A Survey of CDIO Implementation Globally - Effects on Educational Quality
Paper in proceeding, 2015

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 needs Forty-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.

Success factors



CDIO implementation


Johan Malmqvist

Chalmers, Product and Production Development, Product Development

Ron Hugo

Malin Kjellberg

Chalmers, Applied Information Technology (Chalmers), Engineering Education Research - EER (Chalmers)

Proceedings of 11th International CDIO Conference, Chengdu, China

Subject Categories

Mechanical Engineering

Areas of Advance


Learning and teaching

Pedagogical work

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