Today’s demands on higher engineering education given the rapid transformation of society are, to say the least, multifaceted. Rapidly increased complexity of technology as well as adaptation to sustainability requirements are causing major transformations and mergers of whole domains of technology that strongly impact current and future engineering workforces within these domains, in particular, the need for new competencies. To adapt to industry demands for engineering competence that fits new constellations of technology domains, providers of advanced engineering training – i.e., engineering faculties – need to inventory their toolbox for ways to support knowledge creation processes.  

Product development theory is a central part of many types of academic engineering programs. However, as the product development process itself is a process of knowledge creation, it also has strong relations to theories of learning. This thesis explores the idea that some of the tools of engineering that are also taught at engineering faculties and therefore are familiar to their members can beneficially be applied to the development and management of engineering curricula. This thesis explores the domains of product development theory, engineering education and learning analytics in search of overlapping approaches to knowledge creation.  

The outcome of this search, which are also the result of this thesis, is a set of proposed tools, measures, and approaches for the development, management, content, and arrangement of engineering curriculum. The main contributions focus on the use of physical artifacts and their contribution to engineering educational frameworks, such as the Conceiving – Designing – Implementing – Operating (CDIO) initiative. For this purpose, the thesis picks up on a previously developed concept of low-cost demonstrators for the establishment of a formalized learning and enabling platform that promotes implementation and execution of the CDIO framework. Furthermore, by adopting a similar approach to product development and learning theory, additional tools are identified and developed for curriculum adaptation, enhancement, and management. In particular, by examining the curriculum from previously unexplored perspectives followed by establishment of novel measurements, this thesis demonstrates how curriculum developers and program managers can increase their insights into the outcomes of their decisions. 

Idag präglas de flesta teknikområden av snabbt ökande komplexitet, hög innovationsgrad, och därtill nya eller skärpta krav på miljömässig hållbarhet. Inte sällan leder ny teknik, eller nya sätt att använda befintlig teknik till att hela teknikområden slås samman, vilket snabbt skapar förändrade behov av kompetens hos de ingenjörer – både nuvarande och framtida – som ska driva utvecklingen vidare. Den här utvecklingen påverkar både krav och förväntningar på dagens ingenjörsutbildning, och för att öka förmågan att snabbt anpassa och tillgodose industrins behov behövs nya verktyg för att effektivt tillhandahålla utbildning av både nya och befintliga ingenjörer.  

Produktutvecklingsteori är en central del inom flera akademiska ingenjörsprogram, och eftersom produktutvecklingsprocessen i sig är att betrakta som en process för skapande av kunskap, finns här även starka kopplingar till teorier om lärande. Den här avhandlingen synliggör att vissa av de verktyg och metoder som ingenjörer använder för att utveckla produkter, också kan användas för att skapa, utveckla, administrera och förbättra de förutsättningar under vilka kunskap hos blivande ingenjörer skapas, det vill säga utbildningens organisation och genomförande. Avhandlingen söker överbrygga tre olika teoretiska områden - produktutveckling, teorier kring ingenjörsutbildning, och metoder för att analysera lärande - i syfte att söka efter överlappande metoder för att skapa ny kunskap.  

Inom ramen för avhandlingen presenteras en uppsättning metoder och verktyg för utveckling och administration av tekniska utbildningsprogram, dess innehåll och arrangemang. De viktigaste resultaten fokuserar på användningen av fysiska artefakter och deras bidrag till ramverk för ingenjörsutbildning, såsom CDIO. För detta ändamål bygger avhandlingen vidare på ett tidigare utvecklat koncept för så kallade lågkostnadsdemonstratorer, i syfte att skapa en formaliserad plattform för lärande vilken även främjar implementering och genomförande av CDIO-ramverket. Genom att använda ett liknande tillvägagångssätt, det vill säga att kombinera produktutvecklings-teori med teorier om lärande, identifierar och utvecklar avhandlingen ytterligare verktyg som kan användas för anpassning, förbättring och administration av ingenjörsprogram. Genom att undersöka ingenjörsutbildningar från tidigare outforskade perspektiv och därtill applicera nya typer av mätetal, visar avhandlingen även hur läroplansutvecklare och programansvariga kan erhålla fördjupad förståelse av effekterna av sina beslut.   

Background Previous studies on computed tomography (CT) in patients with a suspected triangular fibrocartilage complex (TFCC) injury have not been successful in assessing distal radioulnar joint (DRUJ) laxity. The aim of this study was to develop a novel servomotor-driven device for the assessment of DRUJ by applying increasing torque to the DRUJ in pronation and supination.

Methods A custom-built device was designed to function during four-dimensional (4D) CT of the wrist. A torque meter, positioned between the incoming hand holder, and a direct current (DC) servomotor were used for angular positioning and for applying rotational force to the patient's arm. A total of 110 healthy participants were recruited to gather reference values for the range of motion (ROM), maximum torque in neutral and supinated/pronated position, and the ability to withstand an increasing, device-generated torque in these positions. The device was also used during 4D DRUJ CT in five patients with suspected TFCC injuries.

Results A gender- and age-relevant reference chart for ROM and torque was created. Men showed a tendency (ns) toward having a larger ROM and increasing strength with increasing age, whereas women showed the opposite. Also, the dominant hand showed a tendency toward having a larger ROM and being stronger than the nondominant hand (ns). A smaller cohort of patients (n = 5) with suspected TFCC injuries showed a significantly decreased ability to withstand increasing torque in both supination (2.1 ± 0.3 vs. 3.1 ± 0.2 s; p < 0.005) and pronation (2.3 ± 0.5 vs. 3.1 ± 0.4 s; p < 0.0005) and also showed a clear laxity on real-time 4D CT image sequences. Decreased strength at all positions was also found (average 74% decrease compared to noninjured side).

Conclusion Reference values for torque strength and ability to withstand increasing torque can be used clinically in the assessment of patients with symptoms that could represent ligamentous injuries to the TFCC. The ability to use the device during CT enables radiographic evaluation of instability during increasing torque.

Level of Evidence This is a Level II study.

This paper presents and discusses three novel and interconnected means and measures with the aim to better understand the situation for the freshman student during the first year of study. Ultimately, this contribution seeks answers to what fosters student persistence. Exploration of possible answers is conducted by utilizing faculty registries of curriculum composition and study records, for investigating how different categories of curriculum content impact the performance of the students. Furthermore, the use of questionnaires for measuring coping capabilities among the freshman students is also explored, and finally, techniques of gathering real-time behavioral and environmental data for further analyzing is also discussed.

In conclusion, the paper discusses different categories of data sources and presents a set of tools and measures that could be employed by program planners and curriculum designers when evaluating and comparing the content of different engineering curricula and the relation to the performance of the students.

Concerning profession degree programs, this contribution discusses aspects of curriculum design that arguably will become affected by the ongoing digital transformation of the society.For this purpose, a CDIO Enabling Platform (CEP) is exemplified with hardware representing a modular cargo bicycle under development. Paired with a corresponding scenario tailored to simultaneously support multiple courses with active learning modules, the platform simulates a multi-disciplinary engineering environment during a full semester. On a broader perspective, the way learning activities are organized using the CEP, a less rigid curricula structure is enabled. The paper argues that, for academic programs to stay relevant throughout the period of its execution of up to five years, inevitably a more flexible and adaptable curricula will become necessary as demands from the community rapidly transform under the influence of trends like IoT, AI and Industry 4.0.Furthermore, the CEP is being evaluated from the faculty perspective, represented by a team of program planners and course examiners, with the specific purpose of assessing its effects on a number of parameters, including motivation, engagement, and examination results.A key component in the concept of CEP is industry engagement during planning and execution of the curricula. The initial response from the industry is very positive according to results from an interview study during which the platform was introduced and evaluated by SMEs in Sweden. In addition, an in-depth interview with a representative of the industry reveals several interesting issues and potential uses of the CEP regarding the need for life-long learning and re-education due to obsolete core knowledge among the workforce.Following an in-depth discussion regarding the role of active learning modules of a curriculum, the conclusion is that a learning platform, such as the CEP, could be used to tackle future demands on engineering education institutions, driven by an accelerating pace of transformation within related technical domains.

This contribution presents and discusses a CDIO enabling platform (CEP) used within courses at the Department of Management and Engineering, Linköping University, Sweden. The platform consists of a physical setup manifesting several potential real R&D situations, including production aspects. When present in courses, it is combined with the scenario technique based on a potential business case. The physical hardware of this teaching platform is a modular multi-utility bicycle, commonly referred to as a cargo-bike, together with assembly and welding fixtures.

From a learning theory perspective, lack of course integration and curriculum progression is problematic. For instance, the rationale of constructivism tells us that new knowledge is largely based on and created from previous knowledge. It follows that courses must "talk" with each other in the sense that students are able to use newly acquired knowledge from one course directly in another.

CDIO implementation is yet another aspect where issues of insufficient course integration and progression adds to the problem. CDIO is basically about bridging the gap between theory and practice. And since heavily theory oriented traditional courses are hard to align with the CDIO syllabus, an implementation process may benefit from solutions that foster course integration.

CEP enables and facilitates the implementation of the CDIO standard in several ways. Furthermore, from the curriculum perspective, the platform may serve as a catalyst for course integration. This paper discusses and exemplifies both these issues, CDIO implementation and course integration, using an intermediate computer aided engineering course during the third semester of the program, where the learning outcomes also includes innovative thinking and oral presentation techniques.

De mångfacetterade krav som idag ställs på yrkesverksamma högskole- och civilingenjörer handlar inte enbart om rena ämnesmässiga kunskaper och förmågor, utan även om t.ex. erfarenhet och förmåga att delta i och leda projekt samt (kopplat till detta) kommunikativ skicklighet (såväl muntlig som skriftlig). En annan uppgift som yrkesverksamma ingenjörer måste kunna bemästra i sin profession är att (individuellt, eller som medlemmar i olika typer av styrgrupper) bedöma och utvärdera andras ingenjörsmässiga arbete, en oerhört central uppgift i ett projekt- och kvalitetssäkringsperspektiv.

Det övergripande syftet med arbetet har varit att studera hur kamratbedömning kan implementeras i redan existerande kurser, för att på så sätt ge de studerande möjlighet att träna på att ge och ta emot kritisk bedömning, att förbättra de studerandes lärande via ett större aktivt engagemang under kursen samt att se om potential finns att effektivisera undervisningen m.a.p. lärarinsatsen, genom att lyfta över en del av enklare rutinkontroller till de studerande själva.

Kamratbedömning har implementerats i två sinsemellan likartade kurser inom beräkningsmekanik vid högskole- resp. civilingenjörsprogrammen i Maskinteknik, LiTH (600 studenter ingick i studien). Mer specifikt har till två enklare inledande laborationsuppgifter inkluderats ett moment av kamratbedömning. Utvärderingen av det genomförda arbetet har skett via en kvalitativ studie, där de studerandes perspektiv/synpunkter inhämtats i samband med skriftlig redovisning av inlämningsuppgifter. Utöver detta har den kursansvarige gjort observationer av hur kamratutvärderingsarbetet fortskridit under laborationstid.

Resultatet visar att de studerande har uppskattat granskningen av såväl det egna som kamraternas arbeten, och att de sett det som ett led i lärandeprocessen. Även professionsperspektivet har lyfts fram där de studerande betonar vikten av moment och uppgifter i utbildningen som har en direkt relevans i det kommande yrkeslivet. Den kursansvariges bedömning är vidare att andelen ”viktiga” och ”relevanta” frågor ökat, vilket ger indikationer på att kamratbedömning kan vara en såväl pedagogiskt som effektivitetsmässigt gynnsam metodik. De studerande har dock upplevt logistiken/administrationen kring kamratvärderingen som i vissa avseenden besvärlig.

Sammanfattningsvis är det vår slutsats att kamratbedömning har en stor potential att berika utbildningar m.a.p. förmåga till kritisk granskning, djupinlärning och effektivisering, men att verksamheten inte bara skall implementeras kursvis (med risk för suboptimering och ineffektivitet), utan att den bör inlemmas i ett större perspektiv, med progression genom utbildningen som riktmärke.

This contribution discusses aspects and benefits from involving physical representations when teaching engineering design and Computer Aided Engineering at Linköping University, Sweden.

The paper presents a syllabus for a comprehensive introductory CAD course. The course is populated by some 300 students on the Mechanical Engineering Master’s and Bachelor’s programs, as well as the Design and Product Development Master’s program. Assessment is made via a project where the students are assigned to model and optimize a small catapult. The catapult is then produced, using cheap materials, by the hands of the students who modeled it. Finally, the catapult is validated by entering a contest, where it is judged in respect of accuracy, weight, and cost. The catapult assignment is constructed in such a way that the students are forced to seek individual ways of applying their newly acquired knowledge of the CAD tool. Some 100 catapults are produced but the material cost for each catapult is only about €4.

The low-cost nature of the catapults originates from research conducted at the Division of Machine Design at Linköping University, where the concept of Low-cost Demonstrators for enhancement of the conceptual design phase has been developed over the past decade. The results from this research point towards several benefits from using physical representations alongside the common digital tools during the early stages of the product development process. Furthermore, evaluation of parameters such as the students’ performance and their own opinions of the course show notable enhancement compared to previous courses.

Ever since the early nineties and the advent of affordable and comprehensive 3D-CAD systems, companies have striven to take advantage of cost-effective Virtual Prototyping, gradually moving away from activities involving physical representations of the evolving product. There are, however, aspects of the product development process that are less suitable for virtual exploration. Thus, there are limits to what extent it is effective to rely on digital modeling of physical products. Instead, this thesis argues that a deliberate combination of physical and virtual modeling offers numerous efficiencies that deserve further investigation.

By studying and combining four domains; product development theory, traditional prototyping, computer aided engineering and learning theory, the concept of low-cost demonstrators are identified as a potential means for further enhancement of the product development process. Especially when developing products involving new and unfamiliar technologies, this approach has proven particularly relevant and beneficial. Furthermore, a low-cost demonstrator can potentially serve as a catalyst for innovation and creativity among the members of the design team operating in a CAE intense environment.

In order to verify the validity of the concept of low-cost demonstrators, several undergraduate courses at Linköping University have been studied and evaluated.

Under första halvan av 1990-talet blev verktyg som 3D-CAD allmänt tillgängliga inom tillverkningsindustrin. I och med det påbörjades även en strävan efter effektiviseringsvinster genom att i större utsträckning utveckla virtuella prototyper istället för fysiska dito, en trend som alltjämt fortgår. Det finns dock aspekter av produktutvecklingsprocessen som blir lidande då den fysiska representationen av en produkt under utveckling uteblir. Således finns det gränser för i hur stor utsträckning digitala modeller kan bidra till effektivisering av produktutvecklingsprocessen. Den här avhandlingen argumenterar istället för en kombination av virtuella och fysiska representationer som en möjlig väg till ytterligare effektivitetsvinster.

I avhandlingen introduceras begreppet lågkostnadsdemonstrator. Genom att kombinera och studera fyra olika teoriområden - produktutvecklingsmetodik, prototypframtagning, datorstödd konstruktion samt pedagogisk teori – identifieras denna typ av demonstratorer som möjliga medel för att nå ytterligare effektivitetsvinster. Vidare visar sig lågkostnadsdemonstratorer särskilt användbara då produktutvecklingsprocessen innefattar ny och obekant teknologi. Lågkostnadsdemonstratorer kan potentiellt agera katalysator för kreativitet och innovation i datorintensiva utvecklingsmiljöer.

Till grund för utvärdering och validering av begreppet  lågkostnadsdemonstratorer ligger flera kurser i grundutbildningen vid Linköpings universitet.

In contrast to the major vicissitude faced by the transportation sector in developed countries due to environmental or political reasons, this contribution mainly fits into the discussion on how to make emerging markets adopt sustainable personal vehicles other than automobiles. A modularised light electric vehicle transportation system is presented.

Furthermore, the vehicles included in the presented system would also hold properties suited for transportation needs in developed countries. One issue would be not only a smaller environmental footprint, but also a more attractive physical footprint, in the sense that actual space is a matter of economy in densely urbanised areas.