IS c08

XIV MEUNARODNA NAUNA KONFERENCIJA INDUSTRIJSKI SISTEMI

XIV INTERNATIONAL SCIENTIFIC CONFERENCE ON INDUSTRIAL SYSTEMS

ZBORNIK RADOVA
PROCEEDINGS

NOVI SAD, 2-3. OKTOBAR 2008.

NOVI SAD, OCTOBER 2-3, 2008.
 Ivana Ignjatovi1, Dragan Šešlija1
1
Faculty of Technical Sciences, Trg Dositeja Obradovia 6, Novi Sad, Serbia
KORENI INDUSTRIJSKOG
INŽENJERSTVA I MENADŽMENTA
Abstrakt
U radu je opisan istorijat nastanka industrijskog
inženjerstva na evropskim univerzitetima. Samo
industrijsko inženjerstvo vezuje se za industrijsku
revoluciju, kada je došlo do iznenadnog i naglog
razvoja svih društvenih sfera. Industrijsko inženjerstvo
se tada pojavilo kao prilaz u fabrikama, ne zato što su
preduzetnici to hteli, ve iz razloga što im je bilo
neophodno za rešavanje problema sa kojima su se
susretali u procesima proizvodnje. Takoe se kao
razlog za nastajanje industrijskog inženjerstva navodi i
potreba za širenjem znanja i iskustva. Iz tog razloga je i
razumljiva injenica da su prve škole industrijskog
inženjerstva osnovali upravo uspešni preduzetnici.
Industrijsko inženjerstvo se kao program na
univerzitetima pojavilo sredinom XIX veka i to najpre u
zemljama koje su bile industrijski razvijene i mone
vojne sile. U radu je opisan proces stvaranja
industrijskog inženjerstva na nekoliko najstarijih
univerziteta u Evropi. Dati su i pregledni starih zapisa i
novinskih lanaka.
Opisano je i raanje i razvoj industrijskog inženjerstva
u Srbiji, a posebno na Fakultetu tehnikih nauka u
Novom Sadu na osnovu sauvane arhive i razgovora sa
jednim od osnivaa prof. dr Dragutinom Zelenoviem.
Kljune rei:
Industrijsko inženjerstvo, Istorija, Evropa, Univerzitet
1. UVOD
Sam nastanak industrijskog inženjerstva vezuje se za
industrijsku revoluciju, kada je došlo do iznenadnog i
naglog razvoja svih društvenih sfera. Industrijska revo-
lucija dovela je do brzog razvoja proizvodnih procesa.
Uvoenjem novih tehnologija, tehnoloških sistema,
poveavanjem obima proizvodnje, usložnjavanjem po-
stupaka rada, angažovanjem veeg broja radnika, javili
su se mnogobrojni komunikacioni, organizacioni i upra-
vljaki problemi. Potrebno je bilo da pojedinac pose-
duje znanje iz više naunih oblasti: iz tehnikih, ekono-
mskih i humanistikih nauka, kako bi mogao na pravi-
lan nain da pristupi problemu, pronae mogua
rešenja, analizira rešenja i obezbedi implementaciju
optimalnog rešenja.
17
17
ORIGINS OF INDUSTRIAL
ENGINEERING AND MANAGEMENT
Abstract
In this paper the history of genesis of industrial
engineering on European universities is described.
Early beginnings are tightly connected with an
industrial revolution. In that period, each field of
society passed through sudden and hasty development.
Industrial engineering appeared as a concept in
factories, not because businessmen wanted that, but
because of necessities for solving the problems which
they had in production processes. One of the reasons
for industrial engineering appearing is need for
dissemination of knowledge and experience. For that
reason is understandable that successful businessmen
were establishers of schools of industrial engineering.
Industrial engineering appeared on the universities in
the middle of XIX century and first in the countries
which had been industrial well developed and military
powerful. In this paper the process of genesis of
industrial engineering on few the oldest universities in
Europe is given, and also reviews of old notes and
articles.
Also are described the origins of industrial engineering
in Serbia on Faculty of Technical Sciences in Novi Sad,
on the basis of archive and interview with one of the
founders Professor Dragutin Zelenovi.
Key words:
Industrial Engineering, History, Europe, University
1. INTRODUCTION
The origin of industrial engineering is connected with
industrial revolution. That period was a period of
sudden and rapid development of all areas of society.
Industrial revolution led to fast development of
production processes. Implementation of new
technologies and machines, expansion of production
volume, more complex working procedures and
involvement of larger number of employees cause a lot
of problems in communication, organisation and
management. The demand was that each individual
must have knowledge from different scientific areas:
technical, economical and humanities, in order be able
to approach to problem, find solutions, analyse all
solutions and implement the best of them.
Efekti koje je izazvala industrijska revolucija i koji su
se ogledali u projektovanju proizvodnih sistema, plani-
ranju proizvodnje, analizi toka procesa i analizi troško-
va, predstavljali su suštinski odgovor na neorgani-
zovano stanje koje je zavladalo u fabrikama.
Iako je industrijska revolucija zapoela u Velikoj Bri-
taniji, industrijsko inženjerstvo se kao profesija prvi put
pojavilo u Francuskoj još 1829. godine. Sledei primer
Francuske, mnoge zemlje su sredinom XIX veka poele
sa osnivanjem politehnikih škola. U poetku, na njima
nije postojalo industrijsko inženjerstvo kao zaseban
studijski program ve su se u okviru svake profesije
izuavali organizacija proizvodnje i procesa, upravlja-
nje procesima, itd., što sve predstavlja koncepte indu-
strijskog inženjerstva. Ubrzo potom, industrijsko inže-
njerstvo se izdvojilo kao zaseban studijski program.
2. FRANCUSKA-KOLEVKA
INDUSTRIJSKOG INŽENJERSTVA
Pored želje za vojnom dominacijom, Francuska je žele-
la da se ravnopravno takmii sa Velikom Britanijom na
polju industrijskog razvoja, koja je krajem XVIII i
poetkom XIX veka bila mona industrijska sila upravo
zahvaljujui industrijskoj revoluciji. Tehnološke inova-
cije su doprinele tome da se veliki broj operacija, koje
su se tradicionalno obavljale runo, zameni mašinskim
radom. Time je došlo do poveanja ekonomije obima i
pojave masovne proizvodnje. Konceptom proizvodnih
sistema, koji se pojavio u fabrikama koje su napravljene
uz primenu novih tehnologija, najavljen je zaetak
modernog industrijskog inženjerstva. Odmah potom
javili se se koncepti podele rada i motivacije zaposle-
nih, organizovanja i upravljanja proizvodnjom. Ubrzo
nakon toga poelo je da se razmišlja o upravljanju
troškovima, smanjenju škarta i poveanju produkti-
vnosti [1]. Tada je i uoeno da je neophodno postojanje
obrazovnih institucija koje bi edukovale kadar koji bi
bio u stanju da odgovori na nove zahteve privrede.
2.1 “École Polytechnique”
Davne 1794. godine Napoleon je u Parizu osnovao
„Politehniku školu“ („École Polytechnique”). Škola je
1829. godine preimenovana u „Centralna škola
umetnosti i industrije“ („École Centrale des Arts et
Manufactures“) i ta godina se vezuje za pojavu
industrijskog inženjerstva na univerzitetima. Najza-
služniji za ovaj dogaaj su etiri francuza, koji su bili
naroito naprednih shvatanja u pogledu razvoja nauke u
industriji: Alfonso Lavale (Alphonse Lavallée),
biznismen iz Nanta, Žan-Baptist Duma (Jean-Baptiste
Dumas), poznati naunik u to doba, Teodor
Olivije(Théodore Olivier), profesor i Eugen Pekle
(Eugène Péclet), profesor.
Školovanje na „Centralnoj školi umetnosti i industrije“
trajalo je tri godine. Studenti koji su se upisivali nisu
smeli biti mlai od osamnaest godina i morali su da
18
Effects of the industrial revolution, which includes new
approaches in design of production systems, production
planning, analysis of production flow and financial
analysis, had been just a response to disorganised
situation which became dominant in factories.
Despite the fact that industrial revolution begun in
Great Britain, industrial engineering as a profession
appeared in France 1829. Following French example
many countries started to establish polytechnic schools
during the middle of XIX century. In the beginning
industrial engineering was not separate course but the
main concepts such as process and production
organisation, process management, etc. had been
subjects in the other courses. Soon after that industrial
engineering became individual course on the most of
polytechnic schools.
2. FRANCE-THE CRADLE OF
INDUSTRIAL ENGINEERING
Beside the tendencies for military domination, France
strove to be equal to Great Britain in the field of
industrial development, which was powerful industrial
force at the end of XVIII and beginning of XIX century
thanks to industrial revolution. Technological
innovation led to that that many manual operations had
been mechanised. That caused expansion of production
volume and appearance of mass production. Concept of
production system, which appeared in factories which
were made on the basis of new technologies, presented
the origins of the modern industrial engineering. Soon
after that appeared the concepts of labour division,
motivation of employees, organisation and management
of production. After that followed the concepts about
costs management, reduction of rejects and increasing
the productivity [1]. In that period was noticed that
establishing of the educational institutions which will
educate personnel who would be able to respond to the
new industry demands.
2.1 “École Polytechnique”
1794 in Paris Napoleon Bonaparte established
Polytechnic School („École Polytechnique”). 1829
school was renamed in Central School of Art and
Industry („École Centrale des Arts et Manufactures“)
and that year can be considered as the year of birth of
industrial engineering on universities. Meritorious
people for that act was four Frenchmen, who had
progressive ideas concerning the development of
science in industry: Alphonse Lavallée, businessman
from Nantes, Jean-Baptiste Dumas, famous scientist,
Théodore Olivier, professor and Eugène Péclet also
professor.
Studying on the „Central School of Art and Industry”
lasted three years. Students could not be younger than
eighteen and had elementary school or secondary
industry school finished. The subjects on the first year
imaju završeno osnovno obrazovanje, odnosno srednju
školu iz oblasti industrije. Na prvoj godini su prou-
avane osnove tehnikog crtanja, analitika geometrija,
mehanika, promene kretanja, fizika, hemija, higijena,
opšta istorija, primena nauke, itd. Na drugoj godini
postojali su predmeti: viši kurs iz tehnikog crtanja,
industrijska fizika, materijali u tehnici, analitika hemi-
ja, javni radovi, procesi prerade gvoža i elika, itd.
Predmeti na prvim dvema godinama su bili obavezni za
sve studente. Tek je na treoj godini bio omoguen
izbor predmeta, a meu izbornim predmetima nalazili
su se: parne mašine, hidrostatika, konstruisanje, orga-
nska analiza, industrijska organska hemija, poljo-
privreda, arhitektura, livenje metala, tekstilna industrija,
grnarstvo, predenje, tehnike glodanja, itd. [2]. Kao što
se može primetiti prouavani su procesi iz svih grana
industrije koje su tada postojale i studenti su bili obua-
vani tako da se u potpunosti upoznaju sa procesima,
kako bi mogli da uvide njihove nedostatke i izvrše
optimizaciju. To se poklapa sa današnjim shvatanjem
profesije industrijskog inženjerstva.
Dvadesetak godina nakon osnivanja pojavili su se prvi
diplomirani inženjeri industrijskog inženjerstva koji su
privlaili pažnju akademske i strune javnosti svojom
inovativnošu, timskim duhom i smislom za upravlja-
njem. Najpoznatija imena su svakako Ajfel (Eiffel, koji
je diplomirao 1855. godine), Lehlanš (Leclanché,
1860.), Mišelin (Michelin, 1877.), Pežo (Peugeot,
1895.), Blerio (Blériot, 1895.) [3].
3. VELIKA BRITANIJA – RASKORAK
IZMEU INDUSTRIJSKOG RAZVOJA I
INDUSTRIJSKOG OBRAZOVANJA
Velika Britanija predstavlja perjanicu modernog indu-
strijskog razvoja. U toj zemlji došlo je do
revolucionarnih inovacija u oblastima poljoprivrede,
proizvodnje i transporta, poev od inovacija u oblasti
proizvodnje i prera-de tekstila, preko Vatove parne
mašine, pa sve do inovacija u oblasti industrije prerade
gvoža. Industrijska revolucija dovela je do
ekonomskog napretka Velike Britanije, ali i do velike
podele rada u proizvodnim pogonima kako bi efikasnost
proizvodnje bila što vea. To je zahtevalo i primenu
koncepata projektovanja proizvodnih sistema,
organizacije rada, upravljanje proizvodnim sistemima,
itd. U skladu sa novim zahtevima koje je nametnula
industrija, ovi koncepti poeli su da se izuavaju i na
mašinskim institutima koji su se osnivali u Velikoj
Britaniji u ovom periodu. Meutim, otvaranje
obrazovnih ustanova nije pratilo dinamiku nastajanja i
širenja industrijskih dostignua. Širenje znanja i
obuavanje radnika vršili su sami proizvoai (vlasnici
firmi) i njihovi zaposleni.
19
were: Basics of Technical Drawing, Descriptive
Geometry, Analytical Geometry, Mechanic,
Transformation of Motion, Physics, Chemistry,
Hygiene, Natural History, Applied to the Arts, etc.
Subjects on the second year were: Technical Drawing
(advanced), Industrial Physics, Mechanics’ Material
Used in the Construction of Machines, Analytical
Chemistry, Public Works, Manufacture of Iron and
Steel Technology, etc. Subject on the first two years
were obligatory for all students. On the third year
subjects were elective and those were: Steam Engines,
Hydrostatics, Construction of Machines, Organic
Analysis, Industrial Organic Chemistry, Agriculture,
Architecture, Furnaces and Foundries, Textile
Materials, Potteries, Spinning, Milling, etc. [2]. As can
be noticed processes from different kinds of industries
from that time were studied. The aim was to introduce
students with industrial processes in order to realise
their disadvantages and optimise them. That totally fits
to modern concept of industrial engineering.
Twenty years after the establishing, the first graduates
were promoted. They got attention of academic and
expert public because of their innovations, team spirit
and managerial skills. The most famous industrial
engineers from Central School of Art and Industry are
Eiffel (who graduated 1855.), Leclanché (graduated
1860.), Michelin (graduated 1877.), Peugeot (graduated
1895.), Blériot, (graduated 1895.) [3].
3. GREAT BRITAIN-GAP BETWEEN
INDUSTRIAL DEVELOPMENT AND
INDUSTRIAL EDUCATION
Modern industrial development had started in Great
Britain. In that country appeared a lot of revolutionary
innovations in the areas of agriculture, production and
transportation. There were a lot of innovations in the
areas of textile processing and manufacturing and in the
industry of iron refining. Certainly the most important
was Watt steam engine. Industrial revolution caused the
strong economic development of Great Britain. Also,
industrial revolution brought the great division of
human labour in the factories in order to increased
efficiency of production. All that had required
appliance of concepts of designing the production
systems, work organisation, management of production
systems, etc. In accordance with new demands which
were forced by industry, those concepts became
subjects on mechanical institutes which were
established in the Great Britain. Establishing of
education institutions was not synchronised with
spreading of industrial accomplishment. Training of
employees was made by businessmen and other
employees by themselves.
3.1 Mašinski instituti u Britaniji u prvoj
polovini XIX veka
Poetkom XIX veka, u stotinama industrijskih gradova
u Velikoj Britaniji osnivani su mašinski instituti.
Osnivai su bili kapitalisti i njihovi zaposleni, pošto
država u prvih stotinu godina od poetka industrijske
revolucije nije preuzela odgovornost za obrazovanje
nacije. Osnivai mašinskih instituta smatrali su da
Velika Britanija treba da se koncentriše na predoa-
vanja ljudima (radnicima) menadžerskih i naunih
principa koji stoje u pozadini novostvorenih naina
obavljanja posla i uslova rada i oni su ujedno bili i
glavni finansijeri ovih institucija [4].
3.2 „University of Manchester“
Kako su prve fabrike i njihove administrativne kancela-
rije nastale u Manesteru, tako su i prve obrazovne
usta-nove na kojima se javljalo industrijsko
inženjerstvo u Velikoj Britaniji nastajale takoe u ovom
gradu.
Grupa uglednih manesterskih kapitalista, na elu sa
Džordžom Vudom (George Wood) napravila je 7. aprila
1824. godine plan o osnivanju Mašinskog instituta. Njih
je okupila zajednika ideje o poveanju efikasnosti i
organizovanju proizvodnje. Kako je sa industrijskom
revolucijom došlo do razvoja tehnike i pojave mašina,
glavni problem u fabrikama postao je kako snabdeti
mašine potrebnim sirovinama i kako organizovati proi-
zvodnju, da bi bilo obezbeeno njihovo maksimalno
iskorišenje i najviša efikasnosti. Konano, 1825.
godine osnovan je Mašinski institut u Manesteru.
Umesto usavršavanja za obavljanje pojedinih operacija
rada, koje je do tada preovlaivalo, težilo se upozna-
vanju radnika sa celokupnim procesom proizvodnje,
kako bi svaki radnik imao uvid u celinu i u svoj nepo-
sredan položaj i znaaj u procesu. Dakle, težilo se siste-
matskom prilazu. Smatralo se da bi se time znaajno
poveala efikasnost i kvalitet rada. Takoe su i radnici
doprinosili formiranju nastavnih predmeta. Oni su znali
kakvo je sve znanje bilo potrebno posedovati za oba-
vljanje nekog posla, šta može radnik oekivati sve na
svom radnom mestu i kako najbolje može biti obuen
za njega [5].
3.3 „London Mechanics’ Institute“
Džordž Birbek (George Birkbeck) osnovao je 11.
novembra 1823. godine Mašinski institut u Londonu
(London Mechanics Institute). Od poetka XIX veka
Birbek je držao predavanja o primeni naunih principa
u mašinskoj industriji, o pristupu radu, o nainu organi-
zovanja rada, itd. Predavanja su bila besplatna i održa
vana su u veernjim asovima i samim tim su bila
veoma dobro poseena, budui da je do tada
obrazovanje bilo dostupno uglavnom imunima i
sveštenstvu. Vladalo je veliko interesovanje za
upoznavanje sa celokupnim odvijanjem procesa koji su
bili prisutni u fabrikama. Zaposleni su imali velike
20
3.1 MECHANICAL Institutes in Britain in the
first half of XIX century
Mechanical institutes had opened in more than hundred
industrial cities in Great Britain at the beginning of XIX
century. Founders were capitalists and their employees,
because state was not interested to educate nation in the
first hundred years from the beginning of industrial
revolution. Founders of mechanical institutes
considered that state should have educated workers
about managerial and scientific principles which are in
the background of new ways of working processes.
Also, founders were the most important financiers of
these institutions [4].
3.2 „University of Manchester“
The first factories and their administrative centres were
in Manchester. According to that the first educational
institutions in Great Britain which had industrial
engineering had appeared also in this city.
At April 7th 1824 a group of prominent Manchester’s
capitalists headed by George William Wood had made
a plan for establishing of Mechanical Institute. They
gathered round idea to increase efficiency and organise
production. Industrial revolution cause rapid
development of technique and machines. The main
problem became how to supply machines with
necessary raw materials and how to organise the
production processes in order to exploit machines to
their maximum. Finally, 1825 Mechanical Institute in
Manchester was established.
Until industrial revolution, specialisation for separate
working operations had dominated, but after that the
main concept was to get know employees with the
working processes in general, how they could be able to
realise the whole and their own position and importance
in the processes. It was a system approach. That
approach significantly increased efficiency and quality
of work. Employees had been involved in creation of
subjects on the Institute. They had the best overview
what were the necessary things which employee had to
know, what can expect on the working place and how
can be the best trained for it [5].
3.3 „London Mechanics’ Institute“
At November 11th 1823 George Birkbeck had formed
London Mechanics Institute. Since the beginning of
XIX century Birkbeck had been giving the lectures
about usage of scientific principles in mechanical
industry, working access, organisation of work, etc. The
lectures were free and were held in the evenings and
because of that they were crowded. Until than only
aristocracy and priests could afford education. The
biggest interest attracted lectures about working
processes which were present in factories. Employees
had great desire for their own improving and increasing
želje za usavršavanjem i poveanjem sopstvene efika-
snosti i doprinosom ukupnoj produktivnosti sistema. U
skladu sa tim, Birbek je na svojim predavanjima priao
o strukturama procesa proizvodnje (uglavnom mašinske
i tekstilne, pošto je u Velikoj Britaniji bilo najviše
fabrika tog tipa) i nainu organizovanja procesa rada.
Institut se veoma brzo širio, ako se uzme u obzir broj
angažovanih profesora i studenata koji pohaaju
nastavu. Istovremeno, institut je uticao na pojavu
slinih instituta širom Velike Britanije. Tako je do
1826. godine bilo osnovano oko stotinu slinih instituta,
a 1841. ovaj broj je dostigao 300 [6].
4. ŠPANIJA-„EL REAL INSTITUTO
INDUSTRIAL DE MADRID“
Prva škola industrijskog inženjerstva u Španiji osno-
vana je davne 1850. godine, pod nazivom „Kraljevski
industrijski institut“, sa sedištem u Madridu („El Real
Instituto Industrial de Madrid“). Svake godine, od dana
svog osnivanja pa do 1858. godine (kada je nastupila
reorganizacija studijskog programa), institut je upisivao
od 100 do 150 studenata. Ubrzo je došlo do toga da je
tržište rada postalo zasieno ovim profilom. Tome je
doprinelo i otvaranje škole industrijskog inženjerstva na
univerzitetima u Barseloni, Sevilji i Valensiji.
Institut je bio, sa organizacionog stanovišta, veoma do-
bro struktuiran. Sastojao se iz više funkcionalnih delo-
va: škole industrijskog inženjerstva, poslovne škole i
škole za obuku predavaa i umetnikog konzervatori-
juma. Škola industrijskog inženjerstva podrazumevala
je tri nivoa studija, i to: osnovne, studije srednjeg nivoa
i visoke studije. Poslovna škola obuhvatala je obrazo-
vanje iz ekonomskih nauka. Škola za obuku predavaa
formirala je obrazovni kadar za ostale škole industri-
jskog inženjerstva u Španiji, u periodu od 1851. do
1854. godine. Umetniki konzervatorijum je obezbe-
ivao praktinu obuku majstorima i zanatlijama i
poseban naglasak bio je na usavršavanju tehnikog
crtanja i matematikih alata.
Osim obrazovanja strunog kadra, Institut za industri-
jsko inženjerstvo imao je zavidne ljudske i materijalne
resurse, organizovao je seminare i obuke, koji su bili
znaajno ispred svoga vremena i situacije na ostalim
univerzitetima. Institut je u znaajnoj meri saraivao sa
industrijom. esto je obavljao konsultantske poslove,
bio angažovan u pisanju izveštaja, rešavao probleme
patentiranja i zaštitnih obeležja firmi, itd.
Deceniju nakon osnivanja, institut se suoio sa jednim
velikim problemom. Evropu je zahvatila „Velika depre-
sija“ (ekonomska i politika kriza). Usled problema koji
su se javljali u industriji, došlo je do sve manje potrebe
za ovom profesijom, tako da su poteškoe prilikom
zapošljavanja industrijskih inženjera postajale sve ozbi-
ljnije. Suoena sa sve veom i veom krizom u zemlji,
Španija je najpre zatvorila industrijsko inženjerstvo na
Univerzitetima u Gijónu i Vergaru u 1860. godine,
21
their own efficiency. In accordance to that on his
lectures Birkbeck had been talking about structures of
working processes (mostly mechanic and textile,
because the most of factories in Great Britain were that
kind) and ways for organisations of working processes.
Institute expanded very fast from the hired professors
and student who attended lectures point of view. In the
same time Institute had caused opening similar
institutes all over the Great Britain. 1862 were formed
more than hundred institutes like London Mechanics’
Institute. 1841 this number increased to 300 [6].
4. SPAIN-„EL REAL INSTITUTO
INDUSTRIAL DE MADRID“
The first school of industrial engineering in Spain was
founded 1850 with the name The Royal Industrial
Institute of Madrid („El Real Instituto Industrial de
Madrid“). Every year from the opening day to 1858
(when the industrial studies were reorganised) Institute
became richer for new 100-150 students. Soon after that
the labour market in Spain was full of industrial
engineers. That situation became worse when the
schools of industrial engineering were opened on the
universities in Barcelona, Seville and Valencia.
Even it was almost 200 year ago The Royal Industrial
Institute of Madrid was very well structured. Its
organisational chart was rather complex. Basically, the
Institute comprised the following bodies: the Industrial
School, the Business School and the Teacher Training
School. The Industrial School offered the three levels of
studies: elementary, intermediate and higher. The
Business School provided commercial education. The
Teacher Training School produced teachers for other
Spanish industrial schools between 1851 and 1854. The
Arts Conservatory provided practical training for
workers and craftsmen with special emphasis on
drawing and mathematics.
Except education of experts, Industrial Institute had
considerable human and material resources. Its
activities reached beyond teaching. They had organised
seminars and trainings which were significantly
progressive in comparison with situation on other
universities. The Institute was frequently involved in
industrial counselling, reporting and patent and
trademark issuing activities, etc.
Decade after forming, Industrial Institute faced with
one big problem. Europe got into “Great Depression”
(economic and politic crisis). Industry had a lot of
problems and because of that the needs for industrial
engineers fell down. Industrial engineers met more and
more serious difficulties while they were finding
employments. Faced with deep crisis in country, Spain
gradually closed industrial institutes. First were closed
industrial institutes in Gijón and Vergara in 1860, than
in Valencia in 1865 and Seville in 1866. At the end the
Royal Institute was also closed down, in the summer of
potom u Valensiji 1865. i Sevilji 1866., i naposletku 1867. The only remained educational institution
došlo je do zatvaranja instituta u Madridu 1867. godine. which provided industrial engineering course was
Kao obrazovna ustanova za profesiju industrijsko The School of Industrial Barcelona („La Escuela
inženjerstvo, sa radom je nastavila jedino Škola Industrial de Barcelonesa“) which was formed one
industrijskog inženjerstva u Barseloni („La Escuela
year after establishing The Royal Industrial
Industrial de Barcelonesa“), koja je osnovana godinu
dana nakon osnivanja Instituta u Madridu [7].
Institute of Madrid [7].
Following the example of Central School of Art and
Sledei primer „Centralne škole umetnosti i industrije“
Industry from Paris, many countries started with
iz Pariza, mnoge zemlje su sredinom XIX veka poele
establishing of polytechnic schools in the middle of
sa osnivanjem politehnikih škola. Kao najpoznatije
XIX century. Industrial Institute in Berlin, Polytechnic
škole mogu se izdvojiti „Industrijski institut“ u Berlinu,
School in Dresden and Polytechnic Schools in
„Politehnika škola“ u Drezdenu, i „Politehnike škole“
Augsburg, Munich, Nuremberg and Vienna and Swiss
u Augsburgu, Minhenu, Nirnbergu i Beu, kao i
Federal Institute of Technology in Zurich
Državni tehniki univerzitet u Cirihu („Eidgenössische
(„Eidgenössische Technische Hochschule Zürich“) can
Technische Hochschule Zürich“). Na njima nije posto-
be distinguished as the most famous. It the beginning
jalo industrijsko inženjerstvo kao zaseban studijski pro-
did not exist industrial engineering as a separate course,
gram ve su se u okviru svake profesije izuavali i
but the concepts of industrial engineering such as
orga-nizacija proizvodnje i procesa, upravljanje
organisation of working processes, process
procesima, itd. Na taj nain u isto tehniko
management, etc. hade been parts of all the courses. On
obrazovanje uvedeni su aspekti organizovanja i
that way, in pure technical education the aspects of
upravljanja, odnosno indu-strijskog inženjerstva.
organisation and management (industrial engineering)
5. ZAOSTAJANJE AMERIKOG were included.
OBRAZOVANJA ZA EVROPSKIM 5. LAGGING OF AMERICAN EDUCATION
U izdanju „The New York Times“ (slika 1) od 20. juna BEHIND EUROPEAN
1885. godine se navodi da ameriko inženjersko
In publishing of The New You Times (Fig. 1) from July
obrazovanje i dalje zaostaje za inženjerskim obrazo-
20th 1885 is written that American engineer education is
vanjem u Evropi. Evropski studenti pored kvalitetne
still lagging behind engineer education in Europe.
teorijske nastave koja im je organizovana na
Beside top quality theoretical lectures on the
fakultetima, imali su i praktine vežbe, na kojima su
universities European students had trainings where they
mogli da primene teorijska znanja. Analize amerikanaca
applied in practice all theoretical knowledge which they
o evropskom sistemu školstva imale su zakljuke da je
got. American analysis about European education
inženjersko obrazovanje u Evropi mnogo bolje zbog
system had conclusions that engineering education in
praktinog rada koji je evropskim studentima
Europe is much better than in America because of
omoguen u toku studija [8].
practical trainings which European students had during
their studies [8].

Slika 1. Iseak iz novina „The New York Times“ iz

1885.
Fig. 1 Newspaper clipping from The New York Times
Amerika je slala veliki broj svojih diplomaca na studije from 1885
u Evropu (Nemaku, Englesku, Belgiju, itd.). Studenti
Many students from America had been coming to study
su se nakon završetka studija vraali u Ameriku gde su
in Europe (Germany, England, Belgium, etc.). After
se zapošljavali, pošto su Sjedinjene Amerike Države,
graduating they had backing to America where they got
ve od poetka XX veka, dostigle visok stepen
employment. From the beginning of XX century USA
industrijskog razvoja. Meutim, i dalje je postojao
reached high level of industrial development. However,

22
veliki nedostatak u kvalitetnom inženjerskom obrazo-
vanju, sve do poetka XX veka kada se industrijsko
inženjerstvo pojavilo na univerzitetima u Americi.
6. INDUSTRIJSKO INŽENJERSTVO U
SRBIJI
Industrijsko inženjerstvo se u Srbiji prvi put pojavilo u
Novom Sadu, na Fakultetu tehnikih nauka. Katedra za
unapreenje industrijske proizvodnje, koja predstavlja
preteu današnjeg Departmana za industrijsko inže-
njerstvo i menadžment, osnovana je 15. maja 1960.
god. i predstavljala je deo Mašinskog fakulteta u
Novom Sadu.
Najznaajniji doprinos postojanju industrijskog inže-
njerstva na Fakultetu tehnikih nauka u Novom Sadu i
uopšte na prostorima Balkana, nesumnjivo je dao prof.
dr Dragutin Zelenovi. Kao diplomirani inženjer
mašinstva Beogradskog Univerziteta više od deset
godina proveo je radei u privredi, što mu je u
znaajnoj meri pomoglo da uvidi koja su znanja neo-
phodna industrijskim inženjerima za uspešno obavljanje
posla. Znaajno iskustvo i znanje steeno u radu u
privredi u oblastima razvoja proizvodnih programa,
projektovanju tehnoloških-proizvodnih struktura,
oblikovanju organizacionih postupaka i razvoju
informaciono upravljakih sistema, prof. Zelenovi je
ugradio u razvoj Departmana za industrijsko
inženjerstvo i menadžment.
Industrijski sistemi su se 1973. godine prvi put pojavili
kao zasebno i izdvojeno usmerenje na mašinskom
odseku Fakulteta tehnikih nauka. Predlog o izdvajanju
Katedre za industrijske sisteme sa Instituta za
proizvodno mašinstvo u poseban Institut za industrijske
sisteme prihvaen je 1978. godine. Tako je 29. juna
1979. godine osnovan Institut za industrijske sisteme na
Fakultetu tehnikih nauka u Novom Sadu sa ciljem
razvoja programa obrazovnog, nauno-istraživakog
rada i rada na primeni razvijenih rešenja u privredi.
Danas Institut za industrijske sisteme nosi naziv
Departman za industrijsko inženjerstvo i menadžment i
organizaciono je podeljen na etiri katedre: Katedra za
proizvodne sisteme, organizaciju i menadžment,
Katedra za mehatroniku, robotiku i automatizaciju,
Katedra za informaciono-komunikacione sisteme i
Katedra za kvalitet, efektivnost i integralnu sistemsku
podršku i sprovodi studije u tri stepena: osnovne akade-
mske studije (bachelor), traju etiri godine; diplomske
akademske (master) studije, koje predstavljaju nastavak
osnovnih akademskih studija i traju godinu dana i
doktorske studije, koje traju tri godine [9].
7. ZAKLJUAK
Industrijsko inženjerstvo kao profesija pojavilo se kao
odgovor na mnogobrojne probleme sa kojima su se suo-
avali preduzetnici u proizvodnim sistemima. Iz potrebe
za širenjem steenog znanja i veština, uspešni predu-
23
big disadvantage in quality of engineering education
still existed until beginning of XX century when
industrial engineering appeared on American
universities.
6. INDUSTRIAL ENGINEERING IN SERBIA
Industrial engineering in Serbia for the first time
appeared in Novi Sad on the Faculty of Technical
Sciences. Department of Improvement of Industrial
Production was formed at May 15th 1960 and it was the
precursor of today’s Department of Industrial
Engineering and Management. It the beginning it was a
part of Mechanical Faculty in Novi Sad.
The most significant contribution to development of
industrial engineering on Faculty of Technical Sciences
in Novi Sad and Balkan in general, undoubtedly made
Professor Dragutin Zelenovi, Ph.D. After graduating
on the Mechanical Faculty on the University of
Belgrade, he spent more than ten years working in
industry. That experience helped him to realise what
kind of knowledge industrial engineers must obtain in
order to be able for successful work. Knowledge and
experience in the areas of improvement of production
programmes, designing of technological and production
structures, improvement of managerial procedures and
development of information systems, Professor
Zelenovi used in development of Department of
Industrial Engineering and Management.
Industrial Systems (the first name for industrial
engineering) appeared for the first time in 1973 as a
separate sub course on Department of Mechanic on the
Faculty of Technical Sciences. 1978 Industrial Systems
was not any more part of Department of Production
Mechanic, it separated in independed Department of
Industrial Systems. At June 29th 1979 officially formed
Department of Industrial Systems with the following
aims: improving education, scientific and research work
and implementation of developed solutions in industry.
Today Department of Industrial Systems has name
Department of Industrial Engineering and Management.
Department comprised of the following sub-
departments: Sub-department of Production Systems
Sub-department of Mechatronics, Robotics and
Automation, Sub-department of Information and
Communication Technologies, Sub-department of
Quality, Effectiveness and Integral Systems Support.
There are three levels of studies: bachelor, which lasts
three years, master, addition to bachelor and lasts two
years and doctoral studies, which lasts three years [9].
7. CONCLUSION
Industrial engineering as a profession appeared as a
response on numerous problems which businessmen
had in their own production systems. The necessity for
spreading the industrial knowledge and skills forced
businessmen and professors to establish schools of
industrial engineering. Industrial engineering as a
zetnici i biznismeni, kao i ugledni profesori poeli su sa
osnivanjem škola industrijskog inženjerstva.
Industrijsko inženjerstvo se kao profesija prvi put
pojavilo u Francuskoj još 1829. godine.
Sledei primer Francuske, mnoge zemlje su sredinom
XIX veka poele sa osnivanjem politehnikih škola. Na
njima nije postojalo industrijsko inženjerstvo kao
zaseban studijski program ve se se u okviru svake
profesije izuavali i organizacija proizvodnje i procesa,
upravljanje procesima, itd. itav vek nakon pojave
industrijskog inženjerstva kao profesije, na Fakultetu
tehnikih nauka u Novom Sadu osnovana je Katedra za
unapreenje industrijske proizvodnje, pretee Depa-
rtmana za industrijsko inženjerstvo i menadžment. Tek
nekoliko godina kasnije došlo je do uvoenja studijskih
programa na univerzitetima u Beogradu, Zagrebu,
Mostaru, Banja Luci, itd.
Iako mlada profesija, industrijsko inženjerstvo je za
relativno kratko vreme doživelo veliki razvoj. Danas se
gotovo ne može zamisliti proizvodni proces u kojem
nije prisutan industrijski inženjer koji e se baviti
problemom poveanja efikasnosti, odnosno, koji e
pokušavati da eliminišu gubitke vremena, novca,
materijala, energije i ostalih resursa.
REFERENCE
[1] Maynard, H., B., Zandin, K. B., Maynard's
industrial engineering handbook, McGraw-Hill
Professional, 2001., 1
[2] The New York Times, Free Aducation and
Industrial Schools – Lecture of Alexander Jones,
February 19, 1853.
[3] École Centrale Paris,
http://www.ecp.fr/en/A_ecp/A4_histoire/A4a_fond
ation_histoire.htm
[4] Wrigley, J., The Division between Mental and
Manual Labor: Artisan Education in Science in
Nineteenth-Century Britain, The American Journal
of Sociology, Vol. 88, 1982, S31-S51
[5] Spartacus Educational,
http://www.spartacus.schoolnet.co.uk/EDowens.ht
m birb.htm
[6] George Birkbeck and the London Mechanics
Institute, http://www.infed.org/walking/wa-
birb.htm
[7] Cano Pavón, J., M., The Royal Industrial Institute
of Madrid (1850–1867). A Historical Overwiev,
Quaderns D’Histria de L’Enginyeria, Vol. V,
2002-2003., 66-73
[8] The New York Times, The System of Industrial
Schools in Europe, June 20, 1885.
[9] Razgovor sa prof. dr Dragutinom Zelenoviem,
Novi Sad, 16.06.2008.
24
profession firstly appeared in France 1829. Following
the example of France many countries started with
establishing of polytechnic schools in the middle of
XIX century. In the beginning industrial engineering
was not separate course but the main concepts such as
process and production organisation, process
management, etc. were studied as subjects in the other
courses. The whole century after appearance of
industrial engineering as a profession, Faculty of
Technical Sciences in Novi Sad formed Department of
Improvement of Industrial Production which today has
name Department of Industrial Engineering and
Management. Few years later universities in Belgrade,
Zagreb, Mostar, Banja Luka, etc. introduce course of
industrial engineering.
Even it is relatively young profession, industrial
engineering had fast development. Today production
processes are almost inconceivable without industrial
engineers who will take care of increase efficiency, who
will permanently try to eliminate waste of time, money,
materials, energy and other resources.
REFERENCES
[1] Maynard, H., B., Zandin, K. B., Maynard's
industrial engineering handbook, McGraw-Hill
Professional, 2001., 1
[2] The New York Times, Free Aducation and
Industrial Schools – Lecture of Alexander Jones,
February 19, 1853.
[3] École Centrale Paris,
http://www.ecp.fr/en/A_ecp/A4_histoire/A4a_fond
ation_histoire.htm
[4] Wrigley, J., The Division between Mental and
Manual Labor: Artisan Education in Science in
Nineteenth-Century Britain, The American Journal
of Sociology, Vol. 88, 1982, S31-S51
[5] Spartacus Educational,
http://www.spartacus.schoolnet.co.uk/EDowens.ht
m
[6] George Birkbeck and the London Mechanics
Institute, http://www.infed.org/walking/wa-
[7] Cano Pavón, J., M., The Royal Industrial Institute
of Madrid (1850–1867). A Historical Overwiev,
Quaderns D’Histria de L’Enginyeria, Vol. V,
2002-2003., 66-73
[8] The New York Times, The System of Industrial
Schools in Europe, June 20, 1885.
[9] Interview with Professor Dragutin Zelenovi, Novi
Sad, 16.06.2008.