The UNESCO Chair in Problem Based Learning in Engineering Education does have an extensive research programme and offer doctoral training within all the research areas. Basically there are three main areas:
- Engineering knowledge and skills Engineering knowledge is practically oriented, or action-oriented, but engineering knowledge is also science. The question is how to define engineering knowledge as a bridge between science and concrete applications carried out by engineers.
The engineer’s practice and role mirrors the importance that technology plays in different phases of the societal development, but it is not a matter of course how the engineer acquires and develops his perception of his role. Particularly in today’s society, there is a need for an independent engineer who is aware of his/her own values, able to manage his/her own life and skills courses, and simultaneously able to enter into collaborative relationships and participate in the development of organizations. How does this link with technical professional competence and with ethical perspectives – and especially development of global collaborative skills and knowledge? - Teaching and Learning in Engineering Education The research addresses different aspects of innovative approach in HE development, particularly in relation to engineering education. Educational innovation is very central at both a curriculum level and an institutional level. The basic assumption is that all elements in a curriculum and an institutional change process should be in alignment: objectives, selection of contents, teaching and learning methods, assessment, organisation and culture.
Especially Problem Based and Project Based Learning (PBL) is on the research agenda. Over the past 30 years, problem- and project-based learning processes have increasingly been introduced at engineering educations. The implementation of PBL in engineering education must in general be said to be a success, but it also raises some questions that should be the point of departure for further research and development.
There is research within the following areas:- PBL-learning system: Definition of PBL, PBL models and theoretical understanding and new teacher roles, Curriculum, Students’ learning process, Assessment systems, Innovation and Creativity, etc. -
- Institutional Change processes: Management, Organizational change, Faculty development.;
- Recruitment for educations, gender and intercultural learning The issue of cultural diversity is drawing an increase of attention in the contemporary discussion of education and learning. In the past decades, educational approaches including the PBL approach are increasingly ‘exported’ to other educational institutions and contexts, The mobility of students is on the rise due to general internationalisation of education; thus, students with various backgrounds meet in a multicultural educational setting creating diverse environments for teaching and learning. There is emphasis on analyses of the link between values, identity, culture and gender in a technical-scientific framework.