CDIO Initiative: A Guarantee for Successful Accreditation of Engineering Programmes

Abdulkareem Sh. Mahdi Al-Obaidi


The accreditation bodies and engineering councils set a number of qualifying requirements and accreditation criteria to ensure the quality of engineering graduates and programmes. One of these requirements is the engineering curriculum. Some institutions using the traditional engineering curriculum often face difficulties and burden to meet the accreditation minimum academic requirements as their curriculum lacks the innovation and the integration of graduate attributes such as personal, interpersonal, teamwork, entrepreneurship, development of life skills and emotional wellbeing, among many. This eventually leads to deferred or even declined accreditation. To overcome these difficulties, the CDIO initiative is an ideal tool for successful accreditation. The CDIO standards, syllabus, engineering curriculum, and learning outcomes are not only meeting what accreditation bodies require, but they offer innovative curriculum more on high-level cognitive skills set in the context of the product-system lifecycle; Conceiving-Designing-Operating-Implementing metaphases. This paper shares a successful engineering education experience of the School of Engineering/Taylor’s University and how the CDIO initiative contributed not only to a successful accreditation but also to have a new innovative engineering curriculum. The adopted new curriculum is innovative, hands-on and project-based in order to achieve integrated learning where acquiring discipline-specific knowledge and CDIO skills take place simultaneously


Accreditation, CDIO initiative, Engineering curriculum, Project-based learning

Full Text:



Abdul Halim, M. H., and Buniyamin, N. (2016). A comparison between CDIO and EAC engineering education learning outcomes. Proceedings of the 2016 IEEE 8th International Conference on Engineering Education (ICEED). Kuala Lumpur, Malaysia.

Al-Atabi, M. T., Chung, E., Namasivayam, S., Al-Obaidi, A. S. M. and Shamel, M. M. (2013). A blueprint for an integrated project-based learning framework in engineering education: A case study at Taylor's University. Journal of Engineering Science and Technology, 8, 8-18.

Al-Atabi, M. T., Namasivayam, S., Chong, C. H., Choong, F., and Hosseini, M. (2013). A holistic approach to develop engineering programme outcomes: A case study of taylor's university. Journal of Engineering Science and Technology, 8, 19-30.

Al-Atabi, M. T., Shamel, M. M., and Lim, X. Y. (2013). A blueprint for research-led teaching engineering at schools: A case study for Taylor’s University (2013). Journal of Engineering Science and Technology, 8, 38-45.

Al-Obaidi, A. S. M., Tien, D. T. K., and Al-Atabi, M. T. (2014). Eureca: A unique approach for final year project at Taylor’s University. Proceedings of the 10th International CDIO Conference. Barcelona, Spain: Universitat Politècnica de Catalunya.

Aziz, A. A., Noor, M. M. M., Ali, A. A., and Jaafar, M. S. (2005). A malaysian outcome-based engineering education model. International Journal of Engineering and Technology, 2(1), 14-21.azi

Bankel, J. Berggren, K. F. Blom, K. Crawley, E. F. Wiklund, I. and Östlund, S. (2002). The CDIO syllabus: A comparative study of expected student proficiency. European Journal of Engineering Education, 28(3), 297-315.

Brady, L. (1996). Outcome-Based Education: A critique. The Curriculum Journal, 7(1), 5-16.

Crawley, E. F. Lucas, W. A. Malmqvist, J. and Brodeur, D. R. (2011). The CDIO syllabus v2.0: An updated statement of goals for engineering education. Proceedings of the 7th International CDIO Conference. Copenhagen, Denmark: Technical University of Denmark.

Crawley, E. F. Malmqvist, J. Ostlund, S, and Brodeur, D. (2007). rethinking engineering education: The CDIO approach. (1st Ed.), Springer.

EAC Evaluation Panel Report (2013). School of Engineering, Taylor’s University. Private communication.

EAC, Engineering Programme Accreditation Manual 2017. Retrieved from

Eldeeb, R., and Shatakumari, N. (2013). Outcome Based Education (OBE) - Trend Review. IOSR Journal of Research and Method in Education (IOSR-JRME), 1(2), 9-11.

Gamboa, R. A. and Namasivayam, S. (2012). An automated outcome-based education assessment template for KDU engineering programmes. Journal of Innovation in Engineering Technology and Education, 1(1), 41-63.

Glatthorn, A. A. (1993), OBE reform and the curriculum process. Journal of Curriculum and Supervision, 8(4), 354-363.

Gray, P. J. (2012). CDIO standards and quality assurance: From application to accreditation. International Journal of Quality Assurance in Engineering and Technology Education (IJQAETE), 2(2), 1-8.

Hashim, R. and Din, M. M. (2009). Implementing outcome-based education using project-based learning at university malaya. European Journal of Scientific Research, 26(1), 80-86.

Hermon, P., McCartan, C., and Cunningham, G. (2010). The use of CDIO methodology in creating an integrated curriculum for a new degree programme. Proceedings of the 3rd International Symposium for Engineering Education. Ireland: University College Cork.

Lang, J. D. Cruse, S. McVey, F. D. and McMaster, J. (1999). Industry expectations of new engineers: A survey to assist curriculum designers. Journal of Engineering Education, 88(1), 43-51.

McKernan, J. (1993). Perspectives and imperatives / some limitations of outcome-based education. Journal of Curriculum and Supervision, 8(4), 343-353.

Spady, W. G. and Marshall, K. J. (1991). Beyond traditional outcome-based education. Educational Leadership, 49(2), 67-72.

Wah, C. K. Tan, D. Chong, J. and Wee, K. S. (2015). CDIO and ABET Accreditation – The Nanyang Polytechnic Experience. Proceedings of the 11th International CDIO Conference. Chengdu, Sichuan, P.R. China: Chengdu University of Information Technology.



  • There are currently no refbacks.

Copyright (c) 2021 Indonesian Journal of Science and Technology

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Indonesian Journal of Science and Technology is published by UPI.
StatCounter - Free Web Tracker and Counter
View My Stats