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Satisfying the Multiple Stakeholder Requirements of Engaged Scholarship: The Case of Industrial Distribution at Texas A&M

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2011 ASEE Annual Conference & Exposition


Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011



Conference Session

Professional Development and Scholarship

Tagged Division

Engineering Technology

Page Count


Page Numbers

22.1272.1 - 22.1272.9



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Paper Authors


William J. Sawaya Texas A&M University

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William J. Sawaya is an Assistant Professor in the department of Engineering Technology and Industrial Distribution in the Dwight Look College of Engineering at Texas A&M University. He teaches courses in quality management and process improvement. He has done work and research on the topics of inter-organizational collaboration, inventory management, new product development, product introduction, healthcare products, transportation systems analysis-focusing on railroads and multi-mode container operations, product testing, customer satisfaction, quality management, facility location, and sustainability. Prior to joining the faculty at Texas A&M he was a Post Doctoral Associate at Cornell University in the Transportation Systems and Management group of the School of Civil and Environmental Engineering. His Ph.D. is from the Carlson School of Management at the University of Minnesota with an emphasis in Operations and Management Science. He has a M.S. in Industrial and Systems Engineering from the Georgia Institute of Technology and a B.S. in Manufacturing Engineering from Brigham Young University.

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Satisfying the Multiple Stakeholder Requirements of Engaged Scholarship: The Case ofIndustrial Distribution at Texas A&MEngaged scholarship seeks to bring academia and the corporate world closer together byfocusing on issues and problems that relevant. By their very nature, disciples such asengineering and business should be inherently engaged in these endeavors. Engineeringeducation is a complicated process with myriad stakeholders with various, and sometimescompeting, objectives and trade-offs. These objectives and their trade-offs often give rise to thesubordination of some objectives to others that are judged to be more important or core to aparticular school’s mission. If some objectives are not given enough emphasis then certainissues, such as the relevancy of coursework or of academic research may be called into question.Further, the inherent interconnectedness of the various stakeholders in the education processexhibits the properties of a complex system. This is clear through the interactions betweenadjustments in objectives and the non-linear behavior of the emergent system behavior fromsystem changes. The stakeholders in the process of engineering education are identified ascustomers of the system, and within this context, their various requirements for satisfaction areoutlined and contrasted. Certain inherent trade-offs between prioritizing different objectives arealso discussed. A framework for managing the various customer requirements in the engineeringeducation context is developed. This framework emphasizes focusing on the synergies betweenthe various customers’ requirements which can lead to superior system outcomes. The case ofIndustrial Distribution at Texas A&M University is presented as an example implementation ofthis framework.

Sawaya, W. J. (2011, June), Satisfying the Multiple Stakeholder Requirements of Engaged Scholarship: The Case of Industrial Distribution at Texas A&M Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18659

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