| 1. |
- Hägg, Göran, et al.
(författare)
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Metoder och arbetssätt för arbetsmiljöarbete
- 2006
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Ingår i: Arbete och Hälsa. - : Arbetslivsinstitutet. - 0346-7821. - 9170457948 ; , s. 24-42
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 2. |
- Malmqvist, Johan, 1964, et al.
(författare)
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CDIO Standards 3.0 - Updates to the Core CDIO Standards
- 2020
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Ingår i: Proceedings of the International CDIO Conference. - : Chalmers University of Technology. - 2002-1593. - 9789188041272 ; 1, s. 60-76
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Konferensbidrag (refereegranskat)abstract
- An effort to update the CDIO Standards from version 2.1 to 3.0 was started in 2017 (Malmqvist et al., 2017) and further outlined in 2019 (Malmqvist et at., 2019). The aims were to incorporate external changes to the context of engineering education, to address critique that had been raised against earlier versions of the standards, and to establish an extendable CDIO framework architecture. The work has resulted in that the original twelve CDIO standards, from now on named “core” CDIO standards, will be complemented by “optional” CDIO standards, that codify additional educational best practices that have been developed within the CDIO community in the same format as the original CDIO standards. This paper accounts for the changes made to the core CDIO standards. It includes the full definitions of the CDIO Standards 3.0, including descriptions, rationale and rubrics. The modifications are made to address mainly the following topics: sustainability, digitalization, services and faculty competences.
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| 3. |
- Malmqvist, Johan, 1964, et al.
(författare)
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The CDIO Syllabus 3.0 - An Updated Statement of Goals
- 2022
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Ingår i: Proceedings of the International CDIO Conference. - Reykjavík, Iceland : Chalmers University of Technology. - 2002-1593. - 9789935965561 ; , s. 18-36
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Konferensbidrag (refereegranskat)abstract
- The CDIO Initiative is going through a process of reconsidering and updating the CDIO approach for engineering education development. Previous work resulted in substantial updates of the twelve CDIO standards and the introduction of “optional” CDIO standards. This paper reports on a similar review and update of the CDIO Syllabus to version 3.0. It has been developed by a working group consisting of four sub-groups and iterated and refined guided by feedback from the whole CDIO community. There are mainly three external drivers that motivate the changes: sustainability, digitalization, and acceleration. There is also an internal driver in the form of lessons learned within the CDIO community, from using the Syllabus in curriculum and course development. Approximately 70 updates are proposed, amongst them three additions on the X.X level, namely 1.4 Knowledge of Social Sciences and Humanities, 3.1 Teamwork and Collaboration, and 5.3 Research.
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| 4. |
- Rosén, Anders, Dr, et al.
(författare)
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Mapping the CDIO Syllabus to the UNESO Key Competences for Sustainability
- 2019
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Ingår i: Proceedings of the International CDIO Conference. - 2002-1593. ; , s. 67-84
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Konferensbidrag (refereegranskat)abstract
- In this paper a framework of key competencies for sustainability defined by UNESCO is used to evaluate the relevance of the CDIO Syllabus for promoting engineering education for sustainable development. The evaluation is performed in two steps. First, topics, terms and concepts in the CDIO Syllabus that corresponds to the different UNESCO key competencies are identified. The second step is a qualitative discussion where areas of strong mapping are highlighted and aspects that could be better visualized or strengthened in, or added to, the Syllabus are identified. Differences in definitions of various concepts between the CDIO Syllabus and the UNESCO key competencies and the overall relation between the two frameworks are discussed. It is concluded that the CDIO Syllabus is rather well aligned with the UNESCO framework, however several opportunities (not to say needs) for strengthening the Syllabus in relation to the key competencies are identified. The UNESCO key competencies are found to be useful instruments for scrutinizing and updating the CDIO Syllabus. Other opportunities for knowledge and methods transfer between the Education for Sustainable Development (ESD) domain and the Engineering Education domain are identified. The paper is proposed to be used as basis for updating the CDIO Syllabus into a version 3.0 for maintaining its relevance in a changing world.
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| 5. |
- Malmqvist, Johan, 1964, et al.
(författare)
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Optional CDIO Standards : Sustainable development, Simulation-based mathematics, Engineering entrepreneurship, Internationalisation & mobility
- 2020
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Ingår i: 16th International CDIO Conference, CDIO 2020 - Proceedings. - : Chalmers University of Technology. ; 1, s. 48-59
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Konferensbidrag (refereegranskat)abstract
- An effort to update the CDIO Standards from version 2.1 to 3.0 was started in 2017 (Malmqvist et al., 2017) and further outlined in 2019 (Malmqvist et at., 2019). The aims were to incorporate external changes to the context of engineering education, to address criticism that had been raised against earlier versions of the standards, and to establish an extendable CDIO framework architecture. The work has resulted in that the original twelve CDIO standards, from now on named “core” CDIO standards, will be complemented by “optional” CDIO standards, that codify additional educational best practices that have been developed within the CDIO community in the same format as the original CDIO standards. Eleven optional standards have been proposed (Malmqvist et al., 2019). This paper accounts for the elaboration of the subset of the proposed optional standards that were recommended for further development by the CDIO Council in November 2019. These recommended optional standards are presented as full texts, i.e., including descriptions, rationale and rubrics. The described optional standards are: Sustainable development, Simulation-based mathematics, Engineering entrepreneurship and Internationalization & mobility.
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| 6. |
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| 7. |
- Malmqvist, Johan, 1964, et al.
(författare)
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Towards CDIO Standards 3.0
- 2019
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Ingår i: The 15th International CDIO Conference Proceedings – Full Papers. - : Aahus University Library. - 2002-1593. - 9788775074594 ; , s. 44-66
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Konferensbidrag (refereegranskat)abstract
- The topic of this paper is the CDIO Standards, specifically the formulation of CDIO Standards version 3.0. The paper first reviews the potential change drivers that motivate a revision of the Standards. Such change drivers are identified both externally (i.e., from outside of the CDIO community) and internally. It is found that external change drivers have affected the perceptions of what problems engineers should address, what knowledge future engineers should possess and what are the most effective teaching practices in engineering education. Internally, the paper identifies criticism of the Standards, as well as ideas for development, that have been codified as proposed additional CDIO Standards. With references to these change drivers, five areas are identified for the revision: sustainability, digitalization of teaching and learning; service; and faculty competence. A revised version of the Standards is presented. In addition, it is proposed that a new category of Standards is established, “optional standards”. Optional Standards are a complement to the twelve “basic” Standards, and serve to guide educational development and profiling beyond the current Standards. A selected set of proposed optional Standards are recommended for further evaluation and possibly acceptance by the CDIO community
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| 8. |
- Coté, Isabelle, et al.
(författare)
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"The state of the debate": A media analysis of the debates on liberalization and citixenship education in France, Sweden, and England
- 2013
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Ingår i: Education, Citizenship and Social Justice. - 1746-1987. ; 8:2, s. 215-228
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Tidskriftsartikel (refereegranskat)abstract
- Over the last decades, many liberal democracies have experienced a tension between the education system’s expressed requirement to foster citizenship norms and the liberal (sub-) ideal of norm neutrality. This dilemma has been accentuated by, on the one hand, increased ethnical and cultural diversity, and, on the other hand, liberalization of society in general and the schooling system in particular. This article provides a “state of the debate” of this tension in France, Sweden and England, through a media analysis of the period 2001-2010. Citizenship education was most prominent in the Swedish debate. The Swedish and English positions were most alike, arguing for “objective civics” and promoting freedom of choice in the school system. In contrast, the French debate argued for a common, integrative state-managed school system that provides equal opportunities to all socio-economic groups while inculcating loyalty to the State.
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| 9. |
- Hermansson-Järvenpää, Hélène, et al.
(författare)
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KTH:s hållbarhetsmål för utbildning - Uppföljning av målperioden 2016-2020
- 2021
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Denna rapport utvärderar hur väl KTH har uppnått sitt eget övergripande hållbarhetsmål för utbildning för perioden 2016-2020. Detta mål uttrycker bland annat: att hållbar utveckling ska vara integrerat i alla utbildningsprogram på samtliga nivåer så att studerande efter examen kan bidra till en hållbar samhällsutveckling; att studenter på samtliga arkitekt-och civilingenjörsprogram ska ha möjlighet att få en särskild hållbarhetsprofil på sin utbildning; att alla anställdas kunskap om och engagemang i frågor gällande hållbar utveckling ska öka, bland annat genom allmänna breda utbildningar och genom högskolepedagogiska kurser i lärande för hållbar utveckling; och att arbetet med integrering av hållbar utveckling ska vara kopplat till KTH:s miljöledningssystem.Utvärderingen har baserats på: befintliga indikatorer; alumni- och mellanårsenkäter; skolrapporter; programanalyser, utbildningsplaner och kursplaner för utbildningsprogrammen; intervjuer med doktorsprogramansvariga; samt en nyutvecklad CDIO-standard för hållbar utveckling. Den övergripande slutsatsen från utvärderingen är att KTH:s hållbarhetsmål för utbildning för perioden 2016-2020 delvis har uppnåtts. Det är tydligt att det skett en positiv utveckling inom flera områden, samtidigt är det också tydligt att det finns fortsatta utvecklingsbehov. Delmålet som handlar om att KTH ska öka alla anställdas och studenters kunskap om och engagemang i frågor gällande hållbar utveckling bedöms vara uppnått. Det pågår intensiv och omfattande utveckling av kunskaper och engagemang hos anställda och studenter, och program och skolor utvecklas. KTH erbjuder idag också personalutbildningar inom miljö- och hållbarhetsområdet och inte mindre än sex högskolepedagogiska kurser som helt eller delvis behandlar hållbar utveckling.Delmålet som handlar om att hållbar utveckling ska vara integrerat i alla utbildningsprogram på samtliga nivåer så att studerande efter examen kan bidra till en hållbar samhällsutveckling bedöms vara delvis uppnått. Arkitekturutbildningen och samtliga utvärderade högskole- och civilingenjörsprogram integrerar hållbar utveckling i någon form, vissa tämligen ambitiöst, andra har kommit igång men skulle behöva utvecklas ytterligare. Särskilda utvecklingsbehov som identifierats handlar om att i tillägg till att utveckla studenternas kunskaper även utveckla deras förmågor att bidra till hållbar utveckling, samt att säkerställa progression av lärandet genom programmen. Bland masterprogrammen har ungefär tre fjärdedelar av programmen hållbarhetsrelaterade programmål. En femtedel av masterprogrammen har mycket stort fokus på hållbar utveckling. Möjligheten för studenter att få en hållbarhetsprofil på sin utbildning behöver stärkas och formaliseras så att det också märks i examen. För doktorsprogrammen, som var sist ut med att upprätta handlingsprogram för integreringen av hållbar utveckling (2017), behöver det tydliggöras i vilken omfattning och hur hållbar utvecklings ska integreras. De flesta programansvariga på doktorsprogrammen ser dock positivt på målsättningen att integrera hållbar utveckling på forskarutbildningsnivån. Vad gäller behandlingen av integreringen av hållbar utveckling i utbildningarna som del av kvalitets- och miljöledningssystemet så konstateras att processer för programanalyser och skolrapporter finns. Det är dock tydligt att formatet och processerna kring programanalyserna, skolrapporterna, och tillhörande återkoppling, behöver förbättras så att arbetet med dessa faktiskt säkrar och driver kvalitet och stödjer kollegialt utvecklingsarbete. Rapporten innehåller detaljerade analyser, omfattande diskussioner, och rekommendationer, i syfte att utgöra underlag för formulering av nya mål och för fortsatt dialog och samarbete kring utveckling av KTH:s utbildningar.
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| 10. |
- Högfeldt, Anna-Karin, et al.
(författare)
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Mutual Capacity Building through North-South Collaboration Using Challenge-Driven Education
- 2019
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Ingår i: Sustainability. - : MDPI. - 2071-1050. ; 11:24
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Tidskriftsartikel (refereegranskat)abstract
- The urgent need for actions in the light of the global challenges motivates international policy to define roadmaps for education on all levels to step forward and contribute with new knowledge and competencies. Challenge-Driven Education (CDE) is described as an education for Sustainable Development (ESD) approach, which aims to prepare students to work with global challenges and to bring value to society by direct impact. This paper describes, evaluates and discusses a three-year participatory implementation project of Challenge-driven education (CDE) within the engineering education at the University of Dar es Salam, UDSM, which has been carried out in collaboration with the Royal Institute of Technology, KTH in Stockholm. Conclusions are drawn on crucial aspects for engineering education change through the lens of Activity Theory (AT), where CDE is brought forward as a motivating ESD initiative for engineering faculty and students. Furthermore participatory co-creation is notably useful as it aims to embrace social values among the participants. Also, traditional organizational structures will need to be continuously negotiated in the light of the integration of more open-ended approaches in education.
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