Author(s)

HaiChen Zhao¹, Liang He¹, DonYang Geng^1,2*, XiuFeng Liang¹, FanYu Shi¹, Gen Li¹, BeiNing Yang¹, ZiYa Yu¹, JianMing Guo³

Affiliation(s)

¹Hebei GEO University, Shijiazhuang 050000, Hebei, China.

²Hebei Province Underground Artificial Environment Smart Development and Management Technology Innovation Center, Hebei GEO University, Shijiazhuang 050000, Hebei, China.

³Hebei Jike Project Management Co., Ltd., Shijiazhuang 050000, Hebei, China.

Corresponding Author

DonYang Geng

ABSTRACT

This study examines the engineering management program at applied local undergraduate institutions. Addressing current challenges such as outdated curricula, monotonous teaching methods, insufficient practical experience among faculty, and constrained practical teaching facilities, it proposes a teaching reform scheme centered on the Outcomes-Based Education (OBE) philosophy. The research systematically explores pathways for cultivating applied talents in engineering management through course objective design, teaching content optimization, deepening university-industry collaboration, implementing the "1+X" certificate system, and establishing a dual-mentor system. By strengthening the integration of theory and practice, constructing a diversified assessment system, and improving university-industry coordination mechanisms, the approach aims to enhance students' practical engineering abilities and innovative awareness, promote continuous improvement in teaching quality, and provide a feasible reference for cultivating high-caliber applied talents in engineering management programs at local undergraduate institutions.

KEYWORDS

Applied undergraduate education; Engineering management; Teaching reform; Industry-education integration; Project-based teaching

CITE THIS PAPER

HaiChen Zhao, Liang He, DonYang Geng, XiuFeng Liang, FanYu Shi, Gen Li, BeiNing Yang, ZiYa Yu, JianMing Guo. Teaching reform in engineering management programs at applied local undergraduate institutions. Trends in Social Sciences and Humanities Research. 2025, 3(7): 24-29. DOI: https://doi.org/10.61784/tsshr3189.

REFERENCES

[1] Dym C L, Little P, Eris O, et al. Engineering design thinking, teaching, and learning. Cambridge University Press. 2005.

[2] Spady W G. Outcome-based education: Critical issues and answers. American Association of School Administrators. 1994.

[3] Alias A, Bhkari N M. A model of outcome-based education (OBE) for engineering education. Gading Journal for the Social Sciences. 2007, 11(2): 71-87.

[4] Bingjie Q, Yifei L. Research on the teaching reform of engineering management professional based on BIM technology. International Journal of Management Science and Engineering Research. 2015, 2(2): 43-48.

[5] Abbas A, Din Z U, Farooqui R. Integration of BIM in construction management education: An overview of Pakistani engineering universities. Procedia Engineering. 2016, 145: 151-157.

[6] Hsu W L, Chen Y S, Shiau Y C, et al. Curriculum design in construction engineering departments for colleges in Taiwan. Education Sciences. 2019, 9(1): 65.

[7] Lee N, Dossick C S, Foley S P. Guideline for building information modeling in construction engineering and management education. Journal of Professional Issues in Engineering Education and Practice. 2013, 139(4): 266-274.

[8] Pieper M, SeiB S, Shamreeva A. Analysis of digital education in construction management degree programs in Germany and development of a training model for BIM teaching. ECPPM 2021 – eWork and eBusiness in Architecture, Engineering and Construction. 2021: 457-464.

[9] Lijuan L. Research on practical teaching of virtual reality integration of engineering management major from the perspective of new engineering. E3S Web of Conferences. 2021, 253: 02042.

[10] Ahn Y H, Cho C S, Lee N. Building information modeling: Systematic course development for undergraduate construction students. Journal of Professional Issues in Engineering Education and Practice. 2013, 139(4): 290-300.