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The purpose of this paper is to develop a practical model of work integrated learning for undergraduate engineering students in relation to Conceiving-Designing-Implementing-Operating standards 7 (Integrated Learning Experiences) and 8 (Active Learning). Moreover, it is discussed the role of cultural-social perspective and peer learning in enhancing the developed learning model from a pedagogical point of view.

The model is based on an organized collaboration with the industrial partners in the surrounding geographic region. As a part of the collaboration, each participating student is guaranteed internships at a chosen company over the summer period. In the model, company-based projects are integrated with some of the study program courses. Moreover, the participating students are given a possibility to perform their final thesis at the chosen company.

A number of positive effects have been observed and documented as follows: first, the integrated learning improves the learning process for the students, where learning, knowledge and practice are integrated into the engineering curricula; second, the general quality of the study programs in the faculty has been developed and improved based on the professional skills as required by modern industrial companies; and third, the obtained advantage for the industrial partners has been to establish professional contacts with the students as well as the possibility to be acquainted with potential future employees.

The feedback the authors received so far from the industrial partners has been positive. A detailed evaluation will be made at a later stage when more information is available.

The developed learning model supports the expected learning outcomes, especially with regard to interpersonal skills, teamwork and communication. As a part of the collaboration, each participating student is guaranteed internships at a chosen company over the summer periods. The authors consider this collaboration as a “win-win situation” for the three parties involved in the learning model: the students, the university/faculty and the industrial partners.

Case study based on observations and evaluation of a developed learning model.

Considering the relevance of education for sustainable development (SD) to enhancing engineers’ abilities to contribute towards sustainability-related issues, this study aims to help understand the global context of the insertion of SD into engineering education and to provide guidelines to further evolve research and efforts towards implementing Engineering Education for Sustainable Development (EESD).

This study performed a longitudinal analysis using bibliometrics and a content analysis via Conceive–Design–Implement–Operate standards. SciMAT software was used to support the bibliometric analysis.

In addition to an increase in the practical aspects presented due to a change in the approaches taken to examine key topics, evidence on important concepts such as “life cycle assessment” and “digitalisation” increased in more recent years. However, it was possible to show that, despite the evolution observed throughout the years, several important opportunities exist for engineering programmes to improve and, for researchers, to fill the related gaps in the research.

This study can be used as a guide for future research and as a source of insights for EESD implementation and improvement.

Challenge-based learning (CBL) has gained acceptance as a contemporary and progressive teaching pedagogy that provides a holistic and inclusive experience to learners in higher education (HE) institutions. However, its lack of appeal to non-STEM subjects and the need for further development, particularly concerning improved approaches, have been recognized. It seems that CBL runs the risk of becoming a portmanteau pedagogy that blends aspects of problem-based learning, project-based learning, and situated learning, as opposed to its development as an effective pedagogy tool. This points to a lack of a formal implementation framework, code of practice, and standard procedures for its delivery. We argue that blending a design thinking (DT) pedagogy with CBL can potentially provide the stability that CBL currently lacks. At the same time, it also presents a more inclusive proposition to potential non-STEM audiences. Thus, in this chapter, we seek to interrogate the intersectionality between CBL and DT literature in the context of HE teaching and learning with a view of establishing CBL as a pedagogy in its own right. We attempt to achieve this by systematically analyzing the separate literature to reveal the synergies and common touchpoints.

The purpose of this article is to promote an innovative approach to education development projects by the application of business modelling tools and methods.

The proposed method is based on tools and methods from the business modelling area, such as stakeholder mapping, SWOT analysis, business modelling canvas and scenario analysis. The applicability of the approach is illustrated by a case study conducted on an engineering programme, where qualitative and quantitative data were gathered through interviews, surveys and workshops.

Utilising business modelling tools for development projects in higher education gives several benefits: (1) knowledge-informed decision making; the methods require good understanding of the current situation as well as possible strategies to be applied, that is data gathering is necessary before decision making; (2) structured decision making by applying a step-by-step approach for the development project; (3) including different stakeholder's perspectives in order to gain a holistic understanding and avoid sub optimisation.

The approach promotes innovation and action driven development rather than a bureaucratic and metric based improvement process. Tools and models from the business area have previously been applied for educational development. However, a holistic business modelling approach for educational development has not yet been applied.

Digital technologies can enable engagement online as well as in physical infrastructures like large lecture theatres. Avoiding a tech-first approach to curriculum design, this article reviews a key resource for the use of a pedagogy-first, co-design approach in a specific instance of developing curriculum for connected learning at scale.

This article summarises key guidance for applying a co-design approach to a large educational transformation project (connected learning at scale) and reflects on the application in the UK (a developed economy) and in Vietnam (one of the fastest growing economies).

The guidance is found to reflect similar co-development processes in the UK and Vietnam, but adds additional layers of infrastructure and support to enable rich co-design processes. These are seen as proportionate given the impact of large-scale curricula.

This is the first time a review has been conducted from the perspective of different countries.

The purpose of this paper is to report on methods developed, within a three‐year Education for Sustainable Development (ESD) project at Chalmers University of Technology in Gothenburg, Sweden, to achieve a higher degree of embedding of ESD in engineering programmes. The major emphasis is on methods used, results achieved and lessons learned from the work.

The basic idea that methods and activities were built on was that the only way to achieve long‐term changes is to increase the motivation and capacity of lecturers and program directors to perform the required changes.

Activities that were developed and tested focused on coaching discussions and on workshops for teachers, gathering teachers from one programme at a time. These activities aimed at starting learning processes in individuals. Special care was taken into keeping the feeling of responsibility and initiative in the faculty members within the programmes. A special “resource group” of experienced ESD teachers was available as support for programme directors and lecturers.

The methods reported on are further developments of a method that has been used in Delft University of Technology (the Individual Interaction Method) in the Netherlands. The experiences from Chalmers are discussed in such a way that they provide useful insights for others aiming at similar changes at university.

The purpose of this paper is to focus on transition of engineering graduates to work. It asks: “What approaches and enabling activities can organisational induction programs use to support successful transition to practice for new-career engineers?”

The paper is grounded in literature review; it discusses central themes in the literature relating to transition to the workplace for Science Technology Engineering Mathematics (STEM) graduates. These include: skills required for the workplace; challenging factors in the transition to workplace; and, disciplinary socialisation.

There is a lack of literature that explores the design of workplace induction programs to assist novice engineers transition to professional work. An emerging topic in the literature is educational institution and employing organisation co-production of induction and transition to work programs.

Much of the literature relating to transition to work programs is from higher education rather than from the viewpoint of the workplace. This review contributes to knowledge of transition to work for early-career engineers from the perspective of workplace development programs.

This study aims to report on how programme directors address sustainability within engineering education at Swedish universities and engineering colleges.

The study was performed as a survey with follow-up interviews around the following core questions: to what extent do programme directors possess a deep understanding of the subject of sustainable development? Which are the core competencies in sustainable development that programme directors identify as important for their engineering students to acquire during their basic training? To what extent are those competencies integrated into engineering education today and what kind of support do programme directors receive from their department to integrate these competencies into the curriculum?

Programme directors believe that learning for sustainable development is important mainly based on their personal convictions. However, out of 10 potential learning objectives extracted from the literature, only four-six are implemented in degree programmes. Learning objectives and activities are not always aligned, as students are required to learn about interdisciplinary collaboration without working with students from other faculties. The programme directors receive some support from the department, but they express a need for additional support. Examples of support that they suggest are faculty training, efficient teaching material and incorporation of sustainability in the quality assessment instruments for degree programmes.

This study is the first comprehensive, national survey of what programme directors think about sustainability in higher education. Their views are important in the attempt to accelerate the integration of sustainability in higher education curricula.

The purpose of this paper is to present the case for engineering departments to undertake rapid curriculum renewal (RCR) towards engineering education for sustainable development (EESD), to minimise the department's risk exposure to rapidly shifting industry requirements, government regulations and program accreditation. This paper then outlines a number of elements of RCR.

This paper begins by proposing that Higher Education Institutions face a “time lag dilemma,” whereby the usual or “standard” curriculum renewal approach to embed new knowledge and skills within the curriculum may take too long, lagging behind industry, regulatory, and accreditation shifts. This paper then outlines a proposed RCR approach. This paper presents a number of preliminary “elements of RCR” formulated from a literature review of numerous existing but largely ad hoc examples of curriculum renewal within engineering and other discipline areas, together with the authors' experience in trialling the elements.

This paper concludes that a strategically implemented process of curriculum renewal to EESD can help a department address its risk exposure to likely and impending shifts in industry, regulations and accreditation. A number of examples of implementing “elements of RCR” are emerging and this literature can inform a strategic approach to curriculum renewal.

The aim of this paper is to highlight the potential risks and opportunities for engineering departments as they consider “how far” and “how fast” to proceed with curriculum renewal for EESD, along with providing an overview of a range of options for implementation.

This paper fulfils an identified information/resources need.