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AC 2011-983: USE OF BUZZWORDS IN INDUSTRIAL ENGINEERING EDUCATION

Buzzwords or buzz phrases have been used in the content of numerous industrial engineering courses for several years now. Buzzwords have a finite life, which can last from five to ten years or even more. Many buzzwords that are popular today were not in existence a decade or two ago, while buzzwords that were popular about twenty years back are not in use anymore. Some buzzwords that are currently popular are lean, supply chain management, cellular manufacturing, and quick response manufacturing. Some buzzwords that were popular in the 1980s but are less popular now include total quality management, flexible manufacturing, and group technology. While some educators wholeheartedly embrace the buzzword of the day, some refuse to use them, insisting on sticking to the basics of the science. Many adopt a middle path which means using them but only occasionally. The use of buzzwords in teaching raises numerous questions. Are buzzwords unique to our profession, i.e., industrial engineering? Does a new buzzword in industrial engineering fundamentally alter the content of what we teach or should teach in our courses? In this paper, we will first attempt to answer questions such as the ones posed above. We believe that answering such questions and studying these issues can significantly benefit our community. Coming up with these answers may also help an instructor uncertain of whether the use of buzzwords is appropriate in teaching. We will make every attempt to develop an objective understanding of the numerous issues surrounding this topic. In particular, we will characterize the roots and origins of several buzzwords that are being used or have been used in industrial engineering. Thereafter, we will study whether their use has impacted industrial engineering education. We will also examine some commonly used websites to determine how important the knowledge of buzzwords is for potential employers of industrial engineering graduates. Finally, we will attempt to determine whether buzzwords confuse students or help them gain a clear vision of industrial engineering. Based on our analysis, we will formulate our own recommendations for use of buzzwords in industrial engineering curriculum. While we have used the word “buzzword” we realize that this word has emotive overtones, and we continue to search for a replacement.