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Project Name |
A-4-5Literacy-Oriented Teaching Community: Implementation of Literacy-Oriented Courses |
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Course Number |
1516 |
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Course Name |
Total Quality Management (TQM) |
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Instructor |
Dept. of Industrial Engineering & Management / Assistant Prof. Joey Chung |
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Course Date |
114th Academic Year, 1st Semester (Sep. 08, 2025 – Jan. 05, 2026)
Sessions 5 to 7, Total Weeks: 18 |
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Participants |
■Internal Teachers: 10 (person-times)
■Internal Students: 55 (person-times) |
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Execution Status |
1. Student Learning Outcomes (Knowledge, Ability, and Attitude): |
In this semester's "Total Quality Management" course, student learning outcomes demonstrated a three-level leap from "theoretical cognition" to "practical application," and finally to "sustainability literacy":
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Knowledge: Students not only mastered core TQM theories (e.g., PDCA Cycle, Customer Satisfaction, Continuous Improvement) but also successfully integrated these traditional quality concepts with the UN Sustainable Development Goals (SDGs). Through classroom guidance and a special lecture by Professor Wu Jia-Huang, students understood that "Quality Management" is no longer just about pursuing product yield, but encompasses a macro vision of achieving SDG 12 (Responsible Consumption and Production) and SDG 9 (Industry, Innovation, and Infrastructure) through reducing variation and optimizing processes.
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Ability: The most significant outcome of this course is that students acquired the practical ability to "solve real-world problems." Students moved beyond paper-based theories to apply cross-disciplinary technical tools for quality improvement. For example, students demonstrated the use of Information System Development (SQL/PHP) to resolve human errors in inventory management; the application of Automatic Control (PLC/Sensors) to achieve error-proofing (Poka-Yoke) mechanisms; and even the utilization of AI and Big Data Analysis to optimize educational resource allocation. This shows that students can perfectly integrate Industrial Engineering quality methods (e.g., Fishbone Diagrams, Check Sheets) with modern technological tools (IoT, RFID).
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Attitude: Students transformed from passive receivers into "improvers of social problems." In their final projects, we observed students' concern for both "campus issues" (e.g., library queuing, bookstore purchasing) and "social issues" (e.g., remote education resources, energy saving in rentals). They proactively identified pain points and conducted improvements with the goals of "improving efficiency and reducing waste." This attitude of internalizing "quality awareness" into "care for people and the environment" is the most valuable output of literacy-oriented teaching.
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2. Course Execution Description: |
This course adopted a dual model of "Problem-Based Learning (PBL)" and "Situational Teaching," strongly supported by the co-prepared resources of the teacher community. The execution process was divided into three stages:
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Stage 1: Concept Implantation & SDG Connection (Situational Guidance)
Utilizing the community's co-prepared materials, SDG issues were introduced synchronously while teaching TQM chapters. For instance, when teaching "Continuous Improvement," students were guided to think about how to eliminate the "Seven Wastes" in campus life. Through the sharing of industry status in Vietnam and Thailand by foreign teachers, students learned about the high standards for quality and sustainability in cross-national supply chains, establishing an international perspective on quality.
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Stage 2: Expert Paradigm & Tool Deepening (Deep Learning)
Professor Wu Jia-Huang from National Yang Ming Chiao Tung University was invited to give a lecture on "Quality Anomaly Handling," shifting the teaching scene from the classroom to a high-tech manufacturing site. Students learned how the industry uses "Commonality Analysis" and "Big Data" to diagnose quality problems. This helped students understand that the statistical tools learned in class (such as $C_{pk}$) are key to saving millions in costs and energy in the real world.
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Stage 3: Field Practice & System Development (Practical Output)
For the final project, students were required to form groups to find a real field (e.g., the campus bookstore, rental apartments, factory production lines) and conduct improvements using the PDCA process. The course encouraged students to "not just propose suggestions, but build prototypes." Under the instructor's guidance, students translated quality problems into system requirements and actually developed functioning software/hardware solutions, fully experiencing the complete quality improvement journey of "Problem Discovery → Root Cause Analysis → Countermeasure Implementation → Effect Verification." |
