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  • 1.
    Eriksson, Kristina. M.
    University West, Department of Technology, Mathematics and Computer Science, Division for Mechanical Engineering.
    A comparison of changeover time reduction through design changes and changeover sensitive heuristics2007In: PLANs forsknings- och tillämpningskonferens 2007: kundfokuserade varor och tjänster : artiklar från konferensen på Tekniska högskolan i Jönköping 5-6 september 2007, PLAN - Logistikföreningen , 2007, p. 51-66Conference paper (Refereed)
  • 2.
    Eriksson, Kristina M
    et al.
    University West, Department of Engineering Science, Division of Production Engineering.
    Hanson, R.
    Chalmers University of Technology.
    Performance impact of options for routing and delivery initiation in tugger train delivery systems2008In: Proceedings of SPS08, Swedish Production Symposium, 18th – 20th November 2008, Stockholm, Sweden, 2008Conference paper (Other academic)
  • 3.
    Eriksson, Kristina M.
    et al.
    University West, Department of Technology, Mathematics and Computer Science, Division for Mechanical Engineering.
    Mileham, A.R.
    Newnes, L.B
    A scheduling performance comparison tool – scheduling performance profile (SPP) graph2006In: Proceedings of IDMME06, International conference on integrated Design and Manufacturing in Mechanical Engineering: Grenoble, France. May 17-19, 2006Conference paper (Other academic)
  • 4.
    Hattinger, Monika
    et al.
    University West, Department of Technology, Mathematics and Computer Science, Division for Mechanical Engineering.
    Christiernin-Gustafsson, Linn
    University West, School of Business, Economics and IT, Division of Computer Engineering.
    Eriksson, Kristina M.
    University West, Department of Engineering Science, Division of Production Engineering. University West, Department of Engineering Science, Division of Production System.
    Digitizing work: Organizational Work-Integrated Learning through Technology Mediated Courses in Manufacturing Industry2013In: 18th WACE World Conference on Cooperative & Work-Integrated Education: WIL-POWER: FUELING THE FUTURE WORKFORCE, WACE , 2013, p. 1-12Conference paper (Other academic)
    Abstract [en]

    The manufacturing industry is continuously facing global competition and customer demands which impose the need to knowledge development to manage changes and long-term business goals. Continuous and lifelong learning is often seen as processes that support competence development and learning integrated within work. In this paper we focus on processes of learning within the manufacturing industry and how learning initiatives as technology mediated courses (TMC) can support learning from the workplace learning needs. Is learning initiatives integrated in work considered as means for strategic business goals? Can TMC be an important learning tool for support of knowledge creation? The study is performed through interviews with production managers and human resource managers with eight manufacturing industries in the western part of Sweden. Through the study we try to understand what knowledge the industry needs to evolve and achieve effective production. We also study the readiness for technology mediated learning. Early results show that the industries have interest in learning initiatives such as TMC and are willing to co-produce knowledge together with universities. We present a matrix model that interlinks business goals and the industries current use of technology mediated learning tools. However, the experience of using tools such as web conference systems and learning management systems for learning initiatives is diversified.

  • 5.
    Hattinger, Monika
    et al.
    University West, Department of Engineering Science, Division of Manufacturing Processes.
    Eriksson, Kristina
    University West, Department of Engineering Science, Division of Manufacturing Processes.
    Action Design Research: Design of e-WIL for the Manufacturing Industry2015In: The 2015 Americas Conference on Information Systems (AMCIS 2015): Proceedings, 2015, p. 1-14Conference paper (Refereed)
    Abstract [en]

    This paper reports on a design process of e-learning courses for competence development of experienced employees in the manufacturing industry. Through a cross- organizational collaborative action design research project the aim was to design e-learning courses at university level to support work-integrated learning. Two design- and learning cycles were evaluated over two years. The first cycle identified challenges that were applied to a pilot course in Industrial automation. From evaluation of this course we derived design principles applied to two further courses in Machining and Negotiation skills. The results from our empirical data suggest general principles as competence mapping work, collaborative manufacturing e-WIL cases and interactive learning technologies for design of e-WIL courses as boundary crossing activities to reach transformative learning integrated in the manufacturing industry.

  • 6.
    Hattinger, Monika
    et al.
    University West, Department of Engineering Science, Division of Production Systems.
    Eriksson, Kristina M.
    University West, Department of Engineering Science, Division of Production Systems.
    Aspects of Knowledge Transformation in Industry-Union-University Collaborations: A study of Work-integrated e-Learning courses target Norwegian industry2018In: VILÄR Abstraktbok / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2018, p. 10-10Conference paper (Other academic)
    Abstract [en]

    The focus in this study is on knowledge transformation in the workplace following substantial competence initiatives through blended e-learning at the university level. Competence development on academic level is a key factor for industries in times of increased digitalization of manufacturing work. To develop competitive manufacturing requires employees with expert knowledge, which professional organisations need to strengthening. Even if individual employees' motivation for learning is essential, management need to put efforts on competence development and encourage education that, combine theory and practice in forms of work integrated learning. Blended e-learning courses on university level has been successful for supporting such competence development needs, which here is described as work-integrated e-learning, e-WIL. In this study, we explore practitioners' knowledge transformation after their participation in blended e-WIL courses that are designed with industry target content aiming for workplace transformations. Specifically, we focus on the learning efforts versus the management strategies after e-learning initiatives that have an effect on workplace transformations.

    The industry target courses in the case study, are designed in collaboration between an industry-union-university venture of a Norwegian industry network, the Addiscounion and a Swedish university. Six courses are included comprising three knowledge subjects; Logistics and Supply Chain Management, Engineering Tools, and Robotics and Automation. Addisco was the facilitator for engaging industry university collaboration, and stimulated co-creation between industry companies. Data was collected through a longitudinal action research project, comprising six focus group sessions with 113 industry participants during 2015 and 2018. We analysed the company management support of knowledge transformation through the course participants' manifestations of experiences in focus groups, conducted after each course intervention. Overall results show that most participants experience a low management support of knowledge transformation as an engine for workplace transformation, after conducting e-WIL courses. Stimulation of individual motivation and new skills gained were not promoted within the workplace structures. There seem to be a lack of individual competence plans, time for studies, business models and routines, networking and recognition of the individuals' knowledge transformation. Rather, participants claimed their individual responsibilities, and motivation that drives them to further competence development. We therefore argue for stronger management awareness and designed learning models, to develop company strategies that fully appreciate the benefits and new knowledge that industry participants bring back into the workplace after course participation.

  • 7.
    Hattinger, Monika
    et al.
    University West, Department of Engineering Science, Division of Manufacturing Processes.
    Eriksson, Kristina
    University West, Department of Engineering Science, Division of Manufacturing Processes.
    Malmsköld, Lennart
    University West, Department of Engineering Science, Division of Automation Systems.
    Svensson, Lars
    University West, Department of Economics and IT, Divison of Informatics.
    E-learning Readiness and Absorptive Capacity in the Manufacturing Industry2014In: International Journal of Advanced Corporate Learning, ISSN 1867-5565, E-ISSN 1867-5565, Vol. 7, no 3, p. 33-40Article in journal (Refereed)
    Abstract [en]

    The manufacturing industry constantly strive to develop the competencies of their expert production engineers in order to achieve and maintain a competitive advantage. Research shows that the absorptive capacity of a firm is central in order to reach such a goal. The absorptive capacity is the firm´s ability to recognize the value of new external information, assimilate it, and apply it to commercial ends, and thereby exploit the conditions for innovation. In this paper the concept of absorptive capacity is used as a lens for analyzing managerial rationales for engaging in technology enhanced competence development projects. Through interviews with key informants in 15 manufacturing firms we study the capabilities and readiness that organizations need for participation in e-learning initiatives. We present a framework of readiness for technology enhanced competence development comprised of the following interrelated constructs; awareness, e-learning maturity, dynamic capability and co-creativity. Results show a broad variation of levels within the constructs among the firms. Notable is the low level of e-learning maturity and dynamic capability. We argue that e-learning maturity is dependent on all four constructs.

  • 8.
    Hattinger, Monika
    et al.
    University West, Department of Engineering Science, Division of Manufacturing Processes.
    Eriksson, Kristina
    University West, Department of Engineering Science, Division of Manufacturing Processes.
    Malmsköld, Lennart
    University West, Department of Engineering Science, Division of Automation Systems. Chalmers University of Technology, Department of Product and Production Development,.
    Svensson, Lars
    University West, Department of Economics and IT, Divison of Informatics.
    Work-Integrated Learning and Co-creation of Knowledge: Design of collaborative technology enhanced learning activities2014In: Proceedings of the 37th Information Systems Research Seminar in Scandinavia (IRIS 37) / [ed] Ahmad Ghazawneh, Jacob Nørbjerg and Jan Pries-Heje, Ringsted, 2014, p. 1-15Conference paper (Refereed)
    Abstract [en]

    In this paper we aim to understand management’s perceptions of knowledge and competence development to inform the design of technology enhanced learning activities integrated in the workplace. Work-integrated learning can be viewed with the university lens on studies of formal education integrated in the workplace setting, but here we rather emphasize the conditions of the workplace as implications for design of successful e-learning initiatives. We conducted interviews with 15 manufacturing industries in Sweden and used qualitative content analysis approach to interpret the text data. Results show that companies describe a rich variation of work-integrated learning activities, but the step towards external collaboration with academia for co-production of knowledge is marginal. Also, broad-minded work for innovations is limited. This imply the need for well-planned design of richer collaborative acitivites between academia and organizations through use of media technology to encourage competence development.

  • 9. Håkansson, Johan
    et al.
    Skoog, Emil
    Eriksson K. M., Kristina M
    University West, Department of Engineering Science, Division of Production Engineering.
    A review of assembly line balancing and sequencing including line layouts2008In: Proceedings of PLANs forsknings- och tillämpningskonferens, 2008Conference paper (Refereed)
    Abstract [en]

    This paper comprises a literature review focused on mixed-model assembly line balancing and sequencing problems, including different line layouts. The study was undertaken in collaboration with a company to assist in mapping current state of the art. Balancing problems affect businesses long-term strategic decisions and are complex problems with regard to installation and rebalancing of assembly lines. Sequencing concerns decisions of short-term problem. Sequencing approaches include: level scheduling, mixed-model sequencing and car sequencing. Level scheduling constructs a sequence of variants to create efficient deliveries supported by the just-in-time concept, whereas both car- and mixed-model sequencing aim to minimise violations of a work station’s capacity through constructing a sequence, which alternates variants with high and low work intensity. Five layouts were considered: single-, mixed-model-, multi-model-, two-sided- and u-shaped assembly lines. These layouts were evaluated on the basis of the manufactured product(s), size and space at the production plant, economic resources, number of required operators and machinery. Following a thorough investigation of the literature, a substantial gap between academic discussions and real world practical applications was identified. The aim of forthcoming work is therefore to put this theory into practice.

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