Automatic Success: Teaching Advanced Process Automation to Undergraduate Graphic Communications Students

The primary focus of this paper is to discuss the pedagogical approach used by the School of Graphic Communications Management (GCM) at Ryerson University in Canada to teach advanced workflow and process automation to its undergraduate students. It starts with a brief background on how Graphic Communications workflow systems have developed, reviews the 'return on investment' for new technologies for the average graphic communications company, and highlights the benefits and challenges of teaching process automation as part of a comprehensive graphic communications curriculum. Automation and integration can require skill sets in information technology, business processes, software knowledge, database literacy, as well as logical programming. For the graphic communications industry, it is ideal when these skills are built on a solid foundation of printing processes and cross media knowledge, to provide context and deep understanding of the steps involved. The relative importance of process automation as an integral part of curricula for graphic communications has never been more apparent. Recent market analysis by the industry consultancy group InfoTrends reaffirmed that a gap still exists between the printing industry's 'traditional' business model, and evolving market conditions. Further industry research indicates that process automation and system integration together are essential components necessary for new, successful business models that will support graphic communications companies with the flexibility and adaptability necessary for profitability in the rapidly changing landscape of the printing and communications marketplace. From an educational perspective, it is critical to teach the importance and relevance of digital-enabled workflow automation for success in today's market conditions. The School of Graphic Communications Management (GCM), at Ryerson University in Canada, has developed a highly successful approach to teaching advanced workflow automation to the students of its four-year degree program. This graphic communication centric approach uses a combination of theory-based concepts and hands-on, project-based learning, to teach Learners how to process jobs manually, and then progresses at a consistent rate through advanced degrees of workflow automation. The process automation curricula at the School of Graphic Communications Management encourages students to explore through action, and see how individual processes can be linked together to automate between systems and steps, for total integration. The pedagogical approach to automation used at GCM builds a knowledge foundation for Learners, reinforces the role of automation and integration in successful business models, and develops the skills necessary understand the processes that will be automated prior to in-depth instruction into automation itself. It does this by reinforcing concepts and theory with comprehensive hands-on, project-based learning that immerses the students in a student-centered learning space. This type of learning also builds strong problem solving and troubleshooting skills that are needed to quickly and effectively solve problems when automation processes return challenging results. Learners acquire the core skills they need to remain flexible and adaptable so that they can better adapt to ever changing market conditions.