| 1. |
- Almefelt, Lars, 1968, et al.
(författare)
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Requirements management in practice: findings from an empirical study in the automotive industry
- 2006
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Ingår i: Research in Engineering Design. ; 17:3, s. 113-134
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Tidskriftsartikel (refereegranskat)abstract
- This paper presents an empirical study carried out in the automotive industry, with the aim to bring forward new experiences and knowledge on management of requirements in practice. Adopting a qualitative systems approach, and using multiple information sources, the requirements management process during the development of a passenger car cockpit has been mapped out. More specifically, the intention has been to identify and describe progress, changes, deviations, and compromises regarding the requirements and their fulfilment linked to the different phases of the product development. The logical reconstruction of the requirements management process is complemented with broad descriptions of associated phenomena, such as important events, organisational structures, competences, and attitudes. Findings are presented, analysed and discussed considering also factors underlying observed phenomena. Accompanying the empirical findings, the paper concludes with recommendations for constructive and efficient requirements management in practice.
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| 2. |
- Awais, Fawad, et al.
(författare)
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Biofuels
- 2013
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- WP1 Report, Sustainable Intermodal Supply Systems for Biofuel and Bulk Freight
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| 3. |
- Berglund, Fredrik, 1974, et al.
(författare)
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CDIO-Based Master Programme in Product Development
- 2007
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Ingår i: The 3rd International CDIO Conference, MIT, Cambridge, Massachusetts, June 11-14.
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Konferensbidrag (refereegranskat)abstract
- In the autumn 2007, Chalmers University of Technology, Göteborg, Sweden, will launch 44 new Master’s programmes, as a step in the Bologna process. The Master’s programme in Product Development, one of these programmes, aims to provide an environment and course syllabus that gives students the knowledge, skills and attitudes to act efficiently within global product developing organizations. This includes specific technical knowledge related to product development, managerial skills to plan and control the process, and practical attainments in using advanced methods and tools for collaborative product development. The diversity of the intake, with students with an undergraduate background in mechanical, electrical, industrial management or industrial design engineering, is used as an asset, enabling student project to be truly multidisciplinary, addressing engineering as well as business development aspects. This paper, will summarize the experiences of designing this programme using the CDIO standards and syllabus (www.cdio.org). In addition, the paper will discuss challenges when designing a curriculum in a programme description and making sure that overall learning objectives for the programme are met through individual courses and assessment methods.
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| 4. |
- Berglund, Fredrik, 1974, et al.
(författare)
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Cross-functional Product Development education - experiences from a decade of student projects in collaboration with industry
- 2007
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Ingår i: International Conference on Design Education (Connected 2007), 9 – 12 July 2007, University of New South Wales, Sydney, Australia.
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Konferensbidrag (refereegranskat)abstract
- Developing products is a multi-disciplinary process of identifying and envisaging user needs and bringing those needs into life. This has to be done in a cost-efficient manner, while ensuring products that exceed expectations on quality standards in form, fit, and function and – stand out from competition. These facts, have made it necessary to incorporate project-based learning in collaboration with industry in a product development curriculum, in which students gain experiences in developing products and insights in industrial activities. As a result these students can grasp inter-related aspects of subjects associated to product development better. Some ten years ago, Chalmers University of Technology made it possible for students not only from mechanical engineering to take a project course in Product Development, but also students from automation and control, industrial economics, and students studying either a MSc or MArt in Industrial Design. This was done mainly to address the multi-disciplinary nature of designing, so that students could get the opportunity to appreciate the skills attained by students from other disciplines and learn from each other. Since Chalmers University of Technology now shift its educational framework according to the Bologna process, and starting 44 new Master’s programmes (Product Development being one of them) we will take the opportunity to summarise our experiences of providing these cross-functional product development projects, with 4th year students, where student groups plans and carries out all phases in a product development project to solve an industrial problem in close collaboration with an industry partner. These experiences reflect process design, supervising, adopted pedagogic, student teamwork and academic/industrial collaborations.
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| 5. |
- Berglund, Fredrik, 1974, et al.
(författare)
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Experiences from developing a Master’s programme in Product Development
- 2007
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Ingår i: International Conference on Design Education (Connected 2007), 9 – 12 July 2007, University of New South Wales, Sydney, Australia.
-
Konferensbidrag (refereegranskat)abstract
- In the autumn 2007, Chalmers University of Technology, Göteborg, Sweden, will launch 44 Master’s programmes, as a step in the Bologna process. The Bologna Process is an intergovernmental initiative which aims to create a European Higher Education Area (EHEA) by 2010 and to promote the European system of higher education worldwide. The Master’s programme in Product Development, one of these programmes, aims to provide an environment and course syllabus that gives students the knowledge, skills and attitudes to efficiently act within global product developing organisations. This includes specific technical knowledge related to product development, managerial skills to plan and control the process, and practical attainments in using advanced methods and tools for collaborative product development. Although, it is a new programme the design of the curriculum has been affected by former courses in Product Development related topics. The master’s programme will include five parts: (1) core courses in Product Development; (2) a Cross-functional Product Development Project; (3) Specialization tracks; (4) Elective courses; and (5) a Master’s Thesis Project. The core courses in product development will give a foundation in Product Development aspects, including Integrated Product Development, Computer Aided Design, Product Planning and Market Analysis, and Product Life Cycle Management. To facilitate the design of these programmes, Chalmers developed guidelines for the design of programme descriptions. This paper, summarises the experiences of designing this programme using this guideline and the CDIO principles and syllabus. In addition, the paper will discuss challenges when designing a curriculum in a programme description and making sure that the overall learning objectives for the programme are met through individual courses and examination forms.
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| 6. |
- Berglund, Fredrik, 1974, et al.
(författare)
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Implementing and Standardising Systems Engineering Practices within a Global Corporation
- 2009
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Ingår i: 19th Annual INCOSE International Symposium, 20 - 23 July, Singapore.
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Konferensbidrag (refereegranskat)abstract
- Developing new products is in many respects the process of identifying and envisaging user needs and bringing those needs into life in a cost-efficient manner, either utilizing existing technologies and solutions, or developing new ones. Product developing organisations are constantly challenged since new products must exceed expectations on quality standards in form, fit, and function – and that they must stand out from competition. This requires people with knowledge in many areas. Consequently, it is a multi-disciplinary process involving many parallel activities, such as product planning, design, production, marketing and after-sale.Systems Engineering (SE) has become increasingly important in these organizations in order to manage the shear complexity of managing large scale development projects and secure the quality standards for all emergent properties of a system. The main driver for introducing SE is that the complexity and interconnectedness of systems continues to grow and the growing shift of focus to the complete offer rather than the product itself. However, there exist little research summarizing experiences of implementing SE, and there remain uncertainties as to how SE should be tailored to specific settings in order to add value to a development organization. Especially, focus needs to be put on managing the complexity of creating product variety.This paper summarises our experiences from implementing and standardising Systems Engineering practices within a global corporation in the transport solution industry. This includes a review of reports on SE implementations, a short description of the Volvo Group, and a summary of our experiences when implementing SE at various units and organisational levels.
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| 7. |
- Berglund, Fredrik, 1974, et al.
(författare)
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Multidisciplinary Project-based Product Development Learning in Collaboration with Industry
- 2007
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Ingår i: The 3rd International CDIO Conference, MIT, Cambridge, Massachusetts, June 11-14.
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Konferensbidrag (refereegranskat)abstract
- Developing products is a multi-disciplinary process of identifying and envisaging user needs and realizing a product offer that meets these needs. This has to be done in a cost-efficient manner, while ensuring that the developed products exceed customer expectations concerning functionality and quality, and that they stand out from competition. Running project-based education in collaboration with industry allows students to gain experiences in addressing “real” problems and skills in applying industrial working practices in an industrial context. Consequently, product development organizations deliver not just the technical design of the product but a complete product offer. This involves activities such as market analysis, product planning, industrial design and development of after-market services.Some ten years ago, Chalmers University of Technology changed its Product Development project course, which addresses these needs, in order to increase the industrial collaboration and to facilitate a more multidisciplinary project composition. The course is now open for 4th year students from many disciplines including Mechanical Engineering, Automation Engineering, Industrial Management and Industrial Design. Thus, the student teams are multidisciplinary, which enables them to take on a multi-faceted, industry-sponsored product development task. The task requires that all the phases in a product development process are carried out. The students get the opportunity to appreciate that skills possessed by other disciplines are necessary to solve a complex problem, as well as the challenges involved including differences with respect to goals, culture, and disciplinary terminology.
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| 8. |
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| 9. |
- Berglund, Fredrik, 1974
(författare)
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Towards a Theory of Requirements Negotiation
- 2005
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Ingår i: 3rd Annual Conference on Systems Engineering Research.
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Tidskriftsartikel (refereegranskat)abstract
- Recent research on the management of requirements in industrial practice has shifted its focus of attention from the traditional perspective taken in systems engineering and engineering design literature that ?requirements comes first?, towards a perspective more including a ?dialogue between the requirement, its solution, and the customer/contractor?. This dialogue, in this paper regarded as requirements negotiation, is a natural way to understand and solve a design problem.This paper gives a background on this shift of focus using existing change-process theories and summarises requirements negotiation activities. Looking at related research areas, such as network theory and research on human judgement and decision-making different areas of attentions for future research are outlined.
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| 10. |
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