About
The Cluster of Logistics and Rail Engineering (CLARE) at FE was established in 2016 in response to a growing demand for rail and logistics experts in Thailand. It is an academic unit that involves over 20 faculty members from different engineering departments, from civil to mechanical to electrical engineering. CLARE currently offers two Master's programs, one local program in Logistics and Supply Chain (in Thai) and one international program in Railway Transportation System (in English). In addition, various transport research projects are being delivered in collaboration with local and global partners.
The Master of Engineering Program in Rail Transportation System, offered by the Faculty of Engineering, Mahidol University, is among the first railway programs at a postgraduate level that recently opened in Thailand. A new Cluster of Logistics and Rail Engineering (CLARE) was formed at the Faculty of Engineering to accommodate the set-up of a new academic stream. Faculty members from various engineering departments, from civil to industrial to electrical to computing, are involved in CLARE’s research and education activities. They all have experience or interest in the railway sector and use their background engineering knowledge to apply it in the rail context. The first two flagship activities the Cluster offers are Master of Engineering programs in Healthcare Logistics (Thai) and Railway Transportation Systems (international).
The railway transportation system curriculum is focused on railway project planning and operations. It was developed to encompass various engineering fields, including industrial, transportation, civil, electrical, and mechanical engineering. Data on rail market needs and expectations for the future rail workforce in Thailand was collected through focus groups and questionnaires with rail industry professionals. The program and coursework were tailored based on this information. In recent stakeholder interviews, two main decisions for improvements were identified: first, to include railway digitalization and maintenance as the key program focuses, and second, to offer the program in weekend classes to accommodate students unable to join regular weekday courses or module-based courses. As a result, the program now aims to advance in four domains within the rail industry: planning, operations, maintenance, and digitalization, and welcomes individuals interested in joining the program on a weekend basis.
1.1.1 Program Philosophy
The program is rooted in the belief that a comprehensive education in railway engineering and management is essential for advancing the transportation infrastructure of the future. The learning environment blends technical proficiency, ethical considerations, digital literacy, and collaborative teamwork. By integrating these elements, the program cultivates professionals skilled in technical and managerial aspects of railway systems and committed to ethical practices and continuous innovation. The aim is to inspire students to leverage emerging technologies and resources to enhance and transform existing and future railway systems.
1.1.2 Program Goal
The program's goal is to produce highly qualified graduates who possess a balanced combination of technical knowledge and managerial skills in railway engineering and management. Graduates will be adept at planning, operations, maintenance, and digitalizing railway systems. They will be trained to use available resources and emerging technologies to improve railway systems.
1.1.3 Program Purpose
The program aims to produce graduates with the knowledge and skills necessary to excel in planning, operations, maintenance, and digitalization within the railway industry. Graduates are expected to improve railway systems and propose innovative concepts and ideas to advance railway operations and technology, contributing to the industry’s development while adhering to ethical standards and promoting teamwork.
1.1.4 Program Objective
• Possess and apply theoretical knowledge in railway engineering, planning, and operations
• Possess skills to analyze, synthesize, and produce creative research for improving railway transportation
• Possess and practice moral and ethical codes of conduct in railway engineering professions
• Possess good interpersonal character and teamwork, with the ability to work professionally
1.1.5 Expected Learning Outcomes (ELOs)
The program utilizes the 5 ELOs as a comprehensive strategy to evaluate and ensure the achievement of its purpose. The five ELOs are designed to focus on Ethical Principles and Professional Conduct, Advanced Knowledge Application, Research and Innovation, Teamwork and Leadership, and Lifelong Learning and Communication.
ELO1: Critically evaluate and integrate ethical principles and professional conduct into academic research and professional practices in railway engineering and develop innovative solutions that uphold these standards.
(Ethical Principles and Professional Conduct)
ELO2: Critically analyze and synthesize advanced knowledge to develop innovative and effective solutions for complex railway transportation challenges. (Advanced Knowledge Application)
ELO3: Design and conduct innovative research in railway transportation (Research and Innovation)
ELO4: Critically evaluate and effectively manage interpersonal relationships, demonstrate advanced teamwork skills, and lead diverse teams to achieve strategic objectives in railway transportation projects. (Teamwork and Leadership)
ELO5: Integrate and evaluate lifelong learning technologies to enhance professional growth and demonstrate advanced oral and written communication skills in the context of railway transportation. (Lifelong Learning and Communication)
2.6.1 Curriculum option at the major level (‘academic program’ and ‘professional program’)
In the program, students can select between two distinct pathways: the Academic Plan or the Profession Plan. Both pathways are designed to equip students with comprehensive knowledge and skills in railway engineering, but their focus and structure differ. Despite the different approaches in the Academic and Professional Programs, all students achieve mastery in all ELOs by the end of their studies. The Academic Program's focus on research and the Professional Program's emphasis on practical application ensure that graduates are well-prepared for their respective career paths, whether in academia, research, or professional practice. Table 1 compares the differences between these study pathways.
Table 1 compares the difference between Academic and Professional Programs
| Program Elements | Academic | Profession |
| Focus | The Academic Program is research-oriented and emphasizes the development of in-depth academic knowledge and research skills. | The Professional Program is practice-oriented and emphasizes practical skills and professional competencies. |
| Coursework | Students in the Academic Program have a reduced coursework load compared to the Professional Program, allowing them to dedicate more time to their research. | Students in the Professional Program undertake more coursework, which includes practical and applied subjects relevant to the railway industry. |
| Thesis/ Independent Study | A significant component of the Academic Program is the completion of a thesis. The thesis involves original research and contributes to the academic body of knowledge in railway engineering. | Instead of a thesis, students complete an independent study project. This project focuses on solving real-world problems and applying theoretical knowledge in practical settings. |
| Objective |
This program is ideal for students who aspire to pursue academic careers, research institutions, or advanced technical roles requiring strong research capabilities. |
This program is designed for students who aim to enter the workforce directly after graduation, particularly in roles that require practical problem-solving skills and hands-on experience in railway engineering. |
Table 2 presents the elective course requirements for students on the academic and professional plans. Students on the academic plan will have to take nine credits for their elective while concentrating more work on their thesis. On the other hand, students on the professional plan will have to take 15 credits (2 more courses compared to the academic plan). Figure 1 presents the curriculum options of students in the railway transportation system program.
Table 2 Curriculum Structure
| Course | Academic Plan | Profession Plan |
| 1) Mandatory Courses | 15 credits | 15 credits |
| 2) Elective Courses (no less than) | 9 credits | 15 credits |
| 3) Thesis | 12 credits | - |
| 4) Independent Study | - | 6 credits |
| Total (not less than) | 36 credits | 36 credits |
Figure 1 Curriculum Structure by Subjects.
General Rubric
| Criteria | Skills | Fail (Unsatisfactory) | Pass (Need improvement) | Credit (Average) | Distinction (Above average) | Higher distinction (Excellent) |
|---|---|---|---|---|---|---|
| Engineering morals and ethics in managing scientific and professional projects demonstrated | Ethics and morals (e.g. plagiarism, referencing) | Plagiarism issue, no referencing, lack of understanding of engineering morals and ethics | Various plagiarism and referencing issues occur, low level of understanding of engineering morals and ethics | Some plagiarism and referencing issues occur, sufficient level of engineering morals and ethics | Minor plagiarism or referencing issues, very good level of engineering morals and ethics demonstrated | No plagiarism or referencing issues, excellent ethics and morals demonstrated |
| Professionalism (e.g. advisors guidance, independence, subject standards) | Poor level of professionalism, lack of standards and no independence demonstrated | The level of professionalism needs improvement due to low standards and low independence | Above average level of independence and subject standards demonstrated | Minor plagiarism or referencing issues, very good level of engineering morals and ethics demonstrated | Excellent demonstration of guidance, independence and application of standards | |
| Rail system planning and management knowledge to solve railway problems applied | Application of subject knowledge | Unsatisfactory level of subject knowledge applied | Level of knowledge applied is low and needs a serious improvement | Average level of subject knowledge applied | Very good level of subject knowledge (as delivered in the course) applied | Excellent level of subject knowledge applied with some elements of additional knowledge presented |
| Research skills in developing further rail knowledge and proposing inventive ideas with positive impact on society displayed | Demonstration of research skills | Very poor research skills displayed, lack of understanding of subject knowledge | Quality of research skills is low and needs a serious improvement | Basic research skills demonstrated | Very good research skills and understanding of subject knowledge | Excellent research skills with some new applications and novelty demonstrated |
| Generation of inventive ideas | Lack of attempt to generate new ideas | Some ideas generated but of poor quality, not inventive | Some basic new ideas generated, but no innovation | Some new innovative ideas demonstrated but with limitations | New innovative ideas generated with confidence | |
| Independent and team work skills in applying analytical thinking to efficiently manage rail transport systems demonstrated | Independent work | Lack of independent analytical thinking related to the subject, various different issues occur unconsciously | Demonstration of independent analytical thinking related to the subject needs improvement, various issues occur | Average demonstration of independent analytical thinking related to the subject, some issues occur | Above average demonstration of independent analytical thinking related to the subject, minor issues | Excellent demonstration of independent analytical thinking related to the subject, no issues |
| Team work | Lack of team work effort and analytical thinking demonstrated, very poor division of tasks, no sense of a team work | Poor quality of team work demonstrated, e.g. various issues with communication, division of tasks and their delivery | Average team work skills demonstrated, some issues with communication, division of tasks and tasks’ delivery occur | Very good team work skills demonstrated, with clear division and delivery of tasks, but some minor issues occur | Excellent team work skills demonstrated, good division of tasks and excellent execution | |
| Effective communication of rail transport systems knowledge using variety of verbal and writing techniques addressed to different audiences | Effective verbal communication of subject knowledge | Very poor quality communication, e.g. unsatisfactory oral presentation | Verbal communication needs improvements, e.g. reading from slides, lack of clear explanations and logic, poor Q&A session | Average verbal communication skills with some issues related to e.g. reading from slides or lack of eye-contact with audience or some difficulty to handle Q&A session | Above average verbal communication with very good presentation and speaking skills but minor issues with clear explanations, contact with audience or handling Q&A session | Excellent verbal communication skills, including speaking skills, contact with audience, and Q&A session |
| Effective writing communication of subject knowledge | Very poor quality of written communication, e.g. very poor quality of a subject report , various different issues (e.g. no formatting, typos, different styles) occur unconsciously | Written communication needs serious improvements, various different issues (e.g. poor formatting, lack of logic, poor explanations, poor overall quality) | Average written communication skills with some issues related to e.g. formatting, style, work-flow | Above average written communication with very good writing skills but minor issues with e.g. formatting, style or work-flow | Excellent written communication skills, no issues |
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