A systematic review of CDIO knowledge library publications (2010 – 2020): An Overview of trends and recommendations for future research

ABSTRACT

The Conceiving – Designing – Implementing – Operating (CDIO) Initiative identifies itself as a global educational framework for producing the next generation of engineers. The purpose of this systematic review is to provide an overview of trends and to consider how these may be optimised for the continued evolution of the initiative. This systematic review follows PRISMA guidelines and is preregistered on The Open Science Framework (OSF). The review includes all publications within the CDIO knowledge library between 2010 and 2020 (N = 898). Each of the publications was categorised as Advances in CDIO, CDIO Implementation and Engineering Educational Research. The initial screening identified the popularity of publishing articles discussing CDIO implementation and the notable decline in CDIO publications. A second screening took place that included all the publications in the Engineering Educational Research category. Some of the findings include: 1) 43% of publications have links with Nordic institutions. 2) Sweden is the most active country. 3) 81% of the publications are completed collaboratively; however, only 22% are cross institutional collaborations. The paper concludes with three main suggestions for future research: 1) Enhancing evidence-based practice 2) Support of blended learning research and 3) Further development of collaboration & replication efforts.

KEYWORDS:

• CDIO
• Engineering education research
• Systematic review
• PRISMA
• Evidenced-based practice

Disclosure statement

Competing Interest: Both the first and second authors are associated with the University of Limerick. The University of Limerick is a member of the CDIO initiative. The second author is an active member and proponent of the CDIO initiative.

Open scholorship

All raw data and visual representations of raw data used within the study will be available on the Open Science Framework (OSF) website.

Registration

Open Science Framework (OSF) Preregistration. 2 September 2021 [https://osf.io/k3nzq/?view_only=c4292e44d248430798a3c7694d340fb3].

Notes

1. Please note that 2020 was the last CDIO conference proceedings included in the study and that it is likely that the COVID-19 pandemic affected data gathered from this year. However, this is taken into consideration within the review findings, discussion and conclusion.

Additional information

Funding

This work was supported by the Irish Research Council under Grant GOIPG/2021/352 and European Commission under Grant 2020-1-IE02-KA226-HE-000765

Notes on contributors

Sean O’Connor

Sean O’Connor presently is a PhD student in the School of Education at the University of Limerick. His current research is on examining team-based learning in blended and online environments. The research effort is being funded by the Irish Research Council (IRC) under the 2021 Government of Ireland Postgraduate Scholarship award.

Jason Power

Jason Power currently leads an EU funded study that aims to enhance evidence-based practice within third-level STEM learning environments. Within this, and related nationally funded projects, heis leading an international team in the creation of professional development programs, synthesised evidence bases and associated supporting resources. His previous research has focused on non-cognitive factors and their relationship to performance within STEM learning environments.

Nicolaas Blom

Nicolaas Blom is a lecturer in the School of Education at the University of Limerick where he lectures in design and communication graphics and engineering education pedagogy modules. He completed his PhD at the University of Pretoria in 2019, which explored the design cognition of students involved in integrated STEM tasks. Nicolaas’ research interests include learning and teaching in integrated STEM environments and exploring the nature of organisational relationships in post-primary schools.