Helsinki Metropolia University of Applied Sciences

Markku Karhu

Director, Degree Programmes in Information Technology

http://www.metropolia.fi

CHALLENGES IN IMPLEMENTING CDIO IN ALL ENGINEERING EDUCATION PROGRAMMES

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Content

• Overview of Helsinki Metropolia University of Applied Sciences

• Challenges in Engineering Education• CDIO Roadmap• Structure of curriculum based on CDIO

requirement• Self-evaluation of the CDIO

implementation at Metropolia• Conclusion

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“The country of thousands of lakes”

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Some facts of Finland

Population 5,3 million Capital city is Helsinki Good social security and health

care Excellent education system One of the safest country in the

world

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Sightseeing to Metropolia UAS

Headquarter My campus

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Metropolia - The largest University of Applied Sciences in

Finland

• 14 000 students• 61 bachelor and master level degree

programmes• 4 fields of study:• Culture• Business and Administration• Health Care and Social Services• Engineering Education (7000 students)

• Helsinki, Espoo and Vantaa (Helsinki Metropolitan arkea)

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Vision for 2012

In terms of assessed quality, Metropolia will be Finland’s top university of applied sciences in terms of results and competitiveness.As a learning environment that combines labour market skills and higher education, Metropolia will train highly valued experts and meet the capital region’s challenges with an analytical and active approach – boldly and reliably.

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Strategic objectives

1. The training and research and development will be of high international standard and carried out in cooperation with the labour market.

2. The learning and research and development will combine to create innovation, know-how and functional solutions that serve the metropolitan region, labour market and higher education.

3. Metropolia will provide major contributions to social, economic and cultural issues.

4. Metropolia will be an ever-developing place of study, a sought-after partner and reliable employer.

5. Metropolia will always put the customer first and operate with financial and functional efficiency.

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Degree Programmes in Engineering(Tuition in Finnish)

Bachelor’s degrees are available in

• Automotive and Transport Engineering• Automation Technology• Bio and Food Technology• Chemical Engineering• Civil Engineering• Construction Management• Electrical Engineering• Environmental Engineering (Tuition in

English)• Information Technology (Tuition in

English)• Laboratory Sciences• Land Surveying Technology• Materials Technology and Surface

Engineering Media Technology• Media Engineering (Tuition in English)• Medical Engineering• Mechanical Engineering• Supply Chain Management

Master’s degrees are available in:

• Automation Technology• Building Services Engineering• Industrial Management (in English)• Information Technology (in English)

• International Master´s programme ConRem (jointly run with FHTW Berlin): Construction and Real Estate Management

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Challenges in Engineering Education

• Low attractiveness: less than 2 applicants for each study place

• Drop-out rate > 50%• Late graduation <- most students work

simultaneously• Demand of industry varies a lot; education is a

long process• “Global” welfare depends on engineering artefacts • Global economy -> all companies operate

worldwide • International education markets

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Source:

Education at a Glance: OECD

Indicators

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Changes of Targets of Industry*)

-> Have an effect on the education

0 10 20 30 40 50 60 70 80 90 100

Others

Survival next 12 months

Change of company profile

Innovation leadership

Employee support

Quality leadership

World class enterprise

Maximizing market share

Minimizing production costs

Best customer service

% of respondents

1993

2003

*) in Finland 1993 - 2003

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Changes of Challenges of Industry*)

-> Have an effect on the education

0 10 20 30 40 50 60 70 80 90 100

Other

Vulnerability for takeover

Governmental policies

Currency rates

Availability of qualified employees

Availability of funds

International competition

Ability to go through with change

% of respondents

1993

2003

*) in Finland 1993 - 2003

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Changes of Supply Chains*)

-> Have an effect on the education

0

1

2

3

4

5Role in supply chain

Customer relationship

Customer service

Vendor relationship

Product renewal

Ideas into products

Product mixes

Product design

Product standardisation

Customisation

2003

1993

*) in Finland 1993 - 2003

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CDIO Roadmap (1/2)• Started from the SEFI conference in Ankara 2005• Exploring and studying CDIO pedagogy• CDIO book “Rethinking Engineering Education”

distributed widely and read carefully• World conferences in Montreal, Massachusetts,

Ghent, Copenhagen, Singapore…• Faculty is interested and waiting with enthusiasm• Curricula planning in 2008 included CDIO principles

(introductory project and joint engineering project, integration of courses including soft skills)

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CDIO Roadmap (2/2)

• Metropolia UAS became a collaborating school, Autumn 2008

• A booklet written on “Introduction to Project-based learning and CDIO thinking” (in Finnish)

• Development project supported by VP’s of the three engineering schools

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Structure of Curriculum (1)

• Bachelor of Engineering degree: 240 ECTS• 11 modules gives 165 ECTS: basic studies 75

ECTS incl. introductory project 6 ECTS• Work placement 30 ECTS, summer time or two

periods off• Capstone project (15 ECTS): A project work of

6 - 10 ECTS, integrated professional studies, project management and communication in Finnish or in English

• Final Year Project (Bachelor Thesis) 15 ECTS• Freely elective studies 15 ECTS

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Structure of Curriculum (2)Example

Module #1(c)

Module #2 (c)

Module #3 (c)

Module #4 (c)

Module #5(c)

Module #6(c)

Module #7(o)

Module #8(o)

WorkPlacement

WorkPlacement

Projectmodule

Module #10(o)

Module #9(o)

Module #11(o)

Final Year Project Thesis

Elective Studies

Intr.project1st

year

2nd year

3rd year

4th year

1st Period 2nd Period 3rd Period 4th Period

Intr.project

Orient.project

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The main objectives of CDIO development

• Start the process with a self-evaluation of all engineering programmes to identify from the present situation (a)the greatest success factors that already exist and

might be used in the future (b)the largest development needs in comparison with the

CDIO criteria

• Establish and develop a “change agent” network inside the UAS to support the necessary changes

• Begin to collect information systemically and analyze the outcomes of the process as it progresses

• Plan how to continue with these important and necessary changes

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Self-evaluation of the CDIO implementation at Metropolia

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Rating Scale Used in the Self-evaluation

• 0. No initial program-level plan or pilot implementation

• 1. Initial program-level plan and pilot implementation at the course or program level

• 2. Well-developed program-level plan and prototype implementation at course and program levels

• 3. Complete and adopted program-level plan and implementation of the plan at course and program levels underway

• 4. Complete and adopted program-level plan and comprehensive implementation at course and program levels, with continuous improvement processes in place

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Self-evaluation by 10 Degree Programmes (scale: 0 - 4)

Avenrage of the Importance of CDIO Standards and Average of Current Adaptation of the CDIO Standards

0,00

0,50

1,00

1,50

2,00

2,50

3,00

3,50

4,00

4,50

1 2 3 4 5 6 7 8 9 10

Importance

Adaptation

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Adaptation of the CDIO Standards

Average Ratings

0,000,501,001,502,002,503,003,504,004,50

Std 1

- Th

e Con

text

Std 2

- Le

arni

ng O

utco

mes

Std 3

- In

tegr

ated

Cur

ricul

um

Std 4

- In

trodu

ction

to E

ngine

erin

g

Std 5

- Des

ign-Im

plem

ent E

xper

ienc

es

Std 6

- Eng

ineer

ing

Wor

kspa

ces

Std 7

- In

tegr

ated

Lea

rning

Exp

erie

...

Std 8

- Act

ive L

earn

ing

Std 9

- Enh

ance

men

t of F

acult

y CD..

Std 1

0 - E

nhan

cem

ent o

f Fac

ulty T

e...

Std 1

1 - L

earn

ing

Asses

smen

t

Std 1

2 - P

rogr

am E

valua

tion

Avg.

Importance of Standard

Adoptation of Standard

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Conclusion

• A start-up was launched• First introductory projects were carried out• Need to be improved and profiled

• Capstone projects• On commission, relationship to industrial

traineeship and to final year project (?)• Financing (?)• Preference to project or learning achievements

(?)

• Integration of courses (?), teacher teams (?)

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