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  • Resultat 53121-53130 av 89820
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53121.
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53122.
  • Malmqvist, Johan, 1964 (författare)
  • A Comparison of the CDIO and EUR-ACE Quality Assurance Systems
  • 2012
  • Ingår i: International Journal of Quality Assurance in Engineering and Technology Education (IJQAETE). - 2155-496X. ; 2:2, s. 9-22
  • Tidskriftsartikel (refereegranskat)abstract
    • The CDIO approach intends to raise the quality of engineering education programs, world-wide. Thus, CDIO includes a number of quality assurance (QA) tools such as the CDIO Standards, Syllabus and self-evaluation model. CDIO programmes are also evaluated by external standards. Therefore, a CDIO programme needs a quality assurance system that fulfils external requirements and that is able to produce the necessary evidence and documentation with minimal additional effort above and beyond the CDIO QA components. Efficient execution of this task requires understanding the similarities and differences between the CDIO and external quality assurance systems, in this case, the European Accreditation of Engineering Programmes (EUR-ACE) system. This article compares and contrasts these two QA approaches, in particular the CDIO Syllabus and the EUR-ACE programme outcomes and the CDIO Standards and EUR-ACE accreditation criteria. Also considered are he pros and cons of a continuous improvement rating scale based system and a threshold-based accreditation model.
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53123.
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53124.
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53125.
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53126.
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53127.
  • Malmqvist, Johan, 1964, et al. (författare)
  • A Proposal for Introducing Optional CDIO Standards
  • 2017
  • Ingår i: Proceedings of the 13th International CDIO Conference.
  • Konferensbidrag (refereegranskat)abstract
    • The first version of the CDIO standards was presented in 2005 (Brodeur & Crawley, 2005). The aim of this paper is to explore if meeting current CDIO standards still corresponds to the expectations placed on graduates from leading engineering programs worldwide. In this paper, we first identify engineering competencies that are claimed to be essential both today and in the future, focusing on competencies whose relative importance have grown since the early 2000’s. We also identify pedagogical practices that aim to develop these particular competences. We then propose that these emerging skills and best practices should be incorporated in CDIO as “optional” CDIO standards. Whereas the original or “basic” CDIO standards are scoped with the expectations of a bachelor program in mind, an “optional” CDIO standard indicates a more advanced or broadened competence. A set of potential optional CDIO standards is enumerated. Seven of the potential optional CDIO standards are then elaborated in the same format as the current standards, i.e., with a description, rationale and suggested evidence.
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53128.
  • Malmqvist, Johan, 1964, et al. (författare)
  • A Survey of CDIO Implementation Globally - Effects on Educational Quality
  • 2015
  • Ingår i: Proceedings of 11th International CDIO Conference, Chengdu, China.
  • Konferensbidrag (refereegranskat)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 needsForty-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.
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53129.
  • Malmqvist, Johan, 1964, et al. (författare)
  • Application of CDIO in Non-Engineering Programmes - Motives, Implementation and Experiences
  • 2016
  • Ingår i: Proceedings of 2016 International CDIO Conference, Turku, Finland.
  • Konferensbidrag (refereegranskat)abstract
    • The aims of the paper are to present a set of general recommendations for how to implement CDIO in non-engineering programmes, to show how they can be applied in practice, and to discuss associated benefits and challenges. The application of the recommendations is demonstrated in case studies of non-engineering programmes that have implemented CDIO. The subject areas of the programmes include art, science, food processing, business, and library science. The case descriptions are purposively relatively detailed aiming to enable a transfer of approaches and experiences from the cases to other non-engineering programmes. Common benefits of applying CDIO to non-engineering programmes include a stronger connection to the professional context, and strengthened programme development and quality assurance. Common CDIO implementation challenges for non-engineering programmes are found to be similar as for engineering programmes, for example, the training of faculty to teach skills beyond their subject specialty, such as design and communication.
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53130.
  • Malmqvist, Johan, 1964, et al. (författare)
  • Bibliographic Data Analysis of CDIO Conference Papers from 2005-2018
  • 2019
  • Ingår i: Proceedings of the International CDIO Conference. - 2002-1593. ; , s. 816-833
  • Konferensbidrag (refereegranskat)abstract
    • Tools for bibliometric data analysis offer opportunities to analyze the evolution of a field of study over time. VOSViewer is a popular tool for such analyses, allowing the user to create and interpret visualizations of publication data, such as word co-occurrence analysis, co-authorship networks, and geographic patterns of collaboration. Meikleham et al. (2018) previously demonstrated the utility of applying this analysis to engineering education publication data from Scopus and Web of Science. By conducting a temporal analysis, the authors demonstrated how geographic, co-authorship networks and key thematic trends changed over time.A limitation to the results found in Meikleham et al. (2018) was that, at the time of the analysis, publications from the CDIO Knowledge Library (CDIO Initiative, 2018) could not be included due to an incompatible data structure. VOSViewer requires publication metadata to be structured according to a particular standardized format, and this prevented the Knowledge Library data from being used. Over the past year, the data has been restructured for analysis as reported in this paper. The basis of the current work is a revision of the database schema for the CDIO Knowledge Library that has enabled export of CDIO conference papers to the Scopus format and subsequent import into VOSViewer for analysis. The data shows that researchers from 47 countries have contributed to the CDIO Knowledge Library with Sweden taking the lead with the maximum number of publications. Researchers tend to collaborate with the same co-authors over a period of time, thus forming networks or clusters of researchers. Each cluster of researchers tends to publish their work independently of other clusters. A newer network of authors has formed in the past 4 to 5 years who collaborate locally within a geographical region. This indicates a presence of local CDIO communities which have not yet integrated with the global CDIO community. In decreasing order of influence, CDIO Standards 8, 7, 3 and 5 have been the major focus of CDIO publications from 2005 until 2018 as indicated in the data included in this analysis.
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  • Resultat 53121-53130 av 89820
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