Purpose – This paper aims to unveil how sustainability is integrated into the courses/programmes ofhigher education institutions. The research question addressed is: how do academics representing differentdisciplines cooperate and engage in the work of integrating sustainability into their teaching programmes.Design/methodology/approach – This paper draws upon the notions of practise variation andinstitutional work from institutional theory and empirically focusses on the case of Kristianstad University(Sweden). This case is based on an autoethnographic approach and illustrates the experiences shared by sixcolleagues, representing different disciplines, engaged in implementing sustainability in their courses/programmes.Findings – The findings highlight how academics representing different disciplines, with specific traditionsand characteristics, face the sustainability challenge. Despite being bound by similar sustainable developmentgoals, differences across disciplines need to be acknowledged and used as an asset if trans-disciplinarity is theultimate goal.Research limitations/implications – Although the intrinsic motivation of individuals to work withsustainability might be a strong driver, the implementation of sustainability within courses/programmes andacross disciplines requires joint efforts and collective institutional work.Practical implications – By highlighting how academics engage in the work of integratingsustainability, this study emphasizes that managers of higher education institutions need to account for thetime and additional resources needed to ensure that academics effectively cope with sustainability. Intrinsicmotivation may not last if organizational structures and leadership are not supportive on a practical level andin the long run.

Software Engineering is probably one of the most recent engineering disciplines. As such there have been major requirements put on that discipline to undergo appropriate transformations from immaturity to higher levels of maturity. This does not only relate to matters of evolution of techniques, and usability, but also the process of developing the software of concern.

The ability to succeed in a large scaled Software Engineering project is probably highly dependent on the ways of working, that is, on the working process that fulfils the project. The Capability Maturity Model aims to assess the maturity of a software process, and serves as a guidance to improve such processes. Maturity here relates to degrees of formality and optimization, from ad hoc driven processes, via defined process structures, to active process optimization.

Seen in a perspective of Software Engineering education we can see that it is of high importance that students get exhaustive practice in project based work. Several working process models of that are proposed in the context of Software Engineering research. Following such models may increase the probability of project success, both in industry and in educational projects. Still, a process with inherent self-reflecting mechanisms may increase such probability even further, with effect on quality of both work and product.

This contribution will shed light on the working process of students, where self-reflection, self-motivation, and process improvement are put in focus. A model for this has been the Capability Maturity Model where reflecting over working processes aims to increase grades of process maturity and quality.

Bland de viktigaste grundläggande motiven bakom universitetsutbildning är att bidra med välutbildad arbetskraft till industrin, liksom samhället i stort. Båda parter, universitet och näringsliv, bör vinna på att ha väl utvecklade och gemensamma strategier för att samverka, via exempelvis industrinära projektbaserade kurser. Trots att vinster borde vara tydliga visar erfarenheter att sådana samarbeten, av olika anledningar, verkar vara tämligen lågprioriterade från båda parter. För att överbygga dessa inneboende motstånd finns ett behov av ett helt nytt tillvägagångssätt, där införandet av en nod mellan universitet och näringsliv, med väl förberedda begrepp och metoder för att arbeta med projekt, skulle tydliggöra rollerna för de involverade aktörerna. Här kan Demola ha positionen att vara en sådan nod. Demola har sitt ursprung i Tammerfors, Finland, och är en samarbetsplattform med fokus på industristödd innovativ produktutveckling. Här bidrar industripartners med låg risk med produktidéer, där multidisciplinära studentteam utvecklar dessa idéer i projekt, med sina egna innovativa förslag och prototyper. Demola har visat sig vara ett framgångsrikt begrepp och har inspirerat flera olika regioner i Europa att införa detta. Det innovativa pedagogiska ramverket CDIO bejakar utveckling av verklighetsnära system i utbildningen och Demolas bidrag till CDIO blir här tydligt där den nära relationen med industripartners och “verkliga system och produkter” särskilt betonas. Samtidigt är det väsentligt att se att universitet och högskolor har ansvar att ge kurser inom sina utbildningssystem, där studenterna exempelvis ska uppfylla vissa uppsatta lärandemål. För att undvika otydligheter eller motstridigheter är det därför viktigt att undersöka Demolas bidrag inom ramen för universitetsprogram och kursplaner. Erfarenheter kring Demola i utbildningen kommer här att presenteras, där diskussioner kring lärandemål sätts i sammanhang av CDIO. Hur Demola passar in i sammanhang av CDIO kommer också att belysas. Översiktliga introduktioner till både Demola och CDIO kommer att ges.

The great impact that Software Engineering has had on society during the latest decades has put demands on that discipline to become a mature, as well as a trustworthy engineering discipline. Here, the so called, software engineering Code of Ethics has been introduced to encourage such development.

The Code of Ethics has a prime focus on the Public, and a secondary focus on co-operation and development. While the Code of Ethics in first place concerns Software Engineers in professional work, it is interesting to see how this concept influences maturity and trustworthiness also to students in educational project based work.

This contribution will cover on-going experiments in project based courses where students reflect on the Code of Ethics. Such reflections should have impact on team work, as well as on views on Software Engineering for the common public. The main question concerns how student’s project work may be improved through such reflections, to meet previously observed cases of low self-responsibility and effort. The contribution covers case studies of CDIO based projects, as well as the concept of the Code of Ethics of Software Engineering in itself.

According CDIO, using the Code of Ethics in education should have relevance to several points of the CDIO syllabus, such as, 2.4 Attitudes, Thought and Learning, and 2.5 Ethics, Equity and Other responsibilities. The case studies as such, furthermore relate to aspects such as team work and communication, besides the core of the CDIO intension of driving student projects.

Real world systems are normally considered as hierarchically organized, for example, we see those as hierarchies of systems including subsystems. Examples on this can be seen in organizations where people act in environments and carry within themselves their own internal subsystem of thinking processes. Another example relates to robotics where robots may be seen as hierarchical constructions, both physically and logically. As in the case of human actors, we can see robots as autonomous entities that need to perform internal reasoning and planning to conform well to the environment in which they act. Furthermore, actions on different levels are often inherently parallel and may be more or less independent. Object-Oriented (OO) technologies have proved to be appropriate tools in software development. Programming these kinds of hierarchical concurrent systems should therefore be gained by suitable Object-Oriented software support that reflects system level-dependent behavior. For instance, actions in a robot control system should relate to real time, while a robotÕs planning system actions relate to simulated time. However, existing OO software support mainly reflects one-level sequential systems which only by exhaustive work may conform to such hierarchically organized systems. Existing architectural design proposals that address hierarchical compositions often cover ways of collecting objects, but do normally not address issues such as concurrency and different time semantics. We have developed concepts and software support to meet the need for modeling and implementing hierarchically organized systems with concurrent level-dependent autonomous entities. We have approached the problem from two directions, i.e., on one hand from a conceptual and principle perspective, and on the other hand from a software engineering perspective. Concepts and principles are mainly treated in the context of the, so called, Model-Orientated Programming project. Model-Orientation (MO), can be seen as an extension to Object-Orientation to support concurrent models especially. We use the term model for a software representation of an autonomous entity. A model may define its own view upon matters such as time and communication, and may furthermore include further models to represent hierarchical system compositions. Within the project of Model-Oriented Programming we also develop programming language elements relating to the developed concepts. Software engineering aspects are mainly studied within the project of Hierarchical Concurrent Systems. A developed Java-based framework especially reflects hierarchical properties of systems. A general concept of timebase may be specified as either based on a real time or a simulated time concept. This implies that software of one hierarchical level may act in real-time in a control system, while an internal hierarchical level may reason about future state based on a simulated time axis. Furthermore, within the framework we also regard communication, distribution and process management as hierarchical level-dependent properties. This impels ways of software components to flexibly adjust themselves to the context they are intended to act within. Our approach, based on investigations on both modeling and implementation, has been experimented on in several case studies. Those show that encapsulating our concepts and solutions within well defined software units provide software that is both flexible and scalable.

Several architectural patterns have been proposed for the purpose of modeling autonomous robots. They do, however, lack support on anticipatory behavior. Anticipatory systems typically consist of hierarchical levels of units with similar structures but with different semantics. Close mapping between units of a reference system and components of software models put high demands on component independency, with respect to hierarchy. A concept of hierarchical modeling is proposed to provide support on anticipatory modeling and fills the gap on these matters. The concept has been developed in a context of industrial automation software and successful experiments have been based on a Java‐based framework.

Detta arbete är ett resultat av medel erhållna för kvalitetshöjande projekt. En del av projektet är presenterat vid konferensen CDIO2016, ytterligare delar presenteras här. Ett syfte med projektet är att föreslå lärandemål för kurser med inslag av VIL (Verksamhetsintegererat Lärande, mosvarande VFU). För att vara så generellt användbart som möjligt, även på en internationell nivå, så används CDIO Syllabus (www.cdio.org) och dess ramverk för lärandemål. CDIO Syllabus har visats svara väl även mot flera nationella ramverk (*), såsom Högskoleförordningen. Vi har ändå velat förtydliga motsvarigheten mellan uppsättningen valda lärandemål från CDIO Syllabus och Högskoleförordningen. Det gjorda urvalet baseras på nämnda motsvarighet, samt även på resultat av tidigare experiment, samt existerande lärandemål för en viss kurs.

Liksom att högskolor och universitet har juridiska krav på sig att efterfölja Högskoleförordningens uppsatta lärandemål, så har man krav på sig att för studenterna handha kursutvärderingar. Här har vi valt ZEF-survey (http://zef.fi/zefsurvey/en/home/) som verktyg för att hantera kursutvärderingar, eftersom det ger möjlighet att svara på, och betrakta undersökande frågor på ett två-dimensionellt plan, vilket också ger flerdimensionella tolkningsmöjligheter. Ytterligare ett syfte är att matcha den valda uppsättningen lärandemål mot detta utvärderingsverktyg och experimentera med det vid ett kurstillfälle.

Medan man traditionellt utför en kursutvärdering vid slutet av en kurs, för att låta resultatet ge möjlighet att påverka kommande kurstillfällen, så har vi här haft ett annat syfte och tillvägagångssätt. Ytterligare ett syfte med projektet har varit att betrakta kursutvärderingen som en iterativ process under kursens gång, där man dels får en kontinuerlig återkoppling under kursens gång, och dels ger möjlighet att låta studenter reflektera över lärandemål över en tid, istället för vid en punkt. Det senare blir särskilt intressant då man på detta sätt kan gynna en process mot en högre medvetenhet hos studenterna beträffande det som kursen är tänkt att bidra med.

För att möta kraven hos anställda inom industrin för moderna datorbaserade produkter behöver utbildningsanstalterna ge studenter möjlighet att ta till sig av såväl fundamentala och långlivade teorier som de  senaste teknikerna. Detta är dock inte tillräckligt. Storskaliga produkter kräver samverkan mellan grupper av  utvecklare och detta faktum i sig självt sätter fokus på ytterligare utmaningar.  Själva arbetsprocessen måste  synkroniseras, kommunikationen mellan utvecklare måste vara effektiv, osv. För att förbereda studenter på även  sådana utmaningar måste således utbildningsanstalterna dessutom anpassa undervisningen så att även arbeten i  projektgrupper, kommunikation inom dessa, styrning av arbetsprocesser, förhållningssätt, mm,  ges lämpliga utrymmen.

CDIO är ett världsomspännande innovativt utbildningsramverk för att producera nästa generation av ingenjörer. I fokus för detta står projektbaserade undervisningsformer. Speciellt bejakar man arbetsfaserna Concieve (C), Design (D), Implement (I) och Operate (O), där man via dessa utvecklar en produkt som ska ha tillräckliga inslag av svårighet och komplexitet för att efterlikna de utmaningar man har i utveckling av verkliga produkter. Bakgrunden till detta initiativ ligger en identifiering av ett signifikant problem i teknikindustrin där man sett att utbildning av ingenjörer mestadels utgår från teoretiserade problem. Man har alltså ett gap mellan utbildningen och  teknikindustrins krav. Vidare kräver reell produktutveckling samarbeten i arbetsteam, där även detta poängteras som CDIO-synvinkel.

Detta bidrag har tre huvudsyften. Dels kommer det att presentera CDIO och begrepp som förekommer inom detta. Dels kommer exempel ges på en kurs i Software Engineering, som kan ses som särskilt CDIO- inspirerad. Kursen har i sin form tre år bakom sig, där stegvis utveckling gjorts speciellt med fokus på att förbättra arbetsprocessen.  Inspiration för progression av kursen har tagits såväl från CDIO som från området för Software Engineering. Inspiration från Software Engineering bör ses utifrån de barnsjukdomar och mognadsprocesser denna fortfarande tämligen nya disciplin har bakom sig. Därför kommer även detta att belysas. Vidare kan materialet bakom detta bidrag även delvis ses som en sammanställning  av tre på varandra följande konferensbidrag till internationellt hållna CDIO-konferenser.

The relatively short history of IT can unfortunately point out a number of failing projects concerning missing deadlines, functionalities, low quality, etc. Theories and techniques have been developed, to meet inherent problems and challenges. But also software process models, that is ways of working, where several typical activities within software processes have been emphasized. Still, the use of software also seems to bring even further requirements on new techniques. A conclusion is therefore that, besides from some core fundaments, inherent parts of IT are, by necessity, evolving in themselves.

When it comes to educational systems, an appropriate set of theories, techniques, and principles should be taught to prepare for working in software industry. Still, this is not enough. A software engineer actually needs to be able to handle all the steps of a software process. That is, educational systems have to find ways to support teachings, not only in theories, techniques, and principles, but also in ways of working that hopefully should correspond well to the practices of software industry. Furthermore, students should be gained by getting educational support to meet and handle the ever changing future.

This contribution presents project based approaches where the process of developing the project result should have several benefits. First, it should provide a basis for training core practices of Computer Science, second it should prepare for software processes, i.e., ways of working in software industry, and third, it should aim for students being responsible for self learning. Especially, the third point is significantly important in a discipline of ever changing techniques. Inspiration is taken from well known Software Process Models. Such are models are shown to lie close to the CDIO initiative. Software Process Models are discussed, comparisons with CDIO are provided, as well as a case study on a project based course.

This contribution studies the new forms of work that arise as a consequence of the pandemic, and presents how students in education can be prepared for these forms of work. More and more discussions concern adjustments to remote work. This also applies to the academy, which then has a responsibility, not only to change work towards distance forms, but also train students in these for their future professional career. A survey was conducted during the autumn semester of 2020 when a course in Software Engineering, which normally is dependent on physical meetings, was forced to be given completely online. The outcome was documented by the teachers during the course through continuous discussions and investigations, and was later compiled into a conference contribution, which is currently in a peer-review process [1]. Among the discussions it was mentioned that we may experience a ‘game-changer’, and more precisely that in the future we may work globally and distributed, i.e., independently of a localized office. Globally, it is possible to see discussions regarding such a 'game-changer'. At the World Economic Forum's Davos Agenda 25-29 January, 2021, the possible future labor market was discussed via the article [2]. This as a reflection on the situation that has arisen that the pandemic has contributed to, and future possible consequences of this. Similar discussions on the expansion of remote work, are covered, e.g., in [3] and [4], which in turn demands for new responsibilities at academia, with respect to adjustments in courses to meet challenges of future remote work. The contribution presents changes in teaching so that this corresponds well with a shift in the IT-industry towards remote working. New teaching elements are implemented in larger project courses, where the focus is on online-based development with modern tools for testing and integration. Process models that were previously seen as flexible and efficient, but have been dependent on physical meetings, are adjusted to be able to be performed distributed and remote. Studies of corresponding changes in the regional IT-industry are reported, as well as psycho-social consequences of the new forms of working.

One of the main fundamental reasons behind university education, is to provide well-educated work power for industry, as well as society in large. Both parts, here university and industry, should gain by having well developed and common strategies to bridge the inherent gap between those two, though, for instance, industry close project based courses. Still, experiences show that even though benefits from this should be clear, priorities on support for this seem to be quite low, by different reasons, from both parts. To overcome that there is a need for a completely new approach, where introducing a node between universities and industry, with well-prepared full sets of concepts and ways or working with projects, would illuminate on possibilities and roles of collaborating participants. Here Demola may have the position of such a node. Demola, originating from Tampere, Finland, is a collaboration platform with focus on industry supported innovative product developments. Here industry partners contribute with low risk with product ideas, where multidisciplinary student teams meet those ideas in projects, with their own innovative proposals and prototyping. Demola has proved itself to be a success, influencing several regions in different countries in Europe to adopt this concepts. The innovative educational framework CDIO, acknowledges student practice in developing real-world systems and products. Demola’s contribution to this is the close relationship with industrial partners, where ‘real-world systems and products’ is especially emphasized. Still, responsibilities of university partners are to provide courses within their educational systems, and where students should meet certain sets of learning outcomes. Therefore, to avoid conflicting situations, it is essential to investigate the contribution of Demola in the context of university programs and syllabuses. We will here provide experiences on that. Demola, as such, will be presented, experiences from involved stakeholders will be shown, and correspondences with CDIO syllabus and standards, will be emphasized.

Cognitive disorders, such as disorders on the autistic spectrum, Downs’s syndrome, etc. often imply significant constraints on communication between persons suffering from those, and the environment where they act. Meanwhile, governmental propositions on human rights emphasize equality concerning information, where overcoming such interaction challenges should be considered as strongly encouraged. This contribution discusses studies that have been performed towards municipalities, public institutions, and non-profit organizations, in southern Sweden. The studies aim to involve users throughout the development of an innovative concept of communication assistive software technology, by involving multiple types of users, such as: persons with disabilities, personal assistants, teachers for students with special needs, academics, and others. The studies and the resulted findings are discussed in regard to the participatory action research framework.

The core of CDIO addresses criticism from engineering industry according engineering education having too much focus on theoretical training. Here, practice, and especially integrating theory and practice, has had a peripheral role implying students not being well enough prepared for the complexity of industry’s real world problems and solutions. CDIO aims to meet that criticism through especially illuminating on project based educational forms, where sections of the, so called, CDIO Syllabus point out desired knowledge and skills that are needed to fulfil complex enough projects in engineering education. That approach not only prepares students in appropriate ways for the benefits of industry, but also increases their value of being employable. CDIO does not explicitly point out industry close work placement in education, neither in the CDIO syllabus, nor in the CDIO Standards. Still, many universities strive after work integrated learning, in purposes of, e.g., employability, and real world preparation. Experiences show problems in work integrated learning due to several reasons, such as, establishing sustainable academy–industry contacts, strategies for project ownership and IPR (Intellectual Property Rights), and guarantees according fulfillment of academic requirements on learning outcomes.

The concept of Demola relates to a platform for collaborations between academy and industry with focus on multi-disciplinary student projects. Especially focus is on innovation, where industry may experiment with new ideas at low cost. Demola has proved itself to be a successful approach, with developed templates for student-industry contracts, and process models. Still, to be an attractive choice for work integrated learning, the Demola approach also has to be clear with respect to academic contexts of courses’ learning outcomes, and course evaluations.

The aim of this contribution is to point out a set of learning outcomes in a purpose of clarifying on such set being an inherent part of Demola. That set, which is based on CDIO Syllabus, shall map towards a tool for evaluations, where the two-dimensional multi-valued tool ZEFsurvey, is chosen. Overviews and discussions will be provided, as well as test cases, and comparisons between the chosen set with the Swedish national framework for education, will be outlined in the purpose of pointing out adaptability in an international context.

Project-based educational forms are at the core of the CDIO concept, where students should be trained in contexts of complex enough tasks to prepare for the complexity of industry projects. Besides from fulfilling a project in itself, CDIO points out the importance of achieving integrated learning skills, including personal and interpersonal skills (CDIO Syllabus sections 2 and 3), where those are desired to meet the challenges of the working processes.

Projects in education moreover correspond to active learning, where students are encouraged to learn through solving the problems required to fulfill the goals of a project. Being active in the process of completing a project, does not only imply disciplinary training, but also training in achieving generic skills, such as experimentation, knowledge discovery, system thinking, teamwork, and communication. All in all, a conclusion is that student activities in project-based teaching and learning relate to all four sections of the CDIO Syllabus, and hence active learning will here contribute to integrated learning. Thus, activating students in project-based courses should have several positive values.

However, experiences show that one problem in project-based courses is that of activating a major part of a student group. Here, a common pattern is that some students are not contributing enough, resulting in other students covering up for them, or risking the whole project. Therefore, teaching efforts should be put on finding ways to widen the group of active students.

The project-based course Software Engineering 2, at Kristianstad University, Sweden, has undergone several years of improvements in order to, on one hand reduce the number of passive students, and on the other hand increase values of generic skills from the CDIO Syllabus. This paper will present development steps of that course. Methods, where some have been inspired from the Software Engineering industry, will be covered, and results of using those will be provided. A major result is that of increasing values of integrated learning, where this in itself contributes to the core of CDIO.

An important aspect of elderly people's habits can be connected to food and meal. To be able to make your own choices according good, and healthy food, even in situations of high age, and functional disabilities adds to quality of life. This contribution covers outcomes of the Active Ageing project, dealing with studies of elderly people's food situation, to be able to find suitable computer based support systems in order to provide appropriate food. Especially, background investigations will be covered, and prototype support systems will be outlined.

The  core  of  CDIO  addresses  criticism  from  engineering  industry  according engineering education having too much focus on theoretical training. Here, practice, and especially integrating theory and practice, has had a peripheral role implying students not being well enough prepared for the complexity of industry’s real world problems and solutions. CDIO aims to meet that criticism through especially illuminating on project based educational forms, where sections of the, so called, CDIO Syllabus point out desired knowledge and skills that are needed to fulfil complex enough projects in engineering education. That approach not only prepares students in appropriate ways for the benefits of industry, but also increases their value of being employable. CDIO does not explicitly point out industry close work placement in education, neither in the CDIO syllabus, nor in the CDIO Standards. Still, many universities strive after work integrated learning, in purposes of, e.g., employability, and real world preparation. Experiences show problems in work integrated learning due to several reasons, such as, establishing sustainable academy–industry contacts, strategies for project ownership and IPR (Intellectual Property Rights), and guarantees according fulfillment of academic requirements on learning outcomes.

The concept of Demola relates to a platform for collaborations between academy and industry with focus on multi-disciplinary student projects. Especially, focus is on innovation, where industry may experiment with new ideas at low cost. Demola has proved itself to be a successful approach, with developed templates for student-industry contracts, and process models. Still, to be an attractive choice for work integrated learning, the Demola approach also has to be clear with respect to academic contexts of courses’ learning outcomes, and course evaluations.

The aim of this contribution is to point out a set of learning outcomes in a purpose of clarifying on such set being an inherent part of Demola. That set, which is based on CDIO Syllabus, shall map towards a tool for evaluations, where the two-dimensional multi-valued tool ZEFsurvey, is chosen. Overviews, case studies, and discussions will be provided, where one purpose is to point out the adaptability of Demola in an international context.

This paper describes the outcomes of a one year long research project aimed at identifying and prototyping ideas for Internet of Things-based products which can help parents with ADHD or autism in their everyday life. The project was conducted according to user-centered design principles to identify ideas, which were later prototyped and made technical proof-of-concepts of. This paper focuses on the process of making the technical proof-of-concept, after initially describing the process of arriving at the ideas which were prototyped.

A purpose behind the United Nation’s Agenda 2030is that no one shall be left behind, which implies that supportfor vulnerable people shall be seen as clearly significant. Inthat context, assistive technologies serve purposes of improvingdisabled individuals’ inclusiveness and overall well-being. Thiscontribution covers ongoing experiments on techniquesdeveloped for Smart Homes, where the outcomes of suchdevelopments are targeted towards young people withfunctional disabilities, in order to provide them withindependence in their own living space.

Academia plays a main role in knowledge discovery and dissemination of knowledge. Amongst the fundamental reasons behind university education lies preparing students to use and contribute with that knowledge within contexts of industry, as well as society in large. We here see three types of actors, i.e., universities, students, and industry, which by several reasons all are gained by close cooperation already in university education. Quite often though we see a gap between education and possible student recruitment. Here, the value of being employable increases through work based projects supported by education. Even though we can see willingness according such kind of cooperation from both academia and industry, experiences show that there are barriers towards actually implementing this. That may in turn depend on common lack of knowledge on how to establish university-industry connections, and how to negotiate on student involvement, ownership of work, etc. Conclusions therefore show a need for an established organization that mediates between academia and industry, and that have well developed structures for project workflow, project result ownership, etc. Demola may here have that role as an award winning platform for industry driven projects with focus on students. Demola provides a win-win-win relationship between university, students, and industry, and has clear structures for cooperation between those. Experiences have shown that Demola is promising as a mediator, as well as a provider of multi-disciplinary industry close projects, where those may be plugged into educational programs in suitable ways. This contribution will provide an overview of Demola as a platform for industry close student projects. Demola may furthermore be used as a platform for research projects. Experiences will here be covered as a concrete example on a Demola student project. Moreover, learning outcomes in contexts of CDIO Syllabus, evaluations, and corresponding CDIO-standards, will be presented.

This contribution addresses how two parallel courses during the last semester, where one is a final course for degree projects, have been synchronized. This is to give students a greater chance to complete the courses on time, and at the same time create a greater understanding of complicated problems.

The three-year Computer Engineering program at Kristianstad University, Sweden, has for several years suffered from difficulties during the third semester of the third year, where students most often tend to miss significant deadlines. This semester, which is the students' last, comprises a final degree project of 15 credits, which corresponds to half the work effort during the semester. Different approaches have been tested to give students the best possible conditions to complete the degree project on time. On the one hand, the degree project has been full-time during the latter part of the semester, with the first half consisting of other courses. On the other hand, the degree project has run in parallel with other courses throughout the semester. However, both approaches have resulted in situations where the students in many cases do not complete the degree project, and that other courses during the semester have also suffered.

A revision of the Computer Engineering program was made three years ago. The difficulties with the last semester have then also been considered. An effort has been made to develop synchronization opportunities between the courses during this semester. A new course, Systems Engineering, of 15 credits throughout the semester, has been developed, where the content of the course, as well as levels of learning objectives and examination forms have been considered to suit the parallel ongoing course for the degree project. Students have been offered opportunities to develop and analyze advanced systems where the course System Engineering has been based on the implementation of technical constructions, while the course for degree projects has been based on more theoretical and exploratory perspectives.

The students design the systems with both hardware and software. At the same time as they conduct literature studies, and investigate suitable analysis methods. Examples of systems include:

- Drones. Processors for these, as well as software to give these flying properties, are developed. Technical measurements are made, for analysis and evaluations. Measurements made are based, e.g., on the placement of sensors, and performance on technical protocols.

- Body Sensor Networks. Here, too, both hardware and software are designed to put the system into operation, and technical measurements are made to study at the usability of the system.

Synchronizing the courses has generally given good results, where the opportunity to complete the courses has increased drastically. A survey of the students' experiences has been made, and this has shown high satisfaction.

The program is clearly CDIO-oriented, which is also expressed in the education plan. The perception is that the synchronization of courses described in this contribution, and the effects of this, further increase the fundamental values ​​pointed out by the CDIO.

”Active Ageing – Personalised food and meal solutions for health and quality of life” (Aktivt åldrande – individuellt anpassade måltidslösningar för hälsa och livskvalitet hos äldre. Diarienr 2013-02780) is a project that aims to maintain the quality of life and autonomy of older persons, through individual and personalised meal solutions that fit their needs and requirements. The target group are primarily the age 75 or older. Five work packages are included in the project. This report describes the work package that had the scope of developing a concept for the ordering, distribution and delivery of meal to the elderly. Refrigeration technology and the cold-chain will play an important role in the concept by preserving the safety and quality of foods during its transportation to the elderly. Refrigeration technology and the cold-chain will also make it possible to prepare specific types of foods that meet the demand of the elderly. In particular for the elderly consumers that would like to eat at home and decrease their independency and overall quality of life. It is also important the value chain and concept for the business model must be flexible and taking into account needs from the elderly consumers at all stages, starting from ordering the meal, handling in the household and disposing of the packaging material. An interdisciplinary approach – combining knowledge of ICT (information and communications technology) – Technology, food quality, packaging, logistic, sensory, and waste/return systems for the food that is distributed is increasingly necessary. As the demand for food for the elderly is on the rise, the development of new products, models and services might be facilitated by collaborating with SMEs (micro, small and mediumsized enterprises) and other business partners interested in delivering solutions for the elderly consumers. The concept for the ordering, distribution and delivery of meal to the elderly developed in the project can be used by other end users and/or for other products and services.

This paper will discuss the future-ready university at the level of its future-ready teachers with regard to their teaching and learning practice for sustainable development. Academic institutions have both a role in promoting discussions of concern based on their specialized disciplines and a role in educating students to be future-ready to contribute to the society in a sustainable way. However, carrying out such roles with sufficient credibility may not be a matter of course for university teachers, who need sufficient insights into both sustainability per se and sustainable pedagogical teaching practice. This paper stresses the importance to the development of the future-ready university of cultivating sustainability, and provides an “educate the educators” project as an example.

Enligt Högskolelagen skall högskolorna i sin verksamhet främja en hållbar utveckling. FNs Agenda 2030 och dess 17 globala hållbarhetsmål belyser ytterligare högskolornas roll att utveckla och sprida kunskap om hållbar utveckling. Det ställs dock krav på högskolelärares insikter kring hållbarhetsbegreppet och iscensättandet av dess flervetenskaplighet i undervisningssituationen. Den här artikeln beskriver en fakultetsövergripande högskolepedagogisk kurs, Undervisning för hållbar utveckling, med dessa krav som utgångspunkt. Kursens genomförande och design presenteras, liksom syfte och lärdomar.