Professional Career-Oriented Engineering Education and CDIO Model

Jianzhong （ John ） Cha, Ph.D.

UNESCO Chair Holder & ProfessorBeijing Jiaotong University

Board Member of UNESCO Institute of IT in Education

2016 Seminar on Engineering Education and Project Management for Countries in “One Belt and One Road” areas

Beijing, China, Oct.19 ， 2016

Supply-Side Structural Reform for HR Market

1. One of causes for big gap between supply and demand sides of HR market due to No sufficient / complete data to know real needsUNESCO 2010 Report “Engineering: Issues, Challenges and Opportunities for Development” :

Considering importance of engineering…in knowledge society, it is surprising that better data is not available on these most important drivers of social and economic development

Statistics and indicators for engineering are in serious need of refining and redefining

Develop information on engineering, highlighting urgent need for better statistics and indicators in engineering(such as how many and what types of engineers a country has and needs)

Supply-Side Structural Reform for HR Market

UNESCO 2016 Key Project “Engineering Initiative: Engineering Data Collection and Analysis” :Defining meaningful indicators for performance and needs engineering profession and engineering education Within 10 years, carrying out surveys in 100-150 member states according to indicatorsBased on statistics, analyzing and making policy suggestions for decision making of engineering education

Supply-Side Structural Reform for HR Market

2. Overcapacity– Actually should be interpreted as Low end capacity over-produced -- High unemployment rate among new graduates High end capacity insufficient -- Great shortage of talents in HR market3. Unbalanced allocation of education resources between academic and professional orientations4. Reform on professional education

Academic Oriented Professional career orientedIsolated mechanism Open to society and industryTeacher centered Student centered

Talent Shortage - Manpower 2015 Survey

Top 10 Jobs Employers Are Having Difficulty Filling

2015 surveyed 41000 companies in 42 countries

Talent shortage at Higher, meddle and lower end positions

Correlated professional education levelMiddle vocational ：

1 ， 5 ， 10 (5.3 X 3)Higher vocational ：

2 ， 4 ， 7 ， 8 ， 9 10(6.0X5)

Undergraduate study ：2 ， 3 ， 6 ， 7 ， 8 ， 9

(5.8X6)

Top 10 talent shortage in mainland of China

Top 10 talent shortage is different from global one, which reflects special needs for China to upgrade its industries

Correlated professional education Middle vocational ：5 ， 6 ， 9 （ 6.6 X 2)

Higher vocational ：1 ， 2 ， 8 (3.7 X 3)Undergraduate ：2 ， 3 ， 4 ， 7 ， 8 (4.8X5)Graduate study ：4 ， 7 ， 10 (7.0X3)

Reasons for Difficulty Filling Jobs

1.Lack of enough applicants (35%)2.Lack of Hard Skills (34%)3.Lack of experiences (22%)4.Lack of Soft Skills (17%)

Paradox in HR Market High unemployment rate among new graduates but

great shortage of talents in HR market 2010 Nobel Prize on Economy was granted for

research on the paradox phenomena Indication of worldwide significance of the issue winners attribute the paradox to mismatching Analysis from other data may not agree with this

viewpoint (Manpower) main reason for the paradox -- gap between

education and society’s needs

UNESCO Report （ 1972 ） “For the first time in history

some societies are beginning to reject many of the products of institutionalized education. …This shows how easily educational systems can become out of phase.”

Source ： Edgar Faure, etc. “Learning to be: The world of education today and tomorrow”, UNESCO, 1972

Dr.William A. Wulf, the former president of National Academy of Engineering of USA, said, “Our society is dependent upon technology created by engineers. Engineering is changing rapidly, and I believe engineering education has to change even faster for us to maintain our quality of life.”

WilliamA.Wulf, “An Urgent Need for Change,” http://www.tbp.org/pages/publications/Bent/Features/Sp04Wulf.pdf

How to satisfy the key stakeholders’ needs ？

Graduates find jobs

Companies recruit talents State builds for Human Resource

Requirements of professional career ！

Professional career-oriented professional education must be promoted!

（ 1 ） To meet the requirement of industry on talents – Cradle of Engineers

Providing graduates with abilities according to standard of engineering profession

（ 2) To satisfy needs of students on jobs – Career-oriented education making students more competitive in world job market

（ 3) To meet strategic target of the government to build an innovative society

cultivating large qty. innovative graduates

The goal of engineering education

Generalized Professional Education (GPE)

Technologists, Technicians

R&D EngineersSystem

Engineers Design Engineers

Service\Process Engineers

Graduate Education

Undergraduate Education

Middle VocationalEducation

Higher Vocational Education

Technical Masters, Skilled Workers

VocationalEducation

GPE

ProfessionalEducation

Engg.ScientistEducato

r

Professional career-oriented ： Talent qualification, required quantity, levels should be decided by the professions in the future market

Industry-Education Cooperation ： Target, Syllabus, professional career context, industrial pedagogy resources (experts, hardware, software),assessment

Unified professionalism and academic disciplineLearning culture from industry

Common principles for GPE

Unified hard skill and soft skill education

Unified theoretical and practical education

Prospective Vision on Telants: to prepare students for future human resource market

Cultivate Process: Student-centered, project-based teamwork active learning by making use ICT tools

Common principles for GPE

Context for GPE

Profession Education institutions

Program, Curricula, Students,Teachers, Pedagogy,

Contents, ICT tools

Professional HR Market

Society needsKey stakeholders’needs

assessment

StudentProgram

University

Strategies and measures

for improvement

Edu. AddmiPolicy

LeadershipResurces

…

Employment rate and quality Of graduates

Skills and attributs required by professionals

Desired engineers for 21st centurysource: Gretar Tryggvason and Diran Apelian , JOM Oct.2006, translated

into Chinese by Cha

19th Century and First Half of the 20th Century: The Technical Engineer

As distinct profession early engineering programs focused on considerable hands-on training

Role of science and mathematical modeling slowly increased and gained acceptance.

Second Half of the 20th Century: The Scientific Engineer By 1950’s, technological progress, such as nuclear energy,

geopolitical realities by Sputnik stimulated needs for engineers to be well-versed in science and mathematics

This continued until 2000, although design content increased slowly. In early 1990s it was clear that more than science was needed to emphasize non-technical professional skills such as teamwork and communications.

Desired engineers for 21st centurysource: Gretar Tryggvason and Diran Apelian , JOM Oct.2006, translated

into Chinese by Cha

The 21st Century: The Entrepreneurial/ Enterprising Engineer

Knows everything—can find information about anything quickly and knows how to evaluate and use the information.

Can do anything—understands the engineering basics to the degree so they can quickly assess what needs to be done, can acquire the tools needed, and can use these tools proficiently.

Works with anybody anywhere— communication skills, team skills, and understanding of global and current issues necessary to work effectively with other people.

Imagines and can make the imagination a reality—has the entrepreneurial spirit, the imagination, and the managerial skills to identify needs, come up with new solutions, and see them through.

Goals for Education

Internationali-zation

Learning By Doing

University-Industry

Cooperation

Washington Accord

Co-OpEducation

Goals for EngineeringEducation

ReformStrategies

ImplementationModels

LearningProcess

Paradigm for GPE

Student-centered, project-based active learning by making use of advance education technology and ICT tools

Tsunami Impact of ICT on professional education-how long it will be last ?

BooksLibraryTeacherClassroom-based instruction???

LabsProfessional training CenterProfessional Experts profession career

（ Teacher+Engineer 、 Physician 、 Accountant 、 Lawyer…. ）

Students

OER 、 MOOK 、 Cloud Computing ……

Learning+Internet

Teachers’interaction

Internship in professions

There is no evidence that one learns better through ICT if the pedagogy model  of schools

does not ready with ICT Prof.Cornu of UNESCO IITE

来源： Prof. Alexander Khoroshilov ， National Programme Officer/ Capacity Development Team Leader ， UNESCO IITE

Policy Briefing byJ.Cha & B.Koo of UNESCO Chair

Individualized Learning Process has to be supported by ICT tools Complex pedagogic process management has to be supported by ICT tools Similar to CIMS for flexible manufacturing

Key to Successful Reform in China- Liberating

Productivity Agriculture: to have given the rights to manage

the land back to farmers

Industry: to have given the market back to entrepreneurs

Education: to give school space － time back to students - Student-centered Education

“If we teach today as we taught yesterday, we rob our children of tomorrow

— John Dewey

We must continuously improve professional education ！

The UNESCO Chair on Cooperation between Engineering Education and Industries at BJTU

Thank you for your attention!

Q&A

School Total cost ROI

1. MIT $189,300 $1,688,000

2. Calif. Inst. of Technology 181,100 1,644,000

3. Harvard 189,600 1,631,000

4. Harvey Mudd 187,700 1,627,000

5. Dartmouth 188,400 1,587,000

6. Stanford 191,800 1,565,000

7. Princeton 187,700 1,517,000

8. Yale 194,200 1,392,000

9. Notre Dame 181,900 1,384,000

10. Univ. of Pennsylvania 191,300 1,361,000

THE RETURN ON INVESTMENT

American schools with the best 30-year net ROI over wages earned by a typical high school graduate

CRUNCHING THE DATA30-year net return on investment is the difference between the amount earned by graduates from 1980 to 2009 and the earnings of a typical high school graduate, after deducting the cost of obtaining an undergraduate degree. It takes into account the likelihood of never graduating. ROI for public schools in the study was calculated using both in-state tuition and out-of-state tuition; figures shown for public schools include both. Total cost includes tuition fees plus other expenses for the number of years it takes most students to graduate.

Reference: Louis Lavelle. College Degrees Get an Audit. Bloomberg Businessweek, June 28 –July 4, 2010, P15.

Investment Status of American College Education

Reference: Louis Lavelle. College Degrees Get an Audit. Bloomberg Businessweek, June 28 –July 4, 2010, P15.

Number of engineering Bachelor offered by countries

0

50, 000

100, 000

150, 000

200, 000

250, 000

人

中国美国日本韩国英国德国

Rate of Engg. Bachellor vs. All Bachelor

0. 0%

10. 0%

20. 0%

30. 0%

40. 0%

50. 0%

60. 0%

比例

中国美国日本韩国英国德国

NATIONAL DEVELOPMENT OF ENGINEERING EDUCATION

Personal and Interpersonal Skills, and Product, Process, and System Building Skills

DisciplinaryKnowledge

Pre-1950s:Practice

1960s:Science & practice

1980s:Science

2000:CDIO

Engineers need both dimensions, and we need to develop education that delivers both

1. Suitability rates empirically based on 83 interviews with human-resources (HR) professionals working in countries shown.2. Mexico is the only country where interview results were adjusted to 20%(form 42%) for engineers and to 25%(from 35%) for finance/accounting employees-since interview base was thinner and risk of misunderstandings high.Source: Interviews with HR managers, HR agencies, and heads of global-resourcing centers; McKinsey Global Institute analysis

Employable rate by multi-national companies among applicants

81313巴西112520墨西哥 2拉美南美31510中国

253020菲律宾101525印度202535马来西亚亚洲102010俄国153050波兰204050捷克305050匈牙利中欧和东欧

通才金融 / 会计工程师国家地区

Engineers’ ratio to meetneeds of multination companies

出处： Michael E. Porter ， “ THE COMPETITIVENESS INDEX:WHERE AMERICA STANDS” ， Council on competitiveness

Strategy 1 ： Univ.- Industry Coop

1.To form a complete chain for talent cultivation• To meet requirements from Industry• To introduce industrial profession into education as its

context (outcomes, curricula, teaching resource, assessment,….)

• Industry should contribute to education as its human resource strategy

• Government/industry/education/students & parents work together for talent cultivation This is responsibility of whole society ！

Complete talents cannot be fostered in isolated education institution ！

Univ.-Industry Coop cont.

2. To form a complete industrial innovation chain• New mechanism for innovation• Industry- main body for industrial innovation• Government—Policy making,services and initial

fund • University- main body for knowledge innovation• Research institute- bridge between knowledge

innovation and industrial innovation with tech. transfer

Strategy 3 ： Learning by doing

Learning methodology suggested by John Dewey in 1920’s

Project based learning ： Version of LbD for engineering education

CDIO ： a systematic model of PbL CDIO (Conceive,Design,Implement,Operate) :

represents lifecycle of engineering project (product, process, system, and service)

BEST PRACTICE: THE CDIO STANDARDS

1. The ContextAdoption of the principle that product. Process, and system lifecycle development and deployment are the context for engineering education 2. Learning OutcomesSpecific, detailed learning outcomes for personal, interpersonal, and product,.process and system building skills, consistent with program goals and validated by program stakeholders 3. Integrated CurriculumA curriculum designed with mutually supporting disciplinary subjects, with an explicit plan to integrate personal, interpersonal, and product, process, and system building skills4. Introduction to EngineeringAn introductory course that provides the framework for engineering practice in product. Process, and system building, and introduces essential personal and interpersonal skills 5. Design-Implement ExperiencesA curriculum that includes two or more design-implement experiences, including one at a basic level and one at an advanced level6. Engineering WorkspacesWorkspaces and laboratories that support and encourage hands-on learning of product, process, and system building, disciplinary knowledge, and social learning

7. Integrated Learning ExperiencesIntegrated learning experiences that lead to the acquisition of disciplinary knowledge, as well as personal, interpersonal, and produc, process,t and system building skills8. Active LearningTeaching and learning based on active experiential learning methods9. Enhancement of Faculty Skills CompetenceActions that enhance faculty competence in personal, interpersonal, and product and system building skills10. Enhancement of Faculty Teaching CompetenceActions that enhance faculty competence in providing integrated learning experiences, in using active experiential learning methods, and in assessing student learning11. Learning AssessmentAssessment of student learning in personal, interpersonal, and product, process, and system building skills, as well as in disciplinary knowledge12. Program EvaluationA system that evaluates programs against these 12 standards, and provides feedback to students, faculty, and other stakeholders for the purposes of continuous improvement

CDIO Standard 1 -- The Context

Adoption of the principle that product, process, and system lifecycle development and deployment -- Conceiving, Designing, Implementing and Operating -- are the context for engineering education

• It’s what engineers do!• Provides the framework for teaching skills• Allows deeper learning of the fundamentals• Helps to attract, motivate, and retain students

Constant characteristics of context in eng’g profession

Focus on the needs of the customer and society Delivery of new products, processes and systems Role of invention and new technology in shaping the

future Use of many disciplines to develop the “solution” Need for engineers to work together, to communicate

effectively Provide leadership in technical endeavors Need to work efficiently, within resources and/or

profitably

New characteristics of context of engineering profession

A change from mastery of the environment to stewardship of the environment

Globalization and international competition Fragmentation and geographic dispersion of engineering

activities The increasingly human-centered nature of engineering

practice Increasing emphasis on service-oriented engineering industries Rapid evolution of technologies, so, future engineers also need

to be quick learners companies want their new hires to be productive from the first

day on the job.

CDIO Standard 2 -- Learning OutcomesSpecific, detailed learning outcomes for personal

and interpersonal skills, and product, process, and system building skills, as well as disciplinary knowledge, consistent with program goals and validated by program stakeholders

• Allows for the design of curriculum• Serves as the basis of student learning

assessment

CDIO SYLLABUS

• Syllabus at 3rd level of detail

• One or two more levels are detailed

• Rational• Comprehensive• Peer reviewed

• Basis for design and assessment

CDIO Standard 3 -- Integrated CurriculumA curriculum designed with mutually supporting

disciplinary courses, with an explicit plan to integrate personal, interpersonal, and product, process, and system building skills

• Disciplinary courses or modules make explicit connections among related and supporting content and learning outcomes

• Explicit plan identifies ways in which the integration of engineering skills and multidisciplinary connections are to be made

CURRICULUM MODELS

A strict disciplinary curriculum

Organized around disciplines, with no explicit

introduction of skills

An apprenticeship model

Based on projects, with no organized introductions of

disciplines

A problem-based curriculum

Organized around problems, but with

disciplines interwoven

An integratedcurriculum

Organized around disciplines, but with skills and projects

interwoven

(Disciplines run vertically; projects and skills run horizontally.)

SEQUENCING ENGINEERING SKILLS

Oralcommunication

Writtencommunication

Projectmanagement

Teamwork

INTEGRATION OF SKILLS

Year 1

Year 2

Year 3

PhysicsIntroductory course

Numerical Methods

Mechanics I

Thermodynamics

Mechanics II Solid Mechanics

Sound and Vibrations

Mathematics II

Fluid mechanics

Product development

Mathematics I

Mathematics III

Control Theory Signal analysisStatisticsElectrical Eng.

(Schematic, based on the curriculum in Vehicular Engineering at KTH)

Relationship among Syllabus, Curricula and Projects

Curricula(Timing)

Syllabus

Project

P1P2

P3

CDIO Standard 4 – Introduction to Engineering An introductory course that provides the framework for

engineering practice in product, process, and system building, and introduces essential personal and interpersonal skills

learning experiences that introduce personal and interpersonal skills, and product, process, and system building skills

student acquisition of the skills described in Standard 2

high levels of student interest in their chosen field of study, demonstrated, for example, in surveys or choices of subsequent elective courses

CDIO Standard 5 – Design-Implement ExperiencesA curriculum that includes two or more design-

implement experiences, including one at a basic level and one at an advanced level

Design-implement experiences• Add realism to the curriculum• Illustrate connections between engineering

disciplines• Foster students’ creative abilities• Are motivating for students

)

CDIO Standard 6 - Engineering Workspaces

Workspaces and laboratories that support and encourage hands-on learning of product, process, and system building, disciplinary knowledge, and social learning

• Students are directly engaged in their own learning

• Settings where students learn from each other

• Newly created or remodeled from existing spaces (See Handbook, p. 9)

CDIO Standard 7 – Integrated Learning Experiences Integrated learning experiences that lead to the

acquisition of disciplinary knowledge, as well as personal and interpersonal skills, and product, process, and system building skills. Curriculum design and learning outcomes can be realized only if the teaching and learning experiences make dual use of student learning time. Faculty serve as role models in teaching product, process, and system building skills as the same time as engineering principles and theory

CDIO Standard 8 -- Active Learning

Teaching and learning based on active and experiential learning methods

• Engage students directly in thinking and problem solving

• Help students recognize what and how they learn• Increase student learning motivation • Help students form habits of lifelong learning

CDIO Standard 9 – Enhancement of Faculty Skills Competence *Actions that enhance faculty competence in personal and interpersonal skills, and product, process, and system building skills

. Hire faculty with industrial experience• Give new hires a year to gain experience before

beginning program responsibilities• Create educational programs for current faculty• Provide faculty with leave to work in industry• Encourage outside professional activities that give faculty

appropriate experiences• Recruit senior faculty with significant professional

engineering experience

CDIO Standard 10 – Enhancement of Faculty Teaching CompetenceActions that enhance faculty competence in providing integrated learning experiences, in using active experiential learning methods, and in assessing student learning

• Hire faculty with interest in education and ask them to discuss teaching during their interviews

• Encourage faculty to take part in CDIO workshops• Connect with the teaching and learning centers at your

universities• Invite guest speakers on teaching topics• Organize coaching by educational professionals or

distinguished peers• Participate in teaching mentorship programs

CDIO Standard 11 - Learning Assessment

Assessment of student learning in personal and interpersonal skills, and product, process, and system building skills, as well as in disciplinary knowledge

• Measure of the extent to which a student has achieved specified learning outcomes

• Faculty usually conduct this assessment within their respective courses

• Uses a variety of methods matched appropriately to learning outcomes

CDIO Standard 12 -- Program Evaluation

A system that evaluates programs against these twelve standards, and provides feedback to students, faculty, and other stakeholders for the purposes of continuous improvement

. a variety of program evaluation methods used to gather data from students, instructors, program leaders, alumni, and other key stakeholders

. a documented continuous improvement process based on results of the program evaluation

. data-driven changes as part of a continuous improvement process

A Case Studyof the Best PracticeUniversity of Waterloo, the flag of

Co-op Education Co-op Education since funded (1957-2008 ） 50% of students participate （ 10000), switch

between school and industry every 4 months 3500 partners from industry High employment rate ： 97.6 ％， high rate of

permanent position 91.1 ％ vs. national wide average 77.9 ％）

Most innovative univ. in Canada, and most appreciated by industry (Bill Gates)

Goals for learning:UNESCO Four Pillars

Learn to Know

Learn to Do

Learn to Live together

Learn to Be

59/58

5E Engineering Education Model

Engineering: Innovation － to design and make Enterprising: Entrepreneurship － vision,

mission, deliver to market, cost effective, team work

Educating: Developing ones- Life-long learning and to communicate with others

Environmenting: Consciousness-adapting to multi-cultural and natural environment

Ensembling: Responsibility-to be harmonic with society and nature, social and professional ethics

60/58

Desired attributes of an engineersource: Boeing Management Company

A good understanding of engineering science fundamentals A good understanding of design and manufacturing process A multi-disciplinary, systems perspective A basic understanding of the context in which engineering is

practical (market, business, economy, services, Good communication skills High ethical standards Ability to think both critically and creatively-independently and

cooperatively Flexibility: the ability and self-confidence to adapt to rapid or

major changes Curiosity and desire to learn for life A profound understanding of importance of team work