Quality Function Deployment and Balance Score Card tools were used to redesign contents and quality attributes of the curricula of the Industrial Engineering and System IES Academic Program of the University of Monterrey at México. The general process for this curriculum design involved five phases: 1) Diagnostic of current IES curriculum performance, 2) Identify new IES professional local and global trends, 3) Determine current profile of IES´s professional attributes and competences, 4) Redesign structural and detailed IES curriculum and, 5) Realign curriculum to general University strategies.

The initial redesign objectives were formulated as follows: a) Update technical contents of the IES curricula, b) Strength its competitiveness among similar programs of other universities, c) Make distinct and unique attractiveness for students, d) Fulfill professional requirements of employee entities, and e) Support University strategies to accomplish its Vision and Mission

Objectives one throws four are just similar for any curriculum redesign project. Nevertheless, objective five is neither usually explicit nor properly addressed in the process of curriculum design. In order to face this problem, a specific industrial engineering tool called Quality Function Deployment was used together with a Balance Score Card approach for strategic deployment. This paper presents this unusual way to face strategies aspects considering the academic programs portfolio.

Sources of information to support the curriculum redesign were: a) current professional capabilities required by the employee entities, b) strengths and weakness of current academic program, c) global and current trends of the profession, and d) academic contents requirements in the curriculum demanded by selected accreditation institutions.

Using the Quality Function Deployment tool, the following prioritized set of attributes was defined for the new IES curriculum: a) problem solving focus, b) leadership and team work competences, c) integral visual scope of the firm for systemic resource optimization, d) practical and professional experience, e) functional competence on leading edge IES technologies and software, f) equilibrium among new and traditional IES techniques. Based on these curriculum attributes, a series of professional competences were derived, as well as the proper formal course structure and specific contents required to develop those attributes.

Based on the Balance Scorecard principles, a general scheme was drown to integrate the general university strategies into the IES curriculum focus as well as its administration operation functions. The scheme includes perspectives from: a) financial aspects, b) customer demand, c) delivery process, and d) people learning and growth.

This comprehensive framework allows developing a renewed IES curriculum to support institutional vision and mission, giving confidence expectations in better positioning of the IES Academic Program.