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Sebastian Lang

Publications and source records attributed to Sebastian Lang.

2 recordsLinked to original sources

Agent-Based Disruption Simulation on an Edge-Level Product-Annotated Supply Network of the Automotive Industry

Disruptions spread through supply networks when customers cannot replace the products they lose. We ask how portfolio-overlap and product-specific rules for selecting candidate suppliers change cascades when customers search for new suppliers and form new supply edges. From the MarkLines database, we construct a product-annotated network of about 77,000 firms and 197,000 supplier-customer edges in the global automotive industry. We extend an agent-based disruption model with edge-level products, a product-specific substitution rule based on the semantic similarity of product names, and calibrated capacities and inventories. Only 6% of the edges carry observed products. We impute the others and test the imputation against the annotated edges. We run 119,000 simulations. With all other mechanics fixed, the product-specific rule makes the cascades after a hub failure four to five times larger than the portfolio-overlap rule of the original model. Under alternative imputations and similarity thresholds, the factor ranges from 1.2 to 18. Within the simulations, substitutability also shapes which suppliers are critical. Network topology largely determines which firms a shock reaches, and substitutability determines how many of them fail. Of the 50 most damaging suppliers under random disruptions, topology alone identifies 20 and an index that adds product substitutability identifies 32. The index carries over without refitting to a regional scenario modelled on the 2011 Tohoku Earthquake. Supply network risk assessment should account for product-level substitutability and therefore needs product data on supply relationships.

cs.SI↗

Designing an Interdisciplinary Artificial Intelligence Curriculum for Engineering: Evaluation and Insights from Experts

As Artificial Intelligence (AI) increasingly impacts professional practice, there is a growing need to AI-related competencies into higher education curricula. However, research on the implementation of AI education within study programs remains limited and requires new forms of collaboration across disciplines. This study addresses this gap and explores perspectives on interdisciplinary curriculum development through the lens of different stakeholders. In particular, we examine the case of curriculum development for a novel undergraduate program in AI in engineering. The research uses a mixed methods approach, combining quantitative curriculum mapping with qualitative focus group interviews. In addition to assessing the alignment of the curriculum with the targeted competencies, the study also examines the perceived quality, consistency, practicality and effectiveness from both academic and industry perspectives, as well as differences in perceptions between educators who were involved in the development and those who were not. The findings provide a practical understanding of the outcomes of interdisciplinary AI curriculum development and contribute to a broader understanding of how educator participation in curriculum development influences perceptions of quality aspects. It also advances the field of AI education by providing a reference point and insights for further interdisciplinary curriculum developments in response to evolving industry needs.

cs.CY↗