The usage of the Conceive-Design-Implement-Operate or C-D-I-O initiative is well documented within the context of engineering undergraduate programmes. To date, there are over 140 universities around the world which are part of the initiative, and most, if not all, of these universities have utilised the initiative as a framework within undergraduate curricula. This has been initially done for engineering undergraduate programmes, with other disciplines (outside of engineering) now choosing to implement this framework within its own context – due to its success in enhancing the overall student learning experience, at the engineering undergraduate level. There are, however, limited studies on how the framework is utilised within the context of a postgraduate programme. In particular, there are little to no studies on how this framework may be utilised to enhance the student learning experience within research-based postgraduate programmes e.g. MSc (by research) or PhD programmes. This paper aims to firstly review the available literature on how the framework influences postgraduate programmes globally. An attempt would also be made to discuss how previous studies have applied the framework to postgraduate education. To further narrate the application of the framework to graduate studies, a case study of a research-mode MSc programme will be explored. Specifically, how C-D-I-O influenced the research methodology of a chosen project within the MSc and resulted in designing and building an engineering system in a systematic and structured manner.
|Journal||International Journal of Mechanical Engineering Education|
|Early online date||5 Aug 2019|
|Publication status||E-pub ahead of print - 5 Aug 2019|