Description
Introducing a Business Acumen into an Engineering Curriculum
Paper ID #7765
Introducing a Business Acumen into an Engineering Curriculum
Dr. John J. Burke P.E., Western New England University
John Burke received the B.S.E.E. degree from Northeastern University in 1984, and the M.S.E.E. de-
gree from University of California at Los Angeles in 1986, and the Ph.D. degree from the University of
Massachusetts Amherst, in 1993.
Dr. Burke joined the faculty of Western New England University (WNE) in 2000 and since 2004 he has
been an assistant professor of electrical and computer engineering. Dr. Burke’s primary teaching inter-
ests are Electromagnetics, Physics of Semiconductor Devices, High Frequency Circuit Design, Antenna
Design and Analog Electronics.
Prior to joining WNE, Dr. Burke was with the EM Observables Division of Mission Research Corporation
(MRC) from1995 to 2000. From1992 to 1995, Dr. Burke was with the MacNeal-Schwendler Corporation
(MSC) Corporation. From 1990 to 1992, Dr. Burke was with Compact Software as a senior research
engineer. From 1987 to 1990, Dr. Burke was with the Microwave Electronics Laboratory at the University
of Massachusetts. From 1984 to 1986, Dr. Burke was with the Hughes Aircraft Corporation.
c American Society for Engineering Education, 2013
P
a
g
e
2
3
.
8
1
3
.
1
Introducing a Business Acumen into an Engineering Curriculum
Abstract
The Electrical and Computer Engineering (ECE) department at the Western New
England University began an effort to integrate business acumen into the ECE
curriculum. The effort started in academic year 2011 – 2012 with two required lab-based
ECE courses and one lecture-based design elective course. For academic year 2012 –
2013 the effort has been expanded to include four additional lecture-based courses.
Students enrolled in the J unior EE Lab sequence, EE Lab I (EE 319) and EE Lab IIa (EE
323), are required to develop a budget for each lab experiment. The budget is an estimate
on the costs associated with performing the lab experiment. Students are given table that
lists various costs such labor rates, use of the lab space, and an overhead rate. The
creation of the budget is a pre-lab task. A post-lab task that is included in the lab report a
cost report. The cost report details the actual cost of performing the experiment and
comparing the actual costs with the predicted costs.
The lecture-based courses all have at least one design project. Modifications were made
to the current design project to include the components that would typically be found in a
business setting (for example, cost proposals). Students are required to bid on the
project. Students must submit a final report which includes the cost report – including an
analysis of the bid cost versus the actual cost. The professor assumes a variety of roles for
the projects such as customer, VP of Engineering, and Senior Engineer.
The paper will discuss the learning objectives, the outcomes, and the assessment process.
This project is sponsored in part by a grant from the Kern Entrepreneurship Education
Network (KEEN).
Introduction
This paper presents an approach for integrating business acumen into an engineering
curriculum. The effort started in the fall of 2011 with a single junior-level lab-based
course and has been expanded to one more lab-based course and several lecture-based
courses. The changes have been well-received by students.
To accomplish this aim, the paper is organized as follows. First the background on the
impetus for this change is given. Next, the curricular changes are detailed. Following
this, the assessment process is discussed, followed by a brief conclusion.
P
a
g
e
2
3
.
8
1
3
.
2
Background
In 2011, the College of Engineering at the Western New England University won a grant
from the Kern Entrepreneurship Education Network (KEEN). The stated mission of the
KEEN program is
1
:
… The creation of programs that develop technical leaders with strong skills and
an entrepreneurial mindset in undergraduate engineering programs at select
private U.S. colleges and universities.
The Kern Entrepreneurship Education Network (KEEN) provides resources to private
colleges and universities to introduce the principles of entrepreneurship into the
curriculum.
A student encountering the KEEN program should be able to:
1. Effectively collaborate in a team setting
2. Apply critical & creative thinking to ambiguous problems
3. Construct & effectively communicate a customer "appropriate value proposition”
4. Persist through and learn from failure
5. Effectively manage projects through appropriate commercialization or final
delivery process
6. Demonstrate voluntary social responsibility
7. Relate personal liberties and free enterprise to entrepreneurship
With the KEEN grant award, the Electrical and Computer Engineering (ECE) department
began an effort to integrate business acumen into two ECE courses. The effort started in
academic year 2011 – 2012 with two required lab-based ECE courses and one lecture-
based design elective course:
• EE Lab I (EE 319) - a junior-level two-hour lab course
• EE Lab IIa (EE 323) - a junior-level one-hour lab course
• Microwave Engineering (EE 414) – an elective lecture-based course
For academic year 2012 – 2013 the effort has been expanded to include four additional
lecture-based courses:
• Fields & Waves (EE 314) - a junior-level required course
• Microelectronics II (EE 320) - a junior-level required course
• Antenna Design (EE 457) – an elective lecture-based course
• RF & Microwave Active Circuit Design (EE 456) - an elective lecture-based
course
P
a
g
e
2
3
.
8
1
3
.
3
Course Design
The following discusses how business acumen was integrated into an engineering
curriculum. This section is divided into two subsections; lab-based courses and lecture-
based courses.
Lab Based Courses:
In industry individuals work with multiple groups on multiple projects simultaneously.
J uggling multiple priorities for a myriad of projects can be an overwhelming situation for
a new engineer. To expose students to this situation a schedule has been created where at
any given time a student will be working with 3 different groups on 3 different labs.
Labs are performed weekly with the report due 2 weeks after the completion of the lab.
To simulate an industry environment the following system for combining groups for lab
reports has been created.
Students are assigned a permanent lab partner for the semester; all experiments are
completed with this lab partner. For the preparation of each lab report the lab groups are
paired with another lab group to form a team of 4 students. The teams of four are
changed with each new lab assignment. See Table 1 for an example.
Table 1 A typical group’s (Group 01) activities for the third week of the semester.
Team Tasks
Group 01
Group 02
Completed Lab 1 two weeks prior. Finishing the lab report for Lab 1.
Group 01
Group 03
Completed Lab 2 one week prior. Commencing the writing and data
analysis for Lab 2’s report.
Group 01
Group 04
Creating a cost estimate for Lab 3.
P
a
g
e
2
3
.
8
1
3
.
4
Lab Tasks:
1. The day before the actual lab, the team (4 students) meets to complete the pre-lab
activity. The pre-lab is the creation of a cost estimate (budget) to carry out the
experiment. The estimate must include all materials, lab usage costs and the cost
of the time required to prepare the lab report. Students are given a table that lists
various costs such as labor rates, use of the lab space, and an overhead rate to
assist them with the completion of their estimate (Table 2). Please note that some
of the costs in Table 2 are not necessarily realistic costs. A software package such
as MATLAB would not be billed at $25/hr. The cost of components such as
resistors, capacitors, etc is assumed to be included in the cost for the J r. Lab. In
several experiments, however, the transistor arrays (ALD1105, ALD1106 or
ALD1107) are used. For budgeting purposes these transistor arrays are assumed
to cost $100/chip – the actual cost is only $1 per chip, but in order to show the
students that this was a special component it was not included in the base lab cost.
This was done so that students will get a feel for the expense of some components
and be aware that there are costs associated with items.
Table 2 EE Lab I and EE Lab IIa cost table.
Students generally don’t have a concept of the true cost associated with
performing real engineering tasks. The students do recognize that their own
salary is a cost. They do not, however, consider things such as overhead,
computer usage costs, parts and materials, etc. Having students estimate the cost
of the lab provides them with some idea of all of the costs associated with a
project.
Rate Type of Cost
J r. Engineer
(Student)
$ 37.50 /hr Direct
Sr. Engineer
(Professor)
$ 67.50 /hr Direct
Overhead Rate 50 % Indirect
J r. Lab $ 250.00 /hr Direct
SPICE $ 100.00 /hr Direct
MATLAB $ 25.00 /hr Direct
ALD110X $ 100.00 /chip Direct
P
a
g
e
2
3
.
8
1
3
.
5
2. Each pair of students then performs the experiment.
3. After the completion of the lab, the team (4 students) meets to prepare a complete
lab report. In addition to the traditional data analysis, the reports includes the cost
report for the lab, which compares the actual cost of performing the experiment to
their cost estimates as well as an analysis of estimated versus actual costs.
Lecture-Based Courses:
The previously mentioned lecture-based courses all have at least one design project.
Most of the courses have three design projects.
Modifications were made to the current design project to include the components that
would typically be found in a business setting (for example, cost proposals).
Students are required to bid on the project. For example, the project may be an internal
R&D project or a commercial fixed-price contract. Once the bid is accepted the students
are generally required to perform two design reviews (PDR and CDR). Students must
submit a final report which includes the cost report – including an analysis of the bid cost
versus the actual cost. The professor assumes a variety of roles for the projects such as
customer, VP of Engineering, and Senior Engineer. An example from EE314 Fields &
Waves is outlined below:
1. Create a company consisting of three students. Give your company a name.
2. Submit a proposal outlining your company’s design approach. The type of contract to
be awarded is a firm fixed-price contract. This proposal must be approved by the
Vice President of Engineering before being sent out.
3. There will be two design reviews, a PDR and a CDR. You must schedule a time with
the customer for each review. For budgeting purposes, you should assume that each
review will take about 1 hour.
4. All designs should be reviewed by a senior engineer. For budgeting purposes, you
should assume the review will take about 1 hour. All designs to be fabricated must be
reviewed by a manufacturing and process engineer. For budgeting purposes, you
should assume the review will take about 1 hour.
5. You must submit a final report. The report should detail how you verified your
design. In addition, a cost report must be submitted.
The cost estimates, which appear below in Table 3, are provided to the students to ensure
they are aware of the many costs associated with a design project. The students must
account for not only their time, but also the time of others and all materials as well as
overhead costs. If they are using outside contractors they must be aware of prevailing
wage laws and budget accordingly. The costs also provide turn-around times so the
P
a
g
e
2
3
.
8
1
3
.
6
students are aware of the time it takes to build components and can design their project
plan accordingly. The delay of shipment of even one component can have a drastic effect
on the cost and delivery date of a project.
Table 3 EE 314 (Field & Waves) project cost table.
Assessment
In the lab-based courses, one component of the lab report grade is the cost report. The
cost report is graded on the pre-lab cost estimate, the actual costs, and the discussion on
the differences in estimated and actual costs.
In the lecture-based courses, the design projects are used as an assessment tool. The
students are assessed on the proposal, the design reviews, and the cost report. Each of
these areas is graded using separate point values.
Rate Type of Cost
J r. Engineer
(Student)
$ 37.50 /hr Direct
Senior Engineer $ 67.50 /hr Direct
VP Eng. $ 100.00 /hr Direct
M& P Engineer $ 30.00 /hr Direct
Technician $ 17.50 /hr Direct
Overhead Rate 50 % Indirect
SMA Connectors $ 100.00 /each Direct
PCB Fabrication
In House
4 Day Turnaround
2 Boards: $ 500.00
Additional Boards: $200.00 each
Direct
PCB Fabrication
2 Day Turnaround
2 Boards: $ 1000.00
Additional Boards: $250.00 each
Direct
Microwave Lab $ 500.00 /hr Direct
Ansoft Designer $ 250.00 /hr Direct
MATLAB $ 25.00 /hr Direct
P
a
g
e
2
3
.
8
1
3
.
7
One of the first design projects assigned was a firm fixed-price contract. The students did
account for all estimated costs for performing the design task and their actual costs were
very close to the proposed costs. However, one of the lessons learned was that in
general, students didn’t include a profit for their work. Although students were instructed
that the proposal was being submitted to the customer, they were unclear on how to build
profit into their proposals. As a result, the following modification was made for firm
fixed-price contracts the students are now instructed to read the section entitled “Margin
Policy” in the document Defense Department Profit and Contract Finance Policies and
Their Effects on Contract and Contractor Performance
2
.
Conclusion
This paper presented an approach for integrating business acumen into an engineering
curriculum. The effort started in the fall of 2011 with a single junior level lab-based
course and has been expanded to one more lab-based course and several lecture-based
courses. The effort has been extremely successful; the students are being exposed to
some of the business aspects of being an engineer (budgeting and cost proposals.) In
addition to the accounting oriented skills the students are placed in varying and an ever-
changing work group which introduces them to the team-based approach utilized in most
businesses today. Overall as a result of these changes the students from Western New
England University will be better prepared for the work force.
References
[1] Kern Family Foundation. (2013). Retrieved fromhttp://www.kffdn.org/default.asp?L1=InnovationPrograms&L2=KEEN
[2] Scot A. Arnold, Bruce R. Harmon, Karen W. Tyson, Kenton G. Fasana, Christopher S. Wait. (2009).
Defense Department Profit and Contract Finance Policies and Their Effects on Contract and
Contractor Performance. Alexandria, Virginia: Institute for Defense Analyses
P
a
g
e
2
3
.
8
1
3
.
8
doc_305685282.pdf
Introducing a Business Acumen into an Engineering Curriculum
Paper ID #7765
Introducing a Business Acumen into an Engineering Curriculum
Dr. John J. Burke P.E., Western New England University
John Burke received the B.S.E.E. degree from Northeastern University in 1984, and the M.S.E.E. de-
gree from University of California at Los Angeles in 1986, and the Ph.D. degree from the University of
Massachusetts Amherst, in 1993.
Dr. Burke joined the faculty of Western New England University (WNE) in 2000 and since 2004 he has
been an assistant professor of electrical and computer engineering. Dr. Burke’s primary teaching inter-
ests are Electromagnetics, Physics of Semiconductor Devices, High Frequency Circuit Design, Antenna
Design and Analog Electronics.
Prior to joining WNE, Dr. Burke was with the EM Observables Division of Mission Research Corporation
(MRC) from1995 to 2000. From1992 to 1995, Dr. Burke was with the MacNeal-Schwendler Corporation
(MSC) Corporation. From 1990 to 1992, Dr. Burke was with Compact Software as a senior research
engineer. From 1987 to 1990, Dr. Burke was with the Microwave Electronics Laboratory at the University
of Massachusetts. From 1984 to 1986, Dr. Burke was with the Hughes Aircraft Corporation.
c American Society for Engineering Education, 2013
P
a
g
e
2
3
.
8
1
3
.
1
Introducing a Business Acumen into an Engineering Curriculum
Abstract
The Electrical and Computer Engineering (ECE) department at the Western New
England University began an effort to integrate business acumen into the ECE
curriculum. The effort started in academic year 2011 – 2012 with two required lab-based
ECE courses and one lecture-based design elective course. For academic year 2012 –
2013 the effort has been expanded to include four additional lecture-based courses.
Students enrolled in the J unior EE Lab sequence, EE Lab I (EE 319) and EE Lab IIa (EE
323), are required to develop a budget for each lab experiment. The budget is an estimate
on the costs associated with performing the lab experiment. Students are given table that
lists various costs such labor rates, use of the lab space, and an overhead rate. The
creation of the budget is a pre-lab task. A post-lab task that is included in the lab report a
cost report. The cost report details the actual cost of performing the experiment and
comparing the actual costs with the predicted costs.
The lecture-based courses all have at least one design project. Modifications were made
to the current design project to include the components that would typically be found in a
business setting (for example, cost proposals). Students are required to bid on the
project. Students must submit a final report which includes the cost report – including an
analysis of the bid cost versus the actual cost. The professor assumes a variety of roles for
the projects such as customer, VP of Engineering, and Senior Engineer.
The paper will discuss the learning objectives, the outcomes, and the assessment process.
This project is sponsored in part by a grant from the Kern Entrepreneurship Education
Network (KEEN).
Introduction
This paper presents an approach for integrating business acumen into an engineering
curriculum. The effort started in the fall of 2011 with a single junior-level lab-based
course and has been expanded to one more lab-based course and several lecture-based
courses. The changes have been well-received by students.
To accomplish this aim, the paper is organized as follows. First the background on the
impetus for this change is given. Next, the curricular changes are detailed. Following
this, the assessment process is discussed, followed by a brief conclusion.
P
a
g
e
2
3
.
8
1
3
.
2
Background
In 2011, the College of Engineering at the Western New England University won a grant
from the Kern Entrepreneurship Education Network (KEEN). The stated mission of the
KEEN program is
1
:
… The creation of programs that develop technical leaders with strong skills and
an entrepreneurial mindset in undergraduate engineering programs at select
private U.S. colleges and universities.
The Kern Entrepreneurship Education Network (KEEN) provides resources to private
colleges and universities to introduce the principles of entrepreneurship into the
curriculum.
A student encountering the KEEN program should be able to:
1. Effectively collaborate in a team setting
2. Apply critical & creative thinking to ambiguous problems
3. Construct & effectively communicate a customer "appropriate value proposition”
4. Persist through and learn from failure
5. Effectively manage projects through appropriate commercialization or final
delivery process
6. Demonstrate voluntary social responsibility
7. Relate personal liberties and free enterprise to entrepreneurship
With the KEEN grant award, the Electrical and Computer Engineering (ECE) department
began an effort to integrate business acumen into two ECE courses. The effort started in
academic year 2011 – 2012 with two required lab-based ECE courses and one lecture-
based design elective course:
• EE Lab I (EE 319) - a junior-level two-hour lab course
• EE Lab IIa (EE 323) - a junior-level one-hour lab course
• Microwave Engineering (EE 414) – an elective lecture-based course
For academic year 2012 – 2013 the effort has been expanded to include four additional
lecture-based courses:
• Fields & Waves (EE 314) - a junior-level required course
• Microelectronics II (EE 320) - a junior-level required course
• Antenna Design (EE 457) – an elective lecture-based course
• RF & Microwave Active Circuit Design (EE 456) - an elective lecture-based
course
P
a
g
e
2
3
.
8
1
3
.
3
Course Design
The following discusses how business acumen was integrated into an engineering
curriculum. This section is divided into two subsections; lab-based courses and lecture-
based courses.
Lab Based Courses:
In industry individuals work with multiple groups on multiple projects simultaneously.
J uggling multiple priorities for a myriad of projects can be an overwhelming situation for
a new engineer. To expose students to this situation a schedule has been created where at
any given time a student will be working with 3 different groups on 3 different labs.
Labs are performed weekly with the report due 2 weeks after the completion of the lab.
To simulate an industry environment the following system for combining groups for lab
reports has been created.
Students are assigned a permanent lab partner for the semester; all experiments are
completed with this lab partner. For the preparation of each lab report the lab groups are
paired with another lab group to form a team of 4 students. The teams of four are
changed with each new lab assignment. See Table 1 for an example.
Table 1 A typical group’s (Group 01) activities for the third week of the semester.
Team Tasks
Group 01
Group 02
Completed Lab 1 two weeks prior. Finishing the lab report for Lab 1.
Group 01
Group 03
Completed Lab 2 one week prior. Commencing the writing and data
analysis for Lab 2’s report.
Group 01
Group 04
Creating a cost estimate for Lab 3.
P
a
g
e
2
3
.
8
1
3
.
4
Lab Tasks:
1. The day before the actual lab, the team (4 students) meets to complete the pre-lab
activity. The pre-lab is the creation of a cost estimate (budget) to carry out the
experiment. The estimate must include all materials, lab usage costs and the cost
of the time required to prepare the lab report. Students are given a table that lists
various costs such as labor rates, use of the lab space, and an overhead rate to
assist them with the completion of their estimate (Table 2). Please note that some
of the costs in Table 2 are not necessarily realistic costs. A software package such
as MATLAB would not be billed at $25/hr. The cost of components such as
resistors, capacitors, etc is assumed to be included in the cost for the J r. Lab. In
several experiments, however, the transistor arrays (ALD1105, ALD1106 or
ALD1107) are used. For budgeting purposes these transistor arrays are assumed
to cost $100/chip – the actual cost is only $1 per chip, but in order to show the
students that this was a special component it was not included in the base lab cost.
This was done so that students will get a feel for the expense of some components
and be aware that there are costs associated with items.
Table 2 EE Lab I and EE Lab IIa cost table.
Students generally don’t have a concept of the true cost associated with
performing real engineering tasks. The students do recognize that their own
salary is a cost. They do not, however, consider things such as overhead,
computer usage costs, parts and materials, etc. Having students estimate the cost
of the lab provides them with some idea of all of the costs associated with a
project.
Rate Type of Cost
J r. Engineer
(Student)
$ 37.50 /hr Direct
Sr. Engineer
(Professor)
$ 67.50 /hr Direct
Overhead Rate 50 % Indirect
J r. Lab $ 250.00 /hr Direct
SPICE $ 100.00 /hr Direct
MATLAB $ 25.00 /hr Direct
ALD110X $ 100.00 /chip Direct
P
a
g
e
2
3
.
8
1
3
.
5
2. Each pair of students then performs the experiment.
3. After the completion of the lab, the team (4 students) meets to prepare a complete
lab report. In addition to the traditional data analysis, the reports includes the cost
report for the lab, which compares the actual cost of performing the experiment to
their cost estimates as well as an analysis of estimated versus actual costs.
Lecture-Based Courses:
The previously mentioned lecture-based courses all have at least one design project.
Most of the courses have three design projects.
Modifications were made to the current design project to include the components that
would typically be found in a business setting (for example, cost proposals).
Students are required to bid on the project. For example, the project may be an internal
R&D project or a commercial fixed-price contract. Once the bid is accepted the students
are generally required to perform two design reviews (PDR and CDR). Students must
submit a final report which includes the cost report – including an analysis of the bid cost
versus the actual cost. The professor assumes a variety of roles for the projects such as
customer, VP of Engineering, and Senior Engineer. An example from EE314 Fields &
Waves is outlined below:
1. Create a company consisting of three students. Give your company a name.
2. Submit a proposal outlining your company’s design approach. The type of contract to
be awarded is a firm fixed-price contract. This proposal must be approved by the
Vice President of Engineering before being sent out.
3. There will be two design reviews, a PDR and a CDR. You must schedule a time with
the customer for each review. For budgeting purposes, you should assume that each
review will take about 1 hour.
4. All designs should be reviewed by a senior engineer. For budgeting purposes, you
should assume the review will take about 1 hour. All designs to be fabricated must be
reviewed by a manufacturing and process engineer. For budgeting purposes, you
should assume the review will take about 1 hour.
5. You must submit a final report. The report should detail how you verified your
design. In addition, a cost report must be submitted.
The cost estimates, which appear below in Table 3, are provided to the students to ensure
they are aware of the many costs associated with a design project. The students must
account for not only their time, but also the time of others and all materials as well as
overhead costs. If they are using outside contractors they must be aware of prevailing
wage laws and budget accordingly. The costs also provide turn-around times so the
P
a
g
e
2
3
.
8
1
3
.
6
students are aware of the time it takes to build components and can design their project
plan accordingly. The delay of shipment of even one component can have a drastic effect
on the cost and delivery date of a project.
Table 3 EE 314 (Field & Waves) project cost table.
Assessment
In the lab-based courses, one component of the lab report grade is the cost report. The
cost report is graded on the pre-lab cost estimate, the actual costs, and the discussion on
the differences in estimated and actual costs.
In the lecture-based courses, the design projects are used as an assessment tool. The
students are assessed on the proposal, the design reviews, and the cost report. Each of
these areas is graded using separate point values.
Rate Type of Cost
J r. Engineer
(Student)
$ 37.50 /hr Direct
Senior Engineer $ 67.50 /hr Direct
VP Eng. $ 100.00 /hr Direct
M& P Engineer $ 30.00 /hr Direct
Technician $ 17.50 /hr Direct
Overhead Rate 50 % Indirect
SMA Connectors $ 100.00 /each Direct
PCB Fabrication
In House
4 Day Turnaround
2 Boards: $ 500.00
Additional Boards: $200.00 each
Direct
PCB Fabrication
2 Day Turnaround
2 Boards: $ 1000.00
Additional Boards: $250.00 each
Direct
Microwave Lab $ 500.00 /hr Direct
Ansoft Designer $ 250.00 /hr Direct
MATLAB $ 25.00 /hr Direct
P
a
g
e
2
3
.
8
1
3
.
7
One of the first design projects assigned was a firm fixed-price contract. The students did
account for all estimated costs for performing the design task and their actual costs were
very close to the proposed costs. However, one of the lessons learned was that in
general, students didn’t include a profit for their work. Although students were instructed
that the proposal was being submitted to the customer, they were unclear on how to build
profit into their proposals. As a result, the following modification was made for firm
fixed-price contracts the students are now instructed to read the section entitled “Margin
Policy” in the document Defense Department Profit and Contract Finance Policies and
Their Effects on Contract and Contractor Performance
2
.
Conclusion
This paper presented an approach for integrating business acumen into an engineering
curriculum. The effort started in the fall of 2011 with a single junior level lab-based
course and has been expanded to one more lab-based course and several lecture-based
courses. The effort has been extremely successful; the students are being exposed to
some of the business aspects of being an engineer (budgeting and cost proposals.) In
addition to the accounting oriented skills the students are placed in varying and an ever-
changing work group which introduces them to the team-based approach utilized in most
businesses today. Overall as a result of these changes the students from Western New
England University will be better prepared for the work force.
References
[1] Kern Family Foundation. (2013). Retrieved fromhttp://www.kffdn.org/default.asp?L1=InnovationPrograms&L2=KEEN
[2] Scot A. Arnold, Bruce R. Harmon, Karen W. Tyson, Kenton G. Fasana, Christopher S. Wait. (2009).
Defense Department Profit and Contract Finance Policies and Their Effects on Contract and
Contractor Performance. Alexandria, Virginia: Institute for Defense Analyses
P
a
g
e
2
3
.
8
1
3
.
8
doc_305685282.pdf