Date of Graduation

1994

Document Type

Dissertation/Thesis

Abstract

The primary purposes of this study were to (1) develop a rank-ordered listing of concepts, ideas, equipment, systems, and techniques pertaining to the broad aspects of automation recommended for post-secondary technology education programs, and (2) draw implications for post-secondary education curriculum based on the outcomes of the Delphi. The study consisted of a three-round Delphi with a panel of twenty manufacturing professionals at a supervisory or higher level and with automation experience. A different and smaller group was used to develop the initial list of 35 items that the panel responded to in Round One. Panelists accepted, rejected, modified, or added items in Rounds One and Two. Any items rejected by the majority were removed from the list while all other items were included in the next round for the panel's consideration. In Round Three, panelists evaluated each item according to its relative importance to the understanding of automation at the post-secondary technology education level. The mean of these responses was used to rank the 112 items in their order of importance. The most important aspects of automation relative to the post-secondary technology education curriculum identified in this study were Programmable Logic Controllers (PLCs), Computer-Aided Design and Drafting (CADD), Computerized Numerical Control (CNC), Computer-Aided Manufacturing (CAM), Design for Assembly/Manufacture, Control Systems, Computer-Integrated Manufacturing (CIM), Robotics, and Sensing. The conclusions of this Delphi study were that (1) some aspects of automation are more important than others to the understanding of automation at the post-secondary technology education level; (2) some aspects of automation are not important to the understanding of automation at the post-secondary technology education level; (3) items placed high on the rank-ordered list should be given a higher level of consideration in the development of curriculum for post-secondary technology education; (4) terminology and definitions related to automation are not consistent throughout manufacturing industries; and (5) automation involves vastly more than the popular concepts of robotics, CADD, and CNC as evidenced by the number of items in the rank-ordered list developed in this study.

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