Transcript Metropolia_kalvopohja_naytto

Helsinki Metropolia
University of Applied Sciences
CHALLENGES IN IMPLEMENTING
CDIO IN ALL ENGINEERING
EDUCATION PROGRAMMES
Markku Karhu
Director, Degree Programmes
in Information Technology
http://www.metropolia.fi
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:
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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
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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
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Master’s degrees are available in:
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Automation Technology
Building Services Engineering
Industrial Management (in English)
Information Technology (in English)
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International Master´s programme
ConRem (jointly run with FHTW Berlin):
Construction and Real Estate Management
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
Best customer service
Minimizing production costs
Maximizing market share
World class enterprise
Quality leadership
1993
2003
Employee support
Innovation leadership
Change of company profile
Survival next 12 months
Others
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10
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30
40
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60
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100
% of respondents
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in Finland 1993 - 2003
Changes of Challenges of Industry*)
-> Have an effect on the education
Ability to go through with change
International competition
Availability of funds
Availability of qualified employees
1993
2003
Currency rates
Governmental policies
Vulnerability for takeover
Other
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10
20
30
40
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60
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80
90
100
% of respondents
*)
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in Finland 1993 - 2003
Changes of Supply Chains*)
-> Have an effect on the education
Role in supply chain
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Customisation
Customer relationship
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Product standardisation
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Customer service
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2003
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1993
Product design
Vendor relationship
Product mixes
Product renewal
Ideas into products
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in Finland 1993 - 2003
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 Projectbased 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
1st Period
1st year
Module #1
(c)
2nd Period
Module #2
(c)
3rd Period
4th Period
Module #3
(c)
Module #4 (c)
Intr.project
Intr.project
2nd
year
Module #5
(c)
Module #6
(c)
Module #7
(o)
Module #8
(o)
Orient.project
year
Work
Placement
Module #9
(o)
4th year
Work
Placement
Module #11
(o)
3rd
Module #10
(o)
Final Year Project Thesis
Elective Studies
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Project
module
The main objectives of CDIO
development
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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
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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
4,50
4,00
3,50
3,00
2,50
Importance
2,00
Adaptation
1,50
1,00
0,50
0,00
1
2
3
4
5
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Adaptation of the CDIO Standards
Average Ratings
4,50
4,00
3,50
3,00
2,50
2,00
1,50
1,00
0,50
0,00
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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