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Bridging the gap between Industry 4.0 and Academia

Preprint · February 2022

DOI: 10.13140/RG.2.2.18949.01761

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 Bridging the gap between Industry 4.0 and Academia
Sathyanarayana Appia*

Consultant, Bangalore 560061 India

Abstract: The growing gap between the university curriculum and industry needs has led to
graduates being less ready for Industry 4.0. There is a dichotomy between the university
curriculum and industry requirements, resulting in a lack of employability skills among young
graduates. However, the process industries have evolved considerably, leaving us at the
crossroad between Industry 4.0 and Academia. This paper bridges the gap between Industry
4.0 and academia based on the European Federation of Chemical Engineering (EFCE) Bologna
recommendations 2020. The emerging Industry 4.0 in the context of COVID-19 pandemic
demands digitization, digitalization and digital transformation of academic curriculum and
design. Design the university curriculum keeping in view the changing industry needs and
requirements towards a demand-driven education system. The author presents various
curriculum designs, digital pedagogy tools and higher order thinking skills based on his
experience in the process industry and academia. The author proposes that universities,
research labs, OEMs and chemical process industries should jointly work and develop a
comprehensive simulation model and Apps for solving industrial problems and as well as for
training and education purposes. The paper concludes that industry and academia need to work
together, re-skill and up-skill and continue our lifelong learning.

Keyword: Industry-Academia, Industry 4.0, Bologna Process, Curriculum Design, Digital

Pedagogy, Higher Order Thinking Skills

1. Introduction

The core chemical engineering curriculum in all major universities worldwide has not
changed for several decades. The propaedeutic foundational sciences, which defines
chemical engineering discipline is the molecular science i.e., chemistry, materials and
biology and applying these sciences to processes and products, will continue in the
foundational level of chemical engineering (Benintendi, 2016). However, the process
industries have evolved considerably, leaving us at the crossroad between Industry 4.0
and Academia. The growing gap between the university curriculum and industry needs
has led to graduates being less ready for Industry 4.0. Academia and industry working
in silos have resulted in a further increase in the gap. There is a dichotomy between the
university curriculum and industry requirements, resulting in a lack of employability
skills among young graduates. European Federation of Chemical Engineering (EFCE)
Bologna recommendations 2020 guide the chemical engineering program, keeping in
view industry needs and digital native students of the 21st century (EFCE, 2020). The
emerging Industry 4.0 in the context of COVID-19 pandemic demands digitization,
digitalization and digital transformation of academic curriculum and design. (Bodnar,

*Corresponding author. Tel.: +91 97 42 56 01 49

E-mail address: [email protected], Postal Address: 133D, Brundavan Gardenia, Arehalli,
Bangalore 560061, India.
 2021) The university curriculum must be designed, keeping in view the changing
industry needs and requirements towards a demand-driven education system.

2. University curriculum and industry requirements

In November 2015, an NSF (National Science Foundation) (N. S. F., 2015) -Sponsored
Study led by the American Institute of Chemical Engineers (AIChE) on ‘Chemical
engineering academia-industry alignment: expectations about new graduates’ key
findings and recommendations were:
● The core curriculum structure must adapt dynamically to understand new
processes and to learn things.
● The industry asserts that academics should provide the new graduates greater
technical breadth of topics and at the same time depth is necessary for
foundational topics.
● Emphasis on applied statistics, process dynamics and applied process control in
curriculum design.
● Re-emphasis on developing communication skills, critical thinking skills,
leadership and collaborative skills in an international context and problem-
solving skills.
And an article by Benintendi (Benintendi, 2016) on ‘The bridge link between university
and industry: A key factor for achieving high performance in process safety’ describes
the evolution of chemical engineers using learning pyramid model, where the learning
process is divided into two main tiers:
University Tier emphasising (1) Basic Principles and (2) Applied principles and
Professional Tier based on (3) Field experience and (4) Management.
Byrne, E. P. ‘The role of specialisation in the chemical engineering curriculum’,
(Byrne, 2006) surveys chemical engineering degree globally w.r.t
streams/options/minor and the nature and depth of such specialisation varies. However,
the addition of non-core discipline attracts potential students and industry personnel to
evolve further based on the changing needs of the industry.
‘Mastering digitized chemical engineering’ article by Feise, Hermann J., and Eric
Schaer., (Feise, 2021) industry and academic experts with vast experience, emphasises
that higher education must evolve and change, digitalization is both a source of change
and potential for development.
A short historical analysis of chemical engineering teaching with two facets i.e.,
Industry and science are reviewed by Eric Favre et al. (Favre, 2008) in ‘Trends in
chemical engineering education’ and proposes the process vs product engineering
concept as a means to better achieve an alignment between the curriculum and industry
needs.
Based on the experience of the author in the industry and academia. And the review of
literature on this subject. Table 1 highlights the gap in university curriculum and
industry requirements.
University curriculums are designed based on fundamental knowledge, process-
focused and research-oriented, and on the other hand, Industries are molecule-based,
 product-focused and practical application-oriented. Some industries use extensive
advanced tools such as simulation in Augmented Reality (AR)/ Virtual Reality (VR),
Artificial Intelligence (AI) & Big data, Operator Training Simulators (OTS), soft PLC
etc. The industry also focuses on multidisciplinary knowledge and skills. And require
chemical engineers should know smart-sensors, Internet of Things (IoT) devices,
cybersecurity etc. On the other hand, academic research has developed several
mathematical models and simulators using COMSOL, ANSYS Fluent etc. Universities
have also focused on the internationalization of curriculum design like study abroad
programs, internships, and student exchange programs in foreign countries. The
innovation aspect of the curriculum is bridged using various cohort programs and start-
up incubators. Universities remain the hub of continuing education.
Table 1: University curriculum and industry requirements

University Industry 4.0

● Fundamentals based ● Molecules based

● Process focused ● Product focused
● Research oriented ● Practical application oriented
● Mathematical modelling & ● Multiphysics Modelling & Simulation
Simulation in AR/VR
● Study abroad, Internship, student ● Data science & AI (Modern Digital
exchange tools)
● Skill development ● Multi-disciplinary knowledge and
● Start-up incubator and cohort skills
programs ● Sensors, Controls, IoT & Cyber
● Continuing education Security
● Programming skills & Soft PLC
● Operator Training Simulators (OTS)

3. European Federation of Chemical Engineering (EFCE) Bologna

recommendations

EFCE 2020 highlights the challenges of digitalization and digital transformation in the
higher education sector. Higher education lecturers and programme designers must
explore new teaching methods and digitalization of curriculum design to be compatible
with the current generation of digital native students. The EFCE also recommends
including international experiences and industrial practices, digital exercises, and group
projects in the university programmes. A common teaching model for first and second
cycle degrees with a solid foundation in the core curriculum (e.g., mathematics and
thermodynamics) will remain an indispensable prerequisite despite the digitalization of
curriculum and must be taught appropriately using modern tools. The programme
outcomes of first and second cycle degrees based on bloom's taxonomy are:
1. Knowledge and understanding
2. Engineering Analysis
 3. Engineering Design
4. Investigations
5. Engineering Practice
6. Making judgement
7. Communication and Team-working
8. Lifelong Learning
EFCE is a guide for shaping chemical engineering degree programmes and
recommends that chemical engineering programmes include international experience
and industrial practice complementing classroom and laboratory work, digital exercises
and group projects at the university or other higher education institutions. More
Research-oriented and More Application-oriented chemical engineering programmes
and to include the knowledge of product engineering more extensively in the common
core.
It also recommends exploring new teaching methods for the current generation of
digital-native students; digital-methods and tools require updates within university
curricula.
Expose students to international experience, foreign language, and industrial
experience by immersing students into real-world settings. And to improve problem-
solving, critical thinking, and other higher order thinking skills in non-academic
settings. (EFCE, 2020)

4. Digitalization of curriculum design

4.1 Digitization, Digitalization, and Digital Transformation

The author presents digital pedagogy and various digital tools used in curriculum
design based on his experience in the process industry and academia, which will
bring about digital transformation in higher education and bridge the digital gap
between industry and academia. Highlights the importance of higher-order thinking
(i.e., Making judgement, Communication and Lifelong Learning) based on the
EFCE Bologna process. And for bridging the gap between industry and academia.
And equip future engineers to develop mathematical models, FEA & CFD analysis,
dispersion/ plume model, analyse digital twins, functional safety analysis, and cyber
security.
4.2 Computer-assisted tools
Some of the mathematical modelling tools used at the undergraduate and
postgraduate level, i.e., the first and second cycle of the Bologna process:
➢ MATLAB, R, Python, which are script-based languages.
➢ The symbolic software tools are Mathcad, Wolfram Mathematica, and
Polymath, which allows a very convenient method of solving algebraic
equations and differential equations used in chemical engineering, leading to
enhanced learning experience for students.
 ➢ Microsoft Excel with the OLE interface has been a favourite mathematical tool
among process engineers for developing mathematical models using VBA
macro. Working professionals have been using this tool for many years.
➢ And some of the process simulation tools and CFD software extensively used
by process engineers are ASPEN PLUS, ASPEN HYSYS, ANSYS Fluent,
COMSOL and open-source solvers such as ChemSep and OPENFOAM.
The best way to teach under-graduates problem-solving skills based on the author's
experience is to develop Apps. Experienced professionals are familiar with Excel
Macro or Java Applet for solving chemical engineering problems, designing a
pressure vessel, which solves chemical engineering problems with a user-friendly
interface. The basic idea of using such tools is to solve engineering problems, build
scenarios, and carry out what-if analysis rather than learning coding skills,
especially at the foundation level of engineering.
4.3 Studio-based Learning
Bringing classroom, lab, and collaborative working with the aid of computer-
assisted tools and simulators is called studio-based learning. If implemented
effectively, the outcomes can meet the standards of higher order thinking skills.
4.4 Inquiry-based learning (IBL)
The instructor/lecturer facilitates inquiry-based learning by asking questions,
investigating the problem, discussing, and evaluating the solutions.

5. Digital pedagogy

5.1 Mathematical modelling

Simple first-order differential equations are used to develop mathematical models
of liquid flow in reservoirs, tanks and funnels and Fourier’s law of one-dimensional
heat conduction. This can be modelled using MATLAB/ POLYMATH or with
open-source software like OCTAVE/SAGE/Python/Scilab/FreeMat, which will
enable the students to appreciate the importance of governing differential equations
and to understand the physical phenomena. And there are several open-source
research codes and solvers for numerically solving partial differential equations
(PDEs) like FiPy (Inguva, 2021), SymPy, SfePy (http://sfepy.org/), PyClaw
(http://www.clawpack.org/), and FEniCSx (https://fenicsproject.org/) The
instructor can further integrate ANSYS CFD/ COMSOL Apps to illustrate the fluid
flow profile or heat transfer rate in a composite slab.
5.2 Problem based learning
The instructor can add complexities in the mathematical model of liquid flow in the
reservoir as shown in Figure 1, by introducing a tank leak, or a plugged pipeline
and by introducing Cv of the outlet valve. A Quantitative Critical Thinking (QCT)
software tool could also be used to find errors, flaws in a design problem. (Lim,
2021) The instructor can further engage a cohort of students in simple hydrogen
pipeline or CO2 transportation projects.
 Figure 1: Problem based learning

5.3 Simulation tools and Apps

The instructor can assist a cohort of students to develop thematic models such as
dynamic simulation of a heat exchanger, both co- and counter-current or reactor
temperature control or finite-difference heat transfer solution for square NxN body
or level control in a water tank using MATLAB Simulink or use predefined Apps
in MATLAB such as PID tuner to control a SISO plant. There are several other
open-source models and simulators such as https://reactorlab.net/,
https://learncheme.com/, https://www.cocosimulator.org/, https://dwsim.fossee.in/,
https://teachchemistry.org/, http://chemcollective.org/ where the students can be
engaged in active learning with interactive simulation to relate theory and practice.
5.4 Virtual laboratory
Vlabs (https://www.vlab.co.in/), Labster (https://www.labster.com/), MEL science
(https://melscience.com/) and other VR (Virtual Reality) based training simulators
can engage the student in a real industrial process and to identify the hazards posed
by chemicals and how to handle them and to react quickly in case of a fire
emergency, how to use CAS number etc. (Kumar, 2021). EU Horizon 2020
CHARMING Project (https://charming-etn.eu/) is an excellent example of the use
of immersive learning technologies for training and education. The features that
enhance the effectiveness of virtual reality training are game-based learning
elements, learning analytics, and assessment methods (Fracaro, 2021). There are
several CHARMING Apps such as SoApp Making (Solmaz, 2021), Science On
TV, and MIMIX, which is an augmented reality (AR) application to visualize
Multiphysics computational fluid dynamics (CFD) simulation results. The
University of Coimbra in Portugal (Granjo, 2020) has developed a LABVIRTUAL
platform (http://labvirtual.eq.uc.pt/) with a wide scope, directed towards chemical
engineering education. The platform focuses on four different topics: Unit
Operation and separations, Chemical Reactions, Process System Engineering and
 Biological Processes, and each section includes simulators, applications, and case
studies for enhancing the autonomy of students in chemical engineering education.
5.5 Programming and coding skills
The future process engineers need to have basic coding skills in script-based
languages such as MATLAB and Open-source tools such as Python/ Sage/ Scilab,
etc. R/SPSS/Excel skills are necessary for statistical data analysis.
5.6 Field instrumentation
Educational institutions must expose students to field instrumentation such as smart
transmitters, battery-powered wireless HART technology, Fieldbus protocol,
Profibus, and Ethernet. Engage a cohort of students in field instrumentation projects
connecting sensors to Arduino or Raspberry Pi or NI DAQ hardware & LabVIEW
to simulate and control a process wirelessly. Expose them to a data acquisition
system using LabVIEW/DAQ (https://www.ni.com/) and MATLAB interface for
modelling and simulation.
5.7 IT Competencies
Institutions of higher learning in collaboration with IT industries should organize
guest lectures, workshops and seminars on database management, network security,
blockchain, big data, AI & Robotics, cloud computing, cyber security etc. and
impart knowledge and skills in these areas.

6. Higher order thinking skills

According to EFCE, the program outcomes are broadly grouped as Engineering Skills,
Cognitive Skills and Transferable skills. The effective implementation of these skill-
sets results in better decision-making, problem-solving abilities, and technical skills.
Higher order thinking skills are essentially transferable skills: making judgement,
communication, and lifelong learning. These skills are developed in higher education
by incorporating service-learning in the academic curriculum, building industry-
academic collaboration, providing internships, developing start-up cohort programs,
and encouraging life-long learning skills.
6.1 Service Learning
Community engagement projects involve solving problems. Such as fuel from
waste, water treatment, zero-carbon, energy efficiency, bioplastics etc. The projects
led by the author, which involves institute-community engagement, are portable
biogas plants for cooking gas in remote villages to generate electricity and
employment. Utilization of waste vegetable oil from restaurant clusters to produce
biodiesel. The use of robots and drones in handling waste. And to produce methane
from waste in an automated unit.
6.2 Industry-Academia collaboration
Imperial College’s carbon capture pilot plant is an excellent example of industry-
academia collaboration, preparing a cohort of students for tomorrow’s industrial
processes. It trains a cohort of students in the most advanced control and
instrumentation technology, obtaining real-time data on plant performance on iPad.
 (ABB, 2020). Similar R&D projects can be explored at a considerably low cost by
automating legacy plants for education and training purposes.
6.3 Internship
A well-structured internship of 3-6 months with join evaluation of institutional
lecturer and industry supervisor will expose students to live projects and how
engineering theories are applied in real-life situations and progressively gaining
skills in project management, planning, software skills, design, site visits,
evaluation and reporting to senior management.
6.4 Start-up Incubator
Start-up incubator and cohort programs are an excellent process of bridging industry
practices and higher education in innovation, product development, digital business
model etc.
6.5 Lifelong learning skills
Self-learning should be an integral part of a learner-centric higher education system.
A cohort of students taking MOOC courses or LinkedIn learning courses and the
credits are transferable to their degree program. The universities should have
mechanisms to recognize start-up ideas/ prototypes and even volunteering
activities, which helps develop the key capabilities: teamwork, time management,
project management, self-control, organization skills, problem-solving,
communication, international collaboration, and leadership skills.

7. Conclusions

Universities, research labs, OEMs and chemical process industries should jointly work
to develop a simulation model as shown in Figure 2, which will help industries to solve
and optimize their process, for operator training purposes and to improve the plant
design.
Education and research institutions should develop simulation models for specific
industrial processes or molecules. OEMs can improve their component design and life
by analysing the simulation model. Several Apps could also be developed to study
various scenarios and for training and education purposes.
AI can be extensively used to simulate models and as well to train the machine with
human interference or the machine learns on its own by deep learning suggesting
solutions, improving the process, carrying out safety studies or performance studies or
improving the design.
By acquiring real-time data from the plant to the simulation model and with the help of
augmented reality or virtual reality, the operator can visualize and troubleshoot
problems in the plant, including the legacy plants. And to carry out performance study
and to effectively monitor the condition of the plant and its equipment. To carry out
maintenance or parts replacement when required based on the model prediction using
tools such as FEA and CFD.
Cyber security threats can be mitigated using blockchain technology and by keeping
functional safety systems independent of process control systems and data acquisition
 systems. This will ensure that assets are safe, free from physical injury, protecting
people, critical infrastructure, economies, and the environment.
A very interesting observation by Patrick M. Piccione (Piccione, 2021) in the paper
‘Realistic interplays between data science and chemical engineering in the first quarter
of the 21st century, part 2: Dos and don’ts’, concludes that for successfully transforming
interest and vision into cultural change and concrete value, it is not sufficient to consider
the technically most suitable problems i.e. the whats, but an equal effort must be on the
hows for effective implementation of digital solutions in the process industry.
Industry and academia need to work together, and the education system needs to adapt
to the changing demand, i.e., we need to have a demand-oriented education system. We
need to explore new teaching methods keeping in view the digital native generation and
at the same time encourage higher order thinking skills especially digital
communication, digital networking, and soft skills. And finally, we need to re-skill and
up-skill and continue our lifelong learning.

Figure 2: Simulation Model

Declaration of competing interest: Nothing to declare.

Funding Source: This research did not receive any specific grant from funding agencies in
the public, commercial, or not-for-profit sectors.

Acknowledgment: Support from IChemE is gratefully acknowledged.

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