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Information technologies, such as big data analytics, cloud computing,
cyber physical systems, robotic process automation, and the internet of things, provide a sustainable impetus for the structural development of business sectors as well as the digitalization of markets, enterprises, and processes. Within the consulting industry, the proliferation of these technologies opened up the new segment of digital transformation, which focuses on setting up, controlling, and implementing projects for enterprises from a broad range of sectors. These recent developments raise the question, which requirements evolve for IT consultants as important success factors of those digital transformation projects. Therefore, this empirical contribution provides indications regarding the qualifications and competences necessary for IT consultants in the era of digital transformation from a labor market perspective. On the one hand, this knowledge base is interesting for the academic education of consultants, since it supports a market-oriented design of adequate training measures. On the other hand, insights into the competence requirements for consultants are considered relevant for skill and talent management processes in consulting practice. Assuming that consulting companies pursue a strategic human resource management approach, labor market information may also be useful to discover strategic behavioral patterns.
Engineers and therefore engineering education are challenged by the increasing complexity of questions to be answered globally. The education of future engineers therefore has to answer with curriculums that build up relevant skills. This chapter will give an example how to bring engineering and social responsibility successful together to build engineers of tomorrow. Through the integration of gender and diversity perspectives, engineering research and teaching is expanded with new perspectives and contents providing an important potential for innovation. Aiming on the enhancement of engineering education with distinctive competencies beyond technical expertise, the teaching approach introduced in the chapter represents key factors to ensure that coming generations of engineers will be able to meet the requirements and challenges a changing globalized world holds for them. The chapter will describe how this approach successfully has been implemented in the curriculum in engineering of a leading technical university in Germany.
The chapter initially provides a summary of the contents of Eurocode 8, its aim being to offer both to the students and to practising engineers an easy introduction into the calculation and dimensioning procedures of this earthquake code. Specifically, the general rules for earthquake-resistant structures, the definition of design response spectra taking behaviour and importance factors into account, the application of linear and non-linear calculation methods and the structural safety verifications at the serviceability and ultimate limit state are presented. The application of linear and non-linear calculation methods and corresponding seismic design rules is demonstrated on practical examples for reinforced concrete, steel and masonry buildings. Furthermore, the seismic assessment of existing buildings is discussed and illustrated on the example of a typical historical masonry building in Italy. The examples are worked out in detail and each step of the design process, from the preliminary analysis to the final design, is explained in detail.
There is a broad international discussion about rethinking engineering education in order to educate engineers to cope with future challenges, and particularly the sustainable development goals. In this context, there is a consensus about the need to shift from a mostly technical paradigm to a more holistic problem-based approach, which can address the social embeddedness of technology in society. Among the strategies suggested to address this social embeddedness, design thinking has been proposed as an essential complement to engineering precisely for this purpose. This chapter describes the requirements for integrating the design thinking approach in engineering education. We exemplify the requirements and challenges by presenting our approach based on our course experiences at RWTH Aachen University. The chapter first describes the development of our approach of integrating design thinking in engineering curricula, how we combine it with the Sustainable Development Goals (SDG) as well as the role of sustainability and social responsibility in engineering. Secondly, we present the course “Expanding Engineering Limits: Culture, Diversity, and Gender” at RWTH Aachen University. We describe the necessity to theoretically embed the method in social and cultural context, giving students the opportunity to reflect on cultural, national, or individual “engineering limits,” and to be able to overcome them using design thinking as a next step for collaborative project work. The paper will suggest that the successful implementation of design thinking as a method in engineering education needs to be framed and contextualized within Science and Technology Studies (STS).
Subject of this case is Deutsche Telekom Services Europe (DTSE), a service center for administrative processes. Due to the high volume of repetitive tasks (e.g., 100k manual uploads of offer documents into SAP per year), automation was identified as an important strategic target with a high management attention and commitment. DTSE has to work with various backend application systems without any possibility to change those systems. Furthermore, the complexity of administrative processes differed. When it comes to the transfer of unstructured data (e.g., offer documents) to structured data (e.g., MS Excel files), further cognitive technologies were needed.
Due to the high number of customer contacts, fault clearances, installations, and product provisioning per year, the automation level of operational processes has a significant impact on financial results, quality, and customer experience. Therefore, the telecommunications operator Deutsche Telekom (DT) has defined a digital strategy with the objectives of zero complexity and zero complaint, one touch, agility in service, and disruptive thinking. In this context, Robotic Process Automation (RPA) was identified as an enabling technology to formulate and realize DT’s digital strategy through automation of rule-based, routine, and predictable tasks in combination with structured and stable data.