Lugg-Widger, Phillip  ORCID: https://orcid.org/0000-0002-0662-8590, Davies, Aled ORCID: https://orcid.org/0009-0008-9972-117X, Kwan, Alan ORCID: https://orcid.org/0000-0003-4206-4435, Bakthavatchaalam, Venkat, Sandford, Richard and Hicks, Yulia ORCID: https://orcid.org/0000-0002-7179-4587
2025.
Embedding technical and transferable competencies in engineering education: A critical analysis of curriculum-level innovations.
Presented at: EERN 2025 Symposium,
Manchester, UK,
03 - 04 July 2025.
EERN 2025 Symposium Proceedings.
UK:
University of Manchester,
pp. 28-36.
10.71535/f5dfe8de-1b80-4192-8573-54d934996dec
|
Preview |
PDF
- Published Version
Download (490kB) | Preview |
Abstract
This contribution explores the integration of transferable competencies and skills at the curriculum level, with a focus on the impact of interdisciplinary engineering and design education through Problem-Based Learning (PBL), but at scale. Adopting a case-study approach, it examines the outcomes of a cross-disciplinary first-year initiative developed at Cardiff University. Previously, teaching was traditional, predominantly relying on large class lectures, and suffered from poor engagement and higher failure rates. In response, the programme was redesigned to prioritise active learning, encouraging students to think and behave like engineers, while fostering curiosity and problem-solving skills. The new approach emphasises developing emotionally intelligent individuals equipped with engineering skills, rather than producing technically proficient engineers with minimal exposure to "soft skills.” The new structure has only three large modules: Computational, Fundamentals and Applied, covering content across a broad engineering curriculum. The Computational and Fundamental modules scaffold technical knowledge around the Applied year-long module, which was designed to bridge theory with practice. Additionally, the programme introduces a four-block teaching format, and assessment methods were revised to align with the active learning model. These changes have contributed to an increase in student progression rates. The challenges encountered during the transition from a traditional, lecture-based approach to a more active, competency-driven model are highlighted. It discusses strategies employed to overcome these challenges, including institutional commitment, funding, and curriculum restructuring. Finally, this new approach is critically evaluated, examining outcomes, lessons learned, and serves to assist other institutions wanting to make this transition in their curriculum.
| Item Type: | Conference or Workshop Item (Paper) |
|---|---|
| Date Type: | Publication |
| Status: | Published |
| Schools: | Schools > Engineering |
| Subjects: | L Education > LB Theory and practice of education > LB2300 Higher Education |
| Publisher: | University of Manchester |
| Funders: | Cardiff University |
| Date of First Compliant Deposit: | 26 November 2025 |
| Date of Acceptance: | 1 June 2025 |
| Last Modified: | 26 Nov 2025 14:39 |
| URI: | https://orca.cardiff.ac.uk/id/eprint/182681 |
Actions (repository staff only)
 |
Edit Item |
Altmetric
Altmetric