DOCSLIB.ORG

The CDIO Approach Kristina Edström

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The CDIO Approach Kristina Edström 2017-10-25 The CDIO approach for engineering education development Kristina Edström and Jakob Kuttenkeuler KTH Royal Institute of Technology, Stockholm, Sweden Kristina Edström! Engineer & Educational developer! § M. Sc. in Engineering, Chalmers! § Associate Professor in Engineering Education Development at KTH Royal Institute of Technology, Stockholm, Sweden" §! 700 participants in the course Teaching and Learning in Higher Education, 7.5 ECTS, customized for KTH faculty, 2004-2012" §! Director of Educational Development at Skolkovo Institute of Science and Technology, Moscow, 2012-2013 " " Strategic educational development, " national and international! §! CDIO Initiative for reform of engineering education since 2001" §! SEFI Administrative Council, 2010-2013" " Research! §! PhD defense December 13, 2017" §! Editor-in-Chief of the European Journal of Engineering Education from 2018" §! Crawley, E.F., Malmqvist, J., Östlund, S., Brodeur, D.R., and Edström, K. (2014) Rethinking Engineering Education: The CDIO Approach, 2nd ed., Springer Verlag " §! Edström, K., & Kolmos, A. (2014). PBL and CDIO: complementary models for engineering education development. European Journal of Engineering Education, 39(5), 539-555" §! Edström, K. (2008) Doing course evaluation as if learning matters most, Higher Education Research & Development, 27:2, 95 – 106 " 1 2017-10-25 “If you want to learn about a system, try to change it” " " "(attributed to Kurt Lewin)" " CDIO – the community! The CDIO Iniave 2 2017-10-25 CDIO as a community – the CDIO Ini2a2ve §! The CDIO Iniave started in 2000 as a project: Partners: MIT, KTH Royal Ins@tute of Technology, Chalmers, and Linköping University §! Soon other ins@tu@ons expressed an interest in joining §! Today more than 140 CDIO Collaborators worldwide Europe: §! AFEKA Tel Aviv Academic College of Engineering" §! Astrakhan State University" The international CDIO community! §! Bauman Moscow State Technical University" Asia: § North America" ! Cherepovets State University" §! Beijing Institute of Petrochemical Technology §! Delft University of Technology" § ! Arizona State University" §! Beijing Jiaotong University §! Don State Technical University" §! California State University, Northridge" §! Chengdu University of Information Technology §! Ernst-Abbe-University of Applied Sciences Jena " §! Daniel Webster College" §! Chulalongkorn University, Thailand §! Gdansk University of Technology" § Dalat University, Vietnam §! Duke University" ! §! Dalian Neusoft University of Information §! Ghent University" §! École Polytechnique de Montréal" §! Duy Tan University §! Group T - International University College Leuven" §! Embry-Riddle Aeronautical University" §! Feng Chia University, Taiwan §! Hague University of Applied Sciences" §! LASPAU" §! FPT University, Vietnam §! Helsinki Metropolia University of Applied Sciences" § Inje University, Korea §! Hochschule Wismar" §! Massachusetts Institute of Technology" ! §! Kanazawa Institute of Technology §! Instituto Superior de Engenharia do Porto" §! Naval Postgraduate School (U.S.)" §! Kanazawa Technical College §! Israel Institute for Empowering Ingenuity" §! Pennsylvania State University" §! Mongolian University of Science and Technology §! Kazan Federal University" §! Queen's University (Canada)" §! Nanyang Polytechnic §! Lahti University of Applied Sciences" §! Sheridan College" §! Politeknik Ungku Omar, Malaysia §! Lapland University of Applied Sciences" §! Rajamangala University of Technology Thanyaburi §! Stanford University" §! Moscow Aviation Institute" (RMUTT) §! Moscow Institute of Physics and Technology" §! United States Naval Academy" §! Shantou University §! Singapore Polytechnic §! National Research Nuclear University " §! University of Arkansas" §! Novia University of Applied Sciences" §! University of Calgary" §! Suzhou Industrial Park Institute of Vocational Technology §! Politecnico di Milano" §! University of Colorado" §! Taylor's University, School of Engineering §! Reykjavik University" §! University of Manitoba" §! Thu Dau Mot University §! RWTH Aachen" §! University of Michigan" §! Tsinghua University §! Saint Petersburg State University of Aerospace §! University of Notre Dame" §! Universiti Teknologi MARA (UiTM) Instrumentation" §! Vietnam National University §! Savonia University of Applied Sciences" Latin America" §! Yanshan University §! Technical University of Madrid" § §! Pontificia Universidad Javeriana" Africa ! Seinäjoki University of Applied Sciences" §! School of Engineering of Antioquia (EIA)" §! University of Pretoria §! Siberian Federal University" §! UNITEC Laureate International Universities" §! ESPRIT, Tunisia §! Skolkovo Institute for Science and Technology" §! Telecom Bretagne" §! Universidad Católica de la Santísima UK-Ireland: Concepción" §! Tomsk Polytechnic University" §! Aston University § §! Universidad de Chile" ! Tomsk State University of Control Systems and §! Lancaster University Radioelectronics (TUSUR)" §! Universidad de Santiago de Chile" §! Queen's University (Belfast) §! Turku University of Applied Sciences" §! South Eastern Regional College (SERC) §! Universidad del Quindio" §! Universitat Politècnica de Catalunya" §! Universidad del Quindío" §! Trinity College Dublin §! University of Bristol §! University of Turku" §! Universidad ICESI, Cali" §! University of Chichester §! TU Madrid" §! Universidad Nacional de Colombia, Bogota" §! University of Leeds §! Ural Federal University" §! University of Leicester §! Vilniaus Kolegija/University of Applied Sciences" Australia" §! University of Limerick §! Østfold University College" §! AAEE" §! University of Liverpool §! Chalmers §! Chisholm Institute" §! University of Strathclyde §! KTH §! Curtin University" §! Linköping University §! Queensland University of Technology" §! Jönköping University §! RMIT" §! Umeå University §! University of Auckland" For an updated list, §! Linnéaus University §! University of Sydney" §! University of Skövde §! University of the Sunshine Coast" see www.cdio.org §! Kristianstad University " §! Blekinge Institute of Technology §! Luleå University of Technology §! Högskolan Väst" " 3 2017-10-25 Annual Interna2onal Next:" §! European CDIO Regional meeting$ CDIO Conference January 2017, Skolkovo, Moscow, Russia" 2005 Queen’s University, Kingston, Canada §! 14th International CDIO Conference" 2006 Linköping University, Linköping, June 2018, Kanazawa, Japan" Sweden §! 15th International CDIO Conference" 2007 Hogeschool Gent, Gent, Belgium June 2019, Aarhus, Denmark" 2008 MIT, Cambridge MA, USA 2009 Singapore Polytechnic, Singapore 2010 École Polytéchnique, Montreal, Canada 2011 Denmark Technical University, Copenhagen, Denmark 2012 Queensland University of Technology, Brisbane, Australia 2013 Harvard/MIT, Cambridge MA, USA 2014 UPC, Barcelona, Spain 2015 CUIT, Chengdu, China 2016 Turku UAS, Turku, Finland 2017 University of Calgary, Canada www.cdio.org CDIO – the idea! What engineering students should learn and why! “Engineers who can engineer” 4 2017-10-25 Stakeholder perspec2ves Work life needs External Employers Students Internal (care mainly about (care about both results) process and results) Society Faculty Engineering Educaon An education about An education in technology! engineering! ! Conceive: customer needs, technology, enterprise strategy, regulations; and conceptual, technical, and business plans Design: plans, drawings, and algorithms that describe what will be implemented Implement: transformation of the design into the product, process, or system, including manufacturing, coding, testing and validation Operate: the implemented product or NECESSARY BUT process delivering the intended value, NOT SUFFICIENT including maintaining, evolving and retiring the system " ! " 5 2017-10-25 !Disciplinary theory " !Theory and judgement applied to " applied to real problems! “problem-solving”! ! §! Cross disciplinary boundaries" §! Sit in contexts with societal and business aspects" §! Complex, ill-defined and contain tensions" §! Need interpretations and estimations (‘one right answer’ are exceptions)" §! Require systems view" NECESSARY BUT NOT SUFFICIENT Jonassen, D., Strobel, J., & Lee, C. B. (2006). Everyday problem solving in engineering: Lessons for engineering educators. Journal of Engineering Educa0on, 95(2), 139. Individual approach! Communicative and collaborative approach! ! §! Crucial for all engineering work processes" §! Much more than working in project teams with well-defined tasks" §! Engineering is a social activity involving customers, suppliers, colleagues, citizens, authorities, competitors " §! Networking within and across NECESSARY BUT organizational boundaries, over time, in NOT SUFFICIENT a globalised world" " 6 2017-10-25 CDIO Standard 1: The context Educang for the context of engineering !Education set in" Educate for the context " Engineering science! of Engineering! ! CDIO Standard 1 – The context Adop@on of the principle that product, process, ! and system lifecycle development and deployment ! – Conceiving, Designing, Implemen0ng and Opera0ng – are the context for engineering educaon. ! NECESSARY BUT Engineers who NOT SUFFICIENT can engineer!" But what if we do ask faculty? Employers Students Society Faculty Engineering Educaon 7 2017-10-25 Deeper working knowledge of disciplinary fundamentals § Functional knowledge" §!Not just reproduction of known solutions to didn’t known problems" ”get it” §!Conceptual understanding" §!Being able to explain what they do and why" ”got it” — passed exam failed exam See
Load more

Recommended publications
  • Chisholm Institute of Tafe
    2011 ANNUAL REPORT Annual Report 2011 1 OUR VISION Leading the way in education and training to inspire success and transform lives. OUR PURPOSE Chisholm Institute excels in education and training and is respected and valued for enhancing the social and economic futures of individuals, industry and communities. OUR VALUES • Making a difference through learning • Integrity and respect • Excellence • Service and relevance • Diversity • Sustainable practices. Welcome About this Report 4 About Chisholm 5 Board President Welcome 6 CEO Report 8 2011 Highlights 10 Our Organisation Statistical Overview 21 Board 23 Chisholm Directors Group 29 Governance Report 34 Social Responsibility 41 Financial and Compliance Information Financial Overview 44 Chisholm Institute Financial Reports and Performance 50 Statements Caroline Chisholm Education Foundation Report 100 Caroline Chisholm Education Foundation Financial 107 Reports Compulsory Non-Academic Student Fees 118 Activity Table 119 Financial Performance against Budget 121 Chisholm 2011 – 2014 Targets 122 Disclosures Index and Additional Compliance Reports 123 Acronyms 142 Annual Report 2011 3 About this Report In the preparation of this report Chisholm has followed the reporting guidelines issued by Skills Victoria, Department of Education and Early Childhood Development. This report is based on the model annual report issued with these guidelines, in accordance with the Financial Management Act 1994, Australian Accounting Standards, Statement of Accounting concepts, authoritative pronouncements of the Australian Accounting Standards Board and other legislative requirements. This report also includes details of the operations of the Caroline Chisholm Education Foundation and an audited financial report for the foundation. The Caroline Chisholm Education Foundation is a controlled entity of the Chisholm Board.
    [Show full text]
  • Marine Engineering Instructors Knowledge, Particularly in Technology- and Busi- Ness-Oriented Thinking and in Terms of Soft Kills
    JOB DESCRIPTION FACTS MASTER‘S DEGREE PROGRAMME Target students: The skills taught in this Master´s Degree pro- • Graduates of a undergraduate study course in gramme ensure that graduates are very well a maritime sector (or comparable) prepared to meet the demands of an executive • Active ship engineers position, requiring advanced, interdisciplinary • Marine engineering instructors knowledge, particularly in technology- and busi- ness-oriented thinking and in terms of soft kills. MARINE Degree: Master of Sciences (M. Sc.), Double Degree of Hochschule Wismar (Germany) The Master´s degree holders are featured to ENGINEERING and ITS Surabaya (Indonesia) deal with comprehensive and complex tasks in Faculty of Engineering the field of marine engineering. With their deep Study locations: Hochschule Wismar at the knowledge, multidisciplinary skills and capabil- Department of Maritime Studies in Rostock- ity they are able to solve engineering problems Warnemünde (Germany) and ITS Institut considering the different requirements of the Teknologi Sepuluh Nopember at the Department technological, economical and risk-oriented of Marine Engineering in Surabaya (Indonesia) science. They work self-consistent and independ- ent, are able to lead a group of workers and learn All lectures and seminars are conducted in English. intercultural competences and skills in particular between Asian and central European cultures. Standard period of study: 4 semester full-time study For graduates of this study program, there are various career opportunities in Enrolment: yearly to the winter semester the management levels in • Off-shore sector Admission requirements: • Shipyards • First academic degree in a maritime-engineer- • Shipping companies ing or a comparable course at a national or an • Research and development sector international university.
    [Show full text]
  • Swedish Universities & University Colleges
    Report 2012:18 R Swedish Universities & University Colleges. Short Version of Annual Report 2012 Swedish Universities & University Colleges Short Version of Annual Report 2012 In English Report 2012:18 R www.hsv.se Report 2012:18 R Swedish Universities & University Colleges Short Version of Annual Report 2012 Högskoleverket (Swedish National Agency for Higher Education) • Luntmakargatan 13 Box 7851, SE-103 99 Stockholm • phone +46 8 563 085 00 • fax +46 8 563 085 50 e-mail [email protected] • www.hsv.se Swedish Universities & University Colleges Short Version of Annual Report 2012 Published by Högskoleverket 2012 Högskoleverkets rapportserie 2012:18 R ISSN 1400-948X EDITOR Andrea Amft GRAPHIC DESIGN AND GRAPHICS Alexander Florencio PHOTO, COVER Blekinge Institute of Technology/Eddie Andersson PHOTO, INLAY Eva Dalin PRINT Ineko, Stockholm, September 2012, Printed on environmentally-friendly paper Contents INTRODUCTION 5 SWEDEN IN AN INTERNATIONAL PERSPECTIVE 7 FACTS ABOUT HIGHER EDUCATION IN SWEDEN 13 Higher education in Sweden 14 The structure of programmes and qualifications 16 Admission to higher education 17 Tuition fees 18 Student aid 18 TRENDS AND DEVELOPMENTS 21 First and second-cycle courses and programmes 22 Third-cycle courses and programmes 28 International mobility 32 Education and employment 36 Teachers and researchers 38 Finance and research funding 40 KEY FIGURES FOR HIGHER EDUCATION INSTITUTIONS 45 First and second-cycle programmes and courses 46 Third-cycle programmes and courses 46 Teaching and research staff 46 Funding 46 UNIVERSITIES AND UNIVERSITY COLLEGES IN SWEDEN 55 Introduction This summary of the Swedish Universities and developments prior to and including the fiscal University Colleges Annual Report 2012 gives year of 2011 for public-sector and independent an outline picture of higher education activities universities and university colleges.
    [Show full text]
  • The Leadership of Entrepreneurialism in Technical and Further Education Colleges
    Graduate School of Business The Leadership of Entrepreneurialism in Technical and Further Education Colleges Peter J Whitley This thesis is presented for the Degree of Doctor of Business Administration of Curtin University of Technology September 2004 Declaration This thesis contains no material, which has been accepted for the award of any other degree or diploma in any university. To the best of my knowledge and belief this thesis contains no material previously published by any other person except where due acknowledgment has been made. Signature: …………………………………………………………….. Date: …………………………………. Acknowledgement Like many others before me I have found that undertaking extensive research to develop a major thesis requires considerable time and effort and the support of significant other persons. I would like to acknowledge and express my sincere gratitude to my supervisor Dr Rick Ladyshewsky whose guidance, coaching and support enabled the development of this thesis. Rick’s endeavours ensured that a focus was maintained throughout the research and provided opportunities to discuss and debate characteristics and issues as the research progressed. Similarly my gratitude goes to Dr Colleen Liston, my co-supervisor, for her assistance through this process. In every endeavour of this nature family support is both essential and critical and I am extremely grateful for the patience, support and encouragement provided by Alison, Clint and Michael who as a result of demands on my time missed many family weekends during the progress of this work. Finally I am thankful to all my colleagues who work and operate within the TAFE system throughout Australia because it was through their commitment to openly discuss entrepreneurial changes and the processes by which they are achieved within the TAFE environment that culminated in this thesis.
    [Show full text]
  • Using Research to Inform Business and Strategic Decisions. PUB DATE 2001-03-00 NOTE 14P.; In: Research to Reality: Putting VET Research to Work
    DOCUMENT RESUME ED 456 330 CE 082 311 AUTHOR Young, Graeme TITLE Using Research To Inform Business and Strategic Decisions. PUB DATE 2001-03-00 NOTE 14p.; In: Research to Reality: Putting VET Research To Work. Proceedings of the Australian Vocational Education and Training Research Association (AVETRA) Conference (4th, Adelaide, Australia, March 28-30, 2001); see CE 082 232. AVAILABLE FROM For full text: http://www.avetra.org.au/PAPERSW202001/G*20Young.pdf. PUB TYPE Reports Research (143) Speeches/Meeting Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *College Planning; Data Analysis; *Decision Making; Developed Nations; Environmental Scanning; Foreign Countries; Investigations; Postsecondary Education; Program Evaluation; *Research Methodology; *Research Problems; School Business Relationship; *Strategic Planning; *Technical Institutes IDENTIFIERS Market Research; TAFE (Australia) ABSTRACT This paper examines and reviews research techniques used to support business and strategic planning at a large metropolitan technical and further education (TAFE) college. Section 1 is an outline of the structure of Chisholm Institute's planning and research processes. It discusses the management structure, strategic plan, and departments within the strategy. Section 2 describes these four areas of research undertaken by staff in the Quality and Planning Department: analysis of internal and external databases, evaluation of program and services, market research/investigative activities, and trend monitoring and environmental scanning.
    [Show full text]
  • Final Conference Dynamic Light Wismar -Day 1 - 26.3.2019
    AGENDA (Preliminary) DYNAMIC LIGHT Final Conference 26.& 27. März 2019, Hochschule Wismar Preliminary Agenda Conference Location: Hochschule Wismar, Fakultät Gestaltung Foyer Haus 7a Philipp-Müller-Str.14 23966 Wismar Arrival Day Monday 25.3.2019 - Possibility to see Lichtcampus 2019 installations on campus and in town - Registration + Get together (early evening) Conference Day 1 Tuesday 26.3.2019 - Public lighting in times of digitalisation - Light quality in public space - Dynamic Lighting is sustainable Lighting Conference Day 2 Wednesday 27.3.2019 - Understanding Public Space: City and data - Cities: Implementation of Dynamic Lighting Participation free of charge for registered users. Please register before 15th of March 2019. Thank you! https://ec.europa.eu/eusurvey/runner/Dynamic_Light_Conference_Wismar_2019 At the Arrival Day at the campus and in the city of Wismar public presentations of the work results of "LICHT CAMPUS 2019 - innovation through light" (a one week international interdisciplinary lighting workshop with students, designers, and artists) will be held. Please check the website for frequent updates of the scheduled presentations and activities. "LICHTCAMPUS 2019- Innovation through light" http://2019.lichtcampus.net/ Page 2 Preliminary Agenda Final Conference Dynamic Light Wismar -Day 1 - 26.3.2019- 9:00 Arrival+ Registration Public Lighting in times of digitalisation 9:15 - 9:30 Welcome Prof.Dr. Bodo Wiegand- Hoffmeister, Rektor Hochschule Wismar 9:30 - 9:45 Gute Beleuchtung unerlässlich für Leben und Thomas Beyer, Bürgermeister der arbeiten in einer Welterbestadt! Hansestadt Wismar 9:45 - 10:15 Forschung an der HAW, die Bedeutung von Prof. Dr. Marion Wienecke, Intereg- Programmen Prorektorin für Forschung 10:15 - 11:00 Inspiring people to shape the future Andreas Huber, CEO Club of Rome 11:00 - 11:30 Coffeebreak Christian Pegel, Digitalisierung in 11:30 - 12:00 Minister für Energie, Infrastruktur Mecklenburg-Vorpommern und Europa und Digitalisierung 12:00 - 12:30 Project Presentation „Dynamic Light“ Prof.
    [Show full text]
  • Gottlob Frege Centre for Engineering Science and Design (GFC)
    Global J. of Engng. Educ., Vol.8, No.1 © 2004 UICEE Published in Australia Gottlob Frege Centre for Engineering Science and Design (GFC) Norbert Grünwald Dieter Schott Hochschule Wismar - University of Technology, Business and Design Philipp-Müller-Str., D-23952 Wismar, Germany A broad knowledge in mathematics and other basic sciences is crucial for an individual’s life-long ability to conduct creative work, as well as for an innovative and competitive society. However, in contrast to this, many teachers, professors and industrial representatives deplore the lack of mathematics and science knowledge of those who are starting out in study and employment. These findings are fully supported by international scientific studies. As a reaction to this undesirable development, and in recognition of the merits of Gottlob Frege, a famous German mathematician, philosopher and logician, the Gottlob-Frege-Centre (GFC) was founded in November 2000 at Hochschule Wismar by a group of 12 professors responsible for education in the basic sciences at the University. Since its foundation, many activities have been launched regionally and worldwide. The highlight was the Memorandum of Agreement between the UICEE and Hochschule Wismar, which was signed in June 2001. Since then, Hochschule Wismar has become a Partner of the UICEE and the GFC was raised to the status of a satellite centre of UICEE, with the aim to develop the centre through international cooperation, and to contribute to the competences in the UICEE’s Global Family of Engineering Educators. GFC members bring into play an application- oriented basic science education for engineering students, which is much more up-to-date, attractive and international in its orientation.
    [Show full text]
  • Argentina Buenos Aires Universidad
    COUNTRY CITY UNIVERSITY Argentina Universidad Argentina de la Empresa (UADE) Buenos Aires Argentina Buenos Aires Universidad del Salvador (USAL) Australia Brisbane Queensland University of Technology Australia Brisbane Queensland University of Technology QUT Australia Brisbane University of Queensland Australia Joondalup Edith Cowan University, ECU International Australia Melboure Royal Melbourne Institute of Technology (RMIT) Australia Perth Curtin University Australia Toowoomba University of Southern Queensland, Toowoomba Australië Newcastle Newcastle university Austria Dornbirn FH VORARLBERG University of Applied Sciences Austria Graz FH Joanneum University of applied sciences Austria Innsbruck FHG-Zentrum fur Gesundheitsberufe Tirol GmbH Austria Linz University of Education in Upper Austria Austria Vienna Fachhochschule Wien Austria Vienna FH Camus Wien Austria Vienna University of Applied Sciences of BFI Vienna Austria Vienna University of Applied Sciences WKW Vienna Belgium Antwerp AP University College Belgium Antwerp Artesis Plantijn Hogeschool van de Provincie Antwerpen Belgium Antwerp De Universiteit van Antwerpen Belgium Antwerp Karel de Grote Hogeschool, Antwerp Belgium Antwerp Karel de Grote University College Belgium Antwerp Plantijn Hogeschool Belgium Antwerp Thomas More Belgium Antwerp University of Antwerp Belgium Brugges Vives University College Belgium Brussel LUCA School of Arts Belgium Brussel Hogeschool Universiteit Brussel Belgium Brussels Erasmushogeschool Brussel Belgium Brussels ICHEC Bruxelles Belgium Brussels
    [Show full text]
  • 191 190 Summary
    ИНЖЕНЕРНОЕ ИНЖЕНЕРНОЕ ОБРАЗОВАНИЕ ОБРАЗОВАНИЕ 16’2014 НАШИ АВТОРЫ SAMMARY 16’2014 ЧЕРВАЧ ВИКТОР ВЛАДИМИРОВИЧ МАРИЯ ЮРЬЕВНА доктор технических наук, профессор, Summary менеджер Инновационно- ректор Омского государственного технологического центра развития технического университета, This paper shares Thai industrial re- инженерного образования заслуженный работник высшей CDIO: OBJECTIVES AND MEANS quirements on new graduates entering Национального исследовательского школы РФ OF ACHIEVEMENT real-life workplace and the develop- Томского политехнического E-mail: [email protected], [email protected] S.A. Podlesnyi, A.V. Kozlov ment of an integrated curriculum using университета Siberian Federal University CDIO framework. The result from a E-mail: [email protected] questionnaire survey showed high ШАНДАРОВ The system of CDIO standards in terms needs for personal and interpersonal ЕВГЕНИЙ СТАНИСЛАВОВИЧ of implementation in Russian engineer- skills with strong industrial engineering ЧЕРВАЧ старший преподаватель кафедры ing education is analyzed. Particular background. These skills were integrat- ЮРИЙ БОРИСОВИЧ «Электронные приборы» attention is paid to the scientific and ed into courses in 4-year program. methodological elaboration of «Con- кандидат технических наук, Томского государственного ceive» stage. To increase the efficiency EXPERIENCE AND PRACTICE OF MAN- доцент кафедры «Технология университета систем управления и of this stage, domestic TRIZ methodol- AGEMENT PROBLEM SOLUTION AT автоматизированного радиоэлектроники ogy is considered. Relevant
    [Show full text]
  • Performance Indicators in Maritime Education and Training (PIMET) Benchmarking/Ranking 2019-2020
    Performance Indicators in Maritime Education and Training (PIMET) Benchmarking/Ranking 2019-2020 In 2019-2020 the combined universities pillar scores for all 21 Member Universities that submitted data are shown in this box plot of the data. The Member Universities in ranked form of the top two quartiles are shown in the following four tables: Overall benchmark/ranking: Pillar Overall University Name Score Benchmark Australian Maritime College, University of Tasmania / Australia 70.9 1 Nikola Vaptsarov Naval Academy / Bulgaria 51.5 2 Academy of Maritime Education and Training (AMET) University / India 49.3 3 Constanta Maritime University / Romania 42.6 4 Admiral Makarov State University of Maritime and Inland Shipping / Russia 42 5 Maritime Academy of Asia and the Pacific / Philippines 41.6 6 Hochschule Wismar, University of Applied Sciences – Technology, Business and Design / Germany 38.2 7 Tokyo University of Marine Science and Technology, School of Marine Technology / Japan 37.1 8 Texas A&M Maritime Academy, Texas A&M University at Galveston / USA 37.1 8 Batumi State Maritime Academy / Georgia 36.6 10 Global Engagement benchmark/ranking: Pillar Global Engagement University Name Score Benchmark Australian Maritime College, University of Tasmania / Australia 21 1 Nikola Vaptsarov Naval Academy / Bulgaria 15.1 2 Constanta Maritime University / Romania 13 3 Maritime Academy of Asia and the Pacific / Philippines 11.3 4 Texas A&M Maritime Academy, Texas A&M University at Galveston / USA 9.4 5 Hochschule Wismar, University of Applied Sciences
    [Show full text]
  • A Survey of Cdio Implementation Globally – Effects on Educational Quality
    A SURVEY OF CDIO IMPLEMENTATION GLOBALLY – EFFECTS ON EDUCATIONAL QUALITY Johan Malmqvist Department of Product and Production Development Chalmers University of Technology, Gothenburg, SWEDEN Ron Hugo Department of Mechanical & Manufacturing Engineering University of Calgary, Calgary, CANADA Malin Kjellberg Division of Engineering Education Research Chalmers University of Technology, Gothenburg, SWEDEN ABSTRACT The CDIO approach to engineering education was introduced in the early 2000’s. Some universities have gained considerable long-term experience in applying the approach, and consequently it seems timely to summarize and evaluate those experiences. This paper thus reports the results of a survey distributed to all members of the CDIO Initiative in October 2014. The aims of the survey were to: • Map out where and in what programs/disciplines CDIO is currently applied • Evaluate the effects on outcomes, the perceived benefits, the limitations, any barriers to implementation, and ascertain future development needs Forty-seven universities from twenty-two countries participated in the survey. The main findings from the survey include the following: • The most common engineering disciplines in which CDIO is implemented are Mechanical, Electrical, and Computer Engineering. However, many CDIO schools have also implemented CDIO in Industrial, Civil and Chemical Engineering. • The main motives for choosing to adapt CDIO are; ambitions to make engineering education more authentic; the need for a systematic methodology for educational design; and the desire to include more design and innovation in curricula. • Most CDIO implementations successfully achieve both goals for learning and for external recognition of educational quality. KEYWORDS CDIO implementation, Survey, Success factors, CDIO Standards 1-12 Proceedings of the 11th International CDIO Conference, Chengdu University of Information Technology, Chengdu, Sichuan, P.R.
    [Show full text]
  • Status Report for European SI/PASS/PAL-Programmes
    Status report for European SI/PASS/PAL-programmes Last updated: Friday, 12 October 2018 Publisher: The European Centre for SI-PASS Student Affairs, Lund University Postal address: Box 117, S-22100 Lund, Sweden. Visiting address: Sölvegatan 29 B, Lund, Sweden E-mail: [email protected] Web-page: https://www.si-pass.lu.se/en/, ISBN 978-91-984120-2-4 1 CONTENTS FOREWORD .....................................................................................................................................5 SUMMARY .......................................................................................................................................6 STATUS OF SI/PASS/PAL PROGRAMMES IN EUROPE ...................................................8 OVERVIEW ...........................................................................................................................8 ENGLAND ..........................................................................................................................12 BOURNEMOUTH UNIVERSITY ........................................................................................................ 12 BRUNEL UNIVERSITY LONDON ...................................................................................................... 14 CANTERBURY CHRIST CHURCH UNIVERSITY ................................................................................. 16 FALMOUTH UNIVERSITY ................................................................................................................ 18 KINGSTON UNIVERSITY ................................................................................................................
    [Show full text]