Assessing Curriculum Agility in a CDIO Engineering Education
Paper in proceedings, 2020

Change and individualization are two aspects that are important in innovative higher education. In this paper, we argue for how the concept of curriculum agility can be used as a framework for engineering education that is able to meet societal, environmental, and technological challenges. In order to both anticipate and meet the needs of the rapidly changing world, engineering education needs to have an organization that allows for innovation, change and adaptation, with the capacity to respond within a (much) shorter timeframe than traditionally seen in higher education. The structure and processes of such organizations should include the time needed to establish and decommission new educational programmes, and the flexibility within the programmes. The CDIO’s Curriculum Agility Working Group has defined seven principles for curriculum agility and has analysed how these relate to the CDIO Standards. This paper describes how the principles can provide guidance on both a curricular and institutional level. The principles are mapped against the CDIO Standards, relating to what is required for an agile curriculum, in order to indicate how the Standards can be utilized to assess the flexibility and agility of educational programmes.

Stakeholder Involvement

Change Management

Self-Assessment

CDIO Standards 1-12

Curriculum Agility

Author

Suzanne Brink

Leiden University

Carl Johan Carlsson

Chalmers, Communication and Learning in Science, Language and Communication (Chalmers)

Mikael Enelund

Chalmers, Mechanics and Maritime Sciences, Dynamics

Fredrik Georgsson

Umeå University

Elizabeth Keller

Royal Institute of Technology (KTH)

Reidar Lyng

Norwegian University of Science and Technology (NTNU)

Charles McCartan

Queen's University Belfast

Proceedings of the International CDIO Conference

2002-1593 (ISSN)

Vol. 1 13-24

The 16th International CDIO Conference
Göteborg, Sweden,

Subject Categories

Social Sciences Interdisciplinary

Pedagogical Work

Pedagogy

Learning and teaching

Pedagogical work

More information

Latest update

9/23/2020