The ‘New' Normal of Business Education in a Post COVID Era: The CDIO Approach

With the resumption to normal life peering at the end of the tunnel, one cannot help but pause and ponder what the future of business education will look like in a post COVID world. Based on the evolution of the professional business context that goes beyond basic disciplinary knowledge, this chapter caters to the current and future needs of this discipline and presents an innovative framework and roadmap for Business schools to follow using the Conceive-Design-Implement-Operate (CDIO) adjusted Business Syllabus and applying standards that go hand in hand. Moreover, the chapter includes a Business Generic Management Curriculum that includes the required knowledge, skills, and attributes needed for successful business graduates. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.

Application of flipped classroom based on CDIO concept combined with mini-CEX evaluation model in the clinical teaching of orthopedic nursing.

BACKGROUND: After the COVID-19 epidemic, the state has paid more attention to the clinical teaching function of affiliated hospitals of colleges and universities. Strengthening the integration of medicine and education and improving the quality and effect of clinical practice teaching are critical challenges facing medical education. The difficulty of orthopedic teaching lies in the characteristics of a wide variety of diseases, strong professionalism, and relatively abstract characteristics, which affect the initiative, enthusiasm, and learning effect of nursing students. In this study, a flipped classroom teaching plan based on the CDIO (conceive-design-implement-operate) concept was constructed and practiced in the orthopedic nursing student training course to improve the effect of practical teaching, and it is convenient for teachers to implement more effective and targeted teaching in the flipped classroom of nursing education and even medical education in the future. METHODS: Fifty undergraduate nursing students who practiced in the Orthopedics Department of a tertiary hospital in June 2017 were enrolled in the control group, while 50 undergraduate nursing students who practiced in the same department in June 2018 were enrolled in the intervention group. The intervention group adopted the flipped classroom teaching mode of the CDIO concept, whereas the control group adopted the traditional teaching mode. After finishing the department practice task, the students in the two groups completed the evaluation of theory, operation skills, independent learning ability, and critical thinking ability. They completed the evaluation of clinical practice ability in eight dimensions, including four processes of nursing procedures, humanistic care ability, and evaluation of clinical teaching quality for two groups of teachers. RESULTS: After teaching, the clinical practice ability, critical thinking ability, autonomous learning ability, theoretical and operational performance, and evaluation of clinical teaching quality in the intervention group were significantly higher than those in the control group (all p < 0.05). CONCLUSION: The CDIO-based teaching mode can stimulate the independent learning ability and critical thinking ability of nursing interns, promote the organic combination of theory and practice, improve their ability to comprehensively use theoretical knowledge to analyze and solve practical problems, and improve teaching effectiveness.

COVID-19 FORCED REMOTE TEACHING AND UNIVERSITY EDUCATION AFTER IT

The COVID-19 outbreak at the beginning of 2020 disrupted students' and teachers' learning and teaching activities worldwide as it led to a quick transition from education, including faceto-face interaction to emergency remote teaching (ERT). During this ERT period monitoring research on the experiences and innovation needs was done at Wageningen University & Research. This was supplemented with small teacher and student group consultations. The results show that a focus on student well-being is needed in the years ahead. The ERT was appreciated as it kept education going on. Still, students indicated lack of sense of connectedness and a strong desire to have face-to-face education as part of the Teaching and Learning Activities (TLA). For the following years, online versions of most courses should be available to stay prepared for online education when needed. That includes online alternatives for vulnerable TLA's like labs and excursions. The ERT courses hastily developed in 2020 can be redesigned in combination with a blended learning curriculum for less restricted times. This requires a well-designed mix of TLA's to activate students, rather than simply flipping one kind of TLA for another. In combination with the (re)design of courses geared to sense of connectedness, this might add up to the resilient curricula we need for the following years. © CDIO 2022.All rights reserved.

IF YOU PLEASE, DRAW ME A RESILIENT CURRICULUM!

The COVID-19 pandemic significantly impacted Higher Education as a whole, and the various educational institutions. It resulted in unexpected circumstances and unavoidable trade-offs to ensure that the curricula became more agile and flexible. Resiliency is also now a cornerstone, in order to navigate the disruptive change with the high levels of volatility, uncertainty, complexity and ambiguity. Ten universities in South-East Asia and three in Europe have since 2018 been engaged in a project aimed at improving the quality of their STEM programmes. In the context of this capacity building framework, this paper outlines a curriculum design workshop to stimulate curriculum transformations for VUCA contexts. The paper shares insights into facilitating international collaboration, which enabled different perspectives and representations of an original curriculum to emerge. The value of online tools as a way of promoting international collaboration and curriculum development is also discussed. The approach is based on a serious games model, to train curriculum designers to better embrace change, to collaborate and work across cultures. It is transferable to locally support the future transformation of programmes, by sharing and challenging ideas. Target participants are University programme leaders, deans, educational quality managers, accreditation bodies, curriculum heads and council stakeholders, as well as partners from industry, and even students. The main objectives and phases of the collaborative workshop are presented, followed by implications and recommendations aimed at developing a Resilient Curriculum framework. © CDIO 2022.All rights reserved.

CLOSING THE GAP BETWEEN CLASSROOM AND REALITY THROUGH VIRTUAL BRIDGES

Online guest lectures serve as an important learning activity for students to bridge the gap between the classroom and the reality of business and has become common during the Covid-19 pandemic. Such lectures enable students to better link theories and concepts to practice and can provide valuable network opportunities for students by facilitating contact with professionals in their field of studies. Online guest lecturing has also proven to have benefits for the course administration such as an easier allocation of guest lecturers and a more effective use of resources. This paper is part of a pre-study for determining the opportunities and challenges that online guest lecturing can have for students of engineering and management programs at a master level. Specifically, the purpose of the pre-study is to explore how online guest lectures are perceived among students and course directors, and how they can be improved. The method used involves a narrative literature review and an empirical pre-study. The results suggest that online guest lectures allow students to enhance their knowledge on the course contents and allow them to make more informed career choices. They also suggest that course directors use guest lectures as a means for inspiring and supporting the learning of the students. However, the results also suggest that students can adopt a more passive role in online guest lectures compared to face-to-face guest lectures. Learning in online guest lectures could be enhanced when connected to learning activities that support them, e.g., follow-up seminars, assignments, and reflection documents. In terms of implications, this study presents course directors and students' perceptions of online guest lectures, as well as presents improvement suggestions for course directors and guest lecturers when planning and performing guest lectures in university courses to enhance learning among students. © CDIO 2022.All rights reserved.

RETHINKING ENGINEERING INTERNSHIPS IN TIMES OF DISRUPTIONS

Internships represent an important opportunity for students. It is an opportunity to develop a feel of the engineering work and profession, to be engaged in learning that enables them to observe experts at work, apply and practice knowledge and skills gained in the classroom and for many, it subsequently informs their decisions on further education and/or career options. The internship therefore is a bridge between two different phases, namely, education and work. Aligned with the theme of the CDIO conference on thriving and surviving, the challenging situation brought about by the Covid-19 pandemic on a global scale affected the way work and learning were conducted. Students' internships were canceled, postponed, or reduced to virtually participating in a company, hampering their professional development through handson experience. This paper aims to make sense of this disruption by using the work of Bourdieu on habitus and field to examine the transition process and the ways in which the interns develop an understanding of their internship experience and adapt to the changes amidst the disruptions brought about by the pandemic. Bourdieu's work is significant here because it sees education and practice beyond the explicit transferal of knowledge by highlighting the importance of practical and embodied experience, something which was affected in internships during the pandemic. The research was conducted through digital focus group discussions with 22 students. Here, we present the story of 2 students that provide insights in how students experienced and managed disrupted internships. This is especially crucial as for most of these interns, the internship is an initial foray into the world of work, providing them with an insight into engineering in practice that guides their understanding and decisions relating to their future. Together, this paper contributes to advances in the theory and practice of CDIO by reinforcing the need for closer alignment between education and industry. © CDIO 2022.All rights reserved.

EVALUATION OF STUDENTS' PERFORMANCE IN CDIO PROJECTS THROUGH BLENDED LEARNING

Current engineering job sectors do not only demand theoretical technical knowledge but also hands-on skills and critical thinking to ensure that engineering graduates are adaptive to the evolving and innovative world. Hence, several engineering modules at Canterbury Christ Church University have incorporated CDIO projects to integrate professional skills into the course. Following the UK government COVID-19 lockdown guidelines in 2020, traditional oncampus face-to-face learning was restricted at UK universities and colleges;therefore, students faced several challenges from academic and wellbeing perspectives. To overcome the challenges and enhance those professional skills through CDIO projects whilst following COVID-19 restrictions, blended learning was implemented via reconfiguring the delivery and implementation of the CDIO projects through an optimal arrangement of online and on-campus sessions. Online CDIO practical sessions were dedicated to students for transforming their ideas into feasible designs and solutions whereas students developed the hardware prototype during the face-to-face sessions. The learning framework was inclusive with additional support for disabled students with accessible learning materials and supportive technical and professional training. The above strategy also helped students to complete their online assessment to achieve the required professional attributes and manage online/blended groupbased tasks appropriately. Their outcome of the CDIO project was impressive and the quality of those projects is comparable to final-year projects. The performance of the students was also encouraging as the first-time overall pass rate is relatively high (86%) for a cohort of 75 students where average marks are around 59.6 and standard deviation is around 18.5. The high success rate was achieved in all areas of the cohort, for example the pass rate in BAME students was 93.75%, in female students it was 98.43%, and in disabled students it was 98.43%. A survey on students' experience shows that they benefited highly from the sessions related to the CDIO project. © CDIO 2022.All rights reserved.

Engineering Students' Engagement in a Hybrid Learning Mode: Comparative Study

After almost two years since the COVID-19 pandemic hit the world, higher education institutions are adopting transitional strategies towards returning to normal campus life while respecting the health and safety regulations. An example of such strategies is the hybrid teaching model where only half of the students attend their classes physically on campus while the other half attend their classes simultaneously but online, and their attendance alternates every week. A major challenge imposed by this strategy is the complexity of students' engagement as instructors are exposed simultaneously to two different teaching styles. In this paper, the effectiveness of an Audience Response System in terms of boosting the students' engagement in a hybrid learning environment is investigated. The collected data is analyzed at various stages and comparative conclusions are drawn about the Audience Response System's effectiveness over the interaction of online and on-campus students. Furthermore, an anonymous detailed survey is conducted to verify the students' satisfaction level and to link its results with the conclusions obtained from analyzing the data of the Audience Response System. © CDIO 2022.All rights reserved.

Design and Research of Cloud Virtual Simulation Experiment Teaching Case in the Period of COVID-19

This paper uses VMware virtual machine and ghost technology to design virtual simulation experiment teaching case. In the Vmware virtual machine environment, the approach of project-led and task-driven is used to carry out for related experiments such as computer system construction, BIOS system application and security, hard disk management, operating system installation, system backup and restoration, image and cloning of partition and disk and so on. With OBE as the experimental teaching concept, a comprehensive virtual simulation experimental teaching case is designed. The teaching case design implements CDIO thinking, emphasizes process education, and cultivates the ability to analyze and solve problems. In the teaching process, the ideas of case conception, case design, case implementation, case operation and result analysis and summary are implemented. This virtual simulation experiment teaching case relies on the private cloud server platform in the school, adopts B / S architecture, and is shared and opened through internet, which can facilitate the implementation of online and offline experimental teaching, as well as experimental exercises and assessments. During the COVID-19 epidemic, it provides online experimental teaching environment and student training environment for relevant experimental teaching in courses such as "Computer System Security", "Information Security", "Computer System Maintenance", "Operating System and Application", "Computer Assembly and Maintenance"and other courses. It effectively solves the problems of inconvenience to carry out relevant experimental teaching through physical machine and the inability to carry out experimental teaching and conducting experiments online. It helps to improve the quality and effect of experimental teaching, increase the rate of experimentation and save experimental cost. © 2021 ACM.

Practical COVID-19 Prevention Training for Obstetrics and Gynecology Residents Based on the Conceive-Design-Implement-Operate Framework.

Background: The spread of COVID-19 poses a challenge for obstetrics and gynecology (O&G) residents. In order to improve the theoretical knowledge and practical skills of residents in epidemic prevention and control, reduce work pressure and improve professional skills, effective and sound training models are required to improve the protection of O&G residents from COVID-19. Method: A total of 38 standardized training O&G residents working in Shengjing Hospital of China Medical University in March 2020 was selected. They were randomly divided into intervention and control groups. The control group underwent a protection theory exposition according to the traditional training method, while the intervention group adopted a conceive-design-implement-operate (CDIO) mode, arranged training courses in combination with the O&G specialty, and completed four modules of CDIO. After the training, the theoretical knowledge and practical operation were assessed, and the work stress and occupational identity scales were assessed. The assessment results and scores of the two groups of residents were analyzed. Results: Compared with the scores of the residents in the control group, the theoretical and technical scores of the residents in the intervention group significantly improved (P < 0.05). In the evaluation of organizational management, workload, interpersonal relationship, and doctor-patient relationship pressure, the scores of the intervention group were lower than those of the control group, with a statistical difference (P < 0.05). For the intervention group, the job stress and professional identity evaluation scores were significantly higher than those of the control group (P < 0.05). Conclusion: The CDIO model can effectively enhance the theoretical knowledge and practical skills of O&G residents in COVID-19 epidemic prevention protocols to reduce work pressure and improve professional identity. In addition, it provides new ideas, methods, and approaches for future clinical practice training.

On-Line Project-Based Learning on Healthcare Technologies Against Epidemic Diseases: A COVID-19 Case Study

Quality technical education on healthcare technologies is still inaccessible to young adults in low-resource settings due to high costs, low-tech environments, and gaps in learning materials. The online and open-source collaborative Project-Based Learning (PBL) methodology intends to introduce early-career engineers into the development of healthcare technologies by allowing students from all around the world, regardless of background or place of origin, to engage in collaborative design methods, the use of open-source resources and learning experiences from experts in the field. This paper discusses a case study in which the aforementioned methodology was implemented, the "COVID-19 Innovation Competition and Design Bootcamp 2020", which brought together 105 participants from 22 countries, mostly in Africa, to conceptualize the design of 10 medical devices in two weeks for an integral management of the COVID-19 pandemic that is applicable to other infectious disease outbreaks. The presented experience demonstrates that highly formative virtual PBL experiences can be carried out, in a cost-effective way and in connection with real societal needs, for which remarkable solutions can be found, by virtue of multidisciplinary and international cooperation. Our findings demonstrate that even if it is difficult to reach the degree of project completion achievable with longer-term and on-site design-build experiences, on-line PBL has been shown to promote students' professional skills in an effective way.