How Industry Concepts of Concurrent Engineering Enhance Aircraft Design Education

T Melin, AT Isikveren, A Rizzi, C Stamblewski, HV Anders

Research output: Contribution to journalArticle (Academic Journal)peer-review

3 Citations (Scopus)

Abstract

Two student projects are described including the intended goals, the approaches taken, the tools used and what was learned from the exercises. An international collaborative teaching protocol between Ecole Polytechnique de Montreal and the Royal Institute of Technology (KTH) was exercised in aircraft design education. Poignantly, a novel instructive design process using the analogue of contemporary concurrent engineering practises in industry was implemented. The idea was to strategically assign multi-disciplinary design tasks to each Partner University in accordance with their respective competencies. The university-industry coupling was initiated by Request for Proposals and corresponding Marketing Requirements and Objectives produced by Bombardier Aerospace in Montreal, Canada. Two MATLAB-based tools were prominent in facilitating the capstone aircraft design projects. They included: QCARD, a computer-aided conceptual design engineering system; and TORNADO, a Vortex-Lattice code for computing aerodynamic characteristics. The result of the two exercises was found to benefit the participating industry, the educational establishments involved, and the students carrying out the projects.
Translated title of the contributionHow Industry Concepts of Concurrent Engineering Enhance Aircraft Design Education
Original languageEnglish
Pages (from-to)175 - 192
Number of pages18
JournalProceedings of the Institution of Mechanical Engineers, Part G: Journal of Aerospace Engineering
Volume221 (2)
DOIs
Publication statusPublished - Dec 2007

Bibliographical note

Publisher: Institution of Mechanical Engineers
Other: Special Issue Paper

Fingerprint Dive into the research topics of 'How Industry Concepts of Concurrent Engineering Enhance Aircraft Design Education'. Together they form a unique fingerprint.

Cite this