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\"What powers the greatest cars in the world? How did we get from the crude mechanics of yesteryear to the high-tech, computer-aided designs we see today? Which cars broke the mold? This is the definitive story of the science behind the cars of our dreams. Featuring in-depth interviews with the top names in the supercar and racing industries, The Science of Supercars unravels the mysteries and mechanics of the cars that changed the automotive world forever\"-- Provided by publisher.

This case report explores the UTVs (utility terrain vehicles) transition from internal combustion engines to electric drive and how the shift will impact the assembly tooling industry. A multiple-case study at manufacturing plants was complemented by an exploratory survey with key stakeholders in the industry. The findings showed that the transition to electric drive is still in its infancy and is likely to accelerate soon. Electric vehicles were generally found to contain fewer components and thus have fewer applications for tightening tools in their assembly. Much of the difference comes from the fact that electric engines require far fewer tightening operations compared to internal combustion engines. However, the assembly of electric components and battery packs requires new advanced tooling solutions. When transitioning to electric drives, manufacturers were found to source their battery packs and electric engines most commonly from external suppliers. This can displace the tooling industry’s business within the segment. Several opportunities and challenges for assembly tool suppliers were identified. Firstly, the transition to electric drive will likely generate significant tooling needs on the manufacturers side. Electric vehicles tend to require more advanced tools and solutions, which likely will benefit premium tool suppliers with Industry 4.0 solutions. There are, however, long-term challenges as electric UTVs have fewer components and fewer tightenings in their assembly process. One long-term opportunity that could potentially offset the decline in tightenings within final assembly is battery pack assembly. This process does not only require a lot of advanced tightenings, but there are also opportunities for other joining techniques. Thus, the assembly tooling business’ biggest opportunities within the UTV industry are likely to shift from the vehicle’s final- to battery pack assembly.

Purpose The purpose of this paper is to identify the constituent parts of learning in the manufacturing work context and understand why these parts are key in the learning of the employees. Design/methodology/approach The data was collected from two sources: a literature review of the Information Systems literature to establish an initial picture of what learning in relation to digital technologies entails and in-depth interviews with engineers in the automotive industry whose knowledge-intensive work is exposed to substantial digital transformation. Findings The authors first identified three constituent parts for learning: change, reflection and deliberation. When the authors cross-checked the initial findings through in-depth interviews with the engineers, it was found that these three themes trigger learning through three different mechanisms, that is, balancing newness, finding point of reference and organizing actively. Thus, the findings of this paper extend beyond a categorical identification of what constitutes learning to also illustrate why learning entails these constituent parts. Research limitations/implications This paper implies that progressive learning requires active organizing of learning stages. The data is limited to the review of the Information Systems field. The authors have also only focused on the automotive industry as the representative sector in the manufacturing industry. Practical implications Applying the model of progressive learning can be a primary way to actively plan and organize learning opportunities for employees. This is key for supporting learning culture in organizations that are exposed to continuous and disruptive changes. Social implications A significant part of social sustainability is based on sustainable employability and feelings of contentment at work. This paper is an attempt to highlight how sustainable employability can be achieved by providing effective learning opportunities at work. Originality/value The originality of this paper emerges from two sources. First, the authors conducted the literature review and in-depth interviews by devising innovative methods because of the challenges of identifying when (informal) learning has occurred at work. Second, the authors owe the in-depth interviews to the first author’s extensive familiarity with the automotive industry and the knowledge and rapport acquired through her prior longitudinal research on the engineers’ work. It was this background that allowed the authors to find out when these engineers were about to leave the firm because of discontent about their competence development.

This study investigated the views of the nature of engineering held by 6th-grade students to provide a baseline upon which activities or curriculum materials might be developed to introduce middle-school students to the work of engineers and the process of engineering design. A phenomenographic framework was used to guide the analysis of data collected from: (1) a series of 20 semistructured interviews with 6th-grade students, (2) drawings created by these students of \"an engineer or engineers at work\" that were discussed during the interviews, and (3) field notes collected by the researchers during the interviews. The 6th-grade students tended to believe that engineers were individuals who make or build products, although some students understood the role of engineers in the design or planning of products, and, to a lesser extent in testing products to ensure that they \"work\" and/or are safe to use. The combination of drawings of \"engineers or engineering at work\" and individual interviews provided more insight into the students' views of the nature of engineering than either source of data would have offered on its own. Analysis of the data suggested that the students' concepts of engineers and engineering were fragile, or unstable, and likely to change within the time frame of the interview.

Design rules allocate functions to modules, identify operating principles, and set interfaces among modules that determine how organizations evolve. A case study of radical innovation in tire manufacturing illustrates the transition from old to new design rules through the joint adaptation of the manufacturing organization and the product to reflect changes in the underlying engineering knowledge. The case shows how knowledge evolution mediates organizational and technological change and makes any organization design openended and evolving.

The brand, which turned 100 years old on June 6, continues to chug along with just two nearly identical nameplates in its lineup: the Pacifica and Voyager minivans. Virgil Exner, for sure - very long stint and made the Chrysler brand absolutely relevant. People modified the car like a hot rod, so it really served a completely different purpose and customer than we imagined, but all of that is good. Looking ahead to the next 100 years, what does the Chrysler brand stand for?

Age: 61 Education: B.S., chemistry, Bennett College What drew you to the auto industry? When Ford Motor Co. supported me when I said I was leaving to start my own company. What should be done to encourage women to enter the auto industry?

Age: 53 Education: B.S., mechanical engineering, Oakland University; M.S., engineering/vehicle dynamics, Purdue University What drew you to the auto industry? I grew up in Detroit. Everyone I knew worked in the auto industry. What should be done to encourage women to enter the auto industry? I believe it's crucial to provide women with role models who resemble them or have shared similar experiences.

Age: 56 Education: B.S., industrial engineering, Purdue University; MBA, Eastern Michigan University What drew you to the auto industry? I had different opportunities when I graduated, and a couple were outside of Michigan. How do you encourage creativity and innovation among your team members? I don't punish failure. What should be done to encourage women to enter the auto industry?

Age: 51 Education: B.S., electrical and electronics engineering, Madras University; M.S., computer science and engineering, Oakland University What drew you to the auto industry? I came to the U.S. to pursue my master's in computer science at Oakland. The automotive industry is going through transformation. What should be done to encourage women to enter the auto industry? The automotive industry has transformed itself big time and it's the place to be.