| 1. |
- Bingerud, Mattias, 1986, et al.
(författare)
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Tracks: Impactful Reform for Flexible Adaptable Education
- 2023
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Ingår i: Transforming Engineering Education 2023. - 2446-3833. - 9788775730230 ; , s. 23-27
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Konferensbidrag (refereegranskat)abstract
- In this contribution we discuss the progress and achievements of the first three and half years of the Tracks initiative for reformed education at Chalmers University of Technology. In Tracks, the education is designed to give students opportunities to develop inter-disciplinary competencies and to follow individualized study tracks. The purpose of Tracks is also that Chalmers, in collaboration with strategic external partners, shorten the lead times for changing the education to embrace new technologies, emerging materials and concepts and to offer a meeting place for education, research, industry, and society. Three and a half years into the initiative, we conclude that the initial intentions have been achieved. In addition, the project brought unexpected positive effects in, e.g., terms of opportunities for newly recruited faculty and collaboration with sports associations and athletes.
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| 2. |
- Karlsson-Bengtsson, Anna, 1967, et al.
(författare)
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Chalmers University of Technology: Overcoming Resistance and Inertia in Education through the Dynamics of a Matrix Organization Including Student Co-Creation
- 2021
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Ingår i: Advances in Engineering Education. - 1941-1766. ; 9:3
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Tidskriftsartikel (refereegranskat)abstract
- In this contribution we describe and reflect on the organization of Chalmers University of Technology and how it benefits education development and innovation. Chalmer’s matrix organization with a buyer-supplier management model for education has proven to be a driving force for change and quality enhancement and promotes the agility necessary for implementing educational reforms in response to both internal and external impulses. We exemplify this by describing and analyzing development projects in curriculum design, education for sustainable development, entrepreneurship, and a new transformative model for flexible education.
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| 3. |
- Malmqvist, Johan, 1964, et al.
(författare)
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Lessons Learned from Student Satisfaction Surveys of CDIO Project Courses
- 2018
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Ingår i: Proceedings of the 14th International CDIO Conference.
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Konferensbidrag (refereegranskat)abstract
- The paper reports on a study of student satisfaction in CDIO project courses. The aims are to investigate if there are statistically significant differences in levels and variation of student satisfaction metrics between CDIO project courses and “traditional” courses, and to identify possible causes for these differences. The study was carried out at Chalmers University of Technology and focused on courses in its mechanical, automation and industrial design engineering programs. In these programs, about 20 CDIO project courses and 235 traditional courses are offered each year. In the study, student satisfaction and some other quantified metrics collected from Chalmers’ course evaluation system are compared for the two groups of courses. Further, the paper examines in more detail selected CDIO project courses, with high and low student satisfaction ratings. The results of the study provide support for the hypothesis that there are significant differences in ratings. A number of causes are identified and discussed, including course leadership, perceived workload, assessment, and freedom to select task.
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| 4. |
- Papadopoulou, Panagiota, 1992, et al.
(författare)
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Gender Differences in Student Satisfaction Surveys
- 2019
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Ingår i: Proceedings of the International CDIO Conference. - : Aahus University Library. - 2002-1593. ; , s. 834-845
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Konferensbidrag (refereegranskat)abstract
- Engineering programs around the world strive to increase gender balance among their students and endeavor to encourage higher female enrollment. This paper aims to investigate and understand how current engineering students perceive their courses in terms of sufficient prior knowledge and overall general impression and if there are statistically significant differences among male and female students. The discussion on possible reasons for trends in responses will assist in taking actions to accommodate both genders.The study is carried out at the Chalmers University of Technology and focuses on courses in its Mechanical, Automation, and Industrial Design Engineering programs. This study is a continuation of previous work on variations of student satisfaction between CDIO project courses and “traditional” courses (Malmqvist et al. 2018) with the addition of an analysis of gender aspects. The present study will use the same methodology, namely a mixed methods approach and investigate both closed-form questionnaire responses and free text answers in course surveys. Quantitative methods for comparing means of survey questions and qualitative analyses of free text answers for selected courses are chosen to shed light on patterns of different gender’s perceptions. Aspects of different course characteristics such as traditional, lecture-based vs. project-based and theoretical vs. applied are considered.The results demonstrate that statistically significant differences exist in how male and female students perceive some of their courses and how involved they are in answering course surveys, with this difference being more substantial at bachelor’s level than at master’s level. Possible reasons on why those differences exist and what measures, if any, should be taken to close the gap are discussed.
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