Adapting and Implementing a CDIO Approach

The transformation to a CDIO program will affect all faculty members in the program, and it will influence the context and the organization of the education program. To succeed, faculty need to view the transformation as an instance of cultural and organizational change and to make nse of the best practices that facilitate such change processes. The first section of the chapter reviews these practices and applies them to a university context. 

This chapter is written with the support of authors Daryl G. Boden tuid Nhut Tan Ho. 

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Each of these success factors is discussed with a view toward the general issue and its apphcation to adapting and implementing a CDIO approach in a university program. 

Start-up guidance Provide ideas and support to program leaders who are adapting and implementing a CDIO approach Practical advice on how to initiate educational reform and develop a CDIO approach... 

As a program transitions from this first phase of getting off to the right start, it is important to reflect on its progress and accomplishments. Box 8.2 summarizes observations of a former program leader of the Mechanical and Materials Engineering Department at Queen s University in Kingston, Ontario (Canada) about this transitional point in the adaptation and implementation of a CDIO approach. 

The framework that we developed seeks to achieve the following goals (1) adapt CDIO principles to reform systematically the curriculum of strategic university departments by providing students with the knowledge, skills, and attitudes desired by relevant stakeholders and (2) use the pilot implementation of the CDIO approach as a means to develop generalizable approaches that can be replicated at universities within the VNU-HCM System and at other universities in Viemam. 

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