Learning Factories in Practice: The Example and Development Proposal of Mini Company Located in the Automotive Science Park Based on International Best Practices ^†

Abstract

The focus of this study is on presenting the concept of the Mini Company initiative launched in 2023 in the ZalaZONE automotive science park and proposing its development through international good examples. The aim of the project, based on the learning factory model, is to enable dual university students to experience the real market environment in a realistic, educational environment. The search for international good examples can help to further develop the concept, especially regarding the future role of automotive stakeholders. The presented results and good examples can be used in new research projects, develop teaching methods, and strengthen cooperation between industry and academia.

1. Introduction

By introducing the Mini Company initiative and gathering best practices from similar projects, this study aims to showcase learning factories, their effective practices, their connections with the automotive industry, and their current and future applications. Several methodologies are explored in the research. Evaluating experimental learning demands a comprehensive approach that extends beyond traditional assessments. By concentrating on authentic tasks, performance-based assessments, and reflection, we can effectively gauge students’ capacity to apply knowledge and skills in real-world settings [1]. Hands-on training is essential to ensure that learners not only acquire the necessary knowledge but also develop the ability to utilize their knowledge and skills in practical, career-relevant scenarios [1]. Learning by doing is fundamental for success in the real world. Our students must not only recall classroom knowledge but also generalize and apply their understanding to new situations and connect it to other learned concepts [2].

This study also aims to gather useful directions and advice that can help the Mini Company project and other similar initiatives to identify future directions for development. These examples are international projects where university students had the opportunity to complement the theoretical knowledge they acquired at school with practical experience. Through the learning environment, students were able to participate in real-life situations in which a real product and a real production environment were created, allowing them to work on a topic related to their future profession.

Learning factories have a wide range of applications in many sectors. It is very important to develop through continuously updating knowledge and effectively measuring learning outcomes. The learning processes should be flexible, allowing individual learning pathways. Learning factories should be closely linked to innovation, supporting the development of new products and technologies. Collaboration and information exchange are also key to further development.

2. Presentation of the Concept of the Mini Company in the Analyzed Project

The learning factory is a realistic, educational environment where students can participate in real manufacturing processes under controlled conditions [3]. Based on this model, the Széchenyi University Zalaegerszeg Innovation Park Mini Company initiative was developed within the ZalaZONE ecosystem, which was primarily designed to educate university students in a dual education setting to experience what a real market environment is like. Mini Company is a university project that belongs to Széchenyi University, so it is not a separate company. The project was set up in 2023 as a further development of the dual training program. Many of the people working on the project are students or full-time employees of Széchenyi University. The project will also involve industrial players, even within the framework of a real order, using the network of the science park. The literature also confirms that close links between education, research, and industry partners ensure state-of-the-art research, leading to relevant results for both industry and the education of prospective students [4].

Mini Company students can see the order execution processes from the beginning to the final stage of each industrial project. In addition to the theoretical knowledge acquired in the educational institution, students will gain practical experience in the workplace, which will help them enter the labor market better prepared.

The industrial client may benefit from using the project service because it can devote more resources to the task and approach it from a different perspective to that of the workers at the production site. The project will involve engineering students, as well as economics students, giving them an insight into each other’s areas of expertise. The engineers are mainly responsible for the technical implementation of the tasks, while the economics students deal with other aspects of the project, such as contract preparation, contacts, and documentation.

Figure 1 shows the concept of Mini Company, which divides the entire process of implementing individual projects and orders into seven steps:

• Customer contact, business development, and marketing activities.
• Interpreting the task from the potential client and discussing the details, requesting external help if necessary. Here, the project members will consider whether they have the appropriate equipment, knowledge, and human resources to fully fulfill the order by the specified deadline.
• The next step is test production, where the customer can make sure that the Mini Company team is able to fulfill the order by the deadline in the right quality and quantity. Trial work is not always carried out.
• Conclusion of a contract. This is performed by calculating costs, preparing a quotation, and preparing negotiations with the client. It is important for students to understand the official way of documenting an order and the costs they will incur, when preparing a quote.
• Execution of work, assignment of tasks in compliance with deadlines, and continuous contact with the customer.
• The finished product will be delivered to the customer, and if the task has been successfully completed, the certificate of performance will be prepared and invoiced.
• Evaluation is performed to discuss the experiences of the project with the participating employees and students. Conclusions are drawn, and, if necessary, measures are taken to increase efficiency.

One of the goals of establishing the ZalaZONE ecosystem was to contribute to increasing Hungary R&D capacity in the automotive industry. The automotive test track located in the science park will pioneer the validation of automated and autonomous vehicles, providing opportunities for the development for several key players in the automotive industry. The companies settling in ZalaZONE seek cooperation with industrial players and Hungarian universities operating in the region.

ZalaZONE treats the training of a competitive workforce as a priority goal for companies operating in the science park and intending to settle here. The training program focuses on innovative industrial environment, practice-oriented work, development of professional knowledge, expansion of knowledge, and introduction of students to the world of work. The main goal is to train university students who, at the end of the training program, can find employment at the employing company or companies operating in the park [5]. This internship program highlights the importance of the Mini Company project, where students can gain market knowledge.

3. Emergence and Spread of Programs Such as Mini Company

In 1995, the Learning Factory initiative was one of the first in America to include an innovative facility that supported the integrated learning of product development in a new, practice-based engineering education. This training has been developed and adopted by three leading engineering universities participating in cooperation with the Manufacturing Engineering Education Partnership (MEEP). The Learning Factory initiative focused on acquiring practical knowledge, where students could work in conditions similar to real industrial environments and follow the life cycle of products from design to production, thus gaining in-depth knowledge about engineering workflows. Learning factories not only provided valuable opportunities for students but also strengthened cooperation between universities and industry. By involving industry partners, the training was even better adapted to labor market needs, making it easier for students to find employment in a field relevant to their qualifications [6].

4. Learning Factories Today: Case Studies

In the following years, the concept became increasingly popular, especially in Europe, where numerous learning factories were established. These facilities differed in size and purpose, but what they all had in common was that they prioritized the acquisition of practical knowledge. Thanks to the rapid development of the learning factory, cooperation at the European level was established in 2011, followed by an international working group on research and development in 2014 [7].

The following examples of learning factories can help to explore opportunities for the improvement of the Mini Company initiative and identify best practices.

4.1. Technical University of Darmstadt, Germany

The Technical University of Darmstadt has a student factory where students can practice the entire production process in a real environment from design to finished product. Through the project, students can acquire the basics of designing and operating complex systems and the related necessary technical competences.

The study factory not only provides students with valuable experience but also plays an important role in industry. Through practical experience and the application of state-of-the-art technologies, the study factory contributes to the training of future professionals [8].

4.2. Graz University of Technology, Austria

The Learning Factory of the University of Graz is a teaching and research environment where students and researchers can gain experience in a real-world industrial environment. These facilities are equipped with new production technologies, such as robots, CNC machine tools, 3D printers, and sensors. The aim is for students to acquire not only theoretical knowledge but also practical experience that prepares them for the challenges of the labor market. The campus also has 5G access, which enables high-speed data transmission and real-time communication between machines.

The IIM LEAD Factory is an excellent example of how theoretical knowledge can be applied in practice and how students can be trained to become professionals capable of operating successfully in a changing world [9].

4.3. University of Alberta, Canada

AllFactory is a unique learning factory developed at the University of Alberta in Canada that combines research, education, and industrial applications in aquaponics. Unlike learning factories that focus on traditional production environments, this system focuses on sustainable and environmentally friendly aquaponics 4.0 systems. Aquaponics is an innovative farming method that combines fish breeding and growing plants in water. This system results in highly efficient water use and minimal environmental impact. At AllFactory, students and researchers can study and develop the automation of aquaponics systems, the application of artificial intelligence, and the optimization of system performance.

AllFactory is an exemplary initiative that shows how study factories can help higher education and research, and its results can inspire other universities and research institutes [10].

4.4. Free University of Bozen-Bolzano, Italy

The Free University of Bozen-Bolzano AD Design Guidelines help educational institutions and companies successfully set up and operate an Industry 4.0 learning factory. This concept focuses on introducing students and professionals to the latest manufacturing technologies and methods in a realistic environment.

The essence of the Industry 4.0 learning factory is that theoretical knowledge and practical application are closely linked. Students not only acquire theoretical knowledge but can also immediately put what they have learned into practice. Industry 4.0 technologies, such as IoT devices, robots, 3D printers, and data-driven systems, allow students to learn about the latest manufacturing processes and challenges [11].

4.5. Tecnologico de Monterrey, Mexico

The Mexican Tecnologico de Monterrey, Campus State of Mexico launched projects as part of PACE (Partners for the Advancement of Collaborative Engineering Education), an academic program with the automotive industry, in which students could join. This collaboration focuses on the automotive industry and is an excellent example of how students can be involved in solving the latest industry challenges.

The essence of the program is that students do not work on theoretical tasks but on real problems arising in the automotive industry. Working in multidisciplinary teams, students collaborate with representatives from different disciplines, developing their problem-solving and teamwork skills. Mentoring from experienced engineers in the industry ensures that students are also aware of the latest industry trends and technologies.

This cooperation brings many benefits to both the university and the industry. It enables universities to make education more practice-oriented and to build closer links with industry. It gives industry access to talented young people and new ideas and innovative solutions. Additionally, it provides students with opportunities for hands-on experience, networking, and professional development.

Of course, like any new initiative, this collaboration brings challenges. Such challenges include time-consuming tasks, intellectual property, or trust building. Nevertheless, the positive effects outweigh the difficulties, and industrial–university cooperation is becoming increasingly important.

This program not only provides valuable experience for students but also benefits society as a whole, contributing to innovation and increasing competitiveness [12].

5. Making a Proposal for Mini Company

In the aim of continuous development, it is beneficial to define new development directions in the light of international good practices. Based on the collected examples and projects, the following areas were identified as possible directions.

Developing deeper industrial cooperation can bring many benefits, as it will allow closer links with local and regional industrial actors. With the involvement of industry partners, students can work on real-world projects that meet the current needs of the market. It is worth looking for an automotive direction that would strengthen the studies of automotive engineering students. Participation in joint R&D projects can not only lead to innovative solutions but also provide students with a unique opportunity to gain professional experience.

Students should be introduced to current trends and automotive industry developments. Digital transformation is essential to stay competitive, and bringing smart manufacturing solutions, such as IoT, data analytics, and artificial intelligence, into manufacturing processes can make projects more efficient and flexible.

Strengthening international cooperation can contribute to increasing the international profile of the project. Participation in joint research projects allows for the exchange of knowledge and the building of international relations. Participation in international conferences gives students the opportunity to present their results to an international audience.

Sustainability is an increasingly important concern for companies and society. The use of environmentally friendly technologies, the promotion of waste reduction and recycling, and energy efficiency can contribute to sustainable development and the long-term success of the project.

In addition, a continuous feedback system can help identify strengths and areas for improvement throughout the project, enabling better results. The measurements would show how effective the implemented methods and tools are, ensuring that the objectives are achieved.

The Mini Company project has many opportunities to develop and thus be successful in the future and to play a significant role in the training of students and in the economic development of the region.

6. Conclusions

Through international examples and initiatives, suggestions were developed for the Mini Company project. These examples are international projects where university students had the opportunity to support their theoretical knowledge acquired at school with practical experience. With the help of the educational environment, students participated in real situations, during which a real product and real production environment was created, allowing them to work on a topic related to their future profession.

Learning factories can be widely used in several industrial areas. During developments, it is important to continuously update knowledge and effectively measure learning outcomes. Learning processes should be flexible, allowing for both individual learning pathways and distance learning. Learning factories need to be more closely linked to innovation, supporting the development of new products and technologies. Cooperation and exchange of information are key to the further development of learning factories.