Escuela Superior de Enseñanzas Técnicas

This document aims to make a retrospective of our work in the Ford research group in collaboration with researchers from the CEU Cardenal Herrera University and the University of Valencia. The research group originated from the doctoral thesis by Eduardo García Magraner and his thesis was directed by Nicolás Montés in 2016. The Mini-terms were formulated for the first time in this thesis. From then on, the research group grew as the mini-terms began to consolidate both industrially and scientifically. At industrial level we were provided with a CDTI (Centre for the Development of Industrial Technology) which made it possible to massify the mini-terms at Ford factory in Valencia and at scientific level we attended different congresses. Especially relevant was ICINCO 2018 since the concept of the mini-terms could be presented to the programme chair of the congress, Oleg Gusikhin, (Global Data Insight & Analytics, Ford Motor Company, United States). His support led to the consolidation of the mini-terms through their standardization within Ford and also the consolidation of the group through the inclusion of the CEU Cardenal Herrera University in the URP (University Research Program). The success of Eduardo García’s doctoral thesis motivated the Foundation for Development and Innovation (FDI) to decide to fund doctoral theses within Ford, financing a thesis in collaboration with the University of Valencia and another one with the CEU Cardenal Herrera University. Moreover, Eduardo García’s thesis motivated the staff of the plant to take the step to carry out doctoral theses, funded by the INNODOCTO programme of the Generalitat Valenciana. Throughout this journey different awards have been won such as the Henry Ford Technology Awards in 2019, the Factories of the Future Awards in 2021, the Global Manufacturing Technical Excellence Award in 2023 and the Angel Herrera Award for the best research work in 2024. Twenty-four communications have been made to congresses, ICINCO being the congress with the highest number of communications. In particular, at ICINCO 2020, one of these articles was selected as the Best Industrial Paper Award. Thirteen articles have been published in indexed journals with an impact index and also three book chapters. This document aims at reviewing the different tools and concepts developed and introduced by the research group as well as trying to define its objective.

The development of the skills and knowledge of architecture students is largely shaped during their study at a Faculty of Architecture. There is another way of improving student knowledge of architecture and urban planning. Apart from Erasmus programmes, there are also other international academic and education programmes as well as international workshops. The Activation of the Public Spaces of Historical City Centres Based on Local Communities, jointly conducted by the Faculty of Architecture of the Cracow University of Technology and the Technical School of the University CEU Cardenal Herrera in Valencia, is one such programme. The outcomes of this form of teaching include not only the knowledge and skills allowing one to deal with new conditions that young people have to face while being put through a lot of stress, but also the effort they put into multiple-days-long conferences, workshops or the preparation of their Bachelor’s in engineering projects. International cooperation and workshops participation have contributed to the enhancement of knowledge about architecture and to the development of participating students’ characters.

Históricamente, entre los estudiantes que llegan a la educación superior existe un alto grado de percepción negativa sobre la incidencia en la creatividad que tienen las asignaturas propedéuticas como matemáticas o física. Esta afirmación se hace más evidente entre aquellos alumnos que deciden cursar estudios donde convide la adquisición de competencias para desarrollar procesos creativos y la integración de las asignaturas de carácter técnico, lo que se traduce en la dificultad de asimilar la interrelación de ambas partes. Esta situación tiene gran incidencia en estudios superiores como Arquitectura o Ingeniería en Diseño Industrial, donde los alumnos se mueven en equilibrio entre áreas creativas como dibujo o proyectos, y otras más científicas o técnicas, como física o estructuras. Con la intención de romper este habito y promover que el alumno entienda que las asignaturas propedéuticas pueden llegar a formar parte del propio proceso creativo de un proyecto, se ha iniciado una actividad en el Grado de Fundamentos de Arquitectura en la Universidad CEU-Cardenal Herrera, que pretenden fomentar un cambio en la percepción negativa de estas áreas. Mediante esta comunicación, se pretende mostrar una de estas actividades que ha consistido en la participación de los alumnos del primer curso de Arquitectura en un concurso internacional de diseño como actividad motivadora y que, como premisa de partida, la idea generadora del proyecto debe de basarse en un concepto matemático o físico. En definitiva, cambiar la percepción histórica y negativa de que los conceptos adquiridos en asignaturas básicas, no pueden formar parte del proceso creativo del proyecto.

This paper synthesizes how three Research Units from three European universities launched a research and didactic program assuming an on-field approach to explore innovative methods of public space activation. The initiative has adopted the formula of three itinerating intensive workshops involving 45 students and ten tutors covering multidisciplinary fields (from Architectural and Urban Design to Environmental Design) to define new kinds of design approaches stimulating both project makers and local communities. This alternative pedagogic method allows students (coming from majors in architecture, urban planning, and landscape architecture post-graduate courses) to test innovative approaches in response to local needs. By teaming up with colleagues and teachers familiar with the local environment, the participants can fasten the process of site understanding in terms of historical and current issues. At the same time, a survey on participants’ satisfaction has estimated the program’s performance outcomes. Results initially contribute to reformulating intensive teaching modalities like workshops, providing valuable insights for future experiences.