Curriculum Agility principles for transformative innovation in engineering education

European Journal of Engineering Education, vol. 50, pp. 455–471

Abstract

Transformative curriculum innovation is needed in engineering education programmes, to continuously keep up to date with developments in the professional and research disciplines, in society, technology and pedagogy, and in the characteristics and needs of its diverse students. To enable and facilitate such innovations, both the curriculum's design and its institutional organisation need to be easily adaptable. This paper introduces Curriculum Agility, a concept that has been developed between 2018 and 2023 in a series of focus group sessions with engineering education practitioners and experts. Throughout these co-creational and iterative sessions, Curriculum Agility was defined as a responsively organised education, with dynamic learning contents and flexible pedagogics and didactics, while all involved staff is continuously developing competency to deal with the necessary transitions. Ten principles of Curriculum Agility are presented to guide curriculum innovators at programme and course level towards continuous transformation that is desirable, feasible, and viable within their context.

Authors 10

1. S.C. Hallenga-Brink corresponding Aachen

   Leiden University · Umeå University

   Affiliation as printed

   ICLONLeiden University Graduate School of Teaching

   Umeå University

   Centre for Educational Development, Umeå University, Umeå, Sweden

   ICLONLeiden University Graduate School of Teaching, Leiden, the Netherlands

2. Miranda de Hei

   The Hague University of Applied Sciences

   Affiliation as printed

   The Hague University of Applied Sciences

   Research Group Sustainable Talent Development, The Hague University of Applied Sciences, Hague, The Netherlands

3. Ellen Sjoer

   The Hague University of Applied Sciences

   Affiliation as printed

   The Hague University of Applied Sciences

   Research Group Sustainable Talent Development, The Hague University of Applied Sciences, Hague, The Netherlands

4. Carl Johan Carlsson

   Chalmers University of Technology

   Affiliation as printed

   Chalmers University of Technology

   Department of Communication and Learning in Science, Chalmers University of Technology, Gothenburg, Sweden

5. Fredrik Georgsson

   Umeå University

   Affiliation as printed

   Umeå University

   Planning Office, Umeå University, Umeå, Sweden

6. Elizabeth Keller

   KTH Royal Institute of Technology

   Affiliation as printed

   KTH Royal Institute of Technology

   Department of Learning in Engineering Sciences, KTH Royal Institute of Technology, Stockholm, Sweden

7. Charles McCartan

   Queen's University Belfast

   Affiliation as printed

   Queen’s University Belfast

   School of Mechanical & Aerospace Engineering, Queen’s University Belfast, Belfast, Northern Ireland

8. Mikael Enelund

   Chalmers University of Technology

   Affiliation as printed

   Chalmers University of Technology

   Department of Mechanics and Maritime Sciences, Chalmers University of Technology, Gothenburg, Sweden

9. Reidar Lyng

   Norwegian University of Science and Technology

   Affiliation as printed

   NTNU Norwegian University of Science & Technology

   Center for Science & Engineering Education Development, NTNU Norwegian University of Science & Technology, Trondheim, Norway

10. Wilfried Admiraal

    OsloMet – Oslo Metropolitan University

    Affiliation as printed

    Oslo Metropolitan University

    Centre for the Study of Professions, Oslo Metropolitan University, Kjeller, Norway