From Idea to Product: A Case Study For Enhancing Transdisciplinary Engineering Education at Azerbaijan Technical University (AzTU)
Abstract
Engineer Enhancement Program (EEP) is centered around transdisciplinary learning, an educational framework designed to exceed traditional academic boundaries in pursuit of comprehensive solutions to real-world problems by integrating of practical industry knowledge with theoretical academic learning. The EEP proposes a unique platform for aspiring students to experience the full spectrum of aircraft system development, from conceptual design to flight phases. The main aim is to bridge the gap between academic knowledge and real-world engineering talents, providing students with invaluable experience that complements their professional life. Results showed that product base projects promoted an impressive understanding of related concepts in many disciplines. At the end of the project, it was seen that quality of participant work improved and industrial role-based awareness was developed.
References
- Ankrah, S., & Al-Tabbaa, O. (2015). Universities–industry collaboration: A systematic review. Scandinavian Journal of Management, 31(3), 387–408. https://doi.org/10.1016/j.scaman.2015.02.003
- Borah, D., Malik, K., & Massini, S. (2021). Teaching-focused university–industry collaborations: Determinants and impact on graduates’ employability competencies. Research Policy, 50(3), 104172. https://doi.org/10.1016/j.respol.2020.104172
- Brandon Hall Group. (2021). Excellence Awards. https://excellenceawards.brandonhall.com/winners/
- Cooke, N. J., & Hilton, M. L. (2015). Enhancing the effectiveness of team science. National Research Council.
- De Wit-de Vries, E., Dolfsma, W. A., van der Windt, H. J., & Gerkema, M. P. (2019). Knowledge transfer in university–industry research partnerships: A review. The Journal of Technology Transfer, 44, 1236–1255. https://doi.org/10.1007/s10961-018-9660-x
- Fam, D., Neuhauser, L., & Gibbs, P. (2018). Transdisciplinary theory, practice and education: The art of collaborative research and collective learning. SpringerLink. https://doi.org/10.1007/978-3-319-93743-4
- Hero, L.-M., & Lindfors, E. (2019). Students’ learning experience in a multidisciplinary innovation project. Education + Training, 61(4), 500–522. https://doi.org/10.1108/ET-06-2018-0138
- Kilic-Bebek, E., Chang, Y.-C., Gregory, M., Xu, D., & Cavusoglu, M. (2023). Transdisciplinarity as a learning challenge: Student experiences and outcomes in an innovative course on wearable and collaborative robotics. IEEE Transactions on Education, 66(3), 263–273. https://doi.org/10.1109/TE.2022.3229201
- King, G., & Persily, N. (2020). A new model for industry–academic partnerships. PS: Political Science & Politics, 53(4), 703–709. https://doi.org/10.1017/S1049096519001021
- Rabb, R., & Greenburg, D. (2019). Meeting industry needs for professional and technical skills with new graduate degrees. In 2019 ASEE Annual Conference & Exposition Proceedings (p. 33101). ASEE.
- Rybnicek, R., & Königsgruber, R. (2019). What makes industry–university collaboration succeed? A systematic review of the literature. Journal of Business Economics, 89(2), 221–250. https://doi.org/10.1007/s11573-018-0916-6
- Van den Beemt, A., MacLeod, M., van der Veen, J. T., van de Ven, M. J., & van Baalen, P. (2020). Interdisciplinary engineering education: A review of vision, teaching, and support. Journal of Engineering Education, 109(3), 508–555. https://doi.org/10.1002/jee.20347
Fikirden Ürüne: Azerbaycan Teknik Üniversitesi’nde Mühendislik Eğitimin Geliştirilmesine Yönelik Disiplinler Arası Bir Vaka Çalışması
Abstract
Mühendislik Geliştirme Programı (EEP) disiplinler arası öğrenmeye odaklı, teorik akademik öğrenmeyi pratik endüstri bilgisiyle bütünleştirerek gerçek dünya sorunlarına kapsamlı çözümler bulmak amacıyla geleneksel akademik sınırları aşmak üzere tasarlanmış bir eğitim çerçevesidir. EEP, kavramsal tasarımdan uçuş aşamalarına kadar uçak sistemi geliştirmenin tüm yelpazesini deneyimlemeleri için katılımcılara benzersiz bir platform sunar. Temel amaç, akademik bilgi ile gerçek dünyadaki mühendislik yetenekleri arasındaki boşluğu kapatmak ve öğrencilere mesleki yaşamlarını tamamlayacak paha biçilmez deneyimler sağlamaktır. Sonuçlar, ürün tabanlı projelerin birçok disiplinde ilgili kavramlara dair etkileyici bir anlayışı desteklediğini gösterdi. Projenin sonunda, katılımcı çalışmalarının kalitesinin arttığı ve endüstriyel rol tabanlı farkındalığın geliştirildiği görüldü.
Ethical Statement
Bu çalışmanın tüm hazırlanma süreçlerinde etik kurallara uyulduğunu yazarlar beyan eder. Aksi bir durumun tespiti halinde Ticari Bilimler Fakültesi Dergisinin hiçbir sorumluluğu olmayıp, tüm sorumluluk çalışmanın yazarlarına aittir. Bu çalışma etik kurul izni gerektirmemektedir.
Supporting Institution
Türk Havacılık ve Uzay Sanayii
References
- Ankrah, S., & Al-Tabbaa, O. (2015). Universities–industry collaboration: A systematic review. Scandinavian Journal of Management, 31(3), 387–408. https://doi.org/10.1016/j.scaman.2015.02.003
- Borah, D., Malik, K., & Massini, S. (2021). Teaching-focused university–industry collaborations: Determinants and impact on graduates’ employability competencies. Research Policy, 50(3), 104172. https://doi.org/10.1016/j.respol.2020.104172
- Brandon Hall Group. (2021). Excellence Awards. https://excellenceawards.brandonhall.com/winners/
- Cooke, N. J., & Hilton, M. L. (2015). Enhancing the effectiveness of team science. National Research Council.
- De Wit-de Vries, E., Dolfsma, W. A., van der Windt, H. J., & Gerkema, M. P. (2019). Knowledge transfer in university–industry research partnerships: A review. The Journal of Technology Transfer, 44, 1236–1255. https://doi.org/10.1007/s10961-018-9660-x
- Fam, D., Neuhauser, L., & Gibbs, P. (2018). Transdisciplinary theory, practice and education: The art of collaborative research and collective learning. SpringerLink. https://doi.org/10.1007/978-3-319-93743-4
- Hero, L.-M., & Lindfors, E. (2019). Students’ learning experience in a multidisciplinary innovation project. Education + Training, 61(4), 500–522. https://doi.org/10.1108/ET-06-2018-0138
- Kilic-Bebek, E., Chang, Y.-C., Gregory, M., Xu, D., & Cavusoglu, M. (2023). Transdisciplinarity as a learning challenge: Student experiences and outcomes in an innovative course on wearable and collaborative robotics. IEEE Transactions on Education, 66(3), 263–273. https://doi.org/10.1109/TE.2022.3229201
- King, G., & Persily, N. (2020). A new model for industry–academic partnerships. PS: Political Science & Politics, 53(4), 703–709. https://doi.org/10.1017/S1049096519001021
- Rabb, R., & Greenburg, D. (2019). Meeting industry needs for professional and technical skills with new graduate degrees. In 2019 ASEE Annual Conference & Exposition Proceedings (p. 33101). ASEE.
- Rybnicek, R., & Königsgruber, R. (2019). What makes industry–university collaboration succeed? A systematic review of the literature. Journal of Business Economics, 89(2), 221–250. https://doi.org/10.1007/s11573-018-0916-6
- Van den Beemt, A., MacLeod, M., van der Veen, J. T., van de Ven, M. J., & van Baalen, P. (2020). Interdisciplinary engineering education: A review of vision, teaching, and support. Journal of Engineering Education, 109(3), 508–555. https://doi.org/10.1002/jee.20347
Details
| Primary Language | Turkish |
|---|---|
| Subjects | Information Systems Education |
| Journal Section | Research Article |
| Authors | |
| Submission Date | April 18, 2025 |
| Acceptance Date | July 7, 2025 |
| Early Pub Date | September 20, 2025 |
| Publication Date | September 25, 2025 |
| Published in Issue | Year 2025 Volume: 9 Issue: 2 |