possibility of collaborative work in terms of supervision of research projects at the post graduate level the unit will engage people with the required technical skills and if appropriate will consider funding or partially funding them.

Place The strategy focuses on the South African market. The

mandate of the SABS is to serve the needs of the South African economy and the engagement with stakeholders will be local. The material developed will however have significant relevance to other similar bodies in Africa and the rest of the world and it is envisaged that through partnership agreements with other standards bodies, international bodies and development agencies, the material can be shared and delivered on a consultancy basis.

It is also understood that the work done and material developed in other countries will be equally relevant to South Africa and should be sought rather than developing the material from first principles (re-inventing the wheel!).

Summary The strategy represents the start of a journey by the

SABS to get closer to universities and other bodies that are driving innovation in South Africa. It promotes an active engagement with these bodies to provide information as to how the standards system works and how it can be made to work more effectively for them and the people of South Africa.

It is understood that as the engagement increases and the level of participation increases, the stakeholders will identify more opportunities for closer collaboration in the spirit of achieving more effective innovation and a more relevant collection of standards and conformity assessment services that support the use of standards in order to improve efficiency, protect consumers and gain access to markets.

References Burger, S (2010) Increasing public awareness of

standards of qualityhttp://www.engineeringnews.co.za/article/increasing-public-awareness-of-standards-improves-quality-in-organisations-2010-01-22

Coetzee S (2011). Results from a normative dependency analysis of geographic information standards, Computer Standards & Interfaces,vol 33, pp 485-493.


Coetzee S, Cox S & Herring J (2011). Configuration management of a system of interdependent standards,7th International Conference on Standardization and Innovation in Information Technology (SIIT), Berlin, Germany, 28-30 September 2011.

Cooper AK & Coetzee S (2012), Opportunities for research and innovation from involvement in standards development – Experiences of two researchers, International Conference on Education in Standardisation (ICES) 2012 and WSC Academic Day, Bali, Indonesia, 9-11 May 2012.

Delphi Group (2003). The Value of Standards, at www.delphigroup.com/research/whitepapers.aspx,

DIN (Deutsches Institut für Normalung) (1999), Economic benefits of standardisation: summary of results, at www.din.de/cmd?level=tpl-artikel&cmstextid=63237&languageid=en&bcrumblevel=2, [accessed 11 November 2007].

De Vries (2006), Standards for Business – How companies benefit form participation in international standards setting, Published in International Standardization as a Strategic Tool: Commended Papers from the IEC Centenary Challenge 2006, IEC, Geneva, Switzerland, ISBN: 2-8318-8867-0. www.iecchallenge.org/papers/pdf_iecchallenge/vries.pdf

DTI (2005). Economics Paper No 12: The Empirical Economics of Standards, London, at www.berr.gov.uk/files/file9655.pdf,Technology & society 10(4), 110-117.

Fleischmnn, K (2007) Standardization from below: Science and technology Standards and Eductational software Educational

Fuller, L (2007) Food safety: HACCP awareness and Legislation, SAJCN 20,2 pp 48,49.

Holman, J. (2009), Association aims to raise awareness and set standards; http://www.engineeringnews.co.za/article/asset-management-association-aims-to-raise-awareness-and-set-standards-2009-11-13.

SABS (South African Bureau of Standards (2011), enhancing the role of Standards, https://www.sabs.co.za/content/uploads/files/SABS%20Standards%20Information%20Brochure_12042011.pdf [accessed 30 March 2012].

Visser, GR (2012) Academic engagement Overview, Presentation:South African Bureau of Standards (SABS) Academics Open Day, 1 March 2012.

Walker AJ (2010).A conformant process reference model for ISO 9001, ISO/IEC 20000–1 and ISO/IEC 2700, Technical report produced for the SABS SC71F,

Information Security, and SABS SC71C, ICT Software and Systems Engineering, committees.

Walker AJ (2011).Evaluating the ISO TMB Management System Common Text proposal in terms of selection of candidate management system standards, SPI Laboratory(Pty) Ltd, Johannesburg, South Africa, 2011.

5/10/2012

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An Innovative Approach for Education about Standardization

– Design Thinking ‐

Toshiaki (Toshi) KurokawaSCSK Fellow, SCSK CorporationAffili F ll NISTEP MEXAffiliate Fellow, NISTEP, [email protected]

Problems with the current courses for Standardization

• No established theories about St d d /St d di tiStandards/Standardization

• No single discipline for Standards/Standardization

• Experience with Industry is needed

• Experience with Standardization not so• Experience with Standardization not so common

• “Standards per se” is not the Goal

5/10/2012

2

Problems with the Current Higher Education Courses

• Goals for Educational Institutions are now diverse:diverse:– Job training for better life– Pursuit of scientific knowledge– Cultural enlightenment– Promotion of Innovation

• Courses are made/operated from Supply‐sideCourses are made/operated from Supply side Values and Costs

• Very slow to change/adapt for the needs for customers

Toshi Kurokawa 2012/11/11 3

Problems with Job Training Aspects in Educational Institution

• Job Market Size does NOT match the Size of N G d tNew Graduates– In Japan, 400,000 College Graduates; 300,000 Jobs

• Skills of New Graduates do not match the needs of Potential Employers

• Some locals cannot find the Jobs around• Some locals cannot find the Jobs around where they (want to) live

5/10/2012

3

Goals for courses for Standards/Standardization

• “Standards per se” is not the Goal– For better life safety sustainability innovationFor better life, safety, sustainability, innovation…

• Human Resources for– Producing (better) standards– Utilize standards for industry products/services– Research for standards/standardization– Quality enhancement for products/services– Strategies for Intellectual Properties

• Promote the understanding the value of standards/standardization

• Enhance the standards/standardization professionals

Current courses for standards/standardization

• Textbook‐based knowledge dissemination– History

– Classification of current standards

– Lifecycle description/analysis

– Standards related organization and operations

– Case studiesCase studies

• Exercises on Standards Documents

• Business analysis on standards

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New Approaches for Courses

• Model Building/Analysis– K. Ogawa, Business Model Innovation for International Standardization, 2009

• Observation at the Standardization meeting

• Simulation Game

• Internship• Internship

• Design Thinking

Design Thinking –yet another approach

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Some History

• 2004/5/17 BusinessWeek IDEO• 2005/3/8 BusinessWeek“design thinking”design thinking

• 2005/8/1 BusinessWeekGet Creative!

• 2006/1 Davos Meeting, World Economic Forum

• 2006/5 Red Hat Magazine, Design Thinking

• 2004 Stanford d.school• 2007 U. Potsdam, HPI, d.school

2012/05/10

Design Thinking – Component View


Stanford University

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Design Thinking – Process View

Toshi Kurokawa 2012/11/11 112012/05/10

Tim Brown, “Design Thinking,” Harvard Business Review, June 2008, pp.85‐92

Design Thinking – whats & hows

2012/05/10 Tim Brown, “Change by Design”

5/10/2012

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My course at U. of Tokyo in 2011

• Graduate School of Information Science & Engineering Other Schools of EngineeringEngineering – Other Schools of Engineering

• Industry/Institution Experts/Managers/ Venture Investors talks– Google, Sony, SAP, Infosys, Toshiba, Intecur, Cinemacraft, Maeda Corporation, Hakuhodo…

I E li h F i t d t M t /Ph D• In English – Foreign students, Master/Ph.D –diversity

• Challenges, Discussions…

Specialties with Design Thinking Course

• No SyllabusN T tb k• No Textbooks

• Some courses provide No Evaluations, No Credit, No Certifications

• Promote Interactions among students• Facilitators, not Teachers,• Challenge Real (Gemba) Problems• Let students learn from failures

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Education about Standardization through Design Thinking Approach

• Inspiration/empathy ‐Why Standards

• Ideation – Elements of Standards

– Approaches of Standardization

• PrototypingL l f St d d


– Levels of Standards

• Implementation/evaluation – Standardization Engagements

R di l A tRadical Arguments for Education

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Restructuring Educational Systems

• Revise the Goal SettingsP d E t i t d f W k– Produce Entrepreneurs instead of Workers

– People for Innovation rather than for Operation– Leadership and Motivation– Questions rather than Answers

• Lean Operation rather than batch mass d iproduction

• Open System and Distance Learning• Life‐long Education Support

Restructuring Educational Systems

• Decoupling of Skills from Knowledge– Skills for knowledge acquisitionSkills for knowledge acquisition– Skills for tools deployment for understanding

• ICT Enhancement– Cloud devices for skills and knowledge– Mathematical equations are solved by Wolfram Alpha

• Concurrent work and study


– Standardization Education with Industry Experience• Multi‐disciplinary (pi‐shape) approach to solve the real problems

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Promotion for the course of “Education about Standardization”

• Entrepreneurship Development– Market development

– Technology development

– Network development

• Architecture for Next Society– Infrastructure development– Infrastructure development

– Economy development

– Happiness promotion

Thank you

5/10/2012

1

NIST Standards Training For Government Employees

ICES WorkshopICES WorkshopBali, Indonesia

10 May, 2012

1

Program Overview

Training for Government Agencies

•Provided by NIST’s Standards Coordination•Provided by NIST s Standards Coordination Office

•Available to federal, state and local authorities

• Standards and conformity assessment basics

•First workshop held in October 2009

• 11 additional events (to date)

• Training offered in person and via webinar

2

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Program ObjectivesPartner with other agencies, assist standards executives

• Program tailored to meet the specific needs of the irequesting agency

• length and content • forum for agency specific information and concerns• presentations from industry, SDOs and non‐Standards Services personnel, as appropriate

• Provide training for NIST personnel• Participants know that we are a resource• Interactive learning environment

3

Aligning with PrioritiesWorkshops help to fulfill NIST’s role under NTTAA

• Educate on NIST and USG roles and responsibilities under the NTTAA

• Encourage participation in standards development

• Focus on technology and sectoral priorities• Focus on technology and sectoral priorities

4

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Innovative Aspects

• Interactive audience participation (polling) d idevice

• Webinars

• Simulation exercise

55

Accomplishments • Participants leave with a general understanding of standards, conformity assessment and the executive

d ( )guidance (NTTAA)

•Provided training for approximately 536 government personnel in FY10 – FY12 (to date)

• 20+ government agencies

• Large percentage of respondents very satisfied or satisfied with the overall workshop experience

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4

ResourcesStaff

• 1 full‐time and 1 part‐time • Many SCO staff called on to deliver presentations y p• Administrative support

Other training expenses• Certain Registration System (initial + annual renewal)

• Standards Simulation Exercise• Standards Simulation Exercise• Turning Technologies Audience Response System• Misc expenses (signs, printing, local travel, etc.)• Webinar expenses

7

Learning about standardisation as adult Folke Hermansson Snickars*

Key words: Adult learning, andragogy, dialogue learning, distance learning, standardisation, training evaluation

AbstractThere have been numerous initiatives to have standards and standardisation included in education at different stages, from primary level to master programmes. In most cases these initiatives have either been driven from outside the educational institutions, or from existing parts of the educational institutions. Some of these initiatives have introduced electronic means like the German-Asian „Standardisation in Companies and Markets“, others are more directed to influencing curricula.

There are also activities addressing adults who has already left schools and universities. Standards organisations have gradually found it necessary to introduce training in their portfolios. Either as short sessions during committee meetings (e.g. 15 minutes as an agenda point on „Other business“) or as 1-2 days courses, seminars and workshops. In international standardisation training has been offered for Committee Secretariats, for participants within international meetings (e.g. on terminology principles) or as pre-events in conjunction with Technical Committee meetings (e.g. ISO TC 207). The latter format was especially introduced to involve participants from countries under represented in international standardisation and was developed during the re-establishment of ISO TC 223 Societal security and in the development of ISO 26000:2010 Guidance for social responsibility. Training in ISO COPOLCO was developed into regional training events. First in the country hosting the COPOLCO annual meetings, then as separate regional events in-between meetings. COPOLCO then developed the first ISO distance learning material for consumer participation in standardisation (available on CD-ROM and now also on ISO online). To establish national/regional resources COPOLCO also introduced a “training trainers”-programme which resulted in a restricted number of resource persons as trainers in Africa, Asia, Caribbean and Latin America. ISO has also developed an ISO e-learning programme “Expert in international standardisation management”. Similar regional training activities have been offered in APEC (e.g. SCSC Standards Education Initiative) and EU (e.g. CEN environmental training). On national level some NSBs are offering regular training either as courses (e.g. BSI, SIS) or as e-learning (e.g. BSI, ANSI).

This paper will discuss pros and cons of the different formats used in standardisation to give participants an opportunity to learn about standardisation. It will also give an outlook on the present state of the art in adult learning and the development of Virtual Learning Environments (VLE).

My personal backgroundTrained and graduated as an engineer at Chalmers University of Technology in Sweden, I found that my interest was more oriented towards human communication in a general, and not so much towards the technological parts of it (telecommunication, information science, digital data processing). As an example, my master thesis was dealing with training within solid-state physics. Supported by my examiner professor Torkel Wallmark it was published as an article1 in a peer-reviewed journal issued by a still very dominant standards writing organisation, IEEE.

At that time B F Skinner, the US behaviourist, had invented the “teaching machine”, very similar to the one we used at Chalmers and it was obvious that this „mechanical“ view on learning attracted an engineering student, at a time when „the computer“ was invented, but not yet used for learning. My interest in communication brought me into information and library services, first for industry (at a

* Trainer for standards organisations and international development projects, Ambi Prospect AB, Trosa, Sweden, [email protected]

1 Folke Hermanson Snickars, Bert Jeppson, and Torkel Wallmark, ‘An Experiment with Pretesting of Programmed Texts’, IEEE Transactions on Education E-11, no. 1 (March 1968): 37–41.

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Illustration 1: The Teaching Machine invented by B F Skinner

Technical-Economical Department of a Public Library in Norrköping), then for research (at the Swedish Nuclear Research Institute, Studsvik, and at the Bibliographic Institute at the Royal Library, Stockholm) and finally for standardisation. Learning was not directly addressed during that period, but now afterwards, I believe many activities, projects, positions were dealing with some sort of „knowledge management“. Using books and journals to answer technical queries, recording meta data on research documents in „machine-readable“ form, accessing storages of meta data through telecommunication networks (before the establishment of Internet) to find requested information, establishment of data bases covering existing standards, and publishing of magazines and newsletters on standardisation.

Learning from theory to practise As a personal reflection I regard learning as a subset of communication. There are several definitions of “learning”. One recent discussion by Mohammed Chowdhury2 is claiming a generally accepted definition of learning as any relatively permanent change in behaviour that occurs as a result of experience. Training is an instructor-led, content-based intervention, leading to desired changes in behaviour. Two processes or stages of learning in the context of training are evident, namely the process of acquiring skills, knowledge and concepts, and the process of putting these into actions. This differentiates training from education. How we learn is a question that begs the answer--based on learning theory. Chowdhury classifies learning theories into four paradigms. These are (a) behaviourism, (b) cognitivism, (c) constructivism, and (d) social learning theories.

Behaviourism: Based on observable changes in behaviour. Behaviourism focuses on a new behavioural pattern being repeated until it becomes automatic.

Cognitivism: Based on the thought process behind the behaviour. Changes in behaviour are observed, and used as indicators as to what is happening inside the learner's mind.

Constructivism: Based on the premise that we all construct our own perspective of the world, through individual experiences and schema. Constructivism focuses on preparing the learner to problem solve in ambiguous situations.

Social learning theories: Considers four distinct components or sub-processes: attention, retention, motor reproduction, and motivational processes. Bandura’s Social Learning Theory posits that people learn from one another, via observation, imitation, and modelling.

Adult learning (Andragogy)Malcolm Knowles, one of the pioneers of the art and science of helping adults learn, identified six principles of adult learning:

• Adults are internally motivated and self-directed

• Adults bring life experiences and knowledge to learning experiences

• Adults are goal oriented

• Adults are relevancy oriented

• Adults are practical

• Adult learners like to be respected

Dialogue learningWhen Sweden was visited by the US author William Isaacs presenting his book: Dialogue and the art of thinking together3 I attended a seminar which gave me the opportunity to learn and practise the methodology for organizational change developed by Isaacs who during his time at MIT co-funded (with Peter Senge) the Center for Organizational Learning. At that time (2001-2002) I got an assignment to facilitate a number of regional workshops for the development of an ISO Action plan for developing countries. By applying the dialogue methodology to the needs assessment and programme design, ISO got a unique input4 to its policy and strategy development which gave as a result the ISO Action plan for developing countries 2005-20105. The success of the dialogue approach was highlighted by the ISO Bulletin6. The applicability of the dialogue approach was then also tested as a training approach. This development is described further on in the paper and dialogues have now been accepted and applied in most ISO training events. As Isaacs was not really seeing the dialogues as an approach to training, I found this development of the method as an addition to its original area of application (organizational change). Only this year I have found that this was not a unique discovery. Learning by dialogue and Dialogue education are trade marks both based on work by Jane Vella7. Approaches are similar, even if roots (intellectual heritage) are different.

2 Mohammed S. Chowdhury, ‘Human Behavior in the Context of Training : An Overviews of the Role of Learning Theories as Applied to Trainbing and Development’, Vol. 7, Journal of Knowledge Management Practice, June 2006, http://www.tlainc.com/articl112.htm.

3 William Isaacs, Dialogue and the Art of Thinking Together (Currency, Doubleday, Random House, 1999).

4 ‘ISO General Assembly 2002 Wkshp-snickars-en.pdf’, n.d.

5 ‘ISO Action Plan for Developing Countries_2005-2010.pdf’, n.d.

6 ‘ISO Is Listening’, ISO Bulletin (June 2002): 17–19.

7 ‘Dialogue Education - Wikipedia, the Free Encyclopedia’, n.d., http://en.wikipedia.org/wiki/Dialogue_education.

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Distance learningDistance learning has existed long before the computer was invented. Mostly as correspondent courses, where the organiser designed and structured the content in „lessons“, send them by mail containing subject information, questions to reflect on and answer, and a test to be carried out before mailing it back to the organiser, who sent a new „lesson“, if the test was passed. I spend some time after my graduation preparing such a correspondence course on television technology, while I was waiting for my wife to complete her studies. Nowadays distance learning is more or less related to computer technology and data communication, which is open lots of new features for publishing (CD-ROM or on-line access) and for interactivity (self-paced or tutor monitored).

ISO COPOLCO has prepared a distance learning course: Consumers and standards: partnership for a better world was made available free as a CD in both an English and a French version. Both the English and French versions have been available on ISO Online8. This distance learning course is mainly referring to existing printed material and resources from ISO and Consumers International or to other parts of the ISO web site.

ISO has also developed an ISO e-learning programme “Expert in international standardisation management”.

The e-learning development has created a new market sector containing system and software developers, commercial actors as well as non-profit developers (mostly within the academic sector and learning institutes and organisations). With the introduction of what is called web 2.0,9 many enterprises are offering cloud hosting services for all types of information systems like Drupal, Joomla! and many others including different Virtual Learning Environments (VLE) such as Moodle. A Virtual Learning Environment is an education system based on the Web that models conventional real-world education by integrating a set of equivalent virtual concepts for tests, homework, classes, classrooms, and the like. It normally uses Web 2.0 tools for 2-way interaction, and includes a . Virtual learning environments are the basic component of contemporary distance learning, but can also be integrated with a physical learning environment; this is sometimes referred to as Blended Learning.

Training offered by the Standards OrganisationsTraining on the development process

Participants from a country who are selected as representative for the National Standards Body (NSB) in international standardization, be it on global or regional level, are in the best of worlds trained in advance by the NSB. SIS, the Swedish Standards Institute, where I spent more than 25 years of my life, has more than 200 international secretariats of ISO Technical Committees, Subcommittees or Working Groups and CEN Technical Committees or Working Groups. The Chair/Convener and Secretaries of these groups constitute more than 400 individuals. Even if these Swedish citizens are not expected to represent SIS or any other NSB, SIS found it fair to offer these individuals, who generally was not staff members of SIS, a relevant opportunity to learn about processes and procedures within ISO and CEN, but also to master the leadership role in a consistent and competent way. Most of these Swedish individuals attended a one day training event: “Efficient leadership in international standardization” which in addition to inputs from SIS management and coordinators mainly consisted of dialogues in teams sharing experiences and learning from each others.

Training of participants in international standardization cannot only be a national responsibility. Not all NSBs are offering such training, others are, but not in a consistent and coherent manner. Some international groups attacked this situation by scheduling time during an international meeting for a training activity. In ISO Technical Committee 176 Quality management and quality assurance understanding of terminological principles where either lacking or not applied by the standards drafting teams. Terminology experts active in both ISO TC 176 and ISO TC 37 Terminology and other language and content resources then offered training, usually as voluntary evening sessions, during a 5-days meeting. Other Technical Committees, having shorter meetings (1-2 days) allocated in their agendas 15 – 60 minutes for short introductions on topics like “Environmental aspects in standardization”. ISO has now taken initiatives to train Chairs and Conveners of Committees and Working Groups10 and CEN introduced already 2006 an environmental training programme consisting of an e-learning course in 5 modules11 and also of 1-day courses in Brussels12. Within the ISO Development programme the lack of training for new participants from developing and emerging economies was recognized and as a first attempt to motivate and prepare new participants, ISO invited and sponsored participants for one week of pre-event training, followed by participation in a following week the meeting in Stockholm, Sweden, in 2000 with ISO TC 207 Environmental management. This approach was then adapted to other ISO projects, as e.g. the ISO Working group on Social responsibility and ISO Technical Committee 223 Societal security. The length of the training was changed from one week into 1-2 days, and sometimes even less, depending on needs, interest, and available time and resources.

8 ‘Consumers and Standards: Partnership for a Better World’, n.d., http://www.iso.org/iso/copolco-consumers_and_standards.

9 Web 2.0 is a loosely defined intersection of web application features that facilitate participatory information sharing, interoperability, user-centered design and collaboration on the World Wide Web.

10 TMB_Communiqué_Issue_Nr._40_(March_2012).pdf, n.d., http://isotc.iso.org/livelink/livelink/fetch/-8921162/8921180/3886931/TMB_Communiqu%C3%A9_Issue_Nr._40_%28March_2012%29.pdf?nodeid=12406765&vernum=-2.

11 CEN - European Committee for Standardization, E-learning Courses’, n.d., http://www.cen.eu/cen/Services/EHD/Training/Elearning/Pages/default.aspx.

12 CEN - European Committee for Standardization, Environmental Training’, n.d., http://www.cen.eu/cen/Services/EHD/Training/Pages/default.aspx.

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http://isotc.iso.org/livelink/livelink/fetch/-8921162/8921180/3886931/TMB_Communiqu%C3%A9_Issue_Nr._40_(March_2012).pdf?nodeid=12406765&vernum=-2



http://en.wikipedia.org/wiki/World_Wide_Web

The funding of participants from developing and emerging economies to the ISO Working group on Social responsibility made it possible to arrange 15 global, 23 regional, and 13 national events with a total of 3.870 participants in the 51 events during the period 2005-2010.

• Global workshops were arranged in direct conjunction to the meetings with the Working Group (WG). From two full days in the beginning of the project to 1½ day during the end of the project.

• Regional workshops aimed to raise awareness in regions with low participation in the WG. Most regional workshops were facilitated by experts having leadership positions in the project with national workshops for the host country back-to-back the day before or after the regional event.

• National workshops were offered on requests from ISO members which needed support in establishing mirror committees or in understanding how national stakeholders could participate in the development process by commenting and voting

The formula for the workshops was based on experiences from ISO TC 207 described above.

The programme of each global and regional workshop was designed with the intention to prepare the participants for their attendance in the WG meeting in terms of

● Understanding the procedures

During the first workshops, the general ISO process for the development of international standards was presented, together with special adaptations introduced for the WG

● Insight in the issues which will be discussed at the following WG meeting

To each workshop representatives from the drafting groups were invited to submit input to the workshop dialogues. It was always stressed that the aim of such inputs was only to assist in the identification of any specific development issues, not to anticipate the general content discussions which should take place in the WG meetings.

● Building a collaborative spirit among stakeholders, within geographical regions and within language groups

● Establishment of a Developing Country Contact Group (DCCG)

● Linking relations between participants from Developing Countries and the WG leadership

● Invited resource persons

To safeguard inputs from the social responsibility area in general, key persons from outside the WG were also invited to the global workshops. Some addressing the workshops formally representing donors or UN-organizations. Others, presenting specific studies or projects with relevance for developing countries).

The workshops had as a primary purpose to build capacity for an efficient participation in a standardization project. The reactions of the participants were collected after each workshop and showed the progress achieved, but also improvements suggested for later workshops. See below on Training evaluation.

In 2002 ISO Consumer Policy Committee (COPOLCO) identified the need for training for consumer representatives and standards organizations officials to increase the effectiveness of the consumer voice in standards work at the national and international level. Starting 2003 a training day was included in the programme of the annual COPOLCO meeting in Bangkok, Thailand. A format encouraging interactivity and dialogue was introduced with participants seated in teams around round tables with a facilitator at each table. Presenters introduced topics and formulated questions for the teams The focus of the work has been on developing countries where the challenges of participating in standards development are greater and where they are few training programmes available at national or regional level. With financial assistance from organizations such as Swedish International Development Cooperation Agency (Sida), ISO’s Funds in Trust, and other standards bodies, a number of training events have been held. In many cases these events have been held in conjunction with COPOLCO meetings, which also allows training delegates to participate in COPOLCO events. These training initiatives have also been supported through staff resources from ISO Central Secretariat and staff and volunteers of national standards bodies. Events were held in: Bangkok, Cairo, Prague, Toronto, Kuala Lumpur and Vienna.

A separate bi-lingual event was held 2006 for Sub-Saharan Africa in Botswana. Two participants from each ISO Member, one representative of the NSB and one of a consumer organization in the country, were invited and funded. This gave the opportunity to learn from each other, but also to plan for future cooperation at the national level.

Training trainersUp to 2005, training events in standardization were usually based on one or several experts of a content lecturing in sometimes good or sometimes less good instructional style.

• Monologue style (reading from manuscript, oral without pictures, oral with support of slides, answers to questions)

• Dialogue style (inputs by instructors of facts and questions to discuss, team dialogues with feedback reports, comments by teams and instructors)

To increase the leverage of investments in training, courses on a content was complemented with training in instruction techniques,

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expecting “trainees” to be converted to “trainers” after the training event, i.e. This train-the-trainer approach can be designed in different formats:

• Combine content training with training in instruction techniques

• Require competence in content as a pre-requisite for the training in instruction techniques

• Separate content training and training in instruction techniques

The latter format was chosen for a train-the-trainer course arranged by Japanese Standards Association for consumer representatives in standardization. More than 40 Japanese consumer representatives were trained in November 2005 at pre-seminars in Tokyo and Osaka. 16 out of these 40 were then selected for a 2-days train-the-trainer course in Tokyo, January 2006.

The ISO Development and Training Programme (DEVT) and COPOLCO jointly arranged a 5-day train-the-trainer course on consumer participation in standardization in Ghana, February 2006. This event aimed to provide carefully selected experts with the necessary skills to become trainers in their own countries and regions, using interactive exercises. Therefore, this "hands-on" training was designed not only to raise awareness of standards and consumer participation, but also to replicate awareness of consumer involvement in standards-making on a broader scale through a "multiplier effect".

The 16 participants came from South and Central America, Caribbean, East, North, and West Africa, Central, South and South-East Asia. They were evenly split between representatives of consumer organizations and standards bodies. There was equal gender balance and a wide range of ages. The participants received instruction not only in consumer participation issues but also in general training skills. Both topics to equip them to launch training back home more effectively. Topics on training skills included evaluation of the training audience, setting objectives and designing the training course to achieve these objectives, adaptation of training methodology for adults, and designing and conducting evaluations.

Following the global Train-the-trainer event held in Ghana, ISO/DEVT with assistance from COPOLCO initiated a series of follow-on Workshops at the national and regional levels. These had dual objectives: firstly to enable some of the trainers trained in Ghana to put into practice what they learnt, supervised by a consumer expert who both supports and evaluates them. Secondly, to train at the national or regional level, a suitable group of people so that NSBs and consumers can work better together and also to improve the amount and quality of consumer participation in standards development. These follow-on training events ensure that there is a pool of appropriate training expertise available regionally for the future.

Application and use of standards

The first edition of the ISO 9000-series of standards was adopted 1987. As a Swedish P-member of the ISO Technical Committee responsible for the development of the standards (ISO TC 176) SIS was in a position to either reject the proposed requirement standards (ISO 9001, ISO 9002 and ISO 9003) preferring the “quality management” standard ISO 9004, or to accept the requirement standards, but then introduce the ISO 9000-concepts in general and especially avoid to promote the certification usually regarded as a part of the requirements, in spite it was not. SIS was advocating the principle that certification was appropriate in cases where it was a requirement (as customer requirements, competitive strategies, need of external audits to change behaviour). With this Swedish policy, the standards needed to be supported by quite substantive support activities. These support activities have been described earlier in two papers presented to the annual conferences of EOCQ in 1990 and 1991. Here the discussion will be restricted to the “learning”-aspects of the introduction of a new standard. SIS was during the introduction phase not arranging any training courses. Instead a substantial number of deliverables were produced in a business unit called SIS Quality Forum, which could be used as training material for organisations who were offering training. Examples of this type of deliverables were a newsletter, pocket versions, case studies of early adopters. In the newsletter a calender of available training courses was published offering a free and competitive advertising opportunity for the training organisers.

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This approach to training offered by a NSB was changed when new editions of the standards were developed (adoptions in 1994 and 2000). Organisations which had implemented quality management systems in conformance with the standards were requesting early information on the foreseen changes, but also in-house training on specifics of the standards requirements as internal auditing, management reviews, continual improvement, preventive and corrective actions. When these activities developed SIS was transforming the ISO 9000-related activities in SIS Quality Forum into a training subsidiary, SIS Forum AB. As SIS had sold its subsidiary for certification, SIS Certifiering AB, it allowed SIS Forum to add to its activities also corporate advising and consulting. SIS have had a long history in international development cooperation both in specific Sida-funded projects to establish NSBs in developing countries but also to train staff from such NSBs in a Sida ITP, Standardization – Management and Techniques. This international cooperation was administered in another subsidiary of SIS, SIS Service AB, which was merged with SIS Forum in 1998.The ISO development of standards for environmental management with ISO TC 207 was then adding subject areas in which training also was requested. The ISO 14000-series of standards were also attracting the Swedish International Development Cooperation Agency (Sida) to arrange an International Training Programme (ITP), Environmental management and development, for participants from developing countries.

Training evaluationThe instructor in a common classroom-type of training has direct feedback from the learners as one evaluation instrument. You can also introduce exercises, tests and exams to evaluate learning. Usually this type of evaluation could also be used in training of adults in the form of courses, seminars, workshops. The most frequently used evaluation instrument still is to circulate after the training event a questionnaire requesting participants to grade their satisfaction of the training. See example below:

This will help the training organisers to get feedback on logistics, achievements of objectives, performance of instructors, and even usefulness and relevance of the content. Keeping the same format for repeated courses, gives the opportunity to illustrate development over time. Participants in the workshops arranged by ISO for developing and emerging economies during the development of ISO 26000:2010 Guidance on social responsibility. were after each event asked to complete a questionnaire which

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have given valuable information on the outcome of the events and also proposals for further improvements. A comparison of the participants' reactions to a number of statements on a scale from 1- 5 where 1 is Disagreement and 5 is Full agreement after the global workshops is presented below.

The questionnaire instrument is still not giving any information about if and what participants have learnt, what impact it has on their behaviour, and how the results of the participant's organisation are affected. The most well-known framework for classifying areas of evaluation is the Kirkpatrick's four levels of evaluation (reaction, learning, behaviour, results). Having introduced reaction questionnaires, attitude surveys and participants feedback in ISO COPOLCO, the COPOLCO training group then introduced evaluation of the participant's estimate of training's impact of events by a second questionnaire circulated 6 months after the event. There are still need for further development of tests, simulations, to evaluate learning and also to identify monetary benefits and intangible measures. The latter type of evaluation is going beyond the Kirkpatrick's four levels adding a fifth level, Return on Investment. The five-level ROI framework was developed by Jack J. Phillips13 and is especially focusing on human resource development (HRD) within commercial organisations. It has however been applied also in non-profit organisations, in which data from evaluations can be converted to monetary benefits (e.g. as reduced time for activities resulting in lower labour cost). The cost reduction could then be compared with the cost for the training and a ROI could then be calculated as ROI =

cost reduction−training costtraining cost

×100 %. The complete results-based model consist of 18 steps starting with Needs assessment and

conclude with Communication of results. This model was applied in designing a COPOLCO train-the-trainer event in Ghana 2006, and contained several steps focusing on evaluation:

2. Identify purpose of evaluation (is it to make a decision about the future of the training, or to improve the learning process)

4. Select evaluation method/design (the selection of evaluation method is preceding the formulation of training objectives)

5. Determine evaluation strategy (who, where, and when)

9. Design evaluation instruments (data-gathering tool that collects data to describe changes in attitudes, learning, behaviour, or other results achieved from the training; instruments may include record-keeping systems, questionnaires, examinations, attitude surveys, interviews, focus groups, observations, or job simulations.)

14. Collect data at proper stages (data collection must be implemented at the appropriate time; not too early before the end of the training and not too late, when most have already left)

15. Analyse and interpret data (when analysing data, statistics are usually needed; like mean, median, mode, standard deviation, analysis of variance, correlation)

13 Jack J. Phillips, Handbook of Training Evaluation and Measurement Methods, 4th ed. (Houston, Texas: Gulf Publishing Company, 2005).

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Clear purpose

Purpose achiev ed

Content assimilation

Estimated usability

Presenters' clarity

Presenters' knowledge

Suf f icient documentation

Expectations met

Ov erall satisf action

0 0,5 1 1,5 2 2,5 3 3,5 4 4,5 5

Workshop evaluations

Salvador 2005Bangkok 2005Lisbon 2006Sydney 2007Vienna 2007Santiago 2008Quebec 2009Copenhagen 2010

17. Calculate Return on Investment ROI = cost reduction−training costtraining cost

×100

Lessons learnedAs described above I have devoted most of my professional life to different forms of human communication (awareness raising, information storage and retrieval, training and instructional design). Without any scientific ambitions, I have tried to describe some observations worth sharing with others engaged in training of adults about standardisation.

Training Type of training Characteristics Comment

Internal auditing In-house practical audits in audit teams on existing QMS with external instructors as observers giving feedback and advice

1-2 days depending on size of organisation

Applying auditing in teams give skills learning, feedback from colleagues and instructors

Environmental management and development

International Training Programme.

4 weeks in Sweden + follow-up 1 week in one of the participant's country

Including lectures, group exercises, study visits, project planning. At the follow-up presentations of project implementation, sharing of experiences and study visits.

Study visits prepared and planned before the meeting with the organisation and discussed and commented after the visit enhance the value. Projects selected by participants to implemented in their organisations show how content has been understood and could be applied.

Dialogue learning 1-2 days global, regional or national workshops

Dialogue format with inputs from instructors and dialogues among participants sharing experiences and learning from each others

Need of feasible room and table arrangement

Going international 1 day training for Swedish participants in international standardisation as Chairs or Conveners

Dialogue format Participants from different subject areas do not meet internationally, but have lots of comparable situations to handle and can share and learn how they manage these situations.

Train-the-trainer 4-5 days training with knowledge of content as prerequisite

Focus on instructional skills

Instructors use different instruction styles as models

Video recording of performance give efficient feedback of trainee's behaviour

Distance learning CD-ROM or online access Can be studied in the pace of the trainee

Require careful design of structure of content presentation and assessment of learning

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Designing a University Specialized Course for Master in Standardization By:Dr.Alireza Khakifirooz Standard Research Institute of ISIRI Shahla Seifi Standard Research Institute of ISIRI Saeed Hassani Soukhtehsaraei Institute of Standards and Industrial Research of Iran Abstract: Standards and standardization is derived from human experiences and knowledge through the years to prevail and search over matters and difficulties around him and to regulate his activities. It is worth mentioning that sustainable success, meeting the needs and expectations of customers and other interested stakeholders over a long period is just achieved by observing the standards and standardization processes. Sustainable success can be achieved by the effective management, through awareness of his surrounding environment, learning, and by the appropriate application of improvement methods/ innovations, or both. Strengthening the standardization process including standards development, conformity assessment, accreditation and metrology are the main and fundamental factors for the progress of a country and has an outstanding role for country's infrastructure. Developing countries generally suffer from lack of resources including suitable equipment, technology, know-how knowledge, experts and qualified human resources. Therefore, in order to meet the educational need for training qualified human resources for standardization, this course has been designed with taking into consideration the regulations of Ministry of Science, Research and Technology of Islamic Republic of Iran. The course focuses mainly on the following subjects: Sustainable development, standardization and strategic development, organizing national participation in ISO technical work, standards formulation at international and national level, economic benefits of standards, strategic planning for sustainable business, management systems for sustainability, risk management, assessing costs and benefits of international standardization, benefits of international standardization for developing countries and etc. Mission of the course The logic behind designing this course embodies the followings: 1- Recruiting the knowledgeable and qualified

persons to ensure the accurate

implementation of standardization processes.

2- Extending the scope of standardization activities through applied research and development.

3- Stimulating and improving the efficiency and proficiency of the labor by conducting continuous systematic planned programs.

4- Making appropriate connections with suppliers.

5- Continuous improvement in entire activities and performances.

6- Realization of development and sustainable success.

Duration of the course and pedagogical system Duration of master course in standardization is at least two years, including four semesters. Theoretical period is consisting of three semesters and practical or research stage results in dissertation after students' research is finalized. For each theoretical unit 16 hours in 16 full weeks is considered. Number of credit courses The syllabus of masters in standardization course consists of 32 units as follows: 11 specialized units 4 common specialized units 10 optional units Seminar (1 unit) Dissertation (6 units) Program of master in standardization Core syllabus: 16 units Optional syllabus: 10 units Dissertation: 6 Total: 32 units Semesters, Core units and Optional subjects Semester 1 Core units Unit 1 The business environment Standardization in the work place Standardization and strategic development Marketing and standardization Supply chain analysis Unit 2 Costing and pricing Basic product costing

Decision making with costing information Costing for quality The pricing decision The Theory of Constraints C-V-P analysis Unit 3 Statistical methods Linear programming Bayes theorem Queuing theory Games Theory Simulation Unit 4 The global environment International standardization – ISO, GRI etc Financial, numeric and qualitative standards and reporting International trading requirements WTO and trade barriers Semester 2 Unit 5 Sustainability Definitions of sustainability The Triple Bottom Line Costing and pricing for sustainability Sustainability in an international context Value creation through sustainability CSR and sustainable development Unit 6 Research methods Data collection Data analysis Report writing Argument and proof Unit 7 Participation in international standardization Benefits of international standardization for developing countries Procedures for technical work Organizing national participation in ISO technical work Selecting and adopting/adapting international standards Attitude of developing countries toward international standardization Unit 8 Environmental management and ISO 14000 ISO/TC 207 background ISO 14000, role and importance ISO environmental management systems Environmental auditing

Environmental labeling Environmental performance evaluation Life cycle assessment Case study Semester 3 Pathway 1 Manufacturing Standardization Unit 9 Process change techniques TQM BPR Kaizen & kanban Continuous improvement Unit 10 Operations management MRP MRPII Mass customization IT controlled processing Advanced manufacturing processes Unit 11 Stock management methodologies Inventory control EOQ JIT Cost behavior and ordering Unit 12 Product design AMT Zero defect technology Innovation R&D Pathway 2 International Business management Unit 9 Business system design Elements of systems analysis Information collection and analysis Unit 10 Risk management Impact assessment Probabilistic approaches Materials sources and risk Currency risk control Unit 11 International trade and marketing The value chain Performance evaluation Supply contracting International branding

Unit 12 Project management Project design and costing PERT analysis Overcoming bottlenecks Project appraisal – pre and post implementation GANTT charts Semester 4 Seminar Dissertation Optional subjects Conformity assessment Testing Inspection Certification (product, personal, management system) Suppliers declaration Accreditation Cross-border recognition Regulatory impact Teaching of standardization in institutions of higher learning Introduction to standardization Types of standards Organization of standards work Elaboration of standards Quality assurance, certification, metrology Standards and production planning Development and organization of a company standards department Scope and benefits of a company standards program Factors for a successful company standards program Organization of standardization activities within the company Development of company standards Making standards effective Organization of standards information Cost justification for standardization activity

Application of standards Concepts Factors influencing application Methodologies for promoting the application of standards Social responsibility and ISO 26000 History of social responsibility Principles of social responsibility

ICES Conference and WSC Academic Day 2012

China National Institute of Standardization

Main Contents

I

II

III

Relationship between Master of Engineering and Professional Qualification

Connection Practice of Master of Engineering andStandardization Professional Qualification

Prospects for Future WorkIII Prospects for Future Work

“Academic Degree” Closely Combines


Universities

Education Mode

Education Requirements

Standards fo

Engineering Educ

EngineersGroupsGovernments

Certification

Qualification R

equire

Practi

ywith “Professional

Qualification”

Education Effect

or Degree

cation Certification

Students Engineers

n Requirem

ents

ements

(Knowledge, Capability)

ice

Relationship

School: ed cate st dents in accordance ith the la of ed cationSchool: educate students in accordance with the law of education

Enterprise: recruit people according to market demand

Relative

Independence

School: student education target (standards for degree)

Enterprise: personnel demand (professional certification)

Same

Focus

Some distance between school and enterpriseCertain

Distance

• How to achieve relative independence?

• same focus??

Professional QualificationCertification Connection

Master of Engineering

same focus??

• and appropriate distance???

Main Contents

I

II

III




Connection Conditions

Organizational Guarantee

Talent Guarantee Resource & Platform Guarantee

High supports from leaders of SAC and

CNIS

Special Research Institute: Institute of

Standardization Theory and Education

Classes taught by famous Chinese and foreign experts in the

field of standardization

Compilation of standardization

textbooks

Have the complete knowledge system

Sign the strategic cooperative agreements with national education authority to jointly push forward the connection of master of engineering and standardization talent

Participation of Beijing Institute of Technology and National Institute of

Education Sciences Annual forums and domestic and overseas

meetings

Provide the major of standardization for master of

i i

Connection Steps

2

Provide the focus of standardization for master of engineering

3

engineering

11Provide the standardization courses and cooperate in educating standardization personnel

Main Contents

I

II

III




Recruit the First Group of Master of Engineering

Major

• Beijing Institute of Technology: Industrial Engineering

Major

Target

• Leaders in the standardization management departments and technicians in standardization scientific research departments

• Students applying for the degree of master of engineering

Recruit the First Group of Master of Engineering

Procedure of Recruitment and Examination

• Submit the application in July and take the Graduate Candidate Test (GCT) in October

Mode of Combined Training

• Jointly design the training plan

• Provide 20-30% standardization courses with teachers and textbooks arranged by CNIS

• Graduate thesis can focus on CNIS’s scientific researches and be completed under the guidance of universities and CNIS’s experts.

Fu Qiang Associate ResearcherFu Qiang Associate Researcher

Sub-institute of Standardization Theory and Education, CNIS

TEL：86-18910756337

E-mail：[email protected]

A QUEST FOR CURRICULUM OF STANDARDIZATION EDUCATION PROGRAM IN ENGINEERING HIGHER EDUCATION IN INDONESIA

Dradjad Irianto, Anas Maruf and TMA Ari Samadhi Manufacturing Systems Research Group

Faculty of Industrial Technology Bandung Institute of Technology – Indonesia

Jl. Ganesha 10, Bandung 40132 E-mail: [email protected]

Abstract:

Recent development in Indonesian economy, industry and trade should be strengthened with development of professional human resources in quality and standardization. BSN has initiated collaboration with local universities in promoting standardization education; however there is no strategic policy in designing educational program about standardization. Recently, BSN initiated a workshop to establish master degree in standardization and decide a pilot program at two local universities. This paper is aimed at developing curriculum for standardization education program. Firstly, we will discuss the standard and standardization in Indonesia. Discussion will follow with the defining related academic subject in order to develop the body of knowledge as a basis for developing curriculum of standardization in higher education program in Indonesia. Keywords: standardization, education, body of knowledge.

1. Introduction

Recently, global trading has shown a changing trend of destination where two third of global exported products are going to European and Asian markets with an increasing trend towards Asian market including to Indonesian market. After the crisis in 1997 and 2008, Indonesian trade performance is continuously improved that resulted in export of 158 billion USD with import of 132 billion USD in 2010 (Geiger, 2011). It is important to note that improving Indonesian trading performance requires efforts in developing standardization as one industrial soft-infrastructure in order to provide assurance to customer as well as to improve supplier-producer relationship. The fulfillment of standard of certain products, for example, has decrease steps in material procurement, inspection and acceptance for companies that are practicing trust-based supply-chain management. It is clear that an increasing global trade should be followed by procurement of professional human resources in quality and standardization. In case of Indonesia, an increasing of global trade, especially import, does not match with an increasing number of professional human resources in quality and standardization. Many professional working on quality and standardization in general are professional prepared for other fields not specializing in quality or standardization. They involve with quality or standardization in their related tasks only by chance, which is not mainly aimed at quality or standardization. Different with quality jobs, only few companies design the

standardization jobs from the beginning within their organization. Accordingly, fresh graduates or new job seekers consider that profession in standardization is less motivating compared with profession in quality. This current career development in standardization, in the future, is deficient in for solving many cases and problems about standard and standardization. Indonesia requires post graduate education to improve knowledge in standardization. deVries and Egyedi (2007) identified aspects that can trigger the development of education in standardization, i.e. (i) more complicated problems related to standard and standardization, (ii) a requirement for standard and standardization jobs that formally offer by companies and government agencies, (iii) a requirement for further study or innovation about standard and standardization, and (iv) an offer of educational program in standardization by local universities. Moreover, ministerial meeting of APEC 2006 in Vietnam mentioned the importance of education in standardization as in their joint statement: “Ministers recognized the importance of standards education and encouraged members to develop reference curriculum and materials to address the significance of standards and conformance to trade facilitation in the region.” The need for professional in standardization in Indonesia becomes more and more significant due to free trade agreement within South East Asian countries that will be fully effective from 2015. National Standardization Agency of Indonesia (Badan Standarisasi Nasional, BSN) has initiated collaboration with 28 local universities in

promoting standard and standardization into higher education programs. However, in Indonesian midterm or long-term development plan there is no local university that is designed to provide educational program in standardization, neither at undergraduate program nor at master program. There are master program at local universities that run master program in quality engineering and management with some courses related to standardization, mostly ISO9000. Considering the continuous development in industrial sectors, it is never too late to start an educational program in standardization. In this paper we will discuss briefly the standard and standardization in Indonesia in the following chapter. Considering the definition and situation in Indonesia, discussion will follow with the defining related academic subject related to standardization in order to develop the body of knowledge about standardization education. Afterwards, the body of knowledge will be the basis for developing curriculum of standardization education program in Indonesia. 2. Standard and Standardization in Indonesia

ISO (in ISO/IEC Guide 2 ISO 2004-1) defines standard as “a document established by consensus and approved by a recognized body, providing for common and repeated use rules, guidelines, or characteristics for activities or their results aimed at the achievement of the optimum degree of order in a given context.” ISO (in ISO/IEC Guide 2 ISO 2004-1) also defines standardization as “activity of establishing -with regard to actual or potential problems- provisions for common and repeated use aimed at the achievement of the optimum degree of order in a given context.”

Indonesia formed YDNI (a national agency of norm) as a representative in ISO since 1955 and IEC in 1966. Subsequently, development of standard and standardization begins involving activities in some ministries of industry, trade, civil works, health, agriculture, and forestry, and in other government agencies. Since 1997, Badan Standarisasi Nasional (BSN) becomes the only agency in Indonesia responsible for standardization and as representative to ISO. However, real activities in developing standard still disperse in ministries and agencies involving 97 technical committees that manage totally about 7000 standards.

BSN developed PSN 01-2005, Pengembangan Standar Nasional Indonesia, a guidance for developing Indonesian national standard by adopting ISO/IEC Directive Part 1:2004, Procedure for the technical work. This guidance is

then revised into PSN 01-2007 with the same title. PSN 01-2007 mentioned that a person (an expert) or a group of people can propose a draft of standard to the related technical committees, which then formally proposes the draft standard before it is adopted into standard. In most cases, these professionals (person or group of people) are members of a technical committee in ministries and agencies. Almost all of these professional or experts are not formally educated in standardization. Originally they are common employee at ministries and agencies with a task in regulating requirements of product or process, which then by their experience they become capable in developing draft standard. In Ministry of Industry, as also in other ministries, there are positions related to standardization, e.g. at each Sub-Technical Directorate called “standardization and technical” section, centre for standardization, and public service for standardization and testing almost in each province throughout Indonesia. Employees can be rotated or promoted to these positions even though they do not have capability in standardization. A short training program usually follows, which thus their capability in standardization can be properly built based only on their owned and personal efforts and motivation. As the problems of standard or standardization increase or becoming complicated, their skill and knowledge usually will also improve through learning-by-doing. Motivated employees will remain in standardization task, but mostly are eager to get promoted to other task. As a result, in the following two or three years, Ministry of Industry will lack of employee who has capability in standardization as the existing employees in standardization are retired. This situation fosters the need and acceleration for providing formal educational master program in standardization in Indonesia. 3. Body of Knowledge of Standardization Education in Indonesia

Requirements in standard of product or process are stated in a formal document and related to how the product or process is produced, including all required services. However, common people are not interested in formality such as document or issuing agency that also related to measurement and conformity assessment. Common people have more concern on the role of standard in providing benefit to society. Accordingly, education program in standardization should not only focus on developing draft or document of standard, but also on its implementation and innovation for a better society.

Based on these requirements, we can propose competencies of educational program outcomes in standardization as follows: • C1: Capable to study and acquire basic

knowledge in standardization to recognize, define, and describe problems related to standardization in order to formulate the requirement for standardization and to develop draft of standard.

• C2: Capable to implement knowledge and skill in standardization to recognize, describe and optimize the implementation of standard in industry, government, and society.

• C3: Capable to behave and develop attitude in standardization to be able to adapt and innovate in accordance to the development of science and technology.

These competencies classify the professional resulted from educational program in standardization as a standard developer, a standard implementator, and a standard innovator.

From the formal definitions of standard and standardization (as in ISO/IEC Guide 2 ISO 2004-1), at least we can find some keywords that represent the meaning or concept related to

standardization, e.g. recognized body, consensus etc. as in Figure 1.

These keywords are synthesis from the international definition of standard and standardization. Considering the guidance in developing Indonesian national standard as in PSN 01:2007, and other related guidance (PSN 02:2007, PSN 03.1:2007, PSN 04:2006, PSN 08:2007), managing standard and standardization requires some basic know ledges that are already exist in several academic program in universities. Synthesizing the keywords and stages in developing and managing standard, we can find some related academic subjects as in Figure 2.

These academic subjects (as in Figure 2) are part of curriculum in several fields of study including science, engineering, technology, economics, and commerce. Within engineering fields, some academic subjects are part of Master Program in Industrial Engineering and Management curriculum at Bandung Institute of Technology Indonesia, i.e. decision theory, organization and management, optimization, system modeling, technology management, data analysis, industrial planning, and basic metrology.

Figure 1. Some keywords related to standard and standardization.

Figure 2. Academic subjects related to standard and standardization

Figure 3. Academic subjects with orientation on engineering and technology.

BSN has started collaboration with local universities in promoting standardization education and forms FORSTAN as a forum for educator and expert that concern with development of standardization education. From its workshop, BSN and FORSTAN have agreed to form pilot program for standardization higher education at least at two universities, i.e. University of Gadjah Mada (UGM), and Bandung Institute of Technology (ITB). As a pilot program at ITB, the standardization education program will be oriented more on the fields of science, engineering, and technology. This orientation is designed to meet ITB’s higher education character focusing on science and technology. With this orientation, we can re-formulate the scope of academic subject as in Figure 3.

The scope of academic subjects with orientation in engineering and technology covers four fields of study, i.e. science and engineering, industrial engineering, law, and economics, which form the body of knowledge for standardization educational program. At ITB educational program, industrial engineering field of study also includes studies in system engineering and engineering management. For some years, ITB is assigned to conduct undergraduate program in metrology cooperating with the Ministry of Trade due to the lack of professional in this field. In case of Indonesia, the coverage of economics field of study (as in Faculty of Economics in most universities in Indonesia) may include programs in development studies and commerce as can be found in the Faculty of Economics in most universities in Indonesia.

4. Curriculum for Master Program in Standardization

In Indonesia, high school graduates are categorized into group of students in natural science and in social science class. Accordingly to regulation for continuing education to university level, graduate high school student is limited to choose field of study at university’s education program. Fields of study such as science, engineering, agriculture, psychology, and medical only accept high school graduate of group of student in natural science, but these high school graduates are able to choose higher education in social sciences fields of study. High school graduate of group of student in social science can only continue their higher education in the fields of study in economics, social sciences, law, literature, and art. Considering the regulation for continuing education to higher education and field of study for standardization education, it is not preferable to design an undergraduate education in standardization at ITB. Accordingly, in case of ITB, it is preferable to design education in standardization as a master program.

Four fields of study cover education in engineering and social science. ITB has an experience in conducting master program in applied technology such as in Industrial Systems Master Program cooperating with the Ministry of Industry. In this kind of master program, the curriculum is designed by considering fields of study in engineering and social science (i.e. economics and development studies). From this fruitful experience, ITB can develop a curriculum for master program in

standardization using the similar approach that has been done before.

Following guidance in developing curriculum at ITB, each study program should define the program educational objectives (PEO) and student outcomes (SO) as in Table 1. A master program at ITB should be designed to have minimum 36 credit units and should be completed in 3 semesters. To cover four fields of study as in Figure 3, the proposed curriculum is shown in Table 2. This curriculum consists of (i) 9 credit units of general knowledge for standardization (i.e. economics of

standard, industrial analysis and planning, industrial regulation and trade), (ii) 11 credit units of basic skill and knowledge in standardization (i.e. developing standard, basic metrology, implementation and evaluation of standard, seminar 1, and seminar 2), (iii) 9 credit units of specialization in standardization (i.e. 3 electives), and (iv) 7 credit units for final project (i.e. research methodology, and thesis). Some examples of electives that form knowledge for specialization in standardization are also listed in Table 2.

Table 1. PEO and SO of standardization study program.

Table 2. The proposed curriculum for Master Program in Standardization.

Semester 1: • Economics of standard (3 CU) • Industrial analysis and planning (3 CU) • Basic metrology (3 CU) • Seminar 1 (1 CU)

Semester 2:• Industrial regulation and trade (3 CU) • Developing standard (3 CU) • Elective 1 (3 CU) • Seminar 2 (1 CU)

Semester 3: • Implementation & evaluation of standard (3 CU) • Elective 2 (3 CU) • Elective 3 (3 CU) • Research methodology (2 CU)

Semester 4:• Master Thesis (5 CU)

Electives: • Quality management system • Environmental management system • Standardization of measurement laboratory • Standardization for electronics & electrical • Standardization for mechanical apparatus • Technology level of standard

Electives:• Industrial statistics • Innovation & technology management • Business ethics • Sistem design and modeling • Decision theory • etc.

5. Conclusion

It is common in companies or government bodies in Indonesia that people accustome with standard and standardization via their daily tasks especially in a specific technical area. They may also become familiarized with a specific standard after having ample experience in performing their jobs, or perhabs after completing a course or training program. However, in the future, companies or government bodies can no longer rely on this experiential approach. This approach will no longer be sufficient for Indonesia as its industry and trade soaring, which thus requires educated professional in standardization. This paper is aimed at initiating education about standardization as a master degree program in Indonesia. This program is a pilot project of BSN as a government agency responsible for the development of standardization in Indonesia. The proposed curriculum for this program was

developed based on body of knowledge on extracted from principles and practices concerning standardization in Indonesia and international. As a pilot program, this developed curriculum still needs improvement. References

deVries H.J. and Egyedi M.T., Education of Standardization: Recent Findings, J. of IT Standards & Standardization Research, 5(2), 1-16, 2007.

Geiger, T., Indonesia Competitiveness Report 2011: Sustaining the Growth Momentum, World Economic Forum Report, 2011.

ISO/IEC Guide 2 ISO 2004-1, Standardization and related activities - General vocabulary.

APEC, http://www.apec.org/Meeting-Papers/ Ministerial-Statements/Annual/2006/2006_ amm.aspx

Conquering High Grade Language of QMS Standard A 15 Years Experience in Teaching QMS Standard for Undergraduate Students

Tri Wahono*

*) Lecture in Food Science and Technology Department – Brawijaya University, Malang – Indonesia (email : [email protected])

Abstract

ISO 9000 have been taught as a course in Food Science and Technology Department – Brawijaya University since 1994. The most difficulty in teaching QMS (ISO 9000 series) for undergraduate students was the language used in this subject totally new and stranger for the students. Nearly all of the students didn’t understand the subject eventhough the standard and other course materials have been translated into Indonesian Language. Many delivery methodsand approach have been tried to be used in teaching learning process (TLP) to improve students understanding of the subject with no satisfication result. In 2009, a new approach, we call it as real process based approachwas employed in TLP of ISO 9000 in this department. The students understanding of the subject increase significantly epitomized by their ability to do simulationof any organization to prepare its ISO 9000 documentation system. Many of the students now have been work in many food factory and other organizations. In real situation they can successfully apply this new approach in preparing the organization to obtain ISO 9001:2008 certificate. This paper describes the way TLP of ISO 9000 is undertaken to achieve competency required in developing quality system for undergraduate students.

Key words : ISO 9000, delivery method, real process based approach.

I. Introduction

Brawijaya University/UniversitasBrawijaya (abbreviated into UB) became a public university in 1963. Today, UB is one of the leading universities in Indonesia with nearly40,000 students in various degrees. In 2011 UB obtain ISO 9001:2008 certificate for its all academic programs and supporting units from Lloyd Register Quality Assurance (LRQA). UB successfully obtain ISO 9001:2008certificate merely employ its internal human resources without involvment of external consultant. In the processof obtaining ISO certificate for its all academic programs, we also developing and applying new approach for managing ISO 9000 implementation throughout UB organization. The quality system was originally created for manufacturing industry. Now service industry is also making lots of effort to improve their service quality. These ISO 9000 international quality standards are being implemented in many service organisations such as educational institutions. Quality management system is usually applied for the whole activity concerning the quality of product/ service. If a quality culture should be sustained by the whole organisation, its basic principles have to be largely shared or at least accepted (Vettori et al., 2007).The implementation of the system of ISO 9001 is the

obligation motivatedby both customer requirements and the necessity for improving the university’s service quality through the improvementof its quality system. UB’s most important motive for implementing ISO 9000 both areexternal study programs accreditation and internal quality assessment. FurthermoreUB strive for better image because ISO 9000 certificate can be some kind of quality indicatorfor customer proving that the institution is very much interested in teaching quality. ISO 9000 standards have caused a business revolution. Today, more than 1.000.000 organizationsworldwide are registered to these standards. Often cited for increasing competitivenessby providing an independent `stamp of approval' of an organization's quality management practices. The quality management system of ISO 9000 introduces strict documentation and management control, raises employees’ responsibility, motivates management staff to keep to the requirements. ISO 9000 certificate serves as a basis for constant improvement and indicates that the improvement has already been achieved. Food Technology Department is the oldest department in Brawijaya University having experience in teaching ISO 9000. Starting in 1994 under the subject of Quality Control. In 2000 ISO

9000 was teached separately along with HACCP in the course entitle Quality Management System. The objective is for preparing the students to understand the ISO standards usually used in the food industry, namely ISO 9000, ISO 14000and ISO 22000.

II. Course Design

Couse Title : Quality Management System and Food Regulation. Credit : 4 credits General Instructional Goal : By completion of this course student will be

expected to be able to spell out the management functions in the implementation of food quality and safety policy into daily operational activities. Hence forth, student will able to unify and coordinate those operational activities in achieving the quality objectives. Those achievement epitomized by the ability of the student to : 1. Compile the ISO 9000 ducumentation. 2. Compile the HACCP plan 3. Do simulation of LCA studiesin food 4. Apply the quality control tools in the daily

quality and safety control operation. 5. Understand regulations required for the

manufacture and sale of food products. Course Description : This course is designed to set the basis for understanding the basic regulations and standard related to food quality as well as the principles of quality management system in a food industry. In order to accomplish the general instruction goals specified, the topics covered in this subject are compiled according to the concept of Integrated Quality Management System, IQMS in the food industry. This system comprises of three basic elements namely : Total Quality Management, TQM, Environmental Management Systems, EMS, Food Safety Management, FSM. The international standards that have been widely used will be used as reference for the study of each element mentioned. ISO 9000, HACCP and ISO 22000, ISO 14000 series, respectively will be used as reference for studying each element mentioned. Delivery method used in this subject is the combination of teaching, self study both as individual and group, case study, seminar and or guess lecture. The evaluation of student performance will employ the combination of on going evaluation system and terminal evaluation system. The elements of the assessment will be individual and group assignments, quiz, middle test and final test. Theemphasize of the evaluation will be on the assessment of both individual and group assignments

In order to effectively cover the wide range of topics, this course is designed to be completed in 30 meetings, including mid and final term examinations. This will be conducted in 14 weeks of lectures, containing two meetings per week. The midandfinal term examination will be given separatedly of the lecture meetings. Time allocation for ISO 9000 itself just 5 meetings (500 minutes). The goal of the ISO 9000 course is for equiping undergraduate students with an adequate competency to establish quality system of any organization according to the requirements of ISO 9001 standard. Based on the goal of the course mentioned, the TLP strategy of ISO 9000 course is focused on competency building of the student.

III. ISO 9000 Delivery Method

Although the ISO 9001 standard is generic, i.e. it is applicable to manufacturing and organizations, as well as health care, small business and education, a number of terms and concepts in the standard have manufacturing background. ISO have provide support package including complete guide for implementing ISO 9000 comprisis of Guidance on ISO 9001:2008 sub-clause 1.2 “Application” ; Guidance on the documentation requirements of ISO 9001:2008 ; Guide to the Terminology used in ISO 9001 and ISO 9004 ; Guidance on the concept and use of the process approach for management systems ; Guidance on ‘Outsourced processes’ ; Implementation guidance for ISO 9001:2008 ; Frequently Asked Questions (FAQs) ; Interpretation for each clause also available in ISO web. Step by step course material for mastering ISO 9000 also availble in numerous web. In brief, all material in various form i.e text, power point presentation, video and any other course materials needed for understanding ISO 9000 actually have been available freely in many web.The question is : are they not enough for helping undergraduate students to understand ISO 9000 ???. Based on our long experience in teaching ISO 9000, the answer is NOT. The problem not on the quality of course materials available but on the necessary condition of undergraduate students needed as a basis for understanding ISO 9000 course. Eventhough in certain degree student able to understand the knowledge of ISO 9000 but they still have no adequate competencies in developing quality system according to ISO 9001 requirements. Usually the sequence of ISO 9000 training course is starting with general overview of ISO, introduction to ISO 9000 standard including understanding of fundamental and vocabulary according to ISO 9000.

Course will be continued by explaining each clause of ISO 9001 requirements, interpreting each clause and give necessary example for implementing the clause, etc-etc. And finally the ISO course will explain how to develop quality system and its documentation system suitable to the requirements of ISO 9001 standard. Step by step to prepare organization for obtaining ISO certificate and criteria for choosing registration body usually as closing menu of ISO 9000 training course. All the topics usually delivered within 5 days continuing course. We have applied this conventional delivery method both for undergraduate students and professional for many years. This kind of delivery method is less effective and participant tend to be boring. Eventhough delivery method have been modify with participatory approach the result still unsopisticated. IV. Real Process Based Approach

Real process based approach (RPBA) is a new delivery method developed in FST Department – Bawijaya University after long time experience in delivering ISO 9000 course with unsopisticated result. RPBA is developed based on actual knowledge and experience of undergraduate students. Most of undergraduate students usually are not famialiar with any terms, concept and language style used in ISO standard, most notably in ISO 9000. They also lack of industrial experience and haven’t yet exposure to real work environment. Introducing ISO 9000 course for them will be of very difficult job, these situation lead to poor understanding of the concept being taught. The student cannot connect between concept being taught with the real work situation. Poor understanding of the basic concept of the ISO 9000 standard will result in poor competencies. To overcome the problem mentioned we develop simple guidelines for teaching ISO 9000 course for undergraduate students.

4.1. Guidelines

1. Main objective of RPBA is building competency to students indeveloping quality system according to the requirements of ISO 9001.

2. All requirements in ISO 9001(clauses) should be explain by using real process within organization used as mock-up (examplefor case study)

3. Related clauses within ISO 9001 should be explain simultaneously.

4. Keep students to context with real work situation. Never explain any concept without real example.

5. All process and example used for explaing ISO requirements should be the same organization (never move or change the case).

6. Do not waste time to explain terminology, definition and the concept, just explain as necessary. Be sure students will not understand the concept without real case.

7. Always ask the sudents to find other examples after we explain concept and any example.

4.2. Course Design

RPBA is developed to build students understanding the way how to meet the requirements of ISO 9001 clauses within limited time (5 meetings ; @100 minutes). To achieve this objective, topics discused and time allocation is as the following :

Meeting Topics 1 Introduction to ISO, ISO 9000, ISO 9001 2 Meeting ISO 9001 requirements (ISO

9001 clauses). (1) 3 Meeting ISO 9001 requirements (ISO

9001 clauses). (2) and ISO 9001 implementation.

4 Creating ISO documentation : Quality policy, Quality Manual, Q objective, Procedures, Work instruction and forms.

5 ISO 9001 audits and overview.

Before joining the course at the first meeting students should have been read ISO 9000 and ISO 9001 standards. 4.3. Course Evaluation

1. Multiple choice test (quiz) for evaluating general knowledge and understanding of ISO, ISO 9000 and ISO 9001.

2. Case study for evaluating students understanding in meeting ISO 9001 requirements in a given format and table (individual assignment)

3. Composing ISO 9001 documentation (Quality manual as group assignment ; example of quality policy, procedure, work instruction forms and quality objective as individual assignment).

4.4. Case study

We will use bakery (bread) industri as a case study to demonstrate how to meet ISO 9001 requirements by using simple case and process within bakery organization. Bread product is choosen because the product is very familiar to everybody and all food science students understand the process.

4.5. Course skenario

The new ISO 9001:2008 standard requires identifying all business processes within an organization, to define their relations and interactions and to manage the processes.The ISO 9001:2008 has a new structure, definition, emphasis, flexibility, approach and new requirements, and its intent is to encourage the adoption of the process approach to manage an organization.Accordingly, it is necessary to define all processes. That means we should determine: the name of process; the goal of the process; borders of the process (initial and final activities); inputs in process and their producers (suppliers); outputs of the process and their byres/users; the owners of the process – the person responsible forfunctioning of process; and flow diagram of process. When certification according to ISO 9001:2008 standard is discussed, it is not enough only to documented the procedures in order to demonstrate that they are consistent with ISO 9000 but it is necessary to manage the processes in an organization in order to get better results in business or doing the organizational job. In order to do this, we must identify all of the processes and their interactions.

We will starts discussion from meeting two, meeting one is done using standard method of presentation by using power point as a tool to simplify course materials. Course skenario will be simplified by using the following table.

Course Step

ISO Requiremens

(Clause)

Description

1 4.1. Business process determination Explain to the student how to determine business process within bakery industry and show example for each. Business process could be devided into three group i.e : managerial process (as example determination of customer requirements (bakery characteristic expected by customer) ; core business process (all process from raw material to finished goods and delivery to customer) and supporting proces (flour purchasing and bakery training for unskilled labour). Draw the sequence of the process to form business process diagram.

2 4.2. Documentation requirements Each process could be devided into many activities ; each process need procedure and each activities need work instruction. Show example of each type of document and explain how to identify document requirement of the entire process within bakery organization. Ask the student to identify document required for the remaining process. Explain mandatory document for meeting ISO 9001requirements and show example for each ducument.

3 5 Management responsibility Explain what should be done by bakery management to meet ISO 9001 requirement, i.e they should : 1. Establishing quality policy (show the example of document). 2. Establishing quality objective (show example of QO within bakery organization such as number of non-conformance product, rejected product, etc) ; explain how to set QO dan criteria for good QO. 3. Determine customer requirements (show the example of costomer requirement such as smoothness and fressness of the bakery deliveredto customer). 4. Defining responsibility and auhority (explain how to draw organization stucturewithin bakery industry ; how to do job analysis and how to write job description ;show exampleof each). 5. Appoint MR (explain what the MR responsibility’s ; show example of real work should be done by MR such as organizing and monitoring of QO achievements). 6. Conducting management review (explain the mechanism, show each example of

management review item as stated in clause 5.6.such as how to monitor customer satisfaction, how to respond MR report and internal audit, etc). Show example of a good management review report.

4. Core business process (4.1.)

Core Business Process

Activities Procedure Required Product Requirements

Product Acceptance

Criteria

Quality Objective

4.2.1. ; 7.1.b. 7.1.a. 8.2.4. 7.1.a. Raw material handling

Checking incoming material Storing Inventory etc

Raw material handling procedure WI : checking incoming material WI : Storing sensitive ingridients etc

Storing food ingridients as stated by regulation

Freshness of flour and butter as stated by QA

Quantity of material damage during storage, such as 5 %.

Process preparation Student should fill out the remaing column in their paperwork.

Mixing Moulding and fermentation Proofing Baking Conditioning Packaging Storing and delivery

5. Product Realization (7)

Product & Product

Requirements

Customer Requirements

Infrastructure and Work

Environtment

Verification Validation Monitoring

Measurements Inspection & Test

Non Conformance

Product

Preventive Action

Corrective Action

7.1.a. 4.1.c. ; 7.2.1. ; 7.2.2.

6.3. ;6.4. 7.1.c. ; 8.2.3 ; 8.2.4

8.3. 8.5.3. 8.5.2.

Bread standard (ISO, Codex, SNI, other country standards)

Delivery time Freshness and flawless of the product

Bakery facilities and equipment Premises as stated by regulation

Checking formula prior to mixing. Monitor all process parameter Random test for product parameter Test plan throughout production line

Undesized bread Overbaking bread Damaged bread

Checking all process parameter

Add mixing time if dough haven’t meet the criteria established.

Student should fill out the remaing column in their paperwork.

6. Design and Development (7.3.)

Product Product Requirements

Regulatory Requirements

Design Review

Design Verification

Design Validation

Record

7.3.2. : 7.3.3. 7.3.2.b. 7.3.4. 7.3.5. 7.3.6. Design input Design review Design verifi Design valid

Low natrium bread

Bread characteristic should similar to normal bread.

As stated by low natrium bread standard (ask the student looking for such regulation)

Identify all potential problems

Check suitability between design input and output

Check if all product criteria have been met, check process capability

Writeall input and output of each design step

Supporting Process 7. Human Resource (6.2.1.)

Job Description Competency Required

Competency/ Skill Available

Training Plan Training Evaluation

Record

6.2.2.a. 6.2.2.b. 6.1.b ; 6.2.2.d 4.2.4. ; 6.2.2.c Bakers responsible for developing formula, process and new product

Ability to manage bakery production

Diploma in F&B Advance bakery training

Number of NC product Number of complaint Customer satisfaction survey

Copy of diploma copy of training certificate Work experience


8. Purchasing (7.4.)

Item purchased Purchase requirements

(specification)

Purchasing Procedures

Criteria for selecting,

evaluating and reevaluating

vendor

Personel qualification

Verification of purchased

product

7.4.1. 7.4.2. 7.4.1. 7.4.2. 7.4.3. Wheat Flour Company

standard SNI... ISO...

Should be created Continuity Quantity Quality Price Dilivery time

Have passed procurement training

Check list of flour spec as stated in purchase order.


9. Continuous improvements

Course Step

ISO Requiremens

(Clause)

Description

9 8 Measurement, analysis and improvements Explain to the student the mechanism of QI in ISO 9001 ; explain how to measure customer satisfaction such as do direct interwiew, developing questionarie, etc ; how to do internal audits such as audits of production department ; explain what kind of data should be analyzed such as customer satisfaction, product characteristic and requirements, supplier evaluation. All of the analyzed data should be reported to top management and discussed in management review according to clause 5.6. Top management shoul formulate action needed to improve customer satisfaction.

In order to improve student understanding of quality improvements we must also explain the basic philosophy of quality improvemenand show example of each, i.e :

If we can define it we can measure it ; things should be defined is bread quality If we can measure it we can analyze it ;things should be measured are bread characteristics If we can analyze it we can control it ; things should be analized are data of bread characteristics If we can control it we can improve it ; things should be control are factors afecting bread variation things should be improved are bread characteristics such as smoothness.

V. Results and discussion

Based on our experience in teaching ISO 9000 course by employing this new approach, the students competency und understanding of ISO 9001 requirement improve significantly compared to the conventional TLP. Within 2 meeting student have able to develop quality system in an food industry. Evaluation results of the students assignments show that they can develop quality system in an organization. Many of the students are appoint to be leader in their workplace in preparing organization to obtain ISO 9001certificate. According to them, they can do the job successfully and the company able to obtain ISO 9001:2008 certificate. This new appoach is not bothering the students to understand and digest very many new terminology and concept. This new approach also able to maintain the students understanding with the real work situation. These will be of beneficial when they work in real work situation.

Reference

ISO 9000:2005, ISO, Geneva ISO 9001:2008, ISO, Geneva Karapetrovic,S.,D. Rajamani and W. Willborn, 1998, ISO 9001 Quality System:An Interpretation for the University, Int. J. Engng Ed. Vol. 14, No. 2, p. 105-118, 1998. Katiliute, E and Neverauskas, B, 2009, Development of Quality Culture In The Universities, Economics & Management: 2009. 14. Ramanauskiene, J and Ramanauskas, J, 2006, Application of the Principles of Total Quality Management in the Knowledge Formation, Engineering Economics. 2006. No 1 (46). Singh, C. and Sareen, K. 2006, Effectiveness of ISO 9000 standards in Indian educational institutions:a survey, Int. J. Services Technology and Management, Vol. 7, No. 4, pp.403–415. Vettori O., Lueger M., & Knassmueller M. (2007).

Dealing with ambivalences – Strategic options for nurturing a quality culture in teaching and learning. In Embedding Quality Culture in Higher Education. A selection of papers from the 1st European Forum for Quality Assurance (pp. 21-27). Brussels: EUA.

www.iso.org

THE WSC ACADEMIC DAY 2012SESSION ONE : ISO, IEC, AND ITU CONTRIBUTIONS TO UNIVERSITY PROGRAMMES COVERING

1. Daniele Gerundino (ISO) and François Coallier [École de technologiesupérieure Montreal Chair of ISO/IEC JTC 1 SC 7) via teleconference]: ISOsupérieure, Montreal, Chair of ISO/IEC JTC 1 SC 7) via teleconference]: ISO Contributions to University Programmes Covering Standardization

2. Jack Sheldon (IEC): IEC contributions to University Programmes Covering Standardization

3. Aurora Rubio (ITU): ITU contributions to University Programmes Covering Standardization

ISO contributions to university programmes covering standardization

WSC Academic Day 2012 Bali, 11 May 2012

Daniele Gerundino

ISO Strategic Adviser to the Secretary-General

DG - 2012-05-11 ISO and Universities 2

Contents ISO and Academia

ISO Award

WSC Academic Day/Week and ICES conference

Application of the ISO Methodology to assess the Economic Benefits of Standards

Good practices on cooperation NSBs/Universities

University of Geneva-ISO Masters programme

Repository of teaching materials


ISO and Academia

Standards support: Trade in products and services Good business practices Innovation Sustainable development

Role increasingly recognized by academia this trend of utmost importance


Academia contribution to Standardization

Teaching what is and what can be achieved through standardization

Participating in development of standards

Developing research and studies on standards-related matters

Using Standards to improve the efficiency of academic institutions


The ISO Award

Introduced in 2006

Aims to raise awareness of the importance of standardization worldwide

Open to institutions of higher education that have developed and implemented successful educational programmes in standardization


The ISO Award



ISO Award 2011

Prof. François Coallier, Department of Software and IT Engineering, École de technologie supérieure (ETS), Montréal, Canada


WSC Cooperation with Academia

With IEC and ITU, ISO recognizes the essential contribution from academia and has developed initiatives to:

Demonstrate its appreciation of

Encourage and support broader engagement of academia on standards-related matters Promote cooperation at various levels


First WSC Academic Week organized on 5-9 July 2010 In cooperation with ICES International Cooperation on Education about Standardization (an informal group of individual and organizations engaged in education about standardization) More than 100 participants from over 30 countries Input on company and institutional needs to be met by education about standardization Exchange of experiences about education materials and tools; and initiatives undertaken in various countries

WSC Academic Day and ICES Conference


An annual appointment which brings together professors and researchers from universities interested in standardization with representatives from NSBs, SDOs, industry and government

Joint WSC Academic Day and ICES Conference

Development of good practices on cooperation between National Standards Bodies and Universities


In the framework of the Action Plan for developing countries, ISO is organizing a series of regional workshops with a view to develop good practices to be disseminated to all ISO members

The first workshop co-sponsored by KATS (Korea) has taken place in Bali (indonesia) on 7-9 May 2012

Application of the ISO methodology to assess the economic benefits of standards cooperation with universities


Projects run by ISO members in various countries

Target interested companies

Conducted in cooperation with academic institutions (internships of students from and PhD programmes)

With coordination and support from ISO/CS


Application of the ISO methodology case studies 2010 / 2011

11 case studies from 10 countries. Publication distributed at the ISO General Assembly 2011

Key findings: Companies achieve benefits from using standards The overall economic benefits (gross profit) from the use of standards vary, for most cases, between around 0,5 % and 4 % of the annual sales revenues of the companies Standards can have an especially high impact, beyond the range mentioned above, if a company, by meeting or contributing to developing key standards, is able to shape or to access new markets.


Benefits of standards Plan of action 2012

Economic benefits of standards International case studies second edition (10 new case studies from 9 countries)

A new publication designed to describe clearly but rigorously the various approaches used to analyze and assess the economic and social benefits of standards (in collaboration with TÜB Technical University of Berlin)



An interdisciplinary programme which involves three disciplines: sociology, management and economics a partnership between the Univesity of Geneva, ISO and SNV (the Swiss national standards body)

The programme focuses on sustainable development and on the notion that sustainable development processes need the active involvement of all the actors likely to contribute to or to be affected by them

This includes the participatory processes involving public and private actors standard - setting practices that provide essential voluntary agreements, supporting the dissemination of knowledge, best practices and monitoring tools


A plurality of partners are involved in the programme Internatinonal organizations, SDOs, Experts from industry and governments participating in standards work

All the materials developed by ISO (5 courses each one comprising 24 hrs. of lectures and worth 3 credits) will be available to ISO members and interesterd academic institutions

Repository of teaching materials http://www.iso.org/iso/educational_materials


documents on standardization in education systems



www.iso.org

Materials for academic teaching on standardisation

Henk J. de Vries, Basak Manders, and Joey Veurink Rotterdam School of Management, Erasmus University

Introduction The development of a scientific discipline includes the development of education (Kuhn, 1962). In the area of standardisation, education has been in place for more than 70 years but still it is far from mature. Recently, an increase in standardisation education activities can be observed, in particular in Asia (Choi & de Vries, 2011). At the same time the number of academic papers about standardisation education is increasing but still limited (Hesser &de Vries, 2011) andthese papers hardly address the topic of education materials, except for de Vries and Egyedi (2009) who report about a Workshop by the International Cooperation for Education about Standardization (ICES) during whichthe need for such materialswas emphasized. This paper aims to describe what is available now, analyse what we have and, then, discuss what is missing. Research approach The authors were involved in a project by the International Organization for Standardization (ISO) to develop a repository of materials for academic teaching about standardisation. ISO aims to develop a repository of educational materials on standards matters, developed and used by universities, national standards bodies, ISO and possibly other organizations (such as international organizations and SDOs)to support and promote the link between standardization and academia. The objective is to develop a simple and easy-to-use environment, providing bibliographical data plus references to Internet addresses of the material itself or the place where it can be ordered. In order to collect materials from universities, national standards bodies, ISO and otherinternational organizations, we used a couple of channels: (1) EURAS and SIIT mailings lists (383 members) (unfortunately, the ICES mailing list could not be used in that period of time), (2) all member bodies of ISO (national standardization organizations in 161 countries), (3) the members of the Standardisation Education Committee of the American National Standards Institute ANSI (58 members), (4) universities that had applied to the ISO Award on Higher Education in Standardization and own university contacts of the first author (87 academics), and (5) representatives of other organisations from the contact files of the first author (82 representatives). Of these 169 ISO Award plus own addresses, 49 e-mail addresses returned as invalid, 24 (27.6%) in universities and 25 (29%) in organizations. Consequently, we used search engines such as Google, university websites and LinkedIn in an attempt to retrieve the correct e-mail addresses. These efforts led to final delivery failure notifications of 16 contacts (28.4%) in universities and 15 (18.1%) in organizations, leaving a total of 139 valid contacts. We formed an online questionnaire to collect data about the teaching materials.In order to enable searching on topics we developed a classification system for materials, see Annex 1. We intended to cover (almost) all topics and therefore we used the most complete set of

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Figure 3.Languages of teaching materials. In relation to the type of the materials, the respondents were allowed to choose more than one category. Table 1 provides an overview of the results. Majority of the materials are web-based materials (49), text books (32) and teaching cases (20). On the other hand, we see hardly any games (1) or videos (1).

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tried to gather materials. The number of materials is substantial but the number of submittersis limited and has a strong representation from Asia and Europe. ISO members can be found everywhere in the world but our own contacts and the mailing lists used have a relatively high number of people in industrialised countries in Asia, Australia, Europe and North-America and an underrepresentation of developing countries. This may have led to a bias additional to ‘normal’ non-response bias. We expect there are more materials, in particular in China and probably also in South America. Here the language skills of potential submitters may hinder their contribution and this may also create a bias in our findings. We hope the availability of the ISO Repository will stimulate others to also submit and then a more balanced collection of materials will be the result. The number of teaching materials per year shows an increase. The peak in 2001 is related to the large number of web-based teaching materials developed inthe Helmut Schmidt University.An explanation for the high number in 2006 is the Asia Link project ‘Standardisation in Companies and Markets’ which led to a large number of teaching modules (e-learning) and a text book. The majority of materials has been written in national languages other than English, which hinders their use at universities elsewhere. In general, however, we can observe an increase in the use of teaching materials in English. Therefore for the area of standardization it would be beneficial to get more English language materials in the form of translations of materials already available in another language. In particular, we really miss a ‘complete’ text book in English language – universities that offer standardisation courses would benefit from having such a book. The book Standardization: Fundamentals, Impact, and Business Strategy developed in the APEC standardisation project (Choi et al. 2010) is maybe the best one available but because it is a collection of papers written by different authors it lacks coherence. The same applies to the book Standardisation in Companies and Markets (Hesser et al. 2010) and moreover that book is so thick that the better (completeness) has become the foe of the good: too much for any course except for complete Masters programs in standardisation. Some people mentioned other books they use, for instance Information rules (Shapiro and Varian, 1999). That book has not been written for educational purposes and therefore it was not included in the repository but it is well-written book about standards battles though a little bit outdated – more recent research findings are not included. This also applies to another good book, not included for the same reason: Standardization essentials – Principles and practice (Spivak& Brenner, 2001). In fact, the most coherent English text book in the classic book Standardization – A new Discipline (Verman, 1973). This book, however, lacks scientific underpinning and is simply too old to be used nowadays. So the challenge seems to be to prepare a new version of Verman’s book in which recent findings from standardisation practice as well as standardisation research are being integrated. Also in terms of the use of new media the materials are rather traditional – the number of e-learning modules is relatively high but most of these stem from one project, Standardisation in Companies and Markets, and here the possibilities the medium offered are not fully used. For instance, hardly any films and gamesare available. Development of additional materials that appeal to students in terms of both topic and format might persuade teachers to integrate the topic in their courses. Some teaching materials focus on one or a few topics whereas other materials, in particular text books, cover a large number of topics. Authors of such text books sometimes indicated that almost all entries in our classification (see Annex A) apply. We had to accept this but of

course this creates a problem in using the classification as a search tool for the available publications per topic. The over-representation of mechanical engineering can partly be explained by the background of Prof. Hesser in that field and his many contacts with German industry, and by the cooperation between the Rotterdam School of Management, Erasmus University with the Delft University of Technology in developing teaching materials for that field. However, combined with the lack of attention for ICT and services it may also indicate that current materials focus too much on ‘old’ industries and that more attention should be paid to new areas. A next question is: who will prepare additional materials? In Asia and recently also in Europe, standards bodies take initiatives to stimulate standardisation education. However, they are not the right parties to develop materials for academic education. Materials they have developed lack awareness of scientific insights and therefore cannot form the basis for proper academic teaching. So academic researchers should take initiatives, maybe in cooperation with other stakeholders. One third of the current set of materials stems from the three chairs in standardisation. This suggests that creating more chairs would be beneficial, in combination with targeted funding like in the Asia Link project. This applies in particular for the development of text books or other more complete sets of materials. Separate modules maybe developed elsewhere as well and this may be stimulated by availability of funding and, for instance, a competition for the development of teaching cases. At the end, this should contribute to the further development of standardisation as a discipline in which teaching, in turn, also may contribute to research (van de Kaa, 2012). References References mentioned in the text of this paper Choi, D. G. (2010).Standardization: Fundamentals, Impact, and Business Strategy. Singapore: Asia Pacific

Economic Cooperation Secretariat. Retrieved from http://publications.apec.org/publication-detail.php?pub_id=1032

Choi, D. G., &de Vries, H. J. (2011). Standardization as emerging content in technology education at all levels of education. International Journal of Technology and Design Education, 21(1), 111-132. Retrieved from http://www.springerlink.com/content/77566372j57240j1/fulltext.pdf

Hesser, W., &de Vries, H. J. (2011). White Paper Academic Standardisation education in Europe.Hamburg / Rotterdam. Retrieved from http://www.euras.org/uploads/files/EURAS

Hesser, W., Feilzer, A. J., &de Vries, H. J. (2006). Standardisation in Companies and Markets. (W. Hesser, Ed.) (3rd ed.). Hamburg: Pro-norm.de. Retrieved from http://pro-norm.de/index.php/standardisation-in-companies-and-markets-buch.html?s=sKass5MqiYVIcOvJ6gG2

van de Kaa, G. (2012). Education on standardization as an input to research on standardization: a success story. Proceedings ICES conference 2012.

Kuhn, T. S. (1962). The structure of scientific revolutions. Chicago: University of Chicago Press. Shapiro, C., & Varian, H. R. (1999).Information Rules – A Strategic Guide to the network Economy. Boston,

MA: Harvard Business School Press. Spivak, S. M., & Brenner, F. C. (2001).Standardization Essentials. New York / Basel: Marcel Dekker. Verman, L. C. (1973). Standardization - a new discipline. Hamden, CT: Archon Books. de Vries, H. J., & Egyedi, T. M. (2007). Education about Standardization - Recent Findings.International

Journal for IT Standards and Standardization Research, 5(2), 1-16.

References of teaching materials included in ISO Repository Anh, V. T. (2006). An Introduction – The History of Standardisation.In W. Hesser (Ed.), Standardization in

Companies and Markets. Hamburg: Pro-norm.de. Retrieved from http://pro-norm.de/index.php/standardisation-89.html?s=84RbenvTUpJLh3vWwhj1

Anh, V. T. (2006). Standardization Issues in Developing Countries and Countries in Transition.In W. Hesser (Ed.), Standardization in Companies and Markets. Hamburg: Pro-norm.de.

Bai, D., Wang, Y., & Li, T. (2010).Basic Introduction to Standardization. (Z. Wang, Ed.). Qinhuangdao: Standards Press of China. Retrieved from http://www.amazon.cn/???????????/dp/product-description/B0049RDFY8

Barboutis, I. (1999). Wood Products and Standardization. Thessaloniki: unpublished. Retrieved from http://users.auth.gr/jbarb

Bergholz, W., Weiss, B., & Lee, C. (2006). Benefits of Standardization in the Microelectronics Industries and their Implications on Nanotechnology and other Innovative Industries.Proceedings IEC Centenary Challenge: International Standardization as a Strategic Tool. London: IEC. Retrieved from http://www.iec.ch/about/globalreach/academia/academic_papers.htm

Blind, K. (2006). The Impacts of ICT Standards: Three views. Proceedings IEC Centenary Challenge: International Standardization as a Strategic Tool. London: IEC. Retrieved from http://www.iec.ch/about/globalreach/academia/academic_papers.htm

Blind, K., Gauch, S., Wakke, P., Pohlmann, T., Goluchowicz, K., & Mangelsdorf, A. (2007). Lecture on Strategic Standardisation. TU Berlin.

van den Bossche, P. (2009). Standardization and Regulation.Rotterdam: Erasmus University College Brussels. Bum, H. K., Park, S. K., Park, Y. H., Kang, B. G., & Seo, C. S. (2004). Future Society & Standards. Seoul:

Korea Standards Association. CENELEC.(2002). Primer on Standards – Uncovering the mysteries of standardization in Europe. Brussels:

CENELEC. Chandana, P. (2006). Standardisation and Innovation.In W. Hesser (Ed.), Standardization in Companies and

Markets2. Hamburg: Pro-norm.de. Chandana, P. (2006). Standardization in Product Development and Design.In W. Hesser (Ed.), Standardization

in Companies and Markets. Hamburg: Pro-norm.de. Retrieved from http://pro-norm.de/index.php/standardisation-89.html?s=84RbenvTUpJLh3vWwhj1

Chochliouros, I. P. (2009).Developing Measures and Standards for the European Electronic Signatures Market.IGI Global. Retrieved from http://www.igi-global.com/teaching-case/developing-measures-standards-european-electronic/6411

Commission for Occupational Safety and health and Standardization (KAN).(2009). Ergonomics for Designers. Sankt Augustin: KAN. Retrieved from www.ergonomielernen.de

Contreras, J. (2010). Class Materials on Standards - IP Licensing. American University - Washington College of Law.

DIN. (2007). DIN-Normungsexperte. Berlin: German Institute for Standardization (DIN). Retrieved from http://www.beuth.de/cn/J-80B07E6635DCD3B8ABEC399D5D266B3B.1/d29ya2Zsb3duYW1lPWV4YUJhc2ljU2VhcmNoJmxhbmd1YWdlaWQ9ZGU*.html

DIN. (2010). Einführung - GrundkursNormung. Berlin: German Institute for Standardization (DIN). Retrieved from http://www.beuth.de/de/produkt/einfuehrung-grundkurs-normung/129102654

DIN. (2012). BasiswissenNormung. Berlin: German Institute for Standardization (DIN). Retrieved from http://www.beuth.de/de/seminar/basiswissen-normung/118163816

Dianyi, B., Zhenghu, P., Shenzhai, L., &Chaoyi, Z. (2009).Guides For The Drafting Of Standards. Standards Press of China. Retrieved from http://www.amazon.cn/?????-???/dp/B002ZBDTVE/ref=sr_1_1?ie=UTF8&qid=1322789045&sr=8-1

Egyedi, T. M. (2007). The Importance of Standards. Geneva: IEC. Retrieved from http://www.iec.ch/about/globalreach/academia/lecture_2007.htm

Egyedi, T. M., Widlak, A., &de Jong, J. (2009). Setting Standards, a Delft University of Technology and United Knowledge simulation exercise on strategy and cooperation in standardization. Delft: Delft University of Technology.

Gu, L. F., & Song, M. S. (2006). The basis of metrology (Translated from Chinese). Beijing: China Measure Publishing House.

Gu, L. F., Chen, Y. H., Ji, R. T., &Ji, Y. G. (2006). Measurement and Management (translated from Chinese). Beijing: China Measure Publishing House.

Gunawardena, N. (2006). Case Study: Implementation of ISO 14000 Environmental Management System. In W (Ed.), Standardization in Companies and Markets. Hamburg: Pro-norm.de. Retrieved from http://pro-norm.de/index.php/standardisation-89.html?s=84RbenvTUpJLh3vWwhj1

Gunawardena, N. (2006). External Standardisation as a Company Strategy.In W. Hesser (Ed.), Standardization in Companies and Markets. Hamburg: Pro-norm.de. Retrieved from http://pro-norm.de/index.php/standardisation-89.html?s=84RbenvTUpJLh3vWwhj1

Gutierrez, G. N. (2011). NormalizacionNacional e Internacional.ICONTEC International. Hartlieb, B., Kiehl, P., & Mueller, N. (2009).Normung und Standardisierung – Grundlagen. Berlin:

Beuthverlag. Hasan, M., Herlambang, S. W., Syabani, A., &Tanyjaya, E. (2011).Measuring Energy Footprint for

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Annex: Topic classification for ISO Repository 1. Terms, definitions, classifications 2. Level

2.1. Company 2.2. Inter-company 2.3. National 2.4. Regional

2.4.1. General / all regions 2.4.2. Asia 2.4.3. North America 2.4.4. South and Central America 2.4.5. Russia and former Soviet Union 2.4.6. Arab countries 2.4.7. Africa 2.4.8. Europe

2.5. International 2.6. Not applicable

3. Standards scope 3.1. All categories of standards 3.2. Products 3.3. Services 3.4. Processes 3.5. Management systems

3.5.1. Quality management 3.5.2. Environmental management 3.5.3. Occupational health and safety management 3.5.4. Other

3.6. Other systems 3.7. Other 3.8. No specific scope

4. Type of standard 4.1. All types 4.2. Terminology 4.3. Variety reduction 4.4. Compatibility 4.5. Quality 4.6. Safety 4.7. Environment 4.8. Other 4.9. Various 4.10. Not applicable

5. Business sectors 5.1. All business sectors 5.2. Mechanical engineering 5.3. Civil engineering / Construction 5.4. Architecture 5.5. Information and Communication Technology 5.6. Other technical sectors 5.7. Services 5.8. Education 5.9. Research 5.10. Other

6. Standardization processes 6.1. All processes 6.2. Process descriptions / rules 6.3. Designing standards 6.4. Decision making 6.5. Stakeholder involvement 6.6. Standards distribution 6.7. Standards selection 6.8. Battles between competing standards 6.9. Standards implementation / use 6.10. Other

7. Organizations that develop standards 7.1. Companies 7.2. Consortia 7.3. Industry association / professional societies 7.4. NGOs / societal groups 7.5. Official standardization organizations / SDOs

7.5.1. National 7.5.2. Regional

7.5.2.1. CEN

7.5.2.2. CENELEC 7.5.2.3. ETSI 7.5.2.4. Other

7.5.3. International 7.5.3.1. ISO 7.5.3.2. IEC 7.5.3.3. ITU 7.5.3.4. Other

7.6. Governmental 7.6.1. National 7.6.2. Intergovernmental

7.7. Other 8. Policy / strategy of…

8.1. Company 8.2. Industry sector 8.3. Organization that develops standards 8.4. Country

8.4.1. Industrial / innovation policy 8.4.2. Protection of health, safety, environment 8.4.3. Procurement 8.4.4. Consumer protection 8.4.5. Education 8.4.6. Other

8.5. Region 8.5.1. Industrial / innovation policy 8.5.2. Removal of barriers to trade 8.5.3. Protection of health, safety, environment 8.5.4. Procurement 8.5.5. Consumer protection 8.5.6. Education 8.5.7. Other

9. Stakeholders 9.1. All stakeholders 9.2. Producing companies 9.3. Companies as customers / users 9.4. Consumers / Consumer organizations 9.5. Workers / Trade unions 9.6. NGOs 9.7. Governments 9.8. Other

10. Impact of standards on… 10.1. Company 10.2. Industry sector 10.3. Society 10.4. Country 10.5. Region 10.6. Global level (e.g. international trade)

11. Economics of standardization 11.1. Standardization and Network industries 11.2. Standardization and Market failures 11.3. Standardization and Competition 11.4. Standardization and International Trade (including

WTO/TBT) 11.5. Other

12. Legal issues 12.1. Copy rights and standards 12.2. Patents and standards 12.3. Standards as ‘soft law’ 12.4. Reference to standards in legislation 12.5. Product liability legislation 12.6. Competition law 12.7. Legal status of standards bodies 12.8. International law and standards 12.9. Other

13. Conformity assessment 14. Metrology 15. History of standardization 16. Standardization in developing countries 17. Standardization in countries in transition 18. Standards and cultural diversity 19. Other

APEC Strategic StandardsAPEC Strategic StandardsAPEC Strategic Standards APEC Strategic Standards Education Initiative 2005Education Initiative 2005--20122012

1010‐‐1111stst May 2012May 2012Bali IndonesiaBali IndonesiaBali, IndonesiaBali, Indonesia

Donggeun Choi, Republic of KoreaDonggeun Choi, Republic of KoreaProject Editor, APEC SCSC Education InitiativeProject Editor, APEC SCSC Education InitiativeChief Manager, International Standards Team, KSAChief Manager, International Standards Team, KSA

Guest Researcher, Standards Coordination Office, NISTGuest Researcher, Standards Coordination Office, NIST

Overview: What’s in APEC project?Overview: What’s in APEC project?

118 case practices (global survey in 2007)A C d d l ( h & h )APEC Education models (what & how)Education Outreach StrategyAPEC Education textbook (higher education)APEC Pilot Program reports (14 univ.)APEC Education portal websiteAPEC Education portal website

22

Overview: APEC Education Initiative Overview: APEC Education Initiative in 2005in 2005‐‐20112011

Phase 1 Phase 2 Phase 33 projects Phase 1 Phase 2 Phase 3

Guide 1 ★(Mar 2008)Curricula

★ Guide 2(Jun 2009)Outreach

Guide 3 ★(Jun 2010)Textbook

Guide 4 ★(Oct 2011)Lessons

1st 2nd 07.6 3rd

4th 08.8 5th

6th 10.2 7th

3 projects

4 publications

7 meetings

2005 2006 2007 2008 2009 2010 2011

33

Korea Vietnam Australia Peru Singapore Japan USA

07.1 08.2 09.2 11.2

Proposed05.9 Agenda

06.2

SCSC ToR06.11

agendawebsite Website (www.WiseStandard.org)

ANSI CoE

APEC SCSC Education InitiativeAPEC SCSC Education Initiative‐‐ Three Phase Projects 2007Three Phase Projects 2007‐‐2011 2011 ‐‐Proposing Economy: Rep. of KoreaCo‐sponsoring Economies:

China, Indonesia, Japan, Singapore, Thailand, Peru, USA, Vietnam

Phase I (2007~8)

Phase II(2009~2010)

Phase III(2011)

Case StudyCurricula

TextbooksManual

Pilot SchoolGuideline

Advisory GroupsWorkshops

Meetings and Workshops

MeetingsTeachers’

, , J p , g p , , , ,

Reference CollectionCase StudiesCurricula Development

Textbook Development

Teaching ManualDevelopmentNetworking

WorkshopImplementationGuidelinePilot SchoolsLesson Book

44

Phase I Phase I –– Guide 1Guide 1Case Study and Curriculum Model Case Study and Curriculum Model

55

What we surveyedWhat we surveyed

CategoryNumber

of Practicesof PracticesFormal Education I‐ Primary and Secondary (F1, F2) 10 cases

Formal Education II – Higher Education (F3, F4) 27 cases

Post‐Formal Education (P1~P8) 65 cases

General Promotion Activities 16 cases

Summary 118 cases

Proposed Framework Proposed Framework for for Standardization EducationStandardization Education

Who- Students

Why- LearningObjectives

Where-Operat

or

What - Contents -

How- Methods

Good Practices

(in Annex B) main content subsidiary cs

yontents

Primary/Secondary Education

Awareness GovNSBs

Module 1- examples(simplified)

Module 2(simplified)

ContestCampingQuizGame

# 3 (Korea) # 6 (Thailand)# 7 (Turkey)# 8-10 (UK)

HigherEducation- Under-graduate

Awareness/SpecializedKnowledge

GovNSBsSDOsUniv

Module 2- fundamental

Module 3- academic

Module 4Module 5Module 6

Team ProjectPresentationField Trip

#12 (China)#27 (Korea)#28 (Netherlands)

academicModule 1- example

HigherEducation- Graduate

SpecializedKnowledge/Theory

UnivGovNSBsSDOs

Module 3- academicModule 4- case study

Module 6Module 2Module 5Module 1

Case StudyTerm PaperWorkshop

#13 (China)#17 (EC)#18 (Egypt)#19 (France)# 25 (Japan)

Proposed Framework Proposed Framework for for Standardization EducationStandardization Education

Who- Students

Why- LearningObjectives

Where-Operat

or

What - Contents -

How- Methods

Good Practices

(in Annex B) main content subsidiary cs ontents

Post-formal Education- Gov- Executive

StrategicDecision/PolicyDevelopment

NSBsSDOsGov

Module 2- fundamentalModule 4- case study(abridged)Module 3- academic

Module 1Module 5Module 6

WorkshopPanel Discussion

#67(Thailand)#89(USA)

Post-formalEducation

PracticalSkills or

NSBsSDOs

Module 5- skill-set

Module 4Module 3

SimulationRole Paying

#48 (ISO)#49 (ISO)Education

- CommitteeMembers- SDO staff

Skills orAbility

SDOsGov

- skill-set Module 3Module 2Module 1Module 6

Role PayingWorkshop

#49 (ISO)# Many more, but not listed all here

Post-formalEducation- Engineer- Researcher

How to useSpecificStandards

BizUnivR&D

Module 6- standards

Module 4Module 3Module 2Module 1Module 5

ExperimentsPractices

#58(Singapore)#100(USA) Many more, but not listed all here

Phase I Phase I –– Guide 2Guide 2SCATR Outreach StrategySCATR Outreach Strategy

99

Phase II Phase II –– Guide 3Guide 3Textbook for Higher EducationTextbook for Higher Education

*Access Rank: 60,936 times (No. 1)*Access Rank: 60,936 times (No. 1)

100+ access per day

1010* Most Accessed publication since 21 June 2010

100+ access per day(21 June 2010 – 27 November 2011)

Phase II Phase II –– Guide 3Guide 3Textbook for Higher Education: Textbook for Higher Education: ToCToC

1111

Phase II Phase II –– Guide 3Guide 3Teaching Material (PPT) for LecturerTeaching Material (PPT) for LecturerTeaching manual, composed of ten powerpoint slides of textbook chapters and reference list, was prepared in order to support teachers/lectures for their class teaching and discussion./ g

1212

Phase II Phase II –– Guide 3Guide 3Textbook Reproduction/TranslationTextbook Reproduction/Translation

Reproduction with APEC’s written permission• Non‐profit/Non‐Commercial Purpose Only• Written permission of APEC Secretariat is required• Submitting one page of application to APEC ([email protected]; for permission) and the editor ([email protected]; for recording)

• Permission/copyright statement in cover‐page required • Indonesia got already permission for APEC in Aug 2010

T l d R d iTranslated Reproduction• Same procedure as Reproduction• Translation outcome is subject to be uploaded applicable for anyone in the APEC publication website as well.

1313

Phase III Phase III –– OverviewOverview

Title• Phase III: Exchange Program for Higher Education

Goal• Putting Standardization education programs in practice

Period and Budget• Period: Dec 2010 to Nov 2011 (one year)B d APEC 59 500 USD K (KATS) 80 000 USD• Budget: APEC: 59,500 USD + Korea (KATS): 80,000 USD

Outcome and Activity• Joint workshop with ANSI CoE• Guide 4 Casebook – Lessons Learned from Trial Program (14 Universities)

1414 1414

Phase III Phase III –– Guide 4: Casebook Guide 4: Casebook Published in Oct 2011Published in Oct 2011

1515

Phase III Phase III –– Guide 4: Casebook Guide 4: Casebook Universities with Major/StudentsUniversities with Major/Students

Ch. University (Economy)

Major/Dep. Ba Ma PhD Students

01.CJLU (China) Biz Management 7002 Ch (K ) B i 5 1302.Chungang (Korea) Business 5 13 Work experienced

03.Diponegoro (Indonesia) Industrial Eng. 3204.EWHA (Korea) MBA 10 Work experienced

05.HUFS (Korea) Industrial Eng 6 106.Hanyang (Korea) Business 4 607.Kookmin (Korea) Open for all 3908. KNU.Educ. (Korea) Technology Educ. 12 409.Korea Un. (Korea) Elect. & ICT Eng (3) 3 2

1616

09.Korea Un. (Korea) Elect. & ICT Eng (3) 3 210.NEU (Vietnam) Business ‐ Quality 4711.P.U.C.P(Peru) Quality Institute 19 1 Work experienced

12.Trisakti (Indonesia) Industrial Mgt 21 Work experienced

13.Waseda (Japan) Global Biz School 54 98 Distance learning

14.Yeonsei (Korea) International Mgt. 18 Multi‐natinoal

Total: 468 Students in 14 Universities 251 191 26

Phase III Phase III –– Guide 4: CasebookGuide 4: CasebookTable of ContentsTable of Contents

Preface iiiChapter 1. International Trade and Standardization 1Ch t 2 IT M t d St d di ti 16Chapter 2. IT Management and Standardization 16Chapter 3. Standardization 24Chapter 4. Technology Innovation, Intellectual Property 35Chapter 5. Management Strategy for Industrial Systems, with a 44Chapter 6. Strategies of Technology Innovation and Standardization 53Chapter 7. Future Society and Standardization 66Chapter 8. Research on Instruction Materials for Technology 81Chapter 9. Special Issues in Conformity Testing and Standardization 93Chapter 10. Standardization 106

17171717

pChapter 11. National Infrastructure of Quality and International 116 Chapter 12. Management of Technology and Innovation Strategy 146Chapter 13. Business and Global Standardization 163Chapter 14. Electronic Commerce and Standardization 173Chapter 15. 2011 Joint Education Workshop 189About the Editor and Authors 193

You can find all of them in: You can find all of them in: www.WiseStandard.org www.WiseStandard.org

Self‐funded website www.WiseStandard.org to share relevant document resources. The website include the following information:

97 Education cases and 19 Lessons learned from all over the world2379 Reference library22 APEC SCSC and PAGE meeting reports (workshop proceedings)59 Useful Links

1818

APEC Standards Education 2012APEC Standards Education 2012‐‐20162016‐‐ Under Discussion: Case Studies Under Discussion: Case Studies ‐‐

Needs• The needs for Case Study developments has been continuously raised from our education workshops and phase III trial programs

Topics for Case Study Series• 2013: Standardization and Innovation• 2013: Standardization and Innovation• 2014: Standardization and Trade • 2015: Standardization and Business Strategy• 2016: Standardization and National Governance

1919

Future CooperationFuture Cooperation

Sharing Korea/APEC’s ExperiencesS i l k h / iSpecial workshop/seminarsTraining of Trainers

Joint ProgramsCase Study DevelopmentsJoint Events (International Essay Competitions)Exchange Students

2020

Thank youThank you

For more information

Please visit the initiative website:www.wisestandard.org

Please contact the project editor:Donggeun Choi (Mr), Senior Researcher, KSA,[email protected]+82260094846 (office)+82260094839 (fax)

2121

22

Chair of Standardisation

Initiatives in EuropeHenk J. de Vries

Standardisation from a business point of view

Initiatives in Europe

EURAS (European Academy for Standardisation)• White Paper Academic Standardisation Education in

Europe (http://www euras org/uploads/files/EURAS%20White%20paper%202011 08Europe (http://www.euras.org/uploads/files/EURAS%20White%20paper%202011-08-

13.pdf)

CEN/CENELEC/ETSI Joint Working Group on Education about Standardization• Policy document

(ftp://ftp.cencenelec.eu/CEN/Services/Education/Education/PolicyonEducationaboutStandardization.pdf)

• Model curriculum• Model curriculum (ftp://ftp.cencenelec.eu/CEN/Services/Education/Education/ModelCurriculumForEaS.pdf)

• Repository (http://www.cen.eu/cen/Services/Education/Educationaboutstandards/Pages/EducationRepository.aspx)

• Master plan

Barriers for standardisation education

1. Students: image of standardisation – dull?2. Teachers:

Afraid students dislike it– Afraid students dislike it– Not able to teach– Not aware of importance– Curriculum is overloaded

3. Schools: – Unwilling to include the topic in the curriculum – Curriculum is overloaded

Solutions to barriers for standardisation education (1)

1. Students: image of standardisation – dull?

SolutionsSolutions• Industry expresses and communicates need• ‘Advertising’ including appealing examples• Attractive teaching → Word of mouth

Solutions to barriers for standardisation education (2)

2. Teachers: – Afraid students dislike it

Not able to teach– Not able to teach– Not aware of importance– Curriculum is overloaded

Solutions• Teach the teachers• Industry expresses and communicates need• Inclusion of standardisation in final attainment level

Solutionsto barriers for standardisation education (3)

3. Schools: – Unwilling to include the topic in the curriculum

Curriculum is overloaded– Curriculum is overloaded– Not allowed to include the topic in the curriculum

Solutions• Industry expresses and communicates need• Inclusion of standardisation in final attainment level

To be arranged at national level

• Promotion of the topic• Industry expresses and communicates needIndustry expresses and communicates need• Teaching materials• Inclusion of standardisation in final attainment level

Next problem: lack of awareness

• Industry does not express and communicate need• The same applies for other societal stakeholders

Government insufficiently understands importance• Government insufficiently understands importance• Standards body does not see standardisation as a

profession for which professional and scientific knowledge is needed

Lack of awareness of importance ofSt d di ti it lf• Standardisation itself

• Education for– Awareness– Job preparation– Professionalisation

Stakeholders

Education Society

• Students• Student associations• Teachers• Teacher associations• Schools• School associations

• Consumers• Consumer associations• Workers • Trade unions• Industry• Industry associations• Ministry of Education • Industry associations• Government• Standards body• Standards users organisation• Other

National steering group

• Increases awarenessPolicy• Policy– Broad– Detailed

• Actions• Allocation of resources (time, money)• Evaluation

Actions at the national level

Top down ↔ bottom-upStep by step ↔ ‘big bang’

Medium- to long-term perspectiveStep by step big bang

• Inventory of needs for education (who should know what?)

• (coordination of) development of – Curricula

perspectiveFund raisingLobbying, e.g., for inclusion of standardisation in final attainment levels

National qualifications framework?

– Materials • Train the teachers

programme• Promotion

Network buildingEvaluation

European steering group

• Increases awareness• PolicyPolicy• Actions• Allocation of resources (time, money)• European standardisation education agency?• Evaluation

Actions at the European level

• Inventory of needs for education (who should know what?)

• Fund raising• Lobbying, e.g., for know what?)

• (coordination of) development of – Curricula– Materials

• Repository of teaching materials

inclusion of standardisation in final attainment levels– European qualifications

framework? • Network building

• Train the teachers programme

• Promotion

• Evaluation

Overcoming barriers for standardisation education

1. Students: image of standardisation – dull?2 Teachers:2. Teachers:

– Afraid students dislike it– Not able to teach– Not aware of importance– Curriculum is overloaded

3. Schools: – Unwilling to include the topic in the curriculum – Curriculum is overloaded– Not allowed to include the topic in the curriculum

CEN/CENELEC/ETSI Draft Master Plan on Education about Standardization (1)

• CENComité Européen de NormalisationComité Européen de Normalisation(European Committee on Standardization)

• CENELECComité Européen de Normalisation Electrotechnique(European Committee for Electrotechnical Standardization)

• ETSIEuropean Telecommunication Standards Institute

CEN/CENELEC/ETSI Draft Master Plan on education about standardization (2)

• Roadmap toward implementing the policy on education about standardisation

• Objective: make Europe more competitive and sustainable by enhancing standardisation knowledge and skills through education and training

• Formal education at different levels + post-formal education and training

CEN/CENELEC/ETSI Draft Master Plan on education about standardization (3)

Phase 1. 2012-2013Involve stakeholders

Steering group• Steering group• Resources

Analyse needsDefine actions

Phase 2. 2014-2015Take actionsTake actions

Phase 3. 2016-2020EvaluateContinue

Thanks!

Henk J. de VriesEuropean Academy for Standardisation (EURAS) e.V.c/o Rotterdam School of management Erasmus Universityc/o Rotterdam School of management, Erasmus UniversityDepartment Management of Technology and InnovationP.O. Box 1738NL 3000 DR RotterdamThe [email protected], (+ 31 10) 408 20 02http://www.euras.org

EURAS i t d i thEURAS is represented in the CEN/CENELEC/ETSI Joint Working Group on Education about Standardization, http://www.cen.eu/cen/Services/Education/Educationaboutstandards/Pages/default.aspx

UNECE project on a model programme on standardization:

invitation for inter-agency and academia cooperation

Serguei Kouzmine Head, Trade Facilitation Unit

UNECE Trade and Sustainable Land Management Division

Presented for Dr. S. Kouzmine by Wilfried Hesser

Helmut-Schmidt University

United Nations Economic Commission for Europe

50 - 80 % of World Trade is between UNECE Member States

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2

Methodological studies and education (Rec. I)

• ECE Governments should, in collaboration with appropriate intergovernmental and other organizations and

ki i h i i i f h I i ltaking into account the activities of the International Organization for Standardization (ISO) and the International Electro-technical Commission (IEC), consider the possibility of encouraging:

• the introduction of the subject of standardization into the scientific and technological curricula of educational

t bli h testablishments;• the education and training of specialists in standardization;• the further in-depth study of the methodology of

standardization supported by international collaboration.

3

Current situation in the UNECE region with stand. education

- very few standard programmes (examples: Netherlands – Rotterdam School of management, Delft University of Technology, Germany-Helmut Schmidt University, Switzerland-master course at y,Geneva University) - Programmes are different (content, time allocation, etc.)

4

Differences in programmes

• Basic approach: company centered (in• Basic approach: company centered (in Europe); government – in the CIS region

• No metrology, market surveillance, accreditation

Task of the UNECE project: to agree on what f UN C p j gissues a graduate should know (product life approach) and on this basis to prepare uniform model curricula

5

UNECE model programme on standardization – history

• 2009 2010 interest in common curricula• 2009-2010, interest in common curricula • autumn 2011, open-ended group of educ.

institutions (Netherlands, Germany, Russia, Belarus and Tajikistan) established

• Febr. 2012, List of stand. issues prepared, p p• April 17, 2012, List presented/supported by

representatives of int. standards setting organizations (ISO, IEC, OIML, ILAC, etc.)

6

UNECE - Invitation to cooperate • List of issues to form a basis for a uniform

curricula is prepared • Comments on the list are welcomed • It as a public product (available to all free of

charge) • It is expected to be complemented by

training information and tools from interested organizations

7

Future steps

October 2012 Geneva session of the UNECEOctober 2012, Geneva -session of the UNECE Working Party on Regulatory Cooperation and Standardization Policies - revision of Recommendation “I” - discussion on the Model Standardization SProgramme and on supplementary tools

Please join us for this debate 8

THANK YOU FORYOUR ATTENTIONYOUR ATTENTION

project contact person at the UNECE secretariat: Mr. (Dr.) Serguei Kouzmine

il i k i @e-mail: [email protected]

United Nations Economic Commission for Europe

New IEEE Standards Education Program Highlights Highlights (http://standardseducation.org)

ICES 2012Prepared by Jennifer McClainPrepared by Jennifer McClainProgram Manager, IEEE Standards Education

IEEE’s Standards Education Program

Continuing to progress work supporting our goals:– promoting the importance of standards in meeting promoting the importance of standards in meeting

technical, economic, environmental, and societal challenges;

– providing learning materials on the application of standards in the design and development aspects of educational programs;

– actively promote the integration of standards into academic programs.

Today we are highlighting two new resources which are freely available to the worldwide audience and one ongoing opportunity for students and educators.

5/10/20122

IEEE Standards Education e-Magazine (eZine)

A quarterly publication “for those who learn, teach, use, deploy, develop and enjoy Standards!” First published in September 2011, the eZine contains content such as feature articles on standardization themes, articles from educators on standards in the curriculum, and an area for Student Application Papers highlighting the use of standards in student projects. The second quarter 2012 issue will focus on the theme of standards education in China. (http://standardsmagazine-ieee-elearning.org.)– With contributions from:

Mr. Zhongmin Wang, Director General, China National Institute of g g, ,StandardizationMs. Wenhui Zhao, China National Institute of StandardizationYu Xiao, Professor Song Mingshun, Zhou Lijun, Zhang Yueyi from China Jiliang UniversityMr. Liu Dong, Chair of IEEE 1888 Working Group and President of BllGroup

5/10/20123

TryStandards.org

TryStandards: Global Standards Education and Standards Search portal (http://trystandards.org/)Two+ year project developed to provide users with descriptions and access to all known credible programs and courses for education about standards at the university and post-university (continuing education) levels.Also provides a search facility for all technical standards maintained by all recognized standardization bodies in IEEE's fields of interest.

Call for ContentCall for ContentWe are continuing to add courses to our database. If you know of a course at your university, please let us know so we can include your program.

5/10/20124

Standards Education GrantsContinuing opportunity for university students worldwide to apply for grants of $500 US, with $300 honorarium for faculty advisors, for student projects that involve the use and

li ti f t h i l t d d application of technical standards. Those applying do not have to be IEEE members and the standards used in the projects do not have to be IEEE standards. This effort directly supports our goal of promoting the integration of standards into academic programs.Since 2009, the IEEE Standards Education Committee has approved 80 student grants.For more information and to apply visit:http://standardseducation.org/applications.– Jennifer McClain, Program Manager, IEEE Standards Education

[email protected]

Thank you!

5/10/20125

ANSI Committee on EducationMatchmaking 101: Academia, Industry, SDOs

International Cooperation for Education International Cooperation for Education

about Standardisation (ICES)

May 10, 2012

Presented by

Susan Hoyler

OVERVIEW

Brief review of ongoing activities of ANSI Committee on Education (COE)on Education (COE)

Highlights of COE Initiatives for 2012

Description of University Engagement Project

COE Presentation to ICES May 10, 2012| Bali, Indonesia Slide 2

Part I

Highlights of COE

Initiatives for 2012


2012 Leadership and Membership

Leadership − 2012 Leadership

Chair: Deborah Prince, Underwriters Laboratories (UL) Inc.Co-Vice Chair: Eric Puskar, National Institute of Standards & Technology (NIST)Co-Vice Chair: Susan Hoyler, Qualcomm

Current Roster− More than 60 members

Companies (Boeing Intel Microsoft Oracle Qualcomm Rockwell Companies (Boeing, Intel, Microsoft, Oracle, Qualcomm, Rockwell Automation, Siemens, Others)SDOs (ACTE, ASME, ASTM, IEEE, UL, Others) Government (DHS, DoD, NIST, FDA, Others)Higher Education (Arizona State Univ., Univ of Pittsburg ,Michigan State, Northwestern, Purdue Univ, San Jose State, Others)


Ongoing Activities of COE

New e-learning courses − An Introduction to Standards: Why, where and how are they

d l d? (f f h i i i f i i l )developed? (free of charge to universities for use in course curricula)− U.S. Delegates to International Activities: Roles and Responsibilities

Standardslearn.org− Free and publicly available resource providing ANSI-developed educational

content to a broad audience (acronym database, stds education d-base)

Standardization Case Studies − Thirteen case studies have been published− More than 10,000 new visits to the site since January 1, 2012 (over 112K since

2007)2007)

ANSI Education and Training Services

University Outreach Pilot Project


Ongoing COE ActivityUniversity Outreach

University Outreach Pilot Project − Initiated in 2004, the program makes more than 20,000 ISO and IEC

t d d ifi ti d id li il bl ti f i standards, specifications and guidelines available gratis for use in university classrooms

− Participation is open to all disciplines in any US-based institution− In 2011:

54 schools participated 223 students were engaged 925 standards were provided

− Thus far In 2012:us a 0 :16 new schools joined 68 additional students are engaged451 new standards have been provided


Part II

Highlights of COE

Initiatives for 2012


2012 Initiatives

Student Paper Competition

Ed ti W k hEducation Workshop

Poster Session

Speakers Bureau

University Engagement Project


2012 Initiatives-ANSI COE

Student Paper Competition − Theme: How Standards Facilitate Innovation & Benefit Society

F d l l t d t f ll l l f hi h d ti − Focused solely on students of all-levels of higher education institutions with goal of engaging young professionals and the next generation of standards participants

− Must be written and submitted by student(s) (Associate, Undergraduate or Graduate) currently enrolled during the period of March 2012 – September 2012 in a US academic institute of higher education.

Open to students in all disciplines (not just engineering)− Must demonstrate why and how standards spur innovation, drive U.S.

competitiveness, and benefit societycompetitiveness, and benefit society− Launched in March 2012 − 1st, 2nd and 3rd place winners will be announced during World

Standards Week in October 2012



Education Workshop− October 12, 2012 at the Newseum in Washington, DC

− Workshop Theme: Educating the Next Generation of Standards Professionals: Interactive simulation on standards development and negotiation for students, new professionals and new faculty

Focus on a standards simulation exercise (provided by NIST) entitled Setting Standards: Exercise in Strategy and Cooperation in Standardization Process.

Targeting student and new professionals

Limited participation at 26

COE members and other ANSI members are welcomed to observe the exercise



Poster Session In conjunction with education workshop− In conjunction with education workshop

− Poster session/exhibit area where COE members and others (SDOs and universities) can exchange information on what they have to offer students and faculty and students and faculty can discuss their research or other engagement in standards.

Speakers Bureau− Create a reliable resource of subject matter experts on standards &

standardization as a discipline (submitted to COE and approved by COE)COE)

− Purpose is to provide an easy access list of possible guest lecturers for universities interested in finding speakers for courses on standards


Part III

Highlights of University

Engagement Project



Identify and coordinate existing relationships that ANSI b ( i SDO ) many ANSI members (companies, SDOs, government)

may have already cultivated with different universities Many companies recruit from key universities related to its industrial sector• AND provide influential input to institutions on

skills desired in graduates …Many SDOS have existing relationships with universities and/or student chapters• AND promote the value of standardization…Many government agencies work collaboratively with engineering schools• AND contract projects which utilize standards…



BUT VERY FEW OF THESE ENTITIES are U V W O S N S a e aware of each other’s synergies or relationships.

NEED FOR MULTI-LATERAL COORDINATION AND MUTUAL AWARENESS


STANDARDS

INDUSTRY

ACADEMIA

GOVERNMENT

SDOS

15COE Presentation to ICES May 10, 2012| Bali, Indonesia


WHERE TO START?

200 USG i / i 300 ANSI di d 200+ USG agencies/quasi 300+ ANSI-accredited agencies SDOs

500 ANSI company members 500+ non-ANSI SDOs

164+ ISO participant companies

250+ IEC participant companies 100+ JTC1 participant companies

500+ engineering universities/programs


17COE Presentation to ICES May 10, 2012| Bali, Indonesia


Approx. 35 universities which are top in pp o . 35 u ve s t es w c a e top various industrial sectors identified

• Aerospace Biological/Agricultural

• Biomedical Civil

• Computer Chemical

• Electrical Environmental

• Industrial Materials

• MechanicalSource: www.usnewsuniversitydirectory.com/graduate‐schools/engineering.aspx



Universities identified initially** ill d i h i l d b i d l * will expand in next phase to include business and law areas

Calif. Institute of Technology Carnegie MellonCatholic Univ. CornellDuke Georgia TechUS Military Academy (Westpoint) Iowa StateJohn Hopkins Michigan State Univ.MIT Northwestern Univ.Penn State Virginia Polytech Inst.Purdue Rochester Institute of TechnologySan Jose State Univ. StanfordUniv of Calif-(Berkeley, LA, San Diego, Santa Barbara)Univ. of Florida, Univ. of Colorado, Univ. of Minnesota, Univ. of Illinois, Urbana, Univ. of Maryland, Univ. of Michigan, Ann Arbor, Univ. of Pittsburg, Univ. of Texas, Austin, Univ. of Wisconsin-Madison



Companies identified initially*Agilent American ExpressA l B iApple BoeingCisco Cooper Power SystemCorning Deere & CoDell EatonExxon General ElectricHubbell IntelIntertek LexmarkMicrosoft MonsantoO l P&GOracle P&GPhillips Healthcare QualcommRockwell Automation Schneider ElectricSiemens USA Sony ElectronicsSquare D UL

*not exhaustive & not all sectors identified



SDOS Government− IEEE

− ASTM

− ASME

− UL

− NEMA

− Dept. of Energy (DoE)

− Dept. of Health, Human Serv. (HHS)

− Federal Drug Admin. (FDA)

− Consumer Safety Product Commission (CPSC)NEMA

− INCITS

− ADA

− NFPA

− Dept. of Defense (DoD)

− Natl. Inst. of Stds. & Tech (NIST)

Title | Location Slide 21

Contact Information

For additional information regarding the ANSI Committee on Education, please contact:, p

− Deborah Prince, Chair


− Erik Puskar, Vice-Chair


− Susan Hoyler, Vice-Chair

COE Presentation to ICES, May 10, 2012| Bali, Indonesia Slide 22


− Lisa Rajchel, ANSI staff liaison


American National Standards Institute

Headquarters New York Office1899 L Street, NW 25 West 43rd Street11th Floor 4th FloorWashington, DC 20036 New York, NY 10036

T: 202.293.8020 T: 212.642.4900 F 202 293 9287 F 212 398 0023 F: 202.293.9287 F: 212.398.0023

www.ansi.orgwebstore.ansi.org

www.nssn.org

1. LIU Fei, China : ASTM International Standards in Education in China

2. C. Rangkuti, Indonesia: Teaching Standard to Mechanical

OTHER CONTRIBUTORS

Engineering Students at Trisakti University

3. Hanna H. Bachtiar‐Iskandar, Indonesia : The role of Academic Standardization in Quality Assurance at Universitas Indonesia

4. Riyanto, Indonesia : Implementation of ISO 9001 for Quality M S d ISO 17025 f L b Q liManagement System and ISO 17025 for Laboratory Quality System at Islamic University of Indonesia (UII)

5. Ienneke Indra Dewi, Endang Ernawati, Rudi : Implementation of Peer Review and Sit in as Evaluation and Monitoring Method in Academic Quality Assurance : A Case Study in Universitas BinaAcademic Quality Assurance : A Case Study in Universitas Bina Nusantara

ASTM International Standards in Education in China (LIU Fei, James P. Olshefsky)

At the very beginning, ASTM International was aware of the significance of standards in the university education programs. Over the years, ASTM International has been active in working with the universities and academies to promote the knowledge of technical information as provided by standards, and of the standards development process itself. ASTM educational models include the engagement of students and professors of universities and academies in the standards development, incorporation of standards in curricula and student graduate design, and some scholarship and awarding programs. ASTM has further carried the models on to some campaigns including Year of the Student in 2007, Year of the Professor in 2009 and Jumpstart Your Career in 2011. Those activities have been undertaken not only in the educational communities in the United States but also in the global marketplaces including the Chinese universities. The significance of ASTM standards in education programs is to help the students and professors better understand why it is necessary to incorporate standards into class curricula, how standards will fit into the bigger picture of engineering practice, and where standards are needed.

In recent years, ASTM International has been making efforts to bring the standards knowledge to the engineering and technology universities in China. Every year, ASTM staff and/or its committee members visit the different schools, give lectures, conduct seminars, and sponsor some special technical projects in school courses or student designs in many sectors. Among those programs, one project “Student Competition for School Acoustical Design” can be taken below as a significant example to illustrate how ASTM technical standards are used in teaching courses.

In 2011, Armstrong (China) Investment Co., Ltd. co-sponsored the first Student Competition for School Acoustical Design with Tongji University in Shanghai and Tsinghua University in Beijing with the goal of encouraging students to collaborate in teams to design a primary/middle school with superior acoustics. This competition was conceived by Armstrong during the application and promotion of its acoustic technologies for buildings in China. It was targeted to undergraduates and graduates majoring in Architecture, Engineering, Physics or other curriculums that involve building design and/or acoustics. See announcement of competition below:

At the beginning, Armstrong (China) approached its long-term educational partners – Tongji University and Tsinghua University to raise the idea of holding a technical design competition for students with the resulting proposal for this competition program being formed in 2010. After receiving positive feedback from the two universities Armstrong (China) and ASTM conducted a training session with the students from the architectural acoustic research program of Tongji University in January 2011, as an introduction to implementation of this competition. Armstrong then continued working with the two universities to shape the details and process of the competition. The competition was launched in April 2011 with team registration due by June. A total of seven teams - four teams with 12 students from Tongji University and 3 teams with 11 students from Tsinghua University - participated in the competition. The competition was concluded in December of 2011 and one team from each university was awarded first place.

The Tongji University winning team’s submission entitled “Primary School Design” used an 8-step strategy to design the school while considering the sound absorption, vibration and insulation for a location next to a busy highway and close to a subway station.

The Tsinghua University winning team’s creation entitled “Slope-School” incorporated a park next to a busy highway while locating the school under a sloped grassland or “park”

in accordance to local and international building standards with an emphasis on “environmentally sustainable” design.

As recognition for their excellent performance, the two winning teams received an all-expenses-paid trip to the Joint Meeting of the Acoustical Society of America and Acoustical Society of China in Hong Kong in May 2012, where they are invited to make a “lecture style” presentation of their projects in a special session on school design.

Overall, the students were given almost six months to develop their projects, which gave them sufficient time to research the standards and learn more about acoustics. During the design development phase, over the summer, Armstrong Senior Principle Scientist and ASTM E33 member Dr. Kenneth Roy conducted acoustic workshops at both universities. In most areas of the school, but especially for classrooms, good speech intelligibility is a requirement both for teaching and learning. Designing for speech intelligibility requires both architectural acoustic design for speech clarity, and architectural noise control design to limit the intrusion of noise so that the speech can be understood. Both the Chinese GB standards and worldwide standards address these issues with maximum acceptable ‘reverberation time’ and ‘background noise’. These factors are considered performance requirements, and these are in-turn specified by material and system choices. In the design of these schools, the students had to consider the sound absorptive treatments used on the ceiling and walls of the rooms as specified for sound absorption per ASTM C423. This standard provides a measure of the random incidence sound absorption performance of any material where a value of NRC = 0.0 is full reflective and 1.00 is fully absorptive. The students considered the noise intrusion between the building exterior or adjacent spaces such as corridors, into the classrooms according to the wall STC per ASTM E90. In this case an STC = 35 is a poor performing wall system, and 55-60 is a high performance wall system.

Figure 1 – The materials chosen by author, Figure 2 – The comparison between before and after treatment to the classroom

In the end, a panel of judges including one professor from each university’s Architecture Department and two senior designers from leading architecture firms in Shanghai and Beijing made the final decision and announced the award winners in December 2011. Appropriate use of ASTM International standards for building acoustics was one of eight aspects used as criteria to judge the submissions. This student design competition, as the first of its kind for Armstrong (China) Investment Co., Ltd.’s education campaign with the university students in China, not only enhanced the understanding of various ASTM standards, but it also has encouraged the students to incorporate standards in their future projects that Armstrong (China) is planning to continue in the coming years.

ASTM International supports Armstrong (China)’s initiatives to succeed in training students about ASTM standards and Armstrong’s acoustic technology in the Chinese universities. The success of this first competition emphasized to the participating students the need to prepare for their future engineering careers and also pioneered the activities of standards in education for other companies and universities. As one professor

put it, “In so doing, we lay open the profession of engineering to students and provide them with a vision of their future so they can better plan for it.” ASTM International will continue the support to the global efforts of its member companies in standards education with universities. ASTM also welcomes and encourages the industries and universities based in China to join the efforts of promoting standards used in education. For further information about ASTM standards in education, please feel free to contact ASTM staff: Liu Fei at [email protected] in China; and Jim Olshefsky at [email protected] at the Head Office. ASTM International is one of the largest international standards development and delivery systems in the world. ASTM International meets the World Trade Organization (WTO) principles for the development of international standards: coherence, consensus, development dimension, effectiveness, impartiality, openness, relevance and transparency. ASTM standards are accepted and used in research and development, product testing, quality systems and commercial transactions.

ICES Conference 2012Bali, Indonesia, 10-11 May 2012

Teaching Standard to Mechanical Engineering Students at Trisakti University

C Rangkuti, Trisakti University, Jakarta, Indonesia

[email protected],


Campus AJl. Kiai TapaJakarta


Abstract:Abstract:

This paper focuses on current teaching about standard and standardization in the Mechanical Engineering Department, Trisakti University and explore the future actions to be taken to strengthen the academic course and training on standard

Current Status


Mechanical Engineering Department is under Faculty of Industrial Engineering, Trisakti University. The Department having 144 Credit Unit Courses, divided into 8 (Eight) Semester Curricula.

At the moment no standalone Standard and Standardization Course offered.

The course on standard and standardization are incorporated in various courses in its Curriculum.


Namely it is covered in the courses (as published):

1. IMG 201, Engineering Drawing and Computer Aided Design I, 2 Credit Units

2. IMG 202, Engineering Drawing and Computer Aided Design II, 2 Credit Units

3. IMO 336 CNC Machines Programming 3 Credit Units

4. IMU 400 Final Project, 4 Credit units

IMG 201, Engineering Drawing and Computer Aided Design 1, 2 Credit Units

Objective: At the end of the course, the student must understand the Engineering Concept


and its function, as a communication engineering language. They also must know, understand and be able to apply the using of Normalization and standardization, lines of drawing, sizes of drawing paper, the use of drawing equipments, projections, measurement dimensions, sectioning (cross and longitudinal), and all of these should in accordance to ISO Standard.

References:1. Sugiarto N.H. (ITB Bandung),Sato G. Takeshi (Keio University), 2008, “

Menggambar Mesin Menurut Standar ISO (Mechanical Engineering Drawing UsingMenggambar Mesin Menurut Standar ISO (Mechanical Engineering Drawing Using ISO Standard)”, P.T. Pradnya Paramita, Jakarta, 14 edt.

2. Heij, J. LA, de Bruijn L.A, 2009, “Ilmu Menggambar Bangunan Mesin –(Mechanical Construction Drawing), P.T. Pradnya Paramita, Jakarta, 4 edt.

3. ISO Standard Handbook, 12, Technical Drawing, 2000, ISO, Switzerland.4. Clarks, Thomas E.F, 2002, “Engineering Drawing and Graphis Technology, McGraw

Hill, New York

IMG 202, Engineering Drawing and Computer Aided Design II, 2 Credit Units

Objective: At the end of the course the students must be able to read all drawing codes


Objective: At the end of the course the students must be able to read all drawing codes, and apply it to working object components using direct measurements method, using calipers, rules and other measurement tools. Applying the surface configuration codes, dimensions and tolerances and put them into CAD-Inventor as a drawing media with computer base practical work in Engineering Drawing and CAD Studio. The students must understand the concept of cuttings and sections. Using Auto Cad and CATIA softwares they also should be able to draw and design engineering objects and parts.

References:1 Sugiarto N H (ITB Bandung) Sato G Takeshi (Keio University) 2008 “1. Sugiarto N.H. (ITB Bandung),Sato G. Takeshi (Keio University), 2008,

Menggambar Mesin Menurut Standar ISO (Mechanical Engineering Drawing Using ISO Standard)”, P.T. Pradnya Paramita, Jakarta, 14 edt.

2. Heij, J. LA, de Bruijn L.A, 2009, “Ilmu Menggambar Bangunan Mesin –(Mechanical Engineering Construction Drawing), P.T. Pradnya Paramita, Jakarta, 4 edt.

3. ISO Standard Handbook, 12, Technical Drawing, 2000, ISO, Switzerland. 4. Clarks, Thomas E.F, 2002, “Engineering Drawing and Graphics Technology,

McGraw Hill, New York

IMO 336, CNC Machine Programming, 3 Credit Units


Objective: At the end of the course the students should be able to develop a computer program for machining using CNC machines. All the codes to use ISO Standard.

IMU 400, Final Project, 4 credit units


Final Project topic should be in line with the Optional Courses attended. The students should choose 3 three) courses out of 4 (four) Courses of Interest offered, namely:

- Machine Constructions- Energy Conversions- Materials - Manufacturing Processes

The final project usually related to produce or must decide theThe final project, usually related to produce or must decide the materials, process, measurements etc. to be applied. and used. The student should include in their thesis the standard and standardization to be applied accordingly. For example when it has to decide what materials to be used in his project, he has to use thestandardized materials by ASTM, JIS, DIN, BSI, and other accredited standards.


ABET RequirementIn 2000, ABET (Accreditation Board for Engineering and Technology, Inc.)

bli h d h f ll i i f “ i i d d ”established the following requirement for “engineering standards”:

“The curriculum must prepare students for engineering practiceculminating in a major design experience based on the knowledge and skills acquired in earlier coursework and incorporating engineering standards and realistic constraints that include most of the following considerations: economic, environmental, sustainability, manufacturability, ethical, health and safety, social, and political”.Although our program is not accredited by ABET our curriculum is in line withAlthough our program is not accredited by ABET, our curriculum is in line with ABET requirement, although more actions has to be taken to strengthen the academic course and training on standard.

BAN AccreditationIn addition, our Department is accredited with A category by BAN (Badan Akreditasi Nasional – National Accreditation Board) of the Republic of Indonesia.


Way Forward:

1. Develop suitable modules to be incorporated in courses deemed necessary for standard and standardization in other courses such as: Machine Elements I II, and III; Mechanical Design I and II etc.

2. Adjunct Lectures on Standard and Standardization to all students, probably with the help from BSN (Badan Standardisasi Nasional – National Standardization Board)

3 Training current and future teachers and professors of technical courses to3. Training current and future teachers and professors of technical courses to recognize the importance of standards to their students.

4. Develop a web based course on standardization promoted to existing teachers of technical curriculum, and the students.

5. To apply ISO 9000 Standard for the Department program to ensure a better delivery of the courses offered to students


Concluding Remarks:

Our curriculum already incorporated some module of standard and standardization in many courses offered, and this is inline with ABET requirement

Some action are required to be implemented for the betterment and strengthen the standard and standardization modules in our curriculum

We received an A category accreditation by BAN as a recognition of our good program and we would like to be stay as it is

ISO 9000 standard need to be implemented for better teaching and education process in our Mechanical Engineering Department


“Reformasi” Monument at Campus A, Trisakti


*e mail address : [email protected]; [email protected]

The Role of Academic Standardisation in Quality Assurance at Universitas Indonesia

Hanna H. Bachtiar-Iskandar*

(Professor, Head of Universitas Indonesia Academic Quality Assurance Board)

Quality Assurance and Standardisation

Quality assurance in education or academic affairs in general, especially at higher

education, is the most important criteria for a university to be aknowledged. Nowadays,

society intends to increase awareness and knowledge about standards and standardisation

in education. The goal of the academic quality assurance are to achieve the high

standards and continuous improvement of the units and programs’ academic quality,

including process evaluation, documentation and communication of the academic quality

assurance evaluation results

One of the Universitas Indonesia (UI) mission is to become the world class university.

These past five years had shown a considerable change in quality assurance at UI.

Universitas Indonesia ensured that all academic units and programs are subject to The

University Academic Quality Internal Assurance Policy (SPMI-UI), as well as the

standards set at the national level, to furthermore developing and improving the units and

programs’ quality to meet the regional and international standards.

49

INTERNAL EVALUATIONBaseline 10 % Programs in 2007

100 % in 2012

INTERNATIONAL ACCREDITATION0 in 2007 10 in 2012

NATIONAL ACCREDITATION100%

Standarised Data Update

Quality Status

StandardisedAccreditation

Document

WORLD CLASS UNIVERSITYWorld Class rank: 200 in 2012

In employment

Increase in competitiveness

in gaining Research Fund

Credit Transfer

International collaboration

Internationalprograms

QUALITY TARGET 2012

UI Academic Quality Assurance Target of 2012


To achieve the goals, the Universitas Indonesia Academic Quality Assurance Board

(BPMA-UI) as the unit responsible in academic quality assurance, works based on the

major principles as follows: ensures that the members of the University community are

collectively responsible for maintaining, enhancing and improving the quality of its

academic programs, and, that judgements about the quality of the academic programs will

be based on review by academic and professional peers based on a collection of

evidence, not only on any single piece of evidence.

Academic Quality Assurance Standard and Process at UI

QualityAassurance (QA) has become progressively a matter of public concern with an

emphasis on quality improvement, based on standardisation and accountability.

Indonesia had set a minimum standarisation policy at the national level for higher

education. The National Higher Education Quality Assurance System (SPM-PT)

aims to ensure the good quality of higher education in Indonesia, through the

implementation of the higher education Tridharma in order to realize the vision and

meet the needs of internal and external stakeholders. Quality of higher

education institutions at least had to fit with the minimum National Education Standards

(SNP), as well as standards set by the institutions themselves that based on

the vision and the needs of their stakeholders. The implementation of SPM PT had to be

internally driven. Thus, the role of the higher education directorate is to

help, inspire,encourage, and facilitate the implementation of the SPM PT by the higher

education institutions/unversities. Apart from defining its vision through the

implementation of its mission, it is important that to be ackmowledged as a high quality

institution, Universitas Indonesia had outlined the vision and mission into a set of

standards, and then developing the standards to meet the stakeholder’s satisfaction. The

academic quality assurance system at UI consists of a set of values, principles and

activities that intertwine each other, to form a complete and continuous cycle of academic

quality improvement.


HBI‐BPMA UI – rev 2011 Desember

STAKEHOLDERS

# Students# Lecturer/staffs# Researchers# Parents# Proffesional society# government# Public,industry, business etc

STANDARDISATION

STAKEHOLDERS

Satisfaction

OUTCOME

Quality Assurancesystem and management

INSTITUTION MANAGEMENT

PRODUCTSTATEMENT

Processes:Teaching‐learningResearchPublic Service

Output/graduates

MEASUREMENTSANALYSISIMPROVEMENT

INPUT

CONTINUOUS IMPROVEMENT OF THE ACADEMIC QUALITY at UI

Quality Assurance Process At UI

Universitas Indonesia as one of the leading Universities in this country has achieved far

above the minimum national standard set by the government. This will not be possible if

UI had not had a ‘holistic’ system in academic quality assurance that includes highest

standards and continuous improvement in its goal. The strategy sets as a systematic,

consistent, thorough, step by step, and continuous quality improvement. At the

individual level, the lecturer were assessed by the students, and the teaching-learning

process along with all processes attached to that, were also evaluated periodically.

The internal evaluation process for each program as part of the Quality Assurance

System, conducted in each semester, yearly, before the national external quality, and

before the regional/international assessment. UI provides a range of relevant approved

standard instruments, together with a systematic process for the monitoring, evaluation

and continuous enhancement of program/faculty and university quality, within a

semester, yearly and evaluation of self assessment report for the national accreditation

prpgram every 3-4 year cycle. At the regional/international level, UI had a certain

criterias to encourage the programs that considered eligible to be assessed by the

international board. Facing this international accreditation, BPMA UI had already

prepared the internal assessors to review the self assessment reports before submitting the

report to the international accreditation board, and until the year 2010, six programs in

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the University website. In the instrument of this semester and yearly evaluation, the head

of program or dean of faculty, had to give endorsement as well oversees the program

progress, give some comments on the area to be improved or problem to be solved that

detected in the instrument, before being submitted to the higher level of management that

in UI, to the vice rector. This is to give the higher level management to also recognise the

areas to be improved, or problems to be solved, then could decide the policy to follow up

this results. The yearly evaluation conducted after two semesters and will undergone the

same process.

The Internal Assessment in Preparing the External Accreditation

The external accreditation or assessment by an institution or body outside the university,

either national or international level, is part of The National Higher Education Quality

Assurance System (SPM-PT) as mentioned before. At the national level, the external

quality assurance should be done by an institution or board that have been approved by

the government, and for now is the BAN PT. UI had set the target to have 100%

programs accredited with the good or best rank according to BAN PT. To meet this

target, BPMA UI had provided a program to help the faculty/program in preparing their

portfolio to be accredited by BAN PT. The pertfolio prepared were then evaluated by

the UI internal assessors before submitted to BAN PT. This way had helped the programs

submits the well prepared portfolio to gain the highest rank from BAN PT.

The programs/faculties that met certain criterias, then encouraged to be assessed by the

international board. Since UI had become the Asean University Network, the programs

considered eligible will prepare the Self Evaluation Report (SAR) to be assessed by the

AUN QA model. The SAR portfolio were also being internally assessed by UI internal

assessors that already trained with this model. From 2008-2010 6 programs had been

assessed by AUN QA, to get comments and suggestions concerning the SAR to be

submitted before the actual assessment.


Evaluation of SNP Implementation at Units and Program level

Based on the government regulation on National Education Standards, UI had regularly

evaluates and develops the implementation of the standards. This evaluation conducts

yearly to ensure that all units and programs involved in Tridharma of the higher

education had met with the government regulation and the UI standards. Some units and

programs had shown the evidence as the best practice in certain standards. The results

were then evaluated, and feed back given to the unit/program, so that they could be aware

of their where being in the standards set in connection with quality..

The minimum National Education Standard consists of eight points that had to be

fulfilled by each and every higher education institution. The more they could get beyond

the standards, show that the institution/university had already developped better than

expected. The IT standards, the student and alumni standards, the standards in

cooperation, standards of research,publication & public service, standards of academic

atmosphere are the standards being developped by UI beyond the minimum national

standards.

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IMPLEMENTATION OF PEER REVIEW AND SIT IN AS EVALUATION AND MONITORING METHOD IN ACADEMIC QUALITY ASSURANCE : A CASE STUDYIN UNIVERSITAS BINA

NUSANTARA

Ienneke Indra Dewi Endang Ernawati

Rudi

Universitas Bina Nusantara, Jakarta, Kampus Syahdan, Jl. KH Syahdan No. 9

[email protected] [email protected] [email protected]

ABSTRACT

Quality has become one of the most influence aspects for the parents and students to choose the

university. ISO 9001:2008 as one of the quality management system help BINUS University in maintaining the quality of the process. Integrating the academic into ISO 9001:2008, BINUS University implemented the Peer Review and Sit In as a tool to monitor and evaluate the content of the teaching. The SIT IN is used as the monitoring tools, to assure the academic quality within the class, and PEER REVIEW is used as the evaluation tools, to assure the academic quality has been maintained. Three aspects of the peer review and sit in are curriculum, teaching – learning process and assessment. The result of the implementation of peer review is subject to be audited by internal auditors and also reported to the management.

Keywords:Peer Review, Sit In, Evaluation, Monitoring, Academic Quality Assurance, ISO 9001:2008

I. BACKGROUND The ability of graduates to compete in the global area can be considered as one of the aspects that describe the quality of the higher education institution. Aware that learning has important aspect, therefore BINUS University puts the graduates as one of the strategic objectives. Many factors affect the quality of graduates such as teaching and learning process, curriculum, and assessment. Using the ISO 9000 as the requirement on Clause 8.2.3 Monitoring and measurement of process, in which stated:

“The organization shall apply suitable methods for monitoring and, where applicable, measurement of the quality management system processes. These methods shall demonstrate the ability of the processes to achieve planned results. When planned results are not achieved, correction and corrective action shall be taken, as appropriate”. [1]

BINUS University implements the Peer Reviewand Sit Inmethods as monitoring and evaluation tool, combined with other monitoring and evaluation that already implemented such as student feedback and lecturer feedback. The Peer Review and Sit In will focus on curriculum, teaching and learning process and assessment which can not be capture from previous monitoring and evaluation method. Assigned faculty member will be responsible for this Peer Review and Sit In[2]

This paper will present the process of BINUS University’s Peer Review and Sit In, result of those activities that provide us to do continuous improvement in our teaching and learning process. II. DEFINITION The North Carolina University made the definition of peer review is as follows:

Peer Review is assessment, by colleagues or peers, of all teaching related activitiesfor either formative (for development) or summative (for personnel decision) purposes. Components may include preparation and presentation of course subject matter (including syllabi, course content, and assignments); student evaluations; interactions with students; documentation of teaching philosophy, expectations, style, and reflections (teacher self-evaluation); peer observation of classroom teaching;

and other activities which may be appropriate to a discipline.[3][4] Another explanation of the peer review is taken from Sell G.:

Peer review of teaching is not intended to replace student evaluations. Experts indicate that although students are the most appropriate judges of day-to-day teacher behaviors and attitudes in the classroom, they are not the most appropriate judges of the accuracy of course content, use of acceptable teaching strategies in the discipline, and the like. For these kinds of judgments, peers are the most appropriate source of information.[5] III. BINUS UNIVERSITY’S PEER REVIEW AND SIT-IN PROCESS

1. The Process PeerReviewactivitiesincludediscussionmeetingsbetween thelecturerswho teachthe same subjectsorthe same concentration.Withinthisgroup, lecturers are expected to join theprocess ofSit In andsharingexperiences.

Fig1. Peer Review and Sit-In Process

2. The Aspects of Peer Review and Sit-In Aspects of Peer Review and Sit In including the following activities: - Curriculum including CourseOutline, Textbook,

and Online Resources - Teaching and LearningProcessincludingPlanning

and Organizing, Method/Approach, Content, Student Participation, Use appropriate learning resources

- AssessmentsincludingMethods of Assessment, FormativeAssessment, SummativeAssessmentand AssessmentProcess

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usedalreadyalignwiththecourseoutline, althoughsome of thelecturersstillusingtheBahasa versión

• Otherresourcesthat are usedbesidetextbooks are case study, articlefrom internet, audio visual , video

C. Evaluation of Peer Review and Sit In Process

In order to evaluate the process of peer review and sit in, questionnaire has been developed. The results are as follows:

1. Interest of the lecturers in the peer review and sit in. Most of the lecturers are interested in peer review and sit in activity. This can be seen in Figure 3 and Figure 4.

Interest of the group member on the discussion N=63

Fig3. Peer Review Report

Interest of group member on Sit In activity N=63

Fig4. Sit In Report

2. Discussion material and provided forms also considered clear and easy to understand by lecturers. This can be seen in Figure 5 and Figure 6.

Discussion material: Curriculum, Teaching and Learning Process, Assessment N=60

Fig5: Discussion Material

Forms that is provided during the discussion N=60

Fig6. Forms

3. Lecturers also found that these activities are useful

Does this Peer Review and Sit In useful? N=60

Fig7. Useful

V. CONCLUSIONS • Peer Review and Sit-In result has helped faculty

and study programs to evaluate and improve their teaching and learning process.

• The Peer Review and Sit In are considered useful by the lecturers and the interest of the lecturers also high, this can be used by the departments to forms more Quality Control groups.

BIBLIOGRAPHY [1] ISO 9001:2008, Quality Management System–

Requirements. [2] Brent, Rebecca, and Felder, Richard M. A

Protocol for Peer Review of Teaching.Education Designs, Inc. North Carolina State University, Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education

[3] North Carolina State University [homepage on the Internet] Raleigh: Peer review of teaching program. Available from: http://www.ncsu.edu/provost/peer_review/definereview.htm.

[4] UNC Intercampus Dialogue on Peer Review of Teaching – Results & Recommendations

[5] Sell G,Chism N. Assessing teaching effectiveness for promotion and tenure: a compendium of reference materials. Columbus Ohio State University Center for Teaching Excellence; 1988

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IMPLEMENTATION OF ISO 9001 FOR QUALITY MANAGEMENT SYSTEM AND ISO 17025 FOR LABORATORY QUALITY SYSTEM

AT ISLAMIC UNIVERSITY OF INDONESIA (UII)

Nandang Sutrisno1 and Riyanto2

1Vice Rector of Academics Affairs, Islamic University of Indonesia

2Head of Chemistry Study Program, Islamic University of Indonesia Jalan Kaliurang KM 14,5, Sleman Yogyakarta, 55584

Abstract In this paper describe an implementation of the ISO 9001 and ISO 17025 for quality assurance at Islamic University of Indonesia (UII) Yogyakarta. Currently the universities are situated at competitive environment. It is the principal reason why they have to identify as the organizations providing the services that satisfy their customers. To lead and operate an organization successfully, it is necessary to manage it in a systematic and visible manner. The implementation of quality management system (QMS), as inherent part of university management, is the way how to reach this aim. ISO/IEC 17025 is the global quality standard for testing and calibration laboratories. The liberalization of economies and the globalization of markets have intensified international competition. This has brought particular challenges to companies in developing countries. University quality management system, started by UII on 1999, has been achieved ISO 9001:2008 certificate on 2009. UII has been achieved ISO 17025:2005 certificate on 2010 for Integrated Laboratory and Environmental Quality Laboratory. The implemented QMS for university and laboratory brings the benefits both to customers of the university (students, employers, society, industry and researcher) and to university itself. Introduction

Quality Assurance Agency for the Islamic University of Indonesia was established on March 1, 1999 with the name Quality Control Board and the Development of Education (BKMPP). BKMPP has primary responsibility include the manufacture, application and development of the quality management system and development of concepts and design education at the Islamic University of Indonesia (UII) in Yogyakarta. During its development, BKMPP on September 20, 2003 split into two the agency Board of Quality Assurance and Academic Development Agency and the establishment with the name Quality Control Board (BKM). Based on the regulation No. 03 of 2006 from PYBW UII, in 2006, implement organizational restructuring, quality assurance unit change to Quality Assurance Agency.

The process of obtaining ISO 9001 certification starts with the external audit of TUV Rheinland Cert GmbH, on December 16, 2009, thus starting that date all the faculties, rectorate and the board in the UII obtain ISO 9001:2008 certification. UII has been achieved ISO 9001:2008 certificate with scope Quality Management System of Higher Education Services in the Faculty of Law, Faculty of Civil Engineering and Planning, Faculty of Economics, Faculty of Industrial Technology, Faculty of Islamic Studies, Faculty of Mathematics and Natural Sciences, Faculty of Psychology and Social Cultural Science, Faculty of Medicine, Directorates and

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Boards. Figure 1 shown of the organizational structure of Quality Assurance Agency of UII.

Figure 1. The organizational structure of Quality Assurance Agency of UII

This ISO 9001 requirement covers the methods and equipment used measuring and testing of student knowledge/abilities, methods applied to ensure that programs/courses conform to the specified requirements, as well as the measuring and testing equipment used in research activities.

ISO/IEC 17025 is the global quality standard for testing and calibration laboratories. The liberalization of economies and the globalization of markets have intensified international competition. This has brought particular challenges to companies in developing countries. Testing laboratories in developing countries face major problems, however, in that their measurements and product certificates are often not accepted in other countries [1].

Quality management has become increasingly present in the life of organizations. Their survival is mainly linked to the quality of their activities. The way in which each organization focuses on quality issues may vary according to the sectors and the environment where it carries out its activities and of course, the organization’s own strategies. There are various ways of focusing on quality and one of the options is to approach the quality management system using the standard ISO 9001 [4-5].

Since its initial publication in 1987, the number of implementations of ISO 9000 quality systems has increased year after year in the business context and it has led to a growing number of business information services being managed using these standards. The first review of this series of standards was carried out in 1994, and the second review and the publication of the edition in force took place in 2000. The ISO

Head of Quality Assurance

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Head of measurements, statistics and information

systems

Head of quality control

system

Head of Internal

Quality Audit and

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Head of document

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Faculty quality control

system

Administrative Staff

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9000 series includes several standards but, at present, the only one that is certifiable is the ISO 9001.

The ISO 9001 standard is also slowly being adopted in public institutions, where still there are few information services and libraries that have opted to manage their quality system with ISO 9001:2000. The standard ISO 9001 is based on management by processes. As processes are cross-functional within institutions, this means that at the time of certification, it is very important to establish the scope of the quality system to be certified [4].

Implementation of ISO 9001 and 17025 can to improve graduate and analysis product the suitability with market needs. Taking products to marker for quality improvement shown at Figure 2.

Figure 2. Quality improvement for product

Competitiveness is activities under this heading are oriented towards the

removal of supply-side constraints, the promotion of the manufacture of products with high export potential and the provision of assistance. Conformity is activities under this heading are oriented towards promoting conformity with market requirements and securing a larger share in export markets. Connectivity is activities under this heading are carried out in cooperation with other agencies and oriented towards supporting developing countries in their efforts to acquire the technological and institutional capacities they need to implement WTO agreements and participate fully in the new rules-based trading system [2].

After the allocation and deployment of adequate resources, the delivery of programs and research is soon to follow. In general, the teaching, learning and researching processes are addressed by this requirement. The objective is to ensure proper identification and planning of these processes, and to ensure that they are carried out under controlled conditions. Controlled conditions include: documents defining the manner in which the processes are carried out, such as course/research project plans and procedures; use of a suitable equipment and a suitable working environment; compliance with reference course and research project quality plans; monitoring and control of product quality characteristics and suitable process parameters; preventive/corrective maintenance of equipment used for teaching, learning and research. It is important to note that the control of the learning process and its product, namely student knowledge is also focused by the inspection and

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testing element of ISO 9001. This element covers the student-based control of individual learning, via student presentations, seminars and design projects. Process control activities may be categorized into four groups:

1. Process control design 2. Control of resources 3. Process control implementation 4. Process control improvement

Laboratory Accreditation Accreditation of laboratories is generally performed by national accreditation bodies. The primary function of such bodies is, of course, to provide assessment of laboratories in their respective countries against ISO 17025. However, they will also often respond to requests to carry out assessments in other countries, especially if the requesting laboratory is in a country without its own national accreditation body. Where there is a national accreditation body in the country and a laboratory seeks to use a body from another country, the incoming accreditation body will normally, as a matter of courtesy, seek approval from the resident body before operating in the country. A laboratory may prefer to use an accreditation body other than its domestic organization when the latter has either no international recognition or where it lacks recognition in parts of the world relevant to the laboratory’s operations.

Formal recognition of the competence of a laboratory by an accreditation body in accordance with international criteria has many advantages [2]: 1. Better control of laboratory operations due to the existence of an in-built quality

assurance system and technically competent manpower. 2. Increased confidence in testing and calibration data and personnel performing the

work. 3. Savings in terms of time and money due to reduction or elimination of the need

for re-testing of products, which is a technical barrier to international trade. 4. Users of accredited laboratories will enjoy greater access for their products, in

both domestic and international markets, when those products have been tested by accredited laboratories, thus facilitating overcoming technical barriers to trade.

Accreditation of a laboratory is granted in two broad areas. These are fields of testing and fields of calibration (or measurement). Examples of fields of testing are chemical testing, electrical testing, mechanical testing, non-destructive testing, optical, photometric and radiometric testing, thermal testing, clinical testing and food testing. Examples of fields of calibration are dimensional calibrations, pressure calibrations, force calibrations, electrical calibrations, thermal calibrations, acoustic calibrations and accelerometry calibration. There could be more fields. All of the above fields may have subcategories for their applications in various technical sub-disciplines. ISO/IEC 17025 specifies a total of 24 requirements, grouped under management requirements and technical requirements. The management requirements include 14 elements, while the technical requirements include 10 elements [8].

The organizational structure of an Integrated Laboratory UII consists of top managers, quality managers, technical managers, supervisor, analysts and administrative staff. Figure 3 shown is the organizational structure of an Integrated Laboratory UII.

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Figure 3. The organizational structure of an Integrated Laboratory UII Relationship between ISO 17025 and ISO 9001

As discussed above, ISO 9001 is the general standard which specifies the requirements for a quality management system. Laboratories which meet the requirements of ISO 17025 also operate in accordance with the requirements of ISO 9001 that are relevant to calibration and testing activities. What this means in practice is that an organization which holds ISO 9001 certification may use a laboratory accredited against ISO 17025 as a supplier of test data without the need to carry out its own audit of the laboratory’s quality system. The question often arises of whether laboratories should be accredited/certified to ISO 9001 or to ISO 17025. In general it is agreed that the appropriate accreditation for commercial testing and calibration laboratories is to ISO 17025. As a result of agreements with laboratory accreditation bodies many ISO 9001 certification bodies will not allow their certification to be cited by commercial testing or calibration laboratories in support of their services [8-9].

What this means in reality is that if you are an ISO 9001 certified organization with an in house laboratory which forms part of your quality control system, the laboratory will be included in the ISO 9001 external audit. However, if you then want to sell the services of that laboratory to outsiders as a testing service you cannot advertise it as an ISO 9001 accredited/certified laboratory. You would need to obtain accreditation to ISO 17025. It is not uncommon, however, for organizations with laboratories used purely for internal quality control purposes to seek to accredit the laboratory to ISO 17025. This is generally done to enhance the laboratory’s, and hence the overall quality control systems, credibility or as part of the application of an ISO 9001-compliant system. ISO 9001 external auditors will not usually do a detailed audit of such an internal laboratory if it holds a current ISO 17025 compliant accreditation. The quality system in the laboratory is largely taken for granted for ISO 9001 purposes. Since laboratory accreditation procedures leading

Top Manager

Quality Manager

Technical Manager

Supervisor

Analysts

Administrative Staff

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to ISO 17025accreditation are explicitly designed for laboratories, they can be easier to interpret for the laboratory as opposed to the rather more diffuse requirements of ISO 9001, which are designed for a more general context. The other advantage of accrediting an internal quality control laboratory is that it will generally reduce the number of audits by customers and this is often a key reason for seeking accreditation. Frequent audits by a range of customers can be disruptive to operations [8-9].

There are certainly a number of significant omissions from ISO 9001 as compared to ISO 17025 although, as already discussed, there is a general ISO move to bring the standards closer together. The additional requirements in ISO 17025, as opposed to ISO 9001, include participation in proficiency testing, adherence to documented, validated, methodology and specification of technical competence, especially on the part of senior laboratory personnel. There is also a difference in the method of scrutiny of laboratories under ISO 9001 as compared to ISO 17025 assessments. ISO 17025 assessment bodies will always use technical assessors who are specialists and who carry out a peer review of the methods being used by the laboratory and the way in which those methods are applied. An ISO 9001 external audit to determine suitability for certification does not include this peer review of technical aspects and the auditors are not required to be technical specialists. They confine their attention to the quality management system [8-9].

From the point of view of a laboratory’s clients, laboratories meeting the requirements of ISO 17025 fulfill all the relevant requirements of ISO 9001 when acting as subcontractors. The practical effect of this is that if an organization which is certified to ISO 9001 is using an ISO 17025 accredited laboratory as a sub-contractor, it can treat it as an ISO 9001 certified sub-contractor for any work within the laboratory’s scope of ISO 17025 accreditation. There will, for example, be no necessity to carry out quality audits of the sub-contractor [8-9]. Experiences from Implementation of Quality Management System The implementation of a quality system based on ISO 9001 and its subsequent certification is not a trivial process, as it involves resources and commitment [4]. Rectors are highly appreciative of the level of support and commitment of their institutions during the implementation of the quality system in the university. Firstly, the decision to implement QMS into university management is the strategic decision. It is the change of university management. Such the change has to be leaded by the top management of the university. Without his active approach the proper functionality of implemented QMS could not be reached. Secondly, the internal audits were found as the very effective tool. Not only as the tool for identification of issues (nonconformities) and possibilities for improvement, but also as the means which helps to the dissemination of information and awareness about QMS both at faculty and university level. Internal auditors act the role of promoters. They spread the best practices in the informal way from audited area to the departments they come from. It is probably the best way how to involve the abilities of people at all level to be used for organization’s benefit.

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Control Process Implementations quality management system using Internal Quality Audit and Management Audit One of the most important objectives of an internal quality audit is measuring the effectiveness of an organizations quality management system. Internal Quality Audit

Quality systems control the mechanisms that develop and deliver product and services to customer. If we rely on customer to tell us of the effectiveness of the controls, it may be too late and we will not retain their custom. An effective quality system will contain constant checks, tests and systems for corrective action (because things will go wrong). However, all of these need the support of independent checks of the organization from within the organization. These independent checks are internal quality audits [3].

The purpose of the Internal Quality Audit System (IQAS) is to monitor conformance, to both the documented quality system in operation and subsequently, to the requirements of any standard upon which the system is based. The IQAS provides the mechanism for discovering non-conformances within the operating quality management system by ensuring that appropriate corrective action is planned, ensuring that appropriate corrective action is implemented and monitoring the effectiveness of the action. Internal audit records form part of the quality records maintained by the organization. From these records trends, critical problems, persistent problems and so on, can be identified. Third party assessors will examine these records. They will be looking to satisfy themselves that the non conformances identified during internal audits have been cleared and that the internal audits themselves are operating effectively [3].

The internal audit function is the mechanism through which the operation of the quality management system is formally monitored and conformance with the documented quality system is assured. Audits are carried out by auditors selected from within the company but who are independent of the area, function or procedure being audited. Internal audits are the mechanism through which information about the effectiveness of the quality system is gathered. The purpose of the audit function is verify, or otherwise, conformance of practice with the documented quality system and with the requirements of the standard [3].

In the internal audit UII there are two types of AMI Performance Unit and AMI Academic. Total auditee as many as 174 units consisting of five groups of participants audit the Rectorate, Dean, Division, Faculty, Directorate/Agency and Program Studies. For Study Program audit activities carried out to Unit and Academic Performance.

The implementation phase of audit is desk evaluation of the data that has been filled and visitation. AMI performance unit evaluation is based on six performance indicators and additional indicators that are specific. Common performance indicators are achievement target quality, achievement of work program, availability and implementations procedure work, list note quality, evaluation discipline work, control and evaluation complaint customer.

Specific performance indicators Directorate of Academic units are new admissions process and the process of academic administration. Indicators of infrastructure directorate are the process of planning, implementing procurement system. AMI Academic indicators are process preparation learning, process

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implementation learning, process test, achievement academic student, process practice work field, process test thesis, lecturer and graduate.

The scoring systems used to classify the results of audit according to four categories. The four categories are appropriate, observation, minor and major. Categories of appropriate with score of 4, observation with score 3, for minor were score 2 and 1, and the mayor were score 0. Table 1 shown of the performance report of the achievements of the unit and Figure 4 shown of the availability Unit Lecture Event (SAP) at Study Program [6-7].

Table 1. AMI achievements in 2010

No Unit Period2008 2009

1 BPA 2.23 3.61 2 BPM 0.00 2.67 3 BSI 1.96 2.88 4 DA 2.78 3.81 5 DKA 2.07 3.42 6 DBMKM 1.47 3.16 7 DOSDM 2.21 3.18 8 PKA 1.80 2.98 9 Library 2.84 3.12 10 DPPAI 2.91 3.31 11 DPPM 2.98 3.67 12 DSP 1.71 2.16

Average performance index 2.27 3.25

Fig. 4. AMI results of % availability SAP at Study Program at UII performance

0

20

40

60

80

100

120

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22

SAP is available in %

Study Program at UII

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Management Audit Evaluation of each process is carried out by Internal Quality Audit (Audit

Mutu Internal/AMI), External Audit and Management Audit. Management audit conducted annually for all units. Management audit is conducted by Audit Institutions of the Institute of Management Foundation Board Audit Agency Endowments (PYBW-UII). Main objectives of this Management Audit are first to obtain evidence of compliance with the implementation of strategic plans, both to implement a mechanism for continuous improvement.

Scope Management Audit includes the correspondence between the university strategic plan with the strategic plan of the faculty in the UII, the suitability budget between the University Strategic Plan with the Annual Work Plan and Budget at the University of units, the suitability of the Faculty Strategic Plan with the Annual Work Plan and Budget in units of the Faculty, as well as the implementation of Work Plan and the annual budget of the University, Faculty and Study Program in the UII. Auditee at the University Rector and Vice Rector is assisted by the Director. As for the faculty auditee consists of the Dean, Vice Dean, Head of Study Program, and Secretary of the Program and is assisted by the Head of Division.

Auditors to evaluate are document strategic plan and annual work plan and budget at both the University and Faculty level. From the results of the evaluation document followed a visit to each unit. These activities propose of compliance and confirmation to the formulation of strategic plans and annual work plan and budget contained in the written document. Moreover, it also saw the form of implementation of annual work plan and budget that has been implemented according to the audit period.

At the audit activity in each unit of work done by covering the opening of the lead auditor, inspection/audit, preparation of discovery documents, findings and improvement plan approval by the auditee and then closing. Before reporting results audit, ensuring all documents from auditor and audit reports are complete and correct and validated by the lead auditor. Next, document the findings of the auditor reported to the Audit Institutions-PYBW.

In the audit, there are three activity are a form of activity programs, when programs are implemented and document evidence of program implementation. These three things are inseparable unity with one another, so that the inference the work program is really concrete and can be proven that documentation and legalization. Form of real work activity program is not just argumentative. It is necessary to understand and be understood by the auditor. Audit Management form PYBW with lead auditor summarizing all audit result. Primarily to ensure the classification audit result, accordingly, recommended and not appropriate. Summary of audit result are then reported to management and submitted to PYBW for further action. Quality Audit at Laboratory Quality managers manage internal audits. They verify conformance to the ISO/IEC 17025 requirements and also to company policies, processes and procedures. Internal audits are also quite useful in preparation for external audits. External auditors can come from clients or from accreditation bodies. They verify that the laboratory is operating in compliance with ISO/IEC 17025. There should be procedures for staff responsibilities before, during, and after internal and external audits. Overall owners

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should be defined, and all employees who may be affected by the audit should be trained. To make best use of internal audits, they should be designed, executed, and followed up very much in the same way as expected external audits. The recommendations for audit preparation, performance, documentation, and follow-up are written for the audited departments, not for the auditors [8-9]. Internal quality audit is activity to check the implementation of the management and technical requirement. Internal quality audit is performed by internal auditors. ISO/IEC 17025 requires that a laboratory shall periodically and in accordance with a predetermined schedule and procedure conduct internal audits of its activities to verify that operations continue to comply with the requirements of the quality system and this standard [10]. Steps to perform a internal quality audit are define the purpose of the audit, define the scope, determine the audit team resource, identify the performance standards, develop a technical understanding of the processes, contact those to be auditor, perform an initial evaluation and develop written checklist of the data needs. The advantages and Benefits of Implementing QMS in the University Another objective of the study was to highlight the main benefits provided by the implementation of ISO 9001:2000 in academic process [4]. The time from the beginning of implementation QMS at UII is rather short to fully evaluate the effect of adopting ISO 9000 approach on the quality of university products. However we recognize the improvement of university culture in areas: 1. Increased level of managing processes in the university. It is the main asset. In

the past the most of standard situation were solved ad-hoc. QMS defines the accurate rules.

2. Better set-up of activities inside the university, accurate definition of authority and responsibility. The process approach enables to define the activities and their relation inside university with corresponded authority and responsibility in the simple way

3. Forcing the university to identify and satisfy the actual needs and expectation of their customers. In some situations in the past the university offers what their staff recognized important. Actual needs and expectation of their customer could be different. QMS forces the university to identify and satisfy the actual needs of their customers.

4. Saving of operating expenses. The proper set-up of activities inside the university together with accurate definition of authority and responsibility leads to elimination of wasted effort and it brinks saving of operating expenses

5. Improvement of the educational processes. The identification of actual needs and expectation of university customers, evaluation of customer satisfaction, better set-up of activities inside the university leads to improvement of the educational process.

6. Improvement of competitive ability of university. ISO 9000 registration is a competitive advantage. It is the evidence the university is properly managed, the needs of their customers are identified and the environment to satisfy them is established.

7. Increased proactive behavior of employees. The existence of defined procedures for problem solving (control of nonconforming product, corrective action, and

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preventive action) and tools for independent assessment of any designed process or activity (internal audit) leads the employees to proactive behavior.

Implementing ISO/IEC 17025 as part of laboratory quality initiatives provides both laboratory and business benefits such as: 1. Having access to more contracts for testing and/or calibration. Some public and

private organizations only give contracts to accredited laboratories. Accreditation will also help to get more contracts from organizations that don’t mandate accreditation, but do give preference to accredited laboratories in competitive situations.

2. Improved national and global reputation and image of the laboratory. 3. Continually improving data quality and laboratory effectiveness. 4. Having a basis for most other quality systems related to laboratories, such as

Good Manufacturing Practices and Good Laboratory Practices.

Conclusions The general view to be taken of these various guides and standards is that ISO 9001 is the overall standard for quality management systems and ISO 17025 provides specific guidance on the application of the ISO 9001 principles to laboratories. This correspondence is becoming increasingly apparent with the development of both standards, especially as the language and terminology is converging. When seeking to select or establish an accreditation body for laboratories, the key standard is ISO 17025 which is the basis on which international acceptance of an accreditation body, and hence its client laboratories, is achieved. The implemented QMS for university and laboratory brings the benefits both to customers of the university (students, employers, society, industry and researcher) and to university itself. References [1] Anonymous, 2009, Complying with ISO 17025, A practical guidebook for

meeting the requirements of laboratory accreditation schemes based on ISO 17025:2005 or equivalent national standards, United Nations Industrial Development Organization (UNIDO), Vienna.

[2] Anonymous, 2006, Role of measurement and calibration in the manufacture of

products for the global market, A guide for small and medium-sized enterprises, Working Paper, United Nations Industrial Development Organization (UNIDO), Vienna.

[3] Anonymous, 1996, Internal Quality Audit: what they are and how to carry them

out, The National Computing Centre Limited, Oxford House, Manchester. [4] Hutyra, M., 2012, Implementation of Quality Management System According to

ISO 9001 at VSB–Technical University of Ostrava, Technical University of Ostrava, Czech Republic.

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[5] Karapetrovic, S. Rajamani, D. and Willborn, W. 1998, Quality System: an Interpretation for the University, Int. J. Eng. Ed. Vol. 14, No. 2, 105-118.

[6] Anonymous, 2010, Report of Academic Internal Quality Audit at UII, period

2008/2009, Board of Quality Assurance, Islamic University of Indonesia. [7] Anonymous, 2010, Report of Academic Internal Quality Audit at UII, period

2009/20010, Board of Quality Assurance, Islamic University of Indonesia.

[8] ISO/IEC 17025, General Requirements for the Competence of Testing and Calibration Laboratories, 2005.

[9] EUROLAB, Guide to the Evaluation of Measurement Uncertainty for Quantitative Test Results, 2006.

[10] APLAC, Internal Audits for Laboratories, Asia Pacific Laboratory Accreditation Cooperation. Publication Reference.

Proceedings of the ICES Conference and Academic Day 2012

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